Information Science (2 concentration tracks), M.S., 2018

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UN IVE RS ITY Senior Vice President for Academic Affairs & Provost
ATALBANY

State University of New York

May 29, 2018

Dr. Jinliu (Grace) Wang

Interim Provost and Vice Chancellor for Academic Affairs
State University of New York

State University Plaza

Albany, NY 12246

Dear Dr. Wang:

On behalf of the faculty at the University at Albany, I am pleased to transmit a proposal
for curricular update to our existing M.S. program in Information Science, adding two
additional concentration tracks.

This proposal has been fully considered and approved through our campus governance
system. We are appreciative for anticipated efforts by staff in your Office of Program
Review for the consideration of the proposal. Should there be any technical questions or
the need for additional materials, please have inquiries directed to Jonathan Bartow, Vice
Dean for Graduate Education (jbartow@albany.edu) at our campus. As always, we thank
you for your on-going support.

Sincerely,

James R. Stellar
Senior Vice President for Academic Affairs and Provost

Enclosure

c. Dean Kevin Williams
Dean Robert Griffin
Vice Dean Jon Bartow

University Hall, 308
1400 Washington Avenue, Albany, New York 12222
PH: 518-956-8030 Fx: 518-956-8043
snwiwalbany.edu
Program Revision Proposal:
The State University

of New York Changes to an Existing Program

Form 3A
Version 2016-10-13

SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of a new program,! a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed

form to the SUNY Provost at program.review@suny.edu.

Section 1. General Information
a) Institution’s 6-digit SED Code: | 210500
Institutional Se: : om
Jatuauation Institution’s Name: | University at Albany, SUNY
Address: | 1400 Washington Avenue, Albany, NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code): Albany 210500
Locations List the name and address of off-campus locations (i.¢., extension sites or extension centers) where
courses will offered, or check here [ X ] if not applicable:
e) Program Title: | Information Science
ie SED Program Code | 91339 - Information Science
rogram to be The revised MSIS P: ditionally upd Iti-award
Changed ie revises ‘rogram additionally updates multi-awar«
bachelor/master’s and MA/MS programs with the following
SED Program Codes: 28812-28829, 28831, 28833-28834,
28836-28849, 28851, 28853-28860, 28869, 29079, 89052 &
89063.
Award(s) (e.g., A.A., B.S.):| M.S.
Number of Required Credits: | Minimum [ 36 ] If tracks or options, largest minimum [ ]
HEGIS Code: | 1601
CIP 2010 Code: | 11.0401
Effective Date of Change: | August 1, 2018
Effective Date of Completion?
d) Name and title: Jonathan Bartow, Vice Dean for Graduate Education
Campus Contact | Telephone and email: Telephone: (518) 437-5062, E-mail: jbartow@albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’s commitment to support the proposed
Chief Academic program. E-signatures are accept
Officer Approval Name and title: James R. ior Vice President for-Agademic Affairs
Signature and date: (ef 8
If the program registered jointly’ with one or more other institutions, provide the
following in: ion for each institution:
Partner institution’s name and 6-digit SED Code: N/A

' To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.

? If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).

? If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.

Name, title, and signature of partner institution’s CEO (or append a signed letter indicating
approval of this proposal):

| Section 2, Program Information ]

[ Section 2.1. Changes in Program Content J

[ ] No changes in program content. Proceed to Section 2.2.
a) Check all that apply. Describe each proposed change and why it is proposed.

[ ] Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (¢.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)

[ ] Changes in a program’s focus or design

[X] Adding or eliminating one or more options, concentrations or tracks. This revision is contingent upon prior action
on the M.S. Information Science program update proposal submitted to NYSED in March 2018.

[ ] Eliminating a requirement for program completion (such as an internship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules

The University at Albany’s MS degree in Information Science (MSIS) provides a strong basis for knowledge and
information-based study and careers. As the world of data, information, and knowledge evolves, so too will our
degree. Currently, we propose to add two new concentrations to our degree. These concentrations are in
Intelligence Analysis and Data Analytics.

Both Intelligence Analysis and Data Analytics are high job growth areas (US Bureau of Labor Statistics,
Occupational Outlook Handbook) with employers who are searching for candidates with strong credentials and
experience beyond and undergraduate degree although not necessarily at the PhD level. In addition, the large
number of undergraduates in our Bachelors programs include a significant number seeking graduate degrees in
these and other areas. Currently those students seek other programs, frequently at other Universities. This
presents a growth opportunity for the University.

The Intelligence Analysis concentration takes advantage of the University’s new College of Emergency
Preparedness, Homeland Security, and Cybersecurity (CEHC), of which the MSIS program is now a part. The
existing MSIS provides a suitable framework for an Intelligence Analysis concentration that is heavily dependent
on the knowledge of the acquisition, management, and analysis of information—the core focus of the MSIS.

The Data Analytics concentration will add a strong, forward-looking technical dimension to the MSIS program.
As sensors, computers, and networks provide more and more data about our world, it is important that we be
able to gather, store, analyze and base predictions upon these data. In the context of the MSIS, this concentration
is about the active, technical efforts to gather data, and to turn it into actionable knowledge. Approaching it from
the information and knowledge-based perspective of the MSIS program differentiates it from other disciplinary
approaches to data analysis, such as computer science, or mathematics/statistics. The program also leverages, and
ties into, existing concentrations in CEHC’s Informatics BS program, and its Information Science Ph.D.
program.

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b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates
all new or significantly revised courses, and other changes.

36 Credit MSIS Program

Proposed 36 Credit MSIS Program

IST 601: The Information Environment (3)

IST 602: Information and Knowledge Organization (3)

IST 608: Research Methods (3)

IST 614: Administration of Information Agencies (3)

IST 668: Internship (3)

Archives/Records Administration Track

Core/Required Track Courses:

-IST 546: Fundamentals of Records Management (3)
-IST 547: Electronic Records Management (3)

-IST 654: Preservation Management in Archives and
Libraries (3) [or IST 660: Archival Representation (3)]
- IST 656: Archives and Manuscripts (3)

Core/Required Track Courses:

-IST 546: Fundamentals of Records Management (3)
-IST 547: Electronic Records Management (3)

-IST 654: Preservation Management in Archives and
Libraries (3) [or IST 660: Archival Representation (3)]
- IST 656: Archives and Manuscripts (3)

Track Electives: 9 credits

Library and Information Services Track

Core/Required Track Courses:
-IST 603: Information Processing (3)
-IST 605: Information Sources and Services (3)

Track Electives: 15 credits

| Information Management & Technology Track

Information Management & Technology Track

Core/Required Track Courses:

-IST 533: Information Storage and Retrieval (3)
-IST 611: Information Systems (3)

-IST 565: Human Information Behavior (3)
-IST 560: Information and Public Policy (3)

Core/Required Track Courses:

-IST 533: Information Storage and Retrieval (3)
-IST 611: Information Systems (3)

-IST 565: Human Information Behavior (3)
-IST 560: Information and Public Policy (3)

Track Electives: 9 credits

Intelligence Analysis Track

Required Track Courses:
-EHC 557 Intelligence Analysis (4)
-IST 667 Intelligence Analysis Research Seminar (3)

Tool Options: 3-4 credits, new course:
-IST 529 Text Analysis (3)

Track Electives: 12 credits, new courses:
-EHC 628 Leaders and Individual Assessment (3)
~EHC 629 Transnational Organized Crime (3)

Data Analytics Track

Required Track Courses:
-IST 506 Database Systems and Data Analysis (3)
-INF 624 Predictive Modeling (3)

Teol Options: 3-4 credits, new course:
-IST 529 Text Analysis (3)

Track Electives: 12 credits, new courses:
-INF 625 Data Mining (3)
-INF 626 Big Data and Stream Analytics (3)

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°)

L [-INF 627 Data Analytics Practicum (3)

For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites

corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUI
policy on credit/contact hours), general course requirements, and expected student learning outcomes.

See syllabi at end of form.
What are the additional costs of the change, if any? If there are no anticipated costs, explain why.

We anticipate the additional costs of this change to be two additional tenure track faculty and 1 staff support person
to administer the program and the internship requirement.

[ Section 2.2. Other Changes ]

Check all that apply. Describe each proposed change and why it is proposed.

[ ] Program title

{ ] Program award

[ ] Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program.

[ ] Format change(s) (e.g., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.

[ ] A change in the total number of credits in a certificate or advanced certificate program

{ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.

4 of 13
[Section 3. Program Schedule and Curriculum

a) For

undergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and

scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program
Schedule for each one.

NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY's and SED’s policies.

It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits ‘Jor a bachelor’s degree.
Bachelor's degree programs should have at least 45 credits of upper division study, with 24 in the major.

It must show how students in A_A., A.S. and bachelor’s programs can complete, within the first two years of, full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Ci ivilizations, Humanities, the Arts and F oreign
Languages

It must show how students can complete Liberal Arts and S Sciences (LAS) credits appropriate for the degree.
When a SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’s Student Seamless Transfer policy and M’ TP 2013-03.

Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request —with compelling justification(s).

EXAMPLE FOR ONE TERM: Unde

Term 2: Fall 20xx
Course Number & Title r Mi: New _ | Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 111 College Mathematics 3 M 3 3 MAT 110
CMP 101 Introduction to Computers 3
HUM 410 Speech 3 BC 3 x
ENG 113 English 102 3 BC 3
Term credit total:} 16 6 9 is 4

For graduate programs, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.

NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.

5 of 13
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ye THE COLLEGE OF EMERGENCY PREPAREDNESS,
/\S\ HOMELAND SECURITY AND CYBERSECURITY

UNIVERSITY AT ALBANY Stave University of New York

EHC 628: Leaders and Individual Assessment (3 cr)

Day/Time: Tuesday and Thursday 8:45 — 10:05 AM
Location: HU 109

Instructor: Dr. Michael D. Young

Contact: myoung4@albany.edu

Office Location and Hours:
Tuesday and Thursday HU B-16 10:15 — 11:15 AM
342 Draper Hall by appointment

Course Description:

This course provides a theoretical overview of approaches to the remote assessment of
individuals, including psychobiography, motivations, leadership trait analysis,
operational code, cognitive mapping, and integrative complexity, along with contextual
influences on assessments and individual behavior, and methodological considerations.
The major course project is an in-depth assessment of an individual using one or more of
the approaches studied.

