Agenda Item 6.02.A.2 CHE Meeting Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 1 New Program Proposal Bachel

Agenda Item 6.02.A.2 CHE Meeting New Program Proposal Bachelor of Science in Cybersecurity Lander University

Summary

Lander University requests approval to offer a program leading to the Bachelor of Science in Cybersecurity, to be implemented in the Fall of 2021 through traditional and online course delivery. The following chart outlines the stages of approval for the proposed program. The Committee on Academic Affairs and Licensing (CAAL) voted unanimously to recommend approval of the proposal. The full program proposal is attached.

Stages of Date Comments Consideration Program Proposal 8/3/20 Not Applicable Received ACAP Consideration 9/17/20 The Lander University representative presented the proposal concurrently with the B.S. in Data Science proposal. The representative noted that the field of cybersecurity is growing rapidly, and there is a large demand for cybersecurity professionals. The proposed program is designed to provide students with an understanding of the technical and policy- related aspects of this field. Furthermore, there is a growing need for cybersecurity professionals in the workforce as evidenced by recent employment opportunity data noted by the representative.

The program will serve both traditional and non-traditional students through partnering with Technical Colleges. The representative noted that the institution did not estimate extra faculty need beyond extra sections of some courses. The program will be a part of Lander’s presence at the University Center of Greenville, and the institution will explore offering the program online and as a graduate program.

The representatives from the University of South Carolina Columbia and Winthrop University expressed their support for the degree and added that they will be presenting a similar degree in the next cycle. The representative from the University of South Carolina Aiken (USCA) noted that Lander’s proposed Cybersecurity program appeared similar to the USCA degree in Applied Computer Science (formerly not listed on the proposal among similar programs). The USCA degree has a concentration in Cybersecurity, and the programs would be within one hour of proximity. The USCA representative expressed support only for the data science degree under concurrent consideration and made a motion to amend the previous the motion for separate consideration.

Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 1 Agenda Item 6.02.A.2 CHE Meeting Stages of Date Comments Consideration After remaining discussion, ACAP voted by majority to recommend approval of the Cybersecurity program proposal, with USCA dissenting. Staff comment to the 9/18/20 Staff discussed with Lander questions from the ACAP meeting, institution including program uniqueness and similarities. Additionally, staff researched both programs, and relayed suggested revisions to the proposal including: • Discussion on accreditation and program certification • The addition of similar programs, and • Clarifying program-related facilities and equipment expenses. Responses received 9/25/20 The institution provided responses that addressed the inquiries. CAAL Consideration 10/29/20 The Lander representative noted the high demand for qualified cybersecurity professionals. Local employers have expressed a desire for cybersecurity professionals in the area. The representative added the institution’s position to not hurt other institutions by starting a new program, and highlighted program uniqueness. He continued by saying that this program would have a political science track that is not part of the available programs in the state, and the institution concludes there is more than enough demand for multiple institutions to have similar programs in the state because of the growing nature of the field. The representative also stated that Lander graduates of this program may matriculate into related graduate programs in the state.

The USC Aiken (USCA) representative noted the similarity between the Lander proposal and the cybersecurity concentration within the USCA Applied Computer Science degree. He raised no objection but clarified there are similar degree programs in proximity to Lander, and growing competition for students in this field.

Representatives from USC Upstate and Coastal Carolina University spoke in support of the program and felt that multiple programs help raise standards for all programs in the state. The representative from Francis Marion added that student choice to change majors after enrollment is one more important reason for similar majors at multiple institutions. The representative from the University Center of Greenville (UCG) stated that this program, designed to be offered at UCG also, can be beneficial for the Greenville County community and provides options for non-traditional students, which are not presently being offered by other programs.

CAAL members appreciated the institutions’ discussion of the issue and requested staff perspective on the program proposal. Staff replied that after thorough review, the program Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 2 Agenda Item 6.02.A.2 CHE Meeting Stages of Date Comments Consideration demonstrated potential for success. Committee members also added that there are valid issues for similar programs including statewide need, which they believe is the case for this program.

Upon remaining discussion, CAAL members voted unanimously to approve the program proposal. A CAAL member made a motion to add the program to the consent agenda for the November CHE meeting. After discussion with staff, CAAL members voted unanimously to add the program to the November CHE agenda.

Review

Committee consideration included a discussion on program duplication, previous objections to the program, and the increasing need for more cybersecurity professionals. Institutional representatives satisfactorily addressed all of the questions raised by CAAL members.

Recommendation

The Committee on Academic Affairs and Licensing recommends the Commission approve the program leading to the Bachelor of Science in Cybersecurity at Lander University in Fall 2021.

Lander University Undergraduate Student and Program Data

Undergraduate In-State/Out-of-State Enrollment, Fall 2018 2,717(91.48%) / 253(8.52%) Number of Approved Programs in 10 Yrs. (FY 2010- 2019) 10 Number of Terminated Programs in 10 Yrs. (FY 2010- 2019) 7

Industry related Occupational Wages and Projections in South Carolina, 2016 – 2026*

2016 2016 2026 2016-2026 Annual Total Occupational Median Estimated Projected Total 2016-2026 Avg. Percent Percent Field¹ Income² Employment³ Employment Employment Change Change Change Architecture and Engineering $71,370 39,528 45,055 5,527 1.32% 13.98%

¹ “Occupational Field” represents the closest related occupation category that includes the occupations aligned with the program proposal. ² SC Department of Employment & Workforce (DEW), Labor Market Information. (2019). Occupational Employment and Wage Rates (OES) for All Major Groups in South Carolina in 2016 [Data file]. Retrieved from https://jobs.scworks.org/vosnet/lmi/default.aspx?pu=1 ³ SC Department of Employment & Workforce (DEW), Labor Market Information. (2019). Occupational Projections (Long-term) for Multiple Occupations in South Carolina in 2016-2026 [Data file]. Retrieved from https://jobs.scworks.org/vosnet/lmi/default.aspx?pu=1 * Data downloaded September 16, 2019; Most recent data available.

Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 3 Agenda Item 6.02.A.2 CHE Meeting NEW PROGRAM PROPOSAL FORM

Name of Institution: Lander University

Bachelor of Science in Cybersecurity (Emphases: Computer Information Systems and Political Science):

Program Designation: Associate’s Degree Master’s Degree Bachelor’s Degree: 4 Year Specialist Bachelor’s Degree: 5 Year Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.)

Consider the program for supplemental Palmetto Fellows and LIFE Scholarship awards? Yes No

Proposed Date of Implementation: Fall 2021

CIP Code: 11.1003

Delivery Site(s): Lander University, Greenwood, SC 29649 (Traditional/face-to-face and 100% Online) University Center of Greenville (UCG) (Blended/Hybrid)

Delivery Mode: Traditional/face-to-face Distance Education *select if less than 25% online 100% online (Main Campus) Blended/hybrid (50% or more online) (UCG) Blended/hybrid (25-49% online) Other distance education (explain if selected)

Program Contact Information (name, title, telephone number, and email address):

Dr. David A. Slimmer, Dean, College of Science and Mathematics, 864-388-8381, [email protected]

Institutional Approvals and Dates of Approval (include department through Provost/Chief Academic Officer, President, and Board of Trustees approval):

1. Department of Mathematics and Computing: February 18, 2020 2. College of Science and Mathematics: March 26, 2020 3. Undergraduate Programs Committee: April 15, 2020 4. Curriculum Committee: April 24, 2020 5. Faculty Senate: April 28, 2020 6. Provost: April 6, 2020 7. President: May 12, 2020 8. Board of Trustees: May 12, 2020

Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 4 Agenda Item 6.02.A.2 CHE Meeting Background Information State the nature and purpose of the proposed program, including target audience, centrality to institutional mission, and relation to the strategic plan.

Nature and Purpose of the Program The purpose of the B.S. in Cybersecurity program is to educate and train students for careers in technical and/or non-technical areas related to the field of cybersecurity. Students completing the core courses of this program will gain deep technical knowledge to develop and maintain cybersecurity solutions along with an understanding of non-technical areas including administrative, ethical, and legal aspects of cybersecurity. With coursework structured with guidance from the National Centers of Academic Excellence in Cyber Defense (CAE-CD), the program offers two emphases: Computer Information Systems and Political Science. The Computer Information Systems emphasis focuses on deeper technical skills needed for the professional developing and maintaining of cybersecurity solutions. The Political Science emphasis focuses on policy development and compliance, and the legal aspects related to the field of cybersecurity.

