MARYLAND HIGHER EDUCATION COMMISSION
BRAC HIGHER EDUCATION INVESTMENT FUND
FY 2009 APPLICATION COVER SHEET
Lead Applicant Institution:
Prince George’s Community College
Title of Project: BRAC-Preparation Partnership for Expanding Information Security Capacity in Maryland
_____________________________________________________________________________________________
Other partner institutions, businesses, organizations, etc: Maryland Online, Capitol College, and CyberWATCH
Project Director(s): Dr. Robert Spear and Dr. Davina Pruitt-Mentle Campus Telephone: (410) 531 – 3910
FAX Number: (301) 336 - 2851
E-mail: SPEARRJ@pgcc.edu and dpruitt@umd.edu
Campus Mailing Address: CyberWATCH, CAT Room 129C, 301 Largo Road, Largo, MD, 20774
Grants Office Contact, Name & Title (post award): Dr. Christine Barrow, Director, STEM Resource Ctr.
Phone number: (301) 322 – 0422
e-mail address: cbarrow@pgcc.edu
Finance or Business Office Contact, Name & Title: Mr. Thomas Knapp, VP of Administration & Finance
Phone number: (301) 322 – 0409
e-mail address: knappte@pgcc.edu
Certification by authorizing official (V.P. level or above):
Name: Dr. Sandra Dunnington
Title:
Interim Vice President for Academic Affairs
Signature: ____________________________________________________________________________
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Abstract
FY 2009 BRAC Higher Education Investment Fund Grant
Lead Institution: Prince George’s Community College
Project Title:
BRAC-Preparation Partnership for Expanding Information Security Capacity in Maryland
In 250 words or less, describe (for an educated general audience) your project activities.
(Note that this may be reproduced as is or edited by Commission staff for inclusion in press
releases and other publications describing the grant program.)
The BRAC-Preparation Partnership for Expanding Information Security Capacity in Maryland
Track (A) BRAC Related Initiatives proposal provides a unified effort between education,
government and community partners to increase the number of qualified individuals in the field
of Information Assurance - Information Security. This collaborative venture between
CyberWATCH Regional Center, Prince George’s Community College, and MarylandOnline
consists of three major components: 1) developing online format of three courses for Information
Security programs; 2) developing an Information Security and Management certificate program;
and 3) developing courses for the Information Security and Management certificate program.
These programs will provide participants with nationally-recognized credentials in Information
Security that can be used at Fort Meade, Aberdeen Proving Ground, and other BRAC-impacted
organizations.
This partnership will target military and civilian employees and embedded contractors that are
relocating, as well those already in the area who have high school or associates degrees or those
with degrees in other areas seeking additional credentials in Information Security and Assurance.
The Information Security certificate and associate degrees are already available in the face-toface format, but expanding state-wide capacity to meet the projected needs in this discipline
requires programs with more flexibility in content delivery. This partnership focuses on
developing online formats of courses in Information Security and then deploying these courses
through MarylandOnline. It also builds upon the national recognized CyberWATCH Regional
Center member partnerships’ efforts to cross map programs and courses and articulation
agreements between 2 and 4 year member institutions.
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TABLE OF CONTENTS
Cover Sheet
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Abstract
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Table of Contents
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iii
Proposal Narrative
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1
Needs Assessment ………………………………………………………………… 1
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4
Plan of Operation
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8
Management Plan
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10
Evaluation Plan
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14
Budget Summary
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14
Budget Narrative
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15
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18
Project Staff Resumes ……………………………………………………………………
24
Project Objectives and Outcomes
Budget and Cost-Effectiveness
Assurances
Appendix
iii
PROPOSAL NARRATIVE
1.1
NEEDS ASSESSMENT
The 2005 Base Realignment and Closure (BRAC) decisions will ultimately result in over 45,000
new federal and private sector jobs in Maryland. Most of these will involve high-technology. Of
these, there is an estimated in-migration of 5,717 military, civilian, and embedded contractor
positions to Fort Meade and an estimated 400 to Andrews Air Force Base (AAFB). In addition,
over the next 5 years, an estimated 1,500 new positions per year are projected to be created by
the National Security Agency, Fort Meade’s primary tenant (Maryland Department of Business
and Economic Development, 2007). Furthermore, 10,000 new positions are anticipated at Fort
Meade through Extended Use Lease and 2,000 in Department of Defense growth over the next 57 years (Team, 2002-2007). Less than 12% of the new positions created by the growth at Ft.
Meade are military.
RESI Research and Consulting, Towson University’s economic think tank, conducted a study for
Maryland Department of Business and Economic Development’s report (MDBED, 2007) to the
U.S. Department of Labor on the effects of BRAC relocations in Maryland. It is their analysis
that provides much of the data that is being used to generate policies for accommodating the
people who will be filling these positions. According to RESI, as many as 65% of the jobs will
be moving to Maryland without incumbents, therefore, the education/skill requirements of these
jobs will be important in the recruiting process (MDBED, 2007). RESI estimated that over 80%
of the new civilian positions at Fort Meade require at least a Bachelor’s degree, most of these
being in science, technology, engineering, and math fields. The specifics of the educational
requirements of the new positions at Andrews Air Force Base were not available.
Table 1. Estimate of Educational Attainment for New Civilian Positions at Fort Meade
Level of Education
Number
Percent of Total
High school
153
4.5%
Some education beyond high school
476
14.0%
Bachelor's degree
355
10.5%
Some education beyond bachelor's degree
1,032
30.4%
Master's degree
550
16.2%
Other graduate degree
370
10.9%
Doctorate degree
457
13.5%
Total
3,339
100%
Adapted from MDBED, 2007
The Defense Information Systems Agency (DISA), one of three organizations (besides the
Defense Media Activity and the Defense Security Service’s adjudication office) relocating at the
fort, is a combat support agency which includes 1) the Global DoD network which imagines,
designs, builds, provisions, and sustains the Global Information Grid (GIG) and 2) combat
support data centers that provide net centric enterprise services, net-enabled command capability,
and GIG bandwidth expansion. DISA alone will bring 4097 positions. The agency conducted a
survey of its current employees and found that the current level of education at DISA includes
over 20% of positions for individuals with a high school or associate’s degree and another 37.3%
at the Bachelor’s degree level (table 2).
