Cybersecurity BS

Program Purpose

Within the context of the aims of a BYU education our mission is to educate professional leaders with an in-depth understanding of all aspects of computer systems and their relationship to the world. These leaders will combine their technical understanding with their broad-based general education to visualize systems, communicate effectively, think analytically and implement solutions.

As reflected in this mission statement, the program is strongly technological but intended to be part of a broader, liberal education context. Thus phrases such as "leaders", "relationship to the world" and "broad-based general education" are specifically intended to evoke the larger context of BYU's aims. Furthermore, as explicitly stated, this mission statement rests on the foundation of the "Aims of a BYU Education."

Cybersecurity Program Educational Objectives:

1.     Practice as a competent professional in Cybersecurity or enrolled in an appropriate graduate program

2.     Demonstrate leadership by positive influence on others towards shared goals

3.     Collaborate and communicate effectively in diverse team environments

4.     Show sensitivity for global, societal, organizational issues, compliant with the moral standards of the Gospel of Jesus Christ in the application of technology.

Curricular Structure

The Cybersecurity undergraduate program consists of a strong introduction to computer technology and programming with more advanced work in networking, operating systems, human computer interaction, databases, security and information assurance. It is closely aligned with our IT major, which has had cybersecurity woven into its required courses since its inception. The first two years are designed to be compatible with other technical computing majors on campus.

The Cybersecurity degree requires similar science and math courses as Computer Engineering (CpE) and Computer Science (CS) and, to a lesser extent, Information Systems in the Business School (IS). Students should be able to transfer easily between Cybersecurity, CpE, CS and IT within the first two years of their studies as they refine their interests and understanding of the technical computer field. Cybersecurity rests on a foundation of Math and Science and thus includes classic courses in hardware architecture and computing (IT&C 124, IT&C 252, CS 142, CS 235, CS 236), Math (Math 112, Stats 201) and science (Physics 121) etc. In line with Schools of Technology nationwide, there is a strong emphasis on experiential learning and integration of technology within the curriculum. This is reflected in the emphasis on lab-work and projects in major courses. All technical courses in the major include substantial lab and project requirements and the capstone experience for undergraduate students is a two-semester project class where the students work in assigned teams to propose, design, build, manage, complete and report on a significant project in the Cybersecurity field. Additionally, 200 hours of work in the area of Cybersecurity are required prior to graduation.

The graduate program consists of a thesis-based MS degree. Currently graduate enrollment is very strong and students complete a variety of projects/theses in Cybersecurity-related research and application.

Cybersecurity is a relatively new discipline nationwide and BYU faculty are actively involved in national committees and professional societies to create and comply with model curricula and accreditation requirements for IT and Cybersecurity programs. BYU's Cybersecurity program is also considered an NSA/DHS Center of Academic Excellence in Cyber Defense based on a rigorous review of course materials and learning outcomes.

Catalog Information

Major Academic Plan

Learning Outcomes

Below are the Program Learning Outcomes for the Cybersecurity B.S. degree.

Problem Analysis and Solutions

Analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solutions.

Courses that Contribute: IT&C 347 IT&C 350 IT&C 446
Linked to BYU Aims: Think soundly, Quantitative reasoning
Design, Implement, & Evaluate Computing Solutions

Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program's discipline.

Courses that Contribute: IT&C 347 IT&C 350 IT&C 447
Linked to BYU Aims: Human knowledge, Competence
Communicate Effectively

Communicate effectively in a variety of professional contexts.

Courses that Contribute: IT&C 210B IT&C 366 IT&C 447
Linked to BYU Aims: Communicate effectively, Lifelong learning
Legal & Ethical Judgment

Recognize professional responsibilities and make informed judgements in computing practice based on legal and ethical principles.

Courses that Contribute: IT&C 231 IT&C 366
Linked to BYU Aims: Human knowledge, Character
Teamwork and Management

Function effectively as a member or leader of a team engaged in activities appropriate to the program's discipline.

