Y
x
UNIVERSITY
ATALBANY
State University of New York
Senior Vice Prasident for Academic Alfairs & Provost
May 8, 2015
Dr, Alexander Cartwright
Provost and Executive Vice Chancellor
State University of New York
System Administration
State University Plaza
Albany, New York 12246
Dear Dr. Cartwright:
On behalf of the faculty at the University at Albany, I am pleased to transmit the attached
proposal for establishment and registration of an Advanced (Graduate) Certificate
Program in Emergency Preparedness, Homeland Secutity and Cyber Security.
This proposal has been fully considered and approved through our campus governance
system, We are appreciative for anticipated efforis by staffin your Office of Program
Review for the consideration of the proposal, Should there be any technical questions or
the need for additional materials, please have inquiries directed to Jonathan Bartow, Vice
Dean for Graduate Education (jbartow@uamail.albany.edu) at our campus. As always,
we thank you for your on-going support.
Ne
ames R. Stellar
Senior Vice President for Academic Affairs and Provost
Enclosure
c, Dean Kevin Williams
Dean David Rousseau
Dean R. Karl Rethemeyer
Vice Dean Jon Bartow
University Hall, 308
1400 Washington Avenue, Athany, New York 12222
Pit 518-956-8030 px: 518-956-8043
wewrnalbany.edn
New Program Proposal:
Certificate or Advanced Certificate Program
Form 2C
‘This form should be used to seek SUNY’s approval and the State Education Department’s (SED) registration of a proposed
new academic program leading to a certificate (undergraduate) or an advanced certificate (graduate). Approval and
registration are both required before a proposed program can be promoted or advertised, or can enroll students. The campus
Chief Executive or Chief Academic Officer should send a signed cover letter and this completed form (unless a different
form applies"), which should include appended items that may be required for Sections 1 through 3 and Section 10 of this
form to the SUNY Provost at program review@suny.edu, The completed form and appended items should be sent as a single,
continuously paginated document.? Guidance on academic program planning is available at
http://www.suny.edu/provost/academic_affairs/app/main.cfm.
Table of Contents
NOTE: Please update this Table of Contents automatically after the form has been completed. To do this, put the
cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field” and then
“Update Page Numbers Only.” The last item in the Table of Contents is the List of Appended and/or Accompanying Items,
but the actual appended items should continue the pagination.
Section 1, General Information
Section 2. Program Information
2.1, Program Format...
2.2, Related Degree Program:
2.3 Program Description, PuPOSes and Planning
2.4, Admissions. Pop
2.5, Academic and Other Support Service:
2.6. Prior Learning Assessment...
2.7. Program Assessment and Improvement
Section 3. Sample Program Schedule and Curriculum. .cccssssecsessressrseecseceneescssesssescsanesserisssuecsenesecsnnseceneagansesesensareseseeeanees 15
Section 4. Faculty
Section 5. Financial Resources and Instructional Facilities ........c.ssssssessssessecssneesseeceeneessneesnsecscieenmarsaeeenersesesneesersensnenss 24
Section 6. Library Resources.
Section 7. External Evaluation ......
Section 8. Institutional Response to External Evaluator Reports .....sssssessssscssssesssessssnesssessresesnnersssessascrsereannecnnetenrsgevenanaensye 25
Section 9. SUNY Undergraduate Transfer...
Section 10. Application for Distance Education.
Section MPA-1, Need for Master Plan Amendment and/or Degree Authorization
List of Appended Items ......,.sessssesesscsccssesseccnescesssensescrsneeensceseesssnssuvencunosaneessansceansouansonnsocsseoqsarsesaeeaisesanesnners
Use a different form if the proposed new program will lead to a degree; be a combination of existing registered programs (i.e, for a
multi-award or multi-institution program); be a breakout of a registered track or option in an existing registered program; or lead to
certification as a classroom teacher, school or district leader, or pupil personnel services professional (e.g., school counselor).
?This email address limits attachments to 25 MB. Ifa file with the proposal and appended materials exceeds that limit, it should be
emailed in parts.
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Date of Proposal: | February 26, 2015
Institutlon’s 6-digit SBD Codes}210500
Institutlon’s Name: | University at Albany
Addtess:| 1400 Washington Ave, Albany, NY 12222
Dept of Labor/Regent’s Region:| Capital Region
List each campus where the entire program will bo offered (with edeh Institutional or branch campus
1D Code): University at Albany (210500)
List the name and address of off-campus locations (1.¢., extension sites or extenslon centers) where
courses will offered, or check here [ ¥ ] if net appltcable:
Program Title: | Emergency Preparedness, Homeland Security, and
Cybersecurity
Award(s) (¢.g., Certificate):| Graduate Certificate
Number of Required Credits: Minimum [ 16] Iftvacks or options, largest mlaimum { ]
Proposed HEGIS Coxle: |2102 Public Administration :
Proposed 6-digtt CLP 2010 Code: /44.0401 Public Administration ;
If the program will be accredited, list the accrediting agency aud expected date of acoredifation: wa
ilTf applicable, list tho SED professiqnal licensure title(s)’ to which the program leads: n/a
Name atid title: R. Karl Rethemeyer, Interim Dean, Rockefeller College
Telephonos5 18-442-5283 : B-mail:kretheme@albany.edu
Siguature affirms that the proposal has mot all applicable campus administrative and shaved
governance procedures for constitation, and the institutton’s commitment to support the
proposed program, .
E-signatures are acceptable. -
Name and fitle: James R. Stellar, Sepjer’Vice President for Academic Affairs and Provost, University at
Albany
Siguature and date: Lp LLG OL g
Partner institution’s name and 6-digit SED Code:
ee Name and title of partner institution’s CEO:
25! Slgnature of partner Institution’s CEO (or append a signed letter indicating approval of this proposal):
Version 2013-10-17
* If the proposed program leads to a professional lIcense, a speglaljzed fonn for the specific profession may need to accompany this proposal.
If the partner institution ts non-degree-granting, sce SED's CRO Memg 94-04.
2
[ Section 2, Program Information:
[2.1 Program Forma
Check all SED-defined format, mode and other program features that apply to the entire program.
a) Format(s): [X]Day [X]Evening [ ]Weckend [ ]Evening/Weekend [ JNot Full-Time
b) Modes: [X]Standard [ ]Independent Study [ JExternal [ ]Accelerated [X]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.
¢) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year [ ] 5 year
[ 2.2. Related Degree Programs i
All coursework required for completion of the certificate or advanced certificate program must be applicable to a currently
registered degree program at the institution (with the possible exception of post-doctoral certificates in health-related fields).
Indicate the registered degree program(s) by title, award and five-digit SED Inventory of Registered Programs (TRP) code to
which the credits will apply:
Title: Public Administration
Award: MPA
IRP Code: 03038
iz,
Introduction
On September 11, 2001, in a series of coordinated terrorist attacks, hijackers created crisis and tragedy as they
crashed planes into the World Trade Center, the Pentagon, and the countryside of Pennsylvania killing more than 3,000
people in what was to become the deadliest terrorist attack on American soil. In August of 2005, Hurricane Katrina made
landfall along the Gulf Coast of Louisiana, Alabama, Texas, Florida, and Mississippi. Katrina resulted in over 1,800
deaths, American industry, infrastructure and private citizens are increasingly under attack via ubiquitous computers and
networks, resulting in billions of dollars in losses and threats to the US economy and even national security, There are
also other hazards that have less obvious — but still important and tragic — consequences. These tragedies, and events like
them, are examples of some of the most troubling risks that face modern societies. The US is hardly alone in facing them.
Terrorist attacks have been catastrophic in Oslo, Mumbai, Bali, London, Istanbul and Madrid. Natural disasters like
tsunamis have caused massive destruction in Indonesia, Thailand, and even precipitated a secondary nuclear disaster in
Fukushima, Japan, Cyber intrusions are an endemic problem in every society where the Internet has had major
penetration, and cyber attacks on critical infrastructure have reportedly caused power outages in Brazil and damaged the
Iranian nuclear program. Increasingly the environment that governments and companies function in is shaped by these
catastrophic risks, and the need to manage the impacts and outcomes of such events is paramount.
Increasingly, there is a blurring of corporate enterprise risk management and public sector risk management
efforts. For example, the Obama Administration recently released a National Strategy for Global Supply Chain Security, a
recognition that public-private distinctions and even local-national-global distinctions are more complex in this age of
risk. Similarly, the Administration’s recently released proposal for cyber security legislation takes seriously the need to
work across government and corporate “silos.”
This graduate certificate program is designed to prepare students with undergraduate degrees or previously
completed master’s degrees that did not train them directly or extensively for service in the fields of emergency
preparedness, homeland security, and cybersecurity to be more competitive when seeking jobs in government, non-profits,
and for-profits organizations.
‘The proposed certificate program builds on our existing concentration in homeland security in the Rockefeller
College’s Master of Public Administration (MPA) program and the existing homeland security option in our Public Sector
Management (PSM) graduate certificate program. The newly proposed certificate will expand upon the existing offerings
to include emergency preparedness and cybersecurity as explicit options, and will recognize that study and training in
these domains is larger than “public management” and therefore this certificate should stand apart from the PSM
certificate. Creating a stand-alone certificate will make marketing to both students and potential employers of these
offerings easier and clearer and will bring our offerings into line with the institutional structure most common among our
peers and competitors.
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{ a) What is the description of the program as it will appear in the institution’s catalog? |
Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity
The Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity (EHC) curriculum, designed
by University faculty in consultation with law enforcement, intelligence, emergency services, and public management |
experts, provides graduates with the foundation to become more effective homeland security and cybersecurity j
professionals and managers. i
Students in the Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity will increase
their understandings of:
« The origin, nature, and impact of terrorism and cyber threats;
* Forces affecting flows of information and intelligence;
© The role of domestic criminal justice, intelligence agencies, private-sector infrastructure owners, and authorities
with responsibility for responding to cyber attacks;
* Analytic, methodological, and technical skills for analyzing homeland security and cybersecurity issues;
¢ The institutional frameworks within which homeland security and cybersecurity exist
Requirements for the Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity
The Certificate consists of five graduate-level courses. Students may concentrate in one of three tracks: Emergency
Preparedness, Homeland Security, or Cybersecurity.
