SUBMISSION Univesity Ministry... · 2019. 3. 13. · This territory is part of the Upper Canada Trea ties, and the Dish with One Spoon Treaty, an agreement between the Anishinabek

© 2018 Niagara University Application for Consent MS ISDF Program 1 | P a g e

October 12, 2018

SUBMISSION: Master of Science in Information Security and Digital Forensics

Program Review Application for a Private Organization Seeking Ministerial Consent under the Post-secondary Education Choice and Excellence Act, 2000 The Secretariat Postsecondary Education Quality Assessment Board 900 Bay Street 23rd Floor, Mowat Block Toronto, ON M7A 1L2 Tel.: 416-325-1686 Fax: 416-325-1711 E-mail: [email protected]

mailto:[email protected]


Land Acknowledgement

Niagara University recognizes that our programs, and the work that our graduates will undertake across Ontario for years to come, takes place on traditional Indigenous territories. In this spirit, the University would like to acknowledge that it is currently situated upon traditional territories that include the Wendat (wen-dat), Anishinabek (ah-nish-nah-bek) Nation, the Haudenosaunee (ho-den-oh-sho-nee) Confederacy, the Mississaugas of the New Credit First Nations, and the Metis (may-tee) Nation.

This territory is part of the Upper Canada Treaties, and the Dish with One Spoon Treaty, an agreement between the Anishinabek (ah-nish-nah-bek), Haudenosaunee and allied nations to peaceably share and care for the resources around the Great Lakes. Niagara University hopes to inspire its graduates as future leaders who are gracious and respectful of these resources, and who honor all First Nation, Metis, and Inuit people who have been living on the land for thousands of years.


SECTION 1: Introduction

1.1 College and Program Information Full Legal Name of Organization Niagara University URL for Organization Homepage (if applicable) https://www.niagara.edu/ Proposed Degree Nomenclature Master of Science in Information Security and Digital Forensics Location Expo City Complex: 2800-2904 Highway 7 West, Vaughan, Ontario, L4K 0K4 SPARK Niagara: 4551 Zimmerman Ave, Niagara Falls, ON L2E 3M5 Primary Contact & Site Visit Coordinator Vince Rinaldo, PhD Director Ontario Administration, Academic Affairs Gacioch Family Alumni and Admissions Center, Room 317 Phone: (716) 286-8459 Cell: (716) 245-1533 Email: [email protected]

https://www.niagara.edu/



Table of Contents Appendices List ................................................................................................................................. 5

Section 1: Introduction ....................................................................................................................... 4

Executive Summary ................................................................................................................................... 8 Program Abstracts .............................................................................................................................. 13

Section 2: Degree Level .................................................................................................................... 14

Conceptual & Methodological Awareness/Research and Scholarship .......................................... 16 Section 3: Admission, Promotion, and Graduation .................................................................................. 18

Admission Requirements for Direct Entry .............................................................................................. 20 Admission Policies and Procedures for Mature Students .................................................................. 21 Promotion and Graduation Requirements ........................................................................................ 21 Advanced Standing Policies and Requirements ................................................................................. 23

Section 4: Program Content .............................................................................................................. 25

Program Advisory Committee ................................................................................................................ 26 Professional Accreditation .................................................................................................................. 27 Learning Outcomes ............................................................................................................................. 28 Course Descriptions ............................................................................................................................ 31 Graduate Course Schedule 1 .............................................................................................................. 35 Graduate Course Schedule 2 .............................................................................................................. 37 Work Integrated Learning Experience ................................................................................................ 38 Course outlines ................................................................................................................................... 39 Bridging Course Descriptions .............................................................................................................. 39 Bridging Course Outlines .................................................................................................................... 39 Gap Analysis ........................................................................................................................................ 39

Section 5: Program Delivery ............................................................................................................ 40

Quality Assurance of Delivery ................................................................................................................. 40 Section 6: Capacity to Deliver .......................................................................................................... 46

Learning and Physical Resources ............................................................................................................ 47 Resource Renewal and Upgrading ...................................................................................................... 50 Support Services ................................................................................................................................. 51 Faculty ................................................................................................................................................. 52 Curriculum Vitae Release .................................................................................................................... 53 Curriculum Vitae of Faculty Assigned to Degree Program ................................................................. 53

Section 7: Credential Recognition .................................................................................................... 54

Section 8: Regulation and Accreditation ........................................................................................... 55

Section 9: Nomenclature ....................................................................................................... 56 Section 10: Program Evaluation ........................................................................................................ 57 Section 11: Optional Material ........................................................................................................... 61

Letters of Support ............................................................................................................................... 62 Section 12: Appendices .................................................................................................................... 72


Appendices List

1. Mission and Goals 2. Strategic Plan (Removed) 3. Vision Commitments 4. Syllabus Template (Removed) 5. MSCHE Approval 6. Campus Climate Survey (Removed) 7. Policies: Harassment and Discrimination Policy

a. Academic Integrity Policy b. Hazing Policy c. Sexual Misconduct Policy d. Student Code of Conduct and Procedures e. Cleary Compliance Policy f. Accommodations for Students with Disabilities Policy g. Access & Accommodations: Individuals with Disabilities Ontario Education Program

Policy h. Admissions for Students with Disabilities Policy i. American With Disabilities Act and Employment Policy j. Disability Grievance Policy, k. Human Resources Non-Discrimination Policy l. Commitment to Ethical Business and Educational Policy m. Conflict of Interest Policy n. Disability Grievance Policy o. Equal Employment Opportunity Policy p. Intellectual Properties Policy q. Non-Fraternization Policy r. Harassment s. Standards of Conduct Policy t. Student Owned Intellectual Property Policy u. Whistleblowing Policy

8. University Charter 9. University Bylaws (Removed) 10. General; Counsel Job Description (Removed) 11. Title IX Job Description (Removed) 12. Org Chart 13. President’s Cabinet 14. Vice president for university mission and ministry (Removed) 15. Provost and vice-president (Removed) 16. Director of athletics (Removed) 17. Executive vice president (Removed) 18. Vice president for institutional advancement (Removed) 19. Senior vice president of operations and finance (Removed) 20. Director of human resources (Removed) 21. Vice president of business administration (Removed)


22. Academic Senate (Removed) 23. Academic Freedom Policy 24. New Academic Programs and Major Revisions of Existing Academic Programs 25. General Planning Framework 26. UPC Charge (Removed) 27. UBB Charge (Removed) 28. Fr. Maher Resume (Removed) 29. Senior Administration Resumes (Removed) 30. Ontario Director job description (Removed) 31. NULTA CBA (Removed) 32. 5-Year Business Plan (Removed) 33. Program Approval Flow Chart from Senate 34. NUSGA Master Document Book (Removed) 35. Faculty Evaluation Form (Removed) 36. CBA Article XXVII (Removed) 37. REB with Conestoga (Removed) 38. SPGP 39. Ontario Calendar 40. Security and Information Protection Policy 41. Maintaining Eligibility in the BPS Program Policy 42. Maintaining Eligibility in Graduate Programs Policy 43. Student Orientation Policy 44. Sample Mandatory orientation webinars 45. Audit Policy 46. OSAP Audit (Removed) 47. Audited Financial statements (Removed) 48. Budget Template (Removed) 49. Worst Case scenario budget (Removed) 50. Article XXVIII CBA (Removed) 51. Article VI (Removed) 52. Article XX (Removed) 53. Articles XXVII & XXVIII, (Removed) 54. XXIX (Removed) 55. CBA Appendix B (Removed) 56. Human Resources Policy A01–Disciplinary Action Procedure (Removed) 57. NUQAP 58. MSCHE Review Cycle 59. Requirements of Affiliation 60. Compliance and Verification 61. MSCHE Self Study (Removed) 62. MAESD Letter BPS 63. MAESD Letter MSED 64. CAEP Letter 65. OCT Letter 66. AACSB Letter


MS. ISDF Appendices

121. Curriculum Card 122. Student work samples for CIS 600/601 (Removed) 123. Student work samples (Removed) 124. Syllabi for CIS 600/601 (Removed) 125. Senate Approval (Removed) 126. External Review (Removed) 127. State Approval (Removed) 128. CIS 600/601 Rubrics (Removed) 129. ISDF Advisory Board members (Removed) 130. ISDF Advisory Board Charge (Removed) 131. Course Syllabi for Core Courses (Removed) 132. Additional Policies 133. External Survey for MSF (Removed) 134. MSF Library Sources (Removed) 135. ISDF Senate Curriculum Committee Approval (Removed) 136. SPARK Niagara Articulation Agreement


Executive Summary Institutional Overview For more than 160 years, Niagara University has been inspired by the enduring truths of its heritage, shaped by the values of St. Vincent de Paul and St. Louise de Marillac to enact a proud mission to educate students and enrich their lives through programs and career preparation, informed by the Catholic and Vincentian traditions. Niagara University has sought to instill a passion for knowledge and inquiry through an experiential education that provides an integrated approach to quality teaching, meaningful interdisciplinary research, academic service learning, internships, and co-curricular learning experiences.

Niagara University was founded in 1856 as the College and Seminary of Our Lady of Angels, which began with six students and two faculty members. The founders of the university, Vincentian priests, the Most Rev. John Timon, C.M., and Rev. John J. Lynch, C.M., purchased two adjoining farms, the Vedder and De Veaux farms, on Monteagle Ridge overlooking the famous gorge. Over the next 25 years, the college and seminary grew and prospered, producing graduates that entered such fields as the priesthood, law and medicine, teaching, journalism and many others. Indeed, by the spring of 1863, the college had become so successful that the New York Legislature granted a charter empowering the college and seminary to award degrees to its graduates. The University currently has consent to offer a Bachelor of Professional Studies (BPS) and a Master of Science in Education: Leadership (MS. Ed.), in Ontario and it is seeking consent to offer a Master of Science in Finance (MS. F.), a Master of Business Administration (MBA), with specific concentrations in Accounting, Finance, Strategic Marketing Management, Global Business and Supply Chain, Healthcare Administration, and Strategic Management), and a Master of Science in Information Security and Digital Forensics (MS. ISDF). These proposed programs would be offered at the Expo City site in Vaughan, ON, using a hybrid model with up to a maximum of 50% of the coursework being delivered online and the remainder being delivered face-to-face. As such, consent is being sought for both hybrid and face-to-face models of delivery. In addition to Expo-City in Vaughan, Niagara University is requesting an additional site, SPARK Niagara, for classes associated with the Master of Science in Information Security and Digital Forensics program which will enhance binational opportunities for prospective students living on both sides of the Canada/US border.

Current Consent to Operate in Ontario The University’s Ministerial Consent for education programs dates back to 1984 when it was first approved to offer master’s degree programs in the Province. In 2007, the University received ministerial consent to offer the Bachelor of Professional Studies in Education (BPS) program leading to initial certification in the Province of Ontario. This program was reviewed and subsequently accredited by the College of Teachers (OCT). The University’s consents to offer the MS.Ed., and the BPS in Teacher Education were reviewed by PEQAB and renewed by the Minister in 2017 leading to the establishment and comprehensive operation of Niagara University in Ontario. The main offices are currently located at De La Salle College, 131 Farnham Avenue. Toronto, M4V 1H7 and upon approval to add a site, which was submitted to the Minister in August 2018, will be moved to the Expo City complex, 2800-2904 Highway 7 West, Vaughan, Ontario, L4K 0K4. Niagara University’s Mission The mission of Niagara University is to educate its students and enrich their lives through programs in the liberal arts and through career preparation, informed by the Catholic and Vincentian traditions. Building on this mission, the faculty and staff in the College of Business Administration and the College


of Arts and Sciences under whose direction these proposed programs will be offered, are committed to the development of courses, clinical experiences, and assessments that are evidence-based (See Section 3 – Program Self-Study Subsection #5: Capacity to Deliver for a complete description of the Framework). It is this mission and framework that is embodied in the operation of the proposed programs. Structure and Resources Niagara University in Ontario is organized within the Office of the Provost and Vice President of Academic Affairs. The designate of the Provost, the Director for Ontario Administration, oversees the operations. Niagara University in Ontario is fully realized and supported through the attainment of full-time Ontario-based faculty, administrative and support positions; seamless on-line registration and payment processes, IT support for information resources and technology, admissions enhancements and support; policies and resources that reflect the needs of Ontario candidates; and formal mechanisms for input, assessment and quality assurance. Indicators of performance are included in the comprehensive assessment system of the University and used for continuous improvement and planning. Niagara University has demonstrated the financial capacity to develop, deliver and sustain its programs in Ontario as evidenced through its consents and reviews since it began in 2007. Faculty, staff, and administrators will be hired for the programs offered in Ontario, the site has already been designed and outfitted with wireless technology and support, and partnerships with Ontario colleges and school boards have been expanded. The colleges, school districts, and the landlord of Expo-City, the Cortel Group, have been exceptionally supportive in the many facets of establishing and maintaining an innovative and research-based partnership model. This consent requests the approval of the Expo-City site for all programs and as the main location where offices and records will be housed. Commitment to Accountability and High Standards Niagara University operates within a culture of continuous improvement and evaluation. The University is Accredited by the Middle States Commission on Higher Education (MSCHE), having completed its review and site visit, it was reaccredited in 2017 for the full eight years. This commitment is further shared at the college level; the College of Business Administration, collects, analyzes and utilizes meaningful information to measure progress in meeting goals, assess the performance of candidates, and identify areas of strengths and opportunities for continuous improvement in accordance with its accreditation from the Association to Advance Collegiate Schools of Business (AACSB). Having recently completed its self-study review and site visit, its programs were fully reaccredited in 2017. The Academic Senate, through the Outcomes Assessment Committee oversees the process of program review for all programs and, in particular, for those that are not externally accredited such as those in the College of Arts and Sciences. Evidence of this commitment is noted in the systemic implementation of an annual process for the review, analysis and reporting of quality indicators; a process for periodic review; and in improvements that have been made to the program. It is through this assessment policy and the established procedures that the reviews and evaluation for this request for consent takes place.

