UDCOMNFY - BSc (Hons) Computer Networking and Cyber Security (including foundation year)

The BSc Computer Networking and Cyber Security (including Foundation Year) is specifically designed for those students who wish to specialise in the network and application security of modern hardware and software systems. The course fosters development using a range of tools and development platforms and prepares students to become cyber professionals. The course is designed around the Cisco curriculum and all students study the complete CCNA modules which are embedded in the course, thereby gaining additional Cisco certification training throughout the course. The foundation year will provide a broad, varied and simulating experience which allows students to assess their aptitudes and interests and thus prepares them for modules at higher levels. The course includes substantial practical content with increasing emphasis on project/group work as students’ progress through the course.

The foundation year is designed to develop key academic skills and competencies in a way integrated into the curriculum, and to model the theoretical approach coupled with practice-based learning that is developed later in the curriculum. Assessments at this level are aimed to introduce and develop key skills integral to academic success at higher levels including writing, presenting, researching, and mathematical and technological skills. Also, at this level, early formative assessment is useful as an early indicator of students’ strengths, in addition to giving a hands-on training of submission processes.
Students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice. Particularly, students will be encouraged to complete weekly tutorial and workshop exercises as well as periodic formative diagnostic tests to enhance their learning. During tutorial and workshop sessions students will receive ongoing support and feedback on their work to promote engagement and provide the basis for tackling the summative assessments.
Teaching materials such as lecture content are conveyed in different ways e.g. using diagrams, speech, text, discussion and practical tasks. Use is also made of multimedia technologies such as videos, podcasts and screencasts in lectures which are then made available on Weblearn. Competency with software and hardware tools is achieved through weekly practical sessions, demonstrations from external software vendors, signposted access to online technical guides, encouragement of participation in Computing online forums, access to all required equipment.

Appropriate blended learning technologies, such as the University’s virtual learning environment WebLearn, Library’s e-books and Online Databases, are used to facilitate and support student learning, in particular to:
• deliver content;
• encourage active learning;
• provide formative and summative assessments with prompt feedback;
• enhance student engagement and learning.

A range of assessment methods is employed throughout the course. Module assessment typically consists of a combination of assessment instruments including courseworks, in-class tests and unseen exams. Coursework can include an artefact such as a website, a database or program code in addition to a written report/essay. The volume, timing and nature of assessment enable students to demonstrate the extent to which they have achieved the intended learning outcomes.
Formative and summative feedback will be provided using a variety of methods and approaches, such as learning technologies, one to one and group presentation of the submitted work, at various points throughout the teaching period and will adhere to University policy regarding the timing of feedback. Students will also receive feedback from tutors and peers enabling them to reflect on their progress based on the evidence available. This process assists students in developing as independent learners, identifying their strengths and weaknesses.
Foundation year students will be supported during the early stages with focus on introduction to support facilities including Academic Mentor, Success coaches, Course Leader and Academic tutor and Course Weblearn sites. This support mechanism will facilitate transition and progression through the levels. The students will also receive early scheduled sessions with the Subject Librarian which will continue as they progress through the degree.

During the foundation year, cohort identity is fostered through opportunities for engaging with peers and with existing Level 4 (and higher) students at social events, at Career-focused events and through Course-related forums. These opportunities continue throughout the course.

The main aim of the course is to equip students with the core academic and technical skills needed to progress through higher education, via a structured and scaffolded pathway, and on to relevant employment in the IT industry as cyber professionals. It is also an excellent preparation for further research or studies such as MSc or PhD.

The specific aims of the course are:
• To apply analytical and design techniques used to solve problems in computer networking and IT Security.

• To develop analytical, practical and ICT skills appropriate for the specification, design, implementation and testing of computer networks and security measures in network security.

• To promote awareness of commercial and economic context, social and business factors that influence the choice of solution to engineering problems including health,

• To promote awareness in students of ethical issues concerning their work, their potential roles to operate within the appropriate code of professional conduct, recognising their responsibilities and obligations to society, the profession and the environment.

