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3 Credit Hours Prerequisites: None Instructor: Associate Professor, Randall K Nichols Course Description Examines America’s critical infrastructures and their relationships to one-another, and issues pertaining to safeguarding and managing these infrastructures under serious threat. Analyzes key asset identification, threat and vulnerability, and studies technologies for their ability to support planning, mitigation, response, recovery, and prediction. Objectives / Learning Outcomes There are three core elements of knowledge required for understanding the challenge of protecting the U.S. Homeland: 1) the evolution of the homeland security threats and responses before and after the September 11, 2001 terrorist attacks; 2) the nature of the threat; and the response to the threat, i.e. the contemporary organization, principles, and practices that govern U.S. Homeland security activities at the federal, state, and local level as in the private sector. Of special management concern is the deployment of national assets into critical infrastructure sectors (CIS) and their protection against terrorist threats. There are two main objectives for addressing the core knowledge requirements (supra). They are: 1) To develop relevant theoretical knowledge, employ strategic and tactical skills, and demonstrate cooperative leadership in solving problems of homeland security; Students completing this course will possess an introductory level skill set to: 1. Synthesize a broad-based knowledge of homeland security issues with government policies, procedures and strategies. 2. Think asymmetrically, i.e. students develop effective and innovative strategies for rapid, creative responses to homeland crisis situations. They accomplish this by using research skills, knowledge of homeland security issues, policies, procedures and team creativity to respond wisely to unexpected simulated emergencies. 3. Demonstrate leadership in work collaboratively in the preparation for, protection against, and response to national, state and local crises based on a comprehensive knowledge of systems, relationships and research in homeland security and related areas. 4. Prepare “on-target”, executive situation reports that: 1) focus on key CIS issues and 2) recommend required short- and long-term actions. Textbooks (Required) Sauter, M. A., & Carafano, J. J. (2005) Homeland Security: A Complete Guide to Understanding, Preventing, and Surviving Terrorism. New York: McGraw Hill. Evers, D., Miller, M. & Glover, T. (2005) Pocket Partner, 4th Ed. Littleton, CO: Sequoia. Case Studies (Material will be taken from these readings and be available via Towson University Albert S. Cook Library on reserve) Kamien, D. G. (2006) The McGraw Hill Homeland Security Handbook: The Definitive Guide for Law Enforcement, EMT, and all other Security Professionals. New York: McGraw Hill. Laqueur, W. (Ed.). (2004). Voices of terror: Manifestos, writings and manuals of Al Qaeda, Hamas, and other terrorists from around the world and throughout the ages. New York: Reed Press. References (Additional course material may be drawn from these optional readings. They will be available via email from instructor, on Blackboard common area, or placed on 3-day reserve at Towson University Albert S. Cook Library) Acquista, A. (2003). The Survival Guide: what to do in a Biological, Chemical or Nuclear Emergency. New York: Random House. Barnett, T.P.M. (2004). The Pentagon’s new map: War and peace in the twenty-first century. New York: Penguin Group. Bidgoli H., Editor-in-Chief. (2006) Volume 1: Handbook of Information Security: Key Concepts, Infrastructure, Standards, and Protocols. Hoboken, New Jersey: Wiley. Bidgoli H., Editor-in-Chief. (2006) Volume 2: Handbook of Information Security: Information Warfare; Social, Legal and International Issues; and Security Foundations. Hoboken, New Jersey: Wiley. Bidgoli H., Editor-in-Chief. (2006) Volume 3: Handbook of Information Security: Threats, Vulnerabilities, Prevention, Detection, and Management. Hoboken, New Jersey: Wiley. Cherkasky, M. with Alex Prud’ Homme. (2003). Forewarned: Why the government is failing to protect us – and what we must do to protect ourselves. New York: Ballantine. Curts, R.J. & Campbell, D.E. (2003). Building a Global Information Assurance Program. New York: Auerbach. Diamond, J. (2005). Collapse: How societies choose to fail or succeed. New York: Viking. Gordon, L. A. & Loeb, M. P. (2006) Managing