Integrating Soft/Entrepreneurial Skills for Success in Cybersecurity: Cybersecurity

Transcription

1 Year 2 MID-YEAR EVALUATION REPORT Integrating Soft/Entrepreneurial Skills for Success in Cybersecurity: Cybersecurity Northeast State Community College (Blountville, Tennessee) National Science Foundation DUE # February 11, 2017 August 15, 2017

2 TABLE OF CONTENTS PROJET OVERVIEW 2 BACKGROUND AND STATEMENT OF THE PROBLEM 2 PROJECT GOALS 2 EVALUATION 4 EVALUATION QUESTIONS 4 EVALUATOR TRANSITION 5 YEAR 2 MID YEAR OVERVIEW 6 CYBERSECURITY IMPLEMENTATION 6 PROJECT ACCOMPLISHMENTS 6 EVALUATION CONCERNS AND SUGGESTIONS 7 LOOKING AHEAD 7 CYBERSECURITY GOAL 1 8 CYBERSECURITY GOAL 2 11 CYBERSECURITY GOAL 3 16 EVALUATOR CONCLUSIONS AND SUGGESTIONS 18 TABLES TABLE 1 5 TABLE 2 8 TABLE 3 11 TABLE 4 16 ATTACHMENTS 19 1

3 PROJECT OVERVIEW Background and Statement of the Problem (extracted from grant proposal) Today more than ever, organizations need cyber defense technology to protect their valuable, private, and confidential assets (e.g., trademarks, patents, processes, customer/patent/client information, etc.). A 2014 business whitepaper found that only 30% of assessed organizations met compliance requirements for Cybersecurity, and that the cost of data breaches had increased 78% during the four years prior to that time. Beyond threats to business and industry, cyberattacks were cited as the most dangerous threat to the United States. Such infrastructure attacks could include power grids, gas and oil pipelines, transportation, and banking and financial systems, resulting in possible blackouts, flooding, and scarcity of energy sources. In response to these looming threats, the Defense Department s cyber budget doubled to $447 million in 2014 and the information job security market continues to expand. Over the past five years, the demand for Cybersecurity professionals has grown 3.5 times faster than that of other Information Technology (IT) jobs. Northeast State Community College (NeSCC) in Blountville, Tennessee has responded to this growing need. In 2012 the Computer and Information Sciences Department at the College developed an Information Assurance (IA) concentration focusing on Cybersecurity as part of the Computer and Information Sciences Associate of Applied Science degree programs. Northeast State is working to grow the program by marketing externally to area high schools and the community and internally to the NeSCC student population in the Business Technologies Division programs. The Computer and Information Sciences Department regularly meets with its advisory board which is composed of representatives from local businesses. Advisory Board feedback often centers on the problem of prospective employees lack of soft skills such as effective written and oral communication, professionalism, and teamwork. This project will ensure that all students develop these skills through carefully targeted curriculum enhancement, including a specially designed course in entrepreneurship that will enable [the NeSCC] program to serve as a new model for Cybersecurity workforce education. Project Goals (extracted from grant proposal) The goals of the Cybersecurity and entrepreneurship grant are to provide students with combined technical, entrepreneurial, and soft skills. Attainment of the following three goals serve to define the success of Cybersecurity: 2

4 Goal 1: Goal 2: Goal 3: Integrate soft skills and entrepreneurial skills into curriculum To build enrollment in the Information Assurance program by focusing on area high schools, NeSCC students, the community, and industry outreach To disseminate results of the various activities As listed in Tables 2, 3 and 4, specific strategies/activities serve to support attainment of the project goals. 3

