Advanced Cybersecurity Education (ACE) Consortium Daytona State College

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1 Advanced Cybersecurity Education (ACE) Consortium Daytona State College National Science Foundation (NSF) ATE Grant Number Year One Annual Report - June 2013 Prepared by Blake Urbach-Buholz Preferred Program Evaluations 8226 Via Rosa Orlando, FL (407)

2 TABLE OF CONTENTS Executive Summary 2 Methodology 4 Project Objectives and Outcomes Matrix 6 Findings and Recommendations 8 Appendix 34 1

3 EXECUTIVE SUMMARY In September 2012, Daytona State College was awarded a four-year National Science Foundation Advanced Technological Education (NSF ATE) grant in the amount of $1.8M to support the Advanced Cybersecurity Education Consortium (ACE). Daytona State College will serve as the lead institution of the consortium whose goal is to design and deliver an industrydriven, proven curriculum that produces highly qualified and adaptive graduates equipped to work in the field of cyber forensics and secure our nation's electronic infrastructure. The vision, objectives, and framework of ACE were modeled after the successful efforts of the "Computer Security Education Consortium" (CSEC). Community and state colleges in the southeastern region of the United States are the targeted geographic audience of ACE. In year one of the project, state leads from each of the initial four states included in the consortium -- Florida, Georgia, South Carolina, and North Carolina -- were chosen based on their proximity to a significant industry base or military population. The findings and baseline data that comprise this annual report are based on grant-related activities and accomplishments occurring between October 2012 and May The implementation of ACE in year one has been fluid and meaningful as a direct result of the efforts of the P.I. and Co-P.I.s at Daytona State College, Middle Georgia State College, South Piedmont Community College, and Trident Technical College. Daytona State College is serving as the principal training provider and mentor to the consortium institutions. In May 2013, Daytona State College hosted a three-day conference for the state leads to introduce them to the proposed objectives of the consortium and discuss the particulars of grant administration. There are five courses that have been identified by the project's P.I., Dr. Mark Pollitt, and Co- P.I., Dr. Philip Craiger, as the foundation for the development of core competencies in cyber forensics: Linux Administration, Fundamentals of Digital Forensics, Introduction to Digital Forensics, Advanced Digital Forensics, and Network Forensics and Incident Response. All five courses in the series have previously been taught at Daytona State College by the project's P.I. and Co-P.I. who have partnered on the development of the train-the-trainer videos and online modules for ACE in accordance with several authoritative sources: Scientific Working Group on 2

4 Digital Evidence, the Department of Defense s National Centers of Digital Forensics Academic Excellence, the Technical Working Group for Education and Training in Digital Forensics, and the Committee on National Security Systems Certifications (CNSS). The project is emphasizing effective pedagogy relevant to online educational delivery methods. Quality course delivery is to be accomplished by standardizing faculty instruction through the dissemination of instructional materials that keep pace with technology. Students, in turn, will receive a solid technical foundation that offers a competitive edge in the workforce. Consortium members have begun taking the initial steps to map their course curricula to established standards and create an educational pathway for students to progress to the graduate level. Prior to the conclusion of the performance period, the community and state colleges will be expected to seek accreditation from an approved accrediting body. Participating institutions have been encouraged to seek leadership from an advisory board whose members can offer input on the development of a coherent academic program that meets the needs of government and private industry. Members of the consortium will be guided by Daytona State College in the establishment of a quality digital forensics degree program, certificate, or concentration with a focus on workforce development. Two additional organizations funded through NSF have been incorporated under the umbrella of ACE. The first is Cyber Nexus, but due to uncertainties regarding funding during the sequester, and with the concurrence of NSF, this aspect of ACE will not be pursued until a later date. The second is the Career Technical Education Foundation (CTEF), a non-profit with the mission of influencing education through industry and community partnerships. Through its Cyber Warrior Club, CTEF is proving early on to be a valuable partner in the project's ability to reach K-12 students and, in due course, build a pipeline of incoming high school graduates with knowledge of cyber security. 3