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Table 2. Current Level of Education at DISA
Level of Education
Number
Percentage
High School
177
10.6%
Associates Degree
163
9.8%
Bachelor’s Degree
621
37.3%
Master’s Degree
537
32.3%
Doctorate Degree
28
1.7%
Other
87
5.2%
No Response
51
3.1%
Adapted from MDBED, 2007
According to the DBED report, DISA expects an increased need for engineering and high skill
technology and has identified 11 educational programs that would provide the necessary
competence to fill transferred programs. Included are an Information Security and
Assurance Certificate and an Information Security and Management Certificate (DISA,
2008). These are new technology fields and fortunately the community colleges and four-year
institutions near Fort Meade and Andrews Air Force Base are among a relatively few in the
country that are in a position to offer these curricula.
Fort Meade lies partially in Howard County in the Washington-Baltimore corridor while AAFB
resides in Prince George's County. Prince George's Community College (PGCC), in Prince
George’s County, is the lead institution in CyberWATCH (Washington Area Technician and
Consortium Headquarters, CW), the NSF-funded Regional Center of Excellence in
Cybersecurity. CW partners include 15 community colleges, 11 universities, and 17
public/private institutions and organizations from New York to North Carolina and as far south
as Louisiana. Since 2005, CyberWATCH has established model A.A.S. and A.S. degree
programs that have been mapped to CNSS (Committee on National Security Systems) 4011
standards. These programs have been adopted/adapted by member institutions resulting in a
333% increase in degree offerings at CW community colleges. Five of the partner community
colleges have received CNSS 4011 certification and more are expected to qualify in 2008 and
2009. CW’s comprehensive faculty development program provided 39 development activities
thru academic year 2007-8 that attracted 304 faculty and offers a Faculty Graduate Program that
underwrites tuition for IT faculty desiring graduate courses in Cybersecurity/Information
Assurance. CW runs a Collegiate Cyber Defense Competition for college students as well as a
forensic cup competition (CyberWATCH, 2008). The proposed project includes PGCC and the
CyberWATCH Regional Center Consortium which includes members such as Capitol College
(CC), and University of Maryland University College (UMUC), both National Center’s of
Academic Excellence in Information Assurance Education in all five CNSS domains.
This partnership will target military and civilian employees and embedded contractors that are
relocating to this area as well those already in the area who have an interest or experience in
Information Security and Assurance. The individuals with high school or associates degrees or
those with degrees in other areas seeking additional credentials in this area would participate in
this program in one or more of the following three ways: 1) enrolling in the Information Security
associate or certificate program, 2) enrolling in the Information Security and Management
certificate program, and/or 3) enrolling in the bachelors programs offered by partner four-year
2
institutions. Each of these participant avenues is aligned with the three main needs addressed by
the project:
Need 1. Increase the number of military personnel, civilians, and embedded contractors
with Information Security and Assurance technician training available for BRAC jobs;
Need 2. Increase the number of people (military personnel, civilians, and embedded
contractors) with Information Security and Management technician training; and
Need 3. Encourage students to transition into Bachelor of Science Information Security
programs.
Addressing Need 1: More Information Security and Assurance Personnel
The Information Security certificate and associate degree are already available in the face-to-face
format at Prince George’s Community College. As of Spring 2008, there were 17 declared
Information Security (AAS) majors, an increase of nearly 36% from the Spring 2007 semester.
Enrollments in the individual courses also remains high because these courses appeal to a wider
audience including network majors, ENT majors, and public safety and law majors (computer
forensics). However, expanding state-wide capacity to meet the needs in this discipline that have
been projected by BRAC requires academic programs with more flexibility in content delivery.
One area of this partnership focuses on developing four (4) online courses in Information
Security and then deploying these courses through MarylandOnline, a consortium of
Maryland institutions of higher education devoted to online learning (MarylandOnline, 2008).
Offering these programs through MarylandOnline will allow students at any of the member
institutions access to the courses, thus improving accessibility and enrollments for the institution
offering the course.
Four (4) core computer security courses would be offered in an online format to support the
certificate and/or degree options. One general course requirement (CIS Computer Literacy) and
one core course (CIS 1620 Computer Security, Security+) already exist in an online format,
while the other three core courses need to be converted to an online format. The three core
courses required for these programs that will be converted online are: CIS 1630 Securing the
Infrastructure, CIS 1660 Network Defense and Countermeasures, and CIS 1700 Understanding
Operating Systems (PGCC course numbers listed, see Appendix for complete Information
Security program curricula). Faculty developers for these courses will be recruited from the
CyberWATCH and MarylandOnline member institutions. The institution of each faculty
developer would then have the responsibility for the management of that course.
Providing adequate financial and academic support can help increase the numbers of individuals
who successfully complete certificate and degree programs in Information Security and
Assurance. For students based at PGCC, the STEM Collegian Center provides opportunities for
both financial and academic support. The STEM Collegian Center provides students with an
interest in the Sciences, Technology, Engineering, and Mathematics fields with opportunities for
academic enrichment, professional development, and leadership. This is accomplished through
faculty and peer mentoring, activities, and, where possible, financial support (STEM Collegian
Center, 2008). Currently, the activities and programs of this Center are funded largely by two
grants from the National Science Foundation. Students in the STEM Collegian Center can
3
qualify for need-based scholarships (with satisfied eligibility requirements) or merit-based
Performance Awards for successful completion of STEM Courses. Evidence has shown that both
increase enrollments and improve retention (STEM Collegian Center, 2008).
Addressing Need 2: More Information Security and Management Personnel
In addition to needing more Information Security and Assurance personnel, DISA has identified
the need for more personnel with Information Security and Management credentials. To address
this need, an Information Security and Management Certificate program of study will be
developed. This program of study will be developed in conjunction with CyberWATCH.
CyberWATCH provides resources and professional development training to faculty developing
curricula related to Information Security (CyberWATCH, 2008). Using these resources ensures
better alignment among partner institutions and adherence to national standards. Appropriate
alignment and adherence will better position the program for Maryland Higher Education
Commission (MHEC) approval.
Addressing Need 3: Exposure to Advanced Programs of Study at Four-year Institutions
DISA estimates that over 80% of the applicants for civilian positions relocated at Fort Meade
will require a Bachelor’s degree or higher (MDBED, 2007). This means exposing students at the
high school graduate, certificate program, and associate program level is critical. This early
exposure will allow the students to see the needs of the discipline, the facilities and support at the
four-year institution, and visualize themselves attaining this degree. This is a key element of
many high school to college and 2-year to 4-year bridge programs. This partnership leverages
the existing Information Security articulation agreements developed in association with
CyberWATCH. As part of the articulation agreement with Capitol College, UMUC, Towson,
University of Baltimore and Capella University, students who complete the Associate of Applied
Science degree program at Prince George’s Community College can transfer into the Information
Assurance (IA) program at the partner four year degree institutions.