5 EVALUATION SCATE Inc., a 501(c)(3), not-for-profit corporation organized for educational purposes to improve the nation s technological workforce serves as external evaluator for Cybersecurity. SCATE Inc. uses a participatory approach in evaluating Cybersecurity, partnering with the project management to assist in devising outcome measures, data requirements, and assessment methods consistent with project activities and goals. The SCATE Inc. evaluation team will conduct formative and summative evaluations. Event observations and meetings/site visits are designated times for the evaluator to meet and engage in dialog with project personnel to: obtain first-hand knowledge regarding the implementation of project related events and activities; and to meet with project leadership to review the project s goal and objectives, ascertain forward movement of the project and accomplishment of deliverables, learn of project-related success nuggets and challenges, collect qualitative and quantitative data, collaboratively troubleshoot where necessary, and provide formative input to help guide the project in maximizing project outcomes and impact. External to event observations and meetings/site visits, ongoing communication occurs via and phone between the evaluator and project personnel. This Mid-Year Evaluation Report is intended to report project progress/highlights and identify areas needing attention since the issuance of the Year 1 Annual Evaluation Report (dated February 14, 2017). Comments germane to this Mid-Year Evaluation Report are inserted in orange. Evaluation Questions Overall, the evaluation process is driven by the following research questions: To what extent and/or in what ways did the Cybersecurity project: Develop a curriculum model that shows how the specific soft skills and entrepreneurial skills were incorporated into the curriculum? Document the results, lessons learned, and procedures used in the curriculum redesign to include the integration of soft/entrepreneurial skills into the Cybersecurity program? Document the results, lessons learned, and procedures used for conferences for the high school guidance counselors, and others? Utilize the results, lessons learned, and procedures for high school recruitment and retention into Northeast State two-year programs? Generate results, lessons learned, and procedures of industry leaders involvement in the classroom activities that enhance retention? Disseminate the model curriculum and project materials through the National CyberWatch Center Clearinghouse and SCATE? 4

6 Evaluator Transition During the first half of the project s initial year ( ), Dr. Mimi Hull served as the Cybersecurity Lead Evaluator for SCATE Inc. Due to family reasons, Dr. Hull was replaced by Dr. Diana McCauley Williams who now serves as the SCATE Inc. Lead Evaluator commencing late January, 2017 throughout the remaining months of the project. Since coming on board, Dr. Williams has engaged in evaluation strategies as identified in Table 1. Table 1 SCATE Inc. Evaluation Strategies for Cybersecurity Year 1 ( ) Year 2 ( ) Conference Calls / s X X Documents and Files Review * X X Event Observations Meetings with Advisory Board or College Administrators * X X X One-on-one Focused Discussions with Project Staff X X Participant/Partner Interviews or Focus Group Participant/Partner Surveys and/or Feedback Forms (administering and/or review of) X X Site Visits X X *Although the evaluator did not conduct meetings with the Advisory Board or with college administrators, it should be noted that among documents reviewed by the evaluator are Minutes of the Business Advisory Committee Meetings (October 20, 2016 and April 10, 2017) and the Agenda for the January 26, 2017 meeting of the same Committee. Each document includes evidence of presentations provided by the Cybersecurity management team. 5

7 Year 2 Mid-Year Overview Cybersecurity Implementation The official Cybersecurity start date was March 1, Following notification of funding, NeSCC began executing its commitment to launching a successful implementation of the project. This is particularly noteworthy given that Cybersecurity is a two-year venture, thus leaving no time for implementation lulls to occur. By all indications, Cybersecurity Year 1 and the first half of Year 2 have been successful. Delineation of project strategies/activities supporting this premise is presented in Tables 2 4 of this report. Project Accomplishments The Cybersecurity management team should be commended for the following accomplishments attained during the first half of Year 2: Presented Cybersecurity sessions at four high schools to a combined total of approximately 300 students (Daniela Boone HS February 15, 2017; Unicoi County HS March 29, 2017; Davy Crockett HS April 5, 2017; and Bennet HS April 12, 2017) CareerQuest a two day event (March 21 22, 2017 at East Tennessee State University) that resulted in the attendance of 5000 public school students Cybersecurity updates to the Northeast State Community College CITC Advisory Committee (April 10, 2017) Gave two soft skills presentations in cyber class, CISP 2580 Network Security, during the spring 2017 semester reaching 25 students per presentation Conducted a two-day Cyber Camp that was attended by 26 high school instructors and counselors (June 20 21, 2017) Partnered with Asheville-Buncombe Technical College to provide Innovative Expo (see Table 3, entry 2.2) to a total of 16 area high school teachers and guidance counselors (June 22, 2017) Attended the 2017 Community College Cyber Summit (3CS) in Largo, MD (June 28 30, 2017) and presented on the topic of How to Build a Portable Vulnerable Network to about 25 instructors/professionals. 6