The following course is required of all students in the EHC certificate program, regardless of track:
* PAD 557 - Intelligence Analysis for Homeland Security |
Requirements for the Emergency Preparedness Track:
The following course is required of all students concentrating in the Emergency Preparedness track:
« PAD 555 (POS 555) — Disaster, Crisis, and Emergency Management and Policy '
Students may then select three additional courses from the following list with the consent of their advisor:
PAD 504 — Data Models, and Decisions |
PAD 505 (POS 505) ~- Data, Models, and Decisions II
PAD 517 (POS 517) Empirical Data Analysis
PAD 518 (POS 518) — Regression Analysis
PAD 546 ~ Homeland Security Risk Analysis and Risk Management
PAD 550 -- Foundations of Government Information Strategy and Management
PAD 551 (CRJ 648) — Terrorism, Public Security and Law Enforcement ‘
PAD 553 — Topics in Homeland Security and Terrorism
PAD 559 — Homeland Security: Building Preparedness Capabilities
PAD 585 (POS 585, INF 585) — Information Technology and Homeland Security
PAD 610 — Organizational Theory and Behavior
PAD 624 — Simulating Dynamic Systems
PAD 636 — Cultural Analysis of Organizations
PAD 637 — Social and Organizational Networks in Public Policy, Management, and Service Delivery: Theory,
Methods and Analysis
*® PAD 705 — Research Methods II
e POS 582 -- Global Security
e CRJ504 — Applied Statistics I
ose eee ecee ee eee
IST 532 — Terrorism, Public Security and Information Analysis
Requirements for the Homeland Security track:
The foll
lowing course is required of all students concentrating in the Homeland Security track:
PAD 554 (POS 554) ~- Political Violence, Insurgency, and Terrorism
Students may then select three additional courses from the following list with the consent of their advisor:
eoeoerece rece eee eee ew eee
Require
PAD 504 — Data Models, and Decisions I
PAD 505 (POS 505) — Data, Models, and Decisions IT
PAD 517 (POS 517) — Empirical Data Analysis
PAD $18 (POS 518) — Regression Analysis
PAD 546 — Homeland Security Risk Analysis and Risk Management
PAD 550 — Foundations of Government Information Strategy and Management
PAD $51 (CRJ 648) — Terrorism, Public Security and Law Enforcement
PAD 553 — Topics in Homeland Security and Terrorism
PAD 555 (POS 555) — Disaster, Crisis, Emergency Management and Policy
PAD 556 -- Homeland Security Intelligence
PAD 558 — Intelligence & US National Security Policymaking
PAD 559 ~ Homeland Security: Building Preparedness Capabilities
PAD 583 (POS 583) — Global Governance
PAD 585 (POS 585, INF 585) — Information Technology and Homeland Security
PAD 610 — Organizational Theory and Behavior
PAD 624 — Simulating Dynamic Systems
PAD 625 (POS 626) Bargaining and Negotiation
PAD 636 — Cultural Analysis of Organizations
PAD 637 — Social and Organizational Networks in Public Policy, Management, and Service Delivery: Theory,
Methods and Analysis
PAD 705 — Research Methods II
POS 550 —Field Seminar in Comparative Political Systems
POS 566 — Ethnic Conflict
POS 567 - Contentious Politics: Theory and Research
POS 570 — Field Seminar in International Political Systems
POS 582 — Global Security
CRI 504 — Applied Statistics 1
IST 532 ~- Terrorism, Public Security and Information Analysis
ments for the Cybersecurity Track:
The foll
lowing course is required of all students concentrating in the Cybersecurity track:
PAD 545 — Principles and Practices of Cybersecurity
Students may then select three additional courses from the following list with the consent of their advisor:
PAD 504 — Data Models, and Decisions I
PAD 505 (POS 505) — Data, Models, and Decisions I]
PAD 517 (POS 517) ~ Empirical Data Analysis
PAD 518 (POS 518) — Regression Analysis
PAD 546 — Homeland Security Risk Analysis and Risk Management
PAD 550 — Foundations of Government Information Strategy and Management
PAD 553 — Topics in Homeland Security and Terrorism
5
PAD 558 — Intelligence & US National Security Policymaking
PAD 583 (POS 583) — Global Governance
PAD 585 (POS 585, INF 585) — Information Technology and Homeland Security
PAD 624 — Simulating Dynamic Systems
PAD 636 — Cultural Analysis of Organizations
PAD 637 — Social and Organizational Networks in Public Policy, Management, and Service Delivery: Theory,
Methods and Analysis
PAD 705 — Research Methods II
POS 582 — Global Security
CRJ 504 — Applied Statistics I
IST 532 — Terrorism, Public Security and Information Analysis
ITM 604 — Data Communications, Computer Networking and Computer Security or ITM 644 — Introduction to
Information & Cyber Security
ITM 640 — Information Security Risk Assessment
ITM 641 — Security Policies
ITM 642 — Computer Forensics
ITM 643 — Incident Handling
ITM 645 ~ Psychology & Information Security
ITM 646 - Mathematical Models for Information Security
ITM 647 — Security Implementation
ITM 691 — Field Study in Information Technology Management
CSI 416/516 — Computer Communication Networks
CSI 424/524 — Information Security
CSI 426/526 — Cryptography
CSI 628 — Cryptographic Protocols
FOR 610 — International Cyber Conflicts
FOR 611 ~ Supervisory Control And Data Acquisition (SCADA) Forensics
FOR 613 — Multimedia Forensics
INF 503 — Advanced Networking and Security
INF 504 — Advanced Systems and Security
INF 552 — Computer and Network Security
INF 553 — Information Security and Privacy
INF 554 — Human Aspects of Cyber-security
INF 555 — Prevention and Protection Strategies in Cyber-security
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b) What are the program’s educational and, if appropriate, career objectives, and the program’s primary student learning
outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher Education in the Characteristics
of Excellence in Higher Education as “clearly articulated written statements, expressed in observable terms, of key learning
outcomes: the knowledge, skills and competencies that students are expected to exhibit upon completion of the program.”
Upon completion of this program, students in the Graduate Certificate in Emergency Preparedness, Homeland Security,
and Cybersecurity will have an understanding of:
General
* Forces affecting flows of information, intelligence, and situational awareness (PAD 557);
* Analytic, methodological, and technical skills for analyzing homeland security and cybersecurity issues (PAD
557);
Emergency Preparedness
¢ The policy frameworks that govern emergency response in the US (PAD 555/POS 555)
© The institutional frameworks within which emergency response in the US operates (PAD 555/POS 555)
Homeland Security
«The origin, nature, and impact of terrorism (PAD 554/POS 554);
«The frameworks for understanding counterterrorism and counterinsurgency (PAD 554/POS 554)
Cybersecurity
© The role of domestic criminal justice, intelligence agencies, private-sector infrastructure owners, and authorities
with responsibility for responding to cyber attacks (PAD 545);
¢ The institutional frameworks within which homeland security and cybersecurity exist (PAD $45)
c) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities? What is the
program’s importance to the institution, and its relationship to existing and/or projected programs and its expected impact on
them? As applicable, how does the program reflect diversity and/or international perspectives?
This proposal intends to invest in the development of a graduate certificate program in support of initiatives contained in
UAlbany’s strategic investment plan, UA/bany Impact, that was written in response to Governor Andrew Cuomo and
SUN Chancellor Nancy Zimpher’s NYSUNY Challenge Grant Initiative. The proposed program intends to realize, in part,
the UAlbany funded NYSUNY 2020 proposal to offer a certificate in homeland and cybersecurity that is available as both
as an online program and a “standard” instructional program. The EHC graduate certificate program directly supports
UAlbany’s strategic initiative #4 - Public Service and Policy: Improving the Human Condition through Research on
Policy and Practice. Specifically, according to UAlbany Impact (pg. 13):
UAlbany is positioned to expand its public service and policy programs to address research and workforce
training and development requirements in many critical areas. There are urgent needs as government and public
services are being reshaped and reformed in response to changes in the national and local economies, increased
global competition for development, demographic shifis in New York State’s population, and rapidly changing
technologies. Homeland and international security, efforts to improve the criminal justice system and crime
prevention, initiatives to address disparities in the delivery of social services and health care, and interventions to
lower barriers to economic success and reduce violence and addiction are all examples of areas in which there
are imoirtant issues that require study and concentrated aitention.
The proposed program in EHC will increase opportunities for students at the local, national and international levels
through interdisciplinary training to strengthen their experience and training in the growing and critically important fields
of emergency parparedness, homeland security, and cybersecurity and highlight the University at Albany as a center of
excellence in these fields.
The proposed certificate program will concentrate on different aspects of emergency preparedness, homeland security, and
cybersecurity and draw on the expertise of University faculty as well as practitioners from a wide variety of backgrounds.
The program will not overlap with or negatively impact any certificate programs offered at the University at Albany,
including at the College of Computing and Information or the School of Business, but rather will build upon strengths of
already established programs (i.e, Rockefeller’s existing concentration in homeland security in the MPA program and the
existing homeland security option in the College’s Public Sector Management graduate certificate program).
In terms of diversity and/or international perspectives, we expect the EHC program to attract students and potential faculty
from a wide variety of backgrounds, Through Rockefeller’s already established global network and by supporting various
international projects, the EHC program will create additional research opportunities for motivated students and allow them
to gain practical experience while emphasizing the connectedness and importance of emergency preparedness, homeland
security, and cybersecurity at many levels — nationally and internationally.
| d) How were faculty involved in the program’s design?
The Rockefeller College established its original Certificate in Public Sector Management with a concentration in
Homeland Security in 2004-2005 through a collaborative process involving faculty members from the Department of
Public Administration and Policy, the School of Criminal! Justice, and the Department of Political Science in addition to
professionals from the New York State Office of Homeland Security (now the New York State Division of Homeland
Security and Emergency Services - DHSES). The Department of Public Administration and Policy approved the creation
ofa concentration in homeland security in the MPA program in 2007, The Certificate proposed here was originally
developed through a faculty committee in 2012-2013 in order to compete for NYSUNY 2020 funds. The committee’s
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NYSUNY 2020 proposal was then presented to the entire faculty of the Rockefeller College and was approved. When
funding was awarded, the same faculty committee again collaborated to develop this document. The faculty of the
Department of Public Administration and Policy was presented this document on August 14, 2014 and approved its
contents unanimously.
e) How did input, if any, from external partners (e.g., educational institutions and employers) or standards influence the
program’s design? If the program is designed to meet specialized accreditation or other external standards, such as the
educational requirements in Commissioner’s Regulations for the profession, append a side-by-side chart to show how the
program’s components meet those external standards, If SED’s Office of the Professions requires a specialized form for the
profession to which the proposed program leads, append a completed form at the end of this document.
