HSEC 690: Critical Infrastructure & Cyber Crime

Ensuring the security and resilience of the critical infrastructure of the United States is essential to the Nation’s security, public health and safety, economic vitality, and way of life. This course is comprised of in-depth analysis of critical infrastructure and key resources, their identification, and protection strategies; discussion and application of risk identification and evaluation; risk assessment modeling; threat identification and briefing practicum; origin, storage, and use, of Protected Critical Infrastructure Information (PCII); and exploration of government and private sector roles, responsibilities, authority, and policy concerning critical infrastructure.

The last third of the course is dedicated to the study of Cyber Crime and criminal activity within cyberspace. This course will explore the most prevalent avenues of crime to include phishing and carding, along with a discussion of the Dark Web, TOR, and cryptocurrency. A case study of the 2010 STUXNET attack will serve as a bridge between Critical Infrastructure and the cyber discussion topic.


Your active participation is critically important to this course; this cannot be stressed enough. If you fall behind on readings, you will not be equipped to participate in class which will adversely affect your grade. Students with excellent written submissions that hardly speak up in class or online will likely fail this course. While there is no minimum number of weekly interactions required, successful students typically interact a half-dozen times between in-class and online discussions.

I do not "take away" points

From "Dear Student" by Art Carden (Forbes, Jan 2012):

One of the popular myths of higher education is that professors are sadists who live to inflict psychological trauma on undergraduates. Perhaps you believe that we pick students at random and then schedule all our assignments in such a way as to make those students' lives as difficult as possible [...] First, I do not "take off" points. You earn them. The difference is not merely rhetorical, nor is it trivial. In other words, you start with zero points and earn your way to a grade [...] Second, this means that the burden of proof is on you to demonstrate that you have mastered the material. It is not on me to demonstrate that you have not.