Proposed Programs Related to Need and Ministry Objectives Niagara University wishes to extend Ministerial Consent to include two programs offered by the College of Business Administration and one program the College of Arts and Sciences. These programs will serve a current need in the province with respect to providing pathways for college graduates with four-year applied degrees wishing to pursue master’s degrees at the university level. Niagara University currently has articulation agreements with many Ontario colleges to provide pathways for further studies through


degree completion and graduate opportunities. These programs, for which Niagara University is seeking consent to offer in Ontario, are approved in New York State and currently offered at our main campus in Lewiston. As such, they are not new, but have a track record of success and a commitment to ensuring the highest quality. Being able to offer these programs in Ontario would better serve our Ontario college partners and their students by enabling them to pursue their studies with Niagara University at a closer more convenient location reducing geographic limitations and the expense that goes along with it. The following addresses specific needs for these programs and their alignment to ministry initiatives. Ontario has long been a place that recognizes that “prosperity and the future prosperity of our students depends on high quality and relevant educational programs”. Recognizing the Ontario government’s commitment to educational quality and innovation, and the cultural and economic diversity of the GTA, Niagara University, has collaborated on research and other initiatives, with public and private post-secondary institutions in Ontario since 2007. Committed to providing high quality graduate professional programs, Niagara University is seeking consent to expand its current operations in Ontario to include three new programs: Master of Science in Finance, Master of Information Security and Digital Forensics and Master of Business Administration, each of which will provide students with educational experiences that emanate from a record of proven scholarship, experiential learning opportunities and academic excellence. Understanding the current and emerging needs of the workforce in Ontario and across the country, these programs will enrich Ontario’s higher education landscape through offerings that are responsive to local and global demands. The proposed programs are tailored to preparing the next generation of leaders as well as provide opportunities for personal and professional growth for new graduates and those already in the workforce. Master of Information Security and Digital Forensics The proposed program in Information Security and Digital Forensics is strongly aligned with the needs of Ontario, Canada, the US, and the global market. The Herjavec Group, a leading global information security advisory firm and a managed security services Provider (MSSP), predicts that here will be 3.5 million cybersecurity job openings by 2021 in an industry that currently has a zero percent unemployment rate (https://www.herjavecgroup.com/herjavec-group-hosts-the-honorable-steven-del-duca-to-discuss-talentedge/) and where spending was predicted by Forbes (2015) to grow from $75 billion in 2015 to $170 billion by 2020. According to the National Association of Software and Services Companies (NASSCOM) (https://cybersecurityventures.com/jobs/). In 2017, the US alone, had approximately 350,000 cybersecurity openings while still employing nearly 780,000 cybersecurity professionals. This has rapidly become the most lucrative of IT careers with the US Department of Labor (DOL) reporting current median salaries at $95,510 and projections of a 28.5% increase in jobs between 2016 and 2026. By 2022, Cyber Defense Magazine is projecting a need for 1.8 million professionals. (CDM, January 10, 2018, http://www.cyberdefensemagazine.com/cyber-security-job-outlook-for-2018-and-beyond/). Comparable Programs Information Security is one of the fastest growing fields of study. Programs specifically designed to address the need by Ontario schools include those offered by University of Ontario Institute of Technology, which offers a program in Networks and IT Security, Dalhousie which offers a Master of Information Management and Northern University which offers a Master of Information Assurance.

https://www.herjavecgroup.com/herjavec-group-hosts-the-honorable-steven-del-duca-to-discuss-talentedge/


https://cybersecurityventures.com/jobs/

http://www.cyberdefensemagazine.com/cyber-security-job-outlook-for-2018-and-beyond/

http://www.cyberdefensemagazine.com/cyber-security-job-outlook-for-2018-and-beyond/


Alignment of Proposed Programs with University Strategic Plan In 2017, Niagara University completed its new Strategic Plan 2018-2025: What must be done. Central to the plan are five strategic vision commitments:

• Academic excellence founded in interdisciplinary approaches to learning; capitalizing on our strong tradition in liberal arts education and high quality, accredited professional programs;

• Social justice, a campus dedicated to diversity and awareness of the local and global environment and educating students as citizens of the world;

• Mission-driven transformative leadership, fostering economic and social development with the community and its strategic partners;

• A culture of care for the whole person, and an organization strengthened by innovation and shared governance;

• An open campus environment through the use of cutting-edge technology, and improvements to facilities and outdoor spaces;

Recognizing the rich cultural and economic diversity of the GTA, the rapid growth in the York region, including the development of the Vaughan Metropolitan Centre, as well as the commitment of the PC government to provide innovative, high quality post-secondary educational opportunities in a manner that is fiscally responsible, Niagara University has identified Vaughan as the location for its current and proposed program offerings. In support of this decision, Niagara University’s plan has identified six strategic objectives. Objectives V and VI speak directly to its plan to grow its binational network. Objective I: Elevate academic excellence and reputation through student-centered, collaborative, experiential and integrative approaches to learning in preparation for 21st century careers. Objective II: Cultivate a culture that fosters excellence in all of our experiences, including development of the campus, support services, and technologies. Objective III: Advance impactful collaborations that focus on mission and civic engagement to benefit the Greater Niagara Region and Niagara University. Objective IV: Enhance a diverse, inclusive, values-based learning environment designed to graduate global citizens and promote civil discourse. Objective V: Expand Niagara University as the premier bi-national university within the Province of Ontario, Canada through mission-based academic programs, improved branding, and the establishment of an Ontario NU campus. Objective VI: Diversify revenue generation and strengthen fiscal sustainability. The submission and corresponding appendices included in this application provide evidence for each of PEQAB’s standards as outlined on pages 14-21 of the Handbook for Private Organizations (2017). Niagara University looks forward to continuing to serve its students and the Province of Ontario. In working with our post-secondary education partners and in keeping with the legacy of Niagara


University and its mission of service to others, it remains Niagara University’s goal to prepare high quality leaders who will meet the current and emerging needs of the Province and abroad. References Grand View Research (2018). https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market Health care management https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022 Herjavec Group (March 12, 2018). Herjavec Group Hosts the Honorable Steven Del Duca to Discuss TalentEdge, (https://www.herjavecgroup.com/herjavec-group-hosts-the-honorable-steven-del-duca-to-discuss-talentedge/) Markets and Markets Research (2018). Healthcare Supply Chain Management Market by Component (Software (Inventory (Order and Warehouse Management), Purchasing (Suppliers, Strategic Sourcing)), Hardware (Barcode, RFID)), Delivery Mode (On-Premise, Cloud), End User - Global Forecasts to 2022, https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html Morgan, S. (2015). Cybersecurity Market Reaches $75 Billion In 2015; Expected To Reach $170 Billion By 2020, https://www.forbes.com/sites/stevemorgan/2015/12/20/cybersecurity%E2%80%8B-%E2%80%8Bmarket-reaches-75-billion-in-2015%E2%80%8B%E2%80%8B-%E2%80%8Bexpected-to-reach-170-billion-by-2020/#7bcec97730d6 Morgan, S. (May 31, 2017). Cybersecurity Jobs Report 2018-2021, https://cybersecurityventures.com/jobs/). United States Department of Labor (2018f). Bureau of Labor Statistics, https://www.bls.gov/Data/

https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market

https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market

https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022

https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022



https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

https://www.forbes.com/sites/stevemorgan/2015/12/20/cybersecurity%E2%80%8B-%E2%80%8Bmarket-reaches-75-billion-in-2015%E2%80%8B%E2%80%8B-%E2%80%8Bexpected-to-reach-170-billion-by-2020/#7bcec97730d6



https://cybersecurityventures.com/jobs/

https://www.bls.gov/Data/


Program Abstract Niagara University’s master's degree program in information security and digital forensics (ISDF) is structured as full-time study. With 36 graduate credit hours required for graduation from the program and conferral of the degree it can be completed over four full-time semesters of study, with classes offered in the evenings and on Saturdays. The program, designed to prepare students and working professionals for an exciting and rewarding career in cybersecurity, both in government and in private business. Consisting of 12 courses, it equips individuals with the knowledge necessary for the Certified Information Systems Security Management Professionals (CISSP) certification. Learners are trained utilizing professional applications in computer and mobile forensics, and provided knowledge and ex-pertise in network security, ethical hacking and privacy. The ISDF program is not only intended for computer and information sciences majors, but also for students majoring in criminal justice, nursing, and accounting. Additionally, the ISDF program is also offering its students the ability to gain the Access Data Certified Computer Forensics Investigator certification (ACE). The MS ISDF program provides students with a rigorous, advanced study in the areas of information security and digital forensics in a field where the need for workers is on the rise.


Section 2: Degree Level Master’s Degree Depth and Breadth of Knowledge A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. Conceptual & Methodological Awareness/Research and Scholarship a. A conceptual understanding and methodological competence that

i. enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline

ii. enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence

iii. enables a treatment of complex issues and judgements based on established principles and techniques

b. On the basis of that competence, has shown at least one of the following: i. the development and support of a sustained argument in written form ii. originality in the application of knowledge.

Communication Skills The ability to communicate issues and conclusions clearly to specialist and non-specialist audiences. Application of Knowledge Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting. Professional Capacity/Autonomy a. The qualities and transferable skills necessary for employment requiring i. the exercise of initiative, and of personal responsibility and accountability

Niagara University’s Master of Science in Information Security, Digital Forensics (MS ISDF) provides students with preparation necessary to sit for a Certified Information Systems Security Management Professionals (CISSP) certification. Additionally, the ISDF program is also offering its students the ability to gain the Access Data Certified Computer Forensics Investigator certification (ACE). Furthermore, the ISDF program recently became a Academic Partner with Cellebrite (one of the premiere applications in use for Mobile Forensics Investigations). One of the key components to improving information security is the ability to find qualified employees that understand this relatively new age of cyber threats. As a result, it is imperative to develop and sustain academic programs that prepare information security specialists to defend against information breaches. Proper education and certifications such as the CISSP will lead to a very specialized individual focusing on information security and how organizations can prevent these security breaches. The MS ISDF program provides students with a rigorous, advanced study in the areas of information security and digital forensics (Appendix 121: Curriculum Card) through the following program objectives.


ISDF SLO 1: Design customized Best Practices Information Security Programs aimed to prevent malicious activity. This includes Risk Management and risk-based auditing practices.

ISDF SLO 2: Perform digital forensics investigations using appropriate tools, methodologies and best practices.

ISDF SLO 3: Communicate effectively, both orally and in writing, with other security and computing professionals.

ISDF SLO 4: Analyze security issues, synthesize the information, and communicate the results of the research to business and computing professionals.

ISDF SLO 5: Evaluate security mechanisms in terms of their effectiveness, maintenance and appropriateness in computer security.

ISDF SLO 6: Evaluate ethical controversies and use various decision-making approaches for resolving ethical dilemmas in complex situations.

Offered through Niagara University's oldest college, the College of Arts and Sciences, the MS ISDF program is comprised of ten core courses (30 credit hours), and two capstone courses (6 credit hours) that can be completed over four semesters of study (Fall, Spring, Fall, Spring) with all evening classes. These courses provide a thorough foundation in the field of information security. The MISDF program is structured as full-time study, with 36 graduate credit hours required for graduation from the program and conferral of the degree:

• CIS 500: Principles of Information Security and Federal Law • CIS 510: Data Privacy • CIS 520: Managing Security Risks • CIS 530: Ethical Hacking • CIS 540: Network Security • CIS 550: Software Security • CIS 565: Computer Forensics I • CIS 580: Modern Cryptography • CIS 585: Computer Forensics II • CIS 595: Mobile Forensics • CIS 600: Capstone Project/Research • CIS 601: Capstone Project/Research

A comprehensive examination of student success is provided through two capstone courses taken at the end of the second and fourth semesters of study. These capstone courses use scholarly research methods to develop analytics, problem- solving, and research skills required to solve a real-world information security challenges. Final projects are presented to an open forum and all six program objectives are evaluated by the instructors for each capstone course. Evidence related to the measures of degree level is discussed in Section 9: Program Evaluation Standard and is presented through the following assessments:

- Scholarly contributions of graduate faculty, their teaching effectiveness, and professional service in the discipline (Appendix 3: Summary chart of faculty qualifications and experience of full-time and part-time faculty and staff), (Appendix 104: CVs for faculty)

- Student evaluations (questions related to degree level); - Comprehensive projects from capstone courses (CIS 600/601); (Appendix 122: Student work

samples for CIS 600/601).

https://www.niagara.edu/business/


- Course embedded assessments; (Appendix 131)

Conceptual & Methodological Awareness/Research and Scholarship As noted in the course titles and course descriptions, candidates in the program are expected to demonstrate research, scholarship, and critical analysis in their graduate work. The program provides a systematic understanding of knowledge, and a critical awareness of current problems and new research that is at the forefront of global information security needs. Candidates are expected to demonstrate this systematic understanding of knowledge (coursework) and to solve complex situations systematically (capstone courses) as demonstrated through the course assessments (Appendix 123: Student Work Samples) over the four semesters of the program. In their course assessments, and capstone courses, students are expected to show originality in addressing the program standard, supported by research in their field of study. In addition to program courses, students are required to complete two capstone courses (Appendix 124: Capstone Course Syllabi) intended to prepare candidates for leadership roles in information security, by extending their knowledge base and skills as professionals. Upon successful completion of the program, candidates will have developed and enhanced the qualities, skills and attributes needed to become capable leaders in a complex, unpredictable and professional environment.