5 METHODOLOGY The evaluation of ACE is intended to help the project better serve its constituents and the broader cyber forensics education community by documenting accomplishments and disseminating critical project-specific findings. To adequately assess the project, a holistic evaluation plan using both qualitative and quantitative measures has been developed. Data collection methods will include project records and meeting notes; stakeholder interviews; focus groups; institutional records of student performance; website analytics, and surveys of participating faculty, students, and industry partners. Coupling these methods with direct observation will provide the evaluator with a framework to understand the context within which the project operates. ACE Evaluation - Sources of Data Year 1 Year 2 Year 3 Year 4 Qualitative Sources Stakeholder Interviews x x x x Student Focus Group x x x x Participant Surveys Faculty Survey x x x Student Survey x x x Post-Graduation/Program Survey x x Industry Leader Survey x x x Project and Institutional Records x x x x Qualitative Data Sources: 1. Stakeholder interviews will be conducted semi-annually with a cross-section of the project team, participating faculty, industry partners, and other key players deemed relevant to successful project administration. This task will focus on the quality and delivery of trainings and materials, and provide an in-depth examination of the project implementation and management processes. 2. Focus groups will be facilitated annually with student participants enrolled in one or more of the core curriculum classes. Student input on the benefits, challenges, and implications of the project will provide a candid, nuanced assessment largely unobtainable through traditional surveying methods. 4

6 Participant Surveys: 1. An annual faculty survey will provide a means for tracking changes in knowledge, attitude and behavior related to participation in the online professional development activities of ACE. Survey responses will yield valuable feedback for improving the content and relevancy of materials, the method(s) of engagement, and practical classroom application. 2. A student survey will be used to solicit candid feedback from students who have completed at least one core curriculum class. Participants will be asked to describe their personal experience with the project and offer suggestions to increase student interest in and aptitude for learning the material 3. Six to twelve months post-graduation and/or program completion, former student participants will be encouraged to share their educational or employment status via an electronic survey. This data will be used to track how many participants remain engaged in the field of cyber security or cyber forensics in various capacities. 4. An annual survey for industry leaders affiliated with the project will be designed to gauge their experience with the project, impressions of flagship activities, and suggestions for enhancing the project s ability to produce graduates who can succeed in the field. Project and Institutional Records: Institutions will collaborate with their respective Offices of Institutional Research or equivalent to provide required data for cross-site evaluation. In partnership with the project team, the evaluator will ensure that data collection is maintained at rigorous standards. This will be accomplished, in part, by designing a user-friendly template that defines the types of data to be collected at the institutional-level and the methods for doing so to ensure uniformity across all partnering institutions. Student performance measures related to course enrollment, grades, and completion will be gathered annually by each participating institution. 5

7 PROJECT OBJECTIVES AND INDICATORS MATRIX Objective Process Measure(s) Outcome Measure(s) Data Source(s) 1.1 Develop a rigorous curriculum that will foster an environment of learning and success in the field of cyber forensics 2.1 Consortium institutions will develop articulation agreements with four-year institutions Implementation of a model curriculum that addresses current educational gaps within the regional context and aligns with DoD's CDFAE and NIST NICE initiatives 6 10 institutions will have adopted the curriculum in whole or part by project completion Faculty at each consortium institution Production and dissemination of a will develop quality instructional coherent sequence of 50 educational materials tailored to their pedagogical videos needs Best practices related to the design and execution of articulation agreements will be shared with consortium members An annual workshop will be held with faculty from consortium institutions 80% of consortium institutions will 3.1 Provide ongoing professional have one or more faculty members development for faculty aimed at in attendance at the annual improving instructional practices workshop and learning outcomes 4.1 Involve industry and community to grow a sustainable infrastructure that supports regional economic growth in the field of cyber forensics 5.1 Attract and advance a diverse group of students who can meet the challenges of an emerging and changing IT workforce landscape 13 faculty from consortium institutions will complete the training series in full 8 industry leaders will be recruited for participation in the project 25% of industry leaders will be in attendance at the annual workshop 200 students will be recruited for participation in the project 18% of students will self-identify as a population traditionally underrepresented in STEM fields 20 new articulation agreements will be in place by project completion 80% of faculty will report an increase in content knowledge related to cyber forensics education 4 faculty will report serving in a trainthe-trainer capacity at their institution 5 principal instructors will have or receive industry credentials within 18 months of joining the consortium Task completion Project records Website analytics Project records Meeting minutes Project records Faculty survey Stakeholder interviews Website analytics 80% of industry partners will report that the project is graduating students with Project records enhanced competencies who are Industry leader survey prepared to enter the workforce 70% of students will complete their core curriculum class(es) satisfactorily with a final grade of C or better 5% of students will report pursuing advanced education in the field of cyber security/cyber forensics 60% of students will seek employment in the field of cyber security/cyber forensics Institutional records Student survey Post-graduation survey Focus groups