As noted above, the certificate proposed herein is a logical extension of the consultative process that began with New York
State Office of Homeland Security and continues with the New York State Division of Homeland Security and Emergency
Services (DHSES). The original certificate was specifically designed to mect the State’s anticipated educational needs.
DHSES continues to provide input into state training needs through a number of contacts, including through a joint
Rockefeller College/DHSES homeland security training grant obtained in 2011 (the T-STeP program — grant DHS-11-ST-
104-001) and the National Center on Security Preparedness (NCSP), a unit of Rockefeller College, which works closely with
DHSES to provide training and educational services. The Director of NCSP is a public service professor at Rockefeller
College who works closely on a daily basis with DHSES. He participated in the committee that developed this document.
f) Enter anticipated enrollments for Years | through 5 in the table below. How were they determined, and what assumptions
were used? What contingencies exist if anticipated enroliments are not achieved?
Anticipated Headcount Enrollment. Estimated
Year Full-time || ~ Part-time Total: |... FTE
1 1 3 4 25
2 1 6 7 4
3 1 9 10 5.5
4 1 ula’ 12 6.5
5 1 13 14 7S
The anticipated enrollment numbers are based on (1) our existing experience with the homeland security option in the
Certificate in Public Sector Management and the MPA concentration in homeland security, (2) research into existing
programs at institutions around the country and in New York State, and (3) research on patterns of demand evident among
students in high school. We specifically note the large number of PSAT takers in 2010 that reported security/protective
services as an academic interest (4.9%), the existing unmet demand for homeland security in the New York’s Capital
Region as evidenced by the large number of students in community colleges with an interest in homeland security and
criminal justice, and the rapid growth of the MPA concentration in homeland security, which between 2008 and 2013
grew to be the single largest concentration in the program. Additionally, our outreach to military bases indicated that there
is unmet demand for graduate education among retuming military members. The current offerings are not meeting that
demand because (1) the existing program is not available online and (2) does not adequately address interest in
cybersecurity.
For purposes of the chart above, it was assumed that a fulltime student would be enrolled in 12 credit hours and each part-
time student would be enrolled in six credit hours, per semester. In reality, part-time students will be enrolled for either
four or eight credit hours per semester.
Based on the current demand from students for EHC courses, we are confident that these enrollment numbers will be met,
and most likely exceeded. In the rare circumstance that enrollments are not achieved, Rockefeller College will place
greater emphasis on the program in its marketing and recruitment activities. If enrollments fall drastically short despite
our increased efforts, the certificate could be eliminated at little or no cost as all the required and electives courses are
already regularly being taught as part of other existing programs.
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization (track,
concentration), capstone, and any other relevant component requirements, but do not list each General Education course.
The certificate does not require prerequisites, Students will choose one of three tracks: Emergency Preparedness,
Homeland Security, or Cybersecurity, The following course is required of all students in the EHC certificate program:
« PAD 557- Intelligence Analysis for Homeland Security
Each track has a specific required course:
« Emergency Preparedness: PAD 555 (POS 555) — Disaster, Crisis, and Emergency Management and Policy
« Homeland Security: PAD 554 (POS 554) — Political Violence, Insurgency, and Terrorism
¢ Cybersecurity: PAD 545 — Principles and Practices of Cybersecurity
In addition, students must take three electives in their respective track (as noted above).
[ h) Program Impact on SUNY and New York State ‘|
h)(L) Need: What is the need for the proposed program in terms of the clientele it will serve and the educational and/or
economic needs of the area and New York State? How was need determined? Why are similar programs, if any,
not meeting the need?
Workforce Requirements. When the public thinks about homeland security, they usually focus on the eponymous
federal agency — the Department of Homeland Security (DHS) — and to a lesser extent the state “siblings” that were
created after the September 1 1th attacks. And well they should: federal DHS employs around 200,000‘ people as well as
at least 200,000 private contractors.’ This includes many previous government employees from DHS’s constituent
agencies (Customs and Border Patrol, the Federal Emergency Management Agency, etc.), bat also many new employees
in areas like intelligence analysis, critical infrastructure protection, risk management, cybersecurity, and others. However,
DHS is hardly the only federal agency where such areas have grown rapidly — the Intelligence Community, the Military,
and other federal agencies have also hired massively in these areas.
The overall size and scope of the US national security and homeland security bureaucracies are huge. Using the
possession of a security clearance — the prerequisite for most federal homeland security and intelligence work — as a
metric of total workforce in this area, a 2010 report from the General Accountability Office (GAO) suggests more than 2
million people work in this area of federal responsibility, though many are private contractors.§ Since 2001, CNN reports
that the United States has spent “hundreds of billions of dollars” on homeland security.”
Concurrently, there has also been a huge growth in state and local government hiring in emergency preparedness,
homeland security, cybersecurity, and related fields, While some of the state and local hiring has been due to federal grant
funding, which is in decline, many of these functions are being maintained despite the changing fiscal environment
because these functions cannot be ignored or abandoned. Simply put, the public sector security structure is (1) quite large,
(2) will require new generations of workers as those public servants brought into DHS-like strectures from precursor
agencies retire, and (3) continues to evolve to meet new threats.
What is generally less well understood is that the next round of growth in emergency preparedness, homeland security,
and cybersecurity employment will likely happen in the private sector. While public sector employment growth in
homeland security may be leveling off, there are rapidly expanding opportunities in the private sector in areas such as
enterprise continuity of operations, critical infrastructure protection, and especially cybersecurity. In the private sector the
number of security personnel has grown dramatically nationwide to upwards of 1.5 million people as of 2008.* This
includes only those involved in traditional “police” or “law enforcement” functions — investigations, physical security, and
loss prevention activities — but zoe of the people involved in broader risk management activities. In fact, this force of 1.5
million security personnel is nearly twice the number of sworn police officers in the United States,” a ratio that is likely to
grow given the broader move toward privatizing functions formerly provided by government. The same trend, according
9
to the United Nations, is true internationally.!° Perhaps equally important to those employed in “traditional” security roles
in the private sector is the growing importance of risk management in the private sector. Emerging and expanding fields in
the corporate and nonprofit sectors include areas like “Competitive Intelligence,""' “Enterprise Risk Management,”?
“Continuity of Operations,” and “Strategic Risk Management.” All of these approaches take a risk-based approach to
existing private sector industries and projects.
Additionally, there is very strong evidence that corporate leaders are increasingly taking a risk management approach to
dealing with threats like terrorism'5, cyber security's, pandemic influenza’, and other threats to their operations.'* To
effectively take this approach, these corporations will require a trained workforce.
Finally, both the public and private sectors are undersupplied in the area of cybersecurity. Informal communications with
alumni working in cybersecurity suggest that there are currently at least 10,000 jobs unfilled in Washington, DC alone for
lack of properly trained workers.!? The Center for Strategic & International Studies issued a report in 2010, 4 Human
Capital Crisis in Cybersecurity, that estimated “near term” demand at 10,000 to 30,000 in Federal and critical cyber
infrastructure alone, with much greater demand generally because cybersecurity is embedded throughout our economy
and society." The US Bureau of Labor Statistics (BLS) anticipates an overall 3.9% annual growth in career opportunities
in “Computer Systems Design and Related Services.” This is in their top 20 areas of growth.?! As cybersecurity is an
acknowledged area of growth within this larger segment, it is reasonable to assume even higher rates of employment
formation. Similarly, BLS expects high growth (22% over the period) in “Computer and Mathematical Occupations,” with
a median salary of $73,720 in this segment.?” High salaries are often correlated with high student interest in a field. Areas
of high demand, such as cybersecurity, command commensurately higher salaries within the field.
The relevant career areas assigned to graduates at the technical end of the cybersecurity spectrum (.e. computer scientists;
network, system and database administrators; computer systems analysts; computer and information system managers) are
all expected to grow: “Employment growth is expected to be much faster than the average,” and job prospects should be
excellent.”
In New York State, our existing partnership with DHSES and communications with the Center for Internet Security (CIS),
nonprofit based in East Greenbush, NY that serves as a key resource for state, local, tribal, and territorial governments
with respect to cybersecurity concerns, suggests that additional capacity is required. For instance, CIS has previously
described its difficulty in finding and hiring cybersecurity analysts, Rockefeller College’s existing MPA program has a
100% placement rate for completing concentrators, and we currently have more internship announcements than students
to fill those internships. Additionally, we would point to several indicators of growing and/or unmet need:
*® Governor Cuomo has conyened several conferences on resilience and the need to improve emergency
preparedness in the wake Superstorm Sandy.
* Reviews conducted by the College’s National Center for Security Preparedness (NCSP) suggested that response
to Sandy was hampered by “staffing, technology, and doctrine” (see pages 4 and 11 of
http://projectdisaster.com/media/205727357-Sandy-Draft-A fter-Action-Report.pdf), particularly the lack of
“trained staff” (page 11).
© New York State is adding cybersecurity requirements to bank examination processes (see
http://www. forbes.com/sites/gregorymoneal/20 14/05/26/banks-challenged-by-cybersecurity-threats-state-
regulators-acting/).
e Governor Cuomo established the Cyber Advisory Board to address growing cyber threats in NYS (see
hittp:/Avww.governor.ny.gov/press/100102013-cybersecurity-advisory-beard),
° New York State has continued to hire emergency preparedness personnel despite a state-wide hiring freeze
(communications from DHSES personnel).
With respect to current programs: First, many community colleges offer criminal justice and first responder programs.
However, there are very few educational options for professionals that operate at a managerial or event management level.
Second, the primary public university option in New York State for homeland security/emergency preparedness training
for managerial personnel is John Jay College in the CUNY system. There are no Upstate options in the SUNY system.
Third, Upstate options that do exist for some forms of training in this domain reside at private universities that are much
more expensive. For instance, Utica College offers a program in digital forensics — what could be considered “digital first
response.” However, the program is also not aimed at managers and is substantially more expensive then the option we
propose herein.
10
Thus the fields of emergency preparedness, homeland security, and cybersecurity are growing quickly, changing
dynamically, and creating jobs as many other fields appear to be shrinking. The growth in spending and workforce in the
Department of Homeland Security represents the fargest reshaping of the federal government since World War Il. Yet this
change may be dwarfed by the private investment in security and enterprise continuity that is still ramping up. So far, this
change in prioritization and expenditure has simply not been reflected in public policy and criminal justice programs
nationwide.