1.2
PROJECT OBJECTIVES AND OUTCOMES
Each of the three identified needs has been correlated with a project goal. Each goal has
associated objectives, activities, and outcomes.
Goal 1. Increase the number of military personnel, civilians, and embedded contractors
with Information Security and Assurance technician training available for BRAC jobs.
Objective 1.1 Complete the PGCC online certificate program in Information Security and
Assurance
Activities: This certificate program at Prince George’s Community College already has
two courses in online format: CIS 1010 - Computer Literacy and CIS 1620 – Computer
Security, Security+. Three additional courses complete the certificate program: CIS
1630 – Securing the Infrastructure, CIS 1660 – Network Defense and Countermeasures,
and CIS 1700 – Understanding Operating Systems. This activity is to create these three
courses in online versions. Faculty will be identified through the MarylandOnline and
CyberWATCH.
4
Outcome: A complete online version of the certificate program in Information Security
Assurance that includes CIS 1700, CIS 1620, CIS 1630, and CIS 1660 will be a
deliverable. Online course development/conversion will be completed by May 2009.
Objective 1.2 Recruit, enroll, and retain students in IS & IA programs
Activity 1: Provide partial tuition reimbursement in the form of merit-based Performance
Award for successful completion of IS & IA courses. The amount of the Performance
Awards is dependent on the letter grade associated with successful course completion and
participation in the STEM Collegian Center. Generally, the amount for receiving an “A”
in the course is $220, a “B” is $200, and a “C” is $180. Students may also qualify for
need-based scholarships based on eligibility guidelines. These scholarships range from
partial to full scholarships covering tuition, fees, books, and expenses.
Outcome: Fifty (50) percent of students will get tuition assistance in the form of
Performance Awards or scholarships. These scholarships will be awarded after
completion of the courses. The first anticipated semester would be the Fall 2009.
Activity 2: Promote the program and recruit and advise the students. The Project CoDirectors and PGCC STEM Collegian Center Personnel will serve to recruit, advise, and
advocate for program enrollment program. The Project Co-Directors and PGCC Stem
Collegian Center Personnel will develop program recruitment and promotional materials
and advising tools.
Outcome: Forty new students will enroll in the program by the Fall 2009 semester. This
number represents online and face-to-face versions of the program. Thirty percent of the
new students (12 students) should represent online students.
Activity 3: Advise students through materials developed by the Project Director and direct
interaction with the Project Co-Directors and STEM Collegian Center Personnel. Mentor
students through the established mentoring program of the STEM Collegian Center.
Outcome: Project Director and STEM Collegian Center Personnel will maintain regular
advising hours for both face-to-face and online (via the Blackboard course management
system) advising and mentoring. STEM Collegian Centers are required to visit with
mentees twice per month. Sign in sheets and mentor verification sheets will document
time and usage These would keep track of time and topics discussed. These records will
be collected monthly from January 2008 – December 2009. 80% of mentees will meet the
required contacts.
Activity 4: Create a web site to distribute program information. This web site will be
created by an outside consultant/contractor. It will have links to and from partner
institutions and programs, including PGCC, MarylandOnline, CyberWATCH, and the
STEM Collegian Center.
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Outcome: Website will be created and live by Spring 2009. Input and updates will be
ongoing.
Objective 1.3 Offer Information Security certificate and associate degree programs through
MarylandOnline and enroll students in online program.
Activity: Use the resources of the MarylandOnline consortium to offer these programs to
students from other institutions. Students would enroll through their home institution and
take the necessary courses from whichever institution is hosting the course.
Outcome: Courses will be approved, converted and offered through MarylandOnline by
Fall 2009.
Goal 2. Increase the number of people (military personnel, civilians, and embedded
contractors) with Information Security and Management technician training.
Objective 2.1 Develop the curriculum for Information Security and Management certificate.
Activities: One faculty member will research the need and requirements necessary for a
certificate program in Information Security and Management. The faculty member will
work with CyberWATCH to develop a certificate curriculum proposal for submission to
the Maryland Higher Education Commission.
Outcome: An MHEC approved Information Security and Management certificate. The
development of certificate program will be completed by late Summer/early Fall of 2009.
Objective 2.2 Develop courses needed for Information Security and Management certificate.
Activities: Based on the needs assessment and requirements determined in the
development process, any new, necessary courses will be created.
Outcomes: The IS/IA Management certificate program will build upon the earlier IS/IA
certificate program. Four of the IS/IA certificate core courses will be developed via
Objective 1.1. We anticipate the need for one or two additional discipline-specific
management courses. The course development will be completed during the Summer of
2009. Two faculty members from the CyberWATCH consortium will develop the courses
required. If possible we will try to develop an online version, enabling us to skip straight
to Objective 2.3.
Objective 2.3 Develop online versions of Information Security and Management certificate
courses.
Activities: The additional one or two discipline-specific management courses will be
converted to online versions based on the initial offering of the face-to-face version.
Faculty for developing the online course(s) will be identified through the
MarylandOnline and CyberWATCH.
6
Outcomes: A complete online version of the certificate program in Information Security
Management that includes the new course(s) will be offered. Course development will be
completed by December 2009.
Objective 2.4 Recruit, enroll, and retain students in Information Security and Management
programs.
Activity 1: Provide partial tuition reimbursement in the form of merit-based Performance
Award for successful completion of IS Management courses. The amount of the
Performance Awards is dependent on the letter grade associated with successful course
completion and participation in the STEM Collegian Center. Students may also qualify
for need-based scholarships based on eligibility guidelines. These scholarships range
from partial to full scholarships covering tuition, fees, books, and expenses.
Outcome: Fifty (50) percent of students will get tuition assistance in the form of
Performance Awards or scholarships. These scholarships will be awarded the semester
after completion of the course.
Activity 2: Promote the program and recruit and advise the students. The Project CoDirectors and PGCC STEM Collegian Center Personnel will serve to recruit, advise, and
advocate for program enrollment program. The Project Director and PGCC
STEMCollegian Center Personnel will develop program recruitment and promotional
materials and advising tools.
Outcome: Ten (10) new students entering the program by the end of Fall 2009 semester.
Activity 3: Advise students through materials developed by the Project Director and direct
interaction with the Project Co-Directors and STEM Collegian Center Personnel. Mentor
students through the established mentoring program of the STEM Collegian Center.
Outcome: Project Director and STEM Collegian Center Personnel will maintain regular
advising hours for both face-to-face and online (via the Blackboard course management
system) advising and mentoring. STEM Collegian Centers are required to visit with
mentees twice per month. Sign in sheets and mentor verification sheets will document
time and usage These would keep track of time and topics discussed. These records will
be collected monthly from January 2008 – December 2009. 80% of mentees will meet the
required contacts.
