U N IVE RS ITY Office of the Provost & Vice President for Academic Affairs
ATALBANY
State University of New York
April 28, 2014
Elizabeth L. Bringsjord
Interim Provost and Vice Chancellor
State University of New York
System Administration.
State University Plaza
Albany, NY 12246
Dear Dr. Bringsjord,
On behalf of the faculty at the University at Albany, 1 am pleased to submit for establishment
and registration the attached New Undergraduate Degree Program Proposal for a BS in
Informatics.
This proposal has been fully considered and approved through our campus governance system
and has completed the required external program review. Should there be a need for additional
information or clarification to facilitate processing, please contact Suzanne Freed, Assistant Vice
Provost for Undergraduate Education at sfreed@albany.edu.
Thank you for your consideration and assistance.
Sincerely,
Bhawn lhe
Susan D. Phillips, Ph.D.
Provost and Vice President for Academic Affairs
Enclosure
c. Dr. Jeanette Altarriba, Vice Provost and Dean for Undergraduate Education
Dr. Sue Faerman, Interim Dean, College of Computing and Informatics
Dr. George Berg, Chair, Department of Informatics
Dr. Jennifer Goodall, Director, Informatics Undergraduate Program
Ms, Suzanne Freed, Asst Vice Provost for Undergraduate Education
University Hall, 308
1400 Washington Avenue, Albany, New York 12222
px: 518-956-8030 x 518-956-8043
wwwalbany.edu
New Program Proposal:
Undergraduate Degree Program
Form 2A
This form should be used to seek SUNY’ approval and the State Education Department’ s (SED) registration of a proposed
new academic program leading to an associate’ s and/or bachelor's degree. Approval and registration are both requi:
before a proposed program can be promoted or advertised, or can enroll students. ‘The campus Chief Executive or Chief
Academic Officer should send a signed cover letter and this completed form (unless a different form applies'), which should
include appended items that may be required for Sections 1 through 6, 9 and 10 and MPA-1 of this form, to the SUNY
Provost at programreview@suny.edu. The completed form and appended items should be sent as a single, continuously
paginated document.” If Sections 7 and 8 of this form apply, Extemal Evaluation Reports and a single Institutional
Response should also be sent, but in a separate electronic document. Guidance on academic program planning is available at
http://www.suny.edu/provost/academic_affairs/app/main.cfm,
Table of Contents
NOTE: Please update this Table of Contents automatically after the formhas been completed. To do this, put the
cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “ Update Field” and then
“Update Page Numbers Only.” The last itemin the Table of Contents is the List of Appended and/or Accompanying Items,
but the actual appended items should continue the pagination.
2.1. Program Format.
2.2, Pilon Frog
2.5, a
2.6. Prior Leaming Assessment. ............4.
2.7. Program Assessment and Improvement...
Section 3.
Section 4.
Section 5.
Section 6.
Section 7.
Section 8. Institutional Response to Extemal Evaluator Reports..............ssssssseececeeceeeeeeeeeeennenneeeeeeeseeeeees 23,
Section 9; SUNY Uniderqradints Tail os cos sc ceviaresravssweryaecenes reeves tmereameareassremmernrene memes 23
Section 10. Application for Distance Education. 24
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization... “i
Lists of Appended and/or Accommpanying Ttems............0::::cccssecessssccessseeeessseeeeeseeeeesseseeeeeseeeeseesesessagae
*Use a different form if the proposed new program will lead to a graduate degree or any credit-bearing certificate; be a combination of
existing registered programs (i.e. for a multi-award or multi-institution program); be a breakout of a registered track or option in an
existing registered program; or lead to certification as a classroom teacher, school or district leader, or pupil personnel services
fessional (e.g., school counselor).
iis email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it should be
emniled in parts.
1
Date of Proposal: | April 28, 2014
Institution’s 6-digit SED Code: | 210500
Institution’s Name: | University at Albany, State University of New York
Address: | 1400 Washington Avenue Albany, NY 12222
Dept of Labor/Regent’s Region: Capital Region
4 List each campus where the entire program will be offered (with each institutional or branch campus
| 6-digit SED Code): 210500
List the name and address of off-campus locations (i.¢., extension sites or extension centers) where
courses will offered, or check here [| if not applicable:
Program Title; | Informatics
Award(s) (¢.g., A\A., B.S.):|B.S.
Number of Required Credits: / Minimum [120 ] If tracks or options, largest minimum [ 120]
Proposed HEGIS Code: | 0799
Proposed 6-digit CIP 2010 Code: | 11.0104
If the program will be accredited, list the accrediting agency and expected date of accreditation:
If applicable, list the SED professional licensure title(s)! to which the program leads:
Name and title: Suzanne K Freed
Assistant Vice Provost for Undergraduate Education
Telephone: 518-242-6046 E-mail: sfreed@albany.edu
Signature affirms that the proposal has met all applicable campus administrative and shared governance
procedures for consultation, and the institution's commitment to support the proposed program.
E-signatures are acceptable,
Name and title: Dr Susan D Phillips
Provost and Vige Presilent for Academic Affairs
-| Name and title of partner institution’s CEO:
es =
Partner institution’s name and 6-digit SED Cod
Signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal):
1 If the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this
proposal,
Ifthe partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
[Section 2. Program Information
[ 2:1. Program Format
Check all SED-defined format, mode and other program features that apply to the entire program.
a) Format(s): [ ]Day [ JEvening [ ]Weekend [ ]Evening/Weekend [ JNot Full-Time
b) Modes: [x ]Standard [ JIndependent Study [ JExtemal [ JAccelerated [x ]Distance Education
NOTE: If the programis designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.
c) Other: [ ] Bilingual [ ] Language OtherThan English[ ] Upper Division[ ] Cooperative[ ] 4.5 year[ ] 5 year
[ 2.2. Diploma Program
NOIE: This section is not applicable to a programleading to an associate's or a bachelor’s degree.
[2.3 Program Description, Purposes and Planning
a) What is the description of the program as it will appear in the institution's catalog?
The B.S in Informatics is a unique opportunity for students to study the application of technology across disciplines.
The degree is a combined major and minor, requiring a total of 54 credits. This includes 42 credits of required core
courses that focus on the relationship between technology and society, the use of various technologies across
platforms, and programming fundamentals. Emphasis is also placed on providing students with various opportunities
to gain real-world experience. In addition, students are required to complete 12 credits in a specialization called a
concentration. This gives students the opportunity to deepen their experience and knowledge in a particular area of
Informatics. The tracks are Interactive User Experience, Cyber-security, Computer Networking, Social Media, Data
Analytics, Software Development, and Information Technology. The Information Technology track will be offered.
fully online.
b) What are the program’s educational and, if appropriate, career objectives, and the program’ s primary
student learning outcomes (SLOs)? NOTE: SLOsare defined by the Middle States Canmission on Higher
Education in the Characteristics of Excellence in. Education as “dearly articulated wiitten statements,
expressed in observable tens, of key leaming outcomes: the knowledge, skills and competencies that students
are expected to exhibit upon completion of the program”
Student Learning Outcomes relevant to the C ore coursework include:
SLO1: Examine and evaluate the relationship between technology and society.
SLO2: Demonstrate a range of practical applications of technology.
SLO 3: Apply skills leamed in the classrooms to real-world situations.
SLO 4: Demonstrate a mastery of specialization field.
SLO 5: Understand and apply research principles.
See Appendix 2 for detailed leaming objectives for each concentration.
c) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities?
What is the program’s importance to the institution, and its relationship to existing and/or projected
programs and its expected impact on them? As applicable, how does the program reflect diversity and/or
international perspectives?
The BS in Informatics is offered within the context of a liberal arts degree. Students will complete a broad-based
academic degree with the in-depth training and educational experiences necessary to prepare them for specific
technology-focused careers. The liberal arts foundation of this degree will ensure that graduates develop lifelong
leaming strategies, so critical in the field of technology. This program mixes traditional courses with experiential
leaming opportunities, and works with students to create a professional portfolio throughout their educational
career to highlight specific skills and opportunities that have shaped their unique experience. The technology field
is arapidly evolving one. To best meet the needs of students as the field changes, the programis designed to offer
specialized concentrations. These concentrations can be modified and new ones can be added as needs arise.
The BS in Informatics supports the University’ s mission (Expanding knowledge and transforming minds to shape
the future of our community and our word) as well as the following objectives from our Strategic Plan:
1. Blend academic and co-cumicular experiences for students.
2. Enhance the quality of undergrad education and help to attract and serve a highly qualified and diverse group of
students.
3. Connection with public and private industry leaders to support the goal of engaging diverse communities in
strategic partnerships to increase public, scholarly and economic benefits.
d) How were faculty involved in the program’s design, and describe input by external partners, if any (e.g.,
employers and institutions offering further education?
The Department of Informatics met and surveyed both students and Capital Region industry leaders in relevant technology
fields to gather input about skills and knowledge areas deemed most critical. Using that information, the department faculty
created the current concentration list.
e) How did input, if any, from external partners (e.g., educational institutions and employers) or standards influence
the program’s design? If the program is designed to meet specialized accreditation or other external standards, such
as the educational requirements in Commissioner's Regulations for the profession, append a side-by-side chart to show
how the program’ s components meet those external standards. If SED’s Office of the Professions requires a
specialized formfor the profession to which the proposed program leads, append a completed form at the end of this
document.
Inaddition to assisting the faculty in designing the specific concentrations to offer, the industry leaders coalesced around the
following themes, and the program was adjusted accordingly:
re
Communication, teamwork and project management skills are critical. (Project Management course added as a
requirement)
Avoid centering the cuniculum around specific tools. (Agreed)
Use the concentration structure to adapt quickly to changing trends. (Agreed)
Continue to encourage the connections with other disciplines. (Agreed)
Identification of the value in students from different concentrations working as a team in a capstone course. (Will be
one option in the experiential leaming requirement )
TWN
f) Enter anticipated enrollments for Y ears 1 through 5 in the table below. How were they determined, and what
assumptions were used? What contingencies exist if anticipated enrollments are not achieved?
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 258 258
2 259 259
3 280 280
4 310 310
5 350 350
There are currently 239 students enrolled in our Bachelor of Arts in Interdisciplinary Studies with a concentration in
Information Science. Projected enrollments in the proposed major start with that demand and add to it based ona trend of
increased enrollments in Information Science classes, plus the option to complete the degree online.
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization (track,
concentration), internship, capstone, and any other relevant component requirements, but do not list each General
Education course.
Informatics is a combined major/minor, consisting of a minimum of 42 core credits and selection of a 12-credit
concentration (54: credit total).
Core courses (42 credits)
Information & Society (9 credits)
IINF100X _Informationin the 21*
TINF 301 Emerging Trends in Information and Technology
TINF 499 Senior Seminar in Informatics
Practical A pplications (15 credits)
TINF 201 Introduction to Web Technologies
TINF 202 Introduction to Data & Databases
TINF 203 Introduction to Networks and Systems
TINF305 _ Digital Project Management
ICSI 105 Computing & Information (or substitute I CSI 201 Introduction to Computer Science)
Math (3 credits)
Any A MAT course between 100-299 (except A MAT 108 Elementary Statistics)
Research (6 credits)
TINF 200 Research Methods for Informatics (or substitute A SOC 220 Introduction to Social Research)
AMAT 108 Elementary Statistics (or substitute A SOC 221 Statistics for Sociologists)
Experiential L earning (9 credits)
Students will be advised into experiences that complement the chosen concentration. Classes may be repeated twice fora
total of 6 credits. Students must do at least two different courses. Online IT students only may complete INF 469 (9
credits) to fulfill this requirement.
TINF 465 Senior Capstone Project
T INF 466 Undergraduate Research
T INF 467 Technology-based Community Support
T INF 468 Undergraduate Intemship
TINF 469 Undergraduate Intemship for Online IT Students
EAPS 487 Peer Mentoring
Concentrations (at least 12 credits)
Students select one concentration.