4 http://Awww.napawash.org/pe_management_studies/dhs.html
5 http:/Avww.govexec.com/dailyfed/0210/022410el htm
6 http://www.fas.org/sgp/gao/gao-09-488.pdf
7 hitp://money.cnn,com/201 1/05/02/news/economy/security_spending/index.htm
8 North American Industry Classification System (NAICS) codes 5616-56162 at
http://www2.census.gov/econ/susb/data/2008/us_state_totals 2008.xls
9 http://bjs.ojp.usdoj.gov/content/pub/pdf/esliea08.pdf
£0 http://Avww.un.org/apps/news/story asp?News! D=38957
11 http:/Avww.scip.org/
12 hitp://poole.ncsu.edu/erm/ and hitp:/Avww.ermsymposium.org/2012/index.php
13 http:/Avww.nextgov.com/the_basics/tb_20080623_2687.php
14 http:/Avww.nonprofitrisk.org/
15 Lloyds of London. Under Attack: Global Business and the Threat of Political Violence.
http://www. lloyds.com/News-and-Insight/Risk-Insight/Reports/Terrorism/Threat-of-Political-Violence
16 Ernst and Young. 2011 Information Security Survey. http:/Avww.cy.com/GL/en/Services/Advisory/201 1-Global-
Tnformation-Security-Survey---Into-the-cloud--out-of-the-fog and Deloitte. Cyber Crime: A Clear and Present Danger.
http:/Avww.deloitte.com/assets/Dcom-
UnitedStates/Local%20Assets/Documents/AERS/us_aers_Deloitte%20Cyber%20Crime%20POV%20Jan252010.pdf
17 Deloitte. Two Year Pandemic Preparedness Survey. http://www.deloitte.com/assets/Dcom-
Turkey/Local%20Assets/Documents/turkey_en-lshc-yeartwopandemicsurvey130307.pdf
18 World Economic Forum/Wharton Business School. Global Risks 2011. http://riskreport.weforum.org/ and Aon
Risk. Global Risk Management Survey. http:/Avww.aon.com/risk-services/thought-leadership/reportspubs_
2011_grms,jsp
19 Private communication with MPA alum working at Booz, Allen, Hamilton in cybersecurity who also has a National
Guard billet in cybersecurity.
20 http://esis.org/publication/prepublication-a-human-capital-crisis-in-cyber security
21 http://www.bls.gov/news.release/ecopro.t03.htm
22 http://Avww.bls.gov/news.release/ecopro.t05.htm
23 http:/Avww.bls.gov/oco/oco20016.htm
24 http://www.bls.gov/oco/oco20016.htm
ll
h)(2) Employment: For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and describe their specific
employment needs, If letters from employers support the program, they may be appended at the end of this form.
As appropriate, address how the program will respond to evolving federal policy on the “gainful employment” of
graduates of certificate programs whose students are eligible for federal student assistance.
Muitiple federal, state and local agencies, as well as private sector industry, have long-term needs for properly trained
employees in the area of homeland and cybersecurity. The certificate program will prepare professionals in several of the
areas identified in section h)(1) above. Students are expected to be drawn from and return to these fields, including the
following (with occupational codes from O*NET)
11-9161 Emergency Management Directors
11-9199.07 Security Managers
15-1122 Information Security Analysts
Students in the certificate program will have access to career services support from the Rockefeller College. This office will
follow up with graduates for gainful employment information. Currently the office of Internships and Career Services
collects this data on Master of Public Administration graduates.
eo cares a : Need: Projected positions
Employer ee initial year |” Infitth year:
h)(@) Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in
the service area, region and state, as appropriate. Expand the table as needed. NOTE: Detailed program-level
information for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic
Program Dashboards, Institutional research and information security officers at your campus should be able to
help provide access to these password-protected sites. For non-SUNY programis, program titles and degree
information — but no enrollinent data — is available from SED's Inventory of Registered Programs.
Education in Homeland Security
Tnstitution Soe Program Title [Degree |. Enrollment:
Elmira College MS in Emergency-Disaster MS Program is on
Preparedness Management hiatus, currently
2 students are
finishing
John Jay College MS in Protection Management MS,MPA j MS 39
MPA738
MPA concentration in homeland
security
Long Island University Homeland Security Management (M.S. | MS Not responsive to
and advanced Certificate Program) requests for
information
Mercy College MS in Cybersecurity MS Not responsive to
requests for
information
Metropolitan College of _| Emergency and Disaster Management | MPA 37
New York (M.P.A.)
12
New York Institute of MS in Information, Network, and MS Not responsive to
Technology Computer Security requests for
information
New York University- MS in Cybersecurity MS 101
Polytechnic
Rochester institute of MS in Computing Security and MS 32
Technology Information Assurance
Syracuse University, National Security and Cert Consider
Institute for National Counterterrorism enrollment
Security and Law (Certificate, open only to Law information to be
Counterterrorism students), Advanced Study in Security proprietary.
Studies (Certificate), Advanced Study
in Postconflict Reconstruction
(Certificate)
Utica College Cybersecurity-Intelligence and MS, MBA, | MS 286
Forensics (MLS.), MS MBA 107
MS 69
Economic Crime and
Fraud Management (M.B.A.),
Economic
Crime Management (M.S.)
h)(4) Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? Ifso, what
was that consultation and its result?
This program was not built in consultation with other campuses. However, it was built in collaboration with UAlbany’s
College of Computing and Information and the School of Criminal Justice. The UAlbany School of Business was also
consulted in regards to the program.
h)(5) Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they
resolved?
No concerns were expressed.
a) What are all admission requirements for students in this program? Please note those that differ from the institution’s
minimum admissions requirements and explain why they differ.
The admissions requirements for the Graduate Certificate in Emergency Preparedness, Homeland Security, and
Cybersecurity are as follows:
e Official transcripts of all graduate and undergraduate work to date
¢ Proof of a baccalaureate or graduate degree from academic institution(s) where degree was carned (an official
English translation should be provided if the original is not in English);
¢ Official transcripts from academic institution(s) where degree was earned (an official English translation should
be provided if the original is not in English);
© A to2 page statement of background and goals;
¢ Evidence of proficiency in English for international applicants; and
e¢ A completed application and fee.
These admission requirements are the same as all graduate certificate programs in Rockefeller College.
13
|
b) What is the process for evaluating exceptions to those requirements? |
There will be no exceptions to these requirements.
¢) How will the institution encourage enrollment in this program by persons from groups historically underrepresented in the
institution, discipline or occupation?
The University at Albany has a demonstrated commitment to promoting diversity and inclusiveness among its student body,
faculty, and staff. The Director of Graduate Recruitment and Admissions for the Rockefeller College will conduct targeted
outreach to persons from historically underrepresented groups to encourage them to apply to the program, The College has
participated in a number of Idealist Graduate Fairs where members of underrepresented groups often participate (particularly
in New York, Chicago, and Washington). While no individual will be given preferential treatment for admission to the
program, all persons will have equal access to the program and available resources. In order to increase recruitment of
persons from historically underrepresented groups, Rockefeller College is in the process of joining the Public Policy and
International Affairs (PPIA) program) which is a not-for-profit that has been supporting efforts to increase diversity in public
service for over 30 years.
[:2.5. Academie and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program. |
Upon acceptance into the Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity
program, every student will be assigned an academic advisor. Typically, students will be initially assigned to the program
director who will help the student decide what track and electives best fits his or her professional interests. As students
take courses and meet faculty, many will choose to select a new advisor, To change advisors, the student should secure the
agreement of another faculty member to serve as the new advisor and then notify the program director who will execute
the change in the myU/Albany information system and record it in the student’s records and in program documents.
Advisors are expected to monitor the student’s progress and to ensure that the student complies with all procedural
requirements in a timely manner. At a minimum, these duties include helping the student select courses, providing the
student with an Advisor Verification Number (AVN) to permit registration via the myUAlbany webpage each semester,
advising the student on other academic matters, discussing post-graduation career plans and writing letters of
recommendation. The advisor will also assist the student in the completion of the Completed Degree Program (CDP)
sheet, and other academic documents, as appropriate. The CDP sheet, which is a standard form for all certificate
programs in Rockefeller College, is a final document outlining how the student has met the requirements of the program.
During an in-person meeting, the sheet should be completed and signed by the student and the student’s advisor. This
must be done by the end of the fifth week of the student’s last semester in the program. The CDP sheet is used by the
director of graduate student services to review the student’s credentials for graduation.
At the end of each semester, the program director, affiliated faculty who serve as academic advisors and relevant
Rockefeller College staff will meet to review the progress and standing of all EHC certificate students. Students who are
not making adequate progress will receive notification from the program director and receive additional counseling to
identify and address problems. Students who do not maintain a 3.0 average will be placed on academic probation. Those
who are unable to bring their average up to this threshold within one year will be administratively withdrawn from the
program,
The certificate program must be completed within six years of the time a student is admitted into the program, While there
is no continuous registration requirement, students who choose not to enroll for a semester (or more) do not have access to
many services and they are unable to defer the repayment of prior college loans or qualify for financial aid.
[ 2.6Prior Learning Assessment.
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the learning and the
maximum number of credits allowed, or check here [ X ] if not applicable.
14
[2.7 Program Assessment and Improvement _
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy, including the
date of the program’s initial assessment and the length (in years) of the assessment cycle. Explain plans for assessing
achievement of students’ learning outcomes during the program and success after completion of the program. Append at the
end of this form, a plan or curriculum map showing the courses in Which the program’s educational and, if appropriate,
career objectives — from Item 2.3(b) of this form — will be taught and assessed. NOTE: The University Faculty Senate's
Guide for the Evaluation of Undergraduate Programs is a helpful reference.
The learning objectives of the Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity will
be assessed on a bi-annual basis for the first year and a half after the program is initiated, with the first assessment completed
in December 2015, One core course per semester will be assessed to determine if student learning outcomes are being met.
After this initial assessment cycle, courses will be reviewed on an annual basis (courses will be assessed in the same order as
they were initially assessed). After each course assessment, the committee of affiliated faculty will determine if additional
assessment of the core courses is needed. Additional assessment would be required if it was determined during the initial
assessment that the learning objectives were not being met and changes to the course were recommended. If it is determined
that an additional assessment is needed, this would take place the following the semester in which the class was taught. If it
is determined that no additional assessments are immediately needed, the annual assessment of each core course (one per
year) will be continued according to schedule. At this time, elective courses will be assessed (one per year).
