csc-srv1.lasalle.educsc-srv1.lasalle.edu/mccoey/syllabi/syllabi 2015-2016/sy… · web...

Cybercrime/Cyberespionage/CyberwarECF 628-W1

SyllabusSpring 2016

INSTRUCTOR

Contact Information:

Instructor: Steven B. Hilkowitz, EsquireLocation: OnlineOffice Hours: We can set up appointments via phone or email.Email: [email protected]: (H) 215-233-0776; (C) 215-510-6233. I would appreciate it if you would not call after 9:00 PM or on weekends unless absolutely necessary.

Instructor Bio:

I retired after thirty years with the United States Department of Defense in a variety of legal and operational positions. Included among my various assignments were many years in the Counsel’s Office of the Defense Supply Center Philadelphia. The Defense Supply Center Philadelphia annually buys over $15 billion worth of supplies for America’s warfighters worldwide. During my tenure with the organization, I worked in the contract law, procurement and trial areas, including as the Chief Trial Attorney and Associate Counsel for Procurement Integrity, where I was responsible for the resolution of contract fraud and noncompliance investigations.

In addition to my tenure at the Defense Supply Center Philadelphia, I also served as the Director and Chief Counsel of the Philadelphia Remedies Unit, a multidisciplinary team of lawyers, investigators, auditors, and contracts personnel, created to coordinate with the Department of Justice in resolving allegations of procurement fraud against major defense contractors and to serve as the primary DOD focal point for these cases.

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mailto:[email protected]

Mixed in with my fraud and other legal positions, I served on the Department of Defense Joint Staff as a political/military advisor to the Chairman of the Joint Chiefs of Staff; the team leader for the group providing legal services and advice to the Subsistence Directorate of the Defense Personnel Support Center; the Chief Trial Attorney for the Philadelphia Region of the Defense Contract Management Command, and in a variety of assignments focusing on homeland security and international and domestic disaster relief and humanitarian assistance. In my last position prior to my retirement, I was an Associate Deputy General Counsel, representing the United States in the litigation of Habeas Corpus Petitions and other legal motions filed in the United States District Court by individuals detained by the United States at the Guantanamo Bay Naval facility.

I have a bachelor’s degree in business and political science from Truman State University in Kirksville, Missouri, a Juris Doctor degree from Temple University School of Law in Philadelphia, Pennsylvania, and a Master’s degree in strategic studies from the National War College of the National Defense University in Washington, D.C.

I have been an adjunct instructor at the Federal Law Enforcement Training Center and in courses given to Department of Defense and military criminal investigators, and currently teach courses in constitutional issues of homeland security at Fairleigh Dickinson University. In addition to my teaching, I have written a number of monographs and articles on various issues of procurement, international law, and international logistics. I am the recipient of numerous awards, including the Defense Logistics Agency Meritorious Civilian Service Award, The Joint Civilian Service Commendation Award, The Joint Civilian Service Achievement Award, and the Vice President’s Hammer Award for Government Reinvention of Acquisition.

COURSE OVERVIEW

Course Dates: January 11, 2016 to March 4, 2016Go to Training session every Thursday from 7:00 to 9:30 PM, excluding holidays

COURSE DESCRIPTION:

This course will examine the spectrum of cyber-conflict from crime through warfare. The course will provide a systematic review of the interdisciplinary and multi-dimensional field of Cyber: what is included in this broad, somewhat illusive, concept; the distinctions between cybercrime, cyberespionage and cyber warfare; the relationships that cyber intrusions and cyber security create among nation states, non-state actors, organizations, businesses, societies and people.

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Rather than looking at each aspect of cyber-attack separately, we will conflate them all, since, as we will discuss, they all contain the same basic components.