8 Objective Process Measure(s) Outcome Measure(s) Data Source(s) 6.1 Evaluate the project to determine the usefulness and viability of ACE, and disseminate project findings accordingly 7.1 Establish the Cyber Warrior Program as an academic program or official school club designed to foster an environment of learning and success in the field of cybersecurity Formative and summative evaluation activities will be ongoing Findings and recommendations will be disseminated among consortium members Identification of K-12 schools/organizations prepared to implement the Cyber Warrior Program and form school-based student clubs Findings and recommendations will be presented at regional or national conferences of cyber forensics practitioners Project team will submit a draft article for publication in a scholarly journal At least 5 K-12 schools/organizations will fully adopt the Cyber Warrior Program as an academic program or official school club by the conclusion of the performance period At least 50 student participants will actively take part in the curriculum or Delivery of the rigorous curriculum to club during the performance period K-12 student participants of the Cyber Warrior Program 70% of student participants will increase their knowledge of cybersecurity as evidenced by their scores on a pre/post test 80% of student participants will report that their interest in engineering, graphic arts, or technology careers has increased as a result of their participation in the program/club Evaluation reports and presentations Publications Project records Pre/post content knowledge assessment tool Participant satisfaction survey 7

9 FINDINGS AND RECOMMENDATIONS Project Administration Within weeks of learning that the project was funded, the P.I. and Co-P.I. at Daytona State College created an online password-restricted management blog as a way to chronicle project developments, track new partnerships, and log activities related to the implementation of ACE. In addition to the management blog, documents are uploaded to the Google Drive where they are accessible to the larger project team for sharing and editing in real-time. The domain name has been secured, and information about the project, its partners, resources, and findings will be uploaded to the site for public consumption. The project's designated learning management system (LMS), lms.cyberage.org, will securely store course-related material for the use and benefit of consortium institutions. The LMS homepage also features a discussion group where participants can post, respond to, and browse questions and comments submitted by their colleagues. This electronic forum will serve as a centralized site for faculty to engage in an ongoing dialogue, record challenges encountered, share lessons learned, and post updates with one another. It may also serve the dual purpose of bringing new consortium members -- in year two and beyond -- up to speed on how the project has progressed at each institution. Drs. Pollitt and Craiger have developed the videos and supplemental train-the-trainer materials for each course. At the time of this report, the first two train-the-trainer courses, Linux Administration and Fundamentals of Digital Forensics, were available on the project's LMS. Linux Administration is a pre-requisite for all of the courses in the series. Once the requirements for this course are complete, participating faculty will be eligible to move on to Introduction to Digital Forensics, Advanced Digital Forensics, and Network Forensics and Digital Response. The high-quality videos appear very professional, and cover content, facilitation, and technical aspects of teaching digital forensics in both an online (including hybrid) and face-to-face format. The first series of modules provides a step-by-step introduction and best practices on the planning and design of video lectures. Participants learn how to create labs, incorporate virtualization, and effectively communicate with students in an online format. 8