Activity 4: Create a web site to distribute program information. This web site will be
created by an outside consultant/contractor. It will have links to and from partner
institutions and programs, including PGCC, MarylandOnline, CyberWATCH, and the
STEM Collegian Center.
Outcome: Website will be created and live by Spring 2009. Input and updates will be
ongoing.
7
Objective 2.5 Offer Information Security and Management certificate program through
MarylandOnline and enroll students in online program.
Activity: Use the resources of the MarylandOnline consortium to offer these programs to
students from other institutions. Students would enroll through their home institution and
take the necessary courses from whichever institution is hosting the course.
Outcome: All of courses in the certificate will be completed by December 2009 and
available to be offered online by Spring 2010. The faculty who developed the courses
will be teaching them. Five students will enter the programs during the Spring 2010
semester.
Goal 3. Encourage students to transition into BS Information Security programs. Recruit and
leveragee other programs that will be developed outside the BRAC MHEC grant
Summer experiences, career fairs and CyberWATCH transition workshops will be initiated.
These efforts will take place outside the scope of this grant.
1.3
PLAN OF OPERATION
The timeline for the plan of operation is shown in the Gantt chart in Figure 1. All activities will
be coordinated by Dr. Pruitt-Mentle who will coordinate the activities at PGCC and other
CyberWATCH components to ensure activities meet standards. Faculty members will be chosen
to complete each of the course activities. Dr. Pruitt-Mentle will work with appropriate STEM
Collegian Center personnel to ensure all aspects related to recruitment, advising and retention
has been offered. Participants served and each activity are detailed in the 1.2 Project Objectives
and Outcomes section and will not be repeated here Once completed, the online courses will be
available through MarylandOnline, and therefore ultimately, the number of participants served
by the project are unbounded.
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Figure 1: Timeline
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1.4 MANAGEMENT PLAN
Dr. Pruitt-Mentle will coordinate all activities for the grant. She will organize a kickoff
meeting to establish goals and schedule for the grant and will spend at least 2 hours per week
establishing status from each faculty member creating a course or transitioning it online, and
assisting and monitoring counseling activities. She will meet once per month with active
grant participants to provide feedback, and ensure activities are coordinated. Within these
activities, she will also work with the STEM Collegian Center to understand progress on
mentorship activities. Dr. Pruitt-Mentle will work with the CyberWATCH consortium, local
school systems, and business partners to increase the number of personnel matriculating for
these programs. Faculty members to assist will be assigned post award and will report to be
supervised by both Dr. Pruitt-Mentle and Dr. Spear.
A timeline for these activities is shown in Figure 2.
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Figure 2: Management Activity Timeline
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Staff Qualifications and Responsibility
Partner Roles
This project represents a partnership between the CyberWATCH Regional Center, Prince George’s
Community College, Department of Computer Information Systems, PGCC STEM Collegian Center
and MarylandOnline. The roles and the major management responsibilities of each of these partners are
described below:
CyberWATCH Regional Center:
Project Leader: Dr. Davina Pruitt-Mentle, Director, Educational Technology Policy, Research and
Outreach, Co- PI CyberWATCH Regional Center
Qualifications and Responsibilities:
Dr. Pruitt-Mentle has 19 years of teaching experience, including 12 years as college faculty, 9
years of online teaching experience, and 7 years promoting STEM initiatives. Her primary
responsibilities include providing professional development opportunities through workshops
and graduate courses, many of which are run on line, program evaluation and policy analysis,
and providing project management expertise for program and grant initiatives.
Her responsibilities will include administrative management and oversight of all proposed
project management components to include coordinating partners and project initiatives,
managing all aspects of the budget, completing MHEC and evaluator reports as needed,
managing deliverables and timeline, supervising project personnel, aiding in recruitment efforts,
and linking efforts back to CyberWATCH member institutions. Dr. Pruitt-Mentle will spend
20% of her time managing and oversight of project activities during the 2009 calendar Year.
Prince George’s Community College:
Project Leader: Dr. Robert Spear, Computer Information Systems
Qualifications and Responsibilities:
Dr. Spear has 37 years of computer experience, including 24 years as a college professor, 6 years as a
corporate manager of computer and engineering projects, and 7 years as an MIS specialist at the Navy
Department. His strengths are in information systems education, distance learning and instructional
technology, systems engineering, database systems, systems analysis and design, and computer
programming. His publications include computer programming textbooks, numerous textbook reviews
and technical reports, and journal articles in education and distance learning.
Dr. Spear will coordinate and manage PGCC project deliverables to include, development of 2 online
course formats, administrative oversight of the portion of MHEC monies that goes through PGCC
Computer Information Systems for accounting and auditing purposes and will aid in the develop and
approval process of the proposed Information Security and Management certificate program. Dr. Spear
will spend 6% of his time in project activities during the 2009 calendar year.
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1.5 EVALUATION PLAN
Each project objectives has an assessable outcome. These measures will be used in conjunction
with baseline data collected at PGCC, CyberWATCH and MarylandOnline. Among the data to
be collected for Goals 1 and 2 are quantitative measures of the numbers of online courses
generated, enrollments in these courses, how many of the students enrolled in the courses are
from other institutions, and student performance. Discrete measures will include courses passing
Quality Matters and the new Information Security and Management program obtaining MHEC
approval.
For the recruitment component, a survey will be developed to gauge interest in the discipline,
interest in pursuing transfer to a Bachelor’s program in Information Assurance, and value added
of resources and materials developed and the web site created. Quantitatively, the number of
transfers to BS programs from the IS/IA two year and certificate programs will be tracked.
Participants will tracked to determine how many of them are coming from BRAC impacted
institutions, how many are pursuing BRAC-related positions in Information Security and
Information Security Management.
Evaluation is a key component to the success of this project. A logic model will be developed
prior to the project start. Bi-monthly reports will be crafted and an interim and final report will
be submitted as stated by the RFA guidelines. The evaluation logic model will help in
determining the overall impact of the project, particularly as it relates to increasing Information
Security capacity.
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BUDGET AND COST-EFFECTIVENESS – Removed for Web Posting
14
ASSURANCES
The Applicant hereby affirms and certifies that it will comply with all applicable regulations,
policies, guidelines, and requirements of the Maryland Higher Education Commission (MHEC)
and the State of Maryland as they relate to the application, acceptance, and use of BRAC Higher
Education Investment Fund Program funds in this project. Also, the Applicant affirms and
certifies that:
1. It possesses legal authority to apply for the grant; e.g., an official act of the applicant’s
governing body has been duly adopted or passed, authorizing filing of the application,
including all understandings and assurances contained therein and directing and authorizing
the person identified as the official representative of the application and to provide such
additional information as may be required.
