TABLE OF CONTENTS

Contents Pages

EXECUTIVESUMMARY………………………………………………………………………………………………….. 3

I. ABSTRACT..……………………………………………………………………………………………………………… 5

II. PURPOSEAND GOALS……………………………………………………………………………………………… 5

III. NEEDANDJUSTIFICATION……………………………………………………………………………………..... 6

IV. STUDENTS……………………………………………………………………………………………………………….. 9

A. Interest/Demand B. Enrollment Projections C. Admission Requirements

V.CURRICULUM…………………………………………………………………………………………………………..11

VI. COST ASSESSMENT…………………………………………………………………………………………………. 12

A. Faculty B. Facilities andEquipment

VI. APPENDICES:

APPENDIX A COURSEDESCRIPTIONSFORREQUIREDCOURSES.……………………..14

APPENDIX B SYLLABIFORNEWCOURSES.……………………………………………………..16

APPENDIX C PROGRAMCONTENTANDREQUIREMENTS.……………………………….35

APPENDIX D PROGRAMSCHEDULING(SEDForm)…………………………………………... 38

APPENDIX E FACULTYTEACHINGASSIGNMENTS(SEDForm)…………………………49

APPENDIX F FACULTYTOBEHIRED(SEDForm).…………………………………………….NA

APPENDIX G NEWRESOURCESTABLE(CUNY).……………………………………………….. 55

APPENDIX H PROJECTEDREVENUETABLE(CUNY ).……………………………………….. 56

APPENDIX I SUPPORTINGMATERIALSFORPROJECTEDREVENUETABLE(CUNY)

............................................................................................................................................ 57

APPENDIXJ FIVE-YEAR FINANCIAL PROJECTION (CUNY) ........................................ 60

APPENDIX K PROJECTED ENROLLMENT................................................................................... 65

APPENDIX L CYBERSECURITY JOB POSTINGS.......................................................................... 67

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ExecutiveSummary

TheDepartmentofEngineeringTechnologyatQueensboroughCommunityCollegeproposesanassociate’sdegree(A.S.)inComputerScienceandInformationSecurityleadingtoabachelor’sdegree(B.S.)inComputerScienceandInformationTechnologywithJohnJayCollegeofCriminalJustice.Theprogramwillattractand allowstudents to completetheirfirsttwoyearsofcollegeatQueensboroughCommunityCollegeandprogressseamlesslytoJohnJayCollegeofCriminalJusticetocompletetheirbachelor’sdegree.Furthermorethisdual/jointdegreeprogramoffersincreasededucationalopportunitiesforHispanics,AfricanAmericans,Asians,womenandotherunderrepresentedminoritiesintheCybersecurityfield.

Cybersecurityrepresentsanunusuallybroad,remarkablywell-compensatedset ofnew andemergingoccupationalareas,offeringasurfeitofemploymentopportunitiesinNewYorkCitydue to the severe shortage of qualified cyber-workers.These occupations rankamongthefastestgrowingprofessionalemploymentopportunitiesinNYC.1 TheNYCDepartmentofLaborestimatesoverallgrowthincyber-allied fields atover 20% by2020,withhigherprojectionsforselectedcategories(36.5%),andwithnearastronomicalgrowthratesanticipated(58.6%)forthemosthighlyskilledby2022.2 ThisexplosivegrowthplacesNewYorkCitysecondnationally—justbehindWashington,D.C.—forCyberSecurityemploymentopportunities.3 TheProfessional Services,Finance,andManufacturing/DefensesectorshavethehighestdemandforCybersecurityjobs. ThefastestincreasesindemandforcybersecurityworkersareinindustriesmanagingincreasingvolumesofconsumerdatasuchasFinance(+137%overthelastfiveyears),HealthCare(+121%), andRetail Trade(+89%).4

ThenewdegreeprogramwillbenefitfromaworkforcedevelopmentpartnershipwiththeCybersecurityWorkforceAlliance(CWA)--anassociationofprivatesectoremployers,technology innovators,and educators,includingthe FederalReserve Bankof NewYork,FidelityBank, Bank ofNew York Mellon,J.P.MorganChase,MorganStanley,GoldmanSachs,SIFMA,ExpressScripts,RANE,iQ4,andCapgemini,amongothers--formedtoincreaseandimprovethecybersecurityworkforce-- andnumerouspublicsectorcybersecurityemployers.ThecurriculumisalsoconsistentwiththeframeworkoftheNationalInstituteforStandardsand Technology’s (NIST) NationalInitiative for CybersecurityEducation(NICE),which willincreasethemarketabilityofourgraduates.

Internshipand other experientiallearningopportunities developed by the participatingcollegesandalsobyexternal partnerswill furtherpreparestudentsfortheworkforce.Thedegreeprogramalsowillmakeuseofnewandemergingtechnologiestooptimally

1According to the U.S. Bureau of Labor Statistics,growth in information security jobs is projected at 37% from 2012–2022, arate twoandone-half times faster thanthe average for all occupations: http://www.bls.gov/ooh/computer-and-information-technology/information-security-analysts.htm. 2 Seehttp://www.labor.ny.gov/stats/lsproj.shtm for 2012-2022 growthprojections and http://burning-glass.com/wp-content/uploads/Cybersecurity_Jobs_Report_2015.pdf for industry-specificcybersecurity employmentincreasesoverthe last5 years.Cybersecurity workers earn 2-3times more thanthe national average for similarlyeducatedemployees. 3 http://www.washingtonpost.com/news/capital-business/wp/2014/03/05/evidence-that-the-d-c-area-really-is-a-hotbed-for-cybersecurity-jobs/ andhttp://www.burning-glass.com/research/cybersecurity/;cybersecurity postings have grown74% from 2007-2013nationally.4 Seehttp://www.burning-glass.com/research/cybersecurity/

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readystudentsforCybersecuritycareers, therebyexpandingemploymentopportunitiesforthecity’slowerincomecollegestudentsbyprovidingthemwithopeningstohighlypaidjobsintheprivatesectorthathavebeenpreviouslyunavailabletothem.Queensborough,asaCompTIAAuthorizedAcademyPartner,will incorporateintothisnewprogramourexistingtrainingcoursesforindustrycertificationsinA+Certification,Network+Certification,andSecurity+Certification.CompTIAcertificationexamsareaninternationallyrecognizedvalidationof foundation-levelsecurity skills and knowledge,andareusedbyorganizationsandsecurityprofessionalsaroundtheglobe.ComputerScienceandInformationSecuritycareersstartwiththerighteducation,andresearchhasshownthatcertifiedemployeeshavesuperiorcommunicationskillsandarebetterabletounderstandneworcomplextechnologies.Furthermore,Queensborough’sproventrackrecordandinvolvementwithhighschoolswillhelpensurethehighenrollmentandgraduationraterequiredtomeetthe workforcedemandforcybersecurityspecialistsinthe NewYorkCity Metropolitanarea.

QueensboroughwilluseexistingcoursesfromitsInternetandInformationTechnologyProgramandcreatetwonewcoursestodevelopanewassociateinsciencedegreeinComputerScienceandInformationSecurity,whichwillprovidethefundamentalknowledge required for Cybersecurity.TheA.S.degreeprograminComputerScienceandInformationSecurityisdesignedtoattractstudentswhohaveaninterestinpursuingacareerinComputerScienceandwhoalsowishtospecializeinInformationSecurity.Thereisa largeuntappedsourceofstudentsintheBoroughofQueenswhocanbenefit fromthistypeofprogram,especiallyinlightoftheexcellentjoboutlook.QCC’sMarketingDepartment,OfficeofAdmissionsandtheEngineeringTechnologyDepartmentwillmarkettheproposedprogramwithanaggressiveinformationcampaign.TheQCC Websitewillbeupdatedwithwebpagesdevotedtotheprogram.TheWebpageswillincludeacurriculumoutline,employmentoutlookinformation,aFAQlistand,ifpossible,testimonialsfromrecentgraduatesofJohnJay’sbachelorofsciencedegreeinComputerScienceandInformationSecurity.

Inaddition,QCC willtakeeverystepnecessarytoensurethateveryincomingstudentwithaninterestinaSTEMcareerismadeawareoftheprogram.Everyincomingfreshmanstudentwillbegivenaflyerwithadescriptionoftheprogram.Furthermoreflyerswillbedistributedalongwithotherrecruitmentmaterialstoall New York CityandWesternNassauHighSchoolsthroughacomprehensivedatabasethatwascreatedandismaintainedbytheEngineeringTechnologyDepartment.AsurveyconductedinMarch2016amongSTEMstudentsatQCC showedoverwhelminginterest inthisdual/joint program.ThesurveywasadministeredtoQCC studentsenrolledintheengineeringandengineeringtechnologymajors.Thequestionnaireincludedadescriptionoftheprogramalongwithalistofthefreshmanandsophomoreyearrequiredcoursesequencesat QCC(60credits).AccordingtorecentfiguresfromtheOfficeofInstitutionalResearchforFall2015enrollmenttrendsbycurriculum,2,070studentswereenrolledincurricularprograms(engineering,technology,computerscience)fromwhich to drawstudentinterestfortheCybersecurityprogram.

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Abstract TheQueensboroughCommunityCollege(QCC)DepartmentofEngineeringTechnologyproposesanAssociateinScience(A.S.)dual/jointdegreeprograminComputerScienceandInformationSecuritywithJohnJayCollegeofCriminalJustice(JJC).QCC studentswillenrollinitslowerdivisionprogramandupongraduationstudentswillpursueaBSatJJC byenrollinginupper divisioncourses atthatinstitution.Thelower divisioncourses incomputerscienceandinformationsecurityareprerequisitesfortheupperdivisioncourses.Inadditionthecurriculumwillprovideasolidfoundationingeneraleducationwithcoursessuchas,butnotlimitedto;English,Mathematics,andSocialScience.

ThefieldofComputerScienceandInformationSecurityprovidesamyriadofjobopportunitiesand career paths.The educationand trainingthatwillbe jointlyprovided byboth QCC and JJC willgenerate asense of hope,purpose,and stability for the enrolledstudents.Thisisespeciallyimportantinlightofthecurrentsecurityenvironmentofthecountry.

Purpose andGoals QueensboroughCommunityCollegeproposestodevelopadualjointdegreeprogramwithJohnJayCollegeofCriminalJusticeinComputerScienceandInformationSecurity.TheprogramwillattractandallowstudentstocompletetheirfirsttwoyearsofcollegeatQueensboroughandprogressseamlesslytoJohnJayCollegeofCriminalJusticetocompletetheirbachelor’sdegree.Furthermorethedual/jointdegreeprogramwillofferincreasededucationalopportunitiesforHispanics,AfricanAmericans,Asians,womenandotherunderrepresentedminoritiesintheCybersecurityfield.

Mostcommunitycollegesandmanyindependenttechnicalinstitutesandproprietaryschoolsofferanassociate’sdegreeincomputerscienceorarelatedinformationtechnologyfield.Employersusuallylookforpeoplewhohavebroadknowledgeandexperiencerelatedtocomputersystemsandtechnologies,strongproblem-solvingandanalyticalskills,andgoodinterpersonalskills.Coursesincomputerscienceand/orsystemsdesignoffergoodpreparationforajobincomputeroccupations.Thelevelofeducationandthetypeoftrainingthatemployersrequiredependon their needs.One factoraffectingtheseneedsischangesintechnology.Employersoftenscrambletofindworkerscapableofimplementingnewtechnologies.Workerswithformaleducationorexperienceininformationsecurity,forexample,areindemandbecauseofthegrowingneedfor their skillsandservices.Becausejobsarebetter suitedtotheleveloftrainingprovidedbytheseprograms,thedualjointdegreeprogramwillofferstudentstheflexibilityandtrainingtofill a varietyofjobstitleswith growth potential.