As a university, it is important to Niagara University, that the faculty play an integral role in the creation and development of new programs. The MISDF degree program was initiated and designed by Niagara University’s faculty in the College of Arts and Sciences’ Computer Information Systems department. To ensure relevance, currency and rigor, the program curriculum was reviewed and approved internally by the college and Academic Senate Curriculum Committees (Appendix 135) resulting its approval (Appendix 125: Senate Approval Minutes), the external review conducted in 2015 (Appendix 126) and approval of the program (Appendix 127) received in 2016. External reviewers are identified by the University and subject to state approval in accordance with the state requirements:

It is expected that the proposed external reviewer is a recognized expert in the field of the proposed program, as demonstrated by appropriate educational credentials, professional experience and academic teaching and/or administrative experience in similar programs. The proposed reviewer must not have a conflict of interest or the appearance of a conflict of interest with the institution or program under review.

The application for approval along with the external review of the program was then submitted to the Office of College and University Evaluation for further review. It remains the responsibility of the College of Arts and Sciences to oversee the academic standards for the curriculum of the MS ISDF program and all programs offered under its purview. And it accordance with the schedule set out by the Academic Senate Outcomes Assessment Committee, it ensures that through the review process, programs are continuously improved.

The degree level meets the standards for the master’s degree as specified in the Handbook for Private Organizations (2017) as evidenced by specific assessments that provide evidence of the benchmarks related to degree level have been integrated in the self-evaluation requirement (Appendix 57) as a


component of the annual and periodic review process. Evidence related to the measures of degree level is further discussed in Section 9 – Program Evaluation.

All programs offered at Niagara University align with its mission statement, which is to “educate its students and enrich their lives through programs in the liberal arts and through career preparation, informed by the Catholic and Vincentian traditions. In concert with this approach, programs offered by the College of Business Administration prepare graduates in accordance with the mission of the College:

Guided by Catholic and Vincentian traditions, we prepare current and future business professionals to learn, serve, and lead with integrity and live an exemplary life.

Students completing the MS ISDF program will be prepared for such careers as incident responder, security specialist, computer forensic expert, security consultant, malware analyst, security engineer, security manager, security architect, and security director. In preparation for these careers, the MISDF degree directly contributes to both the university and college missions by educating current and future professionals to make career and life decisions that are both moral and ethical. The program’s student learning outcome “Evaluate ethical controversies and use various decision-making approaches for resolving ethical dilemmas in complex situations.,” further speaks to the mission of the college. In order to ensure accountability, consistency, and quality, the MS ISDF program has clearly established goals, that are mapped to ensure coverage across all courses. Student outcomes for each course of study are directly aligned with these program outcomes and a grid detailing the aligned is provided in each syllabus. All outcomes are assessed using established rubrics in the capstone classes (CIS 600 & CIS 601 – Capstone Project/Research Project I & II) (Appendix 128). Data from these assessments are reviewed by the program’s faculty. The review consists of a quantitative and qualitative analyses of the data yielding recommendations for improvement to the program. Adjustments and/or revisions to the program are based on these recommendations.


Section 3: Admission, Promotion and Graduation Admission, promotion, and graduation requirements are consistent with the postsecondary character of degree granting organizations. Benchmarks:

1. Admission requirements are appropriate to the learning outcome goals of the program and the degree level standard.

2. Admission to a bachelor program normally requires at a minimum an Ontario Secondary School Diploma or equivalent,3 six university or university/college courses at the Grade 12 level, a minimum average of 65%, and any additional requirements.

3. Mature students are required to demonstrate academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or an entrance examination.

4. Admission to a master’s program normally requires a recognized undergraduate degree equivalent to the four-year honours degree standard identified in the PEQAB degree level standard and the Ontario Qualifications Framework, in an appropriate specialization, or relevant bridging studies, with a high level of performance in the prerequisite studies.

5. Admission to a doctoral program normally requires a recognized master’s degree in an appropriate specialization, or relevant bridging studies, with a high level of performance in the prerequisite studies.

6. Where any type of advanced standing into the program is proposed, policies and procedures pertaining to bridging requirements, advanced standing, credit and credential recognition a) have as a principal criterion that the credits accepted for admission to a degree program

are in proportion to the affinity with and/or applicability to the specialist content of the program and other curricular requirements

b) are fair (award credit where credit is due), reasonable (do not award credit where none is due), and consistent

c) identify the bases on which such decisions are made, including i) the minimum acceptable grade or achievement level ii) the requirements for comparability of program content of earlier studies with that of

the proposed program iii) the procedures for determining the credit to be awarded iv) the procedures that students will follow when requesting credit and appealing

transfer of credit decisions v) the limit on the number of credits that will be awarded for prior degree5 level study

toward the degree program d) require in all cases a gap analysis of the program content and outcomes of the studies for

which transfer credit is being awarded e) ensure that the degree level standard and all program learning outcome standards of the

degree program are met f) identify any requirements for bridging studies that facilitate entry into the proposed

program. 7. For a degree completion arrangement a detailed gap analysis demonstrates the academic

integrity of the degree program and that the degree level standard and degree program learning outcomes are met.


8. Applicants proposing to award credit for learning that takes place outside formal postsecondary educational institutions a) have policies and procedures pertaining to prior learning assessment, which must include

at a minimum i) key principles informing the prior learning assessment ii) methodology used for portfolio assessment, and examination challenge for credit iii) policies on credit limits, appeals, and confidentiality iv) assessment documents, guidelines, and brochures for potential students

b) demonstrate that i) credit will be awarded only for learning and not for experience ii) credit will be awarded only for degree level learning iii) the determination of competence levels and credit awards will be made by academic

experts in the appropriate subject matter. 9. The institution

a) does not offer any credits for “life experience”, unless that experience is assessed for its appropriate learning value to the specific degree program

b) does not waive comprehensive examinations, academic reports, research projects, and/or theses, if these are standard requirements of the program

c) does not award advanced standing for more than 50% of the total number of the credits of the program based on prior learning assessment

d) requires that at least 50% of the individuals enrolled in a program at any given time are actively taking required elements of that program.

10. Administrative procedures for assessing advanced standing include the following elements. a) Credit awards and their transcript entries are monitored to avoid giving credit twice for

the same learning. b) Policies and procedures applied to assessment, including provision for appeal, are fully

disclosed and prominently available. c) All personnel involved in the assessment of learning should receive adequate training for

the functions they perform, and provision should be made for their continued professional development.

d) Advanced standing decisions are regularly monitored, reviewed, and evaluated to ensure their ongoing validity for the degree program.

11. Promotion and graduation requirements are consistent with the learning outcome goals of the program and include a) policies governing academic remediation, sanctions, and suspension for students who

do not meet minimum achievement requirements b) a grading system that is easily understandable, meaningful, and convertible to students,

other postsecondary institutions, and potential employers, whether expressed as letter grades, percentages or grade points

c) regardless of the grading scheme, acceptable performance corresponds to student work that demonstrates the degree level standard has been achieved

Currently, 67% of the students registered for programs in COAS are female. As Niagara University is committed to encouraging enrollment by persons from groups historically underrepresented in computer programs it will continue working with Bienvenidos (Students interested in Hispanic Cultures), Diversity Advocates, the Niagara University Community Action Program, Student Veterans Association,


The Office of Multicultural Affairs as well as local and regional professional and civic groups to recruit and mentor students from these groups. Admission Requirements for Direct Entry The graduate division is open to all students regardless of race, color, creed, national origin, sexual orientation, age or handicap who hold a baccalaureate degree from an accredited institution. Specific admission requirements appear under each graduate division. All documents pertaining to admission to the graduate division should be submitted via www.niagara.edu/graduate. Applicants for nonmatriculated status are required to submit a completed application for nonmatriculated status and all undergraduate and graduate transcripts. An application fee of $30 (CAD funds), payable to Niagara University, must accompany the application. English Language Proficiency: Nonnative English speakers seeking admission to Niagara University must verify their proficiency in English by taking the Test of English as a Foreign Language (TOEFL). A TOEFL score of 550+ (paper exam) is required for admission. Students may take the TOEFL PBT until it is discontinued in their area and submit the scores for two years after the test date. Niagara University will also accept TOEFL internet-based, the International English Language Testing System (IELTS) or the College English Test (Appendix39: Graduate Calendar pp. XX). Table 27: Admission Requirements

NU Admission Requirement

Test Score

TOEFL Paper 550 +

TOEFL iBT 79-80

IELTS 6.0

CETS 450

Students meeting the admission requirement will also need to provide a writing sample and a conversation evaluation before classes begin. ENG 193/194 are required unless students satisfy the criteria of the written and spoken evaluation. Niagara University will offer Conditional Admission to applicants who meet our academic coursework requirement but need additional English language training. Applicants may apply for Conditional Admission and if granted, must enroll in an accredited language training program approved by Niagara University, i.e., Embassy English. Students who successfully complete the program at the advanced level, C1 or above meet the equivalency of our language proficiency requirement. Conditional Admission may not be used for I-20 issuance. All credentials submitted for admission become and remain the property of the university. Misrepresentations on application forms may result in expulsion or degree revocation. In addition to evidence of English language proficiency, students are accepted into College of Business Administration graduate programs based upon the following criteria:


• An earned undergraduate degree from an accreted university or college • A minimum undergraduate GPA of 2.7 in a 4.0 system AND GMAT + (200 * GPA) >= 950

or undergraduate GPA >3.20. With respect to the GMAT requirement, during a previous review of the program conducted by the Association to Advance Collegiate Schools of Business (AACSB), the university was asked to evaluate the impact of not requiring a GMAT score for students with a stronger undergraduate record. NU conducted this analysis and found that this admissions process was acceptable and did not place any group of students at a disadvantage in the program. Admission Policies and Procedures for Mature Students All students are required to meet the above standards. Challenge exams are not permitted at the graduate level. Promotion and Graduation Requirements Courses for graduate credit are graded as follows:

A+ Distinguished 4.00 quality pts. A Superior 4.00 quality pts. A- 3.67 quality pts. B+ Very Good 3.33 quality pts. B Good 3.00 quality pts. Quality of work required of all degree candidates B- 2.67 quality pts. Somewhat below the quality of work required of degree candidates C+ 2.33 quality pts. C 2.00 quality pts. C- 1.67 quality pts. F Failure 0.0 quality pts. S Satisfactory (ungraded) U Unsatisfactory N No credit (auditing) I Incomplete W Withdrawal Students must maintain an overall grade point average of 3.0 in graduate studies to advance. A student will be subject to review if less than satisfactory grades occur. The grade of Incomplete (I) indicates there is still a possibility of credit, after further work. It is used when the instructor is not prepared to give a definite mark for the term in view either of student illness or some justifiable delay in the completion of certain work. It is not used when failure to meet course requirements is due to delinquency on the part of the student. An incomplete must be removed within 30 days after the beginning of the next regular semester or be replaced by an F grade. The grade W (withdrawal) is assigned when a student withdraws from a course after the drop/add period. Courses for which a student received I, W, N, S or U are not computed in the QPA.