COURSE EXPECTATIONS:

Throughout the term, we will use readings, discussions and case studies of individuals, organizations and states to understand and analyze the distinctions and threats of various cyber conflicts, and develop strategies to reduce the risks and mitigate the damages, if possible, of the various cyber conflicts. This course will involve the reading of timely topical material and the written and oral presentation of specific information as well as personal ideas on a variety of topics to be discussed weekly. Rather than focusing on specific types of cyber-attacks each week, the course will look at the intersection of each type of attack, and their distinctions and dangers.

In the final portion of the course, students will discuss their ideas for plans and countermeasures to deal with cyber risks as well as engage in a dialog, both written and orally, of what the roles of government, industry and citizens in the risks and rewards of the development of all of the realms of cyberspace.

As the course is being presented in a condensed eight week format, the reading requirements will be more intensive than a full semester course, and the online discussion portion will be more detailed.

Students will be assigned on a random basis specific material to research and report on both orally [as part of the synchronous portion of the course] and in writing. In addition to the short written/oral assignment, discussion questions will be presented each week for students to discuss among themselves during the week.

In addition to the readings and online discussions, I intend to have a Go To Training session every Thursday from 7:00 to 9:30 PM, Eastern Time, Beginning January 14, 2016. Prior to the sessions, there will be a short quiz focused on the weekly readings. (Discussed in more detail below) The sessions themselves will include a discussion of the weekly topics interspersed with the student assignments for the week and a question and answer session. I would hope that you attend each of the sessions as they will provide a big picture view of the course. In the event that you are unable to attend a session, it is school policy that you must complete an assignment focused on that week’s topic. You need to advise me that you are going to miss a session, and I will forward to you a make-up assignment.

The last session will be reserved for your presentations of the term project, which will be discussed in more detail below and during the term.

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The assessments for the course will include the weekly quizzes, the online discussions, the assignments, and the final project. These are covered in more detail later in the syllabus. You should clearly understand my expectations that this course will require the level of effort that graduate courses typically require. Expect to work.

Due to the developing and changing nature of the material that will be covered during the course, we will not be using a textbook, but will use both current and classical readings on the various topics. There may also be changes to the material being covered during a specific week based on current affairs and developments.

STUDENT LEARNING OUTCOMES

By the end of the semester, students should be able to:

Understand similarities and differences the various components of cyberspace by comparing and contrasting cybercrime, cyber espionage and cyber warfare

Know the components that make up the World Wide Web, including the Surface Web, the Deep W and the Dark Web, the similarities and the distinctions between them, and the risks and rewards of each.

Understand and categorize the various types of cybercrime, and cyberespionage, and the potential risks of each by”

o Describing the threat and vulnerability vectors (e.g. industrial controls systems, supply chain, food and water)

o Describing the nature of computing network systems and the web as risks to society

o Analyzing the accessibility of core infrastructures to state and non-state actors

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Understand national and international law that deals with cyberspace by:

o Describing how the United States would wage cyber war against a nation state adversary

o Evaluating why the United States can’t/won’t/hasn’t or has acted against state and non-state actors involved in cybercrime, cyberespionage and cyber.

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o Assessing and evaluating the historical examples of nation states in non-state actor conflicts

Developing a knowledge of criminal conflict and transnational crime patterns by:

o Describing the risks of both domestic and transnational cybercrime

o Evaluating the perception that transnational crime organizations are beyond the law

o Determining a strategy for weakening cyber-criminal enterprises

Planning and introducing plans to reduce or eliminate the risks of cybercrime, cyberespionage and cyberwar.