QueensboroughwilluseexistingcoursesfromitsInternetandInformationTechnologyProgramandtwonewcoursestodevelopanewAssociateinSciencePrograminComputerScienceandInformationSecurity,whichwillprovidethefundamental knowledgerequiredforCybersecurity.QueensboroughCommunityCollegeandJohnJayCollegeofCriminalJusticeproposeadualadmission/jointdegree2+2program(A.S./B.S.)inComputerScienceand

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InformationSecuritythatwillhelpaddresstheshortageoftrainedandqualified CybersecurityspecialistsintheNew York CityMetropolitanarea.Inaddition,theplanneddegreeaimsto:

1) improvestudentacademicsuccessatthecommunityandseniorcolleges; 2) increasetherateoftransferfromtheassociate’s degreetothebachelor’sdegree; 3) bolster opportunities for students’career entryandsuccessinthecybersecurityand

tech fields,and 4) ensurecurricularalignmentbetweenthecollegesandtheneedsofcybersecurityand

techemployers.

Need for Cybersecurity

Cybersecurityrepresentsanunusuallybroad,remarkablywell-compensatedsetofnewandemergingoccupationalareas,offeringasurfeitofemploymentopportunitiesinNewYorkCityduetothesevereshortageofqualifiedcyber-workers.TheseoccupationsrankamongthefastestgrowingprofessionalemploymentopportunitiesinNYC.5 TheNYC DepartmentofLaborestimatesoverallgrowthincyber-allied fields atover 20% by2020,with higher projections forselectedcategories(36.5%),andwith nearastronomicalgrowthratesanticipated(58.6%)forthemosthighlyskilledby2022.6 ThisexplosivegrowthplacesNew York Citysecondnationally—justbehindWashington,D.C.—forCybersecurityemploymentopportunities.7

Thefieldoffersremarkableearningopportunities for successfulcollege graduates. Entry-levelpositions inthe Cybersecurityfieldsareunusuallywell-paid,withprivatesector careerentrantsearningroughly$60,000tostart,afigurethat candoublewithinthefirst two years of employment.ThenumberofthoseenteringtheCybersecurityoccupations,however,haslaggedseverelybehindthenumberofopenings,causingacriticalgapinthepublicand privatesectors’securitydefenseand severeshortages of cyber-workers inspecificindustries,includingfinancial services,healthcareandretail trade--amongthelargestindustriesintheNYC economy.PrivatesectorNewYorkemployerspointtotheproblemofinappropriatelypreparedapplicantswholackrudimentaryfamiliaritywiththeprofessional work world.Theyalsounderscorethedearthofknowledgeableandskills-qualifiedcareerentrants,whichcauseslong-termjobvacancies,limitstheproductivityof newly hired Cybersecurityprofessionals,andstuntseconomicgrowthasthe incidenceandcostsofcybercrimemushroomandplaceatgravefinancialriskbothbusinesses and the public.

QueensboroughCommunityCollegeandJohnJaywilllaunchthiscollaborativeprogrambybuildingontheir successfultrackrecordin theCUNY JusticeAcademy.TheCUNYJusticeAcademyisauniqueeducationalpartnershipconnectingJohnJayCollegeofCriminalJusticeto

5According to the U.S. Bureau of Labor Statistics,growth in information security jobs is projected at 37% from 2012–2022, arate twoandone-half times fasterthan the average forall occupations: http://www.bls.gov/ooh/computer-and-information-technology/information-security-analysts.htm. 6 Seehttp://www.labor.ny.gov/stats/lsproj.shtm for 2012-2022 growthprojections and http://burning-glass.com/wp-content/uploads/Cybersecurity_Jobs_Report_2015.pdf for industry-specificcybersecurity employmentincreasesoverthe last5 years. Cybersecurity workersearn 2-3times more thanthe national average for similarlyeducatedemployees. 7 http://www.washingtonpost.com/news/capital-business/wp/2014/03/05/evidence-that-the-d-c-area-really-is-a-hotbed-for-cybersecurity-jobs/ andhttp://www.burning-glass.com/research/cybersecurity/;cybersecurity postings have grown74% from 2007-2013nationally.

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CUNY’ssixtraditionalcommunitycolleges.Thisprogramcurrentlyprovidesacademicpathwaysleadingfromassociatedegreestudytoa bachelor’sdegreeandultimatelytoexcitingcareersinthefieldsofComputerScience,CriminalJustice,ForensicScienceandForensicFinancialAnalysis.AssessmentshowsthatCUNYJusticeAcademyprogramshaveledtoanunprecedented transfer rateof associatedegreestudentsfromtheparticipatingcommunitycollegestoJohnJayCollegewhencomparedtotherateofnon-CUNYJusticeAcademytransfers.TheprogramsoftheCUNYJusticeAcademyhavealsopositivelyandsignificantlyimpactedstudent G.P.A.s,ratesofcreditaccumulationandtimetodegreecompletion.Weanticipatethatstudentswhoenrollintheproposeddualadmission/jointdegreeprogramComputerScienceandInformationSecuritywillbenefitsimilarly.

ThenewdegreeprogramwillbenefitfromaworkforcedevelopmentpartnershipwiththeCybersecurityWorkforceAlliance(CWA)--anassociationofprivatesectoremployers,technology innovators,and educators,includingthe FederalReserve Bankof NY,Fidelity Bank,Bankof NYMellon,J.P.MorganChase,MorganStanley,GoldmanSachs,SIFMA,ExpressScripts,RANE,iQ4,andCapgemini,amongothers--formedtoincreaseandimprovetheCybersecurityworkforce-- andnumerouspublicsectorCybersecurityemployers.ThecurriculumisalsoconsistentwiththeframeworkoftheNationalInstituteforStandardsandTechnology’s(NIST)National InitiativeforCybersecurityEducation(NICE),whichwill increaseourgraduate’smarketability.

Internshipandotherexperiential learningopportunitiesdevelopedbytheparticipatingcollegesandalsobyexternal partnerswill furtherpreparestudentsfortheworkforce.Thedegreeprogramalsowillmakeuseofnewandemergingtechnologiestooptimallyreadystudents for Cybersecuritycareers,therebyexpandingemploymentopportunitiesforthecity’slowerincomecollegestudentsbyprovidingthemwithopeningstohighlypaidjobsintheprivatesectorthathavebeenpreviouslyunavailabletothem.Queensborough,asaCompTIAAuthorizedAcademyPartner,willincorporateintothisnewprogramourexistingtrainingcoursesforindustrycertificationsinA+Certification,Network+Certification,andSecurity+Certification.CompTIAcertificationexamsareaninternationallyrecognizedvalidationoffoundation-levelsecurity skills and knowledge,andareusedbyorganizationsandsecurityprofessionalsaroundtheglobe.ComputerScienceandInformationSecuritycareersstartwiththerighteducation,andresearchhasshownthatcertifiedemployeeshavesuperiorcommunicationskillsandarebetterabletounderstandneworcomplextechnologies.Furthermore,Queensborough’sproventrackrecordandinvolvementwithhighschoolswillhelpensurethehighenrollmentandgraduationraterequiredto meettheworkforcedemandforCybersecurityspecialistsinthe NewYorkCity Metropolitanarea.

Underrepresented Groups in the Computer Science and Information SecurityWorkforce

Thefieldsofcomputerscience,programming,andinformationsecurityhavebeengrowinginpopularityfordecades,dueprimarilytosolidfinancialandprofessionalprospects,andthe

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incalculableeffect ofthedigital revolutiononeveryfacet ofourcultureandsociety.However,forthemostpart,theabundantopportunitiesintheworldofcomputersciencehavebeenoverlookedbyunderrepresentedminoritystudents,particularlythoseintheAfrican-American,Hispanic,andNativeAmericancommunities.Thereasonsforthisproblemarenumerousandcomplex,asareitssolutions.

Thefactsareindisputableanddisheartening.Thecomputerscienceeducationrevolutionhasleftourminoritycommunitiesbehind.Statisticsonthesubjectpainfullybearthisout.Forexample,datafromtheNationalScienceFoundationindicatesthat,although36.4percentofthe residentpopulationof the United States is non-white,only about18 percentof allbachelor’sdegreesincomputerscienceintheU.S.gotonon-white students.AccordingtotheCensusBureau, womenmakeup47percentoftheworkforce,butonly 27percent work incomputerrelatedjobs.Blacksaccountfor 11 percentof workers overall,butonly7percentinthecomputerscienceindustry.Hispanicsmakeup15percentoftheworkforceandonly6percentofcomputerjobs.Andtheproblemappearstobegettingworse.

Thereisnodoubtthatcareeropportunitiesforcomputersciencegraduatesareplentiful.Thisisparticularlytrueforunderrepresentedminoritygraduates,asemployerscontinuetoactivelyseekthemoutinanefforttodiversifytheirworkforce.Theproblemisconvincingminoritystudentstorecognizetheseopportunities.

QueensboroughislocatedinoneofthemostdiversecountiesintheUnitedStatesandisoneofthemostdiversecampusesinthenation.Thecollege,withnearly16,000students,comprisesnearlyequalpopulationsofAfrican-Americans,Asians,CaucasiansandLatinos,representing143nationsofbirthand84nativelanguages.Committedequallytoopen-admissionaccessforalllearnersandtoacademicexcellencewithinanenvironmentofdiversity,Queensboroughemphasizestheintegrationofacademicandsupportserviceswithafocusedattentiontopedagogy.Amongthenearly3,500freshmenstudentsenrolledannually,Hispanicstudentsrepresent thelargest group (31percent), followedbyBlack students (25percent),Asianstudents(22percent)andCaucasianstudents(15 percent).TheCollegeoffers associatedegrees andcertificateprogramsthatpreparestudentsfor careersandfortransfertoBaccalaureatedegreeprograms.TheCollegeoffersabroadbaseofcommunity-orientedactivities includingcontinuingeducation,on- and off-campuslearningcenters,andculturaland recreationalevents.The College provides anetworkofdevelopmentaleducationandstudent support servicesdesignedtoenableitsdiversestudentstosucceedintheircollegestudies.Studentsareprovidedopportunitiesforchallenge,stimulation,andgrowththroughadvanced courses,specialprojects,appropriateacademicadvisement,andpersonalandcareercounseling.SeveralmentoringprogramsreinforcethiscampusclimateandensureretentionandwillencouragetransferofstudentstocontinueonfortheB.S.inComputerScienceandInformationSecuritydegreeatJohnJay College.