Graduate students may repeat up to 2 (two) courses previously taken at Niagara University. Under this policy, the student is limited to receiving credit for up to 2 (two) repeated courses in the calculation of his/her cumulative GPA. The grade received for the retake attempt of the course — will be calculated in the student’s cumulative GPA regardless of whether the grade is better or worse than the original grade earned. For full description of this policy, please go to MyNU. Graduate students must repeat any course for which they receive a grade of F. M.S. criminal justice students must repeat any required course for which they receive a grade of F. An overall average of B is required for graduation. It is the student’s responsibility to ascertain that all requirements are fulfilled in a degree program. Orientation (Appendix 43) Just prior to the start of the fall semester, a special program is held to introduce and welcome new graduate students to the university. Mandatory orientation webinars (See Samples -Appendix 44) and a welcoming social event connect students with each other and provides information regarding programs and services offered to students. Time Limits All requirements for graduate degrees must be completed within five years. Extensions or exceptions to the rule require permission from the dean. Graduation It is the student’s responsibility to submit all required forms and information to the office of the dean at the beginning of the semester in which the degree is expected to be received. If, for some reason, the student fails to graduate at that time, the data must be reactivated by the student for subsequent graduation. Registration All students must register each term in which courses are taken. Registration takes place at the time noted in the graduate course schedule. All returning students must edit their profile prior to every registration session. Log in to your myNU located on the home page, www.niagara.edu. Certain graduate courses are open to qualified undergraduates for undergraduate credit, provided the undergraduates have the approval of their dean. Generally, this applies to seniors only, and requires the written permission of the dean. After students have registered for research direction for a thesis or a capstone project, they should promptly consult with the departmental chairperson concerning the assignment of a director for the thesis or project. Once the director has been assigned, the student should take the initiative in arranging for regular conferences. Students who wish to add or drop courses after registration may do so during the drop/add period at the beginning of the semester. No charge is incurred when the student drops a course before the first class meets. Dropping one class and adding another class, results in no charge during the drop/add period. A student should contact the Student Records and Financial Services Office or relevant graduate division office for drop/add dates. File Reactivation and Readmission Procedures The files of graduate students who do not register for any courses in one to four consecutive semesters (summer sessions are not included) are deactivated. In order for the graduate student to register in a current semester, it is necessary for the student’s file to be reactivated. If

http://www.niagara.edu/


the graduate student has failed to register for five or more consecutive semesters (summer sessions are not included), the student must file for readmission into his/her degree program. Below are the procedures for graduate students to reactivate their file or request readmission into their degree program. Reactivation of Student File Procedure To return his/her file to active status, the student must file a Graduate Reactivation and Readmission Form in order to continue to register for courses in his/her degree program. On the reactivation form, the student should check the box labeled “file reactivation.” Readmission Procedure On the Graduate Reactivation and Readmission Form, the student should check the box labeled “readmission.” The Graduate Reactivation and Readmission Form is available in the dean’s office of the college in which the student’s graduate program is located or from his/ her graduate program advisor. The completed Graduate Reactivation and Readmission Form should be returned to the main office of the college in which the student’s graduate program is located or to his/her graduate program advisor for processing. Good Standing Students are considered to be in good academic standing as long as they have met all of the requirements to continue in the program, have not been placed on academic warning and are permitted by their dean to remain in a graduate degree program. Students who do not maintain good standing are subject to the following

Niagara University maintains a policy and process for graduate eligibility. The Policy (Appendix 42) is located on pages 43-44 of the Ontario university calendar (Appendix 39) as well as being available on the University policy site. Advanced Standing Policies and Requirements According to the university transfer policy (Appendix 82), graduate transfer work is evaluated on a program-by program basis with specific requirements and limitations per individual program. Students are required to verify the particular transfer policy for their proposed program of study with the appropriate program director. Acceptance into the MISDF program requires that students have successfully completed a baccalaureate degree at an accredited institution. Candidates for these degrees must complete the majority of the credit hours through Niagara University. A maximum of six credit hours at the 600 level may be used as transfer credit from another accredited graduate program. Prior to the initial registration for courses, students should request a meeting with the director of their respective program. Advisement is available through the College of Arts and Sciences Office of Graduate Studies, Dunleavy Hall, Room 315 (3rd Floor), Niagara University, NY 14109-2026. Niagara University recognizes the high standards and academic quality of many college programs offered in Ontario. As such, it has entered into articulation agreements with Niagara College, Mohawk College, Seneca College, Conestoga College, Humber College, Sheridan College, and George Brown College, to name a few. These agreements specify recognition of four-year Applied Degrees obtained


from Ontario colleges as meeting the baccalaureate degree requirement for graduate study at Niagara University.


Section 4: Program Content The program offers an education of sufficient rigor, breadth and depth to achieve the knowledge and skills identified in the degree level standard. Benchmarks: 1. The program ensures an appropriate balance of theory and practice. 2. The Program Advisory Committee7

a) includes experts in the field external to the organization and, for degrees in applied and professional areas of study, employers and representatives from industry and professional associations

b) is engaged and positioned to regularly comment on the currency of the curriculum in relationship to developments

c) confirms the currency of the curriculum and, as appropriate, its relevance to the field(s) of practice

d) endorses the program as represented in the application e) strives to achieve best practice.

3. Learning outcomes in the subjects/courses enable graduates to meet or exceed the requirements a) for graduates from similar programs in Ontario and other jurisdictions b) of the field(s) of study and/or practice c) of any relevant professional or accrediting body.

4. All courses provide exposure to increasingly complex theory at the degree level and, in applied or professional courses and where otherwise appropriate, the application of that theory to practice and the demands of practice in the field(s).

5. Time allotments assigned to the program as a whole and to its components are appropriate to the stated learning outcomes.

6. All bachelor programs have a breadth requirement that includes coherent and substantive non-core offerings. This requirement informs the design of non-core courses and provides the basis of at least some of the assessment of student outcomes. The curriculum (core and non-core) contributes to the achievement of a) critical thinking, quantitative reasoning, written and oral communication skills b) knowledge of society and culture, and skills relevant to civic engagement.

7. The non-core curriculum provides a) knowledge in at least two of the following:

i) humanities ii) sciences iii) social sciences iv) global cultures (including Indigenous cultures) v) mathematics

b) more than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core fields of study.

8. The curriculum reflects current knowledge in the core fields. 9. The curriculum reflects current knowledge in the fields represented in the non-core/breadth

offerings. 10. In undergraduate programs, the balance of core and non-core/breadth studies is normally

achieved as follows: a) 20% of the program hours are in courses in the non-core curriculum9


b) at least one non-core course is a free elective. 11. The type and frequency of student assessments demonstrate the achievement of the stated

learning outcomes and provide appropriate information to students about their achievement levels.

12. Work experiences, internships, and field placements a) are appropriate to the program b) have articulated learning outcomes c) identify an appropriate method for both instructor and employer/supervisor assessment

leading to the assignment of a grade. 13. Research-focused graduate programs

a) provide sufficient opportunities and support for research and other scholarly activity b) require student and faculty participation in the broader research community.

14. Where applicable, the curriculum reflects appropriate levels of Ontario and Canadian content. .

The MSISDF degree program provides students with rigorous advanced study in information security and digital forensics. The program consists of twelve courses and can be completed within a four-semester period by attending evening classes. The ten required courses provide a thorough foundation in the field of information security and the final two capstone courses provides opportunity for synthesis and application of the materials and concepts learned throughout the program. The major foci of the program are to: ISDF SLO 1: Design customized Best Practices Information Security Programs aimed to prevent

malicious activity. This includes Risk Management and risk-based auditing practices. ISDF SLO 2: Perform digital forensics investigations using appropriate tools, methodologies and best

practices. ISDF SLO 3: Communicate effectively, both orally and in writing, with other security and computing

professionals. ISDF SLO 4: Analyze security issues, synthesize the information, and communicate the results of the

research to business and computing professionals. ISDF SLO 5: Evaluate security mechanisms in terms of their effectiveness, maintenance and

appropriateness in computer security. ISDF SLO 6: Evaluate ethical controversies and use various decision-making approaches for resolving

ethical dilemmas in complex situations. Program Advisory Committee The MSISDF has a large support base in the local and regional area as well as internationally. The advisory board consists of leaders in the areas of technology, government and business. of the local business community in businesses ranging from banking, to finance and accounting to software developers. The combination of formal and informal relationships enabled the ISDF faculty to become a strong and well-regarded member of the community as well as an institution providing well trained and valuable employees. A complete list of the members of the advisory board providing guidance to the ISDF program is provided in Appendix 129.


Niagara University Advisory Board Purpose Niagara University’s ISDF Advisory Board advises the college on issues such as curriculum and programs, recruitment and retention of students, career development and placement, and emerging trends in the professional job market. The Board meets two times per year and subcommittee members may be asked to work on assigned tasks as needed. Board members serve for three years, subject to renewal for one additional term upon mutual consent (Appendix 130: Advisory Board Charge). Professional Certifications The CISSP certification is considered the world’s premier cybersecurity certification and the ISDF program is designed to prepare students to successfully pass the CISSP exam. Although the University doesn’t offer an on-campus exam, students are encouraged to complete the exam upon graduation. The entire curriculum in the ISDF program is designed to satisfy the core knowledge areas for the CISSP exam. CIS 530 (Ethical Hacking) is designed around the required curriculum for the CEH (Certified Ethical Hacking) Certification. The CEH Practical is a six-hour, rigorous exam that requires learners to demonstrate the application of ethical hacking techniques such as threat vector identification, network scanning, OS detection, vulnerability analysis, system hacking, web app hacking, etc. to solve a security audit challenge.

CIS 565/585 is designed to help students attain the AccessData ACE Certification credential that demonstrates a learner’s proficiency with Forensic Toolkit technology. Upon completion of the two courses the ISDF program offers this certification on campus and students have the option to take the exam once the two courses have been successfully completed.

CIS 595 is designed around Cellebrite toolkit and allows instructors to train students towards the demanding Cellebrite Certified Operator (CCO) and Cellebrie Certified Physical Analyst (CCPA) accreditations, providing students with an intense exposure to the Cellebrite Universal Forensic Extraction Device (UFED) Physical Analyzer software, and all of the core competencies associated with the examination of mobile devices using Cellebrite’s tools and methodology. The ISDF is an Academic Partnership program with Cellebrite.

Verification of Learning Goals To assure that the current curricula provided ample and multiple learning opportunities to support our learning goals, the program coordinator conducted a course content analysis for each of the core classes. At the conclusion of this analysis it was apparent that at the current time, the curricula were able to achieve the learning goals. The next step was to develop a formalized process for curricula change in response to external forces, internal assessment results or other stimulus, similar to the process identified for initiating a change in learning goals. The program-level learning goals to core content mapping matrices are provided in Table 28. It was determined that given the nature of the degree and the quick pace at which changes occur in the field, several factors needed to be addressed with respect to triggering a change in curricula. These items include:

1. Annual degree program reviews conducted within the degree areas.


2. Suggestions from external stakeholders, for example advisory board members, community leaders, industry practitioners, etc.

3. Analysis of the alumni survey which is conducted every three years. When the results of this survey indicate that there is a weakness in the program, the curriculum should be adjusted.

4. Analysis of the internship survey. When results of this survey indicate that there is a weakness in the program, the curriculum should be adjusted.

5. Curriculum survey results from the curriculum analysis to be done every three years. 6. Requests made by CIS faculty or other members of the university community. 7. When results reported by professional examination or external certification

examinations identify weakness in the curriculum. 8. When the Niagara University or College of Arts and Sciences mission, strategies and/or

business polices require a change in curriculum. 9. Any new development or evolution in information security practices, technology and

other issues which require a curriculum change. Table 28: Learning Goal Mapping for ISDF Core Classes

Course Number

Course Name

Course Description

Student Learning

Outcome/ Objective

Semester

Format

CIS 500

Principles of Information Security and Federal Law

This course presents students with the opportunity to explore and discuss information security, to learn about current information security threats and how to protect information. Students will gain experience in the use of network protection mechanisms such as firewalls, intrusion detection systems, and other security tools.

ISDF SLO 1, ISDF SLO 3, ISDF SLO 4, ISDF SLO 5

Offered every Fall Semester

Evening and weekend classes


CIS 510

Data Privacy

This course introduces the students to research and topics in Data Privacy. Privacy is increasingly becoming critical to both organizations and private citizens. This course explores privacy from various fronts including its impact on businesses. Additionally, students will examine privacy from a global perspective, in particular, how international privacy policies concerning information security compare to those in the US.

ISDF SLO 4, ISDF SLO 5, ISDF SLO 6

Offered every Spring Semester


CIS 520

Managing Security Risks

This course is a study of the existing risk management frameworks, models, processes and tools to equip students with the theory, science and practical knowledge to operationalize risk management in an organization or government agency.

ISDF SLO 1, ISDF SLO 3, ISDF SLO 4, ISDF SLO 5

Offered every Spring Semester


CIS 530

Ethical Hacking

This course presents students with the opportunity to explore and discuss ethical hacking, and to specifically learn about methods used to prevent unauthorized access to networks. Students will gain experience in the use of penetration testing tools, vulnerability assessment tools as well as reporting. Furthermore, students will look at exploits in detail to understand preventative measures.

ISDF SLO 4, ISDF SLO 5, ISDF SLO 6

Offered every Fall Semester



CIS 540

Network Security

This course introduces network firewall security. It will cover basic installation techniques, discuss how to make an intelligent choice of firewall technology and present basic firewall troubleshooting. Moreover, it will cover different intrusion detection systems and their signatures. Students will complete hands-on exercises and case projects for testing and evaluating various firewall techniques.

ISDF SLO 4, ISDF SLO 5

Offered every Fall Semester starting Fall 2016


CIS 550

Software Security

This course introduces students to research in foundations of software security. Basic static and dynamic enforcement of security policies to enhance software security will be investigated. Language-based security and tools for specifying security policies for different programming languages will also be discussed.

ISDF SLO 4, ISDF SLO 5



CIS 565

Computer Forensics I

This course introduces students to the techniques and tools of computer forensic investigations. Students will learn how to utilize computer forensic tools in investigations. The course maps to the objectives of the IACIS certification. Topics include coverage of the latest technology including cell phones, and portable devices.