Student Learning Objectives:
By end of course, students should be able to do the following (not an exhaustive list):
e Evaluate articles and lead discussions on remote assessment.
e Describe and contrast at least four methods of remote assessment for individuals
and leaders.
e Identify and evaluate at least two methodological challenges for remote
assessment.
e Describe and provide examples of behavioral indicators along with potential
implications.
e Construct and present a leader profile using at least one of the methods discussed
in the course
e Submit documents and interpret results from profilerplus.org for at least one
coding scheme used for remote assessment.

Prerequisites: None.
Grading:
This course is A-E graded and the grades are determined based on six graded

assignments:

Discussion leader 20% (2 at 10%)
Grade

Background study of political leader. 20%
A psychobiographical analysis of a selected leader, including an evaluation of the
strengths and weakness of the psychobiographical approach.

Behavioral indicator study. 10%

An analysis of common behaviors exhibited by your leader in the last 2-3 years
and the implications of those bebaviors, along with an evaluation of the strengths
and weaknesses of behavioral indicators.

Leader Profile Peer Review Draft. 10%

Leader Profile 40%

Using one or more of the assessment techniques covered in the class and/or
readings provide an in-depth overview of your leader. This assessment should
include the behaviors we might expect to see from this leader in situations likely
to arise in the 6-12 months, along with expected reactions to specific proposed
policy initiatives/alternatives by the US or US allies. Include an evaluation of the
strengths and weaknesses of your selected approaches.

Determination:

Although philosophically I would prefer not to “grade”, grades for this course are
based on the total number of points a student, compleing all assignments
successfully, would earn. Each assignment will carry a fixed number of points. At
the end of the semester your final grade will be based upon the number of points
you've attained divided by the maximum number of points that could possibly be
attained. For example, if the maxinzum amount of possible points possible is 125
and you have accrued 100 points your final grade will be 100 divided by 125 or
80% (a B-); if you accrued 110 out of 125 it will be 88 (or a B+), etc. The
University at Albany uses a letter-based grading system and utilizes pluses and
minuses (+/-) to allow for variaions of the assigned grades. Acceptable grades are
A, A-, B+, B, B-, C+, C, C-, D+, D, D-, E (“E” being the designation for
failure). The University does not use grades of A+ or F.

95-100=A
94-90 = A-
86-89 = B+
83-85 =B
82-80 = B-
76-79 = C+
73-75 =C
72-70 = C-
66-69 = D+
63-65 =D
62-60 = D-
59 and below = E (Designation for failure or E)
Required Readings:

Jerrold Post (ed.), (2003), The Psychological Assessment of Political Leaders. University
of Michigan Press.

Hermann, Margaret G., Thomas Preston, Baghat Korany, and Timothy M. Shaw. (2001).
“Who LeadsMatters: The Effects of Powerful Individuals.” Leaders, Groups, and
Coalitions: Understanding the People and Processes in Foreign Policymaking, pp.83-
131.

Khong, Yuen Foong (1992). Analogies at War: Korea, Munich, Dien Bien Phu, and the
Vietnam Decisions of 1965. Princeton, N.J.: Princeton University Press.

Hudson, Valerie M. (2005). “Foreign Policy Analysis: Actor-Specific Theory and the
Ground of International Relations.” Foreign Policy Analysis, Vol. 1, pp.1-30.

McClelland, David C. (1987). "Is Personality Consistent?" Chapter 9, Motives,
Personality, and Society.

M. Schafer and S.G. Walker (eds.) (2006). Beliefs and Leadership in World
Politics: Methods and Applications of Operational Code Analysis. Palgrave.

Additional reading will be provided via Blackbaord.

Software Packages:
Profilerplus.org

Lecture and Reading Schedule:

and Performance in Presidents and Candidates:
Some Observations on Theory and Method”;
“William Jefferson Clinton’s Psychology”;
“Saddam Hussein of Iraq: A Political Psychology
Profile”.

Runyan “Why Did Van Gogh Cut Off His Ear?:
The Problem of Alternative Explanations in
Psychobiography.”

Dates Lecture Title Readings Notes
Week 1 Who Leads Matters! | Hermann, et al:Who Leads Matters: The Effects Leader
of Powerful Individuals.” selected.
Week 2 The Evidence: Schafer, Mark and Young, Michael D. (1998).
Words and Deeds. “Method in Our Madness: Ways of Assessing,
Cognition.” Mershon International Studies
Review.
Week 3 Psychobiography Post: “Psychoanalytic Assessments of Character

Dates

Lecture Title

Readings

Notes

Week 4

Motivations

Post: “Measuring the Motives of Political Actors
at a Distance.”

Winter: “Things I’ ve Learned About Personality
From Studying Political Leaders At a Distance.”
Winter: “Leader Appeal, Leader Performance, and
the Motive Profiles of Leaders and Followers: A
Study of American Presidents and Elections.”
Young et al: “Motives and Crisis Behavior”.

Background
study due

Week 5

Leadership Trait
Analysis

Kaarbo, Juliet and Hermann, Margaret G. (1998).
“Leadership Styles of Prime Ministers: How
Individual Differences A ffect the Foreign Policy
Process.”

Dyson, Stephen Benedict. (2006). “Personality and
Foreign Policy: Tony Blair’s Iraq Decisions,”
Kille, Kent J. (2006). “The Secretary-Generalship:
The Individual Behind the Office,”; “A Secretary-
General’s Avenues for Influence,”

Mitchell, David (2007). “Determining Indian
Foreign Policy: An Examination of Prime
Ministerial Leadership Styles.”

Week 6

Operational Code

George, Alexander L. (1969). “The Operational
Code: A Neglected Approach to the Study of
Leadership and Decision-making.”

Schafer & Walker: Beliefs and Leadership in
World Politics: Methods and Applications of
Operational Code Analysis.

Week 7

Cognitive Mapping

Axelrod, (1976) “The Cognitive Mapping
Approach to Decision Making”

Young, (1996) “Cognitive mapping meets
semantic networks”

Van Esch and De Jong (2017) National culture
trumps EU socialization: the European central
bankers’ views of the euro crisis

Week 8

Using
ProfilerPlus.org

In-class account requests, logon and exercises on
profilerplus.org

Behavioral
indicator study
due

Week 9

Integrative
Complexity

Post: “Assessing Integrative Complexity at a
Distance: Archival Analyses of Thinking and
Decision Making,”; “Assessing Political Leaders
in Theory and in Practice,”

Suedfeld & Tetlock “Integrative Complexity at
Forty: Steps Toward Resolving the Scoring
Dilemma”

Suedfeld & Rank: “Revolutionary Leaders: Long-
term Success as a Function of Changes in
Conceptual Complexity.”

Foster & Keller: “Leaders' Cognitive Complexity,
Distrust, and the Diversionary Use of Force.”

Dates

Lecture Title

Readings

Notes

Week 10

Methodological
Issues

Conway, et. al.:” Automated Integrative
Complexity.”

Tetlock, et. al.: “Integrative Complexity Coding
Raises Integratively Complex Issues.” Young &
Hermann: “Increased Complexity Has Its
Benefits.”

Houck, et. al.: “Automated Integrative
Complexity: Current Challenges and Future
Directions.”

Winter, David G. Workbook for Determining
Motive Scores of Leaders. (Coding Manual)

Week 11

Political Culture,
Generation Effects,
and Birth Order

Holsti, and Rosenau (1980). "Does Where You
Stand Depend on When You Were Born?: The
Impact of Generation on Post-Vietnam Foreign
Policy Beliefs."

Stewart, L.H. (1977). "Birth Order and Political
Leadership."

Hermann, (1979). "Who Becomes a Political
Leader?: Some Societal and Regime Influences on
Selection of a Head of State."

Inglehart, (1981). “Post-Materialism in an
Environment of Insecurity.”

Central Intelligence Agency. (2003). The Next
Generation of World Leaders: Emerging Traits
and Tendencies. (all)

Post, (2005). “When Hatred is Bred in the Bone:
Psycho-cultural Foundations of

Contemporary Terrorism.”

Hudson, (2007). “Culture and National Identity,”
Yan and Hunt (2005). ”A Cross Cultural
Perspective on Perceived Leadership

Ayman, Roya and Karen Korabik (2010).
“Leadership: Why Gender and Culture Matter."
Amodio, et. al. (2007): "Neurocognitive Correlates
of Liberalism and Conservatism,”

Week 12

Crises, Stress, and
Health

Hermann (1979) “Indicators of stress in
policymakers during foreign policy crises”

Salas & Martin (2017) “Decision-Making Under
Stress: Emerging Themes and Applications”
Clemente, (2006) “CIA's Medical and
Psychological Analysis Center (MPAC) and the
Health of Foreign Leaders”

Week 13

Problem
Representation,
Counterfactuals, and
the Use of Analogy
in Decision Makin;

Khong, Yuen Foong (1992). Analogies at War:
Korea, Munich, Dien Bien Phu, and the Vietnam
Decisions of 1965. (all)

Brown et al (2014) “Making Sense of
Sensemaking in Organization Studies”

Leader Profile
draft due to
peer reviewer

Week 14

Advancing the
discipline (art?) of
jeadership analysis

Prospective discussions based on semester
readings and profile project.

Leader Profile
Peer Review

Week 15

Profile Presentations

Leader Profile
due.

Final
Exam

Profile Presentations

Policies:

Attendance and Participation Policy: Regular attendance is recommended and generally
related to the grade attained. However, as the students are paying for the course I assume they
will decided how best to receive value for their dollars. I expect students to have read and thought
about the material or tasks assigned for that week. If language or some other barrier inhibits you
from participating actively, you should meet with the instructor during the first two weeks of
class to devise a solution. Attendance is not participation.

Missed Exams and Assignments:

Students missing an exam or assignment without prior approval of the instructor (or
documentation of an emergency medical situation) will receive a “0” for that exam or assignment
unless they have a valid and documented excuse. UAlbany’s medical excuse policy can be
reviewed at: hitp://www.albany.edu/health_center/medicalexcuse.shtml.

Disability Policy: Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, medical, cognitive, learning and mental health (psychiatric)
disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Disability Resource Center (518- 442-5490; dre@albany.edu). Upon verification and
after the registration process is complete, the DRC will provide you with a letter that informs the
course instructor that you are a student with a disability registered with the DRC and list the
recommended reasonable accommodations.

Academic Dishonesty Policy: Students are expected to comply with the University at Albany’s
Community Rights and Responsibilities. An incident of unethical conduct (e.g. cheating,
plagiarism) or classroom disruption will result in a Fail and referral to the appropriate
Departmental and University Committees. More information on academic integrity is available at
the following website: http://www.albany.cdu/undergraduate_bulletin/regulations.html.