10 Only full-time faculty members at institutions participating in the consortium are eligible to take the courses. As stipulated by the P.I. and co-p.i., the requirements for "passing" each course and receiving the $1,500 stipend are as follows: A. A 70% complete passing rate on all quizzes (a total of five quizzes composed of 10 multiple choice questions) B. Submission of 20 multiple choice questions and answers to be shared among participating faculty C. An assignment and answering key for the course The assignments to be generated by the faculty will be "graded" by Drs. Pollitt and Craiger, and will serve as a way to assess the faculty members' mastery of the subject matter. While a formal scoring rubric has not been designed, the assignments must "provide something of substance," per Dr. Pollitt. All materials, including question banks and assignments contributed by faculty members, will be housed on the project's LMS and made available for the use of consortium members who have met the course requirements. Although participating faculty will receive their stipend upon successful completion of the online course, they are supposed to commit to actually teaching the course and providing feedback at the semester's conclusion. Year two of the project will serve as an early barometer of how many trained faculty end up teaching one or more of the courses they have completed. Upon signing the sub-agreement for year one, the partner schools were entitled to $20K for their initial costs. At the conclusion of year one, pending completion of all required deliverables, the partners are entitled to the remaining $22K for the performance period. Any unused portion of the funds will be rolled over in accordance with NSF guidelines for the institutions' use in the subsequent year. The P.I. has been actively engaged in the activities of the DoD Academic Cyberforensics Curriculum Alliance (DACCA). Daytona State College is working with the Department of Defense Cyber Crime Center (DC3) to create an online, automated system for educational 9

11 institutions to use for the accreditation process. By streamlining the method for uploading required documentation and making the process more transparent, it is believed that the consortium institutions will be more likely to pursue accreditation through DC3. At the time of this report, there was no contractual obligation between the two parties, and the key resource being committed to this enterprise was the time and human capital of the P.I. and Co-P.I. In May 2013, the first annual ACE Conference was held at the Advanced Technology Center (see Appendix). The three-day conference was attended by faculty and/or staff from each of the institutions in the consortium. Mr. Paul Wahnish and Mrs. Debra Thasho from CTEF were also in attendance for the duration of the conference. The conference featured several presentations on various aspects of curriculum development and delivery, training, virtualization, accreditation, grants administration, and evaluation. On the third day of the conference, each partner institution and CTEF were given time to present their proposed contribution to and vision for the consortium. The conference was very well-organized and the schedule provided ample time for attendees to engage face-to-face in informal dialogue and discuss opportunities for collaboration. The conference was the ideal opportunity to underscore the purpose and importance of collecting baseline data from each participating institution in an effort to measure progress over the course of the grant. A data collection template was created and distributed to the participating schools to ensure uniformity in collection. Emphasis was placed on the importance of being able to track students longitudinally, and all state leads have been encouraged to put a mechanism in place (if one does not already exist) to compile participants' grade distribution, enrollment status, and degree/certificate completion from semester to semester. The state leads were informed that all instruments and consent forms will be approved by the Institutional Review Board (IRB) at Daytona State College prior to being distributed. However, since reciprocity is not afforded, it is the institutions' responsibility to seek formal approval for project-related tools from their respective IRBs. 10

12 Stakeholder Interviews For each institution, at least one faculty and staff member participated in a stakeholder interview. Additionally, two staff members from CTEF were interviewed. Nearly all of the meetings were conducted in person during the annual conference in May Verbal consent was gained from all participants prior to the start of the question line. Stakeholder interviews are valued for generating a candid, in-depth dialogue about the project implementation and management processes. Respondents were asked to respond candidly to a set of questions about their early involvement with the project, impediments to implementation, and recommendations going forward. Ideas about strengthening project activities, design, and process were also solicited from the interviewees and are incorporated in the relevant subsections of this report. Introduction to the State Leads Dr. Mark Pollitt, P.I., and Dr. Philip Craiger, Co-P.I., Daytona State College Drs. Pollitt and Craiger are well-respected cybersecurity educators with 22 years combined cybersecurity teaching experience. They have figured prominently in the development of cybersecurity-related programs and courses at six academic institutions: Syracuse University, Johns Hopkins University, University of Central Florida (B.S. and M.S.), University of Nebraska at Omaha (B.S. and M.S.), New York Polytechnic Institute, and Daytona State College. Primary roles of Daytona State College as the lead institution: grant administration and project development budgeting and procurement leadership capacity building for faculty develop lead partners (state leads) create and disseminate curriculum and instructional materials design and administer online instructor development training organize annual ACE conference serve as a national liaison 11