IDSF SLO 2, ISDF SLO 4, ISDF SLO 5




CIS 580

Modern Cryptography

This course will introduce students to the foundations of modern cryptography, with an eye toward practical applications. The objective of this course is to provide a foundation of cryptography in an applied manner so that students can grasp its importance in relation to the rest of the information security field. The course covers the principles of number theories and cryptographic algorithms and cryptanalysis.

IDSF SLO 4, IDSF SLO 5



Outcomes are assessed through course requirements and through a required culminating assessment. Table 28 delineates the alignment of courses to learning outcomes and program requirements. The evaluation of these outcomes through approved, benchmark assessments are discussed in Section 3, particularly under Program Evaluation Standard. Systematic assessment includes course-embedded assessments (increasingly complex theory throughout courses) and culminating comprehensive evaluation.

Course Descriptions (Required Core) CIS 500 Principles of Information Security and Federal Law Presents students with the opportunity to explore and discuss information security, to learn about current information security threats and how to protect information. Students will gain experience in the use of network protection mechanisms such as firewalls, intrusion detection systems, and other security tools. CIS 510 Data Privacy Introduces the students to research and topics in Data Privacy. Privacy is increasingly becoming critical to both organizations and private citizens. This course explores privacy from various fronts including its impact on businesses. Additionally, students will examine privacy from a global perspective, in particular, how international privacy policies concerning information security compare to those in the US. CIS 520 Managing Security Risks A study of the existing risk management frameworks, models, processes and tools to equip students with the theory, science and practical knowledge to operationalize risk management in an organization or government agency. CIS 530 Ethical Hacking Presents students with the opportunity to explore and discuss ethical hacking, and to specifically learn about methods used to prevent unauthorized access to networks. Students will gain experience in the use of penetration testing tools, vulnerability assessment tools as well as reporting. Furthermore, students will look at exploits in detail to understand preventative measures.


CIS 540 Network Security Introduces network firewall security. It will cover basic installation techniques, discuss how to make an intelligent choice of firewall technology and present basic firewall troubleshooting. Moreover, it will cover different intrusion detection systems and their signatures. Students will complete hands-on exercises and case projects for testing and evaluating various firewall techniques. CIS 550 Software Security Introduces students to research in foundations of software security. Basic static and dynamic enforce-ment of security policies to enhance software security will be investigated. Language-based security and tools for specifying security policies for different programming languages will also be discussed. CIS 565 Computer Forensics I Introduces students to the techniques and tools of computer forensic investigations. Students will learn how to utilize computer forensic tools in investigations. The course maps to the objectives of the IACIS certification. Topics include coverage of the latest technology including cell phones, and portable devices. CIS 585 Computer Forensics II Advances student’s knowledge of computer forensics and allows students to sit for the ACE certification. Topics include password recovery, network forensics and forensic case investigations. Additionally, students will research current computer forensics issues in a changing digital world. CIS 580 Modern Cryptography Introduces students to the foundations of modern cryptography, with an eye toward practical appli-cations. The objective of this course is to provide a foundation of cryptography in an applied manner so that students can grasp its importance in relation to the rest of the information security field. The course covers the principles of number theories and cryptographic algorithms and cryptanalysis. CIS 595 Mobile Forensics and Security Will familiarize students with mobile devices and technology used by carriers as it relates to mobile forensics. Students will identify data that can be retrieved from mobile devices, such as cell phones, smart phones, and GPS devices. Recovered data will be analyzed and investigated to recreate crime scenes. CIS 600 Capstone Project/Research Project I The combination of theory, principles, best practices, methodologies, tools, and technologies associated with Information Security and digital forensics. The Capstone seminar uses scholarly research methods to develop analytics, problem- solving, and research skills required to solve a real-world information security challenges. CIS 601 Capstone Project/Research Project II The combination of theory, principles, best practices, methodologies, tools, and technologies associated with Information Security and digital forensics. The Capstone seminar uses scholarly research methods to develop analytics, problem- solving, and research skills required to solve a real-world information security challenges. CIS 600/601 require ISDF students to present their findings/research to an open forum on campus


Table 29: Faculty Qualification and Course Alignment

Information Removed: Confidentiality




Graduate Course Schedule 1 • For graduate programs, attach a course schedule stating for each academic year, and by

semester, the following information:o the title of each course/other requiremento hours per courseo course prerequisites, co-requisites, and restrictionso proposed instructors and their highest, earned qualifications. Do not include

qualifications in progress. If faculty is to be hired, indicate required credentials.

Table 30: MISDF Graduate Course Schedule 1





Graduate Course Schedule 2 • For graduate programs, attach a second course schedule identical to "Graduate Course

Schedule 1", with the exception that it does not identify the names of instructors.

Table 31: MISDF Graduate Course Schedule 2

Year and Semester

Course Title Course Semester Hours

Course Prerequisites and Co-requisites

Instructor’s Highest Qualification Earned and Discipline of Study

Year 1 Semester 1 CIS 500: Principles of

Information

Security and Federal Law

3 Ph.D or D.Sc

CIS 510: Data Privacy 3 Ph.D or D.Sc CIS 565: Computer Forensics I

3 Ph.D or D.Sc

3 Semester 2 CIS 520: Ethical Hacking 3 CIS 540 Ph.D or D.Sc

CIS 580: Modern Cryptography

3 Ph.D or D.Sc

CIS 600: Capstone Project/Research

Project

3 Ph.D or D.Sc

Year 2 Semester 1 CIS 550: Software Security 3 Ph.D or D.Sc

CIS 585: Computer Forensics II

3 Ph.D or D.Sc

CIS 540: Network Security 3 CIS 500 Ph.D or D.Sc

Semester 2 CIS 595: Mobile Forensics 3 CIS 565/585 Ph.D or D.Sc CIS 520: Managing Security Risks

3 CIS 510 Ph.D or D.Sc

CIS 601: Capstone Project/Research

Project

3 CIS 600 Ph.D or D.Sc

Total Program Hours

36


Work-integrated Learning Experience

Although there is no requirement for students to complete a work-integrated learning experience, Niagara University continues to support strong participation in internship and experiential learning through its strong partnership with Career Services.

The Niagara University College of Arts and Sciences (COAS) dedication to continuous improvement has resulted in a new strategic plan and goals for the college as well as the adoption of a new mission-vision statement. Arising from these initiatives, the most significant strategies and outcomes increased student engagement with the local business community through internships, travel and competitions, thus broadening the impact the school has on students and community. Faculty engage and impact local organizations and citizens through consulting, volunteer activities and service on non-profit boards. Innovative techniques enhanced learning inside and outside the classroom resulting in best paper recognitions and new teaching techniques. Each initiative ties strongly to the COAS mission and strategic plan.

College faculty and staff work very closely with the Office of Career Services. A career preparation segment is embedded in a required upper level management course and staff in Career Services provides individualized services to assist students and alumni in developing and fulfilling their career goals. The services provided by Career Services include internship identification and placement, job search assistance and placement, specialized career planning workshops focused on resume development, business communications, interviewing skills and business etiquette. In addition, Career Services invested heavily in an online system that allows students to post job materials which allows employers to view the materials for potential job applicants. A secondary system to provide on-demand job search and preparation skills is also provided by the office. Career Services arranges a large number of on-campus opportunities for students to meet and interview with potential employers.

Internships represent an important part of student engagement and all COAS students are strongly encouraged to pursue internships; close collaboration with Career Services and area organizations supports these real-world experiences. over the past two years, several ISDF students have interned. Students completing internships have been hired in their respective positions upon graduating. Currently the ISDF program has 100% placement, most graduates are employed at area financial institutions (most notably M&T Bank currently employs 7 graduates from the first graduates of the program) as well as nationally and internationally both in the private and public sector.

The COAS as part of the larger University has a continuing focus on developing experiential and active learning opportunities for students. The strategic goal of enhancing relationships with key stakeholders serves to enhance opportunities for students to engage with members of the local community, creating more internship and networking opportunities. NSSE results for the past two years indicate more than 60% of students complete an internship or field experience. We seek to increase these numbers going forward, as our relationships with community stakeholders continue to expand. Further, as we strengthen our regional and international reputation we expect a broadening of the scope of opportunities for student experiential learning and engagement, and the impact of our well trained and ethical graduates on the professional community will become a major factor in achieving this strategic goal.


The college has already begun to see the positive impact of working toward our strategic goal of enhancing the rigor and professionalism of its programs. Increased rates of internships, examples of academic engagement, and expanding influence of our students in the local and broader community are reflective of our work toward this goal. As we continue work toward our goal of internationalizing the ISDF program we expect to see more experiential learning opportunities to develop on a global scale.

Course Outlines/Teaching and Learning Plans

Please see Appendix 131: Course Outlines for all Core Courses. There are no electives or non-core courses in the program.

Where advanced-standing options or degree completion arrangements are proposed, include a description of each arrangement and at least the following:

No advanced standing options or degree completion is permitted. In accordance with the university policy on transfer credit, students may transfer in up to six credits towards their degree.

Bridging Course Descriptions Not Applicable

Bridging Course Outlines Not Applicable

Gap Analysis Not Applicable


Section 5: Program Delivery The delivery methods support achievement of the expected and actual learning outcomes.

Benchmarks: 1. The institution conducts sustained, evidence-based and participatory inquiry to determine

whether courses and the program (whether delivered using traditional, web facilitated, blended,hybrid or online methods) are achieving the intended learning outcomes.

2. The results of such inquiry are used to guide curriculum design and delivery, pedagogy, andeducational processes.

3. Assessment of the delivery methods includes consideration ofa) their quality and effectivenessb) standardized and regular feedback from studentsc) provisions for pre-registration and ongoing academic advisingd) policies concerning interventions for poor student progresse) availability and suitability of technical and other supports.

4. Delivery methods are appropriate to course content and design.5. The institution has the expertise and resources (including appropriate technological resources) to

support the proposed delivery methods and to ensure their effectiveness.6. The delivery methods contribute to and enhance the creation of academic community among

students and between students and faculty. For online learning elements, this includes ensuringthat

a) the program/course design and the course syllabus make appropriate provisions for instructor-student and student-student interaction

b) the technologies used to achieve interactions among faculty and students (e.g., email, telephoneoffice hours, phone conferences, voicemail, fax, chat rooms, web-based discussions, computerconferences, threaded discussions) are adequate.

7. The technology used to deliver courses, both pedagogically and administratively, is adequate tofacilitate program delivery.

8. Faculty involved in course delivery are adequately trained for the delivery mode.9. There are adequate resources and processes to acquaint faculty, students, and course designers

with new software or systems as they are adopted for the delivery mode of the program.10. Academic support services are appropriate to the delivery mode of the program.11. An institution offering distance courses/programs ensures that there is a sufficient number of

faculty qualified to develop, design, and teach the courses/programs.12. Appropriate safeguards assure the authentication of student identity and the integrity of student

work for online courses/programs. Policies and procedures assure the verification of studentidentity for coursework and examinations, and for the control of examinations, including but notlimited to security, time limits, and the selection of proctors/invigilators.

Quality Assurance of Delivery The formal, institutionally approved policy (Appendix 24) for the periodic review of programs is that of Outcomes Assessment, which is policy approved through the University’s Academic Senate. The Outcomes Assessment Committee, a sub-committee of the Academic Senate, is charged to coordinate and oversee the Outcomes Assessment process across colleges, departments and programs. The Committee defines outcomes assessment as an ongoing and systematic process aimed at describing, understanding, and enhancing student learning.


All four colleges at Niagara University: The Colleges of Arts and Sciences, Education, Business Administration, and Hospitality and Tourism Management, have written student learning goals at both the college and departmental levels. Each of the four colleges also has developed alignment matrices that demonstrate how their college and departmental goals are aligned to standards.

In keeping with University policy, the Dean of each of the colleges reviews annual report assessment data from all departments and summarizes the results for each of the colleges’ student learning categories. The results, along with data from College benchmarks and/or the NSSE, are summarized in the annual report of the Dean and used to make strategic planning and budgeting recommendations. The Senate Outcomes Assessment Committee does not require a separate assessment plan at the college level.

Each department of Niagara University is required by the Senate Outcomes Assessment Committee to develop and regularly review departmental goals, collect assessment data, and use this data to make curricular improvements. For programs that are accredited, the Outcomes Assessment Committee coordinates timelines and procedures with external review requirements and assessment systems that may be established for the purposes defined by specific accreditation agencies. At a minimum of every five years (Appendix 7), departments are required to submit a report to the Senate Outcomes Assessment Committee that synthesizes and analyzes continuous data collection and/or reflects the external program review for accreditation. The trends indicated in the report will inform decisions regarding curricular changes, requests for resources and faculty lines, and workload distribution.

Course-Level Assessment Goals

The Senate Outcomes Assessment Committee and the Academic Senate have passed a common University format for all course syllabi and as such, all courses at Niagara University must adhere to the following requirements:

• All syllabi must include Course Objectives. They should indicate skills, knowledge and competenciesstudents should have acquired by the end of the semester.

• All syllabi must indicate clearly how each of the stated course objectives will be assessed.• All syllabi must articulate clear links between course goals, departmental goals, college goals, or

national program standards.