Target Audience The B.S. in the Cybersecurity program will serve both traditional and non-traditional students seeking education and training in the growing field of cybersecurity. The program covers all core elements of the cybersecurity field and is suitable for individuals with no prior knowledge of computing or cybersecurity, e.g. students finishing high school or individuals with no prior computing knowledge or experience. This program is also suitable for students transferring from other institutions to Lander University seeking a degree in cybersecurity. Courses taught in South Carolina’s technical colleges and other four-year institutions that are equivalent to the courses required for the proposed program have been identified and can be transferred for credit in this major. This program is also suitable for individuals who are currently enrolled in or have earned an associate degree and are now seeking a bachelor’s degree. Lander’s CIS faculty are communicating with the faculty of Piedmont Technical College and Greenville Technical College to develop a 2-2 associate’s to bachelor’s program within the existing Computer Information Systems major, and these efforts will be expanded to develop the equivalent articulation for the Cybersecurity major. The proposed program will also attract individuals who are presently working in computing fields and want to earn a bachelor’s degree in Cybersecurity.

Centrality to Lander University’s Mission The mission of Lander University is “to offer high-demand and market-driven programs to ambitious and talented students in South Carolina and beyond. These programs are delivered in a rich liberal arts environment to produce highly qualified and marketable graduates”1. The B.S. in Cybersecurity program directly supports the mission statement. The supply of skilled professionals in the field of cybersecurity is sharply lagging behind the demand2. According to Burning Glass’ cybersecurity hiring watch article 3“For each cybersecurity opening, there was a pool of only 2.3 employed cybersecurity workers for employers to recruit”. The B.S. in Cybersecurity program will play a crucial role in fulfilling the demand for cybersecurity professionals in our seven-county region, and eventually in the state of South Carolina and beyond.

1 https://www.lander.edu/about/mission-vision-strategic-plan 2 https://www.ibm.com/blogs/ibm-training/new-cybersecurity-threat-not-enough-talent-to-fill-open-security-jobs/ 3 https://www.burning-glass.com/wp-content/uploads/recruiting_watchers_cybersecurity_hiring.pdf Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 5 Agenda Item 6.02.A.2 CHE Meeting Relation to Strategic Plan The B.S. in Cybersecurity program supports pillars 1 and 4 of Lander University’s strategic plan. The program is expected to be a High-Demand Market-Driven (Pillar 1) program3. The graduates of this program will be gainfully employed and/or will be prepared to attend graduate school (Pillar 4).

Assessment of Need

Addendum to the Proposal (September, 2020):

Since the creation of this new program proposal, the State of South Carolina and the world have experienced a global health event and an economic downturn unlike any experienced in most individuals’ lifetime due to the onset of the COVID-19 pandemic. Most key economic and employment indicators within the United States have reported a historic decline with indicators suggesting a prolonged timeframe for overall economic recovery to occur. With these recent dramatic public and economic events, it is imperative to review current curriculum and new program proposals in order to assess the overall viability of such program(s) under the current environment. Under the current economic climate due to the COVID-19 pandemic, Lander University has reviewed the new program proposal for a B.S. in Cybersecurity and has concluded the program is viable.

Our favorable review of the proposal was determined by the following:

COVID-19 accelerated the digital transformation of our daily lives and businesses. This unexpected and rapid digitization increased the risk of cyberattacks. Cybersecurity professionals were designated as essential workers by Cybersecurity and Infrastructure Security Agency (CISA) of the U.S. Department of Homeland Security 4. Many articles have recently been published claiming that cybersecurity jobs are among the few COVID-19-proof jobs 5

The white paper entitled “Resilient Skills: The Survivor Skills That the Class of COVID-19 Should Pursue.” 6 by Emsi argues that to remain competitive in the new environment, students must possess resilient skills including human skills, technical skills, and hard to find skills, which are those in high demand but for which there is low supply. The basic premise of the paper is that these skills have either remained in demand or increased in demand despite the pandemic, shutdown, and recession.

Through its general education curriculum, all of Lander’s programs address the listed human skills of communication, problem solving, and critical thinking. Additionally, each of these skills naturally form a large portion of any curriculum involving mathematics and computing, including Cybersecurity. The proposed program includes assessment items related to problem solving skills, applying critical thinking in real-world scenarios, and communicating the results of cyber exploitations investigations to both a technical and non- technical audience.

As for resilient technical skills, the paper discusses many aspects of the proposed program including risk analysis, risk governance, and IT Systems skills. The paper supplies a graph of IT systems skills along with their demand by

4 https://www.cisa.gov/sites/default/files/publications/Version_4.0_CISA_Guidance_on_Essential_Critical_Infrastructure_Wo rkers_FINAL%20AUG%2018v3.pdf 5 https://economictimes.indiatimes.com/tech/ites/only-cyber-security-jobs-at-it-firms-are-covid-19-virus- proof/articleshow/75707342.cms 6 https://www.voced.edu.au/content/ngv%3A87766 Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 6 Agenda Item 6.02.A.2 CHE Meeting employers and supply within the workforce. “Certified Information Systems Auditor” has a gap exceeding 50 thousand positions whereas the “Certified Information Systems Auditor” has a gap of about 10 thousand.

Clearly, acquiring and practicing skills related to cybersecurity to protect the rapidly digitizing world will remain the key indicators of employability in the post-Covid-19 world. As such, Lander has concluded that the proposal remains not only viable, but urgently needed.

With that stated, despite other institutions in the state offering cybersecurity related programs, no other program in the state currently offers the type of curriculum within their cybersecurity programs that Lander University currently is proposing. As demonstrated further in this proposal, the curriculum offered through this program is unlike any currently offered and will create new opportunities and advantages for students enrolled in this program versus their peers in other institutions. Lastly, as a public regional comprehensive university, it is crucial that Lander University provide the citizens of its region with the opportunity to earn a degree that provides access to many opportunities for well-compensated employment.

State / Regional Demand for the Program

Cyber Seek7 reports a workforce of over 11,000 cybersecurity positions filled in the state of South Carolina but over 4,525 current job openings. Of these openings, over 1,600 are in the metropolitan areas surrounding Greenwood.

Additional Need for the Program A recent study by the International Information System Security Certification Consortium (ISC2) indicated that there are nearly 3 million cybersecurity jobs available globally, and a significant gap exists in the supply and demand of cybersecurity professionals89. According to the U.S. Bureau of Labor statistics, the demand for cybersecurity professionals in the period 2018-2028 is expected to grow by 32%, which is a much faster rate than average (which is 5%). The typical entry level education requirement is a bachelor’s degree, and the typical starting pay is $98,350/year. The projected numeric increase in the number of employment opportunities for cybersecurity professionals is 35,50010.

Officials at Piedmont Technical College and Greenville Technical College have expressed interest in this degree option for their students. Just as 2 + 2 articulation agreements have been worked out or are being worked out for students to finish with a Bachelor of Science degree in one of the emphases in Lander’s Computer Information Systems major, an agreement will come about for students to complete an area of interest in this program. These agreements can then easily be expanded to include all technical colleges interested in the option.

With the high demand for cybersecurity professionals, many colleges are starting to offer bachelor degrees in this field. Current professionals in the cybersecurity field have learned the necessary skills through certificate programs and in-the-field training versus degree programs. Some of the options for professionals to get cybersecurity education and training in the South Carolina are as follows: The University of South Carolina – Columbia, Trident Technical College, Piedmont Technical College, and Horry-Georgetown Technical College all offer certificates in cybersecurity. Bachelor’s degrees with specialization in cybersecurity are offered by the University of South Carolina – Aiken, University of South Carolina – Upstate, and Limestone College. Master’s degrees in Cybersecurity are available by the College of Charleston and the Citadel Military College of South

7 https://www.cyberseek.org/heatmap.html

9 https://techcrunch.com/2019/01/27/too-few-cybersecurity-professionals-is-a-gigantic-problem-for-2019/ 10 https://www.bls.gov/ooh/computer-and-information-technology/information-security-analysts.htm Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 7 Agenda Item 6.02.A.2 CHE Meeting Carolina11. Anderson University plans to roll out a new Bachelor’s degree program to start in the fall of 2020. Lander University’s Bachelor of Science in Cybersecurity program will offer an opportunity for interested individuals to receive formal training from a public university in the field of cybersecurity in our seven-county region and beyond.