Interactive User Experience
TINF 302 Human-Computer Interactive Design
TINF 362 Intermediate Interactive Design
And select two from:
TINF 308 Programming for Informatics
TINF 363 Digital Design
TINF 401 Case Studies in Digital Citizenship
TINF462 Curent Technologies in Web Design
TINF 496 Special Topics (as appropriate, repeatable)
ICSI 107 Web Programming
ICSI124X Computer Security Basics
ADOC 407 Readings and Practicumin Digital History and Hypermedia
Cyber-security
ICSI124X Computer Security Basics
TINF 306 Information Security & Assurance
And select two fron:
TINF 401 Case Studies in Digital Citizenship
TINF452 —_ Computerand Network Security
TINF 453 Information Security and Privacy
TINF 454 Human Aspects of Cyber-security
TINF 455 Prevention and Protection Strategies in Cybersecurity
TINF 496 Special Topics (as appropriate, repeatable)
ICSI 300Z Social, Security and Privacy Implications of Computing
ICSI 424 Information Security
ICSI1426 Cryptography
Computer Networking
TINF 303 Intermediate Networking (currently I INF 423)
TINF 304 Intermediate Hardware and Operating Systems (currently INF I 424)
And select two from:
TINF 306 Infonmation Security & Assurance I
INF 403 Advanced Networking and Security
TINF404 Advanced Systems and Security
TINF452 —_ Computerand Network Secuity
IINF470 _ Physical Computing
TINF 496 Special Topics (as appropriate, repeatable)
Social Media
TINF 307 Current Topics in Social Media
ICSI 131 Introduction to Data Analytics: Seeking Information in Data with Computation
And select two fron:
TINF 308 Programming for Informatics
IINF363 _ Digital Design
TINF 401 Case Studies in Digital Citizenship
TINF 496 Special Topics (as appropriate, repeatable)
ICSI 432 Network Science
ASOC 210 Sociology of Culture
ASOC 255 Mass Media
ASOC 270 Social and Demographic Change
ADOC 224 Nonfiction Media Storytelling
Data Analytics
ICSI 131 Introduction to Data Analytics: Seeking Infonmation in Data with Computation
TINF 300 Probability and Statistics for Data Analytics
And select two from:
TINF 407 Modem Issues in Databases
TINF 408 Analysis, Visualization, and Prediction in Analytics
IINF451 —_ Bayesian Data Analysis and Signal Processing
TIST 433 Information Storage and Retrieval
6
ICSI 431 Data Mining
ICSI 432 Network Science
ICSI 436 Machine Leaming
Software Development
ICSI 201 Introduction to Computer Science
ICSI 310 Data Structures
ICSI418Y Software Engineering
And select one from:
TINF 455 Prevention and Protection Strategies in Cyber-security
ICSI 405 Object Oriented Programming Principles and Practice
Information Technology (online only)
TINF 302 Human-Computer Interactive Design
TINF 303 Intermediate Networking (currently I INF 423)
TINF 306 Information Security & Assurance
TINF 308 Programming for Informatics
Self-Designed (with Departmental A pproval only)
Student must provide a proposal of courses to take to support the proposed self-designed concentration that includes at
least four (4) courses. At least 9 credits of a self-designed concentration should be taken while enrolled in the INF BS
program. Proposal must be approved by INF faculty before the student can declare it.
h) Program Impact on SUNY and New Y ork State
h)(1) ~Neeck What is the need for the proposed program in terms of the clientele it will serve and the educational
and/or economic needs of the area and New Y ork State? How was need determined? Why are similar
programs, if any, not meeting the need?
National J ob Projections
Department of Labor statistics indicate that job growth in computing careers is expected to be 22-31%,
faster-to-much-faster than the average growth rate for all occupations (14%) and that the positions will
require at least a bachelor’s degree. Specifically, between 2010 and 2020, it is expected that opportunities for
+ web developers will increase by 22%
information security analysts will increase by 22%
* computer network architects will increase by 22%
* computer and information research scientists will increase by 19%
software developers will increase by 30%
**computer and information systems managers and computer support specialists will each increase by 18%
**computer systems analysts will increase by 22%
«mobile application developer, mobile technology expert, mobile web developer, cloud architect will increase, although
data has not been published addressing these specific fields because they are so new and are being defined as they emerge.
New York State J ob Projections (Department of Labor)
Requiring a bachelor’s degree:
Occupation Statewide Capital Region
2010-2020 2008-2018
Information Security Analysts, Web Developers, and
Computer Network Architects 730 710
Network Systems and Data Communications
Analysts N/A 100
Network and Computer Systems Administrators 770 30
Computer and Information Systems Managers 720 20
Computer Programmers 890 80
Computer Systems Analysts 1130 60
Software Developers/Engineers 1710 50
Database Administrators 280 10
* New Y ork City has the highest volume of social media jobs in the country.
* Indeed.com searches millions of jobs from thousands of job sites and finds that “Social Media” is in the top 10 job
trends.
Cunrently, no other SUNY institutions offer an undergraduate degree in Informatics, which is aimed at educating students
in the broad application of computation as well as providing in-depth study in a specific concentration. However,
Informatics as a field, as well as the concentration-model, is growing nationally. In NYS, Comell also uses a
concentration-based model, offering what they call tracks. For example, they have tracks in: Human-centered systems
(which corresponds to Interactive User Experience) and Information Systems (which corresponds to Information
Technology).
h)Q) Employment For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and state their specific number of
itions needed. If letters from employers support the program, they may be appended at the end of this fom.
Neeck
Projected positions
Employer In initial year In fifth year
Potratz Partners Advertising (Web Development) 5 5-7
Troy Web Consulting 2 35
Rational Enterprise 6-12
Kitware 4 20
Rational Retention 5 25
h)(3) Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in
the service area, region and state, as appropriate. Expand the table as needed. NOTE: Deiailed program level
information for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic
Program Dashboards. Institutional research and information security officers at your campus should be able to
help provide access to these password: protected sites. For non-SUNY programs, programtitles and degree
information - but no enrollment data - is available from SED’s Inventory of Registered Programs.
Institution Program Title Degree Enrollment
Comell University Information Science BA, BS 128
University at Washington | Informatics BS 250
8
[Indiana University | Informatics [BS | 1449 ]
h)(4) Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so,
what was that consultation and its result?
There were no comments from other SUNY campuses.
h)(6) Concems or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they
resolved? NA
h)(6) Undergraduate Transfer: The State University views as one of its highest priorities the facilitation of transfer for
students. To demonstrate adequate planning for transfer under SUNY’s student mobility policy,
Section 9 of this formon SUNY Undergraduate Transfer must be completed for programs leaciing to Associate
in Arts (A.A.) and Associate in Science (A.S.) and for baccalaureate programs anticipating transfer enrollment.
[24 Admissions
a) What are all admission requirements for students in this program? Please note those that differ from the
institution’ s minimum admissions requirements and explain why they differ.
This is an unrestricted ngjor, available to any matriculated undergraduate student at UAlbany. There are no additional
admission requirements for this program. Students at the University at Albany must have eamed 24 credits before declaring
their major.
b) What is the process for evaluating exceptions to those requirements? N/a
c) How will the institution encourage enrollment in this program by persons from groups historically
underrepresented in the institution, discipline or occupation?
Many of the STEM fields (of which Informatics is a part) have low representation by women and members of under-
represented minorities. The proposed Informatics BS has been motivated by and designed to be an intellectually
stimulating major with significant career potential, and to be appealing to a diverse student body.
The topic of Informatics - modem digital technologies in their many forms and their relationships to society - is one that
is interesting and relevant to many students. The topics encompassed (e.g. user interface design, cyber-security) are ones
that score highly in expressed student interest surveys. Many students find these areas interesting and see in them
potential careers.
Part of the dissatisfaction of many students with information and computing fields is the false perception that the fields are
based upon esoteric knowledge and only result in solitary coding efforts to create arcane software systems. Our outreach
to students will emphasize the societally interesting and fulfilling careers available in the field. For example, Informatics
is afield in whicha student can have an significant positive impact ranging from entrepreneurial activities to community
building. Research has indicated that impact of this type can improve the appeal of a technical major to many members of
under-represented groups (e.g. women).
Poor teaching and unengaging pedagogy have traditionally reduced participation in STEM and other fields by students
from under-represented groups. The Informatics Department is committed to both quality teaching and to engaged.
leaming. The major will utilize pedagogical methods (e.g. flipped classroom, team-based leaming) that promote student
engagement and build community among the students in the major. This will help to attract new students to the
“Informatics community” and to promote retention. These efforts should help attract and retain students from under
yepresented groups who might not be sufficiently motivated to try or remain in the major on their own.
[ 2.5. Academic and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program.
The Advisement Services Center at the University at Albany provides mandatory academic advising for all students until
they have completed their first year and/or are admitted into their academic major of choice - whichever comes later.
Each student is assigned an individual academic advisor and is encouraged to meet regularly with that advisor. The
advisor will assist the student in identifying the major that best suits their interests, skills and goals. Additionally, the
advisor will provide assistance in making a successful transition to college-level studies.
Once a student decides to major in Informatics, and has completed at least a year of study, that student will be advised by
the Informatics academic advisor. This advisor is also an instructor in the program, and an alumnae, making her uniquely
qualified to connect with these majors. She will performall the traditional functions of advisement: general mentoring,
orientation to the major, substantive and procedural advisement in the major, supervision of many intemships and
orientation to the career world. The Infonmatics advisor also works with instructors to track students at risk.
Advising PLUS is a university-wide service that offers “the help you need, when you need it.” Students in academic
difficulty receive personal consultation in which the source of the difficulty is identified, and a strategy for addressing it is
created. Advising PLUS sponsors review sessions, individual tutoring, facilitates referrals and follow up to services such
as departmental tutoring, university counseling, and the full range of student appeals and services available on campus.
[ 2.6. Prior L earning Assessment
If this program will grant credit based on Prior Leaming Assessment, describe the methods of evaluating the leaming and the
maximum number of credits allowed, or check here[X |] if not applicable.
[ 2.7. Program Assessment and Improvement
Describe how this program’ s achievement of its objectives will be assessed, in accordance with SUNY policy, including
the date of the program’ s initial assessment and the length (in years) of the assessment cycle. Explain plans for
assessing achievement of students’ learning outcomes during the program and success after completion of the
program. Append at the end of this form, a plan or curriculum map showing the courses in which the program’s
educational and, if appropriate, career objectives - from Item 2.3(b) of this form - will be taught and assessed.
An extemal advisory board of industry and campus representatives will recommend updates and modifications needed to
keep the degree program current within the ever-changing technology fields. This group will be consulted formally at
least once each year.
Each academic program develops a self-study and undergoes an extemal review process on a seven-year cycle. In addition
to other important criteria - program review self-study documents describe past, current, and future assessment
activities. The Department of Informatics is next scheduled for program review in the academic year 2015 - 2016, and
this new mgjor will be reviewed at that time and seven years hence.
Intemally, the department plans to do annual reviews of two student leaming outcomes on a three year rotation. See
attached curriculum map for SLOs. This annual and systematic review will allow for thoughtful analysis, modification,
and re-assessment of each SLO during the years between self-study the cycle. Specific exercises have been identified in
specific courses as contributing to the SLO. For instance, but not limited to:
SLO1: Examine and evaluate the relationship between tech & society.
INF 100: Intro to Info in the 21% Century
In this class, students will be introduced to information and technology in today’s world. They will begin to explore topics
related to the relationship between technology and society. The class will be broken up into a series of modules. For each
module, students will create a bog post that relates the module material to current events. We will assess their
understanding of these relationships by the reviewing these blog posts.
10
INF 301: Emerging Trends in Technology
In this class students further explore the relationship between technology and society by looking at emerging trends in
technology and examining their societal impacts. We will assess student understanding of the material in a final project
where they predict and research an emerging trend and include in their analysis the potential societal impacts.
INF 499: Senior Seminar in Informatics
In this class students will focus on a particular technology company to explore issues of society and technology, such as
privacy, censorship, and how technology has influenced society. We will assess mastery of the concepts through team.
and individual presentations.
SLO2: Demonstrate a range of practical applications of technology.
INF 201: Intro to Web Technologies
In this class, the practical applications of technology to which students will be introduced are: client-based Web design.
We will assess student understanding of the material through evaluation of a large and complex project where the students
‘will create a dynamic website.
INF 202: Intro to Data & Databases
In this class, the practical applications of technology to which students will be introduced are: the collection and uses of
data and databases. We will assess student understanding of the material through a project where the students will
describe a data problem, recommend a solution, and implement a prototype.
INF 203: Intro to Systems & Networking
In this class, the practical applications of technology to which students will be introduced are: the basics of network
protocols. We will assess student understanding of the material through a series of four labs where students will model
these protocols.
INF 305: Digital Project Management
In this class, the practical applications of technology to which students will be introduced are: the current practices in
digital project management. We will assess student understanding of the material through review of a final paper on a
digital project management topic of their choice (with instructor approval).
ICSI 105: Introduction to Computing and Information
The practical application of technology to which students will be introduced in this class is: programming. CSI 105 is a
module and portfolio-based class where students complete three modules, one of which is programming. We will
student understanding of the material through the completion of the programming portion of their course portfolios.
SLO 3: Apply skills leamed in the classrooms to real-world situations.
All students will have to complete three classes from the list of classes below, except for online-only students who will
have the option of completing INF 469 for nine credits. We will assess the completion of this SLO through the students’
final reflection for each class they complete.
I INF 465 Senior Capstone Project
T INF 466 Undergraduate Research
I INF 467 Technology-based Community Support
T INF 468 Undergraduate Internship
I INF 469 Undergraduate Internship for Online IT Students
E APS 487 Peer Mentoring
eooeceee
SLO 4; Demonstrate a mastery of specialization fidd
To master a specialization students will be required to complete a series of courses in that field. The fields in which
students can concentrate are designed to be nimble and reflect current trends. The courses that make up these
concentrations will be influenced by our extemal review board who will help us to ensure that students are meeting the
current competencies employers are looking for. One of the ways we will assess the successful conmpletion of the mastery
of these specialization fields will be the successful completion of these concentration classes. Another way will be the
employment rate of our graduates. Are they getting jobs in those fields?
SLO 5: Understand and apply research principles,
INF 200: Research Methods for Informatics
In this class students will be introduced to key methods and techniques in research. This will be assessed by reviewing
their final research proposal.
11
MAT 108: Statistics
In this class students cover topics such as frequency distributions, measures of central tendency and dispersion,
probability and sampling, estimation, testing of hypotheses, linear regression, and correlation. Students will be assessed.
by how they integrate these principles into the INF 200 research proposal.