COURSE STRUCTURE

The course structure entails three broad topical learning modules. Each module is divided into more specific topics for each week of the learning module, although many will cover multiple, connected topics. During the term, there will be a Go To Training session each Thursday from 7:00 to 9:30 PM, ET. You should all understand that I feel that weekly synchronous sessions are critical to creating the appropriate subject matter knowledge. These sessions allow us to discuss in the necessary detail all of the facets of the course; you can ask any questions that you need to ask to understand the topic fully. Without these sessions, I feel that you are basically teaching yourself, without any insight that I can bring to you. Those dates for the synchronous sessions are set forth clearly in the syllabus. For most modules and weeks, the typical learning module format will be:

Directions for the module Slide presentation with or without an audio explanation Readings, videos and/or case studies covering the topical material for the week One or more topical questions that you will respond to through online class discussions Weekly assignment on a topical issue that will include a written response as well as a

short (less than 5 minutes) presentation to the class during the weekly Go To Training synchronous session. Each student will be assigned 2-3 of these during the term.

All course work will be done online. When working online, all discussions, assignments, conversations, and postings that are scheduled and due in a week’s time are expected to be competed in that week. The online week runs from 12:01 AM Eastern Time Monday to 11:59 PM Eastern Time Sunday of the next week. Learning modules will be available for your use at the latest by midnight on the previous Sunday. It is expected, however,

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that the materials will be available at least one week or more prior to the state date for that week. If you have a schedule issue during the course, you need to contact me.

WEEKLY SCHEDULE

Learning Module Topic Assignments

Learning Module 1 - Introduction to the Concept of Cyberspace and the Cyber Domain [2 weeks]

Week 1-1 – January 10 to January 17, 2016 (course week 1)

Introduction to the Course and Cyber Concepts

Definitions and Distinction Cyber Crime Cyber espionage Cyber war Cyber terrorism

Go To Training Session - Thursday January 14, 20157:00 to 9:30 PM, ET

Read the material for Learning Module 1, Week 1

Participate in the classroom meeting

Initiate and Respond to the discussion board comments and questions.

Students with assignments Present during class

Week 1-2 – January 17 to January 25, 2016 (Course week 2)

The Web - Surface web/Deep Web/Dark web Hacking/hacktivism

Go To Training Session - Thursday, January 21 20167:00 to 9:30 PM, ET





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Learning Module 2 – Threats and VulnerabilitiesImpacts [2 weeks]

Week 2-1 – January 24 to January 31, 2016 (course week 3)

Internet as Battlespace

Threats Cyber Attack Tools Cyber-competitors

Public vs. Private Ownership and Control

Go To Training Session - Thursday, January 28, 20167:00 to 9:30 PM, ET





Week 2-2 – January 31to February 7, 2016 (course week 4)

Vulnerabilities Ownership/Control, cont. Internet of Things

Go To Training Session - Thursday, February 14, 20167:00 to 9:30 PM, ET





Learning Module 3 –

Week 3-1 – February 7 to February 14, 2016 (course week 5)


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Current Dangers and Developments [3 weeks]

Critical Infrastructure






Cyberwar/Cyberterrorism







Putting it all together





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Learning Module 4 – Presentation of Projects

Week 4-1 February 28 to March 4, 2016 (course week 8)

Presentation of Projects

Go To Training Session - Thursday, March 3, 20167:00 to? PM , ET

Go To Training Sessions:

Date

Thursday, January 14, 2016 7:00 to 9:30 PM, ET



Thursday, February 4, 2015 7:00 to 9:30 PM, ET




Thursday, March 3 , 2015 7:00 to? PM, ET

COURSE REQUIREMENTS

Participation:

Active and informed participation is required in all Go to Training sessions, discussions and assignments, and the project.

Discussions

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Will include one or two discussion questions for each weekly topic with the exception of the last week of the module or when exams are scheduled. The questions will be included in the instructions for that week on Canvas. Initial responses to the discussion question(s) are due by Thursday of each week at 11:59 PM Eastern Time. Additionally, students are expected to provide comments to the discussion material presented by the other students and the instructor by Sunday at 11:59 PM Eastern Time. All discussions will be graded in accordance with the rubric for discussions set forth below. Discussions are expected to be submitted within these time-frames and late assignments will be downgraded at least one full grade per day for two days after they are due. After two days, the discussions will receive a zero.