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Student Interest/Enrollment TheA.S.PrograminComputerScienceandInformationSecurityisdesignedtoattractstudentswhohaveaninterestinpursuingacareerincomputerscienceandwhoalsowishtospecializeininformationsecurity.ThereisalargeuntappedsourceofstudentsintheBoroughofQueenswhocanbenefitfromthistypeofprogram,especiallyinlightoftheexcellentjoboutlook.QCC’sMarketingDepartment,OfficeofAdmissions,OfficeofAcademicAffairs, and the EngineeringTechnologyDepartmentwillmarkettheproposedprogramwithanaggressiveinformationcampaign.TheQCC Websitewillbeupdatedwithwebpagesdevotedtotheprogram.TheWebpageswillincludeacurriculumoutline,employmentoutlookinformation,aFAQlistand,ifpossible,testimonialsfromrecentgraduatesofJohnJay’sBachelorofScienceinComputerScienceandInformationSecurity.Inaddition,QCC willtakeeverystepnecessarytoensurethateveryincomingstudentwithaninterestinaSTEMcareerismadeawareoftheprogram.Everyincomingfreshmanstudentwillbegivenaflyerwithadescriptionoftheprogram.FurthermoreflyerswillbedistributedalongwithotherrecruitmentmaterialstoallNew York CityandWesternNassauHighSchoolsthroughacomprehensivedatabasewhichwascreatedandismaintainedbytheEngineeringTechnologyDepartment.AsurveyconductedinMarch2016amongSTEMstudentsatQCC showedoverwhelminginterestinthisdual/jointprogram.ThesurveywasadministeredtoQCC studentsenrolledintheengineeringandengineeringtechnologymajors.ThequestionnaireincludedadescriptionoftheprogramalongwithalistofthefreshmanandsophomoreyearrequiredcoursesequencesatQCC (60credits).Thequestionnaireaskedstudentsiftheywouldbeinterestedintheprogram.Outof529responses,448respondentsexpressedinterestintheprogram(approximately85%).Wealsoexpectthemarketingoftheprogramatbothmajorrecruitmentfunctions and onthe QCC Website willresultinanincrease intransfer students to the college.Finally,we expectthatthisprogramwillbepopularamongstudentscurrentlyenrolledatQCC andanticipateaslightshiftofothermajorstothisprogram.AccordingtorecentfiguresfromtheOfficeofInstitutionalResearchforFall2015enrollmenttrendsbycurriculum,2,070studentswereenrolledincurricularprograms(engineering,technology,computerscience)fromwhichtodraw student interest forthecybersecurityprogram.

Projected Student Enrollment

YEAR I YEAR II YEAR III YEAR IV YEAR V

New Cont. New Cont. New Cont. New Cont. New Cont.

F-T 10 5 20 10 50 10 80 20 100 30

P-T 5 5 10 10 30 10 40 15 50 20

Sub-totals 15 10 30 20 80 20 120 35 140 50

Totals 25 50 100 155 200

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Curriculum/Admissions Requirements

TheproposedAssociateinSciencedegreeinComputerScienceandInformationSecurityconsistsofcoursesthatallowstudentstopursuefurthereducationandcareersinComputerScience,CybersecurityandInformationTechnology,aswellasothersoftwareandcomputernetworkingrelatedfields.TheproposedprogramwillallowstudentstoentertheupperdivisionbaccalaureateprograminComputerScienceandInformationSecurityatJohnJay.Thecurriculumemphasizesbasiccomputer scienceprinciplesandprovidesafoundationinprogrammingandcybersecurityaswellascomputerindustrycertifications.TheprogrammeetsthegeneraleducationrequirementsfortheassociatedegreeatQCC andalsomeetsthegeneraleducationrequirementsforthebaccalaureatedegreeatJohnJay.

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QCC/JJ DUAL /JOINT DEGREEPROGRAM: A.S. IN COMPUTER SCIENCE & INFORMATIONSECURITY (QCC) ANDB.S. IN COMPUTER SCIENCE & INFORMATIONSECURITY (J JC)

QCCA.S.COMPUTER SCIENCE CR. JJCEQUIVALENTS CR. Gen Ed: RequiredCore Gen Ed: RequiredCore ENGL 101 English Composition I ENGL 102 English CompositionII

3 3

ENG101 College CompositionI ENG201 College CompositionII

3 3

MA 119 College Algebra OR MA 440 Pre-calculusOR MA 441 Analytical Geometry & Calculus I OR MA 260Pre-calculusand Elements of Calculus for Business Students 3-4

MAT 105 College Algebra ORMAT 141 Pre-calculusOR MAT 241 Calculus I

3 or +1bl

Life andPhysical Science: One sciencelaboratory course (STEM variant in commoncore satisfiesthisrequirement): Applicable coursesinclude BI-132, BI 171; CH 102, CH111, CH 121; ET 842; PH 112. 3-4 Life andPhysical Science 3+1bl Gen Ed: Flexible Core Gen Ed: Flexible Core World Cultures & Global Issues* (Select one.) 3 World Cultures & Global Issues 3 U.S. Experience in Its Diversity* (Select one.) 3 U.S. Experience in Its Diversity 3

Creative Expression* (Select one.) 3 Creative Expression 3 Individual & Society (Recommended: CRIM-101Introtothe American Criminal Justice System)* 3 Individual & Society 3

Scientific World* 3 Scientific World 3

6th Flexible Core Course* 3 6th Flexible Core Course 3

General EducationSubtotal 30-32 Subtotal toward JJ Gen. Ed. 30-32

RequirementsfortheMajor RequirementsfortheMajor MA 440 Pre-Calculus 4 MAT 141 Pre-Calculus 3+1bl MA 441 Analytical Geometry and Calculus I 4 MAT 241 Calculus I 3 +1bl MA 471 Introduction to Discrete Mathematics 3 MAT 204 Discrete Mathematics 3

ET704 Networking Fundamentals I 4 CSCI 379Computer Networking 3+1bl

ET570 Creating Smartphone Apps 3 CSCI blanket (can be usedtowards Computer Sci Elective) 3

ET575 Intro to C++ Programming Designand Implementation 3

CSCI 271IntrotoComputing& Programming 3

ET580 Object Oriented Programming 3 CSCI 272Object-Oriented Programming 3 ET585 Computer Architecture 3 CSCI 274Computer Architecture 3 ET725Computer NetworkSecurity 3 CSCI blanket 3 Subtotal toward Major 30 Subtotal toward Major 30

TOTAL CREDITS REQUIREDFORA.S. 60 TOTAL CREDITS ACCEPTEDTO JJ 60

Note:*Students are requiredtotake particular courses in some areas of the Common Core that fulfill both general education and major requirements. If students do not taketherequired courses in theCommon Core, theywill haveto take additional creditsto complete their degree requirements. All studentsmustcompletetwo (2) WI designated classes to fulfill degreerequirements.

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JUNIOR ANDSENIOR YEAR – COURSES TO BE TAKEN ATJOHNJAY

Course andTitle General Education(College Option) and other Required Courses

Credits Justice Core II. Either Justice in Global Perspective ORStruggle for Justice and Equality in U.S. 3 Learningfrom the Past OR Communications 3

PART ONE. Major Core Courses CSCI 360Cryptography andCryptanalysis 3 CSCI 373AdvancedDataStructures 3 CSCI 374ProgramingLanguages 3 CSCI 375OperatingSystems 3 CSCI 377Computer Algorithms 3 CSCI 411Computer Security andForensics 3 CSCI 412NetworkSecurity andForensics 3 PART TWO. Required Math Courses MAT 301 Probability and Statistics 3 PART THREE. ELECTIVES Computer Science Elective (if not taken at QCC: CSCI 362or 376or 380) 0-3 Mathematics Elective (if not taken at QCC: MAT 242 or 310 or 351 or 371 or 380) 0-3 PART FOUR. ETHICS PHI 216Ethics andInformationTechnology 3 PART FIVE. CAPSTONECOURSES CSCI 400Capstone Experience in Digital Forensics/Cybersecurity I & II 6

Subtotal 33-39Electives 15-21

TOTAL CREDITS ATJOHNJAYCOLLEGE OF CRIMINAL JUSTICE 60

Total Degree credits for the Bachelor of Science in Computer Science & Information Security -120

Faculty

Noadditional full-timefacultywillbeneededfortheproposedprograminthefirstthreeyears.CurrentQCC facultymembersalreadyteachthecoursesthatrepresentthegeneralandmajorrequirementsintheprogram.Additionaladjunctfacultywillbe needed,however,for additionalsectionsofcoursesrequiredtoruntheprogram.

Cost Thereareminimaladditionalfacilitiesorequipmentcostsassociatedwiththisprogram.QCC hasstate-of-the-artcomputerlaboratoriesalreadyequippedwithhardwareandsoftwarethat willsupportthisprogram.Normalongoingcomputerandsoftwareupdateswouldbemadeforthecoursesalreadybeingtaught.

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Additional References The White House: FACTSHEET: Cybersecurity National ActionPlan(CNAP)https://www.whitehouse.gov/the-press-office/2016/02/09/fact-sheet-cybersecurity-national-action-plan

The White House: The Comprehensive National CybersecurityInitiative https://www.whitehouse.gov/issues/foreign-policy/cybersecurity/national-initiative

Department Of Homeland Security: Join DHS Cybersecurityhttps://www.dhs.gov/homeland-security-careers/dhs-cybersecurity

Forbes Magazine: One Million CybersecurityJob Openings in 2016http://www.forbes.com/sites/stevemorgan/2016/01/02/one-million-cybersecurity-job-openings-in-2016/#4509bb127d27

Forbes Magazine: College Degrees withthe Highest Starting Salarieshttp://www.forbes.com/sites/susanadams/2013/04/15/college-degrees-with-the-highest-starting-salaries-3/#147b84077f0b

Computer Science Online: A Guide toComputer Science Careershttp://www.computerscienceonline.org/careers/

Computer Science Zone: The 50Highest PayingJobs in Computer Sciencehttp://www.computersciencezone.org/50-highest-paying-jobs-computer-science/

Additional Computer Science andInformation Resources Codecademy: Interactive tool for learninghow to program https://www.codecademy.com/

MIT: Open Courseware – Online self-study coursesin ComputerScience http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/

Harvard: Intensive Introduction to Computer Science Open Learning Coursehttps://www.extension.harvard.edu/open-learning-initiative/intensive-introduction-computer-science

Stack Exchange: Computer ScienceQ&A for Students http://cs.stackexchange.com/

RelatedSites Google Developerhttps://developers.google.com/

Apple Developerhttps://developer.apple.com/

Microsoft Developerhttps://msdn.microsoft.com/en-us

Github: Collaborative programming for private and public projects https://github.com/

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AppendixA:

COURSE DESCRIPTIONS FORREQUIRED COURSES ENGL-101English Composition I2(1A1)(formerly EN-101) 3class hours 1conference hour 3credits Prerequisite: A score of 480onthe SAT, or 75% onthe New York State EnglishRegents, or apassing score on the CUNY/ACT Writing andReading tests.Note: Credit will not be given tostudents whohave successfully completed EN-103.Development of a process for producing intelligent essays that are clearly and effectively written; library work; 6,000words of writing, bothin formal themes written for evaluation andin informal writing suchas the keeping of ajournal. During the recitation hour, students review grammarand syntax, sentence structure, paragraph development andorganization, andthe formulation of thesis statements. ENGL-102English Composition II: Introduction toLiterature2(1A1)(formerly EN-102) 3class hours 1conference hour 3credits Prerequisite: EN-101 Continuedpractice in writingcombinedwithan introduction toliterature: fiction, drama, andpoetry. Duringthe recitation hour, studentsreview basic elementsof writing and analytical and critical reading skillsand research strategies. MA-1193College Algebra4(1B2) 3class hours 1recitationhour 3credits Prerequisite: MA-10or exempt from remedial mathematics or permissionof Department Corequisite: May be taken as acorequisite toMA-121. Abasic presentation ofthe fundamental concepts ofcollege algebra, systems oflinear equations, inequalities, linear, quadratic, exponentialand logarithmic functions. During the recitation hour, students review properties ofsigned numbers, graphing of linearequations, basic geometric concepts, solution of linearequations, factoring algebraic expressions and its applications torational expressions. A graphingcalculator will be required. MA-440Pre-Calculus Mathematics3(1B2) 3class hours 2recitationhours 4 credits Prerequisite: MA-119and MA-121witha C or better inbothcourses or MA-114witha grade of C or better, or satisfactory score onthe Mathematics Placement Test, Level II. Mathematical foundations necessary for the study of the calculus. An introductionto analytic geometry, and the elementaryfunctions of analysis, including algebraic, trigonometric, logarithmic, and exponential functions. Theuse of the graphing calculator will be included. MA-441Analytic Geometry andCalculus I (1B2) 4classhours1 recitation hour 4 creditsPrerequisite: MA-440(witha grade of C or better). Functions andgraphs; derivative of algebraic andtrigonometric functions withapplications; indefinite anddefinite integrals withapplications; the fundamental theorem of integral calculus; conic sections. Studentswill develop problem solving skills andconstruct mathematical models in the computer laboratory using software such asMAPLE, DERIVE, CONVERGE, and MATHCAD.