[Section 3. Sample Program Schedule and Curriculum
Complete the SUNY Undergraduate Sample Program Schedule to show how a typical student may progress through
the program. Either complete the blank Schedule that appears in this section, or complete an Excel equivalent that
computes all sums for you, and can be found at http://www.suny.edu/provost/academic_affairs/app/forms.cfm. Terms 5-8
may be deleted for programs leading to associate’ s degrees.
See Appendix 8 for program schedules for each version of the program (concentrations).
a) If the program will be offered through a nontraditional schedule (i.e., not on a semester calendar), what is the
schedule and how does it impact financial aid eligibility? NOTE: Consult with your campus financial aid
adninistrator for information about nontraditional schedules and financial aid digihility.
Not applicable
b) For each existing course that is part of the proposed undergraduate major (including cognates and restricted
electives, but not including general education), append a catalog description at the end of this document,.
See Appendix 3
c) For each new course in the undergraduate program, append a syllabus at the end of this document. 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 and corequisites, the
number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY policyon
Gredit/coniact hours), general course requirements, and expected student learning outcomes.
See Appendix 4
d) If the program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction form at the end of this document.
NA
[ Section 4, Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
This table includes six (6) new faculty hires in support of the new Informatics program. This provides sufficient faculty
for the program. One additional TBH line is available and will be filled in advance of enrollment growth.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
See Appendix 5
12
NOIE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally fimded projects.
NewYork State’ s requirements for faculty qualifications are in Part 55.2(b) of the Regulations of the Commissioner of
Education.
c) What is the institution’ s definition of “full-time” faculty?
A full time faculty member is one who holds an appointment with a 100% time commitment.
13
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations)
who will be expected to teach any course in the major. Expand the table as needed. Use a separate Faculty
Table for each institution if the programis a mullti-institution program.
(a) (b) © @) (6) (i)
Program | Highest and
% of | Courses Other
Time Which Applicable Discipline(s) Additional
Faculty Member Name | Dedic | May Be Earned of Highest Qualifications: List
and Title/Rank ated to | Taught Degrees and Other related certifications,
(Include and identify This (Number (include Applicable licenses and
Program Director with | Progr and College or Earned professional experience
an asterisk.) am Title) University) Degrees in field.
PART 1. Full-Time
Facull
* George Bey, Associate | 60% TINF 300 | PhD Computer Associate Professor at
Professor INF308 | Northwestem | Science UAlbany
INF401 | University
INF 407
INF 408
INF 452
INF 453,
INF 454
INF455,
INF 465
INF 466
INF 496
Peter Shea Associate 10% INF465 | PhD Education Online leaming
Professor INF466__| University at
INF496_| Albany
Kevin Knuth Associate 25% INF 451 PhD Physics
Professor INF466 | University of
Minnesota.
* Jennifer Goodall, 90% INF 100X | PhD Information
Assistant Dean/Instructor INF301 | Universityat | Science
INF401_ | Albany
INF 465
INF 466
INF 467
INF 469
INF 496
INF 499
Caroline Buinicky, 100% | INF100X | PhD Information | Undergraduateadvisor
Instructor/Advisor INF301 | Universityat | Science for Information
INF401 | Albany Science/Informatics
INF 467
INF 469
INF 496
INF 499
14
Luis Luna- Reyes,
Associate Professor
(Start date: January
2015)
50%
PhD University
at Albany
Information
Science
[Research Associate at
\the Center for
(Technology in
(Govemment
start Fall 2014
100%
PhD Univesity
of Pittsburgh
Information
Science
\Cybersecurity
Lenore Horowitz,
Lecturer, start Fall 2104
100%
PhD University
at Albany
Information
Science
(Online teaching
Jonathan Muckell,
Lecturer, start 2014
100%
PhD University
at Albany
Information
15
Nonman Gervais, Lecturer,
start Fall 2014
100%
MS Univesity
at Albany
Geography
land Planning
Mei Chen, Visting
Associate
Professor, start
Fall 2104
10%
PhD Camegie
Melon
University
Computer
Robotics, INF PhD
[Program Director
16
Part 2: Part-Time Faculty
(a) (b) © @) () (Gi)
Program | Highest and
% of | Courses Other
Time Which Applicable Discipline(s) Additional
Faculty Member Name | Dedic | May Be Earned of Highest Qualifications: List
and Title/Rank atedto | Taught Degrees and Other related certifications,
(nclude and identify This (Number (include Applicable licenses and
Program Director with | Progr and College or Earned professional experience
an asterisk.) am Title) University) Degrees in field.
Luis Ibanez, Instructor 100% | INF 202 PhD Ecole Computer Technical Leader at
INF 308 | nationale Science KITWARE Inc. WHS
INF 362__| supérieure des Task Force Collaborator
INF462 | Téécommunic (Open Source).
INF470 | ationsde
INF496 | Bretagne
Jeff Baez, Instructor 100% | INF201 | MSUniversity | Information | InfonmationTechnology
INF 303 at Albany Science Specialist III at OITS -
INF 306 Technology Cluster
(cyber-security)
Jacques Bastien, Instructor | 100% | INF 201 BA, Infonmation Owner, Boogie Graphics
INF 302 University at Science (Social media)
INF362_ | Albany
INF 363
INF 462
JensonJacob, Instructor 100% | INF 202 BE Ramreo Computer Enterprise Architect -
INF308 | AdikInstitue | Science Platforms at New Y ork
of Engg State Office of CTO (web
development and
accessibility)
Kaistin Albright, Instructor | 100% | INF201 | MS University | Information | InformationTechnology
INF302_ | atAlbany Science Specialist for the New
INF 362 York State Office of
INF 462 Technology Services,
Web and Accessibility
Workgroup Co-Chair.
Hao Wang, Instructor 100% | INF202 PhD Oho State | Economics CIO of the State
INF300 | University University of New Y ork,
INF 407 CIO of the Research
INF 408 Foundation for SUNY
and Managing Director
for Accenture, and
Director of Mental
Health Informatics at
Columbia University.
Matt Ammenman, 100% | INF303 BA University | English Co-Founder, Apprenda
Instructor INF 304 at Albany (Cloud computing)
INF 462
INF 496
Alex Jurkat, Instructor 100% | INF100x | MS University | Infonvation | Procurement Data Analyst
INF 202 | atAlbany Science at Clough Harbor (data
INF 300 analytics, online leaming,
INF 301 gamification)
INF 407
17:
(a) (b) © (@) (6) (()
Program | Highest and
% of | Courses Other
Time Which Applicable Discipline(s) Additional
Faculty Member Name | Dedic | May Be Earned of Highest Qualifications: List
and Title/Rank ated to | Taught Degrees and Other related certifications,
(Include and identify This (Number (include Applicable licenses and
Program Director with | Progr and College or Earned professional
an asterisk.) am Title) University) Degrees experience in field.
Part 3. Faculty To-Be-
Hired (Listas TBH1,
TBH2, etc., and provide
title/rank and expected.
hiring date.)
(TBH-1, Assistant Professor,
Spring 215 or Fall 15
INF 203
INF 301
INF 303
TINF 306
INF 403
INF 404
INF 453
INF 454
INF 455,
INF 465
INF 466
INF 496
IINF 499
18
[Section 5. Financial Resources and Instructional Facilities
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize
the instructional facilities and equipment committed to ensure the success of the program. Please
explain new and/or reallocated resources over the first five years for operations, including faculty
and other personnel, the library, equipment, laboratories, and supplies. Also include resources for
capital projects and other expenses.
There has been a significant commitment to provide instructional resources for this program from several
souves, including the SUNY High Needs program and the SUNY 2020 program. These have been made
available immediately so that the appropriate number of faculty will be in place as the program
begins. Equipment and supplies are included in the faculty start-up funds.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan
summary. Enter the anticipated academic years in the top row of this table. List all resources that
will be engaged specifically as a result of the proposed program (e.g., a new faculty position or
additional library resources). If they represent a continuing cost, new resources for a given year
should be included in the subsequent year(s), with adjustments for inflation or negotiated
compensation. Include explanatory notes as needed.
[SUNY Program Expenses Table ]
SUNY Program Expenses Table
Expenses (in dollars)
Program Expense Categories Before | Academic | Academic | Academic | Academic | Academic
Start Year 1: Year 2: Year 3: Year 4: Year 5:
YEAR (eanyle2019 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
(@) Personnel (induding
faculty andall others) $321,909 | _ $995,647 | $1,013,786 | $1,032,469 | $1,053,119 | $1,074,181
®) Library
$0 $0 $0 $0 $0 $0
© Equipnent
$15,000 | _ $103,550 $98,300 $98,150
@) Laboratories
$0 $0 ISO $0 $0 $0
© Supplies
$4,000 $103,559 $98,300 $98,150
@© Capital Expenses
$9 $9 $9 $9 $9 $9
@ Other Gpeafy): Studenis
(Assistantships) $236,977 $218,964 goo5534 —gn37,301| $239.27 $246,448)
h) Sum of Rows Above $577,886) $1,421,713)$1,435,921 |$1,461,070 $1,292,389 $1,320,629]
19
Explanatory notes:
Section 6. Library Resources ]
a) Summarize the analysis of library collection resources and needs for this programby the
collection librarian and program faculty. Include an assessment of existing library resources
and accessibility to those resources for students enrolled in the program in all formats, including
the institution’ s implementation of SUNY Connect, the SUNY -wide electronic library program.
The University Libraries collect, house, and provide aocess to all types of published materials in support of the
research and teaching of the schools, colleges, and academic departments of the University. This evaluation
considers those portions of the libraries’ collections and services that support a Bachelor of Science programin.
Informatics, which will rely on existing computer science and information studies resources.
Library Collections
The University Libraries are among the top 115 research libraries in the country. The University Library, the
Science Library, and the Dewey Graduate Library contain more than two million volumes and over 2.8 million
microforms. The Libraries subscribe or provide access to over 75,000 serials. Many thousands more are made
available via subscriptions to full-text databases. Whenever possible, current subscriptions are available
online. Additionally, the Libraries serve as a selective depository for U.S. Govemment publications and house
collections of software and media. The print collection supporting Computer Science is housed in the Science
Library. The print collection for Information Studies is housed in the Dewey Graduate Library. Other print
resources for related subjects like Business, Education, Sociology, and Documentary Studies are housed in the
University Library. Online resources (joumals, databases, e-books, digital libraries) are available on and off
campus, all hours of the day.
Books
There are over 16,000 books in those portions of the Library of Congress (LC) classification scheme which
relate to computer science; specifically in classes QA 76 (computer science), Q 327 (pattem recognition), Q
335-336 (artificial intelligence), QA 267-268 (machine theory), TA 1630-1650 (image processing), TK 5105
(computer networks), and TK 7880-7895 (computer electronics). In addition, there are over 10,000 ebooks in
the Springer Computer Science eBook Collection, many covering the concentrations available in the
Informatics program. Dozens of new e-books are automatically added to this collection each week.
Furthermore, the University Libraries subscribe to Safari Tech Books Online. This resource provides online
acoess to nearly 150 computing books from publishers like O'Reilly, Addison Wesley, New Riders, Prentice
Hall, and Sams.
20
There are also over 65,000 books in the Library of Congress classification scheme which relate to information
science: Z 4-115.5 (books in general), Z 116-659 (book industries and trade), Z 662-1000.5 (libraries),
Z1001-8999 (bibliography) and ZA (information resources).
The University Libraries employ the approval plan services of Yankee Book Peddler. The approval plan is
used to obtain from selected major publishers and university presses current English language books written at.
the university or research level in the area of computer science. Books are acquired according to a profile,
which outlines subject areas to be included or excluded.
Standing orders are another means of book acquisitions. Annuals, multi-volume series, and conference
proceedings are among the types of materials received in this manner.
Books that are not acquired on approval or by standing order may be selected for purchase by the Computer
Science or Information Studies bibliographer. Suggestions for book purchases are accepted from faculty and
students. Books may be purchased in print or e-book formats.
Furthermore, subscriptions to the ACM Digital Library and the IEEE Computer Society Digital Library include
online to a significant and growing collection of these association’ s conference proceedings and
wees
Journals and Databases
The University Libraries has current subscriptions to 30 joumals in the field of computer science. Students and.
faculty also have access to numerous other computer science joumals and magazines via the SUNY -wide
subscription to Elsevier’ s ScienceDirect, and the University Libraries’ subscriptions to ACM Digital Library,
IEEE Computer Society Digital Library, IEEE All-Society Periodicals Package, and Computers & Applied
Sciences Complete. The University Libraries also subscribes to several general or interdisciplinary journals, as
‘well as journals in related subjects.
To evaluate the strength of the joumal holdings in Information Studies, the University Libraries journal
holdings were compared to the Library and Information Science list of joumals in the 2012 Journal
Citation Reports database. The study found that the University Libraries owns or provides access to 72
of the 85 (84.7%) of the journals listed. This indicates a strongjoumal collection in support of Information.
Science.
The University Libraries subscribe to the following databases. All of which have either informatics content or
index joumals, magazines, books, or conference proceedings related to Informatics.