The curriculum for the proposed program is in alignment with the knowledge units required for the Center of Academic Excellence in Cyber Defense Education (CAE-CDE) designation supported by the National Security Agency (NSA) and the Department of Homeland Security (DHS). This designation expects programs to be in existence for three years with one year of graduates. Our minor in Cybersecurity has been in existence since 2016, and Lander University plans to apply for CAE-CDE designation for the Cybersecurity minor in October 2020. We plan to seek the CAE-CDE designation for Cybersecurity major at the earliest possible opportunity.

Transfer and Articulation

Faculty at Lander University have been working with faculty from Piedmont Technical College (PTC) and Greenville Technical College (GTC) and are finalizing articulation agreements for an associate degree in Computer Technology to a bachelor’s degree in Computer Information Systems. We expect that these efforts will be successful and will likely extend to develop a similar program for the Cybersecurity major. The appropriate course transfer equivalencies are already in place.

Employment Opportunities

State (2016-2026) National (2016-2026) Expected Employment Expected Employment Data Type Number of Projection Number Projection and Source Occupation Jobs (%) of Jobs (%) Computer and Information Projection Research Scientists 360 2.8 27900 19 Central . Computer and Information Projection Systems Managers 3160 14.2 367600 12 Central Projection Computer Network Architects 1450 13.1 162700 6.5 Central Computer Network Support Projection Specialists 2580 12.8 198800 8.2 Central Projection Computer Occupations, All Other 1610 8.1 287200 9.3 Central Projection Computer Systems Analysts 6200 13.5 600500 9.1 Central Computer User Support Projection Specialists 7040 15.5 636600 11.3 Central Projection Information Security Analysts 1410 22.7 100000 28.5 Central Projection Software Developers, Applications 3710 33.7 831300 30.7 Central Software Developers, Systems Projection Software 2610 15.3 425000 11.1 Central Supporting Evidence of Anticipated Employment Opportunities

11 https://cybersecuritydegrees.com/degrees-by-state/south-carolina/ Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 8 Agenda Item 6.02.A.2 CHE Meeting The data in the table was collected from Projection Central by Hanover12. This project provides projections of occupational employment growth at state and national levels. The research was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration.

Description of the Program

Projected Enrollment (Main Campus) Fall Spring Summer Year Headcount Headcount Headcount 2021 12 12 0 2022 22 22 0 2023 32 32 0 2024 42 42 0 2025 40 40 0

Projected Enrollment (New Site, University Center of Greenville) Fall Spring Summer Year Headcount Headcount Headcount 2021 10 10 0 2022 20 20 0 2023 20 20 0 2024 20 20 0 2025 20 20 0

Explain how the enrollment projections were calculated.

On the main campus, we predict an initial enrollment of approximately 12 students in the first year of implementation. This projection accounts for 2 existing students migrating from the Computer Information Systems (CIS) and CIS-Engineering Dual degree programs, and new 10 freshmen and transfer students. The increase in the Fall semester enrollment in the second and subsequent years represents freshmen, transfer students, and students entering the program with associate degrees and seeking to take classes on the main campus. We predict that the enrollment will grow to roughly 40 students in the program after the graduation of first cohort. We do not expect to see major changes in the Spring enrollments.

We also plan to recruit students who wish to continue their education after coursework at Piedmont Technical College or Greenville Technical College, or continue their education after several years of work experience. As these students might not be pursuing a main campus experience, we will offer classes towards this program both online and at the University Center of Greenville. These students will likely not enroll in a full load of courses, so the enrollment projections for the new site reflect FTE students. In addition, the estimates for this table assume that students spend only 2 years as a cohort in the program as they have already completed two years of coursework or an associate’s degree.

12 https://projectionscentral.com/Projections/LongTerm Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 9 Agenda Item 6.02.A.2 CHE Meeting

The estimates above are conservative in order to protect institutional budgets, but showcase Lander’s confidence that this new program would start out strong and continue to grow. Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program? If yes, explain. Yes No

Lander University, B.S. in Cybersecurity, CHE, 11/5/2020 – Page 10 Agenda Item 6.02.A.2 CHE Meeting Curriculum

New Courses List and provide course descriptions for new courses.

The Department of Mathematics and Computing has been offering a Cybersecurity minor since the Fall semester of 2016. Courses presently taught in the Cybersecurity minor are part of the proposed Cybersecurity major curriculum. In addition to the existing cybersecurity courses, following new courses will be included in the major program.

1. CIS 345.INTRODUCTION TO CRYPTOGRAPHY

Cryptography is an indispensable tool for protecting information in computer systems. This course is designed to introduce students to the inner workings of cryptographic systems and how to correctly use them in real-world applications. Topics include: stream ciphers, pseudo randomness, block ciphers, message integrity, hash functions, authenticated encryption, public-key encryption, and other emerging topics. Prerequisite: “C” or better in CIS 130 and CIS 243. Three credit hours.

2. CIS 346 – CYBERSECURITY PLANNING AND MANAGEMENT

This course provides a holistic view of procedures and processes for planning and management of cybersecurity operations in an organization. Topics include laws and ethics pertaining to information systems security, risk assessment and management, identifying needs for security functions, understanding strengths and weaknesses of available security solutions, developing information security policies, developing plans for the protection and access control of intellectual assets, outlining roles of personnel in planning, managing, and maintaining information security, and developing contingency

plans for business continuity, disaster recovery, and incident response after a security violation has occurred. Prerequisite: “C” or better in CIS 243. Three credit hours.

3. CIS 443 – SPECIAL TOPICS IN CYBERSECURITY

Designed to provide an in-depth study of topics related to Cybersecurity. Prerequisites: “C” or better in CIS 240, CIS 243, and CIS 260, or permission of the instructor. One to three credit hours. Note: this course will not be required but will be an elective option.

4. CIS 449 – CYBERSECURITY CAPSTONE

In this capstone course, students conduct research, and design and implement comprehensive cybersecurity projects in a group environment. An oral defense before an audience of students and faculty is required, and faculty will review a project portfolio. Prerequisite: Instructor’s approval. Three Credit hours.

Lander University, B.S. in Cybersecurity, CAAL, 10/29/2020 – Page 11 Agenda Item 6.02.A.2 Four Year Plan of Study CHE Meeting Credit Credit Course Name Course Name Hours Hours Fall Spring CIS 102 – APPLICATION SOFTWARE 3 CIS 120 - FUNDAMENTALS OF INFORMATION SYSTEMS AND INFORMATION TECHNOLOGY 3 CIS 130 -PROBLEM SOLVING AND PROGRAMMING 4 ENGL 102 METHODS 3 MATH 121, MATH 123, Or MATH 141 3 MATH 125 3 ENGL 101 3 CIS 230-COMPUTER PROGRAMMING PRINCIPLES I 4

LINK 101 1 GEN. ED. (HUMANITIES AND FINE ARTS) 3 Total Semester Hours 14 Total Semester Hours 16 Fall Spring CIS 243 - FUNDAMENTALS OF CYBERSECURITY 3 CIS 140-. NETWORKING LAB 1 GEN. ED. (WORLD CULTURES) 3 CIS 260- NETWORK AND SYSTEM ADMINISTRATION 1 GEN. ED. (FOUNDING DOCUMENTS) 3 CIS 240 - INTRODUCTION TO DATA COMMUNICATIONS 3

MATH 211 3 MATH 200, MATH 242, or MATH 300 3 ELECTIVES 3 MATH 212 3 ELECTIVES 4

Total Semester Hours 15 Total Semester Hours 15

Credit Credit Course Name Course Name Hours Hours Fall Spring CIS 344 - NETWORK SECURITY AND FORENSICS 3 CIS 343 - COMPUTER FORENSICS 3 GEN.ED. (BEHAVIORAL SCIENCE) 3 GEN.ED. (BEHAVIORAL SCIENCE) 3

*EMPHASIS COURSE 3 CIS 345 - INTRODUCTION TO CRYPTOGRAPHY 3 ELECTIVES 6 *EMPHASIS COURSE 3 ELECTIVES 3 Total Semester Hours 15 Total Semester Hours 15 Fall Spring CIS 346 – CYBERSECURITY PLANNING AND 3 CIS 360 - DATABASE DESIGN MANAGEMENT 3 *EMPHASIS COURSE 3 CIS 449 – CYBERSECURITY CAPSTONE 3 GEN. ED. (HUMANITIES AND FINE ARTS) 3 ELECTIVES 9 ELECTIVES 6 Total Semester Hours 15 Total Semester Hours 15

Total Credit Hours Required: 120 *Emphasis courses are selected according to the emphasis area requirements.

