Bachelor of Science in Cybersecurity
Education Delivery method:
- Classroom sessions online
- Simulated laboratory sessions online
The program will utilize both trainer-led videos and instructor-led.
Trainer-led video or machine tutoring system will facilitate robust learning for long-term retention, fact transfer, and future references.
Instructor-led in a live virtual classroom setting (synchronous or asynchronous ) will ensure quality discourse and learning outcomes.
Other methods will be employed based on the curriculum and dynamic experiences in the cohorts. This will address the classic example-problem dimension of the assistance dilemma when individuals learn. GAU will use several instructional strategies: examples only, examples-problems, and problems only to bring student cybersecurity knowledge, skill, and abilities to the desired or higher potential level of awareness and capability.
Trainer-led video or machine tutoring system will facilitate robust learning for long-term retention, fact transfer, and future references.
Instructor-led in a live virtual classroom setting (synchronous or asynchronous ) will ensure quality discourse and learning outcomes.
Other methods will be employed based on the curriculum and dynamic experiences in the cohorts. This will address the classic example-problem dimension of the assistance dilemma when individuals learn. GAU will use several instructional strategies: examples only, examples-problems, and problems only to bring student cybersecurity knowledge, skill, and abilities to the desired or higher potential level of awareness and capability.
Curriculum
Program Learning Outcome
The curriculum is influenced by the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework and the Chartered Institute of Information Security’s knowledge, skills, and roles frameworks. NICE has a broader influence on developing requisite knowledge, skills, and abilities (KSA) characteristic of a student on the pathway to a bachelor’s degree. The introductory courses will prepare students with the foundational awareness benchmarked with the Common Body of Knowledge and industry certification bodies that attest to CompTIA Security Plus and (ISC)2 Systems Security Certified professional.
The curriculum will also benchmark accreditation agencies and accredited institutions such as the Center of Academic Excellence in Cyber Defense (CD) and follow the checklist specified by the National Centers of Academic Excellence in Cybersecurity (NCAE-C).
The nature of the work, and consequently, the workforce, can be described using the building blocks presented in the following sections.
These building blocks incorporate the following attributes:
The curriculum is influenced by the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework and the Chartered Institute of Information Security’s knowledge, skills, and roles frameworks. NICE has a broader influence on developing requisite knowledge, skills, and abilities (KSA) characteristic of a student on the pathway to a bachelor’s degree. The introductory courses will prepare students with the foundational awareness benchmarked with the Common Body of Knowledge and industry certification bodies that attest to CompTIA Security Plus and (ISC)2 Systems Security Certified professional.
The curriculum will also benchmark accreditation agencies and accredited institutions such as the Center of Academic Excellence in Cyber Defense (CD) and follow the checklist specified by the National Centers of Academic Excellence in Cybersecurity (NCAE-C).
The nature of the work, and consequently, the workforce, can be described using the building blocks presented in the following sections.
These building blocks incorporate the following attributes:
- Agility—People, processes, and technology mature and must adapt to change. Therefore, the NICE Framework enables organizations to keep pace with a constantly evolving ecosystem.
- Flexibility—While every organization faces similar challenges, there is no one-size-fits-all solution to those common challenges. Therefore, the NICE Framework enables organizations to account for the organization’s unique operating context.
- Interoperability—While every solution to common challenges is unique, those solutions must agree upon consistent use of terms. Therefore, the NICE Framework enables organizations to exchange workforce information using a common language.
- Modularity—While cybersecurity risk remains the basis of this document, there are other risks that organizations must manage within the enterprise. Therefore, the NICE Framework enables organizations to communicate about other types of workforces within an enterprise and across organizations or sectors (e.g., privacy, risk management, software engineering/development).