MA-471Introduction toDiscrete Mathematics 3class hours 3 credits Prerequisite: MA-440Concepts in set theory, functions, logic, proofs, elementary number theory, introduction toabstract algebra.

CRIM-101Introduction tothe American Criminal Justice System4(2D1) 3class hours 3credits Offered as neededPrerequisite: BE-122(or BE-226), or satisfactory score onthe CUNY/ACTAssessment Test This course is anintroductory survey of the Americancriminal justice system with a view to its social andinstitutional context and its structure and functioning. The course provides anoverview of the foundations and componentsof the criminal justice system, including (substantive and procedural) criminal law, police, courtsand corrections. The main emphasiswill be placed on the criminal justice processandhow the various institutions of criminal justice interact. Key issueswill be addressed asthey arise at different stagesof the process, such asthe

14

conflict between crime control and due process, and conflictsrelated to, for example, gender, classand ethnicity. This course will satisfy the Social Sciences elective requirement for all QCC degree programs.

ET 570 CreatingSmartphone Apps1(2E2) 3Class Hours 3Credits This course introduces the use and features of smartphones inmodernlife and how to create working applications. Students will create apps usingexistingmodules and buildingblocks. Noprior programmingknowledge is necessary. After this initial experience, basics of the Java programming language will be introducedalongwith aminimum ofXML programming to introduce the student to the needs ofmore advanced apps. Software development kits (SDK), alongwith the development environment will alsobe covered. In addition, studentswill have the opportunity to distribute appsinto the Marketplace.ET-575Introduction toC++Programming DesignandImplementation(2E1) ET-575Introduction toC++Programming Design andImplementation (2E1) 3Class Hours 3Credits Prerequisite and/or corequisites: NoneThis foundationcourse provides a general understanding of the use and developmentof computersoftware applications in fields such as science, mathematics, and business usingahigh level computer language. The course will concentrate on assessing the practical requirements of a software package and developing applications in C++, whichis ahighlevel computer language that teaches the basic skills necessary for implementingit in avarietyof real world applications. Topics includetheanalysis and useof concepts such as: primitivedatatypes and their operators, basic I/O, control statements, decision making, looping, subprograms, arrays, strings andcomputer ethics. Each student will have a computer platform at his/her disposal from which he/she will design, develop, implement andtest programs, while evaluating the interactions between a user andthe computer. ET-580Object OrientedProgramming 3Class Hours 3Credits Prerequisite ET-575This course covers object-orientedprogrammingprinciples andtechniques usingC++. Topics include pointers, classes, overloading, data abstraction, information hiding, encapsulation, inheritance, polymorphism, file processing, templates, exceptions, container classes, and low-levellanguage features. ET-585Computer Architecture 3Class Hours 3Credits Prerequisite ET-575The course covers the basic principles of computer organization, operationand performance. It also deals with embedded systems, peripheral devices, memorymanagement, and processor familyevolution patterns. ET-704Networking Fundamentals I 3class hours 3laboratory hours 4credits Prerequisite and/or corequisites: None This is anintroductory level course that provides students with the basic terminology and skills needed to design, build and maintainsmall to medium networks. Topics include: OSI model; electronics and signals, collisions and collision domains, MAC addressing, LANs, structured cabling, cabling tools, Ethernet, network design and documentation, power supply issues, Internet Protocol addressing andsubnetting, networkprotocols. This course is the first in a series offour courses designed to prepare students for taking the Cisco Certified Network Associate (CCNA) certification exam. Students are provided with classroom and laboratory experience in current and emergingnetworking technology. ET-725Computer Network Security 3Class Hours 3Credits Prerequisite ET-704or Department PermissionThis course covers computer network security designand vulnerabilities. Topics include: Cryptography and encryption, denial-of-service attacks, firewalls and intrusion prevention systems, software and operatingsystem [OS]security, legal and ethical aspects ofcybercrime and computer crime

15

AppendixB:

New Courses

1. Department: Engineering Technology 2. Course, prefix, number, & title: ET-580 Object Oriented Programing 3. Pre-requisites (if any): • ET-575

Co-requisites (if any): 4. Hours (Class, recitation,

laboratory, studio) & Credits: 3 hours, 3 credits hrs.

Month Day Year 5. Date Approved by Department: 6. Date Submitted to Curriculum Committee:

3 16 2016 3 26 2016

7. In order to avoid unnecessary delays or difficulties, please state if the proposal was discussed with other department chair(s) with similar interests.

*If yes, which department(s): Math & Business

Yes* No X

8. Course Description for college catalog: This course covers object-oriented programming principles and techniques using C++. Topics include pointers, classes, overloading, data abstraction, information hiding, encapsulation, inheritance, polymorphism, file processing, templates, exceptions, container classes, and low-level language features.

9. Rationale – why the course is needed or desired: Object Oriented programming is a programming style that is associated with the concept of objects, having data fields and related member functions. Objects are instances of classes and are used to interact amongst each other to create applications. Instance means, the object of class on which we are currently working. C++ can be said to be as C language with classes. In C++ everything revolves around object of class, which have their methods & data members. This course will help students master all techniques of software development in the C++ Programming Language and demonstrate these techniques by the solution of a variety of problems spanning the breadth of the language.

10. Curricula into which the course would be incorporated and the requirements it will satisfy: ComputerScienceandInformationSecurity (Required) InternetandInformationTechnology(Elective)ElectronicEngineeringTechnology(Elective) ComputerEngineeringTechnology(Elective)TelecommunicationsTechnology(Elective)

11. Curricular objectives addressed by this course:

16

A. Demonstrate proficiency in factual knowledge and conceptual understanding required for transfer to the junior year in computer science, information technology or a related discipline.

B: Engineering Competence: Graduates will be competent technicians with problem solving and design skills, and have the ability to apply mathematics, science and modern engineering software to solve computer science and computer engineering technology problems.

C: Demonstrate an understanding of professional and ethical responsibility

12. General Education Objectives: Check those that will be assessed:

X

X

X

1. Communicate effectively through reading, writing, listening and speaking 2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed

decisions 3. Reason quantitatively and mathematically as required in their fields of interest and in everyday life 4. Use information management and technology skills effectively for academic research and lifelong learning 5. Integrate knowledge and skills in their program of study 6. Differentiate and make informed decisions about issues based on multiple value systems 7. Work collaboratively in diverse groups directed at accomplishing learning objectives 8. Use historical or social sciences perspectives to examine formation of ideas, human behavior, social

institutions, or social processes 9. Employ concepts and methods of the natural and physical sciences to make informed judgments 10. Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the

arts

General Education Objectives Briefly describe activities in the course which help addressed by this course: Select from students meet each of these General Education list. (There is no minimum required for Objectives. these objectives.)

• use analytical reasoning to Homework problems and exams with require them to solve identify issues or problems and network engineering problems using calculations and evaluate evidence in order to judgment. make informed decisions

• reason quantitatively and Throughout the semester students will be applying mathematically as required in mathematics to real world computer problems, including their fields of interest and in design problems, which often require not only calculation everyday life but judgment as well.

• integrate knowledge and skills in During the course period, students implement top down their program of study design methodologies using a high-level hardware

description language, develop hierarchical design structures and employ systematic debugging to solve problems. They will also be asked to document their processes as they develop their designs.

17

13. Course categories and attributes (for CUNYfirst): Yes No

Common Core Course*:

Requirement for the Major:

Elective for the Major:

Liberal Arts and Sciences:

Writing Intensive:

x

*If yes, submit Common Core Course Submission Form & Syllabus to Dr. A. Corradetti

14. Course objectives/expected student learning outcomes. Course objectives Learning outcomes

• To understand object Students should: oriented programming and advanced C++ • Be able to explain the difference between object oriented concepts programming and procedural programming.

• Use C++ to build object-oriented programs that include objects in an inheritance hierarchy

• Take a problem and Students should: develop the structures to represent objects and • Perform object oriented programming to develop solutions to the algorithms to problems demonstrating usage of control structures, perform operations. modularity, I/O. and other standard language constructs.

•

• .Understand and demonstrate the concepts of object-oriented design, polymorphism, information hiding, and inheritance.

Students should:

• Demonstrate adeptness of object oriented programming in developing solutions to problems demonstrating usage of data abstraction, encapsulation, and inheritance.

• Demonstrate ability to implement one or more patterns involving realization of an abstract interface and utilization of polymorphism in the solution of problems which can take advantage of dynamic dispatching.

• Take a problem and develop the structures to represent objects and the algorithms to perform operations.

. Students will be able to:

• Apply standards and principles to write truly readable code. • Test a program and, if necessary, find mistakes in the

program and correct them.

18

15. Attach department course syllabus (see Recommended Syllabus template, Form 4): 16. Example texts/readings/bibliography/other materials required or recommended for the course

(as applicable): Object-Oriented Programming in C++ (4th Edition) 4th Edition by Robert Lafore, ISBN-10: 0672323087, ISBN-13: 978-0672323089

17. Methods of Instruction (such as lecture, performance, web-enhanced, online, video, writing intensive, etc.):

This course will have 50% lecture and 50% laboratory. If the students are unable to finish the assigned lab work within the class time, they will need to visit the departmental open labs.

18. Methods by which student learning will be evaluated (describe the types of evaluation methods to be employed; note whether certain evaluation methods are required for all sections):

• One midterm examination • One final cumulative examination • Quizzes • Projects • Homework assignments

19. Transferability as an elective or course required by a major to senior colleges (with supporting documents if applicable). Include comparable courses at senior or other community colleges, if applicable:

This course is targeted to senior-level undergraduate students.

20. Faculty availability: Instructor 1 Instructor 2 Instructor 3

Name: Degree:

Years in Profession: Years Teaching:

Merlinda Drini Steven Trowbridge Joann Sun Ph.D. EE CCNY MA Comp Sci Queens Col MS Comp Sci, NYIT

15 15 15 7 5 10

21. Facilities and technology availability: Existing ET facilities.

22. List of courses to be withdrawn, or replaced by this course, if any: None

19

23. Enrollment limit and frequency the course is offered (each semester, once a year, or alternating years):

Each semester.