12 Agenda Item 6.02.A.2 CHE Meeting DEGREE: BACHELOR OF SCIENCE MAJOR: CYBERSECURITY EMPHASIS: COMPUTER INFORMATION SYSTEMS Credit Hours UNIVERSITY REQUIREMENT FALS 101: Fine Arts and Lecture Series 0 GENERAL EDUCATION REQUIREMENTS (For approved courses see the General Education: www.lander.edu/gen-ed.) A. Core Academic Skills (9 hours) ENGL 101: Writing and Inquiry I 3 ENGL 102: Writing and Inquiry II 3 Mathematics: Choose one from the following: 3-4 MATH 121: Mathematical Applications MATH 123: Calculus and its Applications MATH 141: Calculus I

B. Humanities and Fine Arts (6 hours selected from 2 different disciplines) 6

C. Behavioral and Social Perspectives (*6 hours selected from 2 different disciplines) 6 D. Scientific and Mathematical Reasoning (7 hours selected from 2 different disciplines, 1 lab science required) MATH 212: Statistical Methods II 3 Lab Science 4

E. Founding Documents of the United States 3 POLS 101: American National Government OR HIST 111: United States History to 1877 F. World Cultures 3

G. LINK 101: Leadership, Involvement, Networking and Knowledge 1 TOTAL GENERAL EDUCATION REQUIREMENTS 35-36 MAJOR PROGRAM CORE REQUIREMENTS CIS 102: Application Software or successful completion of exemption exam, 0-3 CIS 120: Fundamentals of Information Systems and Information Technology 3 CIS 130: Problem Solving and Programming Methods 4 CIS 140: Networking Lab 1 CIS 230: Computer Programming Principles I 4 CIS 240: Introduction to Data Communications 3 CIS 243: Fundamentals of Cyber Security 3 CIS 260: Network and Systems Administration 1 CIS 343: Computer Forensics 3 CIS 344: Network Security and Forensics 3 CIS 345: Introduction to Cryptography 3 CIS 346: Cybersecurity Planning and Management 3 CIS 360: Database Design 3 CIS 449: Cybersecurity Capstone 3

MAJOR PROGRAM EMPHASIS REQUIREMENTS CIS 231: Computer Programming Principles II 4 CIS 320: Information Systems and Practice 3 CIS 341: Theory of Data Communications 3

13 Agenda Item 6.02.A.2 CHE Meeting MAJOR PROGRAM ADDITIONAL REQUIREMENTS MATH 125: or MATH 325: Discrete Mathematics 3 MATH 211: Statistical Methods I or MATH 311: Mathematical Statistics 3 And one of the following: 3-4 MATH 200: Introduction to Modeling and Simulation MATH 242: Differential Equations MATH 300: Numerical Analysis MATH 308: Linear Algebra TOTAL MAJOR PROGRAM REQUIREMENTS 56-60 ADDITIONAL ELECTIVES 24-29

TOTAL FOR BS DEGREE 120

* Recommended courses: SOC 101 and PSYC 101 Coursework must include at least 30 hours earned in 300 or above level courses, of which 12 hours must be in the major. See 4-year major guides for recommended order in which to take courses https://www.lander.edu/academics/registrars-office/resources/major-guides

14 Agenda Item 6.02.A.2 CHE Meeting DEGREE: BACHELOR OF SCIENCE MAJOR: CYBERSECURITY EMPHASIS: POLITICAL SCIENCE Credit Hours UNIVERSITY REQUIREMENT FALS 101: Fine Arts and Lecture Series 0 GENERAL EDUCATION REQUIREMENTS (For approved courses see the General Education: www.lander.edu/gen-ed.) A. Core Academic Skills (9 hours) ENGL 101: Writing and Inquiry I 3 ENGL 102: Writing and Inquiry II 3 Mathematics: Choose one from the following: 3-4 MATH 121: Mathematical Applications MATH 123: Calculus and its Applications MATH 141: Calculus I

B. Humanities and Fine Arts (6 hours selected from 2 different disciplines) 6

C. Behavioral and Social Perspectives (6 hours selected from 2 different disciplines) POLS 103 3 *3 hours from a discipline other than POLS 3 D. Scientific and Mathematical Reasoning (7 hours selected from 2 different disciplines, 1 lab science required) MATH 212: Statistical Methods II 3 Lab Science 4

E. Founding Documents of the United States 3 POLS 101: American National Government OR HIST 111: United States History to 1877 F. World Cultures 3

MAJOR PROGRAM EMPHASIS REQUIREMENTS POLS 391: Homeland Security 3 And two of the following: 6

15 Agenda Item 6.02.A.2 CHE Meeting POLS 303: International Relations POLS 311: Constitutional Law POLS 312: Civil Liberties and Civil Rights POLS 325: International Conflict and Terrorism POLS 366: International Law POLS 390: Globalization

MAJOR PROGRAM ADDITIONAL REQUIREMENTS MATH 125: or MATH 325: Discrete Mathematics 3 MATH 211: Statistical Methods I or MATH 311: Mathematical Statistics 3 And one of the following: 3-4 MATH 200: Introduction to Modeling and Simulation MATH 242: Differential Equations MATH 300: Numerical Analysis MATH 308: Linear Algebra TOTAL MAJOR PROGRAM REQUIREMENTS 55-59 ADDITIONAL ELECTIVES 25-30

TOTAL FOR BS DEGREE 120

* Recommended courses: SOC 101 or PSYC 101 Coursework must include at least 30 hours earned in 300 or above level courses, of which 12 hours must be in the major. See 4-year major guides for recommended order in which to take courses https://www.lander.edu/academics/registrars-office/resources/major-guides

16 Agenda Item 6.02.A.2 CHE Meeting Similar Programs in South Carolina offered by Public and Independent Institutions Identify the similar programs offered and describe the similarities and differences for each program.

Program Name and Total Credit Designation Hours Institution Similarities Differences Cybersecurity, BS 123 Anderson University Similar curriculum with i. Independent institution 37 hours of program to start Fall 2020 cybersecurity core ii. Proposed program to be coursework, and then delivered by different means similar emphases (Criminal Justice, Mathematics, and Analytics) Cybersecurity, BS 128 Benedict College Similar cybersecurity i. Program does not include fundamentals and digital scripting and hands on forensics courses networking courses Cybersecurity, Minor 15 Clemson University Similar cybersecurity i. Proposed program offers a fundamentals courses B.S. degree in cybersecurity ii. Proposed courses will provide in- depth coverage of diverse aspects of cybersecurity Cybersecurity, B.S. 126 Charleston Southern Similar core courses in i. The proposed program University (CSU) fundamentals of required 56-60 hours of core cybersecurity, scripting courses whereas CSU program languages, applied requires 65 hours of core networking, courses programming, statistics ii. CSU program does not cover Digital Forensics Computer and Information 120 Limestone College Similar courses in Proposed courses will provide Systems Security, B.S. network fundamentals, in- depth coverage of diverse programming, operating aspects of cybersecurity, systems and risk cybersecurity, whereas the management Limestone college program is geared more towards the management and risk assessment. B.S., Computer Science – 120 South Carolina State Similar courses in i. Proposed program offers a Cybersecurity Concentration University (SCSU) cryptography, digital B.S. degree in Cybersecurity, forensics, and whereas the program at SCSU Information Security offers a Cybersecurity Principles and Concentration in Computer Management Science major. ii. The proposed program requires 56-60 hours of core courses, whereas SCSU program requires 17 hours of Cybersecurity courses. B.S., Computer Science – 125 University of South Similar courses in i. Proposed program offers a Cybersecurity: Information (9 hours of Carolina (USC) cryptography, digital B.S. degree in Cybersecurity, Assurance Specialization cybersecurity forensics, and whereas the program at USC courses) Information Security offers a Cybersecurity Principles emphasis in Computer Science major 17 Agenda Item 6.02.A.2 CHE Meeting ii. The proposed program requires 56-60 hours of core courses, whereas USC program requires 9 hours of Cybersecurity emphasis courses.