- Analysis
- Collect and Operate
- Investigate
- Operate and Maintain
- Oversee and Govern
- Protect and Defend
- Security Provision
Program Learning Outcome
Program Outline General Education Courses
Program Outline General Education Courses
| Course No. | General Education Course | Lect. hrs | Lab hrs. | Ext hrs. | Content hrs. | Credit |
|---|---|---|---|---|---|---|
|
TEC 1011 |
Introduction to Networking |
2 |
|
|
28 |
2 |
|
TEC 1021 |
Introduction to programming |
2 |
|
|
28 |
2 |
|
TEC 1031 |
IT Systems |
2 |
|
|
28 |
2 |
|
SOC 122 |
Psychology and Human Behavior |
2 |
|
|
28 |
2 |
|
SOC 111 |
Psychology and Human Behavior |
4 |
|
|
56 |
4 |
|
NAT 134 |
Biostatistics |
3 |
|
|
42 |
3 |
|
|
Humanities |
3 |
|
|
42 |
3 |
|
|
English Composition and Communications |
3 |
|
|
42 |
3 |
|
|
|
21 |
|
|
294 |
294 |
Program Learning Outcome
| Course No. | Course | Lecture hrs | Lab hrs. | Contact hrs. | Credit |
|---|---|---|---|---|---|
|
YEAR 1 |
|||||
|
Theme 1: Fundamentals of Cybersecurity I |
|||||
|
TEC 1211 |
Introduction to Cryptography |
3 |
3 |
84 |
4 |
|
TEC 1221 |
Principles Cybersecurity |
4 |
|
56 |
4 |
|
TEC 1231 |
Foundations Cybersecurity |
4 |
|
56 |
4 |
|
TEC 1311 |
Network Defense |
56 |
|
4 |
4 |
|
TEC 1321 |
Operating Systems Concepts |
4 |
|
56 |
4 |
|
TEC 1331 |
Elective |
3 |
3 |
84 |
4 |
|
|
|
22 |
6 |
392 |
24 |
|
YEAR 2 |
|||||
|
Theme 2: Fundamentals of Cybersecurity II |
|||||
|
TEC 2011 |
Cyber Threats |
3 |
|
42 |
3 |
|
TEC 2021 |
Cybersecurity Planning Management |
3 |
|
42 |
3 |
|
TEC 2031 |
Policy, Legal, Ethics and Compliance |
3 |
|
42 |
3 |
|
TEC 2101 |
Security Program Management |
3 |
|
42 |
3 |
|
TEC 2111 |
Security Risk Analysis |
3 |
|
42 |
3 |
|
TEC 2121 |
Elective (CL) |
3 |
3 |
84 |
4 |
|
TEC 2311 |
Project |
6 |
|
84 |
6 |
|
|
|
24 |
3 |
378 |
25 |
|
YEAR 3 |
|||||
|
TEC 3011 |
International Cybersecurity Organizations |
3 |
|
42 |
3 |
|
TEC 3021 |
International Standards and Requirements— A Survey of Bodies and Practices |
3 |
|
42 |
3 |
|
TEC 3031 |
Cybersecurity Frameworks |
3 |
|
42 |
3 |
|
TEC 3111 |
Penetration Testing and Ethical Hacking (CL) |
3 |
3 |
84 |
4 |
|
TEC 3121 |
Offensive Penetration Testing (CL) |
1 |
3 |
57 |
2 |
|
TEC 3131 |
Certified Information System Auditor (CL) |
2 |
3 |
42 |
3 |
|
TEC |
Elective |
2 |
3 |
42 |
3 |
|
TEC |
Elective |
2 |
2 |
32 |
3 |
|
TEC 3211 |
Project |
6 |
|
84 |
6 |
|
|
|
26 |
12 |
467 |
30 |
|
YEAR 4 |
|||||
|
Theme 4 : Career Pathway |
|||||
|
TEC 4011 |
Advance Penetration Testing (CL) |
2 |
|
28 |
2 |
|
TEC 4111 |
Certified Information Systems Security (CL) |
2 |
3 |
42 |
3 |
|
TEC |
Elective – Pathway program (CL) |
5 |
3 |
126 |
6 |
|
TEC |
Elective – Pathway program (CL) |
5 |
3 |
126 |
6 |
|
TEC |
Elective – Pathway program (CL) |
5 |
3 |
126 |
6 |
|
TEC 4211 |
End of Year Project |
7 |
|
98 |
7 |
|
|
|
26 |
12 |
546 |
30 |
Assessment and Evaluation
Assessment
Georgetown American University utilizes direct assessment methods in two formats, formative and summative.
Formative Assessment methods
GAU will use test-based surveys, questionnaires to collect knowledge and skills data across the cohorts. The questionnaire tool evaluates standards such as the NICE Framework and UK Cyber Security Essentials. This approach characterizes attributes across coded rating scores for responses relative to the course or training objectives. The feedback data will serve as inputs to the computation stage of the evaluation model. (See Appendix A) Progress or balanced scorecard will represent the capability ratings, range, and priority ratings based on student and teacher responses to questionnaires.
Georgetown American University utilizes direct assessment methods in two formats, formative and summative.
Formative Assessment methods
- Quizzes – may be used as a formative assessment for students during their course delivery
- Midterm Feedback – this is a mandatory procedure across all schools at Georgetown American University. At the mid of each term or block, the faculty will assess students using a standardized form accessible on the management system. The mid-term review serves as a feedback mechanism to inform students of their strengths and/or weaknesses during the first half of the term and to provide recommendations for improvements.
- Quizzes – standardized quizzes are used as a summative assessment during course delivery and will often be given at the end of the week. The quizzes will be delivered using the Examsoft platform.
- Standardized examinations – standardized examinations
GAU will use test-based surveys, questionnaires to collect knowledge and skills data across the cohorts. The questionnaire tool evaluates standards such as the NICE Framework and UK Cyber Security Essentials. This approach characterizes attributes across coded rating scores for responses relative to the course or training objectives. The feedback data will serve as inputs to the computation stage of the evaluation model. (See Appendix A) Progress or balanced scorecard will represent the capability ratings, range, and priority ratings based on student and teacher responses to questionnaires.
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