24. What changes in any programs will be necessitated or requested as a result of this course’s additions/charges

None

GLOSSARY OF TERMS

Note: These definitions of terms are for the purposes of this assessment project only

Entry-level course A credit course with no pre-requisites other than passing placement exams or required remediation; usually considered a first semester course; this course may be a pre-requisite for mid-level courses

Mid-level course A course which has at least one credit course as a pre-requisite; usually a second or third semester course; this course may be a pre-requisite for upper-level courses

Upper-level course A course, usually taken in the third or fourth semester, which has several credit course pre-requisites

(Student) Learning objectives

An explicit statement of the skills and knowledge a student is expected to learn and be able to demonstrate either in general education, in a curriculum, or in a course

(Student) Learning outcomes

Student behaviors, performance, or activities that demonstrate that students are meeting or have met the learning objective(s)

General education objectives

Desired student learning in general education skills and in the liberal arts and sciences: communication, analytic reasoning and problem solving, quantitative skills and mathematical reasoning, information management, integration of knowledge, differentiation of values, development of personal and collaborative skills, history, social sciences, mathematics and sciences, the humanities and the arts

Curricular objectives An explicit statement of the major points of learning that students must achieve to complete a program of study; these include both general education objectives and objectives specific to the curriculum

Course objectives Major points of learning that students must achieve to complete a course; course objectives include general education objectives, curricular objectives, and objectives specific to the course

* * *

20

1. Adetailed course syllabi of pertinent courses [include a laboratory outline when applicable]

[see Recommended Syllabus template, Attachment7]:

Week Topics

1

Ch.1Introductionto ObjectOriented Programming

• Characteristics of Object Oriented Language • C++ and C • The Unified Modelling Language (UML)

Ch.2 Overview of C++Programming

2 • Program Construction • Output • Directives • Comments • Variables • Input • Arithmetic Operations • Library Functions

3 Ch. 3 Loops and Decisions

• Relational Operations

21

• Loops • Decisions • Logical Operations • Precedence

4

Ch. 4 Structures

• Defining the Structure • Accessing Structure Members • Enumerations

5

Ch. 5 Functions

• Simple Functions • Passing Arguments • Returning Values • Reference Arguments • Overloaded Functions

6

Ch. 6 Objects and Classes

• A Simple Class • C++ Objects as Physical Objects • C++ Objects as Data Types • Constructors • Objects as Function Arguments

Exam 1

22

Ch. 6 Objects and Classes cont. &Ch.7 Arrays and Strings

7 • Returning Objects from Classes • Structures and Classes • Classes, Objects, and Memory • Introduction to Arrays • Arrays as Class Member Data • Arrays as Objects • C-Strings • The Standard C++ string Objects

8

Ch.8 Operator Overloading

• Overloading Unary and Binary Operators • Data Conversion • UML Class Diagram

9

Ch. 9 Inheritance

• Derived Class and Base Class • Derived Class Constructors • Class Hierarchies • Levels of Inheritance • Multiple Inheritance

10

Ch. 10 Pointers

• Addresses and Pointers • Pointers and Arrays • Pointers and Functions • Pointers and C-Type Strings • Pointers to Objects • Pointers to Pointers

23

• Memory Management

11

Ch. 12 Streams and Files

• Stream Classes • Stream Errors • Disk File I/O with Streams • File Pointers • Error Handling • File I/O with Member Functions

12

Ch. 14 Templates and Exceptions

• Function Templates • Class Templates • Exceptions

13

Ch. 15 TheStandard TemplateLibrary

• Introduction to the Standard Template Library STL • Algorithms • Sequence Containers • Iterators • Specialized Iterators • Associative Containers

24

14

Ch. 16 Object Oriented SoftwareDevelopment

• Software Development Process • Use Case Modeling • The Programming Problem • From Use Cases to Classes • Writing the Code • Interacting with the Program • Final Thoughts

15 Final

25

1. Department: Engineering Technology 2. Course, prefix, number, & title: ET-585 Computer Architecture 3. Pre-requisites (if any): • ET-575

Co-requisites (if any): 4. Hours (Class, recitation,

laboratory, studio) & Credits: 3 hours, 3 credits.

Month Day Year 5. Date Approved by Department: 6. Date Submitted to Curriculum Committee:

3 16 2016 3 26 2016

7. In order to avoid unnecessary delays or difficulties, please state if the proposal was discussed with other department chair(s) with similar interests.

*If yes, which department(s): Math & Business

Yes* No X

8. Course Description for college catalog: The course covers the basic principles of computer organization, operation and performance. It also deals with embedded systems, peripheral devices, memory management, and processor family evolution patterns.

9. Rationale – why the course is needed or desired: This course provides a strong foundation for students to understand modern computer system architecture and to apply these understandings and principles to future computer designs. It is structured around the three primary building blocks of general-purpose computing systems: processors, memories, and networks. It will prepare the students for jobs in the computer science and computer engineering industry and can act as a spring board to more advance level courses.

10. Curricula into which the course would be incorporated and the requirements it will satisfy:

ComputerScienceandInformationSecurity (Required) InternetandInformationTechnology(Elective)ElectronicEngineeringTechnology(Elective)ComputerEngineeringTechnology(Elective) TelecommunicationsTechnology(Elective)

11. Curricular objectives addressed by this course: A. Demonstrate proficiency in factual knowledge and conceptual understanding required for transfer to

the junior year in computer science, information technology or a related discipline.

B: Engineering Competence: Graduates will be competent technicians with problem solving and design skills, and have the ability to apply mathematics, science and modern engineering software to solve computer science and computer engineering technology problems.

26

C: Demonstrate an understanding of professional and ethical responsibility

12. General Education Objectives: Check those that will be assessed:

X

X

X

1. Communicate effectively through reading, writing, listening and speaking 2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed

decisions 3. Reason quantitatively and mathematically as required in their fields of interest and in everyday life 4. Use information management and technology skills effectively for academic research and lifelong learning 5. Integrate knowledge and skills in their program of study 6. Differentiate and make informed decisions about issues based on multiple value systems 7. Work collaboratively in diverse groups directed at accomplishing learning objectives 8. Use historical or social sciences perspectives to examine formation of ideas, human behavior, social

institutions, or social processes 9. Employ concepts and methods of the natural and physical sciences to make informed judgments 10. Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the

arts

General Education Objectives Briefly describe activities in the course which help addressed by this course: Select from students meet each of these General Education list. (There is no minimum required for Objectives. these objectives.)

• use analytical reasoning to Homework problems and exams with require them to solve identify issues or problems and network engineering problems using calculations and evaluate evidence in order to judgment. make informed decisions

• reason quantitatively and Throughout the semester students will be applying mathematically as required in mathematics to real world computer problems, including their fields of interest and in design problems, which often require not only calculation everyday life but judgment as well.

• integrate knowledge and skills in During the course period, students implement top down their program of study design methodologies using a high-level hardware

description language, develop hierarchical design structures and employ systematic debugging to solve problems. They will also be asked to document their processes as they develop their designs.

13. Course categories and attributes (for CUNYfirst): Yes No

Common Core Course*:

Requirement for the Major: x

27

Elective for the Major:

Liberal Arts and Sciences:

Writing Intensive:

*If yes, submit Common Core Course Submission Form & Syllabus to Dr. A. Corradetti

14. Course objectives/expected student learning outcomes. Course objectives Learning outcomes

• To understand the structure and operation of modern computer systems

Students should:

• Understand and identify the components, and their interaction, in a typical modern day processor.

• Describe the components of computer systems and their inter-relationships

• To understand how high level language constructs, such as C, are implemented in a machine assembly language

Students should:

• Understand and write assembly language programs. • Understand how compiler generates machine code for simple

C programs

• Understand basic hardware concepts (digital circuits -- gates, number representation, combinational and sequential circuits)

Students will:

• Explain and use different numbering systems, data representations, and arithmetic and logical operations

• Implement different computer instruction sets

15. Attach department course syllabus (see Recommended Syllabus template, Form 4): 16. Example texts/readings/bibliography/other materials required or recommended for the course

(as applicable): Introduction to Computing Systems: From bits & gates to C & beyond 2nd Edition by Yale Patt, Sanjay Patel ISBN-13: 978-0072467505 ISBN-10: 0072467509

17. Methods of Instruction (such as lecture, performance, web-enhanced, online, video, writing intensive, etc.):

28

This course will have 75% lecture and 25% laboratory. If the students are unable to finish the assigned lab work within the class time, they will need to visit the departmental open labs.

18. Methods by which student learning will be evaluated (describe the types of evaluation methods to be employed; note whether certain evaluation methods are required for all sections):

• One midterm examination • One final cumulative examination • Quizzes • Homework assignments

19. Transferability as an elective or course required by a major to senior colleges (with supporting documents if applicable). Include comparable courses at senior or other community colleges, if applicable:

This course is targeted to senior-level undergraduate students.

20. Faculty availability: Instructor 1 Instructor 2 Instructor 3

Name: Degree:

Years in Profession: Years Teaching:

Merlinda Drini Belle Birchfield Jeffery Schwartz Ph.D. EE CCNY Ph.D EE, Columbia MSEE, MIT

15 20 20 7 15 15

21. Facilities and technology availability: Existing ET facilities.

22. List of courses to be withdrawn, or replaced by this course, if any: None

23. Enrollment limit and frequency the course is offered (each semester, once a year, or alternating years):

Each semester.

24. What changes in any programs will be necessitated or requested as a result of this course’s additions/charges

None

GLOSSARY OF TERMS

Note: These definitions of terms are for the purposes of this assessment project only

29

Entry-level course A credit course with no pre-requisites other than passing placement exams or required remediation; usually considered a first semester course; this course may be a pre-requisite for mid-level courses

Mid-level course A course which has at least one credit course as a pre-requisite; usually a second or third semester course; this course may be a pre-requisite for upper-level courses

Upper-level course A course, usually taken in the third or fourth semester, which has several credit course pre-requisites

(Student) Learning objectives

An explicit statement of the skills and knowledge a student is expected to learn and be able to demonstrate either in general education, in a curriculum, or in a course

(Student) Learning outcomes

Student behaviors, performance, or activities that demonstrate that students are meeting or have met the learning objective(s)

General education objectives

Desired student learning in general education skills and in the liberal arts and sciences: communication, analytic reasoning and problem solving, quantitative skills and mathematical reasoning, information management, integration of knowledge, differentiation of values, development of personal and collaborative skills, history, social sciences, mathematics and sciences, the humanities and the arts

Curricular objectives An explicit statement of the major points of learning that students must achieve to complete a program of study; these include both general education objectives and objectives specific to the curriculum

Course objectives Major points of learning that students must achieve to complete a course; course objectives include general education objectives, curricular objectives, and objectives specific to the course

* * *

30

2. Adetailed course syllabi of pertinent courses [include a laboratory outline when applicable]

[see Recommended Syllabus template, Attachment7]:

Week Topics

1 Ch.1Introductionto Computer System

• Computers as universal computational devices • How do we get the electrons to do the work?

2

Ch.2Bits, DataTypes, andOperations

• Bits and data types • Integer data types • 2’s Complement Integers • Binary-Decimal conversion • Decimal-Binary conversion

3

Ch.2Bits, DataTypes, andOperations

cont.