B.S., Cybersecurity 120 University of South Similar coursework to i. Proposed program offers a Carolina Upstate start in Fall 2020 B.S. degree in Cybersecurity (USCU) with different emphases. ii. Proposed program does not require two semesters of calculus and will be delivered by different means B.S., Applied Computer 120 University of South Similar course work in i. Proposed program offers a Science – Cybersecurity Carolina Aiken (USCA) digital forensics, B.S. degree in Cybersecurity concentration fundamentals of with emphases in Computer cybersecurity, Information Systems and cryptography, and cyber Political Science, whereas the ethics program at USCA offers a Cybersecurity concentration in Applied Computer Science major ii. Proposed program will be delivered by different means iii. Proposed program includes course work in cybersecurity governance and risk management, hands-on networking, and network and systems management. iv. Proposed program offers an emphasis in Political Science.

18 Agenda Item 6.02.A.2 CHE Meeting

Faculty

Other Qualifications and Relevant Professional Academic Degrees and Coursework Relevant Rank and Full- or Part- Courses Taught for the Experience to Courses Taught, Including Institution and time Program (e.g., licensures, Major certifications, years in industry, etc.) Professor 1, FT CIS 102, CIS 120, CIS Ph.D. in Computer Science University of SEED Cybersecurity 230, CIS 243, CIS 360 Florida Workshop, Interest in M.S. in Computer Science University of Cybersecurity research Florida M.S. in Computer Science University CIS 130, CIS 140, CIS Ph.D. in Computer Science, Clemson Certified Ethical Hacker, Associate Professor 2, FT 240, CIS 260, CIS 343, University Interest in Cybersecurity CIS 344, M.S. in Computer Engineering, Clemson research University

Assistant Professor 3, FT CIS 130, CIS 230, CIS 243 Ph.D. in Electrical Engineering, University of New Hampshire M.S. in Electrical Engineering University of New Hampshire

Assistant Professor 4, FT CIS 130, CIS 140, CIS Ph.D. in Cybersecurity related computing (search in progress) 240, CIS 260, CIS 343, field CIS 344, CIS 345, CIS 346

Total FTE needed to support the proposed program:

Faculty: There are currently 3 full-time faculty members with plans to add a 4th by the start of the Fall 2021 semester, all of whom will support the Computer Information Systems programs in addition to the new Cybersecurity program. With projected growth in enrollment, a new fulltime faculty member will be needed on the main campus in the third year after program’s initiation. For the UCG cohort, a fulltime faculty member will be needed in the second year.

Staff: Presently, the administrative duties for the Department of Mathematics and Computing are supported by one fulltime staff member. The same staff member will also support the proposed Cybersecurity program.

Administration: The Department of Mathematics and Computing has one chair. This individual serves as department’s administrator with a stipend and a reduced teaching load. They will also support the Cybersecurity program, including the operations at the UCG.

Faculty, Staff, and Administrative Personnel Full-time faculty members at Lander University teach 24 contact hours per year, and part-time faculty members are limited to a maximum of 9 contact hours per semester. With projected growth in enrollment on the main campus, a new full-time faculty member will be needed in the third year after program’s initiation. In addition, we anticipate needing full-time faculty member during the second year

19 Agenda Item 6.02.A.2 CHE Meeting to ensure we can offer courses needed at the UCG. There are no new needs for full-time staff or administrative personnel.

Resources

Library and Learning Resources

Lander University library services currently subscribes to a variety of online and print resources that support the Cybersecurity with emphases in Computer Information Systems and Political Sciences degree.

In addition to the full-text multidisciplinary database Academic Search Complete, library database holdings focusing on Cybersecurity, Computer Information Systems, and Political Science include:

Applied Science and Technology Full Text: covers core literature in the field of applied science and beyond. This database provides more than 115 full-text journals and magazines including professional and technical society journals, specialized periodicals, buyers’ guides, directories and conference proceedings. Content areas related to Computer Information Systems include communication and information technology, engineering, and mathematics.

Computer Source: covers a vast knowledgebase pertaining to traditional computing and applied sciences challenges and resources. This database provides more than 670 active full-text journals and magazines including academic journals, professional publications, and reference sources from a diverse collection. Content areas related to Computer Information Systems include computer theory, computer systems, engineering disciplines, new technology, and social and professional context.

Open Dissertations (EBSCOhost): American Doctoral Dissertations, 1933-1955 is a free database providing access to the only comprehensive record of dissertations accepted by American universities during that time period, the print index Doctoral Dissertations Accepted by American Universities. Containing nearly 100,000 citations, American Doctoral Dissertations, 1933-1955, provides full page images of the original print index, and may be searched by author, title, subject and university.

Science in Context: covers an array of materials pertaining to math, engineering, and technology (over 150 major topics). This database provides full text articles and multimedia drawn from hundreds of national and global newspapers, magazines, and journals including reference content from Gale and its publishing partners, Computer Sciences.

Political Science Complete: provides nearly 700 full-text journals, over 300 full-text reference books and conference papers, and almost 48,000 full-text conference papers. This database provides extensive coverage of political topics with a worldwide focus, reflecting the globalization of contemporary political discourse. Designed specifically for students, researchers and government institutions, it covers top- ranked scholarly journals, many of which are unique to this product.

Social Sciences Full Text: provides access to a wide assortment of the most important English-language social science journals. Social Sciences Full Text includes full text of articles from some 320 journals dating as far back as 1972 and indexing and abstracts of over 760 periodicals, more than 680 of which are peer reviewed. Subject coverage includes addiction studies, economics, ethics, family studies, gender studies, international relations, law, mass media, minority studies, political science, psychiatry, psychology, public welfare, urban studies, and much more. 20 Agenda Item 6.02.A.2 CHE Meeting Global Issues in Context: authoritative content is provided from over 800 geographically diverse newspapers, magazines, and journals, including 334 newspapers that are published in countries other than the United States. Offering a truly global view, users can find information on business and economics, conflict and diplomacy, society and culture, environment and climate change, and more. Users will find over 450 topic and issue pages and 250 country topic pages. Exclusive to Global Issues in Context, Global Issues Viewpoints contains more than 3,000 exclusive commentaries that provide background and guidance on significant topics.

Military & Government Collection: provides cover-to-cover full text, indexing and abstracts for more than 700 journals and periodicals. Designed to offer current news pertaining to all branches of the military and government, this database offers a thorough collection of periodicals, academic journals and other content pertinent to the increasing needs of those sites.

Biography in Context: built on a foundation of more than 640,000 biographical entries, Biography In Context covers international figures from all time periods and areas of study. This resource provides over 4,800 portal pages on contemporary and historical figures merging authoritative reference content with periodicals and multimedia.

Opposing Viewpoints in Context: with over 20,000 pro/con viewpoints, approximately 19,000 reference articles, interactive maps, infographics, and more, students will be able to study any side of a chosen issue.

Points of View Reference Center: nearly 1,900 essays on hundreds of topics from leading political magazines, radio and television news transcripts, primary source documents and more.

U.S. History in Context: contains millions of articles from periodicals and newspapers; hundreds of thousands of topic and event overviews; biographies; and multimedia, including images, videos, audio, and weblinks. Students have the ability to explore a wide variety of topics ranging from the arrival of the Vikings in North America to the first shots of the Civil War and on through to the civil rights movement, 9/11, and the War on Terror.

Book and Film Collections Lander University library services has two databases of electronic books hosted through EBSCO and ProQuest. ProQuest’s eBook Central, contains 19,210 titles relating to Computers and Information Technology and EBSCO’s ebook collection contains 22,287 titles relating to Computers. The print holdings of the library contain 1,831 titles on this subject. The library also subscribes to a database of documentary films called Films on Demand, which contains 1,236 films on the topics of computers, engineering, and technology.

Our print resources include nearly 5,000 books dealing with political science and its subfields. Library services subscribes to two major eBook databases, EBSCO eBook Collection and ProQuest eBook Central Collection. The EBSCO eBook Collection contains almost 24,000 books on political science and its subfields. The ProQuest eBook Collection contains more than 500 books on political science and its subfields. The library also subscribes to a database of documentary films called Films on Demand, which contains more than 3,000 films on all facets of political science.

In addition to our onsite print collections, our membership in PASCAL provides rapid delivery of books from other member libraries across the state. This enhances our service capacity for students by many thousands of high-quality titles.