Assignments

There will be assignments due during the course, with each student being assigned 2-3 for the semester. The topics will be assigned to students in a random manner. Assignments will cover a topical issue being discussed during the Learning Module weekly synchronous discussion. Students will be required to prepare written response (3 to 5 pages) as well as a short (less than 5 minutes) presentation to the class on the assignment during the weekly Go To Training synchronous session.

The assignments will be set forth in the week’s material on Canvas. The oral presentation is due by the Go To Training Synchronous session for that week (Thursday from 7:00 PM to 9:30 PM Eastern Time. The written portion of the assignment is due by 11:59 PM on Saturday night of that week. All assignments will be graded in accordance with the rubric for assignments set forth below.

Weekly Quizzes

There will be a short weekly quiz every week beginning with week 2. The quizzes will focus on the reading materials assigned for that week. I intend to review the answers prior to the synchronous session and incorporate the material into the session. Accordingly, due to the nature of the computer system and the necessary timing, I will make the quiz questions available on Canvas by 5:00 PM Eastern Time on Tuesday, and the responses will be due by 11:59 PM Eastern Time on Wednesday.

Weekly Synchronous Go To Training Sessions

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As set forth in the syllabus, there will be a weekly synchronous Go To Training session each week on Thursday from 7:00 to 9:30 PM Eastern Time. If students are unable to attend any particular session, notification must be made to the Professor by Tuesday of that week (unless it is an emergency), and an assignment will be substituted for attendance. The assignment will generally be a paper on a topic that we are covering that week.

Final Project

The course will include a final written and oral presentation on some aspect of the course material. The presentation details and subject has not yet been determined, but will be developed during the course in consultation with the students. My expectations are that you will each be assigned a significant cyber problem which you will discuss in factual detail and develop a policy position that you feel will resolve any issues that the problem entails.

Learner Expectations:Students are expected to:

Complete all readings and assignments by the due date Check the online course material and discussion forum at least 3 times a week (each

week runs from Monday – Sunday; new material will be available each Monday) Participate actively in both online and in-class discussions Take initiative to review suggested reading sources and contribute items of interest to

course discussions Engage the instructor immediately if any problems arise that may prevent the student

from completing the above requirements

The instructor is expected to:

Post all course materials and assignments in a timely manner Make him/herself available by email and/or online chat for student questions or concerns Check the course regularly and contribute to the online discussion areas Provide each student with timely feedback on their progress in the course Grade and return all assignments in a timely manner

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EVALUATION AND ASSESSMENT OF LEARNER PERFORMANCE

Learning Module Assignments 20% of total gradeGo to Training Session Participation 10% of total gradeWeekly Discussions 20% of total gradeWeekly Quizzes 20% of total gradeProject 30% of total grade

Rubric for Discussion Scoring

Each week of the class will include one or more discussion questions covering the class topic for the week, or an assignment (discussed below). The discussions are considered to be the equivalent of classroom discussions in a face to face class. The scoring of the discussions will not be based on the number of comments you place on-line, but will be in accordance with the following criteria:

Criteria Needs Work Satisfactory Exemplary

Timeliness

10% of total score

Postings and/or responses are not made by the date and time they are due.

Postings and responses are completed at or before the due date

Critical Analysis(Understanding of readings and outside source material)

50% of total score

Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or “I agree” or “Great idea”, without supporting statement with concepts from the readings, outside resources, relevant research, or specific real-life application.

Discussion postings repeat and summarize basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited.

Discussion postings display an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more

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than 10% of the posting is a direct quotation.

Contribution is responsive to another contribution

20% of total score

The text mentions other contributions but neither explains the reference nor substantially adds to it, so there is no clear benefit to the resolution of the main problem from citing the earlier contribution.