Cyber-Security Resources: A Cost- Benefit Analysis. New York: McGraw Hill. Harris, S. (2005). The End of Faith: Religion, Terror, and the future of reason. New York: Norton. Hall, W. M. (2003). Stray Voltage: War in the information age. Annapolis, MD: Naval Institute Press. Johnson, L. K. (2000) Bombs, Bugs, Drugs and Thugs: Intelligence and America’s quest for security. New York: New York University Press. National Research Council of the National Academies. (2002). Making the nation safer: The role of science and technology in countering terrorism. Washington: Author. Rattray, G. J. (2001). Strategic warfare in cyberspace. London: MIT Press. Scheuer, M. (Nom-de-Plume: Anonymous) (2004). Imperial Hubris: Why the West is Losing the War on Terror. Washington, DC: Brassey’s. Yourdon, E. (2002). Byte wars: The impact of September 11 on information technology. Upper Saddle River, NJ: Prentice Hall PTR. Web Site A wealth of supplementary information for our course is available at www.infosec-technologies.com. Material downloaded must be appropriately attributed to contributors in all team / individual papers. Course Deliverables Exams. There will be no formal midterm or final exams. Collaborative Team Research Papers / PowerPoint Presentations. Four (4) two-page papers and corresponding PowerPoint presentations will be due during the semester covering issues relevant to four interrelated CIS. Students must flesh out the co-dependencies, interrelationships, sector threats, vulnerabilities, cross-impact and potential countermeasures. The papers are to be considered a brisk Executive Summary of the CIS interrelationships. In addition, a group research PowerPoint covering an assigned hypothetical A/D (Attack/Defense with After-Action Reporting) scenario will be required to demonstrate collaborative skills and asymmetric responses to national crises and terrorist threat. This is the Final for the course. Participation. Students are expected to prepare for each class meeting and participate in the weekly homework /or in-class discussion conferences. Questions based on the weekly lecturette and assigned text readings require students to contribute regularly. A rubric for participation is available as a benchmark. Quizzes. End-of-chapter Open Book quizzes (generally 5-10 questions) will be submitted by students for credit no later than 10 days after completion of the assigned chapter. Bullets. Each week, students will prepare short, relevant, current bullets (30 - 60 second written summaries) pertaining to this course: e.g., national crises, terror incidents, terror groups, accidents, natural disasters, maritime incidents or piracy, political or infrastructure news, LEO actions, civil / criminal actions, health issues, open intelligence, BW/CW rulings, CIS sector news, Patriot Act, NSA, CIA, WH, laws or rulings of interest; URLS, security events, interesting IT/ INFOSEC finds, agency news or actions, or webliography items. Virus / Anti-Malware bullets do not count. Duplicate bullets do not count. Grading The final grade will be determined as follows:
Where: A (90-100%); B (80-90%); C (70-79%); F (<70%) Course Content Our CRJ 300 textbook and course is organized into three learning modules. Module 1 covers how we got here from there, outlining America’s traditional approach to domestic security, the evolution of an unprecedented terrorist threat that led to the September 11, 2001 attacks, and the nation’s response to the events of 9/11. Module 2 offers an overview of contemporary terrorists – who they are, what they want, and how they operate. Module 2 is concerned with “knowing the enemy.” This knowledge is essential to understanding the challenge of homeland security. It is the driving force for the massive response and reorganization of functions by the U.S government in half a century. Module 3 describes all the critical elements of the present homeland security regime. Knowing the enemy is not good enough; good security requires “knowing yourself” as well. In respect to homeland security, good security requires understanding the roles and responsibilities of government officials, public servants, businesses, and average citizens. It is in Module 3 that we are concerned with the CIS concept but also the critical relationships and dependencies of each CIS on each other. Module 3 covers a range of issues from national security and public preparedness to business continuity and disaster recovery. Many of the efforts to fight, protect against, and respond to terrorism are “all hazards.” The process is useful for addressing many of the natural and man-made (technological) disasters, national security threats, and law enforcement challenges that affect public safety. Each lecture supporting the three Modules will include: Chapter Summary and Overview; Chapter Learning Objectives; Chapter Outline; Chapter PowerPoint’s; Chapter Quiz; “From the Source Feature;” Issues; Readings; References and Web resources; and suggestions for inclusion into the students final project. |