Courses that Contribute: IT&C 447
Linked to BYU Aims: Competence, Lifelong service
Security Principles and Practices

Apply security principles and practices to maintain operations in the presence of risks and threats.

Courses that Contribute: IT&C 366 IT&C 447 IT&C 566
Linked to BYU Aims: Competence, Lifelong learning

Evidence of Learning

At the course level, assessments include quizzes, exams, homework assignments, labs, papers and so on. Many projects require students to report orally and in formal technical reports. Students are also required to complete term papers and report on key developments within their discipline. The final capstone project includes significant reporting requirements in the form of public oral presentations, posters, videos, extensive formal technical reports and several presentations to external reviewers (e.g., Industrial Advisory Board members). External stakeholders help achieve a balanced evaluation of the program. Semi-annual meetings with the Industrial Advisory Board (IAB) and annual surveys of alumni provide data for both evaluating student competence and also evaluating the mission and goals of the program. Exit interviews with graduating students are conducted to identify areas of strength and improvement. Additionaly, students self-report on how well they achieve learning outcomes for each required class as part of a learning outcome survey that is sent around each semester.

All full-time faculty members that teach IT&C courses participated in an analysis of the data and discuss ways that they can improve any deficiencies. The course outcomes are evaluated both directly and indirectly as discussed below.

Direct Measures of Course Outcomes

Each course in the major has defined learning outcomes. These are displayed in the BYU course catalogue. These outcomes are used by faculty in teaching. They are reviewed and changed as needed, after discussion in faculty meetings.

Achievement of these specific course outcomes is evaluated by faculty teaching the courses with assignments and evaluations directed towards the objectives.

Indirect Measures of Course Outcomes

Graduating students each have an exit interview as an individual or as part of a group of individuals. They also fill out an exit survey. The questions of the survey and interviews address the Program Learning Objectives. Thus, each year, there is an indirect measure of all 6 Program Learning Outcomes from a graduating student perspective. Feedback is discussed with faculty teaching required courses. Each required class is surveyed each semester relative to completion of course outcomes, some of which map to Program Learning Outcomes. Faculty review these together at least annually to discuss how to improve outcomes. Selected groups of alumni are also surveyed regularly (annually) with faculty discussions of the results. 

Learning and Teaching Assessment and Improvement

On the program level, all courses are evaluated by students through a formal, anonymous student response system each semester (administered by BYU). Results are provided to individual instructors and to administrative supervisors. Additionally, all graduating students must complete an exit survey and interview in order to graduate. The survey asks questions about the 6 Program Learning Outcomes and their experience in the program more generally. Exit interviews are conducted with every graduating student either individually or in groups. Results are anonymized and summarized and then provided to all faculty. These results are discussed in faculty meetings. An Industrial Advisory Board meets at least annually, reviews the program content, meets individually with students and provides feedback to the program. These meetings are recorded and summaries are provided to faculty and discussed in faculty meetings. Peer evaluations of instructors are also conducted before advancement and promotion.

Analysis, Evaluation, and Improvement Process

The entire program is reviewed and modified at least annually. Regular faculty meetings are held, and decisions are recorded, to deal with on-going program changes.

Indirect measures of Program Learning Outcomes are tracked each year from the exit survey data collected from each graduating student. Trends are evaluated each year.

Direct measures of Program Learning Outcomes are based on assignments that measure class outcomes that map to program outcomes. For example, peer evaluation data from capstone (IT&C 477) is used to evaluate Outcome 5 focused on teamwork. The list of Program Learning Outcomes indicates which classes map to which outcome. The faculty focus on evaluating only 2 program learning outcomes per academic year, according to the schedule below:

2018-19: All learning outcomes assessed (since program was new that year)

2019-20: Program Learning Outcomes 1 and 2 assessed directly

2020-21: Program Learning Outcomes 3 and 4 assessed directly

2021-22: Program Learning Outcomes 5 and 6 assessed directly

And so forth, repeating the 3-year cycle of covering all 6 learning outcomes.