The writer makes references to earlier works that are a starting point for new ideas but, apart from the reference to the earlier work, not much information is incorporated

The writer links ideas submitted by others to their own contribution in a manner that substantially strengthens the group’s efforts to resolve the main problem. This linkage can include elaboration of what was previously written, a critique or questioning of it, demonstration of linkages among two or more earlier contributions, and/or utilization of an earlier contribution as a foundation to build your own.

Connections to Professional Practice

10% of total score

Discussion postings provide little or no evidence of reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of some reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of strong reflective thought pertaining to personal perspectives and how the module’s learning objectives relate to professional development.

Quality of Writing and Proofreading

10% of total score

Many sentences are poorly structured so the reader must stop often to reflect on the meaning of the text. Many paragraphs lack topic sentences or have poor flow so the main points and linkages among explanatory text are

Minor lapses in sentence structure, such as run-on sentences and unnecessarily complex sentence structures, force the reader to pause and reflect on the meaning of the text. Paragraphs present a complete

Sentences and paragraphs are well structured and clear so the reader can focus on what is written. Each paragraph has a topic sentence that indicates the subject matter. Grammar, spelling and punctuation are flawless, which

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not clear. Many errors in grammar, spelling and/or punctuation make reading the text difficult and communication is impaired.

argument, but may not flow so well. Some minor errors in grammar, spelling and/or punctuation detract from the quality of the text, but do not impair the communication.

allows the reader to focus on the message.

Rubric for Assignment Scoring

There will be a number of assignments scheduled during the semester. These assignments will make up 45% of your total grade. The scoring of the written assignments will be in accordance with the following criteria:

Criteria Needs Work Satisfactory Exemplary


10% of total score

Many sentences are poorly structured so the reader must stop often to reflect on the meaning of the text. Many paragraphs lack topic sentences or have poor flow so the main points and linkages among explanatory text are not clear. Many errors in grammar, spelling and/or punctuation make reading the text difficult and communication is impaired.

Minor lapses in sentence structure, such as run-on sentences and unnecessarily complex sentence structures, force the reader to pause and reflect on the meaning of the text. Paragraphs present a complete argument, but may not flow so well. Some minor errors in grammar, spelling and/or punctuation detract from the quality of the text, but do not impair the communication.

Sentences and paragraphs are well structured and clear so the reader can focus on what is written. Each paragraph has a topic sentence that indicates the subject matter. Grammar, spelling and punctuation are flawless, which allows the reader to focus on the message.

Audience appropriateness of writing

There is little evidence of writing for the intelligent professional. Most of the

Some parts of the communication include colloquial expressions, use of first person, and

This communication is written for the intelligent professional.

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10% of total score

communication includes colloquial expressions, use of first person, and so on.

so on.

Timeliness

10% of total score

The assignment was submitted three of more days after the due date.

The assignment was submitted one or two days after the due date.

The assignment is submitted on orBefore the due date.

Critical Analysis(Understanding of readings and outside source material)

50% of total score

Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or “I agree” or “Great idea”, without supporting statement with concepts from the readings, outside resources, relevant research, or specific real-life application.

Discussion postings repeat and summarize basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited.

Discussion postings display an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation.

Connections to Professional Practice

10% of total score

Discussion postings provide little or no evidence of reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of some reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of strong reflective thought pertaining to personal perspectives and how the module’s learning objectives relate to professional development.

Use of credible sources in support of communication in weekly unit assignments

10% of total score

The course materials are infrequently referenced. There is a lack of relationship between the response and the question.

In general the writing examines and includes materials from the course

The course materials are synthesized within the writing

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Rubric for Project Scoring

The course includes a project. To date, the exact parameters of the project have not been set. The project will be developed with the input of all of the students in the class as well as the professor and will include either an oral presentation or written component or both.

The scoring of the project will be in accordance with the following criteria:

Criteria Needs Work(0 or 1 point)

Satisfactory(2 points)

Exemplary

(3 points)Critical Analysis(Understanding of readings and outside source material)

35% of total score

Project shows little or no evidence that readings were completed or understood. Material consists largely of personal opinions or feelings, without supporting statement with concepts from the readings, outside resources, relevant research, or specific real-life application.