21 Agenda Item 6.02.A.2 CHE Meeting Newspaper and Online Subscription Resources Library services offers a variety of online newspaper resources that could be useful to Computer Information Systems students. The library has purchased campus wide access to The New York Times. Newspaper Source Plus gives access to more than 1,200 full-text newspapers, news form 160 newswires, more than 83 million full-text articles, and nearly 2 million television and radio news transcripts. The library has also purchased campus-wide access to The New York Times as well as full-text digital collections of newspapers through Newspapers.com: South Carolina Collection.

Government Resources Library services at Lander University is a government documents depository. Our holdings contain publications of the United States Department of Justice and the underlying units. While many publications are now offered electronically the library still has a substantial paper documents collection.

International Security & Counter-Terrorism Reference Center (ISCTRC): provides deep background from scholarly writings with expert commentary from a variety of organizations, agencies and publishers and timely reviews of recent developments across the international political, military, economic, social and technical spectrum. Content includes more than 2,500 full-text items from a variety of sources, including reports from Stratfor Analysis, Stratfor Forecasts, and Stratfor Geopolitical Diary.

Library Resources for University Center of Greenville No additional resources are needed to serve the University Center of Greenville Site because students taking courses at UCG would have full access to the online and print collections of Lander’s Jackson Library.

Students at all University Center of Greenville Member Universities share access to a 7000 sq.ft. library with Dell mid-range computers, large seating areas, numerous private student/group study rooms, and no-cost printing services that are available to all students enrolled in member institution courses. Member institutions also participate in an interlibrary loan program, where any enrolled student has access to any resource at any institution’s library. They may order items that are delivered to UCG or may go to the main campus library of any consortium member and use the resources there.

University Center of Greenville is open Monday – Thursday 8:00 am to 9:00 pm, Friday – Saturday 8:00 am to 5:00 pm, and Sunday (Library only) 1:00 pm to 5:00 pm. UCG provides a Director of Library Services who holds a Master of Library and Information Science degree and Library and Operations Specialists to assist students, faculty, staff, and visitors.

Student Support Services Lander University Academic Success Services coordinates several offices to provide students with the tools and resources needed to successfully navigate the college experience. The Academic Success Center offers free tutoring in most subject by trained, faculty-recommended peer tutors. In addition, the center provides academic advising and intervention programs; one-on-one mentoring; study skills classes; transition programs for incoming freshmen; advisement/registration assistance for transfer students.

Lander Student Support Services (TRiO) provides quality academic services to improve the overall success of participating students while increasing their exposure to cultural, educational, and career- related activities. Improved persistence, graduation, and transfer rates are top priorities. To that end they offer an array of services: tutoring, mentoring, counseling services, academic advising, graduate school tours and information, assistance navigating financial aid and other university-level programs and 22 Agenda Item 6.02.A.2 CHE Meeting departments, cultural activities, workshops and much more. Link 101 is a required course, prepared and taught by trained faculty to introduce freshmen to college life. Career Services office provide support and advice to current students and alumni to find their next path. Each student is assigned a faculty member in their major to ensure satisfactory progress towards degree completion. No new services are needed to support the proposed program.

Student Support Services for University Center of Greenville Consistent with this mission, Lander University provides a comprehensive array of coordinated student programs and services designed to maximize student success and enhance students’ educational and co- curricular experiences outside of the classroom. A supportive learning environment is provided through the collaboration of numerous departments within the divisions of Academic Affairs, Student Affairs, and Business and Administration.

Lander University has approximately 3,000 students enrolled with approximately 50% of those students living off-campus and commuting to classes each day. In addition, some students are enrolled exclusively in online classes. Therefore, Lander already provides access to a variety of student support services through online mechanisms. For online students and commuting students, Student Affairs has a designated Off-Campus Student Services website (http://www.lander.edu/Student-Affairs/off-campus- student-services/overview) offering health, safety, and community resources and information. The site also provides students with a link to a printable Campus Map. Lander students at the University Center of Greenville will be welcome to use any of the student support services and facilities located on the main campus in Greenwood, SC (50 miles away).

Initially, Lander’s offices at University Center of Greenville will be staffed by a full-time Director of Strategic Enrollment Programs. Additional support staff from the Offices of Admissions, Financial Aid, Military and Veterans Services, as well as Advising representatives will schedule office hours on-site on an as needed basis, probably one day per week. Lander University will continuously monitor growth of the academic programs and will provide additional student support services as needed.

Physical Resources/Facilities On the main campus, the program will be housed in Laura Lander Hall. Classrooms and labs are located on the first and second floors of this building, while offices and meeting areas are on the third. All classrooms are equipped with projectors, DVD players, VCR, sound system, laptop input, auxiliary input, and wireless and wired network access. A computer lab, a networking lab, and a statistics lab are located on the second floor. The networking lab was renovated in the summer of 2018 to ensure that both hardware and software are properly established to support the current Computer Information Systems programs and the Cybersecurity minor courses, as well as the proposed Cybersecurity major. In anticipation of the new program, the budget has been set to dedicate $15,000 annually for updates and maintenance of computing labs supporting computing programs.

University Center of Greenville provides state of the art instructional and digital technology which includes wired and wireless internet access consisting of Clemson University’s C-Light Internet2 Fiber Optic Research University Internet and Spirit Commercial Internet along with over 60 high capacity seamless Aerohive wireless access points/devices. Therefore, students can connect to online or Main Campus resources from any mobile device.

At the University Center of Greenville, Lander would have two dedicated classrooms in its suite and the lease agreement includes access to all shared spaces such as 65 classrooms, including 5 computer classrooms. Students at all University Center of Greenville Member Universities share access to a 7000 sq. ft. library with Dell mid-range computers, large seating areas, numerous private student/group study 23 Agenda Item 6.02.A.2 CHE Meeting rooms, and no-cost printing services that are available to all students enrolled in member institution courses. In the first two years of program initiation, Lander is planning to use one of the dedicated class rooms as a networking lab. The lab will be equipped with switches, routers, cables, desktop computers and appropriate software to facilitate hands-on computer networking learning activities. With the projected enrollment, we anticipate leasing a larger room for a networking lab in the third year.

University Center of Greenville provides facility security through Greenville Technical College Safety Officer and Police and Greenville City Police. Administrative staff for the facility includes Operations Director, Director of Community Relations, and various support staff.

UCG is conveniently located near a variety of restaurants, banks, and other businesses.

Equipment Presently, the networking lab is equipped with all necessary hardware and software needed to support the projected enrollment. The lab will need annual maintenance and updates. A networking lab will be established at the University Center of Greenville to support hands-on computer networking learning activities.

Impact on Existing Programs Will the proposed program impact existing degree programs or services at the institution (e.g., course offerings or enrollment)? If yes, explain. Yes No

We do anticipate that this program will be attractive to some of our Computer Information Systems (CIS) and CIS-Engineering dual-degree incoming and current students. These two programs may see a slight decline in enrollment. This decline will not have a significant impact on these programs’ productivity as the enrollment in these programs is steadily rising. In the last five years, the count of CIS majors has steadily increased by 25% to 78 majors for the Fall 2020 semester. Furthermore, while CIS, CIS- Engineering, and Cybersecurity share some similarities, the differences among these programs are significant enough that they are considered separate majors. Each program caters to its unique target audience and leads to a separate career path. We also anticipate that some CIS majors may want to pursue a second degree in Cybersecurity and vice versa. With the demand for Cybersecurity professionals rising, we believe that proper marketing of Cybersecurity major will be able to attract many new students.

Because a number of the courses for the proposed program are those already taken by current CIS majors, we anticipate an increase in enrollment in those classes. We anticipate the need to add additional sections for some of the classes which will increase classroom usage. Classes with larger student numbers may need to be scheduled in other buildings on campus. The current faculty search will address recent growth in the existing CIS major and will provide capacity for the first year of implementation of the B.S. in Cybersecurity. Other faculty teaching and advising loads are projected to stay the same.