8 Evaluation Concerns and Suggestions At the onset of Cybersecurity, the project management team collaborated with SCATE Inc. for the purpose of developing an evaluation plan. This collaboration resulted in a plan designed to obtain evidence to support claims about the effectiveness and impact of Cybersecurity. Implementation of, and adherence to, evaluation plans reduce evaluation/evaluator concerns. Such has proven to be true with Cybersecurity. Since coming on board as the evaluator for Cybersecurity, Dr. Williams notes the ongoing collaborations between the project leadership and the evaluator. This continues to suggest the project leadership s commitment to ensuring successful project implementation and outcomes. The evaluator also notes the project leadership s responsiveness to suggestions made in the Year 1 Annual Evaluation Report that focused on attendee tracking and continuous offering of Cybersecurity-related presentations as evident by the above entries under Project Accomplishments. Looking Ahead As stated in the Year 1 Annual Evaluation Report, during the second year of the project, evaluation strategies are to include faculty interviews or focus groups, classroom/event observations, data analysis (events and course enrollments), and administering and reviewing surveys to students and industry representatives. As of this Year 2 Interim Evaluation Report, each of these strategies have occurred with the exception of participant/partner (and faculty) interviews and/or focus groups. The evaluator seeks the opportunity to conduct such sessions within the upcoming months. The evaluator continues to encourage the Cybersecurity management team to consider next steps beyond the grant, asking themselves, In what ways can Cybersecurity be the foundation upon which synergistic or new programs be created? Of course, data collected during Cybersecurity s implementation will benefit the project management team by defining lessons learned and serving as a directional blueprint for next steps. When examining the recruitment components of Cybersecurity, it would not be unrealistic for the project management team to consider developing proposals for funding that focus on retention of the recruited students during their enrollment at NeSCC. What kinds of additional support services might they need to offset any personal barriers to certificate or degree completion? What professional development opportunities are needed to contribute to faculty advancement in the area of Cybersecurity? These are just hypothetical questions intended to promote the project management team s consideration of post- Cybersecurity programs and projects. 7

9 Cybersecurity Goal 1 Integrate soft skills and entrepreneurial skills into curriculum Industry-obtained input from local businesses represented on the Computer and Information Sciences Department Advisory Board informed the Department of the lack of soft skills among prospective employees. In response to this feedback, the Cybersecurity project identified three specific strategies and activities designed to address this problem and support the project s attainment of Objective 1. Those strategies/activities are listed in Table 2 which includes evaluator comments. Table 2 Goal 1 Project Strategies/Activities and Evaluator Comments Project Strategies/Activities Being Evaluator Comments Evaluated 1.1 To integrate soft skills such as teamwork, effective communication, and relationship building into the current IA curriculum. As of Year 1 Annual Evaluation Report (February 10, 2017) Targeted IA Information Security courses where the inclusion of soft skills will be integrated are: Fundamentals, Enterprise Security Management, Computer Forensics, Network Security, and Secure Electronic Commerce. Specific soft skills to be integrated into these courses are: report writing, documentation of processes, and oral communications. The evaluator was provided with documentation (which included monthly summaries of activities performed) to support project progress toward attainment of this strategy/activity. The evaluator also was provided with observation comments written by NeSCC faculty and administrators who were invited to witness student presentations in which soft skills were demonstrated. Excerpts from two such comments follow: Thank you so much for the opportunity to assist with the presentation review of your class. Your students were very creative with their approaches to their presentations and they modeled good organizational skills during this exercise. They were able to present the facts and figures with understandable terms. The teams dividedup the presentations within the membership of their committees. Each member was able to communicate their ideas and comments for the shared purpose and the conclusions were very clear and well summarized. [Dr. Steven R. Campbell, Chief Financial Officer, Northeast State Community College] 8

10 The presentation given by each group reflected their unique perspective on the problem presented providing secure computer forensics environment for an organization. The solutions presented ranged from using existing facilities to construction of new facilities. It was interesting to see and hear the cost/benefits justifications for each solution. I believe this project helped the students to understand not only the challenges that will be facing them in the real world of computer security but also how important it is to be able to effectively communicate that solution to their customers at all levels of the organization (executive, administrative, technical). [Tom Huskisson, Computer Systems Manager, Northeast State Community College]. Visits and presentations to campus Introductory Computer Science and Business classes define the specificity of this strategy. The evaluator was provided with Workshop Evaluation Forms from a presentation provided by the campus Job Placement Office that occurred on October 18, The presentation focus was on soft skills required for successful interviewing. Evaluation comments describe the presentation as being overwhelmingly well-received. Although soft skills integration will continue into the second year of Cybersecurity, the evaluator regards this strategy/activity as having been satisfactorily met during project year 1. As of the Year 2 Interim Evaluation Report (August 15, 2017) Cybersecurity Co-PI, Dr. Carol Cole made soft-skills presentations in two sections of the CISP 2580 Network Security course during the Spring 2017 semester. Twenty-five students in each section of the course were privy to the presentations. The evaluator regards this strategy/activity as being met, but encourages the project management team to campaign for the continuation of soft skills integration into the IA curriculum beyond the life of the project. 1.2 To integrate entrepreneurial skills, such as leadership, salesmanship, accountability, goal orientation, persuasion and influence, into the current IA curriculum. As of Year 1 Annual Evaluation Report (February 10, 2017) See evaluator comments for 1.1. Although entrepreneurial skills integration will continue into the second year of Cybersecurity, the evaluator regards this strategy/activity as having been satisfactorily met during project year 1. As of the Year 2 Interim Evaluation Report (August 15, 2017) See evaluator comments for 1.1 and 1.3. The evaluator regards this strategy/activity as being met. 9