. Academic OneFile
. ACM Digital Library
° Business Source Conplete
. Computer Source
. Computers & Applied Sciences Complete
. Ebsco Academic Search Complete
. Education Full Text (H. W. Wilson)
° IEEE Computer Society Digital Library
° IEEE All-Society Periodicals Package
. INSPEC
. Library, Information Science and Technology Abstracts (LISTA)
. Library and Information Science Abstracts (LISA)
. MasterFILE Premier
21
° Safari Tech Books Online
. Springer Computer Science eBook Collection
. Web of Science
Reference Collections
The reference section of the Science Library houses a collection of resources in support of the science and.
technology programs. Numerous reference books related to Informatics are available; these include titles such
as Concise Encyclopedia of Computer Science, Encyclopedia of Computer Science, Encyclopedia of Data
Warehousing and Mining, and Oxford Dictionary of Computing. The University Libraries also provide access
to online reference resources like Collins Dictionary of Computing, Dictionary of the Internet, Encyclopedia of
Biometrics, Encyclopedia of Computer Science, Encyclopedia of Cryptology, Encyclopedia of Database
Systems, Encyclopedia of GIS, Encyclopedia of Multimedia, and Handbook of Semantic Web Technologies.
The more general reference resourves available in the University and Dewey libraries augment this collection.
There are also numerous general online reference resources available to the University community. This
includes resources like Books in Print, Ulrich’ s International Periodicals Directory, American Men & Women,
of Science, Dissertation Abstracts, and WorldCat. Furthermore, the Dewey Library contains numerous
reference books related to Information Studies. This includes titles such as ALA Glossary of Information
Science, Dictionary of Information Science and Technology, Dictionary of Information and Library
Managerrent, Encyclopedia of Communities of Practice in Information and Knowedge Management,
Encyclopedia of Library and Information Science, Encyclopedia of Information Science and Technology, and
International Encyclopedia of Information and Library Science.
Interlibrary Loan and Delivery Services
The University Libraries’ Interlibrary Loan (ILL) Department borrows books and microforms, and obtains
digital copies of joumal articles and other materials not owned by the Libraries from sources locally, state-
wide, nationally, and intemationally. ILL services are available at no cost to the user for faculty, staff, and
students currently enrolled at the University at Albany. Users can manage their requests through the use of
ILLiad, the University Libraries’ automated interlibrary loan system, which is available through a Web
interface at https: //illiad.albany.edu/.
The University Libraries also provide delivery services for books and articles housed in any of the three
libraries. Books can be delivered to one of the libraries or departmental addresses. Articles are scanned and
delivered electronically via email. The Libraries also provide free delivery services to the home addresses of
online leamers and people with disabilities. Delivery services are managed through ILLiad as well.
Access to Research Collections
Library memberships provide access to many other libraries in the Capital District region, in New Y ork State,
and throughout the United States and Canada. In the Capital District, the Capital District Library Council
(CDLC) sponsors the Direct Access Program (DAP). Upon presentation of a CDLC DAP card, students and.
faculty may borrow from or use 47 academic, public, law, medical, and technical libraries, including the
Rensselaer Polytechnic Institute Libraries, which has excellent technical collections. Students and faculty may
also use the collections of the New Y ork State Library. Statewide, students and faculty may use and borrow
materials from most of the SUNY -affiliated institutions.
Summary and Conclusions
The University Libraries are and have been committed to build and maintain collections in support of the
primary areas associated with Informatics, mainly computer science, information technology management, and
information studies. There are robust book, joumal, magazine, and proceedings collections to support the
students in the Informatics B.S. program's areas of concentration. Online collections are available on and off
campus, and online leamers can request books and articles using the Libraries’ document delivery services.
Materials not owned by the University Libraries may be obtained through interlibrary loan.
b) Describe the institution's response to identified collection needs and its plan for library
development.
As per the librarian’ s report, there are no outstanding collection needs in relation to the Informatics major.
[Section 7. External Evaluation
SUNY requires external evaluation of all proposed bachelor’s degree programs, and may request an
evaluation for a proposed associate degree or certificate program in a new or emerging field or for other
reasons.
Is an external evaluation required? [ ]No [X ]Yes
If yes, list below all SUNY -approved evaluators who conducted evaluations (adding rows as needed), and.
submit a separate electronic document to accompany this form that contains each original, signed External
Evaluation Report as well as the single Institutional Response to all reports, as described in Section 8. NOTE:
To select external evaluators, a campus sends 3-5 proposed evaluators’ names, titles and CVs to the assigned
SUNY Program Reviewer, expresses its preferences and requests approval.
Evaluator #1 Evaluator #2
Name: Dennis Groth Name: Mary Beth Rosson
Title: Interim Vice Provost for Undergraduate Title. Assoc Dean, College of Information Sciences
Education (Assoc Prof, Informatics) and Technology
Institution: Indiana University Bloomington Institution: The Pennsylvania State University
[Section 8. Institutional Response to External Evaluator Reports
As applicable, senda single Institutional Response to all External Evaluation Reports in the same file that
contains the verbatim, signed External Evaluation Reports.
[Section 9. SUNY Undergraduate Transfer
The State University views as one of its highest priorities the facilitation of transfer.
a) Foraproposed Associate in Arts (A.A.) or an Associate in Science (A.S.) degree, demonstrate that the
program's graduates will be able to transfer into at least two parallel SUNY baccalaureate programs and
complete them within two additional years of full-time study, per SUNY policy, by listing the transfer
institutions below and appending at the end of this document:
— two completed SUNY Transfer Course Equivalency Tables, one for each transfer institution; and
23
— aletterfromthe Chief Academic Officer of each transfer institution asserting acceptance of the
completed Transfer Course Equival Table.
Baccalaureate Degree Institution Baccalaureate Program SED Code and Title Degree
b) Foraproposed baccalaureate program, document articulation with at least two parallel SUNY associate
degree programs for seamless transfer, by appending documentation of articulation, such as SUNY
Transfer Course Equivalency Tables and/or letters of support from Chief Academic Officers at associate
degree institutions or their designees. If transfer does not apply to this program, please explain why.
Associate Degree Institution Associate Program SED Code and Title Degree
Hudson Valley Comm College 30084 Computer Information Systems AS
Fulton Montgomery Comm College 00853 Computer Information Systems AAS
NOTE: Transfer course equivalency tables are needed, despite SUNY Transfer Paths, to ensure that all
courses inan A.A. or A.S. programwill be accepted for transfer. Official SED programtitles and codes can
be found on NYSED’ Inventory of Registered Programs at http: //www.nysed.govw/heds/IRPSL1.himi.
[Section 10. Application for Distance Education ]
a) Does the program's design enable students to complete 50% or more of the course requirements through
distance education? [ ] No [X]Yes. If yes, append acompleted SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education format.
See Appendix 7
b) Does the program's design enable students to complete 100% of the course requirements through distance
education? []No [X ]Yes
[ Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
a) Based on Guidance on Master Plan Amendments, please indicate if this proposal requires a Master Plan
Amendment.
[X]No_ [ ] Yes, acompleted Master Plan Amendment Formis appended at the end of this proposal.
b) Based on SUNY Guidance on Degree Authorizations (below), please indicate if this proposal requires
degree authorization.
[X1No [ ] Yes, once the programis approved by the SUNY Provost, the campus will work with its
Campus Reviewer to draft a resolution that the SUNY Chancellor will recommend to the SUNY Board of
Trustees.
Degree authorization is required when a proposed program will lead to a new degree (e.g., B.F.A.,
MP.H) at an existing level of study (i.e., associate, baccalaureate, first-professional, master’s, and
doctoral) in an existing disciplinary area at an institution. Disciplinary areas are defined by the New York
State Taxonomy of Academic Programs. Degree authorization requires approval by the SUNY Provost,
the SUNY Board of Trustees and the Board of Regents.
[__List of Appended and/or Accompanying Items
a) Appended Items: If materials required in selected items in Sections 1 through 4 and Sections 9, 10 and
MPA-1 of this form apply to this proposal, they should be appended as part of this document, after this
page, with continued pagination. In the first column of the chart below, please number the appended.
items, and append them in number order.
Number Appended Items Reference Items
For multi-institution prograns, a letter of approval from partner z
institution(s) Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’ s components meet the requirements of Section 2.3, Item(e)
specialized accreditation, Commissioner’ s Regulations for the we
profession, or other applicable extemal standards
For programs leading to licensure in selected professions for which
the SED Office of Professions (OP) requires a specialized form a Section 2.3, Item (e)
completed version of that form
OPTIONAL: For programs leading directly to employment, letters of 4
1 rt from employers, if available Section 2, Item 2.3 (h)(2)
Forall prograns, a plan or curriculum map showing the courses in
2 which the program’ s educational and (if appropriate) career Section 2, Item7
objectives will be taught and assessed
For all programs, a catalog description for each existing course that is
3 part of the proposed undergraduate major (including cognates and Section 3, Item (b)
restricted electives)
For all programs with new courses in the major, syllabi for all new 7
# courses in a proposed undergraduate major Section 3, Item (c)
For programs requiring external instruction, a completed Extemmal
Instruction Formand documentation required on that form Section3, Item (d)
For that will on newfaculty, position descriptions or F
5 frogrars Te eee pea aay, Pos pt Section 4, Item (b)
For all AA. and AS. programs, Transfer Equivalency Tables and
letters of support from at least two SUNY baccalaureate institutions;
6 for baccalaureate programs that anticipate transfer student Section 9
enrollment, documentation of seamless transfer with at least two
SUNY two-year programs
For programs designed to enable students to complete at least 50% of
7 the course requirements at a distance, a Distance Education Format Section 10
Proposal
For programs requiring an MPA, a Master Plan Amendment Form Section MPA-1
8 Sample Program Schedule and Curriculum. Section 3
b) Accompanying Items - External Evaluations and Institutional Response: If Sections 7 and 8 of this
form indicate that extemal evaluation is required as part of this proposal, please send a separate electronic
document to program review@suny.edu that contains the original, signed External Evaluation Reports and
asingle Institutional Response to all reports. The file name should indicate the campus, programtitle,
award and content of the file (e.g., BuffaloU-English-PhD-ExEval).
25
University at Albany
Program Proposal BS in Informatics
Appendix 1
Letters from potential employers
February 7", 2014
To Whom It May Concern,
I am writing to you to express my full support of the Informatics Bachelor of Science program at the University at Albany.
This program will give new options to students interested in the field of technology. In addition this program will prepare
students for open positions that are in high demand.
The curriculum in the proposed BS in Informatics has areas of concentration in cyber security, software development, and
data analysis. While larger corporations seek candidates who specialize in one area, many smaller companies seek dynamic
individuals who have experience in all of the above.
At Potratz Partners Advertising INC., we are looking for Web Developers, however having experience in application
security, or data analytics is a big benefit. Located in Schenectady, New York, we have been looking for qualified
candidates for a few months. We recently hired a Web Developer, and a Web Developer intern, and are looking to add
another one or two developers immediately. Over the course of this year we are looking to add an additional two to three
developers, and more interns as well. We are currently experiencing a large period of growth. If we achieve our projected
goals a conservative estimate for hiring would be an addition five to seven developers over the next five years.
Our specific goal in hiring is to hire entry to junior level developers. Having personally conducted the intervie an say
that there is a lack of qualified candidates. The new Bachelors of Science in Informatics would give students a great base in
a wide variety of fields. Please do not hesitate to contact me for further information.
Sincerely,
Adam Fahrenkopf - University at Albany Alumnus
Director of Web Development
Potratz Partners Advertising INC.
(518) 631-5505 ext 402 — Adam@ppadv.com
@ pprenda
Re: Apprenda’s Three Year Hiring Plan
Apprenda’s 3 year hiring plan contains the expansion af new and existing roles in the following departments
Sales
. Enterprise Sales Representative
Sales Representatwe
* Sales Engineer
. Assistant
Client Services
Training Management
. Client Service Engineer
Technical Account Manager
. Business Analyst
Research and Development
. Development Team Lead
: Senior NET Developer
. Junior NET Developer
. Senior Java Developer
Junior Java Developer
. Senior Quality Assurance Analyst
. Junior Test Engineer
Several executive roles will be filled as well
Hiring velocity will be partially driven by revenue targets. As a point of reference, Apprenda has hired 18 new employees in varying roles in the
past 5 manths (November 'l3 ~ March 14),
Sincerely,
Matt Ammerman
VP, Client Services & Co-founder
Apprenda Inc
518 928 4817
fa] APPRENDA.COM | 1.877.PAASWEB
Hornby
Zeller
Associates “
March 12, 2014
Jennifer Goodall, PhD
Director, Informatics Undergraduate Program
Director, CCIWIT Program
University at Albany, SUNY
Main Campus, Suite LI-84
1400 Washington Avenue
Albany, NY 12222
Bear Jennifer,
As you are aware, Hornby Zeller Associates, Inc. (HZA) is an evaluation,
research and consulting firm which uses rigorous data analysis to inform
government and non-profit social services agencies about their performance
and ability to achieve successful outcomes for the clients they serve.
Qualitative and quantitative analyses are both used, with the quantitative
ranging from simple data analysis of customer satisfaction surveys to complex
data analysis of government agency case management systems.
Over the last several years, HZA has hired several of SUNY Albany’s Master’s
level graduates. Two of our staff came from the School of Social Work and a
third from the School of Criminal Justice. We have also had the pleasure of
hosting two interns from the university's Computer Science program. What
has stood out from each of these hires is that students graduating with a
social services degree have limited quantitative analysis skills, despite the
school’s macro-level program, and those with a technical degree have limited,
if any, social services knowledge or knowledge of the field within which they
will work. Neither candidate is prepared to enter the job market, at least from
a consulting perspective, beyond having limited, basic skills or knowledge.