• Operation on bits (Arithmetic) • Operation on bits (Logical Operations) • Other data representations

4 Ch.3Digital Logic Structures

31

• The transistor • Logic Gates • Combinational Logic Circuits • Basic Storage Elements • The Concept of Memory • Sequential Logic Circuits

5

Ch.4 ThevonNeumannModel & Ch5. LC3

• Basic Components • Instruction Processing • Changing the Sequence of Execution • Stopping the Computer • Operate, Data Movement, Control Instructions

6

Ch. 6 Programming &Ch. 7 Assembly LanguageProgramming

• Problem Solving • An Assembly Language Program • The Assembly Process • Beyond the Assembly of a Single Assembly Language Program

Exam 1

7

Ch. 8 Overviewof I/O

• I/O Basics • Input from the Keyboard • Output to the Monitor • Interrupt Driven I/O • Implementation of Memory-Mapped I/O

8 Ch. 9 TRAPRoutines and Subroutines

32

• Introduction • TRAP Mechanism, Instruction • TRAP Routines • Subroutines

9

Ch. 10 TheBasicStructureof theStack

• Introduction • Interrupt-Driven I/O • Arithmetic Using a Stack • Data Type Conversion

10

Ch. 11 Program Execution in C

• Translating High-Level Language • Interpretation • Compilation • The C Compiler

11

Ch. 15 Testing and Debugging

• Types of Errors • Testing • Debugging • Programming for Correctness

12

Ch. 16 Pointers and Arrays &Ch. 17 Recursion

• Pointers • Arrays • Recursion • Fibonacci Numbers • Binary Search • Integer to ASCII

33

13

Ch. 18 I/O in C

• The C Library • I/O, One Character at a Time • Formatted I/O • I/O from Files

14

Ch. 19 Data Structures

• Structures • Arrays of Structures • Dynamic Memory Allocation • Linked Lists • Summary

15 Final

34

AppendixC: PROGRAM CONTENT ANDREQUIREMENTS

ProgramContentandRequirements

List eachcourse required forthe college core (ifapplicable)

Course Number andCourse Title∗ No. of Credits

Is this a new course?

Is this a revised course?

Required Core 1A– ENGL 101, ENGL 102 English Composition I, II* 6 No No

Required Core 1B– MA 119, College Algebra or higher)*MA 121 Trigonometry (if required) 3-4 No No

Required Core 1C– Life & Physical Science*One science laboratory course (STEM variant in commoncore satisfiesthisrequirement): Applicable coursesinclude BI 132, BI 171; CH102, CH111, CH121; ET 842; PH112.

3-4 No No

Flexible Core 2A – World Cultures & Global Issues* 3 No No

Flexible Core 2B – U.S. Experience in Its Diversity* 3 No No

Flexible Core 2C– Creative Expression * 3 No No

Flexible Core 2D – Individual & Society(Recommended: CRIM 101 Intro to the AmericanCriminal Justice System)*

3 No No

Flexible Core 2E – Scientific World * 3 No No

Flexible Core 2A, B, C, D, or E* 3 No No

List eachcourse required forthe major (include anyfield experience,research, thesis, orcapstone course)

General Education Core subtotal 30-32

MA 440 Pre-Calculus* 4 No No

MA 441 Analytical Geometry and Calculus* 4 No No

MA 471 Introduction to Discrete Mathematics* 3 No No

ET704 Networking Fundamentals I 4 No No

ET570 Creating Smartphone Apps 3 No No

ET575 Intro to C++ Programming Designand Implementation

3 No No

ET580 Object Oriented Programming 3 Yes No

ET585 Computer Architecture 3 Yes No

ET725 Computer Network Security 3 No No

Major Requirements subtotal 30 No No

TOTAL CREDITS 60

35

*Students are required to take particular courses in some areas of the Common Core that fulfill both general education and major requirements. If students do not take the required courses in the Common Core, they will have to take additional credits to complete their degree requirements. All students must complete two (2) WI designated classes to fulfill degree requirements.

36

ComputerScience & Information Security A.S. /B.S.

Dual/Joint Degree Program with John Jay College of Criminal Justice

CreditsCommon Core REQUIREDCORE: I. A: English Composition I, II (Take ENGL 101 & 102) 6

REQUIREDCORE: I. B: Mathematical & Quantitative Reasoning (Required: MA 3-4 119or higher)* REQUIREDCORE: I. C: Life & Physical Sciences 3-4

FLEXIBLE CORE: II. A: WorldCultures & Global Issues (Selectone course) 3

FLEXIBLE CORE: II. B: U.S. Experience in Its Diversity (Selectone course) 3

FLEXIBLE CORE: II. C: Creative Expression (Selectone course) 3

FLEXIBLE CORE: II. D: Individual & Society (Selectone course) 3

FLEXIBLE CORE: II. E: Scientific World (Selectone course) 3

FLEXIBLE CORE: II: A,B,C,D or E (Selectone course) 3

Subtotal 30-32

Major MA 440 Pre-Calculus 4

MA 441 Analytical Geometry and Calculus I 4

MA 471 Introduction to Discrete Mathematics 3

ET704 Networking Fundamentals I 4

ET570 Creating Smartphone Apps 3

ET575 Intro to C++ Programming Designand Implementation 3

ET580 Object Oriented Programming 3

ET585 Computer Architecture 3

ET725 Computer Network Security 3

Subtotal 30

Total 60-62

*Students are required to take particularcourses in some areas of the Common Core that fulfill both general educationand major requirements. If students do not take the required courses inthe CommonCore, they will have totake additional credits tocomplete their degree requirements. All students must complete two (2) WI designatedclasses tofulfill degree requirements.

37

APPENDIX D: NYSED New Program Registration and Undergraduate Scheduling Form

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Application for Registration of a New Program1

Program registration is based on standards in the Regulations of the Commissioner of Education. Section 52.1 defines the curricula that must be registered. The Department registers individual curricula rather than the institution as a whole, but the registration process addresses major institutional elements. It is the chief means by which the Regents support the quality of college and university programs.

This application should NOT be used for the following types of program proposals:

• Programs Preparing Teachers, Educational Leaders, and Other School Personnel; • Programs Preparing Licensed Professionals; • Revisions to Existing Registered Programs; or • Programs Leading to a credit-bearing Certificate or Advanced Certificate.

The application materials for those types of proposals can be found at: http://www.highered.nysed.gov/ocue/aipr/register.html

Doctoral programs: please contact the Office of College and University Evaluation (OCUE).

Directions for submission of proposal:

1. Create a single PDF document that includes the following completed forms:

• Application for Registration of a New Program • Master Plan Amendment Supplement and Abstract (if applicable) • External Review of Certain Degree Programs and Response (if applicable) • Application to Add the Distance Education Format to a New or Registered Programs (if

applicable) • CEO (or Designee) Approval Form

2. Create a separate PDF document for any required syllabi (see Task 3 for syllabi requirements.)

3. Attach the PDF documents to an e-mail.

4. Send e-mail to OCUERevAdmin@mail.nysed.gov

When submitting to the mailbox, include the following elements in the subject line of the e-mail: Institution Name, Degree Award, and Program Title

E.g., Subject: AAA College, New Program, Master of Science, English Literature

1 CUNY and SUNY institutions: contact System Administration for proposal submission process.

Task 1: Institution and Program Information Institution Information

Institution Name:

Institution Code (6 digits):

The name and code of the institution should reflect the information found on the Inventory of Registered Programs

Queensborough Community College

373500

Institution Address: 222-05 56th Avenue

City: Bayside

State/Country: New York/USA

Zip: 11364

Regents Regions: Queens County/New York County (Manhattan)

Specify campus(s) of the institution where program is offered, if other than the main campus:

The name and code of the location(s) should reflect the information found on the Inventory of Registered Programs

CUNY John Jay College of Criminal Justice

333000

Specify any other additional campus(s) where the program is offered besides the ones selected above:

NA

If any courses will be offered off campus, indicate the location and number of courses and credits:

NA

If the program will be registered jointly with another institution, please provide the partner institution's name:

John Jay College of Criminal Justice

1

Program Information for New Programs

Program Title: Computer Science and Information Security (A.S. Degree Program) leading to Computer

Science and Information Security (B.S. Degree Program)

Degree Award: A.S./B.S.

HEGIS code: 0701

Number of Credits*:

120

* If the program contains multiple options or concentrations that affect the number of program credits, list the total number of program credits required for each option:

Option/Concentration Name: Credits:

Option/Concentration Name: Credits:

Option/Concentration Name: Credits:

Option/Concentration Name: Credits:

If program is part of a dual degree program, provide the following information:

Program Title: Computer Science and Information Security

Degree Award: A.S./B.S.

HEGIS code: 0701

Section III. Contact Information Office of Academic Affairs

Name of contact person Dr. Linda Reesman

Title of contact person: Faculty Fellow Academic Affairs

Telephone 718-281-5253

Fax: 718-281-5684

Email: LReesman@qcc.cuny.edu

2

Task 2 - Proposed Program Information

Guidance for this task can be found by clicking here: Department Expectations: Admissions, Academic Support Services, Credit for Experience and Program Assessment and Improvement

Relevant Regulations for this task can be found by clicking here: Relevant Regulations for Task 2

a. Program format

Check all scheduling, format, and delivery features that apply to the proposed program. Unless otherwise specified below, it is assumed the proposed program may be completed through a full-time, day schedule. Format definitions can be found by clicking here: Format Definitions

Evening: All requirements for the award must be offered during evening study.

Weekend: All requirements for the award must be offered during weekend study.

Evening/Weekend: All requirements for the award must be offered during a combination of evening and weekend study.

Day Addition: For programs having EVENING, WEEKEND, or EVENING/WEEKEND formats, indicates that all requirements for the award can also be completed during traditional daytime study.

Not Full-Time: The program cannot be completed on a full-time basis, e.g., an associate degree that cannot be completed within two academic years. Such programs are not eligible for TAP payments to students.

5-Year baccalaureate: Indicates that because of the number of credits required, the program is approved as a 5-year program with five-year State student financial aid eligibility.

4.5 Year baccalaureate: Indicates that because of the number of credits required, the program is approved as a 4.5-year program with 4.5-year State student financial aid eligibility.

Upper-Division: A program comprising the final two years of a baccalaureate program. A student cannot enter such a program as a freshman. The admission level presumes prior completion of the equivalent of two years of college study and substantial prerequisites.

Independent Study: A major portion of the requirements for the award must be offered through independent study rather than through traditional classes.

Cooperative: The program requires alternating periods of study on campus and related work experience. The pattern may extend the length of the program beyond normal time expectations.

Distance Education: 50% or more of the course requirements for the award can be completed through study delivered by distance education.

External: All requirements for the award must be capable of completion through examination, without formal classroom study at the institution.

Accelerated: The program is offered in an accelerated curricular pattern which provides for early completion. Semester hour requirements in Commissioner’s Regulations for instruction and supplementary assignments apply.

Standard Addition: For programs having Independent, Distance Education, External, OR Accelerated formats, indicates that all requirements for the award can also be completed in a standard, traditional format.

Bilingual: Instruction is given in English and in another language. By program completion, students are proficient in both languages. This is not intended to be used to identify programs in foreign language study.

Language Other Than English: The program is taught in a language other than English.

Other Non-Standard Feature(s): Please provide a detailed explanation.

b. Diploma Programs

X

3

If the program is credit bearing and will lead to a Diploma or Advanced Diploma, list the 5-digit program code of the registered degree program(s) to which the credits will apply: NA

c. Program Description and Purpose 1) Provide a brief description of the program as it will appear in the institution’s catalog. Answer: A degree in Computer Science and Information Security offers the computing, quantitative and analytical skills public and private organizations need to advance the practice of digital forensics and cybersecurity. The program entails gaining computer knowledge and expertise needed to combat the abuse and misuse of computers, data networks, information systems and information infrastructures, in a progressively advancing environment of digital technology. Courses offered in the Computer Science and Information Security degree program prepare students for professions that rely on computing and quantitative methods, especially as related to digital forensics and cybersecurity. The associate’s degree at Queensborough Community College will lead to a bachelor’s degree at John Jay College of Criminal Justice.

