Information Technology Security, MITS

2024-2025 - GR - Major Program Modification (Modify Existing Calendar Entry)

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(A) Proposal summary
Next
  • STEP 1 - Complete the proposal summary information
  • Home faculty*
    Choose your faculty from the list of available options.
  • Content type*
    Choose the type of content you imported from the calendar. Contact ciqe@ontariotechu.ca if you require assistance.
  • Summary of proposed changes*

    Allow for a 3-year Bachelor Degree as an admission requirement for candidates from countries where a 3 year Bachelor is customary.  This change has been applied to all of the Faculty's graduate level programs.

    Create a new field for the MITS program – Cybersecurity Governance (hereafter referred to as MITS-GOV). The proposed field will be an online, block-oriented program that allows current IT Security professionals the opportunity to study and advance their skills with a set of professionally curated and easily accessible contents.

    Include a brief summary of the changes included in this proposal.
  • Is a new course associated with this proposal?*
    Select 'yes' only if you are adding a brand new course to the calendar copy in this proposal.

  • If applicable, list new course codes, course titles and include hyperlinks to course proposals in Curriculog in the 'new courses' field below. To hyperlink, open a new window and search for the new course proposal in Curriculog. Copy the url from your web browser, return to this form and select the hyper link icon. Paste the url into the url field and save.

  • New courses

    **INFR 6020G   –     Usable Security

    **INFR 6030G –     Information Trust

    **INFR 6040G - Cybersecurity in Critical Infrastructure

    **INFR 6050G - Advanced Topics in Cybersecurity

    **INFR 6110G   –     Global Cybersecurity Threats

    **INFR 6120G   –     Cybersecurity Leadership

    **INFR 6130G - Cybercrime

    **INFR 6140G - Financial Implications of Cyber Risk

    **INFR 5010G   –      Fundamentals of IT Security (6 credits)

    The single course necessary to be ready for the program to be available in Fall 2024 is INFR 5010G. It is being presented to FC December 2023.

    Other electives are likely to be proposed with relation to this and the PhD in cybersecurity, and we are looking at how to build courses that are applicable to MFDA, MBAI and MITS in general.

  • Calendar start date*
    Choose when the change should appear in the academic calendar.
  • Registration start date*
    Specify the first active term (e.g., Fall 2019).
  • STEP 2 - Attach supporting documents, if applicable
  • Are you attaching any supporting documents*

  • Visit the files section of the toolbox on the right-hand side of the form to attach any supporting documentation.

(B) Program information
Next
  • STEP 3 - Complete program modifications in Section B
  • Program or shared core name*
    Information Technology Security, MITS
    Information Technology Security, MITS
    This is the title of the program or shared core in the calendar.
  • Program type
  • Degree type

  • Note: If the program or shared core description does not import into the field below, it is captured in the calendar copy. In this case, do not add content to the program or shared core description field as it will import to the calendar. Admission requirements should be captured in the calendar copy.

  • Program or shared core description
  • Calendar copy*
  • Program structure
    Master of IT Security – Cybersecurity Governance Program information The purpose of the MITS-GOV field is to prepare and train IT professionals for the successful and adaptable management of the field of IT Security. This professional stream is the first of its kind in Canada, and builds upon the successful general stream in Ontario Tech Master of IT Security program. This program combines a knowledge of IT Security with insights into ethical management and leadership, and provides students with a comprehensive understanding of the applications of this technology and the people it affects. Graduates of this program can seek employment in the wider IT and IT security industries.
    Describe any experiential or other applied learning opportunites that are part of the program component.

  • Note: Program learning outcomes will not import from the calendar. If you are making changes to this field, please enter the current information now and make changes only after you have validated and launched the proposal.

