@_ISSC_660 WK 8 Ass.. 1 Page
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ISSC660_SYL_MODEL_March17.doc
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School of Science, Technology, Engineering and Math Department of Information Technology ISSC660: Information Assurance 3 Credit Hours 8 Week Course Prerequisite(s): Graduate Student Status |
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Table of Contents |
NOTE: ANY CHANGES TO THIS SYLLABUS MUST BE APPROVED BY THE COURSE PROGRAM DIRECTOR
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Course Description (Catalog) TOC |
The course analyzes computer and systems security measures by examining a model for information assurance; it also examines the components of a comprehensive Information Assurance plan. Topics included are: asset identification, human factors, compliance with regulations, personnel security, risk assessment and ethical considerations, IA policy, as well as computer and network security tools. [3 Credit Hours]
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Course Objectives TOC |
A successful student will fulfill the following learning objectives:
· Examine the scope, domain, and components of organizational security policy and planning.
· Define and profile IA infrastructure.
· Investigate asset management and develop a plan for business continuity.
· Assess legal and regulatory compliance requirements within an information assurance security policy.
· Appraise access controls, operations security, and network security within the operational and technical domain of information assurance.
· Analyze IA principles and practices for application security and system software security.
· Appraise and conduct operational risk assessment and audit.
· Evaluate the ethical issues related to Information assurance.
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Course Delivery Method TOC |
This is an 8 week course delivered in the Sakai Learning Management System (LMS); this will enable students to complete academic work in a flexible manner, completely online. Course materials and access to the LMS will be made available to each student. Online assignments are due by 11:55 PM Sunday of the week and include Forum questions (accomplished in groups through threaded Forums), examinations and quizzes (mostly graded electronically), and individual assignments (submitted for review by the Faculty Member). Assigned faculty will support the students throughout this eight-week course.
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Course Materials TOC |
Required Text and Reading
Jacobs, S. (2016). Engineering Information Security: The Application of Systems Engineering Concepts to Achieve Information Assurance. Wiley, ISBN: 97811191011604
Reference: Blackley, J. A., Peltier, J., & Peltier, T. (2013) Information Security Fundamentals, 2nd Edition. CRC Press. ISBN: 9781439810620/9781439810637
Reference: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th edition). Washington, DC: Author. ISBN: 1-4338-0561-8
Software Requirements
1. Microsoft Office (MS Word, MS Excel, MS PowerPoint)
2. Adobe Acrobat Reader ( Click here for free download )
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Evaluation Procedures TOC |
The grading will be based on eight graded homework assignments, eight weekly Forum postings, an individual project paper and its prep work, and an open book final examination.
1. There will be eight homework assignments (5% each) counting a total of 40% of the final grade. The homework assignments will follow each of the major portions of the course. These assignments will be problems or questions from the text. They are selected to provide the student with information to understand the concepts discussed. Assignments should be prepared in Microsoft Word or an equivalent word processor program and uploaded into the student folder by the due date. Visio diagrams should be incorporated within the Word document as part of the document.
2. There will be eight weekly Forum postings you will need to respond to. Answers should be a paragraph with a topic sentence that restates the question and supporting sentences using the terms, concepts, and theories from the required readings. Each answer should be a minimum of 100 words (about 6 or 7 sentences). You may attack, support or supplement other students’ answers using the terms, concepts and theories from the required readings. All responses should be a courteous paragraph that contains a topic sentence with good supporting sentences. You may respond multiple times with a continuous discussion with points and counter points. The key requirement is to express your idea and then support your position using the terms, concepts and theories from the required readings to demonstrate to me that you understand the material. The Forum postings will count as 24% (3% for each week’s discussion postings) of the final grade.
3. There will be one project paper (15%) and three project prep mini-assignments each worth 21 %. Total paper with prep weight is 36%
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Grade Instruments |
Points Possible |
% of Final Grade |
Weekly Assignments 1 – 8 (5 points each) |
40 |
40% |
Weekly Forum Posts 1 - 8 (3 points each) |
24 |
24% |
Proposal, Outline, and Annotated Bibliography (5, 8, and 8 points resp.) |
21 |
21% |
Project Paper |
15 |
15% |
TOTAL |
100 Points |
100% |
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Course Outline & OVERVIEW TOC |
WEEK |
DATES |
Lesson Subject |
Assignment – (*Graded) |
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1 |
Monday to Sunday of Week 1 |
What is Information Security |
Reading: Chapter 1, Stuart Jacobs text Introductions Forum Discussion Question #1b* Assignment #1* |
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2 |
Monday to Sunday of Week 2 |
Systems Engineering |
Reading: Chapter 2 Stuart Jacobs text Forum Discussion Question #2* Assignment #2* Project Proposal Due* |
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3 |
Monday to Sunday of Week 3 |
Foundation Concepts and Authentication of Subjects |
Reading: Chapter 3 and 4 Stuart Jacobs text Forum Discussion Question #3* Assignment #3* |
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4 |
Monday to Sunday of Week 4 |
Security Systems Engineering |
Reading: Chapter 5, Stuart Jacobs text Forum Discussion Question #4* Assignment #4*Project Outline Due* |
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5 |
Monday to Sunday of Week 5 |
Traditional Network Concepts and Next Generation Networks |
Reading: Chapter 6 and 7 Stuart Jacobs text Forum Discussion Question #5* Assignment #5* |
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6 |
Monday to Sunday of Week 6 |
General Computer Security Architecture and Computer Software Security |
Reading: Chapter 8 and 9 Stuart Jacobs text Forum Discussion Question #6* Assignment #6* Annotated Bibliography Due* |
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7 |
Monday to Sunday of Week 7 |
Security Systems Design- Designing Network Security and Transport and Application Security Design and Use |
Reading: Chapter 10 and 11 Stuart Jacobs text Forum Discussion Question #7* Assignment #7* Project Paper Due* |
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8 |
Monday to Sunday of Week 8 |
Security Management and Managing Security |
Reading: Chapter 12 Stuart Jacobs text Forum Discussion Question #8* Assignment #8* Comprehensive Final Exam Due* |
Course Overview
Course Deadlines/Milestones
· Participation in discussions is required for Week 1 through Week 8
· Assignments required to be turned in for Weeks 1 through 8
· Project paper proposal due at Week 2, Outline at Week 4, and Annotated Bibliography at Week 6
· Project Paper due at Week 8
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Grading Scale TOC |
Please see the student handbook to reference the University’s grading scale.