Inc.
www.hornbyzeller.com
48 Fourth Street
Suite 300
Troy, NY 12180
(618) 273-1614
Fax: (618) 273-0431
ny@hornbyzeller.com
373 Broadway
South Portland, ME 04106
(207) 773-9529
Fax: (207) 773-9074
me@horbyzeller.com
Dept. of Human Services
DCFS Quality Assurance
P.0. Box 1437 Slot# $570
Little Rock, AR 72203
(601) 682-7931
Fax: (501) 682-6815
ar@hornbyzeller.com
75 S, Houcks Road
Suite 201
Harrisburg, PA 17109
(747) 540-7740
Fax: (717) 540-7760
pa@hombyzeller.com
HZA is pleased SUNY Albany has developed an Informatics Program, one which is designed
to better develop the skills its graduates will need to enter the job market competitively. The
interdisciplinary approach will not only help technology-focused students learn how to apply
their skills in a particular field, it will also give macro-oriented social services students the
ability to develop the skills they need for research and evaluation.
As mentioned earlier, this past year HZA has worked with two interns from the university's
technology-based program. The goal has been to not only have the interns perform data
analysis for our evaluative work, but more importantly to understand the data and how they
are used. We have been pleased with the result and plan to continue to work with SUNY
Albany to have at least one intern on board in each of the fall and spring semesters, and in
some instances, the summer semester as well. Ideally, future interns will come from the
Informatics Program who have an interest in working with social services or government
agencies.
We look forward to working with you in the years ahead and helping to prepare graduates for
a career in the ever-expanding field of information management.
Sincere
Za
ennis E. Zeller
Principal
28 Corporate Drive
Kit are Clifton Park, NY 12065 USA
W Phone/Fax: (518) 371-3971
www.kitware.com
February 27, 2014
Jen Goodall
Assistant Dean
College of Computing and Information
State University of New York at Albany
Dear Dr. Goodall,
We would like to express our enthusiasm for the new curriculum adopted by the Informatics
department.
Asa company dedicated to developing and promoting open source sofiware, we are pleased to note
that you have included many topics that will prepare students to be active participants in what is sure
to be a agile and shifting job market.
Given our involvement with the Open Source Electronic Health Records Alliance (OSEHRA), in
service of the US Department of Veterans Affairs, we are especially supportive of the various topics
related to healthcare. The introduction of MUMPS as a NoSQL database, and VistA as a special
topic class are particularly valuable.
We also appreciate the broad coverage of open source technologies and modern practices of software
development as topics in the curriculum. In particular, your use of the revision control system Git,
the programming languages Python and Node.js, the use of RESTful interfaces in the web
programming classes, and the very use of Team Based Learning, as a way to better prepare the
students to the actual team-based work that takes place in modern software companies.
We’ve employed four interns from Informatics in the past two years and expect that relationship to
continue to develop. We anticipate that in the upcoming year, we will be hiring four (4) entry level
positions with background in large scale software development, agile methodologies, software
quality control, data analysis, open source databases, web development and scripting languages, and
twenty (20) positions in five years.
We are also delighted to be able to contribute to the curriculum, by way of direct involvement of
some of our technical leaders, in particular Dr. Luis Ibanez, teaching the Data and Databases class
and the Special Topics classes on Open Source Software Practices and on Open Source in
Healthcare. Several of our engineers have also been pleased to contribute to the workshops on Git
training that have taken place over the past year.
28 Corporate Drive
7 Clifton Park, NY 1206
\CKi twar e ee oe as
www.kitware.com
During this past summer we already benefited from having four interns for SUNY’s Informatics
Department, who enabled us to successfully deliver results in a high profile project for the Federal
Government. We are looking forward to continue this mutually beneficial relationship.
Sincerely,
'v \ Tbneal
Will Schroeder
President and CEO
Office of
Information
Technology
Services
Empire State Plaza
P.O. Box 2062
Albany, NY 12220-0062
www.its.ny.gov
ANDREW M. CUOMO
Governor
BRIAN DIGMAN.
NYS Chief Information Officer
Director, Office of IT Services
February 14, 2014
Ms. Jennifer Goodall, Ph.D.
Director, Informatics Undergraduate Program
Director, College of Computing and Information Women in Technology (CCIWIT) Program
LI-84; 1400 Washington Avenue
Albany, NY 12222
Dear Dr. Goodall:
As the Chief Technology Officer (CTO) for New York State, it is my pleasure to support the University at
Albany's new Bachelor of Science degree program in Informatics. It is essential New York State
supports programs to increase the number and diversity of computer science and informatics majors
to meet future employment demand in the high-tech sectors.
The NYS Office of IT Services employs nearly 4,000 people, who predominantly work in the field of
information technology, cyber-security, interactive user experience, networking, social media, data
analytics, and software development. Informatics is a relatively new discipline in government but will
certainly become a demand skill as more data driven, cross-jurisdictional, programs and policies are
developed and incorporated into public sector service delivery. *
The New York State Office of Information Technology Services is committed to building and
strengthening the state’s information technology workforce through innovative partnerships with
institutions of higher education like the University at Albany. We fully support the University at Albany
in this exciting new baccalaureate program in informatics.
Sincerely,
A
Kishor Bagul
Chief Technology Officer
New York State
// troywebconsulting
Troy Web Consulting, as part of our strategic operating plan, projects to hire 3-5 new
software developers in full time positions over the next 5 years. We have experience
steady and consistent growth over the last 11 years and looking at the last 2 years have
revised our growth plan up some. We also plan to bring on 5 or more interns as paid
positions to grow our current intern program.
Thank you,
Anthony
Anthony T. DeBonis
Head of App Dev
Troy Web Consulting
Anthony@troyweb.com
518-852-1653
University at Albany
Program Proposal, BS in Informatics
Appendix 2
Student Leaming Outcomes
Below we list the expected student learning outcomes (SLOs) within the core and within the concentrations. The emphasis
here is that the SLOs are fulfilled within the required courses in the core and the individual concentrations. In many cases,
SLOs will also be fulfilled by courses (especially electives) beyond those listed. Also, through electives students will
achieve advanced competencies beyond the degree baseline ones established here.
INF BS Core
SLO: What do we want students to know and what skills | Class: In what classes
do we want them to have? do they learn this SLO?
Capable of working as part of a team Classes with TBL or
other teamwork
components.
Ability to lead a project LT INF 305
Present data, information, arguments, and research LINF 301, | INF 499
verbally
Present data, information, arguments, and research LINF 100, | INF 301, |
visually INF 499
Think critically and solve problems related to current LT INF 100, | INF 301, |
digital, technological, or information challenges INF 499, | CSI 105
Collect and analyze data T INF 200, | INF 202, |
INF 465, | INF 466, A
MAT 108
Apply skills learned in the classrooms to real-world Experiential learning
situations opportunities: | INF
467, | INF 468, | INF
469, E APS 487
Create a web site with interactive design elements as LINF 201, | CSI 105
appropriate for a specific audience
Understand the basics of computer networking TINF 201, | INF 203, |
Cs! 105
Explore computing and information in today’s society | INF 100, | INF 301, |
INF 499, | CSI 105
Create computer programs to address a specified ICSI 105
problem
Demonstrate and understanding of concepts and issues in | | INF 202, | INF 203, |
digital privacy and security CSI 105
Recognize the importance of data and its organization I INF 202, | CSI 105
and manipulation in business, government, and society as
INF BS Co
a whole
Implement basic design principles I INF 201
Distinguish between types and forms of databases, and INF 202
the types of data problems such databases can address
Distinguish between types and forms of data, and the I INF 200, | INF 202
potential uses of that data
Identify current and future trends in information-based INF 301
technologies
Demonstrate an ability to critically evaluate the sources, LINF 100, | INF 301
content, and intention of information, along with the
ability to communicate, clearly and coherently, any
findings to a wider audience
SLO: What do we want students to know and what skills
nteractive User Experience
Class: What classes do
do we want them to have? they learn this SLO?
Understand basic visual design principles T INF 362
Predict trends LT INF 202
Be familiar with a variety of technologies and tools used INF 201
in web and mobile design
Write computer programs for various purposes
1CSI 105, | CS! 107
Design or create new applications, ideas, or products
Experiential learning
opportunities: | INF
465, | INF 466, In INF
467, | INF 468, | INF 469
Back up or modify applications and related data to
provide for disaster recovery
I INF 203, | CSI 124X
Determine sources of web page or server problems, and
take action to correct such problems
I INF 203, | CSI 124X
Critique content and design
TINF 201, | INF 302, |
INF 462
Implement security measures, such as firewalls or | INF 203
message encryption
Administer Internet/ intranet infrastructure, including TINF 201
components such as web, file transfer protocol (FTP),
news and mail servers
Collaborate with development teams to discuss, analyze,
or resolve usability issues
Classes with TBL or
other teamwork
components.
Test backup or recovery plans regularly and resolve any | INF 203
problems
Implement updates, upgrades, and patches in a timely | INF 362
manner to limit loss of service, and using appropriate
tools
Create various forms of digital media
I INF 302, | INF 363, A
DOC 330, A DOC 406, A
DOC 407
Use communication, and dissemination techniques and
methods. This includes alternative ways to inform and
entertain via written, oral, and visual media
T INF 462, | INF 499
Concentrati
Cyber-security
SLO: What do we want students to know and what skills
do we want them to have?
Class: What classes do
they learn this SLO?
Demonstrate a basic knowledge of computer systems and
identify their vulnerabilities.
TINF 203, | CSI 124X
Demonstrate a basic knowledge of computer networks
and identify their vulnerabilities.
I INF 203, | CSI 124x
Define and compare the different types of computer
attacks
I INF 203, | CSI 124X
Differentiate security vulnerabilities
I INF 306, | INF 452, |
CSI124X, | CSI 424
Demonstrate a knowledge of cryptographic principles,
systems and implementations
I INF 306, | CSI 426
Apply current principles and practices of digital forensics
TINF 306, | INF 401
Demonstrate a knowledge of security policies and
procedures
I INF 203, | INF 306, |
INF 452, | INF 453, | INF
455, | CSI 424
Apply principles and practices of software security
TINF 306, | INF 453
Create and implement plans to defend computer and
networks systems in live exercises.
TINF 306, | INF 455
Demonstrate an understanding of sources of ongoing
updates on security issues, approaches and solutions.
TINF 306, | INF 454, |
INF 455, | CSI124X, | CSI
300Z
Concentrati Networki
Comput
SLO: What do we want students to know and what skills
do we want them to have?
Class: What classes do
they learn this SLO?
Understand basic network design principles
I INF 203, | INF 303
Research and communicate networking and related IT
issues, prepare proposals, and develop design
recommendations.
I INF 200, | INF 303, |
INF 403, | INF 496
Understand network security issues and how they relate
to technologies and services that include cloud
computing, mobile, and wireless networking.
I INF 306, | INF 403, |
INF 404, | INF 452
Illustrate concepts and technologies of communication
and data networks
TINF 203, | INF 303, |
INF 403, | INF 470, | INF
496
Concentration: Computer Networking
Work effectively, both individually and with others, as a
network engineer or network administrator in a variety of
organizational settings
Experiential learning
opportunities: | INF 465,
| INF 467, | INF 468
Concentration: Social Media
Student Learning Outcomes (SLO): What do we want
students to know and what skills do we want them to
have?
Class: What classes
do they learn this
SLO?
Competency with current social media platforms
| INF 307
Compare and utilize third-party social media management
tools
INF 307
Extrapolating meaning from platform-specific and third-
party social media tracking and analytics tools
INF 202, | CS! 131, |
CSI 432
Predict trends in social media
I INF 202, | CS! 107, |
CSI 131, | CSI 432
Create various forms of digital media
I INF 201, | INF 363, A
DOC 224
Communicate orally and in written form for a variety of
purposes (understand when it is important to be less formal
and more professional)
I INF 100, | INF 301, |
INF 499
Develop and implement creative social media programs and
campaigns
INF 465, | INF 467, |
INF 468, | INF 469, A
SOC 255, A SOC 210
Ability to employ community moderation techniques
I INF 465, | INF 467, |
INF 468, | INF 469, A
SOC 255, A SOC 270
Perform outreach activities
Experiential learning
opportunities: | INF
465, | INF 467, | INF
468, | INF 469
Use social media to foster interactivity, engagement,
community growth, and loyalty
INF 401, | INF 465, |
INF 467, | INF 468, |
INF 469
Concentration: Data Analytics
Student Learning Outcomes (SLO): What do we want
students to know and what skills do we want them to
have?
Class: What classes
do they learn this
SLO?
Competency with current data management and database
platforms
I INF 202, | CS! 431, |
INF 407
Utilize third-party data management tools
INF 202
Extrapolating insights from very large data sets
I INF 202, | INF 300, |
CSI 131, | CS! 431, |
IST 433, | CSI 436
Using visualization tools to represent meaning from data
CS! 131, | INF 202, |
INF 408
Use data modeling techniques to represent meaning from
data
TINF 202, | INF 408, |
INF 451, | CSI 131, |
CSI 432, | CS! 436
Communicate orally and in written form for a variety of
purposes (understand when it is important to be less formal
and more professional)
I INF 100, | INF 301, |
INF 499
Coding and testing data analysis algorithms
1CS! 131, }INF 451, |
CSI 436
Quantifying uncertainty in analysis results
1CS! 131, | INF 451, |
INF 300, | CSI 436
Concen Software Development
Student Learning Outcomes (SLO): What do we want
students to know and what skills do we want them to
have?
