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Cyber criminology and cybercrime undergraduate programs (BA/BS) represent a rapidly developing area of curriculum innovation in U.S. higher education. This study examines how colleges and universities design these majors by integrating criminology, criminal justice, and computer science curricula, and evaluates whether the field is evolving into a distinct academic discipline or remains an interdisciplinary domain. Building on Klein's account of interdisciplinarity (1990, 2005), we position cyber criminology alongside established hybrid fields such as biochemistry, forensic science, and bioinformatics. Like these examples, cyber criminology exhibits characteristics of an emerging interdisciplinary field: evolving knowledge boundaries, developing methodological frameworks, and varied institutional structures. Using Rogers' Diffusion of Innovations theory (2003) and institutional isomorphism (DiMaggio & Powell, 1983), we conducted a comparative case study of ten U.S. universities offering cyber criminology or cybercrime undergraduate degrees. Adoption began with Florida State University (2007), followed by early adopters (2015–2020), early majority (2020–2023), and late majority (2023–2025). Data sources included university catalogs, curriculum maps, and websites. Three distinct curricular models emerged from the analysis. Criminology/Criminal Justice-Centered Programs represent 50% of institutions, Interdisciplinary Partnership Programs account for 30%, and Emphasis/Specialization Models comprise 20%. Student demand, labor market needs, and institutional competition drive program adoption. Despite variations in structure, all programs share common core elements: criminological theory, technical skills, legal frameworks, and investigative methodologies. This convergence suggests an emerging disciplinary consensus.