To provide a broad educational base with an emphasis on project-oriented activities where students will gain appropriate skills, knowledge and understanding to prepare them for a professional career in the field of computer networking and cyber security.

On successful completion of this course students will be able to:
LO1. Apply basic problem-solving and analytical techniques, presenting findings, explain results and justifying choice of methods;

LO2. Demonstrate solid understanding of fundamental knowledge in the Computing Networking and Cyber Security subject area;

LO3. Understand the scientific, mathematical and ITC principles and methods relevant to Computer Networking and Cyber Security;

LO4. Appreciate the problems and solutions in the relevant social, environmental, ethical and legislative context including health, safety and risks issues;
LO5. Be able to select and apply appropriate scientific, mathematical and technical methods to model, analyse and solve problems related to Computer Networking and Cyber Security;

LO6. Identify problems and create solutions using appropriate professional simulation and design tools;

LO7. Recognise the need for continuous personal development and plan to achieve this showing confidence and self-awareness, reflect on own learning, and be self-reliant and constructively self-critical;

LO8. Design a variety of different computer networking configuration taking account of industrial and commercial restraints and network security issues;

LO9. Evaluate and carry out performance analysis, critical appraisals and evaluation of computer networks and their security requirements;

UL1O. Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline.

Subject benchmark: Computing [March 2022]
https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/computing

Modules of this course are assessed mainly by the combination of coursework, case studies report and presentation, lab logbooks and workbooks, class-test, unseen examinations, and final-year project reports, presentation and viva.

A balanced assessment load per module and a careful distribution of concurrent assessment deadlines will be ensured.
Constructive and timely feedback in written and/or oral modes will be delivered;
Online submission of assessment will be used, as appropriate, via University VLE.

Inclusive development and assessment are the leading principle in our learning, teaching and assessment provisions. Each module development and assessment design take account of the students’ background and groups. In this process, we ensure that all aspects of learning, teaching and assessment are fair and accessible for all students, particularly minority and those with disabilities. In the module and assessment design process, students are involved to review the content, marking criteria and delivery methods. Students express their views through the VLE discussion board, Student Hub, emails, face-to-face discussions and through student representatives. Students are encouraged to raise issues such as fairness of marking and allocations, the academic support process and accessibility of assessments. The team review the issues during staff and course committee meetings in the presence of Student Representatives.

Students take the module CS6W50 Career Development Learning at Level 6. The School works with the Employability Service and Careers Service teams to provide support in finding relevant opportunities. The module enables students to undertake an appropriate short period of professional activity, related to their course at level 6, with a business or community organization and to gain credit for their achievements. The activity can be a professional training, a volunteering activity, employment activity, placement or business start-up activity.

British Computer Society (BCS) accreditation is awarded according to the following additional course regulation:

The project must be passed in order for a student to obtain BSc (Hons) Digital Forensics and Cyber Security (including Foundation year).

The project must be passed without compensation.

All modules are core-compulsory

• A process of personal development planning takes place throughout the course to help students to think about and make sense of what is being learnt and why, plan ahead and relate to what has been learned and their own future.

• Students will be expected and encouraged to produce such as reflective commentaries and graduation statements on the learning activities and tasks that they carry out to complete their work.

• Students are invited to include PDP via learning journals, case books, annotated sketchbooks, and/or blog environment.

This course is accredited as fully meeting the educational requirement for Chartered IT Professional (CITP) registration.

On graduating, you'll be eligible to apply for Membership of the British Computer Society (MBCS).

Successful completion of this course offers improved career opportunities in law enforcement, government or other related agencies, and commercial IT departments or security consultancies.

This course is also an excellent preparation for further research or studies such as MSc or PhD.

Graduating from this degree will give you the technological knowledge needed to work as a cyber security engineer, software security officer, ethical hacker, web developer or security consultant.

In addition to the University's standard entry requirements, you should have:

• at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
• English Language and Mathematics GCSE at grade C/grade 4 or above (or equivalent eg, Functional Skills at Level 2).

If you meet the UCAS points criteria but obtained a D/3 in English and/or Maths at GCSE you may be offered a University test in these areas.