2. It will comply with Title VI of the Civil Rights Act of 1964 (42 U.S.C. 2000d) prohibiting
employment discrimination where discriminatory employment practices will result in unequal
treatment of persons who are or should be benefiting from the grant-aided activity.
3. It will enter into formalized agreement(s) with the local education agency or agencies (LEAS)
named in the application in the area(s) of proposed service, as well as with other members of
the collaborative, where applicable.
4. It will expend funds to supplement new and/or existing programs and not use these funds to
supplant non-grant funds.
5. It will participate in any statewide assessment program or other evaluation program as
required by the MHEC.
6. It will give the MHEC and/or the Legislative Auditor, through any authorized representative,
the right of access to, and the right to examine all records, books, papers, or documents
related to the grant.
7. It will comply with all requirements imposed by the MHEC concerning special requirements
of law and other administrative requirements.
Institution
Signature of Authorized Institutional Authority
___________________________________________________________________________
Name and Title, Printed
Date
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APPENDIX : INFORMATION SECURITY PROGRAMS (PGCC)
Information Security Programs
In addition to the Information Security programs listed below, see the Computer Information Systems programs on pages
49–53 and the Computer Science programs on pages 53–54.
The Committee on National Security Systems and the National Security Agency have certified that the Prince George’s
Community College courseware meets the National Training Standard for Information Systems Security (INFOSEC)
Professionals, NSTISSI No. 4011, through June 2012.
Information Security
Associate of Applied Science Degree (A.A.S.) New Program Code: COMP.SECUR.AAS (Former Code: 540)
The Information Security Program provides the skills for students to become highly skilled computer systems security
professionals and to train individuals for entry-level positions as Data Security Analyst, Systems Security Administrators, and
Network Security Administrators. In this program, students will master the latest security technologies and will examine the
issues of information security awareness, network security hardware, systems and network security planning and defense,
network security organization, and the legal and ethical issues associated with information systems security. Students also will
complete a capstone project and will design information security systems and implement a security strategy for a network.
Students planning to pursue a bachelor’s degree in Information Assurance, Information Security, or related programs at area four
year institutions should work closely with the CIS Department chair and Advising in order to meet the requirements of the
transfer institution.
Upon completion of the program of study, graduates will be able to:
• Plan and implement network router and switch configurations
• Monitor the security infrastructure to include analyzing network problems and traffic flow
• Identify and remove network security vulnerabilities and threats
• Create and enforce an organizational security policy including contingency plans
• Install, configure, and manage Windows and UNIX/Linux network operating systems
• Install, configure, and monitor a firewall
• Use the curriculum fundamentals to prepare for the A+, CCNA, Network+, Security+, and SCNP industry standard
certifications.
Program Concentration . . . . . . . . . . 40-41 Credits
CIS 1010 Computer Literacy . . . . . . . . . . . . . . . . . 3
CIS 1700 Understanding Operating Systems . . . . . . . . 3
CIS 1620 Computer Security, Security+ . . . . . . 3
CIS 1630 Securing the Infrastructure . . . . . . . . . . . . . 3
CIS 1660 Network Defense and Countermeasures . . . 3
CIS 2310 Windows 2003 Server Administration . . . . . 3
CIS 2690 Information Security Capstone** . . . . . . . 3
ENT 1940 Router Technology I: Network Fundamentals . . . . . . . . . 4
ENT 1950 Router Technology II: Routing Protocols . . 4
ENT 1960 Router Technology III: Switching and Wireless . . . . . . . . . . . . . . . . . . . . . 4
ENT 1970 Router Technology IV: Wide Area Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Program Elective . . . . . . . . 4
Choose one course from the following:
FOS 2600 Computer Forensics I . . . . . . . . . . 3
FOS 2610 Computer Forensics II . . . . . . . . . . 3
ENT 2190 Wireless LANs . . . . . . . . . . . . . . . . . . 3
CIS 2760 UNIX/Linux System Administration . . . 4
MGT 2860 Cyber Law . . . . . . . . . . . . . . . . . . . . . 3
MGT 2880 Disaster Recovery and Risk Management . . . . . . . . . . 3
Required General Education Courses/Elective . . . . . . . . . . . . . . . . . . 21-22 Credits
English Composition I and II* . . . . . . . . . . 6
Humanities* . . . . . . . . . . . . 3
Mathematics* . . . . . . . . . . . 3
MAT 1120 or higher
Science* . . . . . . . . . . . . . . . . . 3-4
Social Sciences* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Any credit course except PED.
Minimum Required for the A.A.S. Degree . . . . 61 Credits
16
Information Security
Certificate
New Program Code: COMP.SECUR.CT (Former Code: 541)
This certificate will help to prepare students for an entry-level position in the field of information security. Upon completion of
coursework, students will have the foundation needed to pursue CompTIA’s Security+ certification. Students wishing to pursue
an A.A.S. degree may apply these credits to the Information Security A.A.S. degree. Students are also encouraged to obtain the
Cisco CCNA Preparation certificate offered by the Engineering Technology Department, which also may be applied to the
Information Security A.A.S. degree program.
CIS 1010 Computer Literacy . . . . . . . . . 3
CIS 1700 Understanding Operating Systems . . . . . . . 3
CIS 1620 Computer Security, Security+ . . . . . . . . . . 3
CIS 1630 Securing the Infrastructure . . . . . . . . . . . . . 3
CIS 1660 Network Defense and Countermeasures . . . 3
Program Elective . . . . . . . . . . 3-4
Choose one course from the following:
FOS 2600 Computer Forensics I
ENT 2190 Wireless LANs
CIS 2760 UNIX/Linux System Administration
Total Required for Certificate . . . . . . . . . . 18-19 Credits
17
APPENDIX : INFO SECURITY FACULTY POSITION ANNOUNCEMENT
(PGCC)
JOBS.PGCC.EDU
October 16, 2008
POSITION TITLE: Computer Information Systems (Information Security and Networking)
OFFICE: Computer Information Systems
PERSONNEL STATUS: Faculty Full-Time, Full-time Faculty Position, Effective Spring 2009 Semester Continuing
Tenure Track Appointment (Position available pending budget approval), SALARY COMMENSURATE WITH
DEGREE AND EXPERIENCE
MINIMUM QUALIFICATIONS:
1.