The attached curricular map lists the learning objectives of the EHC certificate program, the corresponding courses in which
these objectives are met, and how the student learning outcomes are assessed, In each case, examinations and major
assignments will be used to determine if the student learning outcomes were met. If student learning outcomes have not
been met, if will be noted on this form.
[Section 3; Sample Program Schedule and Curriculum
Complete the SUNY Program Schedule for Certificate and Advanced Certificate Programs to show how a typical
student may progress through the program.
NOTE; For a graduate advanced certificate program, the SUNY Sample Program Schedule for Certificate and
Advanced Certificate Programs must include all curriculum requirements. The program is not required to conform with
the program expectations from Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education.
a) Ifthe program has fewer than 24 credit hours, or if the program will be offered through a nontraditional schedule (i.e., not
on a semester calendar), what is the schedule and how does it impact financial aid eligibility? NOTE: Consult with your
campus financial aid administrator for information about nontraditional schedules and financial aid eligibility.
The Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity requires the completion of a
minimum of 16 credit hours. The program will be offered on a traditional semester based schedule with normal time to
completion being one year. Students who are enrolled at least half-time (six credit hours) in the program may be eligible
for financial aid, This includes students who take classes during the traditional academic year (fall and spring semesters)
as well as during the summer session.
b) For each existing course that is part of the proposed undergraduate certificate or the graduate advanced certificate,
append, at the end of this form, a catalog description.
¢) For each new course in the certificate or advanced certificate program, append a syllabus at the end of this document.
No new courses will be taught as part of this program.
d) Ifthe program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction form at the end of this document.
N/A
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[ Section 5. Financial Resource
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel, the
library, equipment, laboratories, and supplies. Also include resources for capital projects and other expenses.
The Graduate Certificate in Emergency Preparedness, Homeland Security, and Cybersecurity does not require any
major investments, As discussed above, the core courses are already regularly taught in the Department of Public
Administration and Policy for the MPA program as a result, in part, of funding from NYSUNY 2020, New faculty in
the Department of Public Administration and Policy and the Informatics Department, College of Computing and
Information have already been hired,
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan summary.
Enter the anticipated academic years in the top row of this table. List all resources that will be engaged
specifically as a result of the proposed program (e.g., a new faculty position or additional library resources).
If they represent a continuing cost, new resources for a given year should be included in the subsequent
year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes as needed.
This program is funded using resources allocated by the University at Albany through the NYSUNY 2020 program.
SUNY Program Expenses Table
. Program Expense : a 2016-2017 f | 7018-2019 2019-2020,
Categories s[iee I: ae : Bes
(a) Personnel (including
faculty and all others) | 0 270,000 | 270,000 270,000 270,000 270,000
(b) Library 0 0 0 0 0 0
(co) Equipment 0 0 0 0 0 0
(d) Laboratories 0 0 0 0 0 0
(e} Supplies 0 0 0 0 0 0
@ Capital Expenses 0 0 0 0 0 0
(g) Other (Marketing): 20,000 15,000 0 0 0 0
Other (faculty start-
ap). 100,000
Other (online course
re-fits) 15,000 27,500
(h) Sum of Rows Above | 135,999 | 312,500 | 270,000 | 270,000 | 270,000 -_|.270,000
24
‘Resources.
[Section 6. I
NOTE: This section does not apply to certificate or advanced certificate programs.
NOTE: This section does not apply to certifi ficate or advanced certi ‘ificate programs.
[ Section 8, Institutional Response to External Evaluator Rept :
NOTE; This section does not apply to certificate or advanced certifi cate programs.
[ Section'9; SUNY. Undergraduate ‘Transfer.
NOTE: This section does not apply to certificate or advanced certificate programs.
[Section 10.. Application for Distance Education:
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [ ]No [X] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
hb) Does the program’s design enable students to complete 100% of the course requirements through distance
education? [ ]No [X] Yes
Appended Items: Materials required in selected items in Sections I through 5 and Section 10 of this form should
be appended after this page, with continued pagination. In the first column of the chart below, please number the
appended items, and appenc them i in number order.
Number : Appended Items 3°00 > : : Reference Items
For ‘mull-insttution programs, a letter of approval from partner Section L, Item (e)
institution(s)
For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of Section 2.3, Item (e)
specialized accreditation, Commissioner’s Regulations for the
profession, or other external standards
For programs leading to licensure in selected professions for which the
SED Office of the Professions (OP) requires a specialized form, if Section 2.3, Item (e)
required by OP
OPTIONAL: For programs leading directly to employment, letters of Section 2, Item 2.3 (h)(2)
support from employers, ifavailable
For afl programs, a plan or curriculum map showing the courses in which
1 the program’s educational and (if appropriate) career objectives will be Section 2, Item 7
taught and assessed
For all programs, a catalog description for each existing course that is Section 3, Item (b)
part of the proposed program
For all programs, syllabi for all new courses in the proposed program Section 3, Item (c)
For programs requiring external Instruction; External Instruction Form Section 3, Item (4)
and documentation required on that form
25
For programs that will depend on new faculty, position descriptions or "
announcements for faculty to-be-hired Section 4, Item (b)
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format Section 10
Proposal
26
Appendix 1 - Curricular Map
Public Administration — Graduate Certificate.in Emergency Preparedness, Homeland
Security, and Cybersecurity
Learning Objectives
Course or
Level of
Assessment
How
Assessed
Date of
Assessme
nt
Noteworth
y Results
Changes /
Planned
Changes
I | Students will understand the basic
analytic, methodological, and
technical skills for analyzing
homeland security and cybersecurity
issues and the forces affecting flows of
information, intelligence, and
situational awareness. Extensive time
is devoted to learning and using
structured analytic techniques through
student-led analytic exercises on
terrorism and major crimes.
PAD 557
Final
project
Fall 2015
2 | The student will understand why
political violence is used,
the forms it takes, those that use it, and
how its targets’ respond to it. The
student will also understand the origin,
nature, and impact of terrorism and the
frameworks for understanding
counterterrorism and
counterinsurgency. Students will write
in support of and against leading
arguments in the field,
PAD 554
(POS 554)
Research
paper
Spring
2016
3 | The student will understand the
interaction between social, technical,
policy, and management factors that
affect the creation and management of
secure cyber infrastructure, This
includes the role of domestic criminal
justice, intelligence agencies, private-
sector infrastructure owners, and
authorities with responsibility for
responding to cyber attacks and the
institutional frameworks within which
homeland security and cybersecurity
exist.
PAD 545
Research
paper
Fall 2016
4] The student will understand the policy
frameworks that govern emergency
response in the US and the
institutional frameworks within which
emergency response in the US
operates.
PAD 555
(POS 555)
Research
paper
Spring
2017
27
Appendix 2 - Catalog Descriptions for Existing Courses
PAD 504 Data, Models, and Decisions I (4)
Introduction to computer-based tools for planning, policy analysis, and decision making. Topics include
administrative and policy models in spreadsheets, dynamic models in difference equations and spreadsheets,
making decisions with multiple criteria, resource allocation, probability and decision trees, data bases and
information management, and telecommunications in local networks and the Internet, Prerequisites: Familiarity
with word processing on either IBM or Macintosh platforms.
PAD 505 (POS 505) Data, Models, and Decisions II (4)
Basic introduction to statistical methods and tests. Specific course topics include measurement, probability,
distribution, tables and graphs, estimation and hypothesis testing, and linear models. Emphasis is placed on
interpreting and presenting statistical outputs, including reports generated by computer programs. Prerequisite:
Graduate standing,
PAD 517 (POS 517) Empirical Data Analysis (4)
Introduction to a variety of data-analysis techniques ranging in complexity from simple table construction and
interpretation to causal analysis. Within this range are coding, scale and index construction, multidimensional
scaling, levels of measurement, measures of association, correlation and regression, panel and cohort analysis, and
Markov chains. Introduction to computer technology and functional sofiware. Basic competence in statistics
necessary. Prerequisite: One course in statistics or consent of instructor.
PAD 518 (POS 518) Regression Analysis (4)
This course will give students familiarity with multivariate regression analysis, including Ordinary Least Squares
and other regression methods. Prerequisites: POS 517 or PAD 505 or Pub 505 or equivalent.
PAD 545 Principles and Practices of Cyber Security (4)
This course provides a broad introduction to cyber security and the way in which cyber security is viewed,
studied, or executed by professionals in industry, government, the military, and academia. For students that
approach the topic from a policy or management perspective, this class will enhance your understanding of the
interaction between social, technical, policy, and management factors that affect the creation and management of
secure cyber infrastructure. A brief introduction to the technical side of cyber security will be provided. The
course will offer technically advanced students an opportunity to better understand the management, policy, and
political equities involved in cyber security. Students approaching the subject from either the technical or
policy/management perspectives will be equipped to take a more advanced technical courses in a multitude of
disciplines that make up cyber security. Prerequisites: PAD 554 or permission of instructor.
PAD 546 Homeland Security Risk Analysis and Risk Management (4)
This course looks at the various risks that homeland security professionals and researchers are forced to grapple
with, including the various threats, vulnerabilities and consequences associated with these risks. It examines
important homeland security policy areas through a risk analysis framework, with an emphasis on issues like
infrastructure protection and resilience, cybersecurity, terrorism, and the implications of catastrophic disasters
(both naturally occurring and human-caused disasters). In each of the policy areas of concern, the class will
discuss both the risks that exist, but also risk mitigation strategies; including the building of capabilities for
preparedness, prevention, protection, response, and recovery. Prerequisites: PAD 554 or permission of instructor.
PAD 550 Foundations of Government Information Strategy and Management (4)
Introduces the interaction of policy, management, and information technology in the design, operation, and
evaluation of government operations and public services. Relies heavily on case studies to illustrate how these
28
domains play out in multiple settings and across sectors-public, private, and not-for-profit. Prerequisites: PAD
500 and PAD 506, and Permission of Instructor.
PAD 551 (CRJ 648) Terrorism, Public Security, and Law Enforcement (3)
This course reviews the role of domestic law enforcement in homeland security, including the prevention of and
response to terrorism. Consideration of strategic issues that arise with respect to specific forms of terrorist threats,
and of managerial issues, including the collection, analysis, and dissemination of intelligence, risk assessment and
resource allocation, intergovernmental and interagency cooperation and conflict, and investigative authority and
civil liberties.