13 Two positions were funded by the grant to support the administration of ACE by its lead institution, Daytona State College (see Appendix). Ms. Emily Rossi officially came on board as the full-time ACE Project Coordinator in February Emily has been tasked with overseeing the day-to-date operations of the project, corresponding with the consortium members, serving as the liaison between Daytona State College and its partners, organizing activities and conferences, and maintaining internal data collection processes. Mr. Patrick Vilkinofsky, a senior at Daytona State College, was hired as the part-time Senior Technical Specialist for the project in January He oversees the technical components of the project, such as the ACE webpage, LMS, and permissions for each of the electronic files. Additionally, Mr. Vilkinofsky provides assistance to Dr. Craiger and his students in the classroom while they are completing the in-class labs. Kevin Floyd, Co-P.I., Middle Georgia State College Middle Georgia State College (formerly Macon State College) is serving as the lead institution for the state of Georgia. The college's recent name change and consolidation has resulted in a service delivery area for the college more than double its previous size. Two faculty and one staff member from Middle Georgia State College attended the first annual ACE conference in May In addition to Dr. Floyd, Mr. Jonathan Yerby serves as a fulltime faculty member in information assurance and security. It is anticipated that one additional faculty member will be recruited to teach cyber forensics courses at the college. Dr. Floyd noted that the college plans to recruit other SACS-accredited technology-centered schools in the region. They currently have articulation agreements with eight different tech schools and hope to enhance the existing agreements to include the proposed cyber forensics track. Mr. Yerby shared that the regional economic outlook points to cyber security as a quickly emerging industry with promising job growth. The biggest employer in the region is Robins Air Force Base and there is a great deal of interest in this project from local military personnel. The 12

14 interviewees shared that they have identified some potential constituents and guest speakers for their program. Middle Georgia State College currently offers a Bachelor's Degree in IT (in person or online) with a concentration in information assurance. The other consortium institutions were surprised to learn that out-of-state students enrolled in the fully online program pay the same tuition as instate students. This may come as a benefit to students transferring to Middle Georgia State College from other schools in the consortium, and help facilitate the first round of articulation agreements among the consortium members. As part of the ACE consortium, Dr. Floyd and his colleagues want to expand the college's current offerings to include five new courses specific to cyber forensics. In due time, Dr. Floyd and his colleagues expect to establish the "Middle Georgia Center for Cyber Forensics Education," and encourage the involvement of K-12 schools in the region. The team from Middle Georgia State College is in the early stages of assembling an advisory board specific to this discipline. They also anticipate picking up additional accreditations from an approved accrediting body. Oscar Gonzalez, Co-P.I., South Piedmont Community College South Piedmont Community College is serving as the lead institution for the state of North Carolina. The college draws from a relatively small population of potential students, and Mr. Gonzalez expressed concern that he will have to "sell" the proposed courses to incoming high school students. He does not anticipate that the classes will be at capacity, but he is hopeful that enough students will enroll in the courses that they "will at least make" and not be cancelled. Mr. Gonzalez, an instructor for "Security Concepts" and "Linux," cited the importance of "creating pathways" for students in North Carolina" and he has his sights set on a preliminary partnership with Union County Public Schools. He is also eager to visit other counties that have their own community colleges and recruit them into the consortium. 13