2.
Bachelor's degree in Information Security, Computer Information Systems, Computer Science, or related
computer field.
One year full-time or equivalent part-time, teaching experience at the college level in one or more of the
following areas: information security, networking, computer information systems, computer science.
CRITERIA:The following criteria, which are not the sole criteria used in the final hiring decision, will be used to review
the applications of those persons who meet the stated minimum qualifications and to select those qualified applicants
who will be interviewed. Other information and observations made during the interview process may be considered in
the selection process.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Extent and relevance of educational preparation to anticipated teaching assignments. (Note: Teaching
assignments will include information security courses.)
Relevance of teaching experience to anticipated teaching assignments in information security, networking
and other computer information systems areas.
Relevance of non-teaching professional experience to anticipated teaching assignments. Examples:
Curriculum development, working with grant-funded programs, etc.
Evidence of quality teaching, including faculty evaluation scores and ratings, teaching awards earned,
courses designed, developed, and/or revised, etc.
Evidence of knowledge of and experience in employing instructional methods and techniques appropriate to
different student learning styles. Examples: Cooperative learning, online teaching, and group projects.
Evidence of currency in professional discipline through continuing education, professional development,
and/or scholarly activity.
Extent of ability to teach information security concepts effectively.
Extent of ability to teach Cisco router concepts (CCNA) effectively.
Evidence of knowledge of learning-centeredness and the role of a full-time faculty at a learning-centered
college.
JOB REQUIREMENTS:
1.
2.
3.
4.
5.
Degree from an accredited institution.
Unofficial transcripts must accompany application for teaching positions. Before an applicant can be
recommended for hire, he/she must have an unofficial transcript on file with the college. Lack of transcripts
may cause your application to be rejected from further consideration. Official transcripts of academic work
required upon an offer of employment.
Letters of reference must be job related and dated within the past three years.
Documentation of experience and performance required.
Ability to teach days, evenings, weekends or online.

Ability to communicate effectively in spoken and written standard English.
18

As required by the 1986 Immigration Act, be prepared to present acceptable documentation showing your
identity and that you are a U.S. citizen or an alien who is authorized to work.
SEEKING CANDIDATES INTERNALLY AND EXTERNALLY
Closing Date - November 10, 2008 (close of business: 4:30pm)
All applications must be received in the Human Resources Office, Kent Hall, Room 103 (or online). Applications
received after the closing date will not be considered.
CLICK HERE TO APPLY FOR THIS POSITION
Prince George's Community College is an Equal Employment Opportunity Affirmative Action/Title IX/Section
504/ADA Institution. The executive assistant to the president, room 130, Kent Hall, coordinates the program
on nondiscrimination.
Jobline: 301.322.0613
email support - jobs.pgcc - employment policies - PGCC home - You are logged in as:
© 2005 Prince George's Community College
19
APPENDIX : CREDENTIALS FOR PROFESSIONAL PERSONNEL
20
Davina Pruitt-Mentle
Director
Educational Technology Policy, Research and Outreach
dpruitt@umd.edu
(410) 531 3910
Professional Preparation
Virginia Tech
Lynchburg College
University of Maryland
Major: Animal Science/Bio-Chemistry
Minor: Biology
Secondary Curriculum and Instruction
Education Policy and Leadership
B.S. - 1985
M.Ed. - 1990
Ph.D. - 2005
Davina Pruitt-Mentle serves as Director for Educational Technology Policy, Research and Outreach (ETPRO). Dr.
Pruitt-Mentle has 19 years of teaching experience, including 12 years as college faculty, 9 years of online teaching
experience, and 7 years promoting STEM initiatives. Her primary responsibilities include providing professional
development opportunities through workshops and graduate courses, many of which are run on line, providing
project management expertise for program and grant initiatives that advance effective learning and teaching through
technology integration, and research, program evaluation and policy analysis.
She has extensive experience in the research, development and delivery of educational media, including computer
software, multimedia, distance learning and print materials. She serves on numerous state and national advisory
committees including NetSmartz, the National Cyber Security Alliance Education and Outreach Committee and
Maryland’s Instructional Technology, and Maryland’s Committee on Library Information Literacy and Ethical Use. She
serves as a CyberWATCH Regional Center Co-PI, and serves as the PI for the CyberWATCH UMD Digital Forensics
Lab.
Her research and development interests have focused on Cyberethics, Cybersafety and Cybersecurity (C3)
awareness for students, educators and parents. Through her Young Scholars Mindtools Program, students are able
to explore technology applications essential to college success while also focusing on career possibilities that
connect engineering, science, math and technology. Critical need areas are emphasized: IT/IA/IS and digital
forensics with a special focus on exposing students to the plethora of career opportunities in cybersecurity. A main
research initiative looks at technology as an empowerment vehicle by investigating the meaning of technology in the
lives of minority students with specific focus on recent Hispanic immigrants. Current research includes the Maryland
Baseline Academic Integrity Pilot Study, the National C3 Baseline Study, and Review of Research: The Status of
Cyberawareness in US Schools.
She has served as faculty lecturer within the College of Education at UMCP since 2001. She served as Director of
Educational Technology Outreach within the College of Education at UMCP from 2001-2008. Before joining the
College, she taught Chemistry (general through AP) at Oxon Hill High School in Prince George’s County, Wheaton
High School in Montgomery County, and Charles County Community College, Montgomery College and Central
Virginia Community College. She also worked as a contractor in the Fuels Science Division at the Naval Research
Laboratory. She has acted as consultant to a number of technology and education-related organizations, and has
authored and presented at numerous national, regional and state conferences. Her PhD dissertation at UM in
Educational Policy: Community and Educational Workforce Opportunity in the US: The Relative Utility of
Technology and Digital Literacy in a Transcultural Community.
21
Appointments
Education Technology Policy, Research and Outreach
Executive Director
CyberWATCH
Co-PI
CyberWATCH UMD Digital Forensic Lab
PI
University of Maryland
Instructor College of Education
University of Maryland
Director, Educational Technology Outreach-College of Education
Montgomery County Schools
Wheaton High School
Teaching: Chemistry, AP Chemistry, Honors Chemistry and Matter and
Energy
Global Access Technology Liaison
Global Access Technology Chairperson
Technology Club Advisor
Girls Computer Club Advisor
Montgomery College
Part-time Chemistry faculty
Prince George’s County Schools
Oxon Hill High School
Taught AP, Bio-Organic, Honors, ChemCom Chemistry, Earth Science.