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Course Schedule |
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Course Policies and Procedures (F2F & Online) Grading: (F2F & Online) According to Utica College standard grading scale and policy: A 93-100; The grade range of B represents the benchmark for this class. It indicates that the student (or team) has demonstrated competency in the subject matter of the course, e.g., has fulfilled all course requirements on time, has a clear grasp of the full range of course materials and concepts, and is able to present and apply these materials and concepts in clear, well-reasoned, well-organized, and grammatically correct responses, whether written or oral. Writing Standards (F2F & Online) Effective managers, leaders, and teachers are also effective communicators. Written communication is an important element of the total communication process. Utica College recognizes and expects exemplary writing to be the norm for course work. To this end, all papers, individual and group, must demonstrate graduate level writing and comply with the format requirements of the Publication Manual of the American Psychological Association, (5th Edition) or www.apastyle.org. Careful attention should be given to spelling, punctuation, source citations, references, and the presentation of tables and figures. Other resources are: The Elements of Style (Strunk and White), 100 Ways to Improve Your Writing (Provost) and the Utica College Writing Center at Hubbard Hall, Room 216. Timeliness (F2F & Online) It is expected that all course work will be presented on time and error free. Work submitted online should follow standard procedures for formatting and citations. Since most of our class work is performed in team format, students have a responsibility to their team and this class. They must make arrangements with the team leader for missed participation. Except for military service, verifiable medical leave or bereavement leave, there will not be any late grading. Students should respect the learning atmosphere of others by not coming in late or leaving early. Academic Integrity and Plagiarism (F2F & Online) Academic integrity is central to the learning and teaching process. Students are expected to conduct themselves in a manner that will contribute to the maintenance of academic integrity by making all reasonable efforts to prevent the occurrence of academic dishonesty. Academic dishonesty includes, but is not limited to, obtaining or giving aid (electronically or in person) on an examination, having unauthorized prior knowledge of an examination, doing work for another student, and plagiarism of all types. Plagiarism is the intentional or unintentional presentation of another person’s idea or product as ones own. Plagiarism includes, but is not limited to, the following: copying verbatim all or part of another’s written work; using phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions, or research without citing the source; and using all or part of a literary plot, poem, film, musical score, or other artistic product without attributing the work to its creator. Students can avoid unintentional plagiarism by following carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources to material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources. The penalties for plagiarism or intentional cheating include a zero or a grade of F on the work in question, a grade of F in the course, suspension with a file letter, suspension with a transcript notation, or expulsion. Students may learn more about Utica College’s formal policies at: http://www.utica.edu/academic/catalog/academicregulations.pdf Attendance (F2F) Attendance will be taken in order to comply with college administrative requirements. Consistent with Criminal Justice Department and the new Cybercrime, Computer Forensics & Information Assurance policies, grading penalties will be imposed for excessive lack of attendance. The