Grade Complaints: Students or teams that feel their exams or assignments have been graded
incorrectly should follow a three-step procedure. First, the student or team should carefully read
the exam or assignment and identify the precise problem with the grading. Second, the student or
team must send a written appeal explaining why their answer was appropriate to the instructor.
Third, the instructor will meet with the student or team to discuss the appeal and resolve the
conflict. If this process is not satisfactory, students may file a grievance with the CEHC
Grievance Committee.
ne ‘THE COLLEGE OF EMERGENCY PREPAREDNESS,
“HOMELAND SECURITY AND CYBERSECURITY

UNIVERSITY AT ALBANY State University of New York

EHC 629: Transnational Organized Crime (3 cr.)
Wednesdays, 2:45pm — 5:35pm
Spring 2019
(1 x week for 2 hrs, 50 minutes)

Instructor:
Brandon Behlendorf
University at Albany
E-mail: bbehlendorf@albany.edu
Phone: (518) 442-5782
Office Hours: Wednesdays, 1 :30pm-2:30pm or by appointment

Course Description Structure and Requirements:

This class introduces the major ideas and problems associated with the study of international and
transnational crime in the context of global politics. It will examine transnational criminal
activities, illicit markets, those individuals and organizations involved in such crime, and how
governments attempt to respond to and cope with such criminality.

In order to understand the various phenomena that constitute transnational crime, there are both
substantive and theoretical insights that are required. This course will pursue substantive
knowledge of various illicit goods and industries, as well as the actors and organizations that take
part in such “black market” trade. Besides examining the crimes themselves, and those engaged
in them, this course will use certain theoretical perspectives to examine the dynamics that
underpin and enable such activities, including concepts from organizational studies (like
hierarchies and networks), the analysis of business and political economy (“the firm” and
markets), and numerous concepts from political science (the salience of borders, sovereignty,
globalization, and others).

This course will also look closely at efforts by government and law enforcement agencies to
respond to crime that does not respect traditional jurisdictional or national borders, often using
some of the same theoretical insights that may help to illuminate the criminal side of this
phenomenon. In addition it will examine how criminal activities impact states and governments
negatively, including through funding insurgencies and instability, drawing states into conflicts,
and weakening state control.

It is increasingly hard to understand global politics without understanding the dark underside of
globalization. This course will offer substantive insights and theoretical insights to help students
examine the “other” global economy.
Student Learning Objectives:
By end of course, students should be able to (not an exhaustive list):
Understand the breadth and dynamics of transnational crime
e Understand the challenges such crime poses to governments and law enforcement
worldwide, and some of the ways in which they respond
¢ Use theoretical perspectives from several different disciplines to understand transnational
crime in the broader context of global politics
e Engage the phenomena of transnational crime both as a policy issue, and as an area of
scholarship

Prerequisites: Completion of at least 24 MSIS credits, including program core courses.

Grading:
The grading for this course is fairly straightforward.

Participation is a key facet of your grade, and counts for 20% of your grade. This includes three
components: Attendance, Preparation (reading) and Active Participation in class discussion. This
class depends heavily on student discussion, and if there is evidence that students are arriving
unprepared to engage, the instructor may institute reading quizzes to establish who is prepared.

Two smaller papers (of 2-3 pages) counts for 20% of your grade each. These smaller papers will
require you to actively engage readings and utilize themes and theories discussed in class. There
will be 3 topics offered, and every student must select two of these papers to write. The assignments
will be distributed 2 weeks before their due date.

The final 40% of your grade is based on your term paper proposal and term paper - a 6-8 page
analytical memo - details of which will be provided later in the semester. 10% of that will be based
ona 1 page paper proposal

20% Participation**

20% Short Paper 1

20% Short Paper 2

10% Final Paper Proposal

30% Final Paper — Analytical Memo

** The instructor reserves the right to institute reading quizzes at any time if it appears reading is
not being completed.

Grade Determination:
Although philosophically I would prefer not to “grade”, grades for this course are based
on the total number of points a student, completing all assignments successfully, would
earn. Each assignment will carry a fixed number of points. At the end of the semester
your final grade will be based upon the number of points you’ve attained divided by the
maximum number of points that could possibly be attained. For example, if the maximum
amount of possible points possible is 125 and you have accrued 100 points your final
grade will be 100 divided by 125 or 80% (a B-); if you accrued 110 out of 125 it will be
88 (or a B+), etc. The University at Albany uses a letter-based grading system and
utilizes pluses and minuses (+/-) to allow for variations of the assigned grades.
Acceptable grades are A, A-, B+, B, B-, C+, C, C-, D+, D, D-, E (“E” being the
designation for failure). The University does not use grades of A+ or F.

95-100=A.
94-90 = A-
86-89 = B+
83-85 =B
82-80 = B-
76-79 = C+
73-75 =C
72-70 = C-
66-69 = D+
63-65 =D
62-60 = D-
59 and below = E (Designation for failure or E)

Description of Course Requirements:

Students will be expected to prepare for class discussions by doing all readings thoroughly and
im advance. Readings should not only be completed, but also it is expected that students come to
class and discuss the readings. THERE WILL BE A LOT OF READING FOR THIS CLASS.
This will not be a traditional lecture class, rather student engagement will be expected and
required. As such, participation counts very heavily in this course.

Attendance is required for this class. While | understand that we all have numerous other
activities and responsibilities, because of the importance of engagement and discussion for this
class, you simply can’t succeed without being present. All students will be allowed 3 unexcused
absences during the course of the semester. Absences beyond these three will negatively affect
your participation grade. Absences for which there is a legitimate medical or other university-
approved purpose (sports, campus service, etc) will not result in any penalization — as long as.
they are brought to the instructor’s attention before the absence.

Required Readings:

Naim, Moises. (2005) Illicit: How Smugglers, Traffickers and Copycats are Hijacking the Global
Economy. Doubleday Books.

Hoffman, Bruce. (1999/2006) Inside Terrorism. Columbia University Press. **(2006 version is
preferable)

Kenney, Michael. From Pablo to Osama: Trafficking and Terrorist Networks, Government
Bureaucracies and Competitive Adaptation.

Schedule:

Dates Lecture Title Readings Notes
Week Introduction/
11 Housekeeping/
Why study
international
crime and LE in
Global Politics?
Week Transnational Peter Andreas — Gangster’s Paradise: The
1.2 Crime — History Untold History of the United States and
and Models of International Crime.
Crime http://www.watsoninstitute.org/pub/06_Andre
as.pdf
United Nations Office on Drugs and Crime —
The Globalization of Crime: A Transnational
Organized Crime Threat Assessment (2010 —
Chapters 1,2,9,11)
https://www.unode.org/documents/data-and
analysis/tocta/TOCTA_Report_2010_low_res.
pdf
Week Transnational Europol — Threat Assessment: Italian Organized
21 Crime — Model Crime (2013)
1: The Firm or https://www.europol.europa.eu/sites/default/fil
Family es/publications/italian_organised_crime_threat
_assessment_0.pdf
Steven Strang — Project SLEIPNIR: An
Analytical Technique for Operational Priority
Setting https://www.e-
education.psu.edu/drupal6/files/sgam/Project
%20SLEIPNIR%20An%20Analytical%20Tec
hnique%20for%20Operational%20Priority%2
OSetting.pdf
Week Transnational Letizia Paoli— The Paradoxes of Organized
2,2 Crime — Model Crime.
2: The Market http://www.cerium.ca/IMG/pdf/Paoli_2002_T
he_paradoxes_of_organized_crime.pdf
Curtis and Wendel. Toward the Development of
a Typology of Illegal Drug Markets. (pg 8-23)
http://www.popcenter.org/library/crimepreven
tion/volume_11/06-Curtis.pdf
Week Transnational Skaperdas, S. 2001. The Political Economy of
3.1 Crime ~ Model Organized Crime: Providing Protection When
3: The Proto- the State Does Not. Economics of
State Governance.

http://www.socsci.uci.edu/~sskaperd/Skaperda.
sEoG01.pdf

Goga and Goradema - Cape Town’s Protection
Rackets: A Study of Violence and Control.
(2014)
http://www. issafrica.org/uploads/Paper259_ID
RC.pdf

Dates

Lecture Title

Readings

Notes

Week
32

Transnational
Crime — Model
4: Networks

Phil Williams - Transnational Criminal
Networks (in Networks and Netwars)
http://www.rand.org/content/dam/rand/pubs/m
onograph_reports/MR1382/MR1382.ch3.pdf

CRS - Organized Crime: An Evolving
Challenge for US Law Enforcement.
http://fas.org/sgp/ers/misc/R41547.pdf

Andrew Papachristos - Gang World (Foreign
Policy)
http://www.foreignpolicy.com/articles/2005/0
3/01/gang world

Week
4.1

Drugs —
Networks and.
Markets

Kenney Ch. 1 — The Architecture of Drug
Trafficking

Kenney Ch. 2 — How Narcos Learn

UN Office on Drugs and Crime — Estimating the
Value of Illicit Drug Markets (2005)
https://www-unodc.org/pdf/WDR_2005/volu
me_1_chap2.pdf

Week
42

Drugs —
Impacts: Crime
and Conflict

Office of the Attorney General of California —
Gangs Beyond Borders: California and the
Fight Against Transnational Organized Crime
(2014)
https://oag.ca.gov/sites/all/files/agweb/pdfs/to
c/report_2014.pdf

Hal Brands — Mexico’s Narco-Insurgency and
US Counterdrug Policy
http://www.strategicstudiesinstitute.army.mil/

pdffiles/pub918.pdf

Week
5.1

Counter-
Narcotics
Enforcement

Kenney Ch. 3 — How Nares Learn

Jamie Bartlett (Ars Technica) Darknet Drug
Services Kept Alive by Great Customer
Service http://arstechnica.com/tech-
policy/2014/08/dark-net-drug-markets-kept-
alive-by-great-customer-service/

Week
5.2

The Arms Trade
- Small Arms

Naim Chapter 3

Rachel Stohl. Fighting the Illicit Trafficking of
Small Arms (SAIS Review)
http://faculty.maxwell.syr.edu/rdenever/IntlSe
curity2008_docs/Stohl_TraffickingSmallArms
pdf

PAPER 1
DUE

6.1

- Small Arms
(US Borders)

of the Gun: Estimating Firearms Traffic
Across the US-Mexico Border (2013)
http://catcher.sandiego.edu/items/peacestudies
h of _the_gun.pdf