In addition, the university has recently completed a review of its policies and processes that has led to the creation of a compilation document entitled the Niagara University Quality Assurance Process (NUQAP) (Appendix 57).

Course-Level Assessment Goals

The Senate Outcomes Assessment Committee and the Academic Senate have passed a common University format for all course syllabi and as such, all courses at Niagara University must adhere to the following requirements:

• All syllabi must include Course Objectives. They should indicate skills, knowledge and competenciesstudents should have acquired by the end of the semester.

• All syllabi must indicate clearly how each of the stated course objectives will be assessed.


• All syllabi must articulate clear links between course goals, departmental goals, college goals, ornational program standards.

In addition, the university has recently completed a review of its policies and processes that has led to the creation of a compilation document entitled the Niagara University Quality Assurance Process (NUQAP) (Appendix 57).

Student Feedback Niagara University is committed to fair and impartial practices in the hiring, evaluation, promotion, discipline, and separation of employees. Articles XVII, XVIII, and XIX of the Collective Bargaining Agreement outline the evaluation criteria for faculty promotion. The promotion process includes a portfolio review of evidence of teaching, scholarship and service, as well as the review of annual student evaluations.

Effective teaching is assessed in several ways. Prior to achieving tenure, the department chair and college dean both must conduct two classroom observations of faculty instruction. Instructional effectiveness is evaluated on several levels, including curricular planning and clarity. Following the evaluation, the faculty member meets with both the chair and dean to discuss their strengths and weaknesses. A review form is completed and included in the faculty portfolio for both the three-year pre-tenure review and tenure review at year six.

Classroom observations by the dean and chair are conducted every five years post-tenure. In addition, faculty members are required to conduct self-evaluations of their teaching effectiveness. Self-evaluations are included in faculty portfolios, which are submitted every year for the first three years after hire, at the time the faculty applies for tenure (after six years), and every five years thereafter.

Teaching is important to Niagara University and effective teaching requires that there be a connection between the faculty and the students. As such, faculty are required to have students complete standardized course evaluation forms known as the Student Perception Survey (Appendix 92) at the end of each course they teach. While student evaluations are an imperfect measure of teaching effectiveness, they do provide individual faculty, and those assessing the faculty, with possible areas of efficacy, concern, and/or those in need of improvement. Faculty are required, as part of the tenure and post-tenure process, to include a summary and reflection on their teaching, including evidence of what they learned from student evaluations and how they used what they learned to improve their teaching. These evaluations provide faculty an opportunity for growth through an examination of data that emanate from the student perspective. For example, faculty may, based on these data, make changes to assignments and/or instruction methods. While it is not reasonable to expect that all students will be satisfied, it is expected, as reflected in the tenure and promotion process, that faculty will identify patterns of success and/or concerns and provide evidence of how they have or will expand upon or adjust their coursework or instruction.

After grades have been submitted, each instructor receives the original copies of the evaluations as well as summaries of the findings which are provided by the department chairs. These student evaluations are included in the faculty member’s portfolio, which is reviewed in accordance with the promotion and tenure process and post tenure process outlined in Article XVI of the 2014-2017 Collective Bargaining Agreement (Appendix 31).


Various other surveys, studies, and reports are generated by both Niagara University and outside parties that consistently monitor student progress and satisfaction with their educational experience and with Niagara University as a holistic learning environment. These data are collected and analyzed by the appropriate sector and recommendations based on the findings, included as part of the annual reporting process. Recommendations are moved forward in accordance with established processes and policies. Where applicable, findings that affect the university are presented for consideration at the Academic Senate (Appendix 22), the President’s Cabinet (Appendix 13) the University Budgeting Board (Appendix 27), or the University Planning Committee (Appendix 26).

Just like full time faculty members, part time faculty members are informed of the procedures and outcomes and are allowed to respond in writing to those evaluations. Additionally, student evaluations measure the level of satisfaction and quality of instruction provided by faculty members from the students’ perspective. The information collected from dean, chair, and student evaluations contribute to each professor’s record and form a basis for administrative decisions such as retention, promotion, and tenure. Tenure track faculty members maintain individual comprehensive portfolios of work and achievements in the areas of teaching, research, and service, which are the subject of recurrent thorough reviews over the years.

A summary of course evaluation statistics continues to be posted in the departmental network folders and the results of these course evaluations provide a benchmark for continuous review by individual faculty members.

Relevance to Field of Practice All degree programs in the COAS awarded by Niagara University are authorized by the Board of Regents of the State of New York and registered with the New York State Education Department as graduate degrees with a curriculum consisting of exclusively graduate courses. Niagara University is accredited by the Middle States Commission on Higher Education, a regional accreditation that has been recently reaffirmed in fall 2017 (Appendix 5).

The objectives of the MISDF program are to make learning meaningful and relevant to the field of practice through a balance of theory and practice. Systemic understanding of knowledge, critical awareness of current problems and conceptual understanding and evaluation of research and scholarship in the discipline is guided by the knowledge, skills and dispositions recognized by ACE and Cellebrite and used to guide the program standards.

Table 32: COAS Guiding Principles

The College of Arts and Sciences Guiding Principles

Relevance

We strive to ensure that course content and delivery is current, innovative, relevant and coordinated across disciplines, placing a special emphasis on impact and engagement with a global focus.


Professional Growth

We strive to promote continuing faculty development that enhances teaching and encourages and reward intellectual contributions.

Community Involvement

We strive to provide opportunities for students and faculty to impact the broader community and engage in extra-curricular activities and practical interaction with the business community on a regional, national and global scale.

Leadership

We strive to equip students to be successful in business and world communities by developing their skills in leadership, communications and working with other people.

Ethics

We strive to provide a foundation for ethical decision making incorporating the altruistic spirit of St. Vincent DePaul.

Candidates in the program are individuals who are working in the field of information security and cyber forensics and who are looking to develop the knowledge, skills and attributes needed to take on leadership roles in the complex and ever-changing environment. Of interest in the self-evaluation is the degree to which the program has been successful in that preparation. Assessing the degree to which the program has influenced the development of students’ thoughts in relation to the program standards and monitoring the career paths of the graduates are two indicators of the ability of the program to meet its desired goals.

All faculty are required to be active in research and publication, the COAS standard is 1 article within a five-year period. For junior faculty working toward tenure, the level of research is higher, generally junior faculty are expected to publish a peer-reviewed article each year leading up to their tenure review. These research activities enable a faculty member to maintain their academic qualifications while remaining current and relevant in the classroom. In addition to peer reviewed journal articles and books, the COAS considers pedagogical research published in peer-reviewed journals as an important part of contributing to both the mission of the COAS, the broader university, and the academic community. In many cases the combination of the results of pedagogical research in combination with a faculty member’s discipline-based research greatly enhances the learning environment afforded to our students.

The general policies which guide and support our faculty consist of a review of teaching, research and service; each year during the first three years as a member of the COAS faculty. In year three, the review is more formal and is presented to the university promotion and tenure committee. Upon a successful review at the university promotion and tenure committee, the faculty member moves through years four and five with optional internal reviews and continued guidance and mentorship. The tenure portfolio is presented in year six to the department, chair, dean and to the promotion and tenure committee. The policies of transparency and support generally provide a successful outcome at the university level. After receiving tenure, faculty members are reviewed every five years. The five-year


post-tenure review examines the teaching, research, and service of the faculty member, a good review results in a stipend, and poor review is handled by department chair and dean. In support of the activities that help maintain continued currency and relevance, faculty have the opportunity to pursue any or all of the following support opportunities:

• Travel expenses are covered for presenting papers at conferences • Faculty can apply for summer research grants to support their research, either discipline

based or pedagogical. In addition to the general research grants there are other grants available for specific projects.

• The Committee on College Teaching and Learning (CCTL) provides grants to faculty members, both adjuncts and full-time, who wish to explore new or different ways to engage students within college classrooms. These grants are offered in conjunction with the annual CCTL conference, and all Niagara University faculty may attend this conference free of charge with support from the Provost’s office.


Section 6: Capacity to Deliver The applicant has the legal characteristics, governance structure, and administrative capacity necessary to organize and manage a competent institution of higher learning and the capacity to deliver the quality of education necessary for students to attain the stated and necessary learning outcomes.

Benchmarks: 1. The program is appropriate to the institution’s mission, goals, and strengths.2. Development of the curriculum, academic policies, and standards includes appropriate

participation by qualified academic staff and appropriate consultation with students.3. The applicant makes a commitment in its budgets and policies to provide and maintain the

necessary learning, physical, technological, human, and other resources for the program, and tosupplement them as necessary.

4. The applicant provides for reasonable student and faculty access to learning and informationresources (e.g., library, databases, computing, classroom equipment, laboratory facilities)sufficient in scope, quality, currency, and kind to support the program.

5. Students have access to an appropriate range of academic support services, (e.g., academiccounselling, tutoring, career counselling, placement services).

6. Policies pertaining to facultya) define the academic/professional credentials required of present and future faculty teaching all

courses in the programb) require the applicant to have on file evidence, supplied directly to the applicant from the granting

agency, of the highest academic credentials and any required professional credentials claimed byfaculty members

c) fairly and consistently verify the equivalency of international credentials to those similarly namedcredentials offered by Canadian institutions

d) require the regular review of faculty performance, including student evaluation of teachingand/or supervision

e) identify the means of ensuring that faculty knowledge of the field is currentf) support the professional development of faculty including the promotion of curricular and

instructional innovation, as well as technological skills, where appropriateg) specify faculty teaching and supervision loads and availability to students.

Graduate Programs: 12. The applicant identifies the fields or specializations to be covered in the program.13. There are sufficient numbers of academic and other staff to develop and deliver the program and

the designated fields in the program, and to meet the demands of the projected studentenrolment.

14. At least 80% of the students’ experience in the program is in courses taught by a faculty memberholding the terminal academic credential in the field or in a closely related field/discipline.21

15. All faculty acting as thesis/dissertation supervisors and/or as members of examining committeeshold the terminal academic credential in the field or in a closely related field/discipline.

16. Faculty members have substantial records of scholarly contributions to the field/discipline anddemonstrate their ongoing contribution to the advancement of the field/discipline through peer-reviewed research/scholarship, exhibitions, or other professional activity.


Learning and Physical Resources Internally, the College is shifting more focus and resources toward expanding graduate programs while continuing to strengthen and incorporate innovations into undergraduate programs. Several opportunities have been identified for enhancing our program offerings.

Niagara University in Ontario is organized within the Office of the Provost and is fully realized as an important part of the University’s Strategic Plan 2018-2025: What Must Be Done (Appendix 2) Currently, a Master of Science in Education: Leadership, and a Bachelor of Professional Studies are offered in Ontario through the College of Education. These programs along with Additional Qualification Courses, and certification programs for Principals and Supervisory Officers are housed under the Department for Ontario Education Programs. Unlike, the programs offered through the College of Education, the proposed MSISDF program, offered through the COAS, will remain as an integrated program housed within the current department structure (Computer Information Systems, CIS). In this way, it will be supported through an Associate Dean, fulltime faculty, administrative and support positions, seamless on-line registration and payment processes, IT support for information resources and technology, admissions enhancements and support; library resources and revisions to policies that reflect the needs of Ontario candidates. The delivery of programs at the Ontario site will also be staffed with office personnel, instructional technology, and resources, and formal mechanisms for input, assessment and quality assurance.

Niagara University has demonstrated the financial capacity to develop, deliver and sustain the current programs in education offered in Ontario. As these programs grow, additional administrators, faculty and will be hired in accordance with the specific needs of the programs. A new site has been designed with wireless technology and support and partnerships have expanded to reflect scholarship, teaching and service expectations for faculty. The expanded facilities at Niagara University in Ontario not only support the operation and conceptual framework of the programs that are offered but they provide an authentic learning experience for both faculty and candidates.

The College of Arts and Sciences, within a culture of continuous improvement, collects, analyzes and utilizes meaningful information to measure progress in meeting goals, assess performance of students, and identify areas of strength and opportunities. Evidence of this commitment is noted in the systemic implementation of an annual process for the review, analysis and reporting of quality indicators; a process for periodic review; and in improvements that have been made to the programs. It is through this assessment policy and established procedures that the reviews and evaluation for the renewal of Consent take place.

Niagara University looks forward to continuing to serve its students and the Province of Ontario in preparing well qualified professionals. In working with our college partners and in keeping with the legacy of Niagara University and its mission of service to others, it remains Niagara University’s goal to prepare the highest possible quality professionals and leaders who will meet the current and emerging needs of Ontario in the area of information security.

Students at Niagara University have several resources available to assist them in their academic pursuits, with future professional development, and in maintaining their overall physical and mental wellbeing.


University Library Physically located in Lewiston, the library has an extensive online presence that provides resources in the form of materials and personal assistance. In 2015/2016, the library expended $614,014 on information resources. The collection currently consists of 150,000 print book and audiovisual titles, 357,000 electronic books, and more than 30,000 periodical titles. Approximately 4,000 book and audiovisual titles are purchased each year. The library also provides access to a diverse collection nearly 100 databases. Librarians support student and faculty research in person, or via email, telephone, text message, and online chat. In support of an important General Education Goal, the library provides information literacy instruction. In 201516, 206 sessions were taught by librarians reaching 3,826 attendees.