Project repeats and summarizes basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited.

Project displays an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation.

Logic and Argumentation

15% of total score

Ideas do not flow well. Project takes a simplistic view of the topic. There is little or no support for the position taken in the paper.

Argument of project is generally clear, usually flows logically and makes sense. Some insightful connections are made

The ideas in the paper flow logically, and the .arguments are identifiable, reasonable, and supported by evidence. The author makes original connections to outside material, whether from class discussions, other

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classes or independent research, that illuminate the thesis and its constituent parts

Audience appropriateness of writing

15% of total score

There is little evidence of writing for the intelligent professional. Most of the communication includes colloquial expressions, use of first person, and so on.

Some parts of the communication include colloquial expressions, use of first person, and so on.

This communication is written for the intelligent professional.

Completeness of the projects

10% of total score

The project ignores all or nearly all of the elements of the assignment.

The project addresses most of the elements assigned; however some elements are superficially covered.

The project addresses all of the elements and incorporates innovative ideas

Insight of the projects

10% of total score

The project presents few or no insights that link the course materials to authentic work experiences.

The project presents some insights that link the course materials to authentic work experiences.

The project presents numerous insights that link the course materials to authentic work experiences.

Use of credible sources in support of communication in weekly unit assignments

10% of total score

The course materials are infrequently referenced. There is a lack of relationship between the response and the question.

In general the writing examines and includes materials from the course

The course materials are synthesized within the writing


10% of total score

Many sentences are poorly structured so the reader must stop often to reflect on the meaning of the text. Many paragraphs lack topic sentences or have poor flow so the main points and linkages among explanatory text are not clear. Many errors in grammar, spelling and/or punctuation

Minor lapses in sentence structure, such as run-on sentences and unnecessarily complex sentence structures, force the reader to pause and reflect on the meaning of the text. Paragraphs present a complete argument, but may not flow so well. Some minor errors in grammar, spelling and/or

Sentences and paragraphs are well structured and clear so the reader can focus on what is written. Each paragraph has a topic sentence that indicates the subject matter. Grammar, spelling and punctuation are flawless, which allows the reader to focus on the message.

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make reading the text difficult and communication is impaired.

punctuation detract from the quality of the text, but do not impair the communication.

ACADEMIC HONESTY

A high level of responsibility and academic honesty is expected from our students and it is imperative that a student demonstrates high ethical standards in his/her academic work. Academic dishonesty includes, but is not limited to, submission as one’s own work or material that is not one’s own. Plagiarism from the Web or from any other source is unacceptable and will be dealt with under the University’s policy on plagiarism. Students suspected of academic dishonesty are subject to disciplinary actions. Please refer to the La Salle Student Handbook.

COURSE POLICIES

I understand how pursuing a higher education while working full-time and/or raising a family can be challenging at times. I admire your tenacity and efforts. When things get difficult in this class (or in others) and as deadlines loom ahead, remember that you are working towards a goal. Having said this, please understand that we must adhere to established guidelines of high academic standards and communication procedures. Some of these standards and procedures are outlined below. Please refer to the syllabus for additional course expectations.

Late Work PolicyThe policy is that you do not want to submit late work. Late work on assignments and discussions will lose ten points for each day (24 hours or any portion thereof) late. After 3 day, the work will receive a zero. The substitute Go To Training assignments must be submitted when due and will receive a zero if late.

Communication Policy

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Please be aware when you e-mail me with a question or concern to allow 24 hours for a response. In most cases the reply will be much sooner. I believe that prompt and relevant feedback to your questions, concerns, and posts is of extreme importance, but I also teach other courses and may not be immediately available.