Department has defined “excessive” as more than three (3) unexcused absences from classes that meet three times a week or two (2) unexcused absences from class that meets twice a week. The penalty for additional unexcused absences is the demotion of one letter grade for each additional unexcused absence. Disabilities (F2F & Online) Any student who needs an accommodation due to a disability should make an appointment to discuss the accommodation. A memo from the Coordinator of Learning Services authorizing the accommodation is required (Kateri Henkel, khenkel@utica.edu, 315-792-3032). Course Evaluations (F2F & Online) Feedback on each undergraduate course and instructor is important to the College, your professor, and to all students. Utica College has the responsibility to assess the effectiveness of classroom instruction, and each student has the responsibility to provide accurate and timely feedback through completion of the course evaluation form. Email Messages (F2F & Online) Please remember to put [CRJ 355] in the Subject of every email. In my online courses, the volume of email and attachments is significant. Attendance (F2F) Class attendance will be recorded in random classes during the semester. Unexcused attendance(s) affects negatively both your individual participation grade and your team’s performance. Those involved in sports please contact your respective coaches to provide me a written schedule for practice sessions and games so that you do not get marked absent. P2P Team Evaluations and Performance (F2F & Online) 80% of our course is Team-Based. Further, the mid-term and final projects are very asymmetric. There is no book or reference or “quick-guide” or URL that has the specific answers. The goal is to present a reasonable and logical team-solution to a difficult (even unusual) assignment based on best information security practices and technologies gleaned from your research and our class materials. Your grade is determined by how well your team accomplishes this goal working collaboratively. We think, learn, evaluate, problem-solve, generate ideas and possibilities and write better as a team. Research confirms that teams consistently out-perform the “star” individualist. This is real world. Information assurance issues in organizations are rarely assigned to one person – regardless of how strong or technically adept that he/she is. They solve the big problems in real time, team format, with collaborative working sessions. Over my career, I have found that teams work effectively – most of the time. In general, all team-members receive the same grade on exams and projects. This policy is subject to the P2P (peer-to-peer) team evaluation process. When a team does not interact well as a team or one member intentionally does not participate effectively, or when the team leader is at terrible odds with the team itself and refuses to be flexible or improve the “lens of understanding,” we have the P2P policy to fall back on. P2P’s may optionally submitted (for the semester) by any team or team member within one week after the final project/exam. P2P’s are strictly confidential and I maintain these records for many years. Students are subject to an individual grade penalty of up to 20% of their grade if their overall performance is found deficient by a majority of their team-members. The team keeps the score-card on itself. As a practical matter, I discourage the formal P2P process and encourage teams and team leaders to solve their own problems “in-house.” I will be glad to help and encourage positive results in our teams in every way I can before using the P2P disincentive. Students receiving a reduction of grade based on the P2P process will be notified by me in writing. Cell / Picture Phones, Palm pilots and Pagers (F2F) Turn off all your electronics before entering our class. These devices are enormously disturbing and rude to your fellow students and me. Frankly, We are more important! Use of these devices during class or especially during an exam, may earn you an F for the class session or on your test. Further, you will need to show cause why you should remain in my class for the balance of the semester. Food (F2F ) The Golden Rule applies. Strive to leave the classroom in better shape than when you entered it. “Pay it forward”, it works! Class Discussions (F2F & Online) We bring differing points of view to this class. Participation is not only encouraged but many times I will put a fire under the class to analyze issues