11 1.3 The creation of a new Entrepreneurial Skills course. As of Year 1 Annual Evaluation Report (February 10, 2017) As captured in the evaluator s October 24, 2016 Site Visit Report, development of the Entrepreneurial Skills course was underway. Once completed, components of the course will include employability skills, soft skills, and creativity and innovation. During the evaluator s meeting of February 3, 2017 with the Cybersecurity management team, the evaluator was informed that development of the new Entrepreneurial course had been completed, noting that the course had been approved by the NeSCC Curriculum Committee and Academic Council. The newly-developed course will be required in the Small Business major and an elective for Accounting, Business, Small Business Management, and certificate programs. The course will appear in the NeSCC Course Catalog. The evaluator regards this strategy/activity as having been satisfactorily met during project year 1. As of the Year 2 Interim Evaluation Report (August 15, 2017) The evaluator was able to verify that the newly created entrepreneurial skills course (BUSN 1330: Entrepreneurship) appears in the NeSCC Catalog. The course syllabus is attached to this report. The evaluator regards this strategy/activity as met. With six months remaining in the Cybersecurity project, the evaluator recognizes the attainment of each of the three strategies/activities associated with project Goal 1 and applauds the project management team for its work in achieving this outcome. 10

12 Cybersecurity Goal 2 To build enrollment in the Information Assurance* program by focusing on area high schools, NeSCC students, the community, and industry outreach Outreach and recruitment serve as the overarching purposes of Goal 2. Five specific strategies, targeting different audiences (high school students, school guidance counselors and career educators, community organizations, NeSCC students, and industry), support attainment of this goal. Given the duration of the grant (2 years), full impact of implemented strategies and goal attainment may not be realized until post project funding. Table 3 presents Goal-related strategies/activities and corresponding evaluator comments. Table 3 Goal 2 Project Strategies/Activities and Evaluator Comments Project Strategies/Activities Being Evaluator Comments Evaluated 2.1 Recruit from area high schools. As of Year 1 Annual Evaluation Report (February 10, 2017) Consistent with the project s proposal contents, evaluation sought to determine the extent to which the project engaged in efforts to recruit from the nineteen area high schools within the College s five-county service area. Attached to the Year 1 Annual Evaluation Report as Attachment A is the roster of high schools with contact persons identified. Recruitment strategies were to include job fairs, information sessions, and presentations. Although the management team indicated that recruitment would begin in Spring 2017, the evaluator noted the occurrence of the following already completed offerings that align with this strategy: Virginia High School CyberCAMP 2016 (June 27 July 14, 2016; target groups rising 10 th, 11 th, and 12 th grade students). Camp flyer is in Attachment B of the Year 1 Annual Evaluation Report. Presentation: Meeting of the High School Transitions Executive Council (January 19, 2017). Among related planned events is Career Discovery 2017 to be offered June 21, The evaluator applauds the Cybersecurity management team for its involvement in and offering of this 11