Financial Support for Main Campus Sources of Financing for the Program by Year 1st 2nd 3rd 4th 5th Grand Total Category New Total New Total New Total New Total New Total New Total Tuition Funding $107,000 $128,400 $214,000 $235,400 $321,000 $342,400 $428,000 $449,400 $428,000 $428,000 $1,498,000 $1,583,600

Program-Specific Fees $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $10,000 $10,000

Special State $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Appropriation Reallocation of $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Existing Funds Federal, Grant, or $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Other Funding Total $109,000 $130,400 $216,000 $237,400 $323,000 $344,400 $430,000 $451,400 $430,000 $430,000 $1,508,000 $1,593,600

Estimated Costs Associated with Implementing the Program by Year 1st 2nd 3rd 4th 5th Grand Total Category New Total New Total New Total New Total New Total New Total Program Administration and $15,750 $21,750 $20,250 $26,250 $54,000 $60,000 $67,500 $73,500 $67,500 $73,500 $225,000 $255,000 Faculty/Staff Salaries Facilities, Equipment, Supplies, and $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 $75,000 $75,000 Materials Library Resources $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Other (specify) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Total $30,750 $36,750 $35,250 $41,250 $69,000 $75,000 $82,500 $88,500 $82,500 $88,500 $300,000 $330,000 Net Total (Sources of Financing Minus $78,250 $93,650 $180,750 $196,150 $254,000 $269,400 $347,500 $362,900 $347,500 $341,500 $1,208,000 $1,263,000 Estimated Costs) Note: New costs - costs incurred solely as a result of implementing this program. Total costs - new costs; program’s share of costs of existing resources used to support the program; and any other costs redirected to the program.

Budget Justification for Main Campus

Financial Support We used $5350 as the rate for full-time semester tuition ($10,700/per year). For the first year, we project an enrollment of 12 students, but we don’t expect them all to be new students. We anticipate 2 students migrating from existing Computer Information Systems and dual-degree CIS engineering programs. Tuition funding from students migrating from existing majors will not represent new tuition dollars to the university. We anticipate 10 new students entering the program each year, and our estimates for new financial support are based on tuition funding from them. The enrollments are expected to level out after the graduation of first cohort. The average amount of course fees collected in the CIS 140, CIS 343, and CIS 344 courses are estimated to be $2,000 yearly.

Estimated Costs:

Program Administration and Faculty/Staff Salaries This proposed program is an extension of the existing cybersecurity minor in the Computer Information Systems major. Many of the courses required for this new program are already being taught in the minor, and have seats available to accommodate new students. We expect to have four full time faculty members supporting both the Computer Information Systems major (CIS) and the proposed Cybersecurity major. As faculty will be supporting both programs, only a portion of faculty salaries is used in determining costs associated with faculty salaries for the proposed program.

Using these values, the costs for faculty salaries for each year for the proposed program is calculated as follows: 1. First Year In the first year, students in the proposed program will not take any new courses. But, with the increase in demand for some of our beginning courses, we anticipate needing to add additional sections of CIS 102 and CIS 130. These courses represent a total of 7 credit hours of new coursework for the program. So the new costs related to faculty are (7 x $2,250 = $15,750). Therefore, the total cost for the first year will be ($15,750 + $6,000 = $21,750). 2. Second Year Again, there will be no new courses taken by the initial students. However, we anticipate needing to add additional sections of CIS 140 and CIS 260. These are each 1 credit hour courses, so the associated new costs are (2 x $2,250 = $4,500) for these two courses. The second cohort of students for the program will be taking the 7 hours of courses for the first year, making the new costs for the second year $20,250. The total cost will then be (9 x $2250 + $6,000 = $26,250). 3. Third Year If the program grows as projected, we will hire a new faculty member with one half (12 contact hours) of their teaching load dedicated to the new program. $27,000 reflects the cost of their teaching salary (12 x $2,250 = $27,000), and this will be a new cost in the third year. The first of the new courses will start this year and will be a 3 credit hour course, so the new costs for the third year will be ($27,000 + 3 x $2,250 + 9 x $2250 = $54,000) . The total cost for the third year is the sum of this amount and the cost of the administrative assistant ($54,000 + $6,000 = $60,000). 4. Fourth Year There will be no new cost for faculty salary, but two new courses will be offered this year. Each is 3 credit hours, so the new costs will total $13,500 (6 x $2,250 = $13,500). The new cost will be the faculty cost from the

previous year ($27,000) and then the total cost of 18 credit hours. This new cost is then $67,500 ($27,000 + 18 x $2,250 = $67,500). The total cost is then ($67,500 + $6,000 = $73,500). 5. Fifth Year New costs associated with the year after the first cohort finishes is then ($27,000 + 18 x $2,250 = $67,500, and the total cost is this amount with an addition of $6,000.

Facilities, Equipment, Supplies, and Materials We anticipate annually updating the networking lab. The updates will include updating or buying cybersecurity software and supplies/equipment. We estimate a $15,000 annual cost for the networking lab updates and maintenance. The cost is estimated using the following table.

Cybersecurity Software (Encase, FTKImager, Metasploit etc.) $5,000 Lab Computers Repairs and Replacement $5,000 Routers $2,000 Switches $2,000 Cabling, Connectors, etc. $500 Miscellaneous $500

Financial Support for New Site, University Center of Greenville Sources of Financing for the Program by Year 1st 2nd 3rd 4th 5th Grand Total Category New Total New Total New Total New Total New Total New Total Tuition Funding $107,000 $107,000 $214,000 $214,000 $214,000 $214,000 $214,000 $214,000 $214,000 $214,000 $963,000 $963,000 Program-Specific $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $2,000 $10,000 $10,000 Fees Special State $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Appropriation Reallocation of $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Existing Funds Federal, Grant, or $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Other Funding Total $109,000 $109,000 $216,000 $216,000 $216,000 $216,000 $216,000 $216,000 $216,000 $216,000 $973,000 $973,000

Estimated Costs Associated with Implementing the Program by Year 1st 2nd 3rd 4th 5th Grand Total Category New Total New Total New Total New Total New Total New Total Program Administration and $20,250 $24,250 $40,500 $44,500 $40,500 $44,500 $40,500 $44,500 $40,500 $44,500 $182,250 $202,250 Faculty/Staff Salaries Facilities, Equipment, $20,000 $20,000 $10,000 $10,000 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 $90,000 $90,000 Supplies, and Materials Library Resources $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Other (travel) $5,000 $5,000 $6,000 $6,000 $6,000 $6,000 $6,000 $6,000 $6,000 $6,000 $29,000 $29,000 Total $45,250 $49,250 $56,500 $60,500 $66,500 $70,500 $66,500 $70,500 $66,500 $70,500 $301,250 $321,250 Net Total (Sources of Financing Minus Estimated Costs) $63,750 $59,750 $159,500 $155,500 $149,500 $145,500 $149,500 $145,500 $149,500 $145,500 $671,750 $651,750 Note: New costs - costs incurred solely as a result of implementing this program. Total costs - new costs; program’s share of costs of existing resources used to support the program; and any other costs redirected to the program. 28

Budget Justification for New Site, University Center of Greenville

Financial Support We used $5350 as the rate for full-time semester tuition ($10,700/per year). We anticipate 10 new students entering the program each year, and our estimates for new financial support are based on tuition funding from them. The estimates assume that students spend only 2 years as a cohort in the program as they have already completed two years of coursework or an associate’s degree. The average amount of course fees collected in the CIS 140, CIS 343, and CIS 344 courses are estimated to be $2,000 yearly.

Estimated Costs:

Program Administration and Faculty/Staff Salaries This proposed program is an extension of the existing cybersecurity minor in the Computer Information Systems major. Many of the courses required for this new program are already being taught in the minor. We expect to have four full time faculty members supporting both the Computer Information Systems major (CIS) and the proposed Cybersecurity major. As faculty will be supporting both programs, only a portion of faculty salaries is used in determining costs associated with faculty salaries for the proposed program.