2) List the educational and (if appropriate) career objectives of the program. Answer: 1.) Communicate effectively through integrating theory, research and policy in written reports and presentations. 2.) Understand the ethical considerations and statutory requirements computer professionals encounter with sensitive data and systems design that influence individual and organizational health. 3.) Analyze the quality of the programs in Computer Science and Information Security.

3) What is the documented need for this program? Answer: Cybersecurity represents an unusually broad, remarkably well-compensated set of new and emerging occupational areas, offering a surfeit of employment opportunities in New York City due to the severe shortage of qualified cyber-workers. The NYC Department of Labor estimates overall growth in cyber-allied fields at over 20% by 2020, with higher projections for selected categories (36.5%), and with near astronomical growth rates anticipated (58.6%) for the most highly skilled by 2022. (See http://www.labor.ny.gov.stats/lsproj.shtm for 2012-2022.)

4) Describe the role of faculty in the program’s design. Answer: Faculty will prepare students to meet the academic standards needed to succeed in the program and provide internship as well as experiential learning opportunities developed with external partners to further prepare students for the workforce.

5) Describe the input by external partners, if any (e.g., employers and institutions offering further education).

Answer: Queensborough, as a CompTIA Authorized Academy Partner, will incorporate into this new program existing training courses for industry certifications in A+ Certification, Network+ Certification, and Security+ Certification. Students will have the opportunity for internships and experiential learning with organizations that use these skills and knowledge.

6) What are the anticipated Year 1 through Year 5 enrollments? Answer: 25-200

d. Admissions

1) List all program admission requirements (or note if identical to the institution’s admission requirements). Answer: Same admission requirements as institution.

2) Describe the process for evaluating exceptions to these requirements. Answer: Transfer credit evaluation at the institution.

3) How will the institution encourage enrollment by persons from groups historically underrepresented in the discipline or occupation?

Answer: Underrepresented groups comprise Hispanic (31%), African-American (25%), and Asian (22%) populations at the college. The College provides a network of developmental education and student support

4

services designed to enable its diverse students to succeed in their college studies.

e. Academic Support Services

Summarize the academic support services available to help students succeed in the program. Answer: Students are provided with opportunities that challenge, stimulate, and promote their academic growth along with appropriate advisement and counseling services.

f. Credit for Experience

If this program will grant substantial credit for learning derived from experience, describe the methods of evaluating the learning and the maximum number of credits allowed. Answer: NA

5

g. Program Assessment and Improvement

Summarize the plan for periodic evaluation of the new program, including the use of data to inform program improvement. Answer: Assessment for course completion and student persistence in enrollment through degree completion will be evaluated on a regular frequency after each year of the first five years of the program. Transfer readiness will also be taken into account for student academic advisement and counseling. Student passing rates and grade point averages will be considered in the evaluation process.

h. Transfer to Baccalaureate Programs If the program will be promoted as preparing students for transfer to a baccalaureate program, provide a copy of an articulation agreement with at least one institution.

This is a dual/joint program where students are admitted for both the A.S. and B.S. degrees at the same time.

Not Applicable: X

6

Task 3 - Sample Program Schedule

NOTE: The sample program schedule is used to determine program eligibility for financial aid.

Guidance for this task can be found by clicking here: Department Expectations: Curriculum (including Internships, Financial Aid Considerations, and Liberal Arts and Sciences)

Relevant regulations for this task can be found by clicking here: Relevant Regulations for Task 3

a). Complete Table 1a (for undergraduate programs) or Table 1b (for graduate programs).

b). If the program will be offered through a nontraditional schedule, provide a brief explanation of the schedule, including its impact on financial aid eligibility.

Answer: NA

c). As required under §52.2(c)(8), research or a comparable occupational or professional experience shall be a component of each master’s degree program. This normally includes at least one of the following: passing a comprehensive test, writing a thesis based on independent research or completing an appropriate special project. Identify how this requirement is met, including course number if applicable.

Answer: NA

d). For existing courses that are a part of the major, enter the catalog description of the courses: Answer: See Appendices A & B

e). Syllabi: See Appendix B

For undergraduate programs, provide syllabi for all new courses in the major. For graduate programs, provide syllabi for all new courses.

The expected components of a syllabus are listed in Department Expectations: Curriculum of the Guidance Document.

Note: Although it is required to submit syllabi for all new courses as noted, syllabi for all courses required for the proposed program should be available upon request.

Instructions for submitting syllabi:

All required syllabi must be included in a single, separate PDF document.

7

Table 1a: Undergraduate Program Schedule

§ Indicate academic calendar type: _X_Semester __Quarter __Trimester __Other (describe)

§ Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) § Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Fall 2017 Check course classification(s) Term: Spring 2018 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) 1A: ENGL 101 English Composition I 3 X 1A: ENGL 102 English Composition II

3 X ENGL 101 English Composition I

1B: MA 119 or higher

3-4 X

MA 440 Pre-Calculus 4 X X MA 119 & MA 121 with a C or better, or MA 114 with a C or better, or satisfactory score on the Mathematics Placement Test, Level II

2C: Creative Expression 3 X 2D: Individual & Society (Recommended CRIM 101) 3 X

1C: Life & Phys Science/+lab 3-4 X ET 575 Intro C++ Programming 3 X 2B: U.S. Experience 3 X ET 570 Creating Smartphone Apps

3 X

Term credit total: 15-17

Term credit total: 16

Term: Fall 2018 Check course classification(s) Term: Spring 2019 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) MA 441 Analytical Geo & Calc I 4 X X ET 704 Network Fundamentals I 4 X ET 580 Object Oriented Programming

3 X X ET575 Intro to C++Programming MA 471 Intro Discrete Math 3 X X

MA 440 Pre-Calculus Mathematics

ET 585 Computer Architecture 3 X X ET575 Intro to C++Programming

2A-E: Flexible Core 3 X

2A: World Cultures 3 X Computer Science/Security elective (ET 725 Computer Network Security) 3 X

ET 704 or Department Permission

2E: Scientific World 3 X Term credit total: 16 A.S. COMP SCIENCE Term credit total: 13 TOTAL CREDITS 60-62

Term: Fall 2019 Check course classification(s) Term: Spring 2020 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Col Opt: Justice in Global Perspective 3 X Col Opt: Learning fr Past or Com 3 X CSCI 373 Advanced Data Structures 3 X ENG 101, CSCI

272 or MAT 272 CSCI 375 Operating Systems 3 X ENG 201, CSCI 272

or MAT 272 MAT 301 Probability & Statistics

3 X X ENG 201, MAT 241 or placement exam

CSCI 377 Computer Algorithms 3 X ENG 201, CSCI 272 or MAT 272

CSCI 374 Programming Languages 3 X ENG 201, CSCI 272 or MAT 272

MAT Mathematics Elective 3 X X

Elective or Minor 3 X Elective or Minor 3 X

Term credit total: 15 Term credit total: 15 Term: Fall 2020 Check course classification(s) Term: Spring 2021 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) CSCI 411 Computer Security & Forensics

3 X CSCI 360 OR MAT 360, CSCI 375 OR MAT 375

CSCI 412 Network Security & Forensics 3 X ENG 201, CSCI 360 OR MAT 360, CSCI 379 OR MAT 379

CSCI 400 Capstone Exp in Cybersecurity I

3 X CSCI 401 Capstone Exp in Cybersecurity II

3 X

PHI 3XX Ethics & Info Technology 3 X X CSCI 360 Cryptography & Cryptanalysis

3 X ENG 201, MAT 204, CSCI 272 OR MAT 272

Elective or Minor 3 Elective or Minor 3 Elective or Minor 3 Elective or Minor 3

Term credit total: 15 B.S. CS & IS Term credit total: 15 TOTAL CREDITS 60

Program Totals: Credits: 120 Liberal Arts & Sciences: 62 Major: 66 Elective & Other: 12

Cr: credits LAS: liberal arts & sciences Maj: major requirement New: new course Prerequisite(s): list prerequisite(s) for the noted courses

Appendix E: Faculty Teaching Assignments

Table 2: Full-Time Faculty

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title (include and identify Program Director)

Program Courses to be Taught Percent Time to Program

Highest and Other Applicable Earned Degrees & Disciplines (include College/University)

Additional Qualifications: list related certifications/ licenses; occupational experience; scholarly contributions, etc.

Belle Birchfield ET 585 Computer Architecture

20%

Ph.D EE, Columbia U. (1995)

Nathan Chao ET 575 Intro C++ Programming

20%

Ph.D EE, Cooper Union (1975) PE, State of NY

ET 570 Creating Smartphone Apps

Merlinda Drini ET 575 Intro C++ Programming

20%

Ph.D. EE, CCNY (2009)

ET 580 Object Oriented Programming

ET 585 Computer Architecture

ET 704 Network Fundamentals

ET 725 Computer Network Security

Marvin Gayle ET 570 Creating Smartphone Apps

20%

MSEE, CCNY (1997) PE, State of NY ET 725 Computer Network Security

Robert Kueper ET 570 Creating Smartphone Apps

20%

BSET, ESC (1989)

Danny Mangra ET 704 Network Fundamentals

20%

MSEE, Polytechnic U of NY (2002)

PE, State of NY

Table 2: Full-Time Faculty

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title (include and identify Program Director)

Program Courses to be Taught Percent Time to Program

Highest and Other Applicable Earned Degrees & Disciplines (include College/University)

Additional Qualifications: list related certifications/ licenses; occupational experience; scholarly contributions, etc.

Mike Metaxas ET 570 Creating Smartphone Apps

20 %

MSEE, Polytechnic U of NY (1973)

PE, State of NY

ET 585 Computer Architecture

Hamid Namdar ET 575 Intro C++ Programming

20%

MSCSci, NYIT (1994) PE, State of NY

ET 585 Computer Architecture

Jeffrey Schwartz ET 585 Computer Architecture

20%

MSEE, MIT (1993) PE, State of NY

Richard Yuster ET 575 Intro C++ Programming

20%

MSEE, NYU (1967) PE, State of NY

ET 585 Computer Architecture

Table 3: Part-Time Faculty

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on part-time faculty members who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title Program Courses to be Taught Highest and Other Applicable Earned Degrees & Disciplines (include College/University)

Additional Qualifications: list related certifications/licenses; occupational experience; scholarly contributions, etc.

Omar Ellis ET 580 Object Oriented Programming MS Manag. Info. Sys., Devry (2009)

Michael Lawrence ET 570 Creating Smartphone Apps USAF Acad. BS Eng. (1978)

ET 580 Object Oriented Programming

ET 725 Computer Network Security

Vaughn Nystrom ET 575 Intro C++ Programming MBA, St John’s University (1976)

ET 570 Creating Smartphone Apps

ET 580 Object Oriented Programming

Kimmon Stair ET 704 Network Fundamentals MBA, LIU (2010)

Joann Sun ET 575 Intro C++ Programming MS Comp Sci, NYIT (1995)

ET 580 Object Oriented Programming

Andrei Szabo ET 704 Network Fundamentals MSEE, Polytechnic Inst. Bucharest (1977) ET 725 Computer Network Security

Table 3: Part-Time Faculty

Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on part-time faculty members who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.

Faculty Member Name and Title Program Courses to be Taught Highest and Other Applicable Earned Degrees & Disciplines (include College/University)

Additional Qualifications: list related certifications/licenses; occupational experience; scholarly contributions, etc.