13 activity as it is an example of the project leveraging the resources of another College grant/funded project. Given the continuation of recruitment efforts throughout the life of Cybersecurity, the evaluator encourages the Cybersecurity management team to track attendee numbers at all related offerings to document the extent of its outreach efforts. This can simply be achieved through sign-in sheets which, where possible, also collects demographic information such as grade level and gender. Although evidence of implementing strategy/activity 2.1 during project Year 1 exists, this strategy and evaluation of it will be ongoing. As of the Year 2 Interim Evaluation Report (August 15, 2017) Among the planned events for 2017 was a Career Discovery. Project management informed the evaluator that the Cyber Camp (discussed below in 2.2) was offered instead. During the first half of Cybersecurity year 2, the project management team made significant progress in its outreach efforts to high school students. This is evident by: Cybersecurity sessions at four high schools during the months of February, March and April 2017, reaching a combined total of approximately 300 students; and participation in CareerQuest (March 2017) where approximately 5000 students were introduced to the Cybersecurity project. Implementation of this strategy will be ongoing throughout the life of the project. Yet, evidence supports that this strategy will be fully attained by the project s end. 2.2 High school guidance counselor and Technical Education Teacher education As of Year 1 Annual Evaluation Report (February 10, 2017) Materials reviewed by the evaluator included evidence of the Innovative Expo offering which occurred June 2-3, 2016 in conjunction with Asheville-Buncombe Technical College s Skilled Workers 2.0 project (see Attachment C of the Year 1 Annual Evaluation Report). High school counselors and Career Tech instructors were the targeted groups. According to the sign-in sheet, 14 individuals attended this event. During the evaluator s most recent site visit, project management conveyed that planning is underway for a high school faculty professional development session to occur on June 21, Similar to the 2.1 evaluator suggestion, the project management team is encouraged to continue to track attendee numbers for 12

14 documentation and reporting purposes. Project success is not only determined by attainment of stated goals, but also by determining the number of persons touched by project implementation strategies/activities. The evaluator commends the Cybersecurity management team for partnering with other projects which promotes synergy. Given that this strategy will remain during project Year 2, the evaluator will continue to monitor project progress pertaining to this strategy. As of the Year 2 Interim Evaluation Report (August 15, 2017) Under Cybersecurity, a two-day Cyber Camp (June 20 21, 2017) was attended by 26 high school instructors and counselors. The evaluator observed the second day of the Camp and provided the Cybersecurity management team with a separate Event Observation Report (dated June 28, 2017) pertaining to the Camp. As offered during Cybersecurity Year 1 (summer 2016), Cybersecurity partnered with another project Asheville-Buncombe Technical College s (ABtech) Skilled Workers 2.0) to offer Innovative Expo (June 22, 2017) to 16 area high school teachers and guidance counselors in conjunction with. The Expo provided an opportunity for teachers and counselors to participate in problem-based learning activities, learn about targeted technician programs, and broaden their understanding of opportunities for female students in ATE priority areas. The evaluator observed the Expo and provided ABtech with a separate Event Observation Report. These two offerings support the intent of this strategy. Although likely to continue throughout the remaining six months of the project, the evaluator considers this strategy/activity as met. 2.3 Community outreach and after school activities As of Year 1 Annual Evaluation Report (February 10, 2017) As stated in the project proposal, The project team will be promoting dual enrollment opportunities with students in after school programs (e.g. Boys and Girls Clubs, YWCA, Girls Inc., etc.) During Year 1, Cybersecurity leveraged resources via another grant (CyberCamp) as an example of honoring the stated intent. The evaluator will continue monitoring project progress toward full attainment of this strategy during Year 2. As of the Year 2 Interim Evaluation Report (August 15, 2017) Similar to Cybersecurity Year 1, the CyberCamp was offered during project Year 2. The two-day Camp was attended by 26 high school 13

15 instructors and counselors (June 20 21, 2017). Additional comments about the Camp are included in entry 2.2. Although community outreach and after school activities are likely to continue throughout the remaining six months of the project, the evaluator considers this strategy/activity as met. 2.4 Internal recruitment of NeSCC students in Business Technologies Division classes As of Year 1 Annual Evaluation Report (February 10, 2017) Both the project PI and Co-PI provided the evaluator with their Monthly Activity Reports. The evaluator s review of these Reports identified the following activities related to strategy/activity 2.4: September 8, 2016: presentation of the Cyber Defense curriculum and opportunities to BUSN 2380 Principles of Marketing September 13, 2016: presentation of the Cyber Defense curriculum and opportunities to BUSN 1380 Supervisory Management As enrollees in the above and other classes within the Business Technologies Division differ from semester to semester, the evaluator encourages the project management team to repeat presentations each semester to as many classes/students as possible. As of the Year 2 Interim Evaluation Report (August 15, 2017) In response to evaluator comments made in the Year 1 Annual Evaluation Report pertaining to this strategy/activity, Cybersecurity Co-PI, Dr. Carol Cole made soft-skills presentations in two sections of the CISP 2580 Network Security course during the Spring 2017 semester. Twenty-five students in each section of the course were privy to the presentations. The evaluator will seek to determine that additional presentations are made during the fall 2017 semester, somewhat mirroring presentations made during project Year 1. Implementation of this strategy will be ongoing throughout the life of the project. Yet, evidence supports that this strategy has been met during the past two semesters of implementation. 2.5 Industry outreach As of Year 1 Annual Evaluation Report (February 10, 2017) As stated in the project s proposal, The Computer and Information Sciences Department regularly meets with its advisory board, which is composed of representatives from local businesses. These industry leaders provide advice for academic programs and keep them informed of the skills needed for success in the job market. Given that Cybersecurity was proposed in response to industry 14