The NU library also offers a program in library instruction that is available fully online to assist students and faculty in utilizing library resources to their fullest. Through personal attention and professional training, students learn to conduct research themselves and solve research problems. Training sessions can be scheduled through the library’s User Education Coordinator, at [email protected] or 716-286-8028. The library instruction program attempts to:

1. Cultivate information literacy skills in students, including the ability to locate, evaluate, and useinformation effectively.

2. Support faculty by providing their students with the research skills needed to successfullycomplete specific assignments and coursework.

3. Foster campus productivity by making faculty and staff aware of information resources andproviding training in the use of those resources when necessary.

The Library commonly provides information literacy training to groups but also considers every reference interaction to be a teaching opportunity where students are encouraged to think critically and analytically about their research. Successful learning is active and participatory. Therefore, group training sessions should be hands-on and include problem solving and critical thinking exercises. Large classes need to be broken down into smaller classes, and the length of time allotted for training should to be sufficient to allow for interactivity. Group Instruction should be tied to actual course work. Research assignments should be introduced as a precursor to the Library Instruction session. The presence of the faculty member at the training session is crucial for the collaborative process to work well.

Niagara University Library adheres to the standards and guidelines developed by the Association of College and Research Libraries.

• Guidelines for Instruction Programs in Academic Libraries• Information Literacy Competency Standards for Higher Education• Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians

Library Assessment Website Since June 2014, the Library Assessment website has posted the results of studies and assessments that the library has conducted. Via this portal, Niagara University has learned more about the needs of students, faculty, and staff in order to guarantee the quality and effectiveness of the Niagara educational experience. The data are reported upon annually and are used to inform changes to the library such as the physical structure, the procurement of resources, and various improvements to the


http://www.ala.org/acrl/standards/guidelinesinstruction

http://www.ala.org/acrl/standards/informationliteracycompetency#stan

http://www.ala.org/acrl/standards/objectivesinformation


student experience. For example, a recent survey indicating student interest in expanded access to group study spaces resulted in an expansion to 24hour availability.

In addition to its own materials, the NU library is a member of ILLiad & AcademicSHARE, Students can make use of the AcademicSHARE program, which will allow them to visit and check out books from other academic libraries. Students will need to present valid NU ID card. In addition, your NU circulation account must be in good standing (that is, you don't have outstanding fines or an excessive record of returning books late).

Instructional support Niagara University students can seek instructional support from the faculty as well as from the Academic Success Center, library, and IT Help Desk. The Academic Success Center (ASC) provides writing support for students in the Ontario Program as well as coordinates accommodations for students with disabilities enrolled in the program.

University Writing Center The University Writing Center is a resource provided to assist students in developing better writing and communication skills. Students can access writing support provided by trained (professional and peer) tutors who can help with any part of the writing process, from brainstorming, to outlining, to drafting; however, the tutors do not proofread papers. Students can access writing support in two ways:

• Students can sign up for 30-minute one-on-one sessions on-site using the WritingCenter link located at myNU. Writing Center hours are updated at myNU each semester.

• Students can also email papers to the Coordinator of the Writing Center for review andfeedback at [email protected]. Students may email papers to the Coordinator during the week (Mondays through Fridays); responses are typically provided within 48 hours, Monday through Friday.

The Writing Center Coordinator also collaborates with the Coordinator of User Education in the Library to provide live online workshops on plagiarism https://library.niagara.edu/about/news/plagiarismresourcesforfacultyandstudents) and documentation and resources related to graduate assignments such as literature reviews (http://niagara.libguides.com/litreview).

Accessibility Services Niagara University has a responsibility to provide program access (including physical access, access to programs, services, activities, and instruction) to qualified students with disabilities under the Ontario Human Rights Code. This means that the University provides reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids for individuals with disabilities upon request. For example, reasonable accommodations may include providing printed materials in an alternative format, an interpreter, access to assistive technology for exams, relocating services to accessible locations, and providing extended time on tests. Ultimately, a student with a disability requires alternative arrangements only when faced with a task that requires skill that his/her disability precludes.


https://library.niagara.edu/about/news/plagiarismresourcesforfacultyandstudents


To access services, students must initiate a request in writing for specific accommodations (alternative format, text enlargement, test accommodations, interpreters, etc.) and provide documentation of disability and need to the Accessibility Services advisor on-site or contact the coordinator of accessibility services, Kelly Adams Engert, at [email protected] or call 716.286.8541. Accommodations are determined on a case-by-case basis by the coordinator of accessibility services. All information received is considered confidential and released only to appropriate personnel on a need-to-know basis. Ideally, students should make their request for accommodations within the first two weeks of the semester, but students can request accommodations at any time. Students must take full responsibility for ongoing assistance needed each semester in attendance.

Please go to the following link for more specific information: https://www.niagara.edu/accessibility-services-ontario-education-program/.

The library and OSPFR also support Niagara University faculty in their professional growth and instructional efficacy. The library provides a Library Instruction Program to cultivate information literacy and research skills that many faculty incorporate into their research-based courses. It also provides support and assistance to faculty members who are conducting their own research projects. The OSPFR offers individual support to those seeking external funding, as well as workshops regarding pre-award topics such as Finding a Grant and Preparing a Grant Budget as well as post award topics such as Monitoring Budgets, Contract Development and Approval, and Grant Closeouts. OSPFR works with a team that includes the General Counsel’s Office, Controller’s Office, Human Resources, and Business Services to facilitate the grant process and ensure compliance. In addition, the university financially supports faculty research, publication and dissemination of findings through conference presentations. The Research Council, Niagara University’s internal research grant program is jointly administered by the directors of the library and OSPFR. As nonvoting members of the council, they recruit and encourage faculty participation.

The location of the site is Tower 1 of Expo City located in the newly developed Vaughan Metropolitan Centre at 2904 Highway 7 West, Vaughan, Ontario, L4K 0K4 where NU has leased just over 1,200 square metres of space (Appendix 94: Floor Plan). The newly constructed location houses six classrooms. Four classrooms can accommodate classes of greater than 30 students, (40, 36, 34, and 32) and two classrooms can accommodate seating for 24 students. The space also provides a lounge and vending area for students, offices for faculty and administration and conference room. The location is conveniently located within two blocks of the new subway and bus stations with the East/West rapid bus line stopping within steps of the building’s entrance.

Specialized Resources The ISDF program will need access to high end computers and applications required to perform computer and mobile forensics. Additionally, a server must be acquired to keep licenses as well as maintaining Active Directory and network infrastructure. Computers must be replaced every 24 to 36 months, licenses will need annual renewal (FTK Toolkit, Cellebrite MPE+, Microsoft Imagine, VMWear). Wireless projection and LANSchool is also required for the classroom.

Resource Renewal and Upgrading The space is currently under construction (Appendix 95: Build Letter) and being custom built for the university. Each classroom will have movable desks and chairs to align with the constructivist philosophy


https://www.niagara.edu/accessibility-services-ontario-education-program/

https://www.niagara.edu/accessibility-services-ontario-education-program/


of the University and the COAS with respect to group and individual learning as well as best-practice in andragogy (Appendix 96: Equipment Budget). The classrooms also house the latest technology with respect to projection and access, and a $1,000,000 refresh in year five has been built into the budget. High speed Internet access (fiber-optic) is available to students, faculty and staff throughout the location through their password protected accounts. The University has also invested in Canvas as a learning management system (LMS) and faculty are provided in-servicing in its use onsite through faculty designated Niagara University Online Delivery Specialists (NODES) (Appendix 97: NODE Job Description).

Support Services Niagara University has developed academic support programs that complement the academic experience (Appendix 119). Realizing its mission-based commitment to achievement and engagement for all students, with a particular emphasis on support for at risk students, Niagara University dispatches myriad programs to envelop students with opportunities that enhance their ability to be successful. Academic inquiry begins in the classroom and is bolstered by service and leadership opportunities that broaden these principles. Academic success, a key factor in supporting retention and persistence, is maintained through robust academic support structure that identifies at risk students throughout the student experience lifecycle and provides supportive programs.

In order to meet this need, Niagara University has created Full-time 10-month professional capable of: • Providing 6 hours of writing tutoring/week during each semester (based on the

provision of 40 hours/week that is provided on campus for just under 3000 undergraduates which is comparable to 6 hours/week for up to 450 students);

• Working under the supervision of the coordinator of accessibility services conductingintake sessions with students with disabilities, but accommodation decisions will be made by the coordinator of accessibility services.

• Coordinating the accommodations that the coordinator of accessibility services hasapproved for students with disabilities enrolled in the Ontario Program such as:

i. Proctoring exams and providing testing accommodations (e.g., extendedtime in a separate location, readers, scribes, use of technology) creating a system that will protect the integrity of the exams – receiving them and returning them AND during the exam

ii. Notetaking accommodationsiii. Requesting alternative formats of textbooks from publishers and/or

acquiring books in Braille.iv. Coordinating any placement-related accommodation requests with the

field placement coordinator and placement site.• Acting as the liaison with agencies/other colleges in Toronto providing contracted

services such as interpreter services;• Purchasing and maintaining technology and equipment used by students in the Writing

Center and Accessibility Services. This could include assistive technology such asDragon, Text-to-Speech software (such as Read and Write Gold), Zoomtext, JAWS, etc. Itcould potentially include things like FM Systems, a CCTV, etc.

• Providing disability awareness training to faculty and staff on-site.


• Participating in campus orientation sessions for new students sharing information onservices provided by the Academic Success Center and Accessibility Services.

i. Technology including: Three laptop computers capable of runningspecialized assistive technology that can be used in the Writing Centerand Accessibility Services.

ii. Assistive technology as needed, such as Dragon, Text-to-Speechsoftware (such as Read and Write Gold), Zoomtext, JAWS, etc.

iii. Equipment including: Electronic Magnifiers or CCTV, FM Systems,dedicated space to provide testing accommodations, to have privatemeetings with students, and to provide writing tutoring.

Faculty • Provide a four-year projection of cumulative enrolment that accounts for projected attrition,

and a four-year plan indicating the number of staff (faculty, technical, teaching assistants, etc.)assigned to the program.

Enrolments for the MS ISDF program will begin at 20 and grow to a maximum of 25 students per academic year. Niagara University uses a rolling admission process allowing students to begin in Fall/Spring/Summer, although the official start date will remain in the fall. Enrolment projections are based on a fiscal year beginning in June 1, and ending on May 31 of the following year. Please see Appendix 98: Four-Year Enrolment Projections

According to the Collective Bargaining Agreement, a full-time load is staffed at three courses per faculty member each semester over one academic year beginning in September and ending in May of the following year. The following projections are based on each full-time faculty member teaching six courses per year. As such a load of .67 equals 2 of 3 courses in one semester. The Please see Appendix 99: Four-Year Faculty Projections

Faculty Recruitment and Hiring The College of Arts and Sciences reviews the mission and vision statement, strategic initiatives, student and learning goals, in each discipline on an annual basis. If a deficiency is identified, the department initiates a proposal to hire department faculty. The departmental request is sent to the dean, who in turn carries the request forward to the Provost. The MS ISDF program offered in Ontario will generate two faculty lines for the college of Arts and Sciences within the CIS department.

Faculty Evaluation and Reward Systems The faculty evaluation and reward system is determined by collective bargaining, as all Niagara University faculty are represented by the Niagara University Lay Teachers Association (NULTA) (Appendix 31). The current system of Faculty Evaluation is as follows:

• • Non-tenured faculty members are evaluated by the tenured faculty, department chair, dean and

students each year for the first three years of employment. At the end of the faculty member’sthird year, their portfolio is submitted to the University Promotion and Tenure Committee forevaluation. If the faculty member is making acceptable progress toward tenure at this point they


are retained by the university and may be awarded a one-time bonus of up to $1000 for outstanding performance.

• Once the faculty member has passed the formal third year review, they submit a brief self-evaluation for the fourth and fifth years, and then prepare the formal tenure application in the

• sixth year. Tenured faculty members undergo a post-tenure review every five years. Foroutstanding performance, the faculty may be awarded a one-time bonus of up to $2000 and an additional increment to their base salary of up to $1000.

• Faculty promotion to the rank of associate professor is accompanied with a salary raise of$3250, while faculty promotion to full professor is accompanied by a salary increase of $5000.

• Routine salary raises are negotiated into the collective bargaining agreement, and are appliedacross-the-board, typically around 2% annually the past five years.

• The dean and department chairs provide guidance and support to faculty members if adeficiency is identified.

Vitae Release “The organization has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review, and final status of the program application.”

Please see Appendix 103: Faculty Release Form for CVs

Curriculum Vitae of Faculty Assigned to the Degree Program Please see Appendix 104: Faculty CVs


Section 7: Credential Recognition While meeting particular needs, the program is designed to maximize the graduates’ potential for employment and promotion in their field and for further study.

Benchmark: 1. Documented consultations with employers, relevant occupational groups, professional

associations, and other postsecondary education organizations indicate the credential will be (for new programs) or is (for existing programs) recognized for purposes of employment and further study.