Class: What classes
do they learn this
SLO?
Develop software applications at varying levels of
proficiency
1CSI 105, | CSI 201, |
CSI 310
Apply principles and practices of object-oriented design to
projects
ICS! 201, | CSI 405
Create software using current practices and design
principles
CSI 418Y, | CS! 455
Implement debugging and testing principles and practices
ICSI 201, | CSI 310, |
CSI 405, | CSI 418Y
Ability to use multiple software design methodologies (e.g.
waterfall, agile).
| INF 305, | CSI 418Y
Demonstrate knowledge of life-cycle management.
| INF 305, | CSI 418Y
Demonstrate proficiency in team-based software systems
design, implementation and testing.
1CSI 105, | CSI 418Y
Concentration: Information Technology
Student Learning Outcomes (SLO): What do we want
students to know?
What skills do we want them to have?
Class: What classes
do they learn this
SLO?
Develop and implement IT projects
Experiential learning
opportunities: | INF
467, | INF 468, | INF
469
IT Fundamentals
INF 201, | INF 202, |
INF 203, | INF 308, |
INF 499
Apply concepts of human computer interaction to projects
INF 201, | INF 302, |
INF 308
Model current principles of information assurance and
security
TINF 306, | INF 308
Analyze information management concepts and
fundamentals
INF 202
Apply integrative programming techniques and technologies
ICSI 105, | INF 308
Understand and explain the foundations of networking
TINF 203, | INF 303
Compare and utilize a variety of platform technologies
I INF 303, | INF 306, |
INF 308
Apply system administration and maintenance tools and
techniques
I INF 203, | INF 303, |
INF 306, | INF 308
Apply a variety of web technologies
TINF 201
University at Albany
Program Proposal BS in Informatics
Appendix 3
Course descriptions of existing courses
Department of Informatics
| INF 100X Information in the 21% Century (3)
Introduction to information and technology in the 21* Century. Different resources, including the
Internet, libraries, news sources and other sources of information, hardware, and Web 2.0 technologies
will be explored. The primary emphasis of the class is on discovering reliable information sources for
any and all subjects so that a student's future research and other pursuits are supported by the methods
developed in this course. Each student is called upon to fortify their own individual
communication and reasoning skills and will demonstrate the use of those skills through course
assignments, class presentations and group activities.
| INF 200 Research Methods for Informatics (3)
In this course students will gain an understanding of key methods, and techniques in research; prepare
to critically evaluate, and engage in, research. Topics covered will include: identifying and articulating
research problems, posing research questions, research design, data collection strategies, quantitative
and qualitative analyses, interpreting results of analyses, and concerns in human subject research.
Prerequisite(s): | INF 100
| INF 201 Web Technologies (3)
A technique-oriented introduction to client-based Web design and development technologies, including
HTML/ XHTML, CSS, J avaScript, digital imaging, file formats, etc.; also the elements of UNIX and
networks necessary to understand and implement basic information management and transfer.
Prerequisite(s): | INF 100X; not open to students who are taking or have completed | IST 361.
| INF 202 Introduction to Data & Databases (3)
This course introduces students to data and databases. It covers both long-standing relational
(SQL) databases and newly emerging non-relational (NoSQL) data stores. The nature of data,
Big Data, intellectual property, system lifecycle, and development collaboration are also
explored. Team-based activities alternate with hands-on exercises. Prerequisite(s): | CSI 101,
105, 110 or 201 or BITM 215
| INF 203 Introduction to Networks and Systems (3)
This course provides an introduction to computer networking and computer systems. The course covers
the fundamentals of networked computing systems with an emphasis placed on the basics of network
protocols and how they operate at all layers of the networking models. The course also introduces
students to personal computer internal system components, storage systems, peripheral devices,
digital circuits, and operating systems from an introductory computer architecture perspective.
Prerequisite(s): | CSI 105 or 201.
| INF 301 Emerging Trends in Information and Technology (3)
This course is designed to address challenges of the 21* century from the information science
framework. We will explore emerging technologies and discuss how they alter and create new
Proposal for a B.S. in Informatics 1
information environments. Examples of these technologies include Big Data, 3D Printing, Social Media,
Wearable Computing, etc. Attention will be paid to real world uses of these technologies, emphasizing
how they are changing business, government, education, and a number of other industries. This course
also focuses on career paths for digital citizens in the 21* century. Prerequisite(s): | INF 100
| INF 302 Human-Computer Interactive Design (3)
This course examines human factors, Human-Computer Interaction aspects of application domains,
human-centered evaluation, developing effective interfaces, accessibility, emerging technologies, and
human-center computing. Students learn several techniques for rapid prototyping and evaluating
multiple interface alternatives and principles of visual design. Information visualization, user interface
software architecture, and formal methods in HCI will be explored. Prerequisite(s): | INF 301
| INF 303 Intermediate Networking (3) (previously INF 423)
This course is designed to convey the essentials of data communication networks. It will cover
concepts, technologies and architectures. There will be practical lessons built into the semester’s
topics and assignments whenever possible. This course will build on the networking knowledge gained
in | INF 203, covering the major conceptual areas balanced with practical discussions and exercises. It
will also discuss important network management topics such as domain management and security.
Prerequisite(s): | INF 203. Students who have taken INF/ IST 423 may not take | INF 203 for credit.
| INF 304 Intermediate Hardware and Operating Systems (3) (previously INF 424)
This primary objective of this course is to provide the student with a detailed understanding of
computer systems from an architectural perspective. The material covered in this course, which builds
on that learned in | INF 203, is intended to form a foundation of technical knowledge for systems
analysis, design, configuration, selection, and management. The primary emphasis is expanding
students' technical knowledge of hardware and system software, with topics including advanced digital
circuits, integrated circuits, application development, operating systems, file systems, and systems
security. Prerequisite(s): | INF 203. Students who have take INF/ IST 424 may not take | INF 304 for
credit.
LINF 305 Digital Project Management (3)
This course provides an introduction to current practices in project management with a focus on the
management of digital projects. It is intended to provide a broad overview of the concepts, issues, tools
and techniques related to the management of digital projects from concept to completion. Topics
covered include project manager role/ responsibilities, project team structure, project documentation,
project phases/ SDLC, project management methodologies, troubled projects, digital analytics and
more. Prerequisite(s): | INF 201 and | INF 202
| INF 306 Information Security and Assurance (3)
Technical aspects of Cyber-security in computer and network systems. The nature of attacks and
defense in digital systems; models of vulnerabilities, threats and security; cryptography; forensics;
security policies and procedures; software and network security. Prerequisite(s): | INF 202.
| INF 307 Current Topics in Social Media (3)
In this course students will explore current topics and trends in social media. An emphasis will be
placed on investigating and evaluating multiple social media outlets, writing across social media
platforms, and current trends in managing social media programs. Prerequisite(s): | INF 301
| INF 308 Programming for Informatics (3)
Proposal for a B.S. in Informatics 2
Computer Programming in an Informatics environment. The fundamentals of programming, including
introduction to algorithms, object-oriented design, and data structures. Additional topics include basic
interface design, security, networking, use of data bases, and mobile and other non-traditional
computing platforms. Prerequisite(s): | CSI 105 and | INF 100.
| INF 362 Intermediate Interactive Design (3)
Atechnique-oriented intermediate exploration of client-based Web design and development
technologies, using current and emerging technologies. Design, planning, security, administration and
management of websites will also be examined. Prerequisite(s): | CS! 101, 105, 110, or 201, | INF 201.
| INF 451 Bayesian Data Analysis and Signal Processing (3)
This course will introduce both the principles and practice of Bayesian and maximum entropy methods
for data analysis, signal processing, and machine learning. This is a hands-on course that will introduce
the use of the MATLAB computing language for software development. Students will learn to write their
own Bayesian computer programs to solve problems relevant to physics, chemistry, biology, earth
science, and signal processing, as well as hypothesis testing and error analysis. Optimization techniques
to be covered include gradient ascent, fixed-point methods, and Markov chain Monte Carlo sampling
techniques. Only one version of | INF 451 may be taken for credit. Prerequisite(s): A MAT 214 (or
equivalent) and | CSI 101 or 201.
| INF 468 Undergraduate Internship (3, may be repeated for a total of 6)
The internship has two components. (1) work experience in position related to student's interests in
computing and information. Interns are expected to spend eight (8) hours per week during the semester
at their internship location. (2) Academic seminar where students and faculty mentor meet
together monthly to discuss their experiences and general career preparation topics. Assignments may
include preparing a resume and cover letter, career development, assessing skills for and barriers to
career development, and planning for graduate or professional school. Students are expected to
research, identify and find their own possible internship opportunities. This activity will help student to
identify their own career goals and manner in which they may best be achieved, and it will also help
students to learn career preparation skills that will be useful after graduation. All internship
opportunities must be reviewed and approved by appropriate faculty prior to course registration. May
be repeated for up to 6 credits. Prerequisite(s): permission of instructor, junior or senior standing and a
minimum GPA of 2.50.
| INF 470 Physical Computing (3)
This course introduces programmable microcontrollers, digital chips that are used to control
electronics and robotics projects. In this course students will simultaneously develop the electronic
circuits and associated software for controlling hardware components including sensors and mechanical
parts. Topics include electronics fundamentals, analog/ digital (A/ D) devices, pulse-width modulation
(PWM) and embedded programming. Course has hands-on lab setting with a final group project.
Prerequisites: Informatics juniors or seniors.
| INF 496 Special Topics (3)
The contents of this course will vary from semester to semester. Each offering will cover an advanced
topic in Informatics. May be repeated for credit when content varies. Prerequisite(s): permission of
instructor, and junior or senior standing.
| INF 499W Senior Seminar in Informatics (3)
Proposal for a B.S. in Informatics
This course helps students develop integral professional skills, including presentation of ideas through
written and verbal communication, within an Informatics framework. Students will focus on a
particular technology company or issue as a mechanism for developing critical thinking and teamwork
skills. Prerequisites: Informatics seniors only.
Department of Computer Science
| CSI 105 Computing and Information (3)
A broad introduction to computer and information sciences and related disciplines. All of these fields
study various aspects of information and the modern digital computer. Among the central topics of this
course, students will learn basic computer programming because understanding how computers work is
a key to understanding their use across all of the disciplines in Computing and Information. The topics
include what we can and cannot known through computing, interactions between technology and
humans, and a series of contemporary applications of the disciplines. The course includes critical
readings, multiple perspectives, formulation and defense of opinions, common themes among diverse
topics, and skills and practice of teamwork.
| CSI 124X Computer Security Basics (3)
An introduction to security in computers and networks for a general audience. The operation of
computers and networks is explained to show how they are the basis for attacks. The course will confer
a basic but comprehensive understanding of how computer and network attacks (e.g. viruses, worms,
denial of service) work. Also, how a general user of computers can defend her or himself from current
and future attacks.
1 CSI 201 Introduction to Computer Science (4)
Computer algorithms and their representation. The principle of information hiding and its relation to
program block structure. File structure and access methods. The efficient use of computational
resources. Program development and style.
| CSI 300Z Social, Security and Privacy Implications of Computing (3)
The ethical and moral implications of using computers to affect the lives of individual and collective
members of human society. Material drawn from a variety of topics, including security and privacy in
computers, networks, security measures, and human users, data banks vs. rights to privacy,
intellectual property, open vs. closed software, software piracy, unauthorized access, and other
computer crimes. Prerequisite(s): | CS! 101, 110, 201 or other hands-on course in programming and
permission of the instructor.
| CSI 310 Data Structures (3)
Commonly used abstract data structures and their implementation. The use of pointers and recursive
programming. Stacks, queues, lists, and trees, and their application to such problems as sorting and
searching. Analysis of algorithms for using these structures. Prerequisite(s): | CS! 201.
1 CSI 405 Object Oriented Programming Principles and Practice (3)
Proposal for a B.S. in Informatics
Object oriented software design principles (abstraction, polymorphism and inheritance; design
patterns) with emphases on how they are embodied in a contemporary programming language, the
principles of the structure, features and operation of such languages and systems, and increasingly
complex API examples, design and implementation problems and projects to build proficient design,
problem solving, programming and technology skills. Class presentation and discussion of some team
developed project designs. A brief review of J ava basics is given but proficiency in J ava is highly
desirable for the current course. This is not a course for programming beginners. Prerequisite(s): C or
better in | CS! 310 or sufficient proficiency demonstrated to the instructor. Normally offered fall
semester only.
| CSI 418Y Software Engineering (3)
Software engineering principles, the role of abstraction in programming, abstract data types,
modularization and module interfaces, specifications, and teamwork. Project work in contemporary
concurrent and object-oriented languages. Prerequisite(s): | CSI 405. Normally offered spring semester
only.
| CSI 424 Information Security (3)
This course covers the broad spectrum of technical issues surrounding computer security and intrusion
detection. Topics considered include: viruses, worms, host- and network-based vulnerabilities and
countermeasures, database security, intrusion detection, and privacy and legal issues. Facilities for
securing hosts and limiting vulnerability are also discussed. Unlike in a systems administration class,
detailed operational issues are not discussed. Prerequisite(s): | CSI 400 or 402.
| CSI 426 Cryptography (3)
Course Description: The making of ciphers to encode information is the subject of cryptography. This
course covers the field from its origins in early historic times through its most up-to-date
implementations and uses in digital computers. Various ciphers will be shown and their security
assessed. This latter is known as cryptanalysis - the attempt to break a cipher in order to read the
underlying message. The course will emphasize how cryptography and cryptanalysis are intimately
related, and how the arms race between the two has motivated progress throughout their history.