16 input, industry input (outreach) is expected to continue for the duration of Cybersecurity. The evaluator is uncertain of the extent to which this strategy/activity has been implemented during Year 1 and is unable to definitively determine/verify progress. As of the Year 2 Interim Evaluation Report (August 15, 2017) The evaluator contends that it is reasonable to note that documents reviewed by the evaluator are Minutes of the Business Advisory Committee Meetings (October 20, 2016 and April 10, 2017) and the Agenda for the January 26, 2017 meeting of the same Committee. Each document includes evidence of presentations provided by the Cybersecurity management team. It is the evaluator s belief that since industry is represented on the Advisory Committee, industry outreach occurs via the Advisory Committee. To that extent, the evaluator deems this strategy has having been attained but will seek to determine continuance throughout the life of the project. The evaluator notes that four of the five strategies/activities connected to Cybersecurity Goal 2 have been met, and that the project management team has implemented activities to support the full attainment of the remaining strategy/activity. * During the February 3, 2017 site visit/meeting, project management apprised the evaluator of the change in name from Information Assurance to Cyber Defense. 15

17 Cybersecurity Goal 3 To disseminate results of the various activities The Cybersecurity proposal states that, the project team will work with existing NSF ATE Centers (e.g., National CyberWatch Center, SCATE, ATE Central) to disseminate the model curriculum, lessons learned, marketing materials and other project materials. The Computer and Information Science department will create a website with the schedule of project activities. Discussed in Table 4 is the Goal 3 strategy/activity accompanied by evaluator comments. Table 4 Goal 3 Project Strategies/Activities and Evaluator Comments Project Strategies/Activities Being Evaluator Comments Evaluated 3.1 Dissemination of results of the project. As of Year 1 Annual Evaluation Report (February 10, 2017) During Cybersecurity Year 1, the project management team: developed a recruitment brochure (see Attachment D of the Year 1 Annual Evaluation Report) and a Cyber Defense and Network Engineering Programs brochure (the latter still in draft form but requiring minimal tweaking), designed the program table drape and stand-up banner, and disseminated project information at the NSF- ATE PI Conference in Washington, DC (October 26-28, 2016). Joining the Cybersecurity management team s manning of a booth at the NSF ATE PI Conference were NeSCC student Jessica DelGrande and Shirley Velasco (NeSCC Grants and Contracts Officer). Documentation of Velasco s conference experience is found in Attachment E of the Year 1 Annual Evaluation Report. As proposed, the Computer and Information Sciences department has completed its development of a website which includes links enabling access to all of the project s dissemination efforts. The evaluator toured the website independent of the Cybersecurity management team and found it easy to navigate. While meeting with the management team on February 3, 2017, the evaluator was informed that website enhancement will continue into the project s second year, noting the intention to include additional Cybersecurity projects and links to such information as evaluation reports. 16

18 The evaluator regards this strategy/activity as having been satisfactorily met during project year 1, but expects dissemination efforts to continue throughout the life of the project and beyond. As of the Year 2 Interim Evaluation Report (August 15, 2017) The Cybersecurity management team has continued to disseminate project information via the developed Cyber Security website. The site which can be accessed at cscilinux.northeaststate.edu/cd includes a photo gallery where project-related events are showcased. The Cybersecurity management team attended the 2017 Community College Cyber Summit (3CS) in Largo, MD (June 28 30, 2017) and presented on the topic of How to Build a Portable Vulnerable Network to about 25 instructors/professionals. The evaluator anticipates that the team will make additional presentations prior to the project s end, including a presentation at the 2017 NSF-ATE PI Conference (October 2017 Washington, DC). The evaluator deems this strategy as having been attained but will seek to determine continuance throughout the life of the project. The evaluator realizes that the initial months of a project s funding period usually are devoted to planning and organizing. Yet, in instances where the entire project is to be completed in two years such as Cybersecurity implementation requires the project management team to hit the ground running. Such is evident by the development of recruitment/marketing materials (brochure, booklet, table drape and stand-up banner), the project website, and the number and variety of Cybersecurity recruitment and outreach efforts. The evaluator applauds project management for leveraging opportunities and partnering with other projects having goals and strategies similar to Cybersecurity to ensure as many offerings as possible meet the intent of Cybersecurity Goal 3. Although the single strategy/activity connected to Goal 3 is regarded as having been met, outreach efforts are expected to continue throughout the remaining months of the project. 17