Charles County Community College
Part-time Chemistry faculty
Rustburg High School
Biology Teacher
Lynchburg College
Graduate Assistant
Central VA Community College
Instructor
Virginia Intermont College
Faculty
a. Nutrition, Genetics, Reproduction, Physiology, and Anatomy.
22
7/2007-present
10/2005- present
6/2008 - present
7/2007-present
7/2000-2007
Sept. 1994 June 2000
Jan. 1996 - June
1998
Sept. 1991 - June 1994
Jan. 1992 - Dec. 1995
Aug. 1990 - June 1991
1989 – 1991
Summer 1990
19821985
KENNETH S. CROCKETT
7501 Glenside Drive
Takoma Park, MD 20912
301-651-8967
Kenneth_Crockett@hotmail.com
SUMMARY
Results-oriented higher education administrator with proven experience in operations, program
development, enrollment and faculty management, marketing and recruiting, and student
services. Strong writing and communication skills. Dedicated to customer service excellence
with exceptional talent in developing relationships and managing administrative logistics.
EDUCATION
Degree:
Major:
Degree:
Major:
Master of General Administration
University of Maryland University College, 1996
General Administration
Bachelor of Science
University of Maryland College Park, 1990
Urban Studies
PROFESSIONAL EXPERIENCE
CAPITOL COLLEGE (Laurel, MD)
March 1997 - present
Interim Chair, Department of Information Assurance (September 2008 – present)
Report to the Dean, Business and Information Management with full responsibility to manage
the College’s most enrolled department. Continue to perform operational duties from previous
role as interim dean.
 Lead on-going program and course development activities.
 Manage and mentor 20 part-time faculty members.
 Direct faculty working groups and incorporate outcomes into respective curricula.
 Engage government and industry to meet recruitment goals and expand external
relations.
 Assist with grant writing initiatives.
Interim Dean, Business and Information Management (October 2007 – August 2008)
Reported to the Vice President and Chief Academic Officer with full responsibility to manage 45
part-time and full-time faculty and staff from a division with six undergraduate and graduate
degree programs in business administration, information assurance, and information
technology.
 Ensured course schedules, teaching assignments, faculty contracts, and textbook
adoptions were developed and delivered in a thorough and timely fashion.
 Led efforts to upgrade degree and post-graduate certificate programs and managed
administrative process as required by the Maryland Higher Education Commission.
 Directed search committee efforts to identify, interview, and hire a new dean.
 Negotiated articulation agreements with community colleges.
Associate Director, Critical Infrastructures and Cyber Protection Center (June 2007 – December
23
2007)
Reported to the Director, Critical Infrastructures and Cyber Protection Center (CICPC) with full
responsibility to develop literature, publications, and marketing strategies to promote the CICPC
at trade shows, education fairs, and other external recruitment and visibility events. Duties
overlapped my interim dean appointment.
 Conducted market research and presented findings to key faculty members and
executives.
 Communicated program information to federal workforce and industry.
 Managed CICPC recruitment efforts, enrollment processes, and provided student and
faculty services.
 Participated in Infragard (FBI information sharing consortium) and CyberWatch (National
Science Foundation grant promoting information assurance education) activities.
Resume – Kenneth S. Crockett - Page 2
Director, Academic Administration & Support (March 2005 – May 2007)
Reported to the Vice President and Chief Academic Officer with full responsibility to develop
promotional materials and implement outreach efforts for non-traditional students, determine
upcoming and long-range course schedules, maintain college catalog content, manage textbook
adoptions, and provide website support.
 Managed and supported 35 adjunct faculty members and 18 degree programs.
 Developed and maintained relationships with partners, government, and industry
professionals.
 Drafted and wrote academic policy, proposals, and memoranda of understanding.
 Directed re-certification effort with the National Security Agency and Department of
Homeland Security to ensure continued academic compliance with the standards set
forth by the Department of Defense Committee on National Security Standards.
Director, Graduate Admissions (July 1998 – February 2005)
Reported to the Dean, Graduate Studies (1998 - 2001) and Vice President, Finance (2001 2005) with full responsibility for graduate recruitment, admissions, advising, and student
services from point of inquiry through commencement.
 Led administrative and logistical support efforts for students, faculty, and staff during
transition from traditional to online classroom delivery.
 Increased annual tuition revenue more than 400%; reduced advertising expenditures by
50%.
 Provided monthly enrollment analyses and forecasts.
 Coordinated faculty and student service operations.
 Managed staff at four campus locations in Maryland, Virginia, and New Jersey.
Graduate Advisor (March 1997 – June 1998)
Reported to the Dean, Graduate Studies with full responsibility for graduate recruitment,
admissions, advising, and student services at four campus locations in Maryland, Virginia, and
New Jersey.
 Managed off-campus site personnel, course scheduling, and faculty staffing.
 Assisted in design elements of Capitol College’s proprietary online software.
University of Maryland, University College (College Park, MD) August 1990 – February
1997
Assistant Director, Graduate Services (July 1994 – February 1997)
24
Reported to the Assistant to the Dean, Graduate Student Services with full responsibility for all
previous duties, as well as off-campus marketing, recruiting, registration, and advising.
 Managed three administrative coordinators, two clerical staff, and one secretary.
 Served more than 3,000 students enrolled in 12 degree programs at 13 locations in
Maryland.
 Provided on-location registration and advising services to federal agencies, military
installations, and private organizations throughout Maryland and Washington, DC.
 Supported more than 80 full-time staff members with administrative support.
Coordinator, Resources & Logistics (July 1991 - June 1994)
Reported to the Associate Dean, Administrative Affairs, Graduate School of Management &
Technology with full responsibility for managing administrative logistics. First promotion as a
full-time professional, reflected duties assumed, not necessarily assigned.
 Managed conference center programs and events for more than 20 cohorts of executive
students enrolled in weekend-based degree programs.
 Scheduled more than 400 courses annually in classrooms on the adjacent UMCP
campus.
 Developed the graduate schedule of classes and long-range forecast.
 Coordinated faculty services to more than 150 adjunct faculty members each semester.
 Procured textbooks for students and faculty.
Textbook Coordinator (August 1990 – June 1991)
Reported to the Associate Dean, Administrative Affairs, Graduate School with full responsibility
for procuring textbooks for more than 150 adjunct faculty and 3,500 students.
 Streamlined text review procedures, reducing examination copy expenditures by 33%.
 Acquired copyright permissions and managed royalty payments for custom course
packets.
25
Biographical Sketch for Dr. Robert Spear
Professional Preparation
Bachelor of Arts (in Modern Languages), University of Notre Dame, Notre Dame, Indiana, 1967.