PAD 553 Topics in Homeland Security and Terrorism (4)
This course examines an array of topics related to homeland security, terrorism, responses to terrorism, and the
role of terrorism in public policy problems. Depending on the semester, the course will focus on a subset of issues
in this field and may include both substantive and methodological topics relevant to the study of homeland
security and terrorism. Course may be repeated with topic change.
PAD 554 (POS 554) Political Violence, Insurgency and Terrorism (4)
This course examines the relationships among, and differences between the following activities in the
international political system: political violence, insurgency, and terrorism. The course will include a
consideration of the causes of these activities, their effects on national and international politics, and an evaluation
of governmental responses to them.
PAD 555 (POS 555) Disaster, Crisis and Emergency Management and Policy (4)
Study of the policies designed to prepare for, respond to, mitigate, and recover from natural and technological
disasters, accidents, or terrorist attacks. Surveys government, non profit, and private sector activities in emergency
and crisis management and policy.
PAD 556 Homeland Security Intelligence (4)
This course examines Homeland Security Intelligence at the Federal, State, and local levels. We begin with an
overview of the US foreign intelligence community, its mission, history, structure, and capabilities. We examine
how this community’s composition and structure have changed as its mission was fundamentally altered twice,
first with the end of the Cold War and then with the rise if terrorism. Next, we look at the capabilities of new
producers of terrorism related intelligence at federal !aw enforcement agencies and at the Department of
Homeland Security, The main thrust of the course is intelligence at the State and local levels, The federal
government has worked with the states to create significant intelligence capabilities outside the beltway since the
events of 9/11/2001. This course identifies and discusses the State and local customers for homeland security
intelligence and examines the degree to which these intelligence requirements are being met.
PAD 557 Intelligence Analysis for Homeland Security (4)
This course provides instruction in conducting intelligence analysis, with emphasis on homeland security issues at
the State and local levels. After an overview of the history and structure of the US foreign intelligence
community, we review the fundamentals of intelligence analysis tradecraft as practiced within the CIA and other
federal intelligence agencies. Extensive time is devoted to learning and using structured analytic techniques
through student-led analytic exercises on terrorism and major crimes.
PAD 558 Intelligence & US National Security Policymaking (4)
This seminar examines the role of intelligence in the formulation and implementation of US foreign policy.
Through critical analysis and case studies, students will develop techniques to increase intelligence’s contribution
to policy deliberations while ensuring that it does not prescribe policy. The course will assess the most
29
appropriate role for the CIA and the Intelligence Community in supporting this executive branch process. After an
overview of the CIA, its functions, structure, and capabilities. We review the US foreign policy process, key
players, and institutional bias. The bulk of the course is devoted to a series of mock intelligence and policy
meetings on the Bosnia, Kosovo, Afghanistan, and Iraq crises to critically analyze the CLA’s proper role in
supporting the policy process,
PAD 559 Homeland Security: Building Preparedness Capabilities (4)
The short but significant history of the creation of the U.S. Department of Homeland Security (DHS) will serve as
the starting point for this course which will provide a comprehensive and functional approach to understanding
this department and its role. The preponderance of time will be spent in developing an understanding of the
nation’s effort, led by DHS to develop preparedness capabilities to prevent, protect from, respond to, and recover
from high consequence events caused by acts of terrorism, natural disasters, and accidents. The course will rely
heavily upon scenario-based activities and case studies to guide the student through the DHS maze and the
nation’s preparedness efforts at the federal, state, and local levels.
PAD 583 (POS 583) Global Governance (4)
The organization of world politics in the context of globalization. Overview of international organizations such as
the United Nations and regional organizations such as the European Union, Examination of the historical and
current international legal frameworks. Analysis of international cooperation beyond the confines of formal
organizational structures with particular emphasis on international regimes, institutions and norms that govern
state practices in particular issue areas — from trade and weapons proliferations to the environment and refugees.
Also examines transnational relations of non-state actors such as nongovernmental organizations (NGOs) and
multinational corporations as well as transgovernmental relations of sub-national governments and government
agencies that shape policymaking at a global level.
PAD 585 (POS 585, INF 585) IT and Homeland Security (4)
This course examines the political, legal and policy aspects of the use of information technologies by the US
Department of Homeland Security (DHS), non-technological dimensions of information collection, use and
management and the use of technologies other than computing in the homeland security domain. The course is
focused on information technology use by the US federal government but will also examine state and local
governments and other countries as well as international issues such as information sharing and international
technical standards.
PAD 610 Organizational Theory and Behavior (4)
This course uses social science theories and methods to understand human behavior in organizations. It explores
such important areas as decision-making, perception, communication, group dynamics, and such managerial
issues as organizational politics, organizational culture, and organizational change. Students employ case studies
and exercises to develop skills in organizational analysis.
PAD 624 (ITM 624) Business Dynamics: Simulation Modeling for Decision-Making (3-4)
Explores the use of computer models to understand, diagnose, and experiment with organizational policy and
design options. Students will learn about simulation-based analysis, employ a simulation tool, and apply their
knowledge to problems of current importance. Prerequisites: Itm 520, ITM 522, or PAD 504 or consent of the
instructor.
PAD 625 (POS 626) Bargaining and Negotiation (4)
Survey of theories of bargaining and negotiation, with emphasis on the use of analytic and quantitative methods to
help understand and facilitate negotiation processes. Extensive use of simulation, exercises, role playing, and
cases,
30
PAD 636 Cultural Analysis of Organization (4)
Exploration of the cultural approach to organizational analysis: theory and methods from anthropology, sociology,
and history that focus on the subjective experience of organization members. Students complete a study in which
these theories and methods are applied to a public, private or non-profit organization. Prerequisite: Graduate
standing.
PAD 637 Social and Organizational Networks in Public Policy, Management, and Service Delivery:
Theory, Methods, and Analysis (4)
‘The concept of "network" has become central to many discussions of public policy, management, and service
delivery but is rarely studied systematically. This course is designed to explore the theoretical underpinnings of
network analysis, introduce basic network analytic methods, and examine and compare insights gained through
network analysis with other forms of analysis. Prerequisites: Completion of required statistical courses for the
Master's or Ph.D. program; permission of instructor.
PAD 705 Research Methods II (4)
Intermediate course in specific research techniques and tools of analysis; qualitative and quantitative techniques
of analysis addressed. Prerequisite: PAD 704.
POS 550 Field Seminar in Comparative Political Systems (4)
Survey of the basic substantive, methodological, and normative concerns of contemporary scholars of
comparative political systems. Offered jointly by the faculty in comparative politics.
POS 566 Ethnic Conflict (4)
Since the end of the cold war, ethnicity has served as a key source of identity conflict. This course will examine
on the domestic and international aspects of ethnic conflict and the Possibilities for management offered by a
variety of institutional arrangements and international intervention.
POS 567 - Contentious Politics: Theory and Research (4)
Contentious politics focuses on politics outside of the normal boundaries of institutionalized politics. From
protests to riots and revolutions, contentious politics have often led to major shifts in domestic political orders.
This course will explore key theories and methods in the study of contentious politics.
POS 570 Field Seminar in International Political Systems (4)
A survey of the substantive, methodological, and normative concerns of contemporary scholars of international
relations. Offered jointly by the faculty in international relations as the basic foundation course.
POS 582 Global Security (4)
An introduction to competing theoretical approaches to the study of international security that considers
alternative conceptual approaches, such as societal security and human security. Reviews the evolution of nuclear
deterrence and explores issues of nuclear, chemical and biological weapons proliferation, asymmetric warfare and
homeland security. Prerequisite(s): As specified for M.A. and Ph.D, students.
IST 532 Terrorism, Public Security, and Information Analysis (3)
This course discusses information technologies available to assist in intelligence analysis, as well as defensive
tools used to combat cyberterrorism and protect our information-based infrastructure. Techniques include
advanced information retrieval, summarization, and linking, data analysis and data mining technologies. Legal
and ethical issues related to intelligence gathering and monitoring will also be included.
ITM 604 Data Communications, Computer Networking and Computer Security (3)
This class introduces communications and networking concepts, including types of networks, data/signal
transmission, basic ideas such as error control and multiplexing, as well as the costs and benefits of different
31
wired and wireless media and communications hardware. It covers network topologies, the OSI/Internet models,
associated protocols (TCP/IP), network architectures, and network routing and switching. Information security
concepts are introduced, including common risks to information systems and their controls. Specific areas
covered include wireless security, application security, password security and Access control, cryptography and
secure electronic commerce (PKI, digital certification, digital signatures, and other electronic authentication),
intrusion detection/prevention, incident response, and computer forensics. Students also perform a risk analysis
exercise using a real-world case and learn to develop information security policy. Prerequisite: ITM 522 or
permission of instructor.
ITM 640 Information Security Risk Assessment (3)
This course provides students with an introduction to the field of information security risk assessment. Initially,
the students will be introduced to basic definitions and nomenclature in the area of security assessment.
Thereafter they will be taught different approaches for assessment of risk, The course will incorporate cases in
risk analysis derived from state and law enforcement agencies. Students will learn how to use a risk
analysis matrix for performing both quantitative and qualitative risk analysis. As part of the course the students
learn of the different threats that they need to incorporate in their risk analysis matrices.
ITM 641 Security Policies (3)
This course provides students with an introduction to information security policies. Students will be introduced to
sociological and psychological issues in policy implementation in general and then provided with a focused
dialogue on information security specific policies. The class discusses the entire lifecycle of policy creation and
enactment and presents students with issue specific policies in different domains of security. The structure of the
policy is also discussed to assist the students in design and modification of policies. Several examples from
different domains are incorporated in the curriculum to assist students to learn in context of real life situations.
ITM 642 Computer Forensics (3) |
This course prepares students to conduct a computer forensics investigation as prescribed by the National Institute
of Justice (NIJ). Students will be introduced to computer forensics concepts, as well as techniques for identifying,
collecting, preserving and triaging digital evidence consistent with industry standards and best practices. Students
will become familiar with assorted hardware and software utilized by computer forensic practitioners 4
ITM 643 Incident Handling (3)
The course primarily involves management of computer security incidents, including detailing different types of
incidents, identification, preparation, and analysis of incidents; as well as gathering of evidence, recovery and
follow-up to computer security incidents.
ITM 644 Introduction to Information & Cyber Security (3)
In this class, vulnerabilities of computer networks and techniques for protecting networks and data are discussed.