15 Mr. Gonzalez acknowledged that it is a major undertaking to create a new class. He has, however, already sought and received endorsement from the state for the creation of "Computer Forensics I." The class will be taught as a hybrid, and is presently showing in the course catalog for Fall With the administrative backing of his colleagues, Mr. Gonzalez has made known his desire to create a cyber forensics certificate (possibly 18 credit hours) within the existing framework of the IT degree. He has received a verbal commitment from the lead criminal justice professor at the college to allow cyber forensics courses to serve as electives in the criminal justice program. As interest in cyber forensics grows among the student population at South Piedmont Community College, Mr. Gonzalez would like to see the college offer a two-year degree in cyber forensics. The FBLA of southern North Carolina is having a conference at South Piedmont Community College in October Mr. Gonzalez is slated to present a workshop about ACE during the conference. He mentioned that flyers will be made available to the students that feature the upcoming cyber camp and/or course offerings. One suggestion to make the most of the encounter with these students is to connect with them via a Facebook page dedicated to the project as a means to keep them abreast of upcoming opportunities. Laurie Boeding, Co-P.I., Trident Technical College Trident Technical College is serving as the lead institution for the state of South Carolina, and ACE is being incorporated into the college's existing business technology framework. Currently, Trident Technical College offers a security course, and two new forensics courses were just recently added to the list of course offerings. The proposed cyber forensics courses will also be open to the students of a related department, Information Systems. Ms. Boeding noted that there is a digital forensics class already being offered by the college's Division of Law Related Studies. The course, however, has an exclusively legal-centric approach instead of covering the technical side of digital forensics. 14

16 Trident Technical College is in a different position than the rest of the schools in the consortium in that it charges different tuition for students who reside out of the county, let alone out of the state. Furthermore, the college is not supposed to advertise or recruit students outside of the tricounty area where its three campuses and five sites are located. As a result of discussion that took place at the first annual ACE conference, Ms. Boeding intends to create an initial articulation agreement with Middle Georgia State College (the state lead for Georgia) and then use that agreement as leverage in the creation of additional partnerships. She is taking a course release during the summer of 2013 to focus on recruiting for the ACE consortium. The college currently offers a certificate in network security. With the assistance of ACE, Trident Technical College is positioned to create a cyber forensics certificate (likely to be 24 credit hours). In time, Ms. Boeding is hopeful that the institution will be able to offer an AAS in cyber forensics and create a cyber forensics career path. As the department chair of Network Systems Management -- a department with five full-time faculty members -- Ms. Boeding will be making the decisions regarding which faculty can participate in the training and, subsequently, teach the applicable courses. The only challenge Ms. Boeding vocalized was the initial frustration of not knowing the status of the grant in terms of funding, scope, and focus areas. The administration of the project by Daytona State College has exceeded her expectations and is far superior to her experience to date with another (non-nsf) grant. Ms. Boeding shared that she found the conference "so helpful, useful, and informative," and thought the three days were well spent with the other Co-P.I.s. 15

17 Year 1 Deliverables: Each partner institution was made aware of the minimum required deliverables for year one of the project prior to signing the partner agreement. Additionally, each of the required deliverables was covered at length during the first annual conference in May 2013 (see Appendix). A data collection template was provided to the institutions in an effort to streamline and organize the task of compiling the requested data. The five primary deliverables in year one include: 1. A signed and fully executed partner agreement. Contracts for each consortium institution/organization After several iterations of the partner agreements were circulated, each institution/organization signed their year one contract with the approval of their respective Board of Directors and the Board of Directors at Daytona State College in April Identification of qualified faculty members: Name, title, and qualifications of each faculty member qualified to teach Linux Administration and Fundamentals of Digital Forensics or name and title of each faculty member to receive release time to take the online train-the-trainer courses for the first two courses in the series. As evidenced in Figure 1, some of the faculty who are slated to take the train-the-trainer courses have already earned various industry certifications. Institution Name and Title Current Industry Qualifications Daytona State College Daytona State College South Piedmont Community College South Piedmont Community College Dr. Mark Pollitt, Associate Professor of Engineering Technology Dr. Philip Craiger, Associate Professor of Engineering Technology Fellow, American Academy of Forensic Sciences (AAFS); Certified Cyber Forensics Practitioner (CCFP, [ISC 2 ]); DFCP-F from the Digital Forensic Certification Board* Member, American Academy of Forensic Sciences (AAFS); Certified Cyber Forensics Practitioner (CCFP, [ISC 2 ]); Certified Information Systems Security Professional (CISSP, [ISC 2 ])* Will Take Train-the- Trainer Course? Oscar Gonzalez, CIT Instructor -- Yes Chris Johnson, CIT Instructor -- Yes *See Appendix for exhaustive list of credentials Figure No No

