SEC 440 SL - ricky-ninh/tech-journal-SEC-440-01SL GitHub Wiki

Course Description

Students in this course will integrate concepts from the previous courses in the security sequence into a comprehensive perspective of security for an information system. The security topics will include hardware, software, malware, protocols, threat models, services, analysis, social engineering, employee responsibility, recovery, incident response, and prevention. Students will gain practical experience in securing an operational network while maintaining necessary services.

Learning Objectives

Upon completion of the course, students will be able to:

  • Understand attacking methods and tools
  • Learn where the evidence of attacks can be collected
  • Construct system performance and security architectures
  • Implement secure access to system and network services using host-based access and system services management
  • Combine secure architectures to secure data
  • Design network resource access controls
  • Organize networked systems
  • Evaluate and securely configure a variety of network services and infrastructure

Service Learning Project

This semester we will engage in an emergent service-learning project to support knowledge sharing on the Internet.

What is Service-Learning?

Service learning is an experiential teaching method that combines community service with academic instruction as it focuses on critical, reflective thinking and civic engagement. Service learning involves students in intentionally designed projects in collaboration with community partners. Projects address specific partner needs while developing student academic skills, professionalism, and a sense of civic responsibility. (Source: adapted from Campus Compact National Center for Community Colleges; Adopted by Champlain College Faculty Senate, Spring 2004; updated and approved by Curriculum Committee, Fall 2017)

What are the benefits of service-learning for you as a student?

  • Apply concepts and skills from pre-requisite courses.
  • Gain hands-on experience in your professional field in the real world;
  • Provide platforms to analyze and discuss civic values.
  • Increase your sense of self-efficacy, analytical skills, and social development.
  • Develop meaningful involvement with the local community.
  • Reflect on the service-learning project’s connections to the course material, your identity, and your place in the world.

What are the benefits of service-learning for the community?

  • Enhance positive relationships with Champlain College.
  • Provide awareness-building of community issues, agencies, and constituents.
  • Contribute to positive exposure in the community.
  • Create ways to expand current services by providing technical support, actual onsite work, and research support.
  • May help to secure outside funding

(adapted from Monroe Community College, Service-learning website and Brooks, N. and R. Schramm, "Integrating Economics Research, Education and Service.")

How is this different from community service, volunteering, and other forms of experiential education?

“Service-learning projects are distinguished from other approaches to experiential education (such as community service, volunteering, field study, cooperative education, internship or apprentice programs—these are often called co-curricular activities) by their intention to equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring….It is this balance that distinguishes service-learning from other experiential education programs.” (Furco, 1996).

Service-learning has a more complex purpose than volunteering or community service in that it is formally linked to specific educational goals or objectives. A considerable amount of additional work is done in addition to the actual “service.”

What kind of additional work?

The most essential elements of service-learning can be described by using a model developed at the University of Maryland called the PARE Model:

Preparation: The time taken before the project begins to think about the goals and outcomes of the service project and to prepare all participants for the experience.

Action: The actual time spent performing the service. Ideally, in service-learning, the project you are doing will be reciprocal in nature. It will not only help you to learn, but will also address a need that the community partner has identified as an important priority. Hence, both the providers and recipients of the service benefit from the activities.

Reflection: The processing of information learned during and after the service-project, providing the bridge between community service activities and the educational content of the course.

Evaluation: Analysis of the experience; how did it work for those involved?

The service-learning activities we will participate in are deliberate and intentional, and they enhance what is taught at the College by extending student learning beyond the classroom and into the community. Further, it provides structured time for critical reflection on and analysis of service experiences in the context of the course learning, thus enabling the community learning to be harvested and to serve as an academic learning enhancer, blending the experiential and the academic in learning.