Basic elements of symmetric and asymmetric cryptography, secure e-commerce, involving secure transmission,
authentication, digital signatures, digital certificates and Public Key Infrastructure (PKI) is presented, Issues in
privacy and piracy are also discussed where students study and debate controversial topics such as media piracy
and government surveillance,
ITM 645 Psychology & Information Security (3)
This course provides students with an appreciation for and understanding of the psychological processes that
impact information security. Three broad themes are covered. The first explores the psychology of the attacker,
and examines the motivation and techniques of cyber criminals and hackers. The second theme stresses the
importance of the user in the success of security systems. Students will be introduced to basic perceptual,
cognitive, and motivational processes and biases that compromise security and increase yulnerability to attacks.
The third theme examines how humans interact with machines and technology and how this interaction affects
security in organizations.
32
ITM 646 Mathematical Models for Information Security (3)
This course teaches students fo navigate sections of classical mathematics and computer science used to construct
mathematical models of information security. ‘This course will help students understand the need for mathematical
models in different security paradigms along with the essential definitions, concepts and results for developing the
models. The course will also help students figure out the limitations of the mathematical model: its strengths and
weaknesses, and, consequently, its application to practical problems. The student will know what specific areas of
mathematics and computer science will be necessary for the problems at hand and where further investigation is
required.
ITM 647 Security Implementation
This course will teach students how to implement security in networks. Students learn how to harden their
information security environment and set up secure infrastructure. The course covers both wired and wireless
network security, database security, and general computer security practices.
ITM 691 Field Study in Information Technology Management (3)
Field projects are conducted by students under faculty supervision in a variety of business and not-for-profit
organizations. The projects provide students with an opportunity to apply and further develop their skills in
information technology management, Must be repeated for 3 credits. Prerequisites: [TM 522 and permission of
the department chairperson.
CRJ 504 Applied Statistics I (3)
Introduction to statistical techniques appropriate for use in the criminal justice field, Descriptive statistics; scales
of measurement; measure of central tendency, variability, and association. Introduction to statistical inference
including sampling distributions and tests of significance.
CRJ 505 MA Research Design (3)
This course provides an introduction to methods of research used in criminal justice and social sciences. Major
topics include the logic of social inquiry, causality, and conceptualization; sampling theory; data collection and
measurement; and research design. The primary objectives of this course are: 1} to help students be informed
consumers of contemporary criminal justice research and 2) to enable students to initiate and execute worthwhile
research projects of their own. MA students only or with permission of the instructor.
CSI 416/516 Computer Communication Networks (3)
Introduction to computer communication networks. Equal emphasis on all layers of the ISO reference model and
the TCP/IP protocol suite. Topics include physical networks, sliding window protocols, remote procedure call,
routing, naming and addressing, security, authentication, performance, and applications. Prerequisite(s): I CST 402
and A Mat 367, Normally offered fall semester only,
CSI 424/524 Information Security (3)
This course covers the broad spectrum of technical issues surrounding computer security and intrusion detection.
Topics considered include: viruses, worms, host- and network-based vulnerabilities and countermeasures,
database security, intrusion detection, and privacy and legal issues, Facilities for securing hosts and limiting
vulnerability are also discussed. Unlike in a systems administration class, detailed operational issues are not
discussed. Prerequisite(s): I CSI 402 or 1 CSI 400.
CSI 426/526 Cryptography (3)
The making of ciphers to encode information is the subject of cryptography. This course covers the field from its
origins in early historic times through its most up-to-date implementations and uses in digital computers. Various
ciphers will be shown and their security assessed. This latter is known as cryptanalysis — the attempt to break a
cipher in order to read the underlying message. The course will emphasize how cryptography and cryptanalysis
33
are intimately related, and how the arms race between the two has motivated progress throughout their history.
Prerequisite(s): I CSI 333 and co-registration in I CSI 403.
CSI 628 Cryptographic Protocols (3)
This course is on analyzing cryptographic protocols on security issues. The emphasis will be on formal methods,
i.e., logically analyzing the protocols to establish the presence or absence of security flaws. The students will read
and present latest cutting-edge literature and there will be a term project. Prerequisites: CSI 503 (or equivalent) as
a co-requisite, departmental examination in Discrete Mathematics, CSI 524 or 526.
FOR 610 International Cyber Conflicts (3)
Cyber Security is an international problem where the perpetrators and victims of attacks may be in completely
disparate locations. Cyber attacks have morphed from cyber crime and amateur display of prowess into cyber
warfare and espionage among nations, While the issues are international there is little consensus on how to
investigate them, create universally acceptable norms, and create international laws across multiple countries to
manage them. This course discusses some of these sensitive issues regarding information security and cyber
warfare. The hope is to improve understanding between professionals and students across countries in order to
foster cooperation in resolving cyber conflicts. The class will include cases and discussions that will touch on the
sensitive security related topics.
FOR 611 Supervisory Control And Data Acquisition (SCADA) Forensics (3)
Supervisory Control And Data Acquisition (SCADA) systems are computer systems controlling large-scale,
industrial equipment, often underlying important infrastructural assets such as power plants, water distribution
facilities, and communication networks. This class is intended to familiarize students with how to forensically
investigate and secure SCADA system. Due to the nature and impact of SCADA systems on human lives they
typically have more requirements than standard systems. Because SCADA systems are imbedded into critical
infrastructure it is vital to understand the regulatory compliance and system governance associated with these
systems, As recent events, both domestically and internationally, have demonstrated, SCADA forensics skills are
increasingly important and in demand today. Prerequisites: R CRJ 281, A MAT 108, or equivalent; recommended
B FOR 201 and 202.
FOR 613 Multimedia Forensics (3)
This course prepares students to conduct digital forensic examinations on multimedia evidence, specifically
images, videos and audio files. The course builds student knowledge from the basics of multimedia types to being
able to recognize anomalies in the files and identify file creation attributes. Students will learn how to examine
multimedia files manually and through automated processes utilized by digital forensic tools. Students will
prepare written reports outlining their findings of analysis, in a professionally acceptable manner, pursuant to
administrative, civil and criminal legal proceedings. Graduate students will be expected to do extra or more
advanced assignments. Prerequisites: R CRJ 281, A MAT 108, or equivalent; recommended B FOR 201 and 202.
INF 503 Advanced Networking and Security (3)
This course is designed to provide an advanced coverage of networking with a specific focus on network security
and cryptography. Networking security is examined through a study of digital signatures and certificates,
authentication protocols, and firewalls and key establishment and management. Also considered are security
issues related fo people's use of computer networks, communication channels, mobile devices, and the
Internet. Also examined are new access control paradigms such as Java security and .NET security. (The
programming experience will allow the course to include a hands-on security project).
Prerequisite: Some programming.
INF 504 Advanced Systems and Security (3)
This course is designed to provide an advanced coverage of systems with a specific focus on cyber
security. Engineered security is examined through the application and introduction to authentication protocols
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and intrusion detection for Unix, Windows and databases and general software security. Also considered are
security issues related (o people's use of systems including policies and practices for password management and
protecting privacy rights. Students also study options for maintaining business continuity in the event of a
disruption of business operations. Security models such as Bell-LaPadula are introduced and studied. Specific
case studies are used to highlight the choices that must be made to balance operational efficiency of business
functions with protecting the business from the onslaught of security threats.
Prerequisite: Some programming.
INF 552 Computer and Network Security (3)
Theoretical, conceptual and practical aspects of computer and network security. The role of algorithms, systems,
humans, software and hardware in computer and network vulnerabilities and defense. The two primary focuses of
the course will be on the computer and networks, as centers of vulnerability and defense, The course will
emphasize hands on analysis of security issues.
Prerequisite: INF 306 or background in cyber-security.
INF 553 Information Security aud Privacy (3)
Security and Privacy issues in computer and networked systems. The role of systems, design, implementation,
etc, on data security in digital systems. Case studies of those roles and how they affect both data security and
vulnerability. The legal and ethical aspects of data security and privacy.
Prerequisites: INF 306 or background in cyber-security.
INF 554 Human Aspects of Cyber-security (3)
The roles of individuals, groups, organizations and governments in computer and network security. How the
interactions of these with the technical nature of digital systems in many cases forms the core of
vulnerabilities. The trade-offs between security and various measures of utility. Conflicting definitions of
security at different levels (e.g. governmental v. individual). Societal measures and values of security, The
course will feature case studies to explore many of these issues,
Prerequisite: INF 306 or background in cyber-security.
INF 555 Prevention and Protection Strategies in Cyber-security (3)
The role of security policies and design strategies to minimize security vulnerabilities in computer and networked
systems. The affected areas range from the overall design of systems, networking protocols, operating systems
and applications software on individual computers. The role of coding standards. End user education and role in
security.
Prerequisite: INF 306 or background in cyber-security.
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Appendix 3 - Distance Education Format Proposal
36
Distance Education Format Proposal
Tre spy tatiasly For A Proposed or Registered Program
of New York Sones
When a new or existing program is designed for a distance education format, which
enables students to complete 50% or more of the course requirements at a distance, a campus Chief Bxecutive
Officer or Chief Academie Officer should submit a signed'cover fetter and this completed form to the SUNY
Provost at program revlew@suny.edu, According to MSCHE, the $0% standard includes only courses offered in
their ontirety via distance education, not courses utilizing mixed dellvory methods. Also, MSCHE requires thal
the first two programs for which 50% or moze Is offered through distance education be submitted for Commission
reylew and prior approval of a substantive change,
© All campuses must complete the followlng sections; Contact and Program Information, Section 1:
Enrollment, Section 2: Program Information, and Part B: Program Specific Issues,
» Part A must be completed if the proposing campus has not previously submitted this form with a completed
Part Ai Institution-wide Tssues, or has made significant changes to its institutlon-wide distance education
oporations sitice last completing Part A. ‘This applies even if the institution has programs registered to be
delivered at a distance,
Contact and Program Information
Institution’s G-digit SED Code: 210500
Institution Name: University at Albany
Institution Address: 1400 Washington Ave., Albany, NY 12222
NYS Department of Labor/Regenis Region: Capltal Region
CHO or Designee: James R, Steilar, Senior Vico President for Acadomio Affairs and Provost
rT : :
CHO/Designes Signature: Date: xfeles
Chiof Ixecutive Ottiesyf Bésiguee Approval: Signature affirms that the proposal has met al} applicable
campus adintnistrativeéaid shared governance procedures for consultation, aud the institution's commitment to
support the proposed program,
Distance Education Contact Person Name and Title: R. Karl Rethemeyer, Interln Dean, Rookefeller College
Telephone:518-442-5283 Email:
Program Title: Graduate ficate in Emergency SED Program Code (for existing programs):
Preparedness, Homeland Security, and Cybersecurity
Degree or Certificate Award: Graduate Certificate HEGIS Code: 2102 Public Administration
(Secon Tir
Anticipated enrotinient in distance program: 10
37
Initial Year: 2 Maximum by Year 3:7
[Section 2: Program Information
a)
b)
°)
Term length (in weeks) for the distance program: 15
Is this the same as term length for classroom program? [ ]No [X ] Yes
How much “instructional time" is required per week per credit for a distance course in this program? (Do
not include time spent on activities that would be done outside "class time," such as research, writing
assignments, or chat rooms.) NOTE: See SUNY policy on credit/comtact hours and SED guidance.