Prerequisite(s): | CSI 333. Corequisite(s): | CS! 403.
| CSI 431 Data Mining (3)
A course on data mining (finding patterns in data) algorithms and their application to interesting data
types and situations. We cover algorithms that address the five core data mining tasks: prediction,
classification, estimation, clustering, and associations. Course projects will involve advanced topics
such as algorithm developments for handling large data sets, sequential, spatial, and streaming data.
Prerequisite(s): | CSI 310.
Department of Information Studies
LIST 433 Information Storage and Retrieval (3)
Methods of analyzing, storing, retrieving information and their relationship to perceived costs and
benefits in information service.
Proposal for a B.S. in Informatics
College of Arts & Science Courses
A DOC 224 (=A HIS 224) Nonfiction Media Storytelling (3)
This course explores the use of narrative in books, films, and other works intended to present factual
content to the general public. Students will watch, read about, write about, and discuss a range of
work, developing tools for analyzing and evaluating nonfiction media in terms of both content and
craft. Only one version may be taken for credit. Prerequisite(s): restricted to Documentary Studies
Program and History Department majors and minors. Others may be admitted space permitting, and
with permission from the instructor. This class is recommended for students planning to take A DOC
412.
A DOC 324 (=A J RL 324) Introduction to Documentary Photography (3)
From Mathew Brady's Civil War photographs, to the work of photographers of the U.S. Farm Security
Administration in the 1930s, and through the stunning and emotive images of contemporary social,
ethnographic, scientific, and war photographers, documentary photography has experienced a long and
vigorous development. In this basic introductory hands-on workshop, students will examine the long
heritage of documentary photography as well as the practical lessons to be learned from renowned
practitioners. The course explores the use of still photographs to record various aspects of social,
political, and cultural life and events. Students will develop their visual storytelling skills through a
series of research and fieldwork hands-on projects involving the documentation of various aspects of
contemporary life. Students should be familiar with the basics of digital camera operation. Only one
version of A DOC 324 may be taken for credit. Prerequisite(s): restricted to Documentary Studies
Program and J ournalism majors and minors. Others may be admitted space permitting, and with
permission from the instructor.
A DOC 330 (=A HIS 330) Foundations of Documentary Web/ Hypermedia Production (3)
Web-based or digital multimedia documentaries utilize a variety of hypermedia digital elements to
construct compelling, interactive, linear and nonlinear "stories" on nonfiction topics. This course will
cover the fundamentals of web site and digital multimedia composition through assigned short
projects. When A DOC 330 is taught cross-listed with A HIS 330, the content focus will be history.
Prerequisite(s) restricted to Documentary Studies and History majors and minors; all others with
permission of instructor. Recommended for students planning to take A DOC/ A HIS 407.
A DOC 406 (=A HIS 406) Practicum in Historical Documentary Filmmaking (4)
This course is a hands-on workshop in historical documentary filmmaking. It will introduce students to
the all aspects of historical documentary production—from pre-production planning, research, and
writing, to production (filming/ videotaping interviews, recording voiceover narration, lighting, filming
reenactments), and finally, post-production (editing and mixing actualities, music, narration,
interviews, still photographs). The course, in short, is designed to teach students practical, technical
skills and is a perfect follow-up to A DOC 335, which examines the history and theory of documentary
filmmaking. Only one version of A DOC 406 may be taken for credit. Prerequisite(s): permission of
instructor.
Proposal for a B.S. in Informatics
A DOC 407 (=A HIS 407) Readings and Practicum in Digital History and Hypermedia (4)
This course introduces students to the practice of history in the digital age. The emergence of the
World Wide Web has opened up new avenues for researching, analyzing, and presenting the past-but
has also raised new questions about producing quality historical scholarship in this open environment.
This course will work on two fronts, looking first at the current state of the field of “digital history,”
from issues of narrative and hypertext theory to some of the best (and worst) practices of current
historical websites. At the same time, as a central component of the course, students will work in
collaboration to build their own well-researched and historically sound web projects. Previous
experience with building websites is welcomed but not required. Only one version of A DOC 407 may be
taken for credit. Prerequisite(s): permission of instructor.
AMAT 108 Elementary Statistics (3)
Frequency distributions, measures of central tendency and dispersion, probability and sampling,
estimation, testing of hypotheses, linear regression, and correlation. Only one of A MAT 108 and BITM
220 may be taken for credit. Not open for credit by students who have taken A MAT 308.
Prerequisite(s): three years of high school mathematics.
A SOC 210 Sociology of Culture (3)
The social settings within which culture—iterature, painting, theatre, fashion, popular magazines,
graffiti, television—are produced and consumed. Special attention is paid to the development of
artistic careers, the forces shaping markets for artistic objects and performances, the effects of
censorship, and class differences in the consumption of culture. Prerequisite(s): A SOC 115.
A SOC 220 Introduction to Social Research (3)
Examination of the assumptions and techniques of social research: problems of design, data collection,
quantitative and qualitative analysis; review of current research in professional journals; the uses of
survey research; application of concepts through individual and class projects. For Sociology majors
and intended majors, A SOC 220 is restricted to A-E grading after matriculation at Albany.
Prerequisite(s): A SOC 115.
A SOC 221 Statistics for Sociologists (3)
Introduction to quantitative analysis of sociological data: methods of summarizing and describing
univariate distributions including the use of tables and graphs; methods of examining relationships
between two or more measures; statistical inference and hypothesis testing. For Sociology majors and
intended majors, A SOC 221 is restricted to A-E grading after matriculation at Albany. Prerequisite(s): A
SOC 115.
A SOC 255 Mass Media (3)
The role of newspapers, radio, television, and motion pictures in American society. Changes in these
media and their functional relationship to education, the economy, the political process, and public
opinion. Prerequisite(s): A SOC 115.
A SOC 270 Social and Demographic Change (3)
This is an intensive course in the use and understanding of Census and other state and federal data
sources for community analysis. While the concentration is on the use of the Decennial Census and
annual American Community Survey, other state and federal agency sources will also be explored. The
Proposal for a B.S. in Informatics
objective of the course is to examine sources of economic and demographic data and understand how
they can be used to tell the story of our communities. Through understanding their uses and
limitations, you will prepare a comprehensive community profile and analysis of population
change. The class will also introduce basic techniques of demographic analysis as they relate to
community analysis. Experience with MS Excel recommended. Prerequisite(s): A SOC 115 or 115Z.
School of Education
E APS 487 Institute in Education (1-9)
Special course, not part of the pattern of regular offerings, designed to meet particular nonrecurring
needs. May be repeated for credit when content varies.
Proposal for a B.S. in Informatics
University at Albany
Program Proposal BS in Informatics
Appendix 4
Syllabi for new courses
| INF 300: Probability and Statistics for Data Analytics (3
credit hours)
Fall 2014
Instructor: Norman Gervais
Office location: BA 313
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Probability and statistical methods applied to the analysis of various kinds of data.
Includes underlying theoretical justification and appropriateness for different models and
analyses. Conceptual and implemented approaches to data analysis.
Prerequisites
The prerequisite course for INF 300 is A MAT 108, Elementary Statistics.
The primary concepts from that course that are relevant in this course are
¢ Frequency Distributions
* Probability
¢ Sampling
¢ Linear Regression
* Correlation
The course will build on these concepts, and add several more.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
INF 300: Prob. e Stats. for Data Analytics Fall 2014
Course Goals
By the end of the semester, you should be able to
Understand the implications of different data distributions for analysis.
Understand the conceptual difference between Bayesian and frequentist statistics.
Be able to apply several basic statistical data analysis models.
Understand and be able to demonstrate properties of data that affect analysis, such
as sample size, bias, etc.
Demonstrate both conceptual and practical knowledge of pattern recognition.
Demonstrate both conceptual and practical knowledge of predictive modeling
techniques.
Demonstrate knowledge of advanced techniques in statistically based data analysis.
VVVV
Vv
Vv
Readings
Required readings
Mathematical Statistics and Data Analysis, J. A. Rice, 2007, 3" Edition, Cengage, Ebook:
$86.49, Available online. ISBN 13: 978-0-534-39942-9.
Supplemental readings
N.A.
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. Being
late frequently will guarantee a low grade for the course.
INF 300: Prob. e Stats. for Data Analytics Fall 2014 2
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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. 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.
INF 300: Prob. e Stats. for Data Analytics Fall 2014 3
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student’s assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
VV VVY
INF 300: Prob. e Stats. for Data Analytics Fall 2014 4
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
VVVVVV
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
INF 300: Prob. e Stats. for Data Analytics Fall 2014
CCI Student Center
The College of Computing and Information Student Center (LI-84) offers tutoring, career
development, social events and academic advising. Please stop by or email at
ccistudentcenter@gmail.com. Visit the CCl Facebook page for more details and upcoming
events: http://www.facebook.com/CollegeofComputingandinformation#
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week Topic Notes
Introduction, Overview
1
Data Distributions
2
4 Statistical Concepts
4 Statistical Models
Bayesian v. Frequentist Statistics
5
Z Basics of Data Analysis
7 Regression Models
8 Linear and Logistic Models
Properties of Data Sets that
9 Affect Analysis
40 Pattern Analysis and Recognition
" Predictive Modeling
Advanced Techniques: Markovian
12 Models
Advanced Techniques: Machine
8 Learning Models
INF 300: Prob. e Stats. for Data Analytics Fall 2014 6
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests
40%
Individual
Assignments 60%
Team Grades XX% (20% - 50%)*
gRAT Tests
40X%
Team Exercises
60%
Peer Evaluation
XX% (10% - 40%)*
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student's course grade. The percentages must total to 100%.
INF 300: Prob. e Stats. for Data Analytics
Fall 2014
| INF 363: Digital Design (3 credit hours)
Fall 2014
Instructor: Michael Campion Leczinsky
Office location: BA 3XX
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
An introductory course to applying design theory to the development and delivery of digital
media with emphasis on digital imagery, video, and music. Topics may include consumption
of digital media on a variety of devices, creation, acquisition, editing and processing of
digital content. Students will develop an appreciation for the role that each media element
may contribute to the final user experience. Students will cultivate an understanding of
how public policy issues apply to technology, in particular copyright, privacy and freedom
of expression. Prerequisite(s): INF 201.
Prerequisites
INF 201.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to:
¢ Use Principles of Design
o Apply principles of visual design to different forms of media
o Appreciate the stages of media forms as technological evolution.
o Approach media design from a purpose-driven perspective.
INF 363: Digital Design Fall 2014 1
o Analyze, critique, and create different types of informational and artistic
visualizations
¢ Address Social and Policy Issues
o Develop familiarity with copyright law and its application to the digital age.
o Cultivate appreciation for the privacy rights of users
o Recognize the role of elements of media in social and political dialog.
¢ Use Development Tools
o Develop expertise on the use of software tools for acquiring and editing digital
media: images, audio and video.
o Appreciate the different requirements of delivery platforms such as mobile
and desktop devices.
o Develop mastery of information visualization tools including presentation
software.
Readings
There is no textbook required for this class. Readings will be assigned through Blackboard.
Please check Blackboard every week for assigned readings.
Additional Materials
Students will to have an account on GitHub.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
INF 363: Digital Design Fall 2014 2
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
INF 363: Digital Design Fall 2014 3
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
Vv
Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student's assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
VV Vv
Vv Vv
Vv
INF 363: Digital Design Fall 2014 4
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
INF 363: Digital Design Fall 2014 5
Unit One: Introduction
Meeting 1:
Readings: Syllabus
Unit Two: Principles of Design in Digital Media
Meeting 2: Gestalt Principles
Meeting 3: Design Elements of Different Forms of Digital Media
Meeting 4: User-driven Design
Unit Three: Media, Culture and Society
Meeting 5: Evolution of New Digital Technologies
Meeting 6: Impact of Digital Media on Society
Meeting 7: Networked Media and Social Action
Unit Three: Legal Context of Digital Media and Internet Governance
Meeting 8: Privacy
Meeting 9: Intellectual Property
Meeting 10: Media in Online Political Environments
Unit Four: Development Tools
Meeting 11: Using HTML5, CSS to include media in your website/ Using HTML5 for Mobile and
Desktop Platforms
Meeting 12: Using Audacity, Blender for audio editing
Meeting 13: Using GIMP/Photoshop
Meeting 14: Final Paper Presentations
Grading
A-E graded
Due Dates
Assignments and class activities documentation delivered via Blackboard or github by
midnight will be deemed handed in that day. You are responsible for handling course due
dates.
Individual Assignments/Peer Assessment: Assignments should be turned in on or before the
due date (see Course Schedule/Timeline). You will lose 1 point for each late day.
Class activities: Class activities will include “challenge” section. You must submit your
solutions to these challenges to blackboard.