James Verini— Arming the Drug Wars

scan aaa com/news-

US- Mexia: = Trade, fhentpaaenal

Week

The Arms Trade
- the WMD
Supermarket

William Langewiesche — The Wrath of Khan
(Atlantic)
http://www.theatlantic.com/magazine/archive/
2005/1 1Ahe-wrath-of-khan/304333/

William Langewiesche — The Point of No
Return (Atlantic)
http://www.theatlantic.com/magazine/archive/
2006/0 1/the-point-of-no-return/304500/

Week
TA

Human
Smuggling

Naim Chapter 5

Peter Landesman — The Girls Next Door (NY
Times)
http://www.nytimes.com/2004/01/25/magazin
e/25SEXTRAFFIC. html

Week
7.2

Resource Crime
— Diamonds and
Minerals

CRS - Diamonds and Conflict: Background,
Policy and Legislation (2003)
http://royce. house. gov/uploadedfiles/113075 1.
pdf

CRS - Conflict Minerals in Central Africa: US
and International Responses (2012)
http://fas.org/sgp/crs/row/R42618.pdf

Week
8.1

Micit Licit
Goods - Case
Study:
Cigarettes

Shelley, L. Melzer, S. The Nexus of Organized
Crime and Terrorism: Two Cases in Cigarette
Smuggling. International Journal of
Comparative and Applied Criminal Justice.
http://www.traccc. gmu.edu/pdfs/publications/i
Hlicit_trade_publications/Shelley_Melzer.pdf

House Committee on Homeland Security —
Tobacco and Terror: How cigarette
Smuggling is Funding Our Enemies Abroad
http://www.foxnews.com/projects/pdf/Cigarett
e smuggling 042408. pdf

PAPER 2
DUE

Week
8.2

Miscellaneous
Illicit Goods

Naim Chapter 8

Alice Blondel — The Logs of War (Le Monde
Diplomatique)
http://mondediplo.com/2004/01/15timber

Bryan Christy - The Kingpin (National
Geographic)
hitp://ngm.nationalgeographic.com/print/2010
/O1/asian-wildlife/christy-text

JA.
Dates Lecture Title Readings Notes
Week Proposal
91 consultation
Week Financial Crime | Naim Chapter 7 FINAL
9.2 - Money Phil Williams. Crime, Illicit Markets and PAPER
Laundering Money Laundering (Carnegie) PROPOSAL
http://carnegicendowment.org/pdf/files/mgi- DUE
ch3.pdf
Week Intellectual Naim Chapter 6
10.1 Property Crime IP Crime Group (UK) — IP Crime Annual
Report 2012/2013 (Chapters 1 and 2)
http://www. ipo. gov.uk/ipereport!2.pdf
Week Cyber Crime — CRS — Botnets, Cybercrime and Cyberterrorism: | PAPER 3
10.2 Varieties of Vulnerabilities and Policy Issues for Congress | DUE
Cyber Crime (2008)
http://fas.org/sgp/crs/terror/RL32114.pdf
Price Waterhouse Coopers — US Cybercrime:
Rising Risks, Reduced Readiness (2014)
http://www.pwe.com/en_US/us/increasing-it-
effectiveness/publications/assets/2014-us-
state-of-cybercrime.pdf
McAfee - Net Losses: Estimating the Global
Cost of Cyber Crime (2014)
http://www.mcafee.com/ca/resources/reports/r
p-economic-impact-cybercrime2.pdf
Week Cyber Crime ~ Trend Micro — Russian Underground 101 (2012)
Wi Individuals, http://www.trendmicro.com/cloud-
Organizations, content/us/pdfs ntelligence/white-
States papers/wp-russian-underground-101.pdf
Mandiant — APT 1: Exposing one of China’s
Cyber Espionage Units (2013)
http://intelreport.mandiant.com/Mandiant_AP
Ti Report.pdf
Week Cyber Crime — Michael Riley. How Russian Hackers Stole the
112 Responding to Nasdaq (Bloomberg Businessweek)
Cyber Crime hittp://www.businessweek.com/articles/2014-
07-17/how-russian-hackers-stole-the-nasdaq
Stewart Baker. The Attribution Revolution:
Raising the Costs for Hackers and Their
Customers (2013)
http://www. judiciary.senate.gov/imo/media/do
¢/5-8-13BakerTestimony.pdf
Week Terrorism - Hoffman Chapter 1-2
12.1 What is it?
Week Terrorism - Who | Hoffman Chapter 3-5
12.2 and Why

Dates

Lecture Title

Readings

Notes

Week
13.1

Counter
Terrorism

David Kilcullen — Countering Global
Insurgency.
://smallwarsjournal.com/documents/kilcull

Jim Steiner - Needed: State Level, Integrated
Intelligence Enterprises (CLA)
https://www.cia.gov/library/center-for-the-
study-of-intelligence/csi-publications/csi-
studies/studies/vol.-53-no.-3/pdfs/U-
%20Steiner-N Y StateHomelandSecurity-
web.pdf

Week
13.2

Political
Corruption

Moises Naim — The Corruption Eruption (1995)
http://carnegieendowment.org/1995/06/01/cor
ruption-eruption

US Dept of Justice — The Threat of Russian
Organized Crime (2001)
hittps://www.ncjrs.gov/pdffiles I/nij/187085.pd
i

Week
14.1

Weak and Failed
States

OECD ~— Transnational ecaraiads Crime and
prevention-
intlorg/fileadmin/user_upload/Publications/Tr
ansnational_organised_crime_and_fragile stat
es_2012.pdf

Gretchen Peters — How Opium Profits the
Taliban (USIP)
http://www.usip.org/sites/default/files/resourc
es/taliban_opium_|.pdf

Week
14.2

Grey Zones 1

Makarenko, T. (2004). The crime-terror
continuum: tracing the interplay between
transnational organised crime and terrorism.
Global crime, 6(1), 129-145.

Kupatadze, A. (2007). Radiological
smuggling and uncontrolled territories: the
case of Georgia. Global Crime, 8(1), 40-
DE.

Week
15.1

Grey Zones 2

Oehme Ll, C. G. (2008). Terrorists,
Insurgents, and Criminals—Growing
Nexus?. Studies in Conflict & Terrorism,
31(1), 80-93.

Cornell, S. E. (2009). The interaction of
drug smuggling, human trafficking and
terrorism. Human trafficking and human
security.

FINAL
PAPER DUE

Week
15.2

Concluding
Thoughts and
Wrap Up

Policies:

Attendance and Participation Policy: Regular attendance and participation is required. If
students accrue more than five unexcused absences they will automatically fail the course. If
language or some other barrier inhibits you from participating actively, you should meet with the
instructor during the first two weeks of class to devise a solution. Attendance is not participation.

Missed Exams and Assignments:

Students missing an exam or assignment without prior approval of the instructor (or
documentation of an emergency medical situation) will receive a “0” for that exam or assignment
unless they have a valid and documented excuse. UAlbany’s medical excuse policy can be
reviewed at: http://www.albany.edu/health_center/medicalexcuse.shtml.

Disability Policy: Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, medical, cognitive, learning and mental health (psychiatric)
disabilities. If you believe you have a disability requiring accommodation in this class, please
notify the Disability Resource Center (518- 442-5490; drc@albany.edu). Upon verification and
after the registration process is complete, the DRC will provide you with a letter that informs the
course instructor that you are a student with a disability registered with the DRC and list the
recommended reasonable accommodations.

Academic Dishonesty Policy: Students are expected to comply with the University at Albany’s
Community Rights and Responsibilities. An incident of unethical conduct (e.g, cheating,
plagiarism) or classroom disruption will result in a Fail and referral to the appropriate
Departmental and University Committees. More information on academic integrity is available at
the following website: http:/Avww.albany.edu/undergraduate_bulletin/regulations.html.

INF 624: Predictive Modeling (3 cr)
Fall 2018

| tell my students, ‘When you get these jobs that you have been so brilliantly trained for, just remember
that your real job is that if you are free, you need to free somebody else. If you have some power, then
your job is to empower somebody else. This is not just a grab bag candy game.’ - Toni Morrison

Course Instructor

Instructor: George Berg
Email: gberg@albany.edu
e Office Hours:
Tuesdays and Thursdays: 2:50 — 3:50 in the Campus Center. Ground floor near the rear
grand staircase.
e Wednesdays: 2:50 — 3:50 in Draper XXX.
Other Contact Info:
° Office: UAB 413
e Phone: 1-518-437-4937
e Twitter: @GBerg_UAlbany
° FB: @GeorgeBergUAlbanyCS

Course Description

INF 624 Predictive Modeling (3)

Fundamental concepts and techniques to discover patterns in data, identify variables with
predictive power, and to develop predictive models. Topics include statistical, data mining and
machine learning concepts and methods: data selection, representation, cleaning and
preprocessing; algorithms such as classification, clustering and association rules; advanced
techniques such as deep learning, and text and web mining, Best practices on the selection of
methods and tools to build predictive models.

Prerequisite(s): IST 506.

Expected Student Outcomes
This is a comprehensive graduate course in concepts and applications of data analytics.
By the end of this course, students will

e Understand the statistical, machine learning, and data mining concepts involved in
examining data to discern meaningful patterns, and to create predictive models.

e Use various computer packages to implement the above concepts and use them to
analyze data.

Class Meetings

Lecture
The lecture meets twice week: Tuesdays and Thursdays, 1:15 — 2:35 PM in Husted 225.

v2018 03 03
INF 624, Berg Fall 2018

Required Text
Thomas W. Miller, Modeling Techniques in Predictive Analysis, Pearson FT Press, 2014. ISBN-13
978-0133892026.

Recommended Text
There is no recommended text for this class.

Additional Readings
There will be readings that will be available to the students online or via Blackboard. When
these readings are assigned, the class will be told where they can be found.

TEAM-BASED LEARNING (TBL)
This course uses Team-based Learning (TBL). This section describes how we will be using TBL
in this class.

AN ABSOLUTELY CRUCIAL POINT: The course is divided into learning modules. You must do
the readings for each module Sefore the unit’s start. This is because each unit starts with a
Readiness Assessment Test (RAT). Readings must be done before the RAT tests for the module
(dates given in the syllabus below). The RAT tests are based solely upon the readings, and not
on lecture or other in-class preparation beforehand.