Universitaet Innsbruck, Innsbruck, Austria, 1964-1965. Sophomore Year Abroad Program while
attending the University of Notre Dame.
Master of Science (in Foreign Service), Georgetown University, Washington, D.C., 1970.
Doctor of Arts in Education (specializing in the teaching of Computer Information Systems),
George Mason University, Fairfax, Virginia, 1993.
Graduate Certificate in Computer Security Management, Capitol College, Maryland, 2007.
Appointments
TEACHING EXPERIENCE:
Prince George's Community College (PGCC), Largo, Maryland. 1981-present. Previous position:
Professor, Computer Information Systems (retired in June 2008). Present position (as of
October 2008): Director of the CyberWATCH Center. Previously Department Chair,
Computer Information Systems Department (1991-1993). President of the Faculty Senate
(1988-1990 and 1996-1999). Specialist/Consultant in Distance Learning Technologies.
University of Maryland University College. 2004-present. Current position: Adjunct Professor.
Graduate School, United States Department of Agriculture. 2004-present. Current position:
Adjunct Professor.
University of Maryland, Robert H. Smith School of Business. 1984-2003. Lecturer, Department
of Decision and Information Technologies. Consultant in distance learning to the
Management Education in Poland Project and to the University of Maryland/National
University of Rwanda Partnership Project.
University of Lodz, Lodz, Poland (each summer from 1997 to 2006)
Visiting Lecturer for the Executive MBA Program and for the Postgraduate Certificalte
Program in Long Distance Learning.
George Mason University, Fairfax, Virginia, School of Information Technology. 1989-1993.
Adjunct faculty, Department of Information and Software Systems Engineering.
PROFESSIONAL, NON-TEACHING EXPERIENCE:
Dynamic Data Processing, Inc., Silver Spring, Maryland. 1980-1981. Vice President for
Operations.
McLaughlin Research Corporation, Systems Engineering Division, Alexandria, Virginia. 19761980. Vice President and Division Director.
McLaughlin Enterprises Limited, Tehran, Iran. 1975-1976. Vice President and Technical
Director, and Principle In-Country Legal Representative.
Department of the Navy, Naval Sea Systems Command. 1968-1975. Digital Computer Systems
Administrator, Management Information Systems Specialist, Logistics Systems Analyst.
Publications
Spear, Bob (2004). Advanced Computer Programming in Visual Basic .NET: A Case-Based
Approach. Boston, Massachusetts: Course Technology.
Mikurenda, Z., Spear, R. and Starzak, S. (2000). "The Current State and the Future of the EMBA
Distance Education Project, and Cooperation of University of Maryland and University
of Lodz." Proceedings of the EUNIS 2000 Conference in Poznan, Poland.
26
Spear, R.J., and Spear, T.M. (2000). Computer Programming in Visual Basic 6.0. Fort Worth,
Texas: The Dryden Press.
Spear, R.J., and Pillay, N. "Using a BBS for Collaborative, Cross-Cultural Learning." Selected
Papers and Awards from the Ninth International Conference on College Teaching and
Learning. Florida Community College at Jacksonville, 1998.
Spear, R.J., and Spear, E.A. (1987). BASIC: Programming Fundamentals and Applications.
Columbus, Ohio: Charles Merrill Publishing Company.
Software Development
Tutoring and Writing Centers Scheduling System (TAWCSS). Computer software system
developed and still maintained for Prince George’s Community College (2002-present).
Greenbelt Co-op Membership System (Co-op Pro). Computer software system developed and
still maintained for Greenbelt Consumers Cooperative (2001-present).
Synergistic Activities
“Relate-Create-Donate: Computer Literacy for a Nation”. I served as the PI for this USAIDfunded partnership project between Prince George’s Community College and the
National University of Rwanda (2003-2005). This was a computer literacy training
project, designed to significantly upgrade the computer skills of secondary school
teachers in Rwanda.
Served as the coordinator for technology on a USAID-funded partnership project between the
University of Maryland (where I was an adjunct professor) and the University of Lodz,
Poland. Wrote specs for all technology acquisitions for the Polish-American
Management Center in Lodz; helped establish the Long Distance Learning Program; and
taught the MIS class for first year EMBA students.
Consultant in distance learning and instructional technology for projects in Poland, Denmark,
Norway, Ethiopia, Rwanda, Ghana, Zambia, Botswana, Tanzania, South Africa, the
Philippines, and the United States.
Collaborators and Other Affiliations
My Graduate Advisor
Dr. Peter Aiken, formerly at George Mason University. I do not know his current organization.
Thesis Advising
I served on the PhD dissertation committee for Dr. Marita Oosthuizen, Central University of
Technology, Free State, South Africa; and I have been asked to serve on the PhD
dissertation committee for John Edumadze, University of Cape Coast, Ghana.
27
APPENDIX: LETTERS OF SUPPORT
28
29
30
Your link to lifelong
learning
November 4, 2008
To Whom It May Concern:
As Director of MarylandOnline, I am writing this letter in support of Prince George’s
Community College’s grant application for funding of the Cybersecurity intitiative.
MarylandOnline is a nonprofit, statewide, inter-segmental consortium of institutions dedicated to
championing and facilitating distance learning in Maryland. The consortium includes all 16
community colleges and three senior institutions that regularly and voluntarily cooperate on
numerous distance learning projects. Members share online courses through our Seat Bank and
have developed the nationally recognized online course quality-assurance process known as
Quality Matters.
From identity theft to large-scale data loss, Cybersecurity is a critical issue in education,
government, business and individual households. Prince George’s Community College’s
program will train individuals to combat that threat. The new population moving to Maryland
under the BRAC initiative will come with the military and civilian experience that makes them
both needful of and highly qualified to enter an academic program in Cybersecurity.
MarylandOnline plans to support Prince George’s Community College’s efforts in Cybersecurity
by:
- disseminating information regarding the program and advertising the courses to all member
institutions and their students.
- assisting the college in identifying faculty developers who will create and maintain online
versions of the Cybersecurity courses.
- promoting and facilitating the sharing of these courses via the MarylandOnline Seat Bank so
students at all member institutions are able to participate in the Cybersecurity program.
- ensuring the quality of online courses in information security by reviewing them via the
Quality Matters online course quality-assurance program.
- providing other support, publicity, and advocacy as needed.
31
This program will provide the special education and training that the country needs now to
protect its national security in cyberspace. On behalf of the 19-institution membership of
MarylandOnline, we confirm our intent to support Prince George’s Community College’s
Cybersecurtity program.
Thank you,
Wendy Gilbert, Ph.D.
Director, MarylandOnline
32