The COAS continues to evolve based upon the market and trends. The MS ISDF provides students with a rigorous, advanced study in the areas of information security and digital forensics leading to certifications ACE and Cellebrite certifications. In addition, students are encouraged upon graduation to complete the CISSP exam. The program requires completion of twelve graduate level courses and can be completed over a four-semester period with evening and Saturday classes.

Students completing the program will be qualified to work at banks, investment management firms, consulting firms, investment banks, and financial planning firms. The program addresses the needs for qualified and knowledgeable financial managers, functioning as financial planners or as financial analysts. The intended student market for the program will be aimed at students with four-year undergraduate degrees from Ontario colleges interested in moving into information security. This program will also be of interest to students who wish to sit for the CISSP exam. This program provides students with an opportunity to deepen their knowledge of a field of study that many consider to be at its infancy... in the financial management areas, preparing for broader career opportunities. Members of the cyber security community have reviewed the program, and all agree that the program fills a need in the local professional communities (Appendix 126).

College faculty and staff work very closely with the Office of Career Services. A career preparation segment is embedded in a required upper level management course and staff in Career Services provides individualized services to assist students and alumni in developing and fulfilling their career goals. The services provided by Career Services include internship identification and placement, job search assistance and placement, specialized career planning workshops focused on resume development, business communications, interviewing skills and business etiquette. In addition, Career Services invested heavily in an online system that allows students to post job materials which allows employers to view the materials for potential job applicants. A secondary system to provide on-demand job search and preparation skills will also be provided by the office within the next academic year.


Section 8: Regulation and Accreditation Programs leading to occupations that are subject to government regulations are designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body.

Benchmark: 1. Documented consultations with the relevant regulatory and accrediting body(ies) indicate the

credential will be recognized for purposes of employment and further study.

Not Applicable – non-regulated


Section 9: Nomenclature The program nomenclature reflects the postsecondary education achieved, facilitates public understanding of the qualification, and assists students, employers, and other postsecondary institutions to recognize the level, nature, and discipline of study.

Benchmarks: 1. The degree title conveys accurate information about the

a) degree levelb) nature of the degreec) discipline and/or subject of study.

Niagara University is accredited by the Middle States Commission on Higher Education (Appendix 5) a regional accreditation that has been recently reaffirmed in fall 2017. In addition, the College of Business Administration is accredited by the Association to Advance Collegiate Schools of Business (AACSB) receiving re-accreditation in fall 2017 (Appendix 66). All degree programs awarded by Niagara University are authorized by the Board of Regents of the State of New York and registered with the New York State Education Department as graduate degrees (Appendix 127) with a curriculum consisting of exclusively graduate courses. As such, Niagara University has provided evidence to the NYS Department of Education in accordance with the following requirements.

Under NYS requirements for earned degrees under Section 52.2, subsection 3.2 (8) Master’s degree programs shall normally require a minimum of one academic year of full-time graduate level study, or its equivalent in part-time study, with an accumulation of not less than 30 semester hours. Research or a comparable occupational or professional experience shall be a component of each master’s degree program. The requirements for a master’s degree shall normally include at least one of the following: passing a comprehensive test, writing a thesis based on independent research or completing an appropriate special project (Key Standards in the Regulations: (http://www.highered.nysed.gov/ocue/aipr/guidance/gpr6.html)

In accordance with the Department Expectations: Graduate programs (Application for Registration of a New Program - Task 7, http://www.highered.nysed.gov/ocue/aipr/guidance/gpr15.html) the MS ISDF program has been reviewed and found to meet the following requirements.

• Faculty members teaching at the graduate level hold earned doctorates or other terminaldegrees in their specialty areas.

• Faculty members teaching at the graduate level without an earned doctorate or other terminaldegree have significant, widely recognized special competence in the field in which they teachgraduate students as demonstrated by such means as scholarly activity and/or a publicationrecord.

• Coursework in graduate courses is clearly graduate-level work, and advanced in content, rigorand requirements.

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr6.html

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr15.html


Section 10: Program Evaluation The quality of the proposed program is assured by procedures for periodic evaluation that meet the requirements outlined below.24

Benchmarks: 1. The applicant has a formal, institutionally approved policy and procedure for the periodic review

of programs that embody the following characteristics:a) program reviews at regular intervals, normally not exceeding five to seven years. The first

such evaluation should occur before a request for renewal of ministerial consent.b) criteria for program reviews that include

i) assessment of the continuing consistency of the program with the organization’s mission,educational goals, and long-range plan

ii) assessment of the learning outcome achievements of students/graduates by comparisonwith

i. the program’s stated learning outcome goals and standardsii. the degree level standardiii. the opinions of employers and students/graduatesiv. the standards of any related regulatory, accrediting, or professional association.c) where appropriate, assessment ofi) graduate employment ratesii) graduate satisfaction leveliii) employer satisfaction leveliv) student satisfaction levelv) graduation ratevi) the default rate on the Ontario Student Assistance Program or other student loan

planvii) student retention ratesviii) in the case of graduate programs, time to completion

d) assessment of the continuing relevance of the program to the field of practice it serves,including evidence of revisions made to adapt to changes in the field of practice

e) assessment of the continuing appropriateness of the method of delivery and curriculum forthe program’s educational goals and standards

f) assessment of the continuing appropriateness of admission requirements (i.e., achievementlevel, subject preparation) for the program’s educational goals and standards

g) assessment of the continuing appropriateness of the program’s structure, method of delivery,and curriculum for its educational goals and standards

h) assessment of the continuing adequacy of the methods used for evaluating student progressand achievement

i) assessment of the efficient and effective utilization and adequacy of existing human, physical,technological, and financial resources

j) indicators of faculty performance, including the quality of teaching and supervision anddemonstrable currency in the field of specialization

k) assessment of individual student work in the terminal stage of the program that reflectsexemplary, average, and minimally acceptable performance and demonstrates that thedegree level standard has been achieved.

2. The program review procedure includes


a) a self-study A study undertaken, with student input, by faculty members and administratorsof the program based on evidence relating to program performance against the criteria statedabove, including strengths and weaknesses, desired improvements and future directions.

b) a Program Evaluation Committee A committee struck by the senior administration to evaluatethe program based on

i) the self-studyii) a site visit during which members of the committee normally meet with faculty members,

students, graduates, employers and administrators to gather information. A majority of themembers must be senior academic peers (both scholars and administrators) with relevantexpertise from both outside the institution and internal to the institution but outside theprogram, and free of any conflict of interest.25

c) the report of the Program Evaluation Committee The overarching purpose of the programevaluation committee report is to assess program quality and recommend any changesneeded to strengthen that quality. The report must be addressed to the senior administrationand shared with the academic council, governing board, faculty members and students in theprogram, together with a plan of action responding to the recommendations in the report.

3. The implementation of the policy and procedures for the periodic review of programsa) is aligned with the Board’s requirements for such evaluationsb) achieves its intended aim of continuous improvement of the program(s).

• the policies and procedures pertaining to periodic review of the program

Internally, Niagara University’s commitment to continuous improvement led to the Academic Senate’s processes for new programs and closure of programs and through the Outcomes Assessment Committee, processes for program review (Appendix 106). In keeping with the Ontario framework, which is based on best practices of Universities from across the globe with respect to quality assessment, Niagara University has furthered its commitment to continuous improvement in accordance with our Middle States Accreditation and current processes. Through a reformatting of current practices, a new handbook, entitled the Niagara University Quality Assurance Process (Appendix 57), which is aligned with the requirements for ministerial consent in Ontario was created. The handbook includes the policy on the approval and review of academic programs recently approved by the Academic Senate (Appendix 24). Elements that are specific to Ontario, have been noted as such.

Externally, Niagara University is accredited by the Middle States Commission on Higher Education which requires period reviews based on fifteen requirements of affiliation and seven standards, which include (Appendix 61):

• Standard I: Mission and Goals• Standard II: Ethics and Integrity• Standard III: Design and Delivery of the Student Learning Experience• Standard IV: Support of the Student Experience• Standard V: Educational Effectiveness Assessment• Standard VI: Planning, Resources, and Institutional Improvement• Standard VII: Governance, Leadership, and Administration


In this way, Niagara University ensures that it holds itself to the highest standards and its own commitment to continuous improvement through processes that require not only internal review through a process of self-study but external evaluation through a peer review process that assesses programs and the university structure against comparable institutions across the United States. In addition to Middle States accreditation, Niagara University takes great pride in the accreditation of individual programs such as those offered in Education, which are accredited by the Ontario College of Teachers (OCT) and the Council for the Accreditation of Educator Programs (CAEP), Mental Health Counseling, which is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), College of Hospitality and Tourism Management, which is accredited by the Accreditation Commission for Programs in Hospitality Administration (ACPHA), Nursing, which is accredited by the Commission on Collegiate Nursing Education (CCNE), School Psychology, which is accredited by the National Association for School Psychologists (NASP), Social Work, which is accredited by the Council on Social Work Education (CSWE) and the College of Business Administration, which houses the MSF and MBA programs recently accredited by the Association to Advance Collegiate Schools of Business (AACSB). Each of these programs requires resources and commitment not only at the program and college level but at the University level. The university’s commitment to ensure that all professional programs seek and maintain the highest possible levels of accreditation was a goal set by our current president during his inaugural year.

As evidenced in the processes set out by each accrediting body, institutions seeking accreditation must complete and submit for review by an expert panel, a self-study that provides input from all stakeholders including students, alumni, faculty members and administrators, trustees, and relevant external bodies such as professional organizations, and the public. The analysis contained within the self-study must be based on evidence relating to program performance against the standards, identifying areas of strengths as well as those in need of improvement along with a plan that will enable the program and the institution to grow.

In addition to the self-study, our accredited programs have undergone a separate review conducted by a Program Evaluation Committee selected by the Accreditors with input from senior administration at the University. This external review includes a site visit conducted by members from the professional community who bring with them expertise and experiences from other accredited institutions and programs to provide input and guidance in a collegial spirit of academic growth. Upon completion of the review the Program Evaluation Committee provides a report of their findings addressed to the senior administration for the institution with a copy to the governing committee for accrediting body. This report speaks directly to program quality and provides suggestions and/or recommendations for the improvement of quality. The findings of the report are then shared with the university during one of its biannual community meetings and with the public at large, through our website as well as the websites of the accreditors. Niagara University has recently undergone a rigorous process of evaluation for its MS ISDF program in 2015 in accordance with the NYS requirements for approval to offer new degree programs.

• the intended schedule for formal evaluation


As evidenced in the Niagara University Quality Assurance Procedures Handbook (Appendix 57), and the policy on program review (Appendix 7) identified by the Outcomes Assessment Committee of the Academic Senate timelines for the review of accredited and non-accredited programs does not exceed 5 years. As this program is proposed to be offered in Ontario, it will follow the requirements for Ontario programs identified in the Niagara University Quality Assurance Procedures Handbook.

• the procedures that will govern the follow-up on matters raised during the review.

In accordance Niagara University’s commitment to quality assurance, each department completes annual reports of progress which must be submitted to the dean, who then compiles a report that is submitted to the Provost for review. These reports address recommendations and/or suggestions made by the faculty and students. The annual reports include a plan of action and an evidence-based analysis of any progress made since the decision. In the College of Arts and Sciences, this responsibility is handled by the chair for programs offered by the CIS department.


Section 11: Optional Material Address in a narrative with appropriate supporting materials any other relevant information that is not adequately addressed elsewhere in the submission for Program Review. Include and clearly label any supporting materials.

Niagara has a strong commitment to offering high quality programs of distinction and to providing opportunities and access to postsecondary education for underrepresented groups. Through our work with Ontario colleges, we have created numerous pathways for their students to pursue degree completion opportunities and graduate degrees with Niagara University. We believe that obtaining consent to offer the proposed programs in Vaughan will provide additional opportunities for degree graduates from these institutions to pursue affordable high-quality education without the barriers of the US/Canadian border, fluctuations in currency exchange rates, and distance from the GTA to the Lewiston campus. In support of this, we provide letters of support from Ontario colleges, school districts, businesses and the Catholic community.


Letters of Support


© 2018 Niagara University Application for Consent MSF Program 74 | P a g e

Appendices

http://policies.niagara.edu/

NIAGARA UNIVERSITY MASTER OF INFORMATION SECURITY AND

DIGITAL FORENSICS

Name: Student #: Concentration:

• ALL COURSES ARE 3 CREDIT HOURS • YOU MUST HAVE 36 CREDIT HOURS TO GRADUATE

MS. ISDF CURRICULUM CARD

COURSE NAME SEMESTER / SESSION GRADE

BLOCK 1: PREREQUISITES (18 CREDIT HRS)

• CIS 500 Principles of Information Security and Federal Law

• CIS 510 Data Privacy

• CIS 520 Managing Security Risks

• CIS 530 Ethical Hacking

• CIS 540 Network Security

• CIS 550 Software Security

• CIS 565 Computer Forensics I

• CIS 585 Computer Forensics II

• CIS 580 Modern Cryptography

• CIS 595 Mobile Forensics and Security

• CIS 600 Capstone Project/Research Project I

• CIS 601 Capstone Project/Research Project II

Documents

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