Teams

This course will be using a Team-Based-Learning (TBL) format
(http://www.teambasediearning.org). This instructional method aims to help develop your
learning skills and will be done in a way that will hold teams accountable for using course
content to make decisions that will be reported publicly and subject to cross-team
discussion/critique. You will be assigned to a team with approximately 6 members. Teams will
be formed during the first week of the term. Teams will work together for most in-class activities
throughout the semester.

Your grade will be influenced by team performance on team-based assignments. While in many
courses, group work can be structured unfairly, such that some students end up doing all the
work while everyone shares in the credit, two factors will prevent that from happening in this
class. First, nearly all graded team work will be preceded by one or more preparatory
assignments, for which each individual will be accountable (e.g. the RATs), thus ensuring that
individual team members are each prepared to contribute to the team effort. Second, each
individual’s contribution to team work will be assessed by his or her teammates several times
during the semester.

Phase 1 — Preparation: You will complete specified readings to begin each module

Phase 2 - Readiness Assurance Test: At the first class meeting of each module, you will be
given a Readiness Assurance Test (RAT). The RAT test (10 multiple-choice questions) measures
your comprehension of the assigned readings, and helps you learn the material needed to begin
problem solving in phase 3. The purpose of phase 2 is to ensure that you and your teammates
have sufficient foundational knowledge to begin learning how to apply and use the course
concepts in phase 3. RATs are closed book and based on the assigned readings.

v2018 03 03 s
INF 624, Berg

Fall 2018

e Individual RAT GRAT) — You individually complete a 10 question multiple-choice test based

on the readings.

° Group/Team RAT (gRAT) - Following the iRAT, the same

multiple-choice test is re-taken with your team. These tests use

a “scratch and win” type answer cards known as an IF-AT. You

negotiate with your teammates, and then scratch off the

opaque coating hoping to reveal a star that indicates a correct
answer. Your team is awarded 10 points if you uncover the correct

answer on the first scratch, 6 points for second scratch, and 2

point for third scratch. No points are awarded for fourth or fifth.

auennare Feenoacn Assessuenr Tecmnove (FAT)

=
‘=
:
al
Ee]

Appeals Process - Once your team has completed the team test, your team has the

opportunity to complete an appeal. The purpose of the appeal process is to allow your team
to identify questions where you disagree with the question key or question wording or
ambiguous information in the readings. Instructors will review the appeals outside of class
time and report the outcome of your team appeal at the next class meeting. Only teams are
allowed to appeal questions (no individual appeals).

e Feedback and Mini-lecture - Following the RATs and Appeal Process, the instructor may
provide a short clarifying lecture on any difficult or troublesome concepts.

Phase 3 - In-Class Activities: You and your team use the foundational knowledge, acquired in

the first two phases, to make decisions that will be reported publicly and subject to cross-team
discussion/critique. We will use a variety of methods to have you report your team’s decision at
the end of each activity. The presentation of your team responses is critical to the team grade.

You should expect each team member to present individually and for the entire team to present

with smooth transitions.

Grading
Category Assignment Type Weight Within Category Weight in
Category the Course
Individual Grades (45% — 70%)*
iRAT Tests 25%
Individual 35%
Assignments.
Midterm Exam 15%
Final Exam 25%
Team Grades (20% ~ 45%)*
BRAT Tests 50%
Team Exercises 50%
Class Participation and (10% - 25%)*
Peer Evaluation
Peer Evaluation 75%
Class Participation 25%

(Instructor
Determined)

v2018 03 03

INF 624, Berg Fall 2018

[Total | [ [100%

* The class will determine the grade weights on 08/25/2018. Student teams will negotiate the
exact proportions of individual grades, team grades, and peer evaluation for the course, with in
the ranges given above. For example, they may agree on individual grades at 50%, team grades
at 30%, and peer evaluation at 20% of a students’ course grade. The percentages must total to
100%, of course.

Grade Determination:
Although philosophically | would prefer not to “grade”, grades for this course are based
on the total number of points a student, completing all assignments successfully, would
earn, Each assignment will carry a fixed number of points. At the end of the semester
your final grade will be based upon the number of points you’ve attained divided by the
maximum number of points that could possibly be attained. For example, if the
maximum amount of possible points possible is 125 and you have accrued 100 points
your final grade will be 100 divided by 125 or 80% (a B-); if you accrued 110 out of 125
it will be 88 (or a B+), etc. The University at Albany uses a letter-based grading system
and utilizes pluses and minuses (+/-) to allow for variations of the assigned grades.
Acceptable grades are A, A-, B+, B, B-, C+, C, C-, D+, D, D-, E (“E” being the
designation for failure). The University does not use grades of A+ or F.

= 95-100=A
= 94-90 =A-
= 86-89 = B+
= 83-85=B
= 82-80 = B-
= 76-79 =C+
=" 73-75=C
= 72-70 =C-
= 66-69 = D+
= 63-65 =D
= 62-60 = D-

59 and below = E (Designation for failure or E)

2018 03 03 4
INF 624, Berg Fali 2018

Policies

Attendance: Your in-class performance is key to your success in this course. Attendance, itself,
is not explicitly graded (but it does factor into class participation). Instead, graded in-class
activities and assignments constitute an important part of the course grade. Keeping a passing
average on these is not possible without consistent attendance. Missing class means the
student earns an automatic zero for all individual and team activities or assignments missed.
No make-up opportunities will be available.

Tardiness: Missing an assignment or activity that happens before a student arrives or after a
student leaves also earns a zero. No make-up opportunities will be available. Tardiness also
factors into class participation.

If you know that it will be difficult for you to consistently get to class on time and stay for the
entire period, you should take this course at a time that better fits your schedule. Missing or
being late frequently will guarantee a low grade for the course.

Make-up Policy: There are generally no make-up opportunities for missed assignments except
in extenuating circumstances. Instead of asking to make up missed work, please use the course
‘safety valves’ described below.

Since there will be situations in your life when missing a class meeting is simply unavoidable,
this course has 2 no-fault safety valves.

Safety Valve 1: The lowest iRAT and gRAT is dropped (Peer Evaluations, individual
Assignments, and Exams are not dropped). A missed assignment will count against this (i.e. a
zero from a miss would be your low score; you don’t get a miss and a drop).

Safety Valve 2: \f you become seriously ill during the semester, or become derailed by
unforeseeable life problems, and have to miss so many assignments that it will ruin your grade,
schedule a meeting with the instructor in order to make arrangements for you to drop the
course to save your grade point average. Don’t wait until it’s too late to do this when you get in
trouble.

Late Assignments: Out of class assignments are due on the due date, by the assigned time.
Late individual assignments will be accepted, but at the cost of a full letter grade for missing
the deadline, and an additional letter grade for each additional 24 hours late.

In-class assignments may be done only on the days they are scheduled.

Withdrawal from the Course: The drop date for the Fall 2018 semester is Monday, November
9, 2018 for graduate students in full semester courses. That is the last date you can drop a
course and receive a 'W’. It is your responsibility to take action by this date if you wish to drop
the course. In particular, grades of "incomplete" will not be awarded to students because they
missed the drop deadline. Given that dropping a course can have financial aid implications,
please see your advisor or the Financial Aid office before dropping a course so you understand
the implications that action can have on your aid.

Electronic Devices: For some team activities, you will need to use a phone/tablet/laptop. Other

than that, make sure your devices are put away during class unless we are using them in a team
exercise. Non-class device use will count negatively against the entire class’s participation grade.

v2018 03 03 5
INF 624, Berg Fall 2018

Students with Disabilities: Students who feel that they have disabilities that require special
arrangements for them to take the course must register with the Disability Resource Center.
Students are eligible for special services to which both the Center and the professor agree. In
general, it is the student's responsibility to contact the professors at least one week before the
relevant assignment to make arrangements. You can contact the Disability Resource Center in
Campus Center 137, or at 442-5490, if needed.

‘ncomptetes: As per both the Graduate and Undergraduate Bulletins, the grade of Incomplete
(1) will be given ”only when the student has nearly completed the course requirements but
because of circumstances beyond the student's control the work is not completed.” A student
granted an incomplete will make an agreement specifying what material must be made up, and
a date for its completion. The incomplete will be converted to a normal grade on the agreed
upon completion date based upon whatever material is submitted by that time.

Important: Incompletes will not be given to students who have not fulfilled their classwork
obligations, and who, at the end of the semester, are looking to avoid failing the course. This is
asking for special treatment.

Responsible Use of Information Technology: Students are required to read the University at Albany
Policy for the Responsible Use of Information Technology available at the ITS website:
https://wikialbany.edu/display/public/askit/Responsible+Use+of+Information+Technology+Po

licy

Academic Integrity

In this class, some course work and examinations are individual exercises. The individual work
that you do must be yours — not that of other students, friends, tutors, etc. While it may seem
like the easy way out of doing the assignments to copy them from others, this strategy will
backfire on the tests, when you will not know the material you would have learned from doing
the assignments. You may of course form study groups, discuss assignments and techniques in
general terms, etc., but the assignments themselves must be your own work. In particular, two
or more people may not create an individual assignment together and submit it for credit.
Please ask if you have any questions about academic integrity.

! am also personally offended by cheating, in part because it hurts the honest students in the
class. We will try our hardest to catch cheaters. If we catch a student cheating, we will not go
easy on him or her. Given that, is it really worth it?

The Graduate and Undergraduate Bulletins state the university's policies on academic integrity.
You will be held to these policies. You are expected to be familiar with them.

A (non-exhaustive) list of unacceptable activities is:

Allowing other students to see or copy your assignments.

Examining or copying another student's assignmenis.

Allowing other students to see or copy your work during an exam.

Examining or copying another student's work during an exam.

Getting answers or help from people, or other sources (e.g. research papers, web sites)
without acknowledging them.

e Defacing or deleting class shared documents.

e Lying to the Professor about issues of academic integrity.

e@eoe e@

v2018 03 03 6
INF 624, Berg Fall 2018

Any incident of academic dishonesty in this course, no matter how "minor" will result in
e No credit for the affected assignment.
e Awritten report will be sent to the appropriate University authorities.
e One of -
o A final mark reduction by at least one-half letter grade (e.g. B -» B-, C- > D+),
o A Failing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.