19 Evaluator Conclusions and Suggestions Conclusions The evaluator commends the Cybersecurity management team for progress made toward implementing strategies/activities associated with each of the project s goals. Specific evaluator comments in Tables 2 4 of this report support this observation. The evaluator also is impressed by the Cybersecurity management team s leveraging of other resources that contribute to the advancement of project goals. The evaluator remains appreciative of the management team s continuous compilation and sharing of Activity Reports which provide documented evidence of their ongoing implementation activities and communication of project progress with NeSCC administrators and staff. The evaluator wishes to reiterate other project successes. Through website development, presentations and publications (brochure and booklet), table drape and stand-up banner, project information is able to be marketed and disseminated to a broad spectrum of audiences. With months remaining in the project, the evaluator contends that Cybersecurity is well on its way to realizing a fully successful implementation, specifically noting that eight of the nine individual strategies/activities associated with the project s three goals have been met/attained as of this report. Suggestions Although the majority of the project s strategies/activities have been met, project impact will best be defined by responses to the following questions: 1. Of all of those reached through the outreach activities, how many have chosen to attend Northeast State Community College? 2. To what extent has interest in majoring in Cybersecurity increased? 3. Have attitudes or awareness changed as they pertain to Cybersecurity? The evaluator encourages the Cybersecurity management team to seek and provide answers to these questions as such information will spotlight the so what regarding the project s overarching intent. In addition to the above and other suggestions presented elsewhere in this report, the evaluator reiterates a suggestion made in the Year 1 Annual Evaluation Report that the project management team: begin thinking about project sustainability. This exercise demonstrates forward thinking and aids in the identification of subsequently-needed initiatives to extend the work and life of Cybersecurity. 18

20 ATTACHMENTS 19

21 NORTHEAST STATE COMMUNITY COLLEGE COURSE SYLLABUS COURSE # & NAME: BUSN 1330: Entrepreneurship CREDIT HOURS: 3* *NeSCC College Catalog and Student Handbook Definitions and General Information. CATALOG DESCRIPTION: Entrepreneurship explores the skills and strategies necessary to start and operate a business venture. Topics may include the entrepreneurial mind-set in both individuals and organizations, the innovation and the pursuit of ideas, and soft skills and critical thinking skills. PREREQUISITES: None COREQUISITES: None REQUIRED TEXT & MATERIAL: Entrepreneurship: Theory, Process, and Practice, 10 th Edition by Kuratko, Cengage Learning. ISBN # Supplementary materials provided by the instructor. LIBRARY LEARNING RESOURCES: Students are encouraged to familiarize themselves with the Library and other learning/information resources and services. In addition to traditional books, monographs, and periodicals, the Library provides access to databases and to other electronic resources in a variety of subject areas. Reference librarians are available for individual assistance in person, by telephone, or through the Library s website ( INSTRUCTIONAL METHODS: Lectures, homework, videos, oral and written reports, library assignments, quizzes, group work, case analyses and other in-class exercises. EVALUATION METHODS: Objectives will be measured by four quizzes, various homework assignments, and in class assignments that may include case analysis, library assignments, chapter questions, self-assessments, opinions and issues assignments, etc. 4 Quizzes 400 pts Homework 100 pts Oral and Written Project w/powerpoint 150 pts 20

22 Attendance and Participation Video Exercises Total possible points 100 pts 50 pts 800 pts GRADING SCALE: % = A 80-89% = B 70-79% = C 65-69% = D Below 65 % = F COURSE OBJECTIVES: 1. To examine the historical development of entrepreneurship and the entrepreneurial revolution taking place today. 2. To describe the entrepreneurial mind-set and entrepreneurial cognition. 3. To understand the role of soft skills in entrepreneurship, management, and leadership. 4. To understand the myths, risks, and dark side of entrepreneurship. 5. To discuss the ethical dilemmas confronting entrepreneurs and to study ethics in a conceptual framework for a dynamic environment presenting strategies establishing ethical responsibility and leadership. 6. To reflect upon the characteristics associated with the entrepreneurial mind-set and how to develop that mindset. 7. To understand corporate and social entrepreneurship and examining methods for developing managers for both. 8. To understand the global environment for entrepreneurship. 9. To explore the opportunity identification process and define and illustrate sources of innovative ideas for entrepreneurs. 10. To assess challenges of entrepreneurial opportunities. 11. To employ the most effective techniques for helping students enjoy and assimilate the material. COURSE CONTENT: Unit TOPICS 21