    If you do not have a recent version of your program’s learning outcomes and alignment with the Degree Level Expectations, or would like to make a modification to them, please contact ciqe@ontariotechu.ca

  • Program learning outcomes

    Program learning outcomes

    Upon completing this program, students will be able to:

    1) Depth and Breadth of Knowledge:

    • Demonstrate working comprehension of risk assessment, IT infrastructure, and related security policies.
    • Demonstrate working comprehension of security-related technologies and their applications in design and deployment of secure information systems
    • Demonstrate mastery of the process of management of IT Security, including in critical situations

    2) Knowledge of Methodologies in Research and Scholarship:

    • Understand the research process in the discipline of information technology security.
    • Understand the research process in the discipline of the management of IT Security

    3) Application of Knowledge:

    • Create and evaluate policies and procedures for the successful application of IT security tools and techniques in practical settings
    • Demonstrate working comprehension of how different IT security technologies can be applied in dealing with cybersecurity threats

     

    4) Communication Skills

    • Communicate  state-of-the-art research results with regard to the application of the management of information security in a seminar presentation

     

    5) Awareness of Limits of Knowledge:

    • Understand the legal and ethical issues in dealing with issues related to information security

    6) Autonomy and Professional Capacity

    • Demonstrate full understanding of the requirements for independent research consistent with academic integrity and professionalism
(C) Detailed proposal information
Next
  • STEP 4 - Complete Section C
  • Introduction
  • Brief background on existing program*

    MITS is a successful and long-running program at OntarioTech, having been our first professional graduate program. It has achieved success and growth has accelerated over the past few years. The program covers cybersecurity as a process including the technical, legal and some operational aspects of the associated tasks.

  • Rationale for the modification*

    The current program is aimed squarely at practitioners, but does not on the whole address the problem of how people manage the process. It is also a requirement for applicants to have programming/math experience and education, but this is not required for managers of practitioners in the field, where what is needed are management and oversight skills, as well as the ability to understand the concepts at a higher and sometimes less technical level. We see a need for these people, and also we see regularly that there are people applying for MITS who are in the field as managers and working toward bettering their skills, but not having the requirements of coding/math. These people would benefit from the training and experience provided in the new program, and show an existing need.

  • Fit with the mission, mandate, strategic plans of the University, and the broader array of program offerings*

    The university embodies tech with a conscience. Governance, understanding people and the systems that they are using, and the most relevant and sustainable way in which to coordinate them, is central to the new program, since it is being proposed in the spirit of better managing the complex arena that cybersecurity presents. In addition, the applicants we have seen that fit into the program are existing managers in the field and those who wish to move from technical practice to more high level management. The program specifically addresses the betterment of skills and the training of people for a workforce where there is currently a lack of these skills and people, which is directly related to the mandate of the university. The program builds on an extremely successful set of offerings in the MITS area and is complementary to, as well as using many of the courses from, both MITS general and MITS-AI programs. The number of new courses is small. Finally, it directly complements the new proposed PhD in cybersecurity in FBIT, which is fundamental to the growth of ethical and understanding cybersecurity professionals.

    Evidence of fit, particularly areas of teaching and research strengths, and complementary areas of study.
  • Resource requirements
  • Faculty members*

    FBIT faculty members have an established research track record in the areas of IT security, management, trust and privacy. For instance, Dr Rajen Akalu is a practicing lawyer and expert in privacy, who has taught several IT Security policy and Privacy courses. Dr Julie Thorpe is an established expert in the topic of Usable Security. The IT security portion of the field will be delivered by the same expert faculty members who are teaching these courses for the main MITS program.

     

    There is sufficient expertise in this field within FBIT that would not require adding new faculty members for delivering the new MITS-GOV field.