Concerning e-mail, you must put your NAME on the e-mail and YOUR CLASS AND THE ASSIGNMENT OR ISSUE YOU ARE REFERRING TO IN THE SUBJECT LINE OR the reply may be delayed. Please comply with this request to ensure a prompt response from me.

Furthermore, feel free to post questions in discussion threads, but address them specifically to me so I know it's something you want me to look at as soon as possible. Another mode of communication is the main chat room in the course, which allows us to chat in "real-time" during a mutually-arranged appointment

In the event you need to talk to me on a more immediate timeframe, please do not hesitate to call me. My number is listed in my contact information. I am happy to talk to you at any time you feel the need to do so. You can also email me at my LaSalle email address, [email protected]

I am also available on a case-by-case basis to meet individually with you.

Discussion Etiquette

Please understand that there is a certain type of etiquette that must be upheld in the class when posting in discussion areas and when turning in college work. To this end, refrain from slang, derogatory language, caps, and any potentially offensive forms of expression. Hence, when you approach your instructor or other students with questions or comments, you should always maintain a professional tone.

Discussion Board Tips Most times you will be replying to the same topic each week. You will stay within the

thread to keep the conversation threaded. This does not mean you cannot start your own topic within a topic. If so, start your own with a unique topic.

Keep your responses short and to the point. Remember, everyone needs to read all of the posts. Try to keep within two paragraphs.

Be articulate as you can and at the same time exercise brevity. If you want to post something with more than one point, break it up into two posts. This

will allow someone to reply to only one point. If you post a comment and it does not sound the way you expect it to go back and

respond to your own post to clarify your point.

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Go ahead and address someone personally. This is great for creating a sense that you are really “speaking” to that person. In fact, it helps all the readers follow the threads in the discussions easily.

Feel free to be funny. Everyone likes humor - especially if you are relating to a personal experience.

Paste Web links into your message to help prove a point or bring attention to a new way of thinking. Just a word of caution: don’t depend on Web links to prove your point, use it as supporting information only. You should always be involved in the discussion drawing from your own knowledge base and your own experiences.

Be aware of your tone – irony doesn’t always work it could be completely misinterpreted. The professor and your classmates cannot see your facial expressions online and your comment may be taken the wrong way.

Your posts should be full sentences. Do not use IM language derived from writing instant messages on the Web. Not everyone understands IM language. Besides your discussion responses are to be thoughtful and critical observations about the subject matter.

Only use caps for emphasis otherwise it may sound as if you are yelling. Be aware of spelling and grammar. Use the same standards that you would in the

classroom. Criticize the idea, not the person. Be constructive in criticism and offer alternatives.

Grading PolicyThe intention is to grade assignments within one week after the scheduled due date. I ask that you please refrain from asking questions on grades before the one week window.

A -- Superior level of competency (94 - 100%)A- --Very good level of competency (90 - 93%)B+ - Good level of competency (87 - 89%)B -- Average, satisfactory level of competency (80 - 86%) B- --Less than average level of competency (76 - 79%)C -- Marginally satisfactory level of competency (70 - 75%)F -- Failure to demonstrate a satisfactory level of competency (below 70%)I -- Work not completed within the current semester period W -An authorized withdrawal from a course (This must be processed by the graduate office.)

COMMON STUDENT RESOURCES

Student Guide on how to use the Canvas - https://lasalle.instructure.com/courses/111

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Student Guide to Resources, Rights and Responsibilities - http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/

Academic Integrity Policy - http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/index.php?accordion_num=2&vn2_accordion_num=4&content=policies&anchorID=inte

American Disabilities Act - http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/index.php?accordion_num=2&vn2_accordion_num=4&content=policies&anchorID=supp

IT Help Desk Support - Please call 215-951-1860.

http://www.lasalle.edu/technology/?section=support_training&page=getting_help

Academic and Learning Support Services - http://www.lasalle.edu/provost/academiclearningsupport/index.php?section=whoweare&page=welcome

Library - http://www.lasalle.edu/library

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