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Policies TOC |
Please see the student handbook to reference all University policies. Quick links to frequently question asked about policies are listed below.
Plagiarism Policy Extension Process and Policy
WRITING EXPECTATIONS
All written submissions should be submitted in a font and page set-up that is readable and neat. It is recommended that students try to adhere to a consistent format, which is described below.
· Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).
· Arial 11 or 12-point font or Times New Roman styles.
· Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations and online submission variances.
CITATION AND REFERENCE STYLE
Assignments completed in a narrative essay or composition format must follow APA guidelines. This course will require students to use the citation and reference style established by the American Psychological Association (APA), in which case students should follow the guidelines set forth in Publication Manual of the American Psychological Association (6th ed.). (2010). Washington, D.C.: American Psychological Association.
LATE ASSIGNMENTS
Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. As adults, students, and working professionals I understand you must manage competing demands on your time. Should you need additional time to complete an assignment please contact me before the due date so we can discuss the situation and determine an acceptable resolution. Late assignments will receive a 10% penalty for each week late up to 3 weeks. Assignments more than 3 weeks late will receive no credit. Discussion postings made after the graded week will receive no credit consideration.
DISCLAIMER STATEMENT
Course content may vary from the outline to meet the needs of this particular group.
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Academic Services TOC |
ONLINE LIBRARY RESEARCH CENTER & LEARNING RESOURCES
The Online Library Resource Center is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Center provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to [email protected] .
· Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors’ publication, and services to search and borrow research books and articles from other libraries.
· Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format.
· Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services.
· Turnitin.com is a tool to improve student research skills that also detect plagiarism. Turnitin.com provides resources on developing topics and assignments that encourage and guide students in producing papers that are intellectually honest, original in thought, and clear in expression. This tool helps ensure a culture of adherence to the University's standards for intellectual honesty. Turnitin.com also reviews students' papers for matches with Internet materials and with thousands of student papers in its database, and returns an Originality Report to instructors and/or students.
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Selected Bibliography TOC |
Web Resources for Telecommunications & Network Security:
1. Methodology of an Attack
· www.schneier.com/paper-attacktrees-ddj-ft.html
2. OSI Reference Model
· http://www.cisco.com/univercd/cc/td/doc/cisintwk/ito_doc/introint.htm#wp1020580
3. Internet Protocol
· http://www.protocols.com/pbook/tcpip2.htm#IP
4. IPv6
· http://www.protocols.com/pbook/tcpip2.htm#IPv6
5. Threats
· http://www.whitedust.net/article/30/VoIP%20Security:%20Uncovered/
· http://communication.howstuffworks.com/ip-telephony.htm
6. Centralized Remote User Authentication
· http://www.untruth.org/~josh/security/radius/radius-auth.html
7. Kerberos Authentication
· http://web.mit.edu/kerberous/
· http://tools.ietf.org/html/rfc1510
8. Directory Services
· http://www.ehsco.com/reading/19961215ncf1.html
9. Configuration Services
· http://tools.ietf.org/html/rfc2131
10. Storage Data Services
· http://www.phptr.com/articles/article.asp?p=169578&rl=1
11. Printing Services
· http://tools.ietf.org/html/rfc2910
· http://tools.ietf.org/html/rfc1179
12. Countermeasures
Appendix A – Grading Rubric
All written assignments will be assessed according to this rubric. Note that a score of 0 may be assigned in any category where your work does not meet the criteria for the beginning level.
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APUS Assignment Rubric Graduate Level 600+ |
EXEMPLARY LEVEL 4 |
ACCOMPLISHED LEVEL 3 |
DEVELOPING LEVEL 2 |
BEGINNNIG LEVEL 1 |
TOTAL POINTS |
FOCUS/THESIS |
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. |
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. |
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. |
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. |
10 |
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CONTENT/SUBJECT KNOWLEDGE |
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. |
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. |
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. |
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. |
20 |
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CRITICAL THINKING SKILLS |
Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment. |
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors. |
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner. |
Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills. |
20 |
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ORGANIZATION OF IDEAS/FORMAT |
Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment. |
Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with a few formatting errors. Assignment contains less than 5 resources. |
Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Student uses less than 3 sources or references. |
Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. |
20 |
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WRITING CONVENTIONS (GRAMMAR & MECHANICS) |
Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment. |
Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a final written product that covers the above-minimal requirements. |
Assignment reflects basic writing and grammar, but more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter. |
Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment. |
20 |
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USE OF COMPUTER TECHNOLOGY/ APPLICATIONS |
Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product. |
Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment. |
Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment are limited. Student may need to obtain further help in the use of computer applications and Internet research. |
Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable. |
10 |
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TOTAL POINTS |
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100 |