     

     

    The list of core faculty members associated with the new MITS-GOV field is as following:

     

    Name

    Faculty

    Rank

    Research Area(s)

    Dr. Patrick Hung

    FBIT

    Professor

    Service computing, Security and privacy

    Dr. Miguel Vargas Martin

    FBIT

    Professor

    Machine learning techniques for user authentication and traffic inspection

    Dr. Carolyn McGregor

    FBIT

    Professor

    Intelligent agents, health informatics, data analytics

    Dr. Khalil El-Khatib

    FBIT

    Professor

    Security and privacy, Biometrics, data analytics

    Dr. Shahram Shah Heydari

    FBIT

    Associate Professor

    IT networking, Quality of service, Network security

    Dr. Julie Thorpe

    FBIT

    Professor

    Authentication, Brain-Computer interface, software security

    Dr. Ying Zhu

    FBIT

    Associate Professor

    Overlay networks, Smart mobile devices

    Dr. Amirali Salehi-Abari

    FBIT

    Associate Professor

    Artificial intelligence, algorithms and computer security

    Dr. Stephen Marsh

    FBIT

    Professor

    Computational trust, soft security, social knowledge

    Dr. Richard Pazzi

    FBIT

    Associate Professor

    Data Dissemination, vehicular cloud computing

    Dr. Rajen Akalu

    FBIT

    Associate Professor

    IT Law, Information Privacy

     

    List of core faculty associated with the program, including appointment status, home unit, areas of teaching and research interests, and any new faculty requirements and gaps they would be expected to fill.
  • Additional academic and non-academic human resources*

    No new administrative requirements for the new program component is expected.

    Details of any administrative requirements, including support staff, adjunct and part-time faculty, supervision of experiential learning opportunities, and any other additional academic and non-academic human resources.
  • Physical resource requirements*

    No additional physical resource requirements for the new program is expected. The current expansion to the Hackers Research Lab is sufficient for the delivery of the courses in this new field.

    Details of any physical resource requirements, including library holdings, information technology support and student services, special equipment, and space requirements (classrooms, laboratory, graduate student work/study space, other).
  • Business plan
  • Statement of funding requirements*

    We expect to accept between 5-10 students in this field for 2024-2025, with the number increasing to a maximum of 15 for 2025-2026. The cost for the program will include the offering of new elective courses, which would also be used as electives by the students in the main MITS program as well as the PhD program in Cybersecurity.

    A summary statement of the funding required to support the modification, including projected enrolments, start-up and continuing costs, if applicable.
  • Statement of resource/funding availability*

    No additional resources are required for the delivery of MITS-GOV field.

    Statements attesting to the adequacy of resources to support the modification from Deans who may have faculty members involved in or are contributing resources, the Registrar or the Dean of Graduate Studies, the Chief Librarian and the Provost.
  • Transition plan
  • Transition plan*

    Fall 2024 for the implementation of the proposed field.

    No Transition plan is necessary.

    Semester (e.g. Fall 2020) for the implementation of the proposed changes; include a plan for all current students in the program, by year level. If this change impacts students that are not new and/or 1st year students as of the start date, then a transition plan is required.
  • Converting to online options
  • Does this proposal contain any intended conversion of program components to online options? If yes, please complete the remaining items below*
  • Adequacy of technological platform
    Describe the adequacy of the technological platform to be used for online delivery
  • Maintenance of and/or changes to program-level learning outcomes
    Describe how the current program-level learning outcomes will be maintained and/or changed when moving to online delivery.
  • Maintenance of and/or changes to program objectives
    Describe how the current program objectives will be maintained and/or changed when moving to online delivery.
  • Maintenance of and/or changes to the quality of education
    Describe how the quality of education will be maintained and/or changed when moving to online delivery
  • Sufficiency of support services and training for teaching staff
    Describe the support services and training for teaching staff that will be made available when moving to online delivery.
  • Sufficiency and type of support for students in the new learning environment
    Describe the sufficiency and type of supports that will be available to students when moving to online delivery.
  • Other
  • Additional supporting information, if applicable
    Describe any additional information needed to support the proposal.
(D) Impact and consultation
Next
  • STEP 5 - Complete Section D
  • We have consulted with all impacted areas*
    By selecting 'yes', you agree that you have consulted with all affected areas prior to beginning this proposal. Select 'N/A' only if the change(s) do not involve students, staff and faculty from other programs or courses.
  • Process of consultation*

    Adjustment of Admissions requirements: Consultation with the Dean and SGPS. 