23 1 Entrepreneurship: Evolutionary Development Revolutionary Impact Entrepreneurial mind-set in individuals Entrepreneurial mind-set in organizations 2 Entrepreneurial Ethics 21 st Century soft skills and employability skills Entrepreneurship in management and leadership 3 Innovation: The creative pursuit of ideas Assessment of entrepreneurial opportunities Pathways to entrepreneurial ventures 4 Challenges for entrepreneurial ventures: Marketing challenges Legal challenges Financial challenges 5 Global environment for entrepreneurship Professionalism/etiquette in the American and the world market FINALS WEEK: Presentations 22

24 INSTITUTIONAL POLICY STATEMENTS: Classroom Management Policy: The instructor has the primary responsibility for maintenance of academic integrity and controlling classroom behavior, and can order the temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct that violates the general policies of the institution for each class session during which the conduct occurs. Extended or permanent exclusion from the classroom, beyond the session in which the conduct occurred, or further disciplinary action can be effected only through appropriate procedures of the institution. Disruptive behavior in the classroom may be defined as, but not limited to, behavior that obstructs or disrupts the learning environment (e.g., offensive language, harassment of students and professors, repeated outbursts from a student which disrupt the flow of instruction or prevent concentration on the subject taught, failure to cooperate in maintaining classroom decorum, etc.), text messaging, and the continued use of any electronic or other noise or light emitting device which disturbs others (e.g., disturbing noises from beepers, cell phones, palm pilots, lap-top computers, games, etc.). Classroom misconduct includes other conduct prohibited in handbooks for specific programs of study. Please refer to Northeast State s Catalog and Student Handbook for more information. Northeast State Community College strives to maintain an environment that is free of intimidation and encourages education of students to their fullest extent. Therefore, the College will not tolerate acts or threats of acts of sexual assault, physical assault, or any type of violence. Please refer to Safe Northeast for more information on campus safety programs. Plagiarism Statement: Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Please refer to Academic and Classroom Misconduct for more information. Accommodations for Students with Disabilities Statement: In order for the College to make reasonable accommodations for students with disabilities, the student must contact the Center for Students with Disabilities and present a Faculty Accommodation Form to each instructor. Accommodations include, but are not limited to the following: extended time on tests, alternative test location or format, interpreter services, and note taking services. When possible, students should request accommodations prior to the beginning of each semester. Testing accommodations must be arranged prior to the 23

25 scheduled test date. No accommodations will be provided without approval from the Center for Students with Disabilities. Statement of Policy Regarding Children on Campus: Please refer to Minors on Campus policy for more information. General Attendance Statement: Students are expected to follow the Attendance Regulations as described by the institution or instructor. Emergency Evacuation Statement: In case of any building evacuation, students are to proceed under the direction of their instructor to the nearest exit in an orderly manner. The nearest exit for this classroom location is (instructor will identify exit). To ensure your safety, everyone will move to (each instructor is to identify the nearest exit for each classroom and the designated safe area). No one is allowed to re-enter the building until official notification is given. inortheast Mobile Technology Initiative: Northeast State Community College is committed to enhancing the student s educational experience, which includes transforming the learning, technological, and social environments, as representative of our core value of responsiveness. To best-prepare students to meet current and emerging needs of the 21 st century global living and work places, the College implemented the inortheast Mobile Technology Initiative in 2015 to facilitate teaching, learning, service, and student success through the use of mobile devices, specifically the ipad. The individual use of ipads is a way to empower students to maximize their full potential and to create a connection between their curricular and co-curricular activities. The ipad provides access to e-textbooks, online resources, campus information and network services, digital reference materials, free digital books, collaboration and productivity tools, and discipline-specific apps. Students enrolling in credit courses at Northeast State beginning Fall 2016 are required to lease or purchase an ipad that meets minimum operating system requirements (Apple ios 9 or greater with 32GB). Students are expected to follow the inortheast Mobile Technology Initiative as described by the institution.. Revised 11/