18 Institution Name and Title Current Industry Qualifications Trident Technical College Trident Technical College Trident Technical College Trident Technical College Middle Georgia State College Middle Georgia State College Laurie Boeding, Department Head, Network Systems Management Will Take Train-the- Trainer Course? -- Yes Walter Browning, Instructor CHFI Yes Terry Richburg, Instructor -- Yes Dane Schupbach, Instructor CISSP; RHCSA; CHFI; Security + Yes Shannon Beasley, Assistant Professor or Information Technology Johnathan Yerby, Lecturer of Information Technology Comptia A+ with all three specializations: Linux+, Server+, Yes Network+; MCSE Windows 200 A+; Microcomputer Servicing; GaCSI; Yes Symantec AV Admin Figure 1. (continued) 3. Evidence of course mapping: Plans to map current and proposed courses for accreditation by an approved accrediting body. Daytona State College Dr. Pollitt has been working with DC3 on the possibility of seeking Center for Digital Forensics Academic Excellence (CDFAE) accreditation in the future. Furthermore, Dr. Craiger has spoken with Dr. Ron Eaglin, Associate Vice President, College of Technology, about developing "a certification, specialization, or concentration in forensics within the existing ENT degree." Middle Georgia State College The Bachelor of Science in Information Technology Program at Middle Georgia State College is accredited by the Accreditation Board for Engineering and Technology (ABET). Dr. Floyd noted that a School of Information Technology ad-hoc committee dubbed "Cybersecurity Education Committee" was established in late-may 2013 to provide direction and oversight for meeting project-specific objectives. The committee will begin exploring options for becoming accredited by DoD, FEPAC, or NICE, with the long-term goal of earning accreditation during the course of the grant. 17

19 South Piedmont Community College Per Oscar Gonzalez, Co-P.I., "We plan to meet during the fall 2013 semester to develop course mapping for current and proposed courses." Trident Technical College The college intends to establish its plan for course mapping during summer Laurie Boeding noted," We will present curriculum changes to the TTC curriculum committee in the fall 2013 semester." 4. Establishing relationships with industry and government: Documentation of an advisory board. Daytona State College The advisory board for the College of Technology at Daytona State College meets each fall and spring. The board has attracted an extensive group of representatives from municipalities and businesses in the region (see Appendix). The P.I. and Co-P.I. from Daytona State College have assembled a group of nationally recognized individuals from industry and academia to serve on the ACE Advisory Board. The board has not yet formally met; its first meeting is slated for fall Daytona State College - ACE Advisory Board Name and Title Affiliation Dr. Sujeet Shenoi, FP Walter Professor of Computer Science University of Tulsa Dr. Mark Rogers, Professor, Department of Computer and Information Technology Purdue University Hord Tipton, President (ISC) 2 Figure 2. Middle Georgia State College The advisory board for the School of Information Technology at Middle Georgia State College was formed in The advisory board is comprised of representatives from the public and private sectors, and meets twice per academic year (Figure 3). Two additional members with a 18

20 background in forensics and law enforcement are to be recruited and begin serving on the board during fall Middle Georgia State College - Advisory Board Name and Title Affiliation Robert C. Betzel, Owner Bernard E. Lannan, Director Lori Brewer, Owner Thomas M. NeeSmith, Jr., ALMSS Systems Engineering Manager John Cozart, IT Manager Rob Rhodes, Chief Information Officer Michael Dodds, Owner Louis Schlesinger, Investigator Josh Epps, Senior Engineer Neil Goodenough, Information Systems Compliance Officer Mick Williams, Security Officer Infinity Network Solutions 78th Communications Group, Warner Robins Air Logistic Center L. Brewer and Associates, LLC SAIC Robins Federal Credit Union Houston Healthcare DoddsTech CyForensics, LLC Infinity Network Solutions System Administrative Services Persons Banking Company Stephen Masteller, Director of IT Martin Mickalonis, Deputy Communications Director The City of Macon Robins Air Force Base Figure 3. South Piedmont Community College South Piedmont Community College has an advisory board in place for its Computer Information Technology Program. The board has been in existence for over 10 years and meets at least once per academic year. Representatives from private industry and educational institutions serve on the board (Figure 4). 19

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