Policies from Graduate Bulletin: http://www.albany.edu/graduate_bulletin/regulations.html

v2018 03 03
INF 624, Berg Fall 2018

OANA OPWNHE

Timeline
Week | Topics Readings
| Analytics and Data Science | Ch. 1. —_ _
Case: Advertising and Promotion | Ch. 2.
Database App. 1.
Statistics App. 2.
Statistics
Case Studies]
Regression and Classification App. 3.
| Regression and Classification
Case Studies II 7
10 Machine Learning App. 4.
1L | Machine Learning
12 Case Studies Ill
13 Comprehensive Case Studies |
14 Comprehensive Case Studies II

Miscellaneous

Extra credit opportunities

During the semester the university and others hold events that may be of interest to students in
this course. If you attend an event and write a summary and reflection piece on the event
(specified in individual assignments) you may receive extra credit worth up to 1% of the course
value. A maximum of 5% of extra credit can be accrued this way.

There are no other extra credit mechanisms available in this course.

v2018 03 03 8
INF 625, Berg Fall 2018

INF 625: Data Mining (3 cr)
Fall 2018

Course Instructor

Instructor: George Berg
Email: gberg@albany.edu
° Office Hours:
Tuesdays and Thursdays: 2:50 — 3:50 in the Campus Center. Ground floor near the rear
grand staircase.
e Wednesdays: 2:50 — 3:50 in Draper 105.
Other Contact Info:
° Office: UAB 413
e Phone: 1-518-437-4937
e Twitter: @GBerg_UAlbany
e FB: @GeorgeBergUAlbanyCS

Course Description

INF 625 Data Mining (3)

Fundamental concepts and techniques to discover patterns in data, identify variables with
predictive power, and to develop predictive models. Topics include data mining and machine
learning concepts and methods: data selection, representation, cleaning and preprocessing;
algorithms such as classification, clustering and association rules; advanced techniques such as
deep learning, and text and web mining. Best practices on the selection of methods and tools to
build predictive models.

Prerequisite(s): INF 506.

Expected Student Outcomes

This is a comprehensive graduate course in the analysis (“mining”) of data to find relevant and
significant patterns in data.

By the end of this course, students will

Collect, store, edit and curate data sets to provide the basis of meaningful mining.
Understand the foundational concepts and tools of data mining.

Use various computer packages to implement the above concepts and to analyze data.
Recognize privacy aspects of data and data mining, and prepare data repositories and
analyses that are respectful of the privacy of those whose data is used.

Class Meetings
Lecture

v2018 03 03 A
INF 625, Berg Fall 2018
The lecture meets twice week: Tuesdays and Thursdays, 1:15 — 2:35 PM in Husted 225.

Required Texts
Charu C. Aggarwal, Data Mining: The Textbook, Springer, 2015. ISBN-13 978-3-319-38116-9.

Recommended Text
There is no recommended text for this class.

Additional Readings
There will be readings that will be available to the students online or via Blackboard. When
these readings are assigned, the class will be told where they can be found.

TEAM-BASED LEARNING (TBL)
This course uses Team-based Learning (TBL). This section describes how we will be using TBL
in this class.

AN ABSOLUTELY CRUCIAL POINT: The course is divided into learning modules. You must do
the readings for each module before the unit’s start. This is because each unit starts with a
Readiness Assessment Test (RAT). Readings must be done before the RAT tests for the module
(dates given in the syllabus below). The RAT tests are based solely upon the readings, and not
on lecture or other in-class preparation beforehand.

Teams

This course will be using a Team-Based-Learning (TBL) format
(http://www.teambasedlearning.org). This instructional method aims to help develop your
learning skills and will be done in a way that will hold teams accountable for using course
content to make decisions that will be reported publically and subject to cross-team
discussion/critique. You will be assigned to a team with approximately 6 members. Teams will
be formed during the first week of the term. Teams will work together for most in-class activities
throughout the semester.

Phase 1 - Preparation: You will complete specified readings to begin each module

Phase 2 ~ Readiness Assurance Test: At the first class meeting of each module, you will be
given a Readiness Assurance Test (RAT). The RAT test (10 multiple-choice questions) measures
your comprehension of the assigned readings, and helps you learn the material needed to begin
problem solving in phase 3. The purpose of phase 2 is to ensure that you and your teammates
have sufficient foundational knowledge to begin learning how to apply and use the course
concepts in phase 3. RATs are closed book and based on the assigned readings.

v2018 03 03 2
INF 625, Berg

Fall 2018

e Individual RAT (RAT) — You individually complete a 10 question multiple-choice test based

on the readings.

e Group/Team RAT (gRAT) - Following the iRAT, the same

multiple-choice test is re-taken with your team. These tests use

a “scratch and win” type answer cards known as an IF-AT. You

negotiate with your teammates, and then scratch off the

opaque coating hoping to reveal a star that indicates a correct
answer. Your team is awarded Z@ points if you uncover the correct

answer on the first scratch, 6 points for second scratch, and 2

point for third scratch. No points are awarded for fourth or fifth.

Inmepare Feeosack Assessuewt Tecumaue (IF AT)

e Appeals Process - Once your team has completed the team test, your team has the
opportunity to complete an appeal. The purpose of the appeal process is to allow your team
to identify questions where you disagree with the question key or question wording or
ambiguous information in the readings. Instructors will review the appeals outside of class
time and report the outcome of your team appeal at the next class meeting. Only teams are
allowed to appeal questions (no individual appeals).

¢ Feedback and Mini-lecture - Following the RATs and Appeal Process, the instructor may
provide a short clarifying lecture on any difficult or troublesome concepts.

Phase 3 - In-Class Activities: You and your team use the foundational knowledge, acquired in

You should expect each team member to present individually and for the entire team to present

with smooth transitions.

Grading
Category Assignment Type Weight Within Category Weight in
Category the Course
Individual Grades (45% — 70%)*
iRAT Tests 25%
Individual 35%
Assignments
Midterm Exam 15%
Final Exam 25%
Team Grades (20% —45%)*
gRAT Tests 50%
Team Exercises 50%
Class Participation and (10% - 25%)*
Peer Evaluation
Peer Evaluation 75%
Class Participation 25%

(instructor
Determined)

v2018 03 03

INF 625, Berg Fall 2018

[ Total

l [100% a

Grade

Determination:

Although philosophically | would prefer not to “grade”, grades for this course are based
on the total number of points a student, completing all assignments successfully, would
earn. Each assignment will carry a fixed number of points. At the end of the semester
your final grade will be based upon the number of points you’ve attained divided by the
maximum number of points that could possibly be attained. For example, if the
maximum amount of possible points possible is 125 and you have accrued 100 points
your final grade will be 100 divided by 125 or 80% (a B-); if you accrued 110 out of 125
it will be 88 (or a B+), etc. The University at Albany uses a letter-based grading system
and utilizes pluses and minuses (+/-) to allow for variations of the assigned grades.
Acceptable grades are A, A-, B+, B, B-, C+, C, C-, D+, D, D-, E (“E” being the
designation for failure). The University does not use grades of A+ or F.

= 95-100=A
s 94-90 =A-
= 86-89 = B+
= 83-85=B
= 82-80 =B-
= 76-79 =C+
® 73-75 =C
= 72-70 =C-
= 66-69 = D+
=» 63-65=D
= 62-60 =D-
= 59 and below = E (Designation for failure or E)

v2018 03 03 4
INF 625, Berg Fall 2018

Policies

Since there will be situations in your life when missing a class meeting is simply unavoidable,
this course has 2 no-fault safety valves.

In-class assignments may be done only on the days they are scheduled.

Withdrawal from the Course: The drop date for the Fall 2018 semester is Monday, November
9, 2018 for graduate students in full semester courses. That is the last date you can drop a
course and receive a 'W’. It is your responsibility to take action by this date if you wish to drop
the course. In particular, grades of "incomplete” will not be awarded to students because they
missed the drop deadline. Given that dropping a course can have financial aid implications,
please see your advisor or the Financial Aid office before dropping a course so you understand
the implications that action can have on your aid.

Electronic Devices: For some team activities, you will need to use a phone/tablet/laptop. Other

than that, make sure your devices are put away during class unless we are using them in a team
exercise. Non-class device use will count negatively against the entire class’s participation grade.

v2018 03 03 5
INF 625, Berg Fall 2018

Siudenis with Disabilities: Students who feel that they have disabilities that require special
arrangements for them to take the course must register with the Disability Resource Center.
Students are eligible for special services to which both the Center and the professor agree. In
general, it is the student's responsibility to contact the professors at least one week before the
relevant assignment to make arrangements. You can contact the Disability Resource Center in
Campus Center 137, or at 442-5490, if needed.

Incompletes: As per both the Graduate and Undergraduate Bulletins, the grade of Incomplete
(1) will be given ”only when the student has nearly completed the course requirements but
because of circumstances beyond the student's control the work is not completed.” A student
granted an incomplete will make an agreement specifying what material must be made up, and
a date for its completion. The incomplete will be converted to a normal grade on the agreed
upon completion date based upon whatever material is submitted by that time.

Responsible Use of Information Technology: Students are required to read the University at Albany
Policy for the Responsible Use of Information Technology available at the ITS website:
https://wiki.albany.edu/display/public/askit/Responsible+Use+of+Information+ Technology+Po

licy

Academic Integrity

| am also personally offended by cheating, in part because it hurts the honest students in the
class. We will try our hardest to catch cheaters. If we catch a student cheating, we will not go
easy on him or her. Given that, is it really worth it?

The Graduate and Undergraduate Bulletins state the university's policies on academic integrity.
You will be held to these policies. You are expected to be familiar with them.

A (non-exhaustive) list of unacceptable activities is:
© Allowing other students to see or copy your assignments.
Examining or copying another student's assignments.
Allowing other students to see or copy your work during an exam.
Examining or copying another student's work during an exam.
Getting answers or help from people, or other sources (e.g. research papers, web sites)
without acknowledging them.
e Defacing or deleting class shared documents.
e Lying to the Professor about issues of academic integrity.

v2018 03 03 6
INF 625, Berg Fall 2018

Any incident of academic dishonesty in this course, no matter how "minor" will result in
e No credit for the affected assignment.
e Avwritten report will be sent to the appropriate University authorities.
e One of -
o Afinal mark reduction by at /east one-half letter grade (e.g. B > B-, C- -> D+),
o A Failing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.