The instructional time for the courses in the Graduate Certificate in Emergency Preparedness, Homeland Security,
and Cybersecurity (EHC) program will be 170 minutes of class time per week per four credit course (e.g., the
course meets once a week from 5:45pm to 8:35pm). This is the same instructional time as the vast majority of
graduate courses currently offered by Rockefeller College at the University at Albany.
a)
2)
What proportion or percentage of the program will be offered in Distance Education format? Will
students be able to complete 100 percent of the program online? If not, what proportion will be able to be
completed online?
Students will be able to complete 100% of the program online, Students will have the option of taking
courses in both online and offline (traditional face to face) formats.
What is the maximum number of students who would be enrolled in an online course section?
Online courses in the EHC program would adhere to the University at Albany standard operating
procedure of capping classes at 25 students.
a)
b)
9)
Describe your institution’s planning process for Distance Education, including how the need for distance
access was identified, the nature and size of the intended audiences, and the provisions for serving those
audiences, including how each student’s identity will be verified.
Describe your institution’s resources for distance learning programs and its student and technical support
services to ensure their effectiveness. What course management system does your institution use?
Describe how the institution trains faculty and supports them in developing and teaching online courses,
including the pedagogical and communication strategies to function effectively. Describe the
qualifications of those who train and/or assist faculty, or are otherwise responsible for online education.
38
4) If your institution uses courses or academic support services from another provider, describe the process
O)
used (with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of
college credit and a degree or certificate.
Does your institution have a clear policy on ownership of course materials developed for its distance
education courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY’s
statement on copyright and faculty ownership of instructional content, and/or faculty contract provisions.
39
a) Describe how your institution provides distance students with clear inforntation on:
" Program completion requirements
. The nature of the learning experience
Any specific student background, knowledge, or technical skills needed
Expectations of student participation and learning
The nature of interactions among faculty and students in the courses.
Any technical equipment or software required or recommended,
b) Describe how your institution provides distance learners with adequate academic and
administrative support, including academic advisement, technical support, library and
information services, and other student support services normally available on campus. Do
program materials clearly define how students can access these support services?
c) Describe how administrative processes such as admissions and registration are made available to
distance students, and how program materials inform students how to access these services.
d) ~~ What orientation opportunities and resources are available for students of distance learning?
“proposed or registered program
a)
b)
Tow does your institution ensure that the sate academic standards and requirements are applied to the
program on campus and through distance learning? If the curriculum in the Distance Education program
differs from that of the on-ground program, please identify the differences.
Both the online and on campus programs were constructed by the same faculty group, which is comprised
of primarily tenured and tenure-track faculty with input from highly experienced Public Service
Professors (professors that are professionally rather than academically qualified to teach in the program.
For instance, our faculty group includes a 33-year CIA veteran with a PhD and a former brigadier general
with teaching experience at West Point.) The program will not be principatly staffed by temporary
faculty. Advising for all certificate students, whether online or on campus, will be handled by members of
the faculty group.
With two exceptions, all courses offered online are offered on campus using the same syllabus with some
modifications for online purposes (for instance, using online small groups rather than in-class small group
discussions). The core cybersecurity and emergency preparedness courses, PAD 545 and PAD 555, were
developed from origin as online courses (in-class courses based on the existing syllabus will be developed
during the 2015 calendar year). Courses are of the same length and have the same assignments and
examinations.
Are the courses that make up the distance learning program offered in a sequence or configuration that
allows timely completion of requirements?
40
¢)
Yes. PAD 557, which is required of all students in the EHC program, will be taught both online and ina
face-to-face format each academic year. In addition, the required course for each track (PAD 554, PAD
545 and PAD 555) will be offered online each academic year. Although all elective courses for each
track will not be offered yearly, a sufficient number (at least 3) will be offered online each academic year
to allow students to complete the certificate in one year. The sequence that the courses are offered each
year will be carefully thought out to ensure that students have appropriate classes to choose from to
complete the core and elective requirements.
How do faculty and others ensure that the technological tools used in the program are appropriate for the
content and intended learning outcomes?
In the process of developing new courses, faculty members and staff will test technological tools in
cooperation with the Course Management and Instructional Technology division of the University at
Albany’s Information Technology Services (ITS) and the UAlbany teaching and learning center (the
Tnstitute for Teaching, Learning and Academic Leadership, ITLAL). With the assistance of ITS and
ITLAL, we will develop a standard training module for all public service professors, adjunct faculty and
tenure track faculty using the technology for the first time. Rockefeller College has also received a
distance learning grant from the UAlbany Provost’s office that will support training of faculty and
graduate students in synchronous and asynchronous distance learning. We anticipate that this grant will
support fielding more elective courses in distance learning format, particularly in the EHC and proposed
Master of International Affairs (MIA) programs.
How does the program provide for appropriate and flexible interaction between faculty and students, and
among students?
Faculty members will be available to interact with students through a variety of means— in person during
office hours or scheduled appointments, via telephone, and/or via the use of Adobe Connect (or similar
software) or Skype for students who prefer face to face interaction but are unable to meet in person due to
distance or some other limitation. The technology that will be used for the classes will also allow
interaction between students and faculty and students and students through message boards and file
sharing systems.
How do faculty teaching online courses verify that the student who registers in a distance education
course or program is the same student who participates in and completes the course or program and
receives the academic credit?
Faculty members will be required to abide by the University at Albany’s ITS policy on identity access
and management (available at https://viki.albany.edu/display/public/askit/Identity+Accesst
and+ManagementtPolicy). These policies ensure that the student who registers in a distance education
program is the same student who participates in and completes the program and thus receives the
academic credit, UAlbany students who participate in such classes are required to use secure login
procedures for their online classes. Every student will be required to use the unique online identity (PIN,
Albany ID, NetID) that is assigned to them by the University. A password is established by the student
for the purpose of authenticating their assigned identity. PINS and passwords are confidential and must
not be shared with anyone.
4l
a)
b)
Distance learning programs are expected to produce the same learniitg outcomes as comparable
classroom-based programs. How are these learning outcomes identified — in terms of knowledge, skills, or
credentials — in course and program materials?
Distance learning courses will have learning objectives stated in course syllabi. The learning outcomes
for these courses will be the same as equivalent courses taught in the traditional face to face classroom
setting. These learning outcomes will be assessed according to the schedule provided in Form 2C and
outlined in section V below.
Describe how the means chosen for assessing student learning in this program are appropriate to the
content, learning design, technologies, and characteristics of the learners.
Courses will use examinations, written assignments, homework problem sets, group projects, and class
participation as means of assessing student learning. These methods are commonly used throughout the
College’s other comparable programs.
b)
What process is in place to monitor and evaluate the effectiveness of this particular distance education
program on a regular basis?
The distance education courses offered as part of the EHC program will be evaluated according to the
same standards used to evaluate and asses all courses, including traditional classroom courses, The
learning objectives of the core courses will be assessed on a bi-annual basis for the first two-years after
the program is initiated by the homeland security program director. One core course per semester will be
assessed to determine if student learning outcomes are being met. After this initial assessment cycle,
courses will be reviewed on an annual basis (courses will be assessed in the same order as they were
initially assessed). After each course assessment, the homeland security program chair will determine if
additional assessment of the core courses is needed. Additional assessment would be required if it was
determined during the initial assessment that the learning objectives were not being met and if changes to
the course were recommended, If it is determined that an additional assessment is needed, this would take
place the following semester in which the class was taught. If it is determined that no additional
assessments are immediately needed, the annual assessment of each core course (one per year) will be
continued according to schedule. Once the core courses haye all be assessed positively, elective courses
will be assessed (one per year).
How will the evaluation results be used for continuous program improvement?
If it is determined that learning objectives are not being met in any of the EHC program courses, the
program director would meet with all faculty responsible for teaching the course to determine how the
content and delivery of the course material could be improved so that learning objectives are met. This
would include comparison of course content to comparable courses both within the University at Albany
and at similar programs in peer institutions. Should it be determined that the delivery of the material is
hot meeting expectations, faculty members would be required to seck training from the Course
42,
Management and Instructional Technology division of the University at Albany’s Information
Technology Services (ITS) and the UAlbany teaching and learning center (the Institute for Teaching,
Learning and Academic Leadership, ITLAL).
¢) How will the evaluation process assure that the program results in learning outcomes appropriate to the
rigor and breadth of the college degree or certificate awarded?
The director of the EHC program, in consultation with the dean of Rockefeller College, will review
learning outeomes in conjunction with graduation statistics, average time-to-degree and student career
placements (e.g., percent placed, average wage, field of specialization) compiled annually by the director
of internships and career services. Emergency Preparedness, Homeland Security, and Cybersecurity
alumni will also be regularly surveyed to determine career trajectories and how our programs could be
altered to better equip our students for a competitive job environment.
SUNY programs must comply with all "authorization to operate" regulations that are in place in other U.S, states
where the institution has enrolled students or is otherwise active, based on each state’s definitions.
a) What processes are in place to monitor the USS. state of residency of students enrolled in any distance
education course in this program while residing in their home state?
The University at Albany Graduate Admissions Office and the Office of the Registrar monitor and verify
residency for all graduate students.
b) Federal regulations require institutions delivering courses by distance education to provide students or
prospective students with contact information for filing complaints with the state approval or licensing
entity in the student’s state of residency and any other relevant state official or agency that would
appropriately handle a student's complaint. What is the URL on your institution’s website where contact
information for filing complaints for students in this program is posted? NOTE: Links to information
Jor other states can be found at http:/www.suny.edu/provost/dlo/dl_outofstate.cfm.
http://Avww.albany.edu/graduatebulletin/requirements_student_complaints.htm
Version 2013-10-15
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