Brian Toyota ET 704 Network Fundamentals MS Telecom Mgt., Stevens Inst. of Tech (2009)

Steven Trowbridge ET 575 Intro C++ Programming MA Computer Science (2012)

ET 585 Computer Architecture

Appendix F: Faculty to be Hired/

NA

Table 5: New Resources

Expenditures Year 1

Academic Year2

Year 2

Academic Year†

Year 3

Academic Year†

Year 4

Academic Year†

Year 5

Academic Year†

Full Time Faculty

Part Time Faculty

Full Time StaffPart Time Staff

$ -$ -

$ -0

$ -$ 5,835.00

$ -0

$ -$ 8,753.00

$ -0

$ -$ 11,671.00

$ -0

$ -$ 17,506.00

$ -0

Library (Includes Staffing) $ - $ - $ - $ - $ -

Equipment $ - $ - $ - $ - $ -

Laboratories $ - $ - $ - $ - $ -

Supplies & Expenses

(Other than Personal Services)

$ - $ - $ - $ - $ -

Capital Expenditures $ - $ - $ - $ - $ -

Other $ - $ - $ - $ - $ -

Total all 0 5835 8753 11671 17506

[1] Specify the inflation rate used for projections.

[2] Specify the academic year.

[3] Include fringe benefits. [4] New resources means resources engendered specifically by the proposed program. The new resources from the previous year should be carried over to the following year, new resources with adjustments for inflation, if a continuing cost. [5] Specify what is included in "other" category, (e.g.,student financial aid).

Projected Revenue Related to the Proposed Program

Revenues[1] 1st Year Year[2]

2nd Year Year†

3rd Year Year†

4th Year Year†

5th Year Year†

Tuition Revenue[3] $22,500 $43,200 $44,064 $89,891 $137,53301. From Existing Sources[4]

02. From New Sources[5] $45,000 $86,400 $235,008 $379,538 $478,817 03. Total $67,500 $129,600 $279,072 $469,428 $616,350 State Revenue[6]

$12,110 $21,798 $21,798 $43,596 $65,39404. From Existing Sources§

05. From New Sources** $24,220 $43,596 $116,256 $184,072 $227,668 06. Total $36,330 $65,394 $138,054 $227,668 $293,062 Other Revenue[7]

$0 $0 $0 $0 $007. From Existing Sources§

08. From New Sources** $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand Total[8]

$34,610 $64,998 $65,862 $133,487 $202,92710. From Existing Sources§

11. From New Sources** $69,220 $129,996 $351,264 $563,610 $706,485 TOTAL $103,830 $194,994 $417,126 $697,096 $909,412 [1] Specify the inflation rate used for projections. [2] Specify the academic year. [3] Please explain how tuition revenue was calculated. [4] Existing sources means revenue generated by continuing students. Please rember to account for attrition and graduation rates [5] New sources means revenue engendered by new students. The revenue from new sources from one year should be carried ov er to the next year as revenues from continuing sources with adjustments for inflation. [6] Public institutions should include here regular State appropriations applied to the program. [7] Specify what is included in "other" category. [8] Enter total of Tuition, State and Other Revenue, from Existing or New Sources.

The Five-Year Financial Projections for Program

DIRECT OPERATING EXPENSES Include additional expenses incurred by other programs when satisfying needs of new program. Faculty need should be commensurate with "net section needs" based on enrollment (see "Enroll & Seat Need Projections" tab)

Current Full Time Faculty Overload (include Summer) New Full Time Faculty Base Salary (list separetely) New Full Time Faculty Overload (include Summer) New Faculty Re-assigned Time (list seperately) Full Time Employee Fringe Benefits (41.6%) Total (Links to Full-Time Faculty on Program Exp Worksheet)

Part Time Faculty Actual Salaries Part Time Faculty Actual Fringe Benefits (24.3%) Total (Links to Part-Time Faculty Program Exp Worksheet)

Full Time Staff Base Salary (list separetely) Full Time Staff Fringe Benefits (41.6%) Total (Links to Full-Time Staff on Program Exp Worksheet)

Year 1 Year 2 Year 3 Year 4 Year 5

0.00 0.00 0.00 0.00 0 0 0 0 0 0

0 0 0 0 0 $ - $ - $ - $ - $ -

0 5835 8753 11671 17506 0 1417 2126 2836 4253

$ -

0 0 0 0 0 0 0 0 0 0

$ - $ - $ - $ - $ -

Year 1 Year 2 Year 3 Year 4 Year 5 PART-TIME STAFF (do not include library staff in this section) Part Time Staff Base Salary (list separately) Faculty Replacement Costs (replacement of full-time faculty - e.g. on release time - with part-time faculty)

Graduate Assistants Student Hourly Part Time Employee Fringe Benefits (24.3%) 0 0 0 0 0 Total (Links to Part-Time Staff on Program Exp Worksheet) $ - $ - $ - $ - $ -

LIBRARY Library Resources Library Staff Full Time (List Separately) Full Time Staff Fringe Benefits (41.6%) 0 0 0 0 0 Library Staff Part Time (List Separately) Part Time Employee Fringe Benefits (24.3%) 0 0 0 0 0 TOTAL (Links to Library on Program Exp Worksheet) $ - $ - $ - $ - $ -

EQUIPMENT Computer Hardware Office Furniture Other (Specify) Total (Links to Equipment on Program Exp Worksheet) $ - $ - $ - $ - $ -

LABORATORIES Laboratory Equipment Other (list separately) TOTAL (Links to Laboratories on Program Exp Worksheet) $ - $ - $ - $ - $ -

Year 1 Year 2 Year 3 Year 4 Year 5 SUPPLIES AND EXPENSES (OTPS) Consultants and Honoraria Office Supplies Instructional Supplies Faculty Development Travel and Conferences Membership Fees Advertising and Promotion Accreditation Computer Software Computer License Fees Computer Repair and Maintenance Equipment Repair and Maintenance New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet) $ - $ - $ - $ - $ -

CAPITAL EXPENDITURES Facility Renovations Classroom Equipment Other (list separately) TOTAL (Links to Capital Expenditures on Program Exp Worksheet) $ - $ - $ - $ - $ -

Other (list separately)

TOTAL (Links to Other on Program Exp Worksheet) $ - $ - $ - $ - $ -

The Five-Year Revenue Projections for Program COMMUNITY COLLEGE WORKSHEET Year 1= Fall 2017

EXISTING FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of EXISTING FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 5 9 9 18 27 Tuition Income (calculates 2% increase per year after Fall 2015) $4,500 $4,800 $4,896 $4,994 $5,094 Total Tuition $22,500 $43,200 $44,064 $89,891 $137,533 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $22,500 $43,200 $44,064 $89,891 $137,533

Tuition & Fees: # of EXISTING FULL-TIME, Out-of-State Students (linked from "Enroll & Seat Need Projections") 0 1 1 2 3 Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. Calculates 2% annual increase after Fall 2015) $290 $305 $311 $317 $324 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL EXISTING FULL-TIME TUITION REVENUE $22,500 $43,200 $44,064 $89,891 $137,533

EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of EXISTING PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 5 9 9 13 18

Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $185 $195 $199 $203 $207 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $0 $0 $0 $0

Tuition & Fees: # of EXISTING PART-TIME Out of State Students (linked from "Enrollment and Seat Need Projections") 0 1 1 2 2 Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $290 $305 $311 $317 $324 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL EXISTING PART TIME REVENUE $0 $0 $0 $0 $0

TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5) $22,500 $43,200 $44,064 $89,891 $137,533

NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of NEW FULL-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 10 18 48 76 94 Tuition Income (Calculates 2% increase per year after Fall 2015) $4,500 $4,800 $4,896 $4,994 $5,094

Total Tuition $45,000 $86,400 $235,008 $379,538 $478,817 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $45,000 $86,400 $235,008 $379,538 $478,817

Tuition & Fees: # of NEW FULL-TIME, Out-of -State Students (linked from "Enroll & Seat Need Projections") 0 2 2 4 6 Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $290 $305 $311 $317 $324 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL NEW FULL-TIME TUITION REVENUE $45,000 $86,400 $235,008 $379,538 $478,817

NEW PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees: # of NEW PART-TIME, In-State Students (linked from "Enroll & Seat Need Projections") 5 9 29 38 48 Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) Tuition Income (Specify Rate per credit. Calculates 2% increase per year after Fall 2015) $185 $195 $199 $203 $207 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $0 $0 $0 $0

Tuition & Fees: # of NEW PART-TIME, Out-of-State Students 0 1 1 2 2 Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)

Tuition Income (Specify Rate per credit) calculates 2% increase per year $290 $305 $311 $317 $324 Total Tuition $0 $0 $0 $0 $0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL NEW PART-TIME REVENUE $0 $0 $0 $0 $0

TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7) $45,000 $86,400 $235,008 $379,538 $478,817

STATE REVENUE Year One Year Two Year Three Year Four Year Five

# EXISTING FTEs 5 9 9 18 27 Appropriaton per FTE $2,422 $2,422 $2,422 $2,422 $2,422 STATE REVENUE FROM EXISTING SOURCES -LINKS TO REVENUE SPREADSHEET ROW 9 $12,110 $21,798 $21,798 $43,596 $65,394

# NEW FTEs 10 18 48 76 94 Appropriaton per FTE $2,422 $2,422 $2,422 $2,422 $2,422 STATE REVENUE FROM NEW SOURCES -LINKS TO REVENUE SPREADSHEET ROW 11 $24,220 $43,596 $116,256 $184,072 $227,668

OTHER REVENUE Year One Year Two Year Three Year Four Year Five Other Revenue From Existing Sources (specify and explain)-LINKS TO REVENUE SPREADSHEET ROW 13) Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15)

Projected Enrollment Year One Year Two Year Three Year Four Year Five Existing Full-time Students

In-State Out-of-State

5 -

9 1

9 1

18 2

27 3

Existing Full-time Total 5 10 10 20 30

Existing Part-time Students In-State

Out-of-State 5

-9 1

9 1

13 2

18 2

Existing Part-time Total 5 10 10 15 20

New Full-time Students In-State

Out-of-State 10

-18 2

48 2

76 4

94 6

NEW Full-time Total 10 20 50 80 100

New Part-time Students In-State

Out-of-State 5

-9 1

29 1

38 2

48 2

New Part-time Total 5 10 30 40 50 NOTES: New students are students who would not otherwise have be enrolled in your college if this program were not offered. The proposal text should explain the basis for this enrollment estimate.

Existing Students are students currently enrolled in another program at your college, or students who would have enrolled in another program at your college, had the new program not been established.

Section Seats per Student Year One Year Two Year Three Year Four Year Five

Full-time Students Existing Courses

New Courses

15 10

0

30 8 2

60 10

0

100 10

0

130 10

0 Total (normally equals 10) 10 10 10 10 10

Part-Time Students Existing Courses

New Courses

10 4 0

20 4 0

40 5 1

55 5 1

70 6 0

Total (normally equals 4-6) 4 4 6 6 6

Seat & Section Needs Year One Year Two Year Three Year Four Year Five

Seat Need for Existing Students Existing Courses 10 (20) (10) (15) -

New Courses

Seat Need for New Students

- 20 10 15 -

Existing Courses 15 200 650 1,000 1,300 New Courses

Total Seat Need

- 40 30 40 -

Existing Courses Avail. Seats in Existing Courses

25 180 640 985 1,300

Net Seat Need in Existing 25 180 640 985 1,300 New Courses - 60 40 55 -All Courses

Average Seats per Section

25 240 680 1,040 1,300

Existing Courses 24 24 24 24 24 New Courses

Net New Section Need

24 24 24 24 24

Existing Courses 1.0416667 7.5 26.6666667 41.041667 54.166667 New Courses 0 2.5 1.66666667 2.2916667 0

Total 1.0416667 10 28.3333333 43.333333 54.166667