Policies from Graduate Bulletin: http://www.albany.edu/graduate_bulletin/regulations. html

v2018 03 03
INF 625, Berg Fall 2018
Timeline
Topics Readings
Introduction to Data Mining ~ { Gh.. 1 -
Data Collection and Preparation Chi2.
Metrics Ch. 3.
Patterns: Association Ch. 4.
Patterns: Association | Ch. 5.
Patterns: Clustering Ch. 6.
Patterns: Clustering Chu.
Patterns: Outliers Ch. 8.
Patterns: Classification Ch.10;
Text Mining Ch. 13.
Sequence and Series Mining Ch. 14.
Privacy Preserving Mining Ch. 20.
Comprehensive Case Studies |
Comprehensive Case Studies II 7
Miscellaneous

Extra credit opportunities

There are no other extra credit mechanisms available in this course.

v2018 03 03
INF 626, Berg Fall 2018

INF 626: Big Data and Stream Analytics (3 cr)
Fall 2018

Course Instructor

Instructor: George Berg
Email: gberg@albany.edu
e Office Hours:
Tuesdays and Thursdays: 2:50 — 3:50 in the Campus Center. Ground floor near the rear
grand staircase.
e Wednesdays: 2:50 - 3:50 in Draper 105.
Other Contact Info:
° Office: UAB 413
Phone: 1-518-437-4937
Twitter: @GBerg_UAlbany
FB: @GeorgeBergUAlbanyCS

Course Description

INF 626 Big Data and Stream Analytics (3)

In data science, the analysis of large amounts of data is frequently expressed as the 4 V’s:
volume, velocity, variety, and veracity. This course examines the underlying concepts and
practical implications of each of these dimensions at the frontier of data analytics. The size and
amount of time available to process data both affect the types of analysis that are possible, as
does the variety of data. In addition, issues of data source, distribution, and how much it can
be trusted as the basis for analysis are increasingly important.

Prerequisite(s): INF 624.

Expected Student Outcomes

This is a comprehensive graduate course in the analysis of big data and streaming data. Specifically big
data refers to amounts of data that preclude analysis by normal software methods. Streaming data
introduces time challenges as well. The volume and pace of data introduce their own challenges in
analyzing the data, especially in time critical situations.

By the end of this course, students will

e Examine data with statistical, machine learning, and data mining concepts to discern
meaningful patterns, and to create predictive models.

e Connect how those techniques are affected by the size and pace of the incoming data.

e Use various computer packages to implement the above concepts and to analyze data.

e Recognize the challenges of variety in type, distribution and other relevant properties of
data to analyze.

v2018 03 03 i
INF 626, Berg Fall 2018

e Be aware of problems with the source and provenance of data. This can range from
statistical properties of data used through potentially malevolent attempts to affect
analyses.

Class Meetings
Lecture
The lecture meets twice week: Tuesdays and Thursdays, 1:15 — 2:35 PM in Husted 225.

Required Texts
1. Russell Jurney, Agile Data Science, O'Reilly, 2017. ISBN-13 978-0133892026.
2. Sandy Ryza, Uri Laserson, Sean Owen & Josh Wills, Advanced Analytics with Spark,
O'Reilly. 2015. ISBN-13

Recommended Text
There is no recommended text for this class.

Additional Readings
There will be readings that will be available to the students online or via Blackboard. When
these readings are assigned, the class will be told where they can be found.

TEAM-BASED LEARNING (TBL)
This course uses Team-based Learning (TBL). This section describes how we will be using TBL
in this class.

Teams

Your grade will be influenced by team performance on team-based assignments. While in many
courses, group work can be structured unfairly, such that some students end up doing ail the
work while everyone shares in the credit, two factors will prevent that from happening in this
class. First, nearly all graded team work will be preceded by one or more preparatory
assignments, for which each individual will be accountable (e.g. the RATs), thus ensuring that
individual team members are each prepared to contribute to the team effort. Second, each
individual’s contribution to team work will be assessed by his or her teammates several times
during the semester.

Phase i - Preparation: You will complete specified readings to begin each module

v2018 03 03 2
INF 626, Berg Fall 2018

e Individual RAT (RAT) — You_individually complete a 10 question multiple-choice test based
on the readings.

e Group/Team RAT (gRAT) - Following the iRAT, the same
multiple-choice test is re-taken with your team. These tests use
a “scratch and win” type answer cards known as an IF-AT. You
negotiate with your teammates, and then scratch off the
opaque coating hoping to reveal a star that indicates a correct
answer. Your team is awarded 20 points if you uncover the correct

MOOCOE

answer on the first scratch, 6 points for second scratch, and 2
point for third scratch. No points are awarded for fourth or fifth.

Appeals Process - Once your team has completed the team test, your team has the
opportunity to complete an appeal. The purpose of the appeal process is to allow your team
to identify questions where you disagree with the question key or question wording or
ambiguous information in the readings. Instructors will review the appeals outside of class
time and report the outcome of your team appeal at the next class meeting. Only teams are
allowed to appeal questions (no individual appeals).

e Feedback and Mini-lecture - Following the RATs and Appeal Process, the instructor may
provide a short clarifying lecture on any difficult or troublesome concepts.

Phase 3 - In-Class Activities: You and your team use the foundational knowledge, acquired in
the first two phases, to make decisions that will be reported publically and subject to cross-
team discussion/critique. We will use a variety of methods to have you report your team’s
decision at the end of each activity. The presentation of your team responses is critical to the
team grade. You should expect each team member to present individually and for the entire
team to present with smooth transitions.

v2018 03 03 3
INF 626, Berg Fall 2018

Class Participation and (10% — 25%)*
Peer Evaluation

Peer Evaluation 75%

Class Participation 25%
(Instructor
Determined)

Total 100%

Grade Determination:
Although philosophically | would prefer not to “grade”, grades for this course are based
on the total number of points a student, completing all assignments successfully, would
earn. Each assignment will carry a fixed number of points. At the end of the semester
your final grade will be based upon the number of points you’ve attained divided by the
maximum number of points that could possibly be attained. For example, if the
maximum amount of possible points possible is 125 and you have accrued 100 points
your final grade will be 100 divided by 125 or 80% (a B-); if you accrued 110 out of 125
it will be 88 (or a B+), etc. The University at Albany uses a letter-based grading system
and utilizes pluses and minuses (+/-) to allow for variations of the assigned grades.
Acceptable grades are A, A-, B+, B, B-, C+, C, C-, D+, D, D-, E (“E” being the
designation for failure). The University does not use grades of A+ or F.

= 95-100=A
= 94-90 =A-
= 86-89 = B+
=» 83-85=B
= 82-80 = B-
= 76-79 =C+
= 73-75 =C
= 72-70 =C-
= 66-69 = D+
= 63-65=D
= 62-60 =D-

59 and below = E (Designation for failure or E)

v2018 03 03 4

INF 626, Berg Fall 2018

Policies

Since there will be situations in your life when missing a class meeting is simply unavoidable,
this course has 2 no-fault safety valves.

In-class assignments may be done only on the days they are scheduled.

Electronic Devices: For some team activities, you will need to use a phone/tablet/laptop. Other

than that, make sure your devices are put away during class unless we are using them in a team
exercise. Non-class device use wil! count negatively against the entire class’s participation grade.

v2018 03 03 5
INF 626, Berg Fall 2018

Students with Disabilities: Students who fee! that they have disabilities that require special
arrangements for them to take the course must register with the Disability Resource Center.
Students are eligible for special services to which both the Center and the professor agree. In
general, it is the student's responsibility to contact the professors at least one week before the
relevant assignment to make arrangements. You can contact the Disability Resource Center in
Campus Center 137, or at 442-5490, if needed.

Incompletes: As per both the Graduate and Undergraduate Bulletins, the grade of Incomplete
(I) will be given "only when the student has nearly completed the course requirements but
because of circumstances beyond the student's control the work is not compieted.” A student
granted an incomplete will make an agreement specifying what material must be made up, and
a date for its completion. The incomplete will be converted to a normal grade on the agreed
upon completion date based upon whatever material is submitted by that time.

Responsible Use of Information Technology: Students are required to read the University at Albany
Policy for the Responsible Use of Information Technology available at the ITS website:
https://wiki.albany.edu/display/public/askit/Responsible+Use+of+Information+Technology+Po

licy

Academic Integrity

In this class, some course work and examinations are individual exercises. The individual work
that you do must be yours ~ not that of other students, friends, tutors, etc. While it may seem
like the easy way out of doing the assignments to copy them from others, this strategy will
backfire on the tests, when you will not know the material you would have learned from doing
the assignments. You may of course form study groups, discuss assignments and techniques in
general terms, eic., but the assignments themselves must be your own work. In particular, two
or more people may not create an individual assignment together and submit it for credit.
Please ask if you have any questions about academic integrity.

The Graduate and Undergraduate Bulletins state the university's policies on academic integrity.
You will be held to these policies. You are expected to be familiar with them.

A (non-exhaustive) list of unacceptable activities is:
e Allowing other students to see or copy your assignments.
Examining or copying another student's assignments.
Allowing other students to see or copy your work during an exam.
Examining or copying another student's work during an exam.
Getting answers or help from people, or other sources (e.g. research papers, web sites)
without acknowledging them.
Defacing or deleting class shared documents.
Lying to the Professor about issues of academic integrity.

v2018 03 03 6
INF 626, Berg Fall 2018

Any incident of academic dishonesty in this course, no matter how "minor" will result in
° No credit for the affected assignment.
e Awritten report will be sent to the appropriate University authorities.
e One of -
oA final mark reduction by at least one-half letter grade (e.g. B > B-, C- > D+),

o A Failing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.

Policies from Graduate Bulletin: http://www.albany.edu/graduate_bulletin/regulations.html

v2018 03 03
INF 626, Berg Fall 2018

Timeline
Week Topics | Readings
a - Big Data oo | Jurney, Ch. 1. a a
2 Big Data Ryza, Ch. 1.
3 Agile Data Analytics/Hadoop Jurney, Ch. 2.
4 [ Agile Data Analytics/Hadoop -
5 Data Issues Jurney, Ch. 3.
6 | Data Issues : Jurney, Ch. 4. -
7 |. Spark Ryza, Ch. 2.
8 Spark
9 Visualization - | Jurney, Ch. 5, Ryza, Ch. 7.
10 Decision Trees Ryza, Ch. 4.
a, Anomaly Detection Ryza, Ch. 5.
12 Prediction Jurney, Chs. 7&8
13 Comprehensive Case Studies |
14 Comprehensive Case Studies II

Miscellaneous

Extra credit opportunities

There are no other extra credit mechanisms available in this course.

v2018 03 03 8
INF 627, Berg Fall 2018

INF 627: Data Analytics Practicum (3 cr)
Fall 2018

Course Staff

Instructor: George Berg
Email: gberg@albany.edu
e Office Hours:
Tuesdays and Thursdays: 2:50 — 3:50 in the Campus Center. Ground floor near the rear
grand staircase.
e Wednesdays: 2:50 — 3:50 in Draper 105.
Other Contact Info:
Office: UAB 413
Phone: 1-518-437-4937
Twitter: @GBerg_UAlbany
FB: @GeorgeBergUAlbanyCS

ooo

Course Description

INF 627 Data Analytics Practicum (3)

Hands-on exercises and projects using the latest techniques and tools that prepare students to put all the knowledge
learned in previous course into practice. Commercial and open-source tools are used to conduct analyses and build
prototypes using real-world case students and data sets. Case studies cover building analytical and pred re models
in selected areas (e.g. emergency preparedness, homeland security, cybersecurity, healthcare, defense, finance,
energy).