We used an average salary amount of $90,000 ($70,000 pay +$20,000 benefits) for CIS faculty. As teaching is sixty percent of faculty responsibilities, we used $54,000, which is 60% of $90,000, to reflect the teaching salary cost. A faculty member’s normal teaching load is 24 contact hours/year, so per contact hour teaching pay for a faculty member is calculated to be $2,250. In addition, we approximated that this new program will use 10% of the administrative assistant’s time. Using an average salary amount of $40,000 ($30,000 pay + $10,000 benefits), this cost per year is $4,000. Using these values, the costs for faculty salaries for each year for the proposed program is calculated as follows: 1. First Year In the first year, we assume that three different courses, each for three credit hours, will be offered at the UCG. These courses will be taught by full-time faculty. This represents a new cost to the university, as these courses will be in addition to the courses taught on the main campus. Students at the UCG will also be offered other coursework that will be available online, but those courses do not represent a new cost to the university. Using the rate of $2,250 per credit hour, this represents a new expense of $20,250 (9 x $2,250 = $20,250). The total expense will then be $24,250. 2. Second Year If the program grows as projected, we will hire a new faculty member with half (12 contact hours) of their teaching load dedicated to the new program at the UCG. $27,000 reflects the cost of their teaching salary (12 x $2,250 = $27,000), and this will be the new cost in the second year. In addition to this coursework, we anticipate existing faculty offering two 3 hour courses at the UCG in support of the program. The total cost for the second year is the sum of existing faculty salary (6 x $2,250) and the new faculty cost ($27,000), and will be $40,500. The total cost for the 2nd year will then be $44,500. 3. Third Year At this point, faculty and amount of coursework are approximated as constants. There will be no additional faculty cost for the third year, and approximately the same number of credit hours (18 credit hours) will be offered on an annual basis. The new and total costs for third year will remain the same as for the second year. 4. Fourth Year The new and total costs for fourth year will remain the same as for the third year. 5. Fifth Year The new and total costs for fifth year will remain the same as for the fourth year.

Facilities, Equipment, Supplies, and Materials

An estimated cost of $20,000 is anticipated for establishing a computer networking lab at the University Center of Greenville (UCG) in the first year of program initiation. During the first two years, one of the two rooms at University Center Greenville dedicated to Lander University will be used as networking lab. These rooms can accommodate 16 students .With the projected growth in enrollment, a larger room will be leased for the lab in the third year. The cost of leasing a room to accommodate 20 to 25 students is expected to be around $10,000. We estimate the yearly cost for maintaining and updating the lab equipment to be around $10,000. We did not include the cost for software for UCG campus, as both campuses will use the software under the same license.

First year expenses for establishing the networking lab are as follows.

Cabling, Connectors, etc. $500 Desks and Chairs $3,000 Desktop Computers $10,000 Miscellaneous $500 Routers $3,000 Switches $3,000

Yearly lab maintenance expenses after the first year Cabling, Connectors, etc. $500 Lab Computers Repairs and Replacement $5,000 Miscellaneous $500

Routers $2,000 Switches $2,000

In addition to annual maintenance, we anticipate a need to lease a larger room for the lab in the third year. The cost for the lease is approximated to be around $10,000. Hence, for the third and subsequent years, expenses of $20,000 are reported for this category.

Library Resources No additional resources are needed to serve the University Center of Greenville Site since these students would have full access to the online and print collections of Lander’s Jackson Library as well as shared access to a 7000 sq. ft. library at the UCG Site.

Other Costs Included here are expenses for per diem and travel to and from the University Center of Greenville by teaching faculty or administrators based on Lander’s main campus in Greenwood.

30 CAAL 10/29/2020 Agenda Item 1.b

Evaluation and Assessment . Program Objectives Student Learning Outcomes Aligned Methods of Assessment to Program Objectives Students who graduate with a • Given a cybersecurity scenario, • Faculty evaluation of CIS 449 B.S. degree in Cybersecurity will students will be able to identify research project portfolio demonstrate an understanding the specific design principles • Designated labs in CIS 343 and of the fundamental concepts, involved or needed. CIS 344 principles, and current trends in • Students will be able to identify the cybersecurity discipline. and use cyber defense tools, methods, and components that

are necessary. Program Objectives • Student Learning Outcomes • Methods of Assessment Aligned to Program Objectives Students who graduate with a • Students will be able to • Designated lab in CIS 343 B.S. degree in Cybersecurity will responsibly handle compromised demonstrate an understanding data as it pertains to legal, • Designated assignment in CIS of the federal, state, and local ethical, and agency auditing. 243 cyber defense laws and • Students will show an partners/structures, and ethics. understanding of the laws that provide US entities the authority to perform cyber operations.

Students who graduate with a • Students will understand the • Faculty developed test in CIS B.S. degree in Cybersecurity will common terms and technologies 243 demonstrate an understanding used in the field of information of the fundamental concepts, systems and cybersecurity. • Designated lab in CIS 140 technologies, components, and • Students will be able to design, issues associated with deploy, and secure a computer • Designated assignments in CIS components of modern network(s). 260 computing environments. • Students will be able to use, • Designated labs in CIS 343 and manage, and secure multiple CIS 344 operating systems. • Students will be able to capture and analyze data-in-motion and data-at-rest to diagnose malicious activities.

Students who graduate with a • Students will understand the • Designated assignment in CIS B.S. degree in Cybersecurity will importance of cryptography. 345 demonstrate the knowledge to • Students will be able to deploy • Designated labs in CIS 343 and develop and maintain solutions solutions to detect malicious CIS 344 for preserving confidentiality, activity. • Designated labs in CIS 343 and integrity, and availability of • Students will be able to identify CIS 344 information systems. an attack(s) in progress and/or in the past and defend against them.

Students who graduate with a • Students will be able to develop • CIS 346 Final Project B.S. degree in Cybersecurity will and deploy plans for threat Lander University, B.S. in Cybersecurity, CAAL, 10/29/2020 – Page 31

CAAL 10/29/2020 Agenda Item 1.b

demonstrate an ability to assess prevention, risk assessment, and risk management practices and disaster recovery. policies for an organization

Students who graduate with a • Students will demonstrate an • CIS 449 final project B.S. degree in Cybersecurity will ability to communicate with presentation demonstrate the ability to technical and non-technical communicate orally and in audience effectively and writing. appropriately.

Students who graduate with a • Students will be able to complete • Faculty evaluation of CIS 449 B.S. degree in Cybersecurity will a small-scale cybersecurity research project portfolio demonstrate the ability to self- research project. learn.

Explain how the proposed program, including all program objectives, will be evaluated, along with plans to track employment. Describe how assessment data will be used

Lander University maintains a comprehensive annual assessment system for the evaluation and continuous improvement of all academic programs and administrative units. Consistent with this program, the B.S. in Cybersecurity program will be assessed annually by CIS faculty. A faculty member will serve as the program assessment coordinator and CIS faculty will be involved in collecting and reviewing a variety of data. Student learning outcomes data acquired in the Methods of Assessment column of the table above demonstrates the effectiveness of instruction in the curriculum by measuring the student attainment of learning. Program productivity data, including FTE enrollments and graduation rates, provides monitoring of the continuing need for the program and the long-term sustainability of the program. In addition, Lander University conducts regular alumni surveys to track employment status of alumni. This alumni survey data will be combined with additional data collected by faculty in the Department of Mathematics and Computing to track alumni employment. Working with the CIS faculty assessment coordinator, the CIS faculty will review the accumulated data and prepare annual assessment reports that will document the analysis of the data and identify appropriate actions needed to ensure continuous improvement of the program. When these data are reviewed holistically, they will provide evidence of program effectiveness and insight into the sustainability of the program.

Additional assessment of how we are addressing the needs of employers will come about through surveys we will conduct with industries in our area, as well as with those organizations that are hiring our graduates.

Accreditation and Licensure/Certification

Will the institution seek program-specific accreditation (e.g., CAEP, ABET, NASM, etc.)? If yes, describe the institution’s plans to seek accreditation, including the expected timeline. Yes Lander University, B.S. in Cybersecurity, CAAL, 10/29/2020 – Page 32

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Lander University will seek to acquire the CAE-CDE designation from the NSA\DHS for the proposed program. This designation expects the program to be in existence for at least three years with one year of graduates. In October 2020, we plan to apply for the CAE-CDE designation for Cybersecurity minor, as this minor has been in existence since 2016. We plan to apply for CAE-CDE designation for the Cybersecurity major program in October 2024, which is the expected graduation year of the first cohort of the Cybersecurity major.

Presently, Lander University does not see an advantage in seeking the ABET accreditation for the proposed Cybersecurity program. One significant deterrent is that the strict criteria for ABET accreditation may result in limiting the possibilities of course transfers from other institutions. In addition, we believe the cost of seeking the ABET accreditation outweighs its benefits for the proposed program.

Will the proposed program lead to licensure or certification? If yes, identify the licensure or certification. Yes No

Explain how the program will prepare students for this licensure or certification.

If the program is an Educator Preparation Program, does the proposed certification area require national recognition from a Specialized Professional Association (SPA)? If yes, describe the institution’s plans to seek national recognition, including the expected timeline. Yes No

Lander University, B.S. in Cybersecurity, CAAL, 10/29/2020 – Page 33