with variety of perspectives. Be prepared to take the side of a brisk discussion (not argument or personal attacks) that is in conflict with your own. Challenge yourselves – especially when solving asymmetric team problems. Respect and professionalism are the operative guidelines for our discussions. Extra Credit Work (F2F & Online) The punishment for good work is more work and respect. Extra credit assignments (limit one per student per semester) are available for students who enjoy individual achievement, want to learn more and are excited by the material as a possible vocation or sense that they need a few more points to improve their grade. I believe in the “pay it forward” principle. Extra credit assignments (worth up to one grade level) are designed to help my current and future students by developing accurate, current resource materials. Extra credit assignments must be completed on time to be valued. They do not replace any of the normal exams, asymmetric team work, assignments or case studies. “Extra” is the operative word. Death March Team (DMT) Eligibility Students (F2F & Online) who maintain an A level average in this class may be invited to join the DMT. This is quite an honor. DMT represents a network of over 85 of my active working Graduate students from George Washington University, Towson University, University of Maryland University College, Tulane University, Capitol College, US Army, US Navy, USCG, USJCS, White House, DOD, DHS, FBI National Academy, NSA and major security organizations (SAIC, BAH, ASFT, Anteon, Credant Technologies) that collaboratively work on some fascinating short-term challenges. They evaluate new “beta” technologies, prepare presentations as a team to national conferences, provide speakers for local events, and critique each others papers. It is a network that helps each other find work in senior positions. We always attribute our work professionally; maintain a code of professional ethics and work to improve our profession. We are committed to each other’s professional success. Respect is our currency. Disclaimers (F2F & Online) This course examines inter alia ethical and legal dimensions of on-line behavior. It is not intended to turn information technology professionals into lawyers. Many of the topics to be discussed will be concerned with the law and legal implications of certain behavior. Every effort is made to provide accurate and complete information. However, at no time during this course will legal advice be offered. Any student requiring legal advice, should seek services of a lawyer authorized to practice in the appropriate jurisdiction. This class will explore technology and management issues related to elements of holistic information security. Specific technologies and techniques used by hackers, crackers, spies and thieves to obtain access to sensitive, private information are discussed and explored. Students are reminded that it is a violation of Federal and some state’s laws to attempt to gain unauthorized access to information assets or systems belonging to others, or to exceed authorized on systems to which they have been granted access. At no time in this class should any student violate either laws or confidences. This class is not about pushing the envelope or hacking, and any violation of legal boundaries in the course of this class will be considered a violation of the class trust and will be subject to sanctions in grading. F. References (F2F & Online): (Additional course material may be drawn from these optional readings. They will be available via email or hand-outs from instructor, on WebCT common area, or placed on 3-day reserve at Frank E. Gannett Memorial Library) Amoroso, E. (2000) Intrusion Detection: An Introduction to Internet Surveillance, Correlation, Trace back, Traps and Response, Intrusion.Net Books. Archibald, N., Fogie, S., Kamininsky, D., Long, D., Hurley, C. et.al. (2005) Aggressive Network Self-Defense, Rockland, MD:Syngress. Bidgoli H., Editor-in-Chief. (2006) Volume 1: Handbook of Information Security: Key Concepts, Infrastructure, Standards, and Protocols. Hoboken, New Jersey: Wiley. Bidgoli H., Editor-in-Chief. (2006) Volume 2: Handbook of Information Security: Information Warfare; Social, Legal and International Issues; and Security Foundations. Hoboken, New Jersey: Wiley. Bidgoli H., Editor-in-Chief. (2006) Volume 3: Handbook of Information Security: Threats, Vulnerabilities, Prevention, Detection, and Management. Hoboken, New Jersey: Wiley. Brown, C. L.T. (2006) Computer Evidence: Collection & Preservation, Hingham, MA: Charles River Media. Casey, E. (ed) (2000) Digital Evidence and Computer Crime, Academic Press. Casey, E. (ed) (2002) Handbook of Computer Crime Investigation: Forensic Tools and Technology. Academic Press. Caswell, B. (2003) Snort 2.0 Intrusion Detection, Syngress. Cordesman, A.H. (2002). Cyber-Threats, Information Warfare, and Critical Infrastructure Protection: Defending the U.S. Homeland. Westport Connecticut: CSIS publications. Dorothy, D. (1999). Defending the Nation: Information Warfare and Security. Boston: ACM Press. Erbschloe, M. (2003) Guide to Disaster Recovery. Boston: Thomson Course Technology. Evers, D. H., Glover, T. J., Glover, T.M. & Miller, M.E. (2006) Pocket Partner, Fair, T., Nordfelt, M., Ring S. & Cole, E. (2005) Cyber Spying, Rockland, MD: Syngress. Farmer D. & Venema, W. (2005) Forensic Discovery, Upper Saddle River, NJ: Addison Wesley. Foster, J.C. (2006) Writing Security Tools and Exploits, Rockland, MD:Syngress. Grimes, R.A. (2003) Malicious Mobile Code: Virus Protection for Windows, O’Reilly. Hall, W. M. (2003). Stray Voltage: War in the information age. Annapolis, MD: Naval Institute Press. Hoglund G. & Butler, J. (2006) Rootkits: Subverting the Windows Kernel, Upper Saddle River, NJ: Addison Wesley. Jones, K.J., Bejtlich R. & Rose, C.W. (2006) Real Digital Forensics: Computer Security and Incident Response, Upper Saddle River, NJ: Addison Wesley. Lekkas, P.C. (2003) Network Processors: Architectures, Protocols and Platforms, McGraw-Hill. Lewis, J.A. (December, 2002) Assessing the Risks of Cyber Terrorism, Cyber War and Other Cyber Threats. Center for Strategic and International Studies. Washington, DC. Long, J. (2005) Google Hacking, Rockland, MD:Syngress. Long, J., Bayles, A.W., Foster, J.C. et.al. (2006) Penetration Tester's Open Source Toolkit, Rockland, MD:Syngress. Middleton, B. (2001) Cyber Crime Investigator’s Field Guide. Auerbach Press. National Science and Technology Council. (April, 2006) Federal Plan for Cybersecurity and Information Assurance Research and Development, Report by the Interagency Working Group. Arlington, VA: NCO/NITRD. Available from www.nitrrd.gov Nelson, B., Phillips, A., Enfinger, F. & Steuart, C. (2004) Guide to Computer Forensic and Investigations, Thomson Course Technology: New York. Nichols R. K, Ryan, D. J., & Ryan, J.C.H. (2002) Defending your Digital Assets, Against Hackers, Crackers, Spies and Thieves, McGraw-Hill. Nichols, R.K. & Lekkas, P. C. (2002). Wireless Security: Models, Threats, Solutions. New York, NY: McGraw Hill. Noonan, W.J. (2004) Hardening the Network Infrastructure, NYC: McGraw Hill. Parker, T., et.al. (2004). Cyber Adversary Characterization. Rockland, MD: Syngress. Peltier, T. R. (2006). Information Security Risk Analysis.2nd ed. Boca Raton, FL: Auerbach. Pfleeger, C. & Pfleeger, S.L. (2003) Security in Computing, 3rd ed., PTR. Pipkin, D. L. (2000). Information Security: Protecting the Global Enterprise. Upper Saddle River, NJ: HP Professional Books. Prosise, C. (2001) Incident Response: Investigating Computer Crime, McGraw-Hill. Rattray, G. J. (2001). Strategic warfare in cyberspace. London: MIT Press. Rosenblatt, K.S. (1996) High-Technology Crime: Investigating Cases Involving Computers, KSK Press. Schneier, B. (2003). Beyond Fear: Thinking Sensibly about Security in an Uncertain World. New York: Copernicus. Schwartau, W. (1996). Information Warfare: CyberTerrorism: Protecting Your Personal Security in the Electronic Age. New York: Thunder's Mouth Press. Skoudis, E. & Zeltser, L. (2004) Malware: Fighting Malicious Code, PH. Schultz, E., Mellander, J. & Endorf, C.F. (2003) Intrusion Detection, McGraw-Hill. Secret Service Evidence Best Practices: http://www.secretservice.gov/electronic_evidence.shtml Shinder, D. L, & Tittel, Ed (editor). (2002) Scene of the cybercrime: Computer forensics handbook. Syngress Shinder Books. Vacca, J.R. (2003) Computer Forensics: Computer Crime Scene Investigation, Charles River Media. Verton, D. (2004). Black Ice: The Invisible Threat of Cyber-Terrorism, (ICE) San Francisco: Osborne. White, J. R. (2004). Defending the Homeland: Domestic Intelligence, Law
Enforcement, and Security, New York: Thomson –Wadsworth. Whitman, M.E. & Mattord, H.J. (2005) Principles of Information Security, 2nd ed. Boston: Thomson Course Technology. Yourdon, E. (2002). Byte wars: The impact of September 11 on information technology. Upper Saddle River, NJ: Prentice Hall. |