UDDIFOFY - BSc (Hons) Digital Forensics and Cyber Security (including foundation year)

The BSc Digital Forensics and Cyber Security (including Foundation Year) is specifically designed to meet the new and rapidly growing demand for professionals trained in the protection against and detection and conviction of digital crimes. 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. Successful completion of this course offers improved career opportunities in law enforcement, government or other related agencies, and commercial IT departments or security consultancies. 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.

In this course, students are also provided with the study towards the certification of CompTIA Security +, an international, vendor-neutral certification that demonstrates competency in:
• Network security
• Compliance and operational security
• Threats and vulnerabilities
• Application, data and host security
• Access control and identity management
• Cryptography

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. The course is to provide a broad, general education in the theory and practice of computing with special emphasis in the subject field of digital forensics and cyber security. It also covers the underlying computing principles of programming, problem-solving, communication networks and information systems, and as such has much in common with other courses in our Computing course portfolio. Three major themes are therefore characterised by the course: Digital Forensics, Cyber Security, and Computing.
The general aims of the course are:

The general aims of the course are:

• to prepare students for careers in digital forensics and/or cyber security

• to develop students’ skills in problem-solving, communication and other transferable skills applicable to a variety of careers

• to prepare students in study for higher degrees in related subjects

• to continue the development of those general study skills that will enable students to become independent and lifelong learners

The specific aims of the course are:

• to develop students’ knowledge of computer hardware and software systems

• to provide students with a solid background in the theoretical and practical aspects of Digital Forensics and Cyber Security

• to develop student’s understanding of the key issues in preservation of information confidentiality, integrity, and availability

• to introduce the professional, legal and ethics issues in digital forensics 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 and apply essential concepts, principles and practice in the context of well-defined scenarios, showing judgment in the selection and application of tools and techniques to solve the issues with digital forensics and cyber security;
LO4. Produce work involving identification, analysis, design and development of a digital forensics and cyber security system with appropriate documentation. The work will show problem solving and evaluation skills drawing on supporting evidence, and demonstrate a requisite understanding of the need for quality;
LO5. Demonstrate transferable skills and an ability to work under guidance and as a digital forensics and/or cyber security team member;
LO6. Identify appropriate practices within professional and ethical framework of digital forensics and cyber security and understand the need for continuing professional development in this profession;
LO7. Discuss digital forensics and cyber security practices/measures based upon the body of knowledge learned from this course.
UL8. 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

A range of assessment methods is employed throughout the course. The method of assessment for each module in each level is clearly described in the individual ‘Module Guide’ which is made available to the students at the start of the semester. Modules employ a combination of the following forms of assessments:

• Case study reports and presentations
• Laboratory workbooks
• Laboratory logbooks
• Unseen examinations
• Part seen examinations
• Individual viva

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.

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.

Completion of this degree will improve your career prospects in areas such as law enforcement, in government or other related agencies as well as in commercial IT departments or security consultancies.

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 GCSEs at grade C/grade 4 or above (or equivalent eg, Functional Skills at Level 2)

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Digital Forensics and Cyber Security (including foundation year) BSc (Hons) degree.

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