    Creation of new field: We have consulted with students as a part of the program review, with the new programs also in mind. Additionally, the MITS area has been consulted and provided feedback and experience. CIQE has also been consulted. There has been consultation with members of the Institute for Cybersecurity and Resilient Systems also as a result of the new PhD program.

    Must include ways in which student feedback was collected; also include process of consultation with other units if the change(s) involve(s) students, staff, and/or faculty from other programs or courses. Please note that the School of Graduate and Postdoctoral Studies (SGPS) should also be apprised early in the process of any major program modifications to graduate programs.
  • Are there any considerations for the principles of equity, diversity, inclusion or decolonization included with this program change?*
  • Please explain*

    This has been addressed as part of our program review, also with this in mind. The program as is has particular emphasis on equity both within the student body and our instructors. In the past 3 years we have almost achieved gender parity as a particular focus. Other initiatives for equity and accessibility are in progress or planned.

    Does the program contain concepts, materials or resources from scholars/professionals who are part of one or more historically marginalized groups? Are multiple perspectives represented in the program, such as those offered by those who are Indigenous, Black, Persons of Colour and/or 2SLGBTQIA+? How has accessibility been considered? More specifically, have the needs of students with disabilities been integrated into the program design (e.g., the ways that students are asked to demonstrate their learning)? Will this program provide space to allow for the discussion of other viewpoints outside the “dominant, Western narrative”? Have the principles of Universal Design been considered?
  • Indigenous Content and Consultation
  • Does this change include any Indigenous content?*

  • For more information on how Indigenous content is defined at Ontario Tech University and how to consult with the Indigenous Education Advisory Circle, please refer to the Protocol for Consultation with the Indigenous Education Advisory Circle.

  • Has the IEAC been contacted?
  • If Yes, when?
  • What was the advice you received from the IEAC? And, how has it been included in your proposal?
  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
(E) Routing
Next
  • STEP 6 - Enter routing information

  • Important note: it is imperative that you choose the correct routing path as it cannot be changed once a proposal has been launched. If you have made a routing error after launching the proposal, the proposal will be cancelled and a new proposal will be required. If you require assistance with routing, please contact ciqe@ontariotechu.ca.

    Please note that changes to joint or collaborative programs do require approval at Faculty Council of each faculty involved in the program. You do not need to include other faculties in the routing, however, consultation with other faculties should be noted and any required approval by other Faculty Councils (and date of approval) should be noted in the comments section as approval is logged on the home Faculty Council step.

  • Should this proposal be routed to the Program Approval step prior to Curriculum Committee?*
    If your curriculum committee is organized by program, or if program-level approval prior to curriculum committee is not required, select 'no'.
  • Faculty or program-level group*
    Choose your faculty or program-level group from the list of options. If your faculty has program-level committees, choose the corresponding program group from the list. Otherwise, choose the home faculty. You may choose more than one option, but please note that your proposal will go to the committees of all options selected. The proposal will not move on to the next step until all faculties have approved at their respective committees.
  • Are there departments associated with your faculty?*
(F) End of proposal
Next
  • STEP 7 - Save and ensure all required fields are complete
  • STEP 8 - Validate and launch proposal
  • STEP 9 - Review program modifications

  • To view the proposal with mark-up, navigate to the discussion section of the toolbox on the right-hand side of the form and change the ‘User-Tracking’ setting to ‘Show current with mark-up’. To view the calendar copy with mark-up, click the ‘Preview Curriculum’ icon and then the red pencil icon.

  • STEP 10 - Approve proposal

  • As the originator, you must approve the proposal to send it on to the next step. To approve, navigate to the decisions section of the toolbox on the right-hand side of the form.

(G) CIQE use only
Next
  • Program or shared core OID
    16970
    16970
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