Prerequisite(s): INF 624.

Expected Student Outcomes

This is a culminating graduate course in data analytics Team of students will complete several smaller
projects and one larger, term project that apply the concepts and tools of data analytics to analyze data
and draw conclusions in real-world DA problems.

The goals of this course are to help students learn

e How to apply DA concepts to real world problems.
e How to apply DA tools to real world problems.
e How to work in teams on the above.

e How to present results in a meaningful fashion to indicate solutions to DA problems..

Class Meetings

Lecture

The lecture meets twice week: Tuesdays and Thursdays, 1:15 — 2:35 PM in (Lecture Center) LC
25.

v2018 03 03
INF 627, Berg
Required Texts

There is no required text for this class.

Recommended Text

There is no recommended text for this class.

Additional Readings

Fall 2018

There will be readings that will be available to the students online or via Blackboard. When
these readings are assigned, the class will be told where they can be found.

Grading
Category Assignment Type Weight Within Category Weight in
Category the Course
Individual Grades 30%
Individual 100%
Assignments
Team Grades 50%
Team Exercises 35%
Term Projects 65%
Class Participation and 20%
Peer Evaluation
Peer Evaluation 75%
Class Participation 25%
(Instructor
Determined)
Total 100%

Grade Determination:

= 95-100=A
= 94-90 = A-
= 86-89 = B+
s 83-85=B
= 82-80 = B-
= 76-79 =C+

v2018 03 03
INF 627, Berg Fall 2018

=» 73-75=C

= 72-70 =C-

= 66-69 = D+

= 63-65=D

= 62-60 =D-

= 59 and below = E (Designation for failure or E)

Policies

Aitendance: Your in-class performance is key to your success in this course. Attendance, itself,
is not explicitly graded (but it does factor into class participation). Instead, graded in-class
activities and assignments constitute an important part of the course grade. Keeping a passing
average on these is not possible without consistent attendance. Missing class means the
student earns an automatic zero for all individual and team activities or assignments missed.
No make-up opportunities will be available.

Since there will be situations in your life when missing a class meeting is simply unavoidable,
this course has 2 no-fault safety valves.

Safety Valve 2: \f you become seriously ill during the semester, or become derailed by
unforeseeable life problems, and have to miss so many assignments that it will ruin your grace,
schedule a meeting with the instructor in order to make arrangements for you to drop the
course to save your grade point average. Don’t wait until it’s too late to do this when you get in
trouble.

In-class assignments may be done only on the days they are scheduled.

v2018 03 03 3
INF 627, Berg Fall 2018

please see your advisor or the Financial Aid office before dropping a course so you understand
the implications that action can have on your aid.

Electronic Devices: For some team activities, you will need to use a phone/tablet/laptop. Other
than that, make sure your devices are put away during class unless we are using them in a team
exercise. Non-class device use will count negatively against the entire class’s participation grade.

Students with Disabilities: Students who feel that they have disabilities that require special
arrangements for them to take the course must register with the Disability Resource Center.
Students are eligible for special services to which both the Center and the professor agree. In
general, itis the student's responsibility to contact the professors at least one week before the
relevant assignment to make arrangements. You can contact the Disability Resource Center in
Campus Center 137, or at 442-5490, if needed.

/ncompletes: As per both the Graduate and Undergraduate Bulletins, the grade of Incomplete
(1) will be given “only when the student has nearly completed the course requirements but
because of circumstances beyond the student's control the work is not completed.” A student
granted an incomplete will make an agreement specifying what material must be made up, and
a date for its completion. The incomplete will be converted to a normal grade on the agreed
upon completion date based upon whatever material is submitted by that time.

imporiant: Incompletes will not be given to students who have not fulfilled their classwork
obligations, and who, at the end of the semester, are looking to avoid failing the course. This is
asking for special treatment.

Responsible Use of Information Technology: Students are required to read the University at Albany
Policy for the Responsible Use of Information Technology available at the ITS website:
https://wiki.albany.edu/display/public/askit/Responsible+Use+of+Information+Technology+Po

licy

Academic Integrity

In this class, some course work and examinations are jndividuafl exercises. The individual work
that you do must be yours — not that of other students, friends, tutors, etc. While it may seem
like the easy way out of doing the assignments ta copy them from others, this strategy will
backfire on the tests, when you will not know the material you would have learned from doing
the assignments. You may of course form study groups, discuss assignments and techniques in
general terms, etc., but the assignments themselves must be your own work. In particular, two
or more people may not create an individual assignment together and submit it for credit.
Please ask if you have any questions about academic integrity.

The Graduate and Undergraduate Bulletins state the university's policies on academic integrity.
You will be held to these policies. You are expected to be familiar with them.

A (non-exhaustive) list of unacceptable activities is:
e Allowing other students to see or copy your assignments.

v2018 03 03 4
INF 627, Berg Fall 2018

e Examining or copying another student's assignments.

e Allowing other students to see or copy your work during an exam.

e Examining or copying another student's work during an exam.

e Getting answers or help from people, or other sources (e.g. research papers, web sites)
without acknowledging them.

e Defacing or deleting class shared documents.

e Lying to the Professor about issues of academic integrity.

Any incident of academic dishonesty in this course, no matter how "minor" will result in
e No credit for the affected assignment.

e Awritten report will be sent to the appropriate University authorities.
e One of -

o A final mark reduction by at /east one-half letter grade (e.g. B > B-, C- > D+),
oA Failing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.

Policies from Graduate Bulletin: http://www.albany.edu/graduate_bulletin/regulations.html

v2018 03 03
INF 627, Berg Fall 2018

Timeline
Week Topics
[a ~ | Introduction oe
2 Review of DA Concepts
2 Case Study |
4 Case Study | Post Mortem
5 Review of DA Tools
6 Case Study Il
7 Case Study I] Post Mortem
8 | Project Management Principles
and Tools
9 " Semester Project Introduction
10 | Work on Semester Projects
11 Work on Semester Projects
12 Work on Semester Projects
13 ~ | Work on Semester Projects
14 Semester Project Presentations
Miscellaneous

Extra credit opportunities

There are no other extra credit mechanisms available in this course.

v2018 03 03
fr ‘THE COLLEGE OF EMERGENCY PREPAREDNESS,
» HOMELAND SECURITY AND CYBERSECURITY

UNIVERSITY AT ALBANY State University of New York

IST 529: Text Analysis (3 Credits)

Day/Time: Tuesday and Thursday 8:45 — 10:05 AM
Location: HU 109

Instructor: Dr. Michael D. Young

Contact: myoung4@albany.edu

Office Location and Hours:
Tuesday and Thursday HU B-16 10:15 — 11:15 AM
342 Draper Hall by appointment

Course Description:

Text Analysis provides an overview of two major approaches to text analysis:
computational linguistics (aka Natural Language Processing) and content analysis. The
first part of the course focuses on understanding and implementing common
computational linguistics procedures (classification, summarization, topic modeling, and
sentiment analysis) using Python and libraries such as the Natural Language Toolkit
(nltk). The second part of the course turns to content analysis approaches using Profiler
Plus and a variety of coding schemes. In the final part of the course, students will develop
or extend an existing approach to analyze a corpus of texts they select ina manner of
their choosing.

Course Structure and Requirements:
This course is largely instructor guided hands-on application of techniques both
individually and in groups.

Student Learning Objectives:
Upon completion of the course, students should be able to accomplish the following
activities:
e Describe and distinguish the computational linguistics and content analysis
approaches to text analysis.
e Describe and conduct text classification, text summarization, topic modeling, and
information extraction procedures.
e Describe and calculate text analysis metrics, including accuracy, precision, and
recall.
e Describe and implement a text analysis workflow with evaluation and validation
procedures.

Prerequisites: None. Prior experience with Python would be helpful.
Grading:
This course is A-E graded and the grades are determined based on 6 graded exercises:

Text Classification Exercise: 15%
Text Summarization Exercise: 20%
Topic Modeling Exercise: 20%

Text Annotation Exercise: 5%
Information Extraction Exercise: 20%

Final Project: 30% (5% presentation)

Grade Determination:
Although philosophically I would prefer not to “grade”, grades for this course are
based on the total number of points a student, completing all assignments
successfully, would earn. Each assignment will carry a fixed number of points. At
the end of the semester your final grade will be based upon the number of points
you’ ve attained divided by the maximum number of points that could possibly be
attained. For example, if the maximum amount of possible points possible is 125
and you have accrued 100 points your final grade will be 100 divided by 125 or
80% (a B-); if you accrued 110 out of 125 it will be 88 (or a B4), tc. The
University at Albany uses a letter-based grading system and utilizes pluses and
minuses (+/-) to allow for variations of the assigned grades. Acceptable grades are
A, A-, B+, B, B-, C+, C, C-, D+, D, D-, E (“E” being the designation for
failure). The University does not use grades of A+ or F.

95-100=A
94-90 = A-
86-89 = B+
83-85 =B
82-80 = B-
76-79 =C+
73-75 =C
72-70 = C-
66-69 = D+
63-65=D
62-60 = D-
59 and below = E (Designation for failure or E)

Required Readings:
Ole Holsti (1969), Content analysis for the social sciences and humanities,
Addison-Wesley Pub. Co (provided on Blackboard)

Dipanjan Sarkar (2016), Text Analytics with Python: A Practical Real-World
Approach to Gaining Actionable Insights from Your Data, Apress.

Michael Young (2018), Text Analysis with Profiler Plus, XERF. and TERF.

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Office of the Senior Vice President For Academic Affairs And Provost Records, 1845 - 2017 May 17

Collection ID	ua500
Total components	2870
Items available online	603
Last indexed	2026-04-14

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Information Science (2 concentration tracks), M.S., 2018

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