You have four chances to change the due date of an assignment/activity. You must inform
the instructor of the changes you need to make at least three days before the due date
posted by the instructor.
INF 363: Digital Design Fall 2014 6
Final Paper/Presentation
Peer Evaluation
At the end of the semester, you will be asked to evaluate the “helpfulness” of your team
members and assign a grade that counts as part of their grade for INF 362.
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests
40%
Individual
Assignments 60%
Team Grades XX% (20% - 50%)*
gRAT Tests
40X%
Team Exercises
60%
Peer Evaluation XX% (10% - 40%)*
100%
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student's course grade. The percentages must total to 100%.
INF 363: Digital Design Fall 2014
| INF 401: Digital Citizenship (3 credit hours)
Fall 2014
Instructor: Ethan Sprissler
Office location: BA 3XX
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
The purpose of this course is for students to explore themes of digital citizenship through
the close examination of case studies. Students will be asked to look to current issues and
cases involving digital citizenship and apply themes, such as the ethical use of information,
in their examination and discussion of them.
Prerequisites
INF 301.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to:
Identify and explain the nine elements of Digital Citizenship’.
Apply the nine elements of Digital Citizenship in your examination of case studies.
Model multiple perspectives when evaluating a case.
Formulate opinions about the case studies
Clearly communicate those opinions in multiple formats.
Vv
VVVV
| http://digitalcitizenship.net/Nine_Elements.html
INF 401: Digital Citizenship Fall 2014 1
Readings
In this course we will not be using a textbook. Instead we will be using readings from
various sources. These will be in multiple formats, including but not limited to news
articles, video clips, infographics, etc.
Additional Materials
Many in class team activities will require the use of some device with Internet access. So, in
order to mimic a real world setting we will be a BYOD (bring your own device) class.
Students are encouraged to bring any device they have and are comfortable using to all
classes.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
INF 401: Digital Citizenship Fall 2014 2
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
INF 401: Digital Citizenship Fall 2014 3
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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Allowing other students to see or copy your assignments or exams
> Examining or copying another student’s assignments or exams
> Lying to the professor about issues of academic integrity
> Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal mark reduction by at least one-half letter grade (e.g. B > B-, C- > D+),
INF 401: Digital Citizenship Fall 2014 4
o A Failing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.
Policies from Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week Topic Notes
Syllabus/Course Expectations Syllabus Rat
1
Nine Elements of Digital Citizenship Rat 1
2
3 Nine Elements of Digital Citizenship
4 Case 1: Arab Spring Rat 2
5 Case 1: Arab Spring
6 Case 1 Team Presentations
7 Case 2: Tyler Clementi: Rutgers Rat 3
INF 401: Digital Citizenship Fall 2014 5
8 Case 2: Tyler Clementi: Rutgers
9 Case 2: Team Presentations
10 Case 3: Edward Snowden Rat 4
11 Case 3: Edward Snowden
12 Case 3 Team Presentations
13 Wrap Up Final Project Due
Assignments
Reading Assessment Tests
Students are required to complete all readings before the first day of a module. The
Reading Assessment Tests (RAT) will be based on these readings. All readings can be found
on Black Board.
Case Team Presentations:
At the conclusion of each case examination teams will present on their opinions and
findings. The format of the presentations will be determined as we proceed through the
semester. Some options include debates, poster gallery walks etc.
Final Project
Each student will complete a final project where they independently explore a case study in
Digital Citizenship. The case you pick is up to you, as long as it relates to Digital Citizenship
in some way. This is meant to challenge you but to also enable you to identify and explore
an area that is interesting to you.
The final project has two parts: 1) an annotated bibliography and 2) an individual project.
Annotated Bibliography
Each student will complete an annotated bibliography where they will state what their case
study is, list 5 sources about their case, summarize these sources, and discuss how they
relate to your case.
Individual Project
Each student will complete a final project that shows their knowledge of their case. The way
you demonstrate that knowledge is up to you. The content of the project can bea
traditional written paper. But, | encourage you to be creative. Try writing a play, a short
story, or speech. Similarly you can be creative with the format of the project. It can bea
written piece, a presentation, a video, a poster, a screencast. Anything goes, as long as you
receive prior consent from the instructor. For example, if you were exploring WikiLeaks
maybe make a video in a documentary style or write a speech as if you were Julian Asange.
We will discuss the project and go over the guidelines more as we progress through the
semester.
INF 401: Digital Citizenship Fall 2014 6
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests
40%
Individual
Assignments 60%
Team Grades XX% (20% - 50%)*
gRAT Tests
40X%
Team Exercises
60%
Peer Evaluation
XX% (10% - 40%)*
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student’s course grade. The percentages must total to 100%.
INF 401: Digital Citizenship
Fall 2014
| INF 403: Advanced Networking and Security (3 credit hours)
Fall 2014
Instructor: TBD
Office location: BA 3XX
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Provides an advanced coverage of networking with a specific focus on network security and
cryptography. Networking security is examined through a study of digital signatures and
certificates, authentication protocols, and firewalls and key establishment and
management. Also considered are security issues related to people’s use of computer
networks, communication channels, mobile devices, and the Internet. Also examined are
new access control paradigms such as Java security and .NET security. Prerequisite(s): | INF
303, | CSI. 105
Prerequisites
INF 303 and CSI 105.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to:
¢ Explain concepts in cryptography, including public and secret key and digital
signatures and the theory of cryptographic algorithms.
¢ Understand common network vulnerabilities and attacks and prevention and
protection methods
| INF 403: Advanced Networking e& Security Fall 2014
* Explain the proper security of both non-realtime (ie-email) and realtime (web)
systems and services.
¢ Understand the specific challenges of current computing networks and systems,
including mobile (WiFi, Bluetooth, cellular, etc).
Readings
Gollman: Computer Security 3e, Wiley, 2011 ISBN 9780470741153. In addition, there will be
selected information distributed via Blackboard.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town fora
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
| INF 403: Advanced Networking e& Security Fall 2014 2
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
| INF 403: Advanced Networking e& Security Fall 2014 3
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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Allowing other students to see or copy your assignments or exams
> Examining or copying another student’s assignments or exams
> Lying to the professor about issues of academic integrity
> Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o A final mark reduction by at least one-half letter grade (e.g. B > B-, C- > D+),
| INF 403: Advanced Networking e& Security Fall 2014 4
o A Failing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.
Policies from Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Class Topic Readings Notes
1 Intro
2 Advanced Security Models Chapter 12
3
4 Cryptography (Modular Arithmetic, Hashs, Digital Chapter 14 H/W 1 Due
Signatures / RSA, Encryption / Ciphers, Performance and
Strength)
5
6
| INF 403: Advanced Networking e& Security Fall 2014 5
7 Key Establishment (Protocols, Kerberos, Public-Key, Chapter
Trusted Computing) 15
Communications Security (Threats, Tunnels, IP Security, Chapter 16 Project 1 Due
SSL/TLS)
10
11 Chapters 12, 14-16
12 Network Security (Threats / TCP Hyjacking/Flooding Chapter 17
attacks, DNS Issues, Firewalls, Intrusion Detection
Systems, Honeypots
13 H/W 2 Due
14
15 Web Security (Threats, Session issues / cookies Chapter 18
poisoning/privacy/stealing, javascript hijacking, web
services security)
16
17 Mobility (GSM Security, UMTS, Mobile IPv6 security, Chapter 19 H/W 3 Due
WLANs/WEP issues/WPA, Bluetooth security)
18
18
19 New Access Paradigms (Java Security, .NET Chapter 20 Project 2 Due
Security, DRM)
20
i cy Chapters 6-12
22 Special Topics TBA
23
24
23 Final Project Presentations H/W 4 Due
25 Final Project Presentations
26 Final Project Presentations
27 Last Class / Wrap-up All Final Projects Due
Evaluation:
The accomplishment of course objectives will be assessed in class by applying the concepts
and software for solving security-related problems in individual projects and an exam.
PROJECTS AND GRADING:
1. Three projects: 15 points each (45 points) - includes a final project with presentation
2. Two tests: 20 points each (40 points)
3. H/W: 10 points
4, Participation / Attendance: 5 points
| INF 403: Advanced Networking e& Security
Fall 2014 6
Grading Scale
A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points
D: 69-60 points
E: 59 points and below
| INF 403: Advanced Networking e& Security Fall 2014
| INF 404: Advanced Systems and Security (3 credit hours)
Fall 2014
Instructor: TBD
Office location: BA 3XX
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
This course is designed to provide an advanced coverage of systems with a specific focus
on cyber-security. Engineered security is examined through the application and
introduction to authentication protocols and intrusion detection for Unix, Windows and
databases and general software security. Also considered are security issues related to
people’s use of systems including policies and practices for password management and
protecting privacy rights. Students also study options for maintaining business continuity in
the event of a disruption of business operations. Security models such as Bell-LaPadula are
introduced and studied. Specific case studies are used to highlight the choices that must be
made to balance operational efficiency of business functions with protecting the business
from the onslaught of security threats. Prerequisites: | INF304, | CSI 105
Prerequisites
INF 304 and CSI 105.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to:
| INF 404: Advanced Systems e Security Fall 2014 1
¢ Understand identification and authentication techniques, along with threats and
proper protection methods and a variety of operating systems, applications and
database systems.
¢ Understand disaster planning, business continuity, and security certification
methods and practices.
Readings
Gollman: Computer Security 3e, Wiley, 2011 ISBN 9780470741153. In addition, there will be
selected information distributed via Blackboard.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town fora
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
| INF 404: Advanced Systems e Security Fall 2014 2
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
| INF 404: Advanced Systems e Security Fall 2014 3
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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Allowing other students to see or copy your assignments or exams
> Examining or copying another student’s assignments or exams
> Lying to the professor about issues of academic integrity
> Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o A final mark reduction by at least one-half letter grade (e.g. B > B-, C- > D+),
| INF 404: Advanced Systems e Security Fall 2014 4
o A Failing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.
Policies from Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Class Topic Readings Notes
1 Intro / History of Security Chapter 1
2 Managing Security Chapter 2
3 Risks and Threats
4 Foundations of Computer Security Chapter 3 H/W 1 Due
5
6 Identification and Authentication Chapter 4
| INF 404: Advanced Systems e Security Fall 2014 5
7 Project 1 Due
8 Access Control Chapter 5
9
10 Reference Monitors Chapter 6 H/W 2 Due
lt Unix Security Chapter 7
12
ey Chapters 17
14 Windows Security Chapter 8
15
16 Database Security Chapter 9
17 Project 2 Due
18 Software Security Chapter 10
19
20 Intro to Security Models Chapter 11 H/W 3 Due
21
22 Security Evaluation Chapter 13
23 Chapters 8-11, 13
24 Special Topic TBA
25 Final Project Presentations H/W 4 Due
26 Final Project Presentations
27 Final Project Presentations
28 Last Class / Wrap-up All Final Projects Due
The accomplishment of course objectives will be assessed in class by applying the concepts
and software for solving security-related problems in individual projects and an exam.
PROJECTS AND GRADING:
Three projects: 15 points each (45 points) - includes a final project with presentation
Two tests: 20 points each (40 points)
H/W: 10 points
Participation / Attendance: 5 points
& Bim
| INF 404: Advanced Systems e Security Fall 2014 6
Grading Scale
A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points
D: 69-60 points
E: 59 points and below
| INF 404: Advanced Systems e Security Fall 2014
| INF 407: Modern Issues in Databases (3 credit hours)
Fall 2014
Instructor: TBD
Office location: BA 3XX
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
This is an advanced undergraduate course to introduce the students the emerging topics in
database systems. This course is especially designed for junior/senior students with
emphasis on advanced concepts and algorithms in database systems, topics that are state-
of-the-art research, or recent seminal contributions in the broad field of database and
information systems.
Prerequisites
INF 202 and CSI 131.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
The goal is for each student in the class to have a lucid understanding of advanced and
emerging topics in database systems and related technologies. Training will include team-
based pedagogy, hands-on experience, and online tutorials. The scope of this course
includes the following.
Module 1: Orientation
System Development Lifecycle/ER Modeling/SQL Basics Review, Command Line, Polyglot
Persistence
1 INF 407: Modern Issues in Databases Fall 2014
Module 2: Advanced Relational Issues
Extended ER Model, Normalization, Query Processing, Query Optimization, Transaction
Processing, Concurrency Control, Recovery, Database Tuning
Module 3: Distributed Database Issues
Parallel Databases, Inter and Intra Query Parallelism, Distributed Database Features,
Distributed Database Architecture, Fragmentation, Distributed Query Processing,
MapReduce and Hadoop, Distributed Transactions Processing, ACID and BASE, Concurrency
Control
Module 4: Emerging Applications
NoSQL Databases (key-value, bigtable, document, graph), Mobile Database Management,
Spatial Indexing Techniques, Data Clustering Algorithms, Data Management Issues in Social
Networks and Network Computing Systems, Data Mining and Privacy, Web Search and Web
IR, Role based Access Control, Data Warehouse and OLAP, RFID and Sensor Stream data
management
Module 5: Emerging Issues
Knowledge Bases, Active and Deductive Databases, Multimedia Databases, Multimedia Data
Structures, Multimedia Query languages, Spatial Databases, RFD and SPARQL, Business
Process and Workflow Management
Additional Materials
Students will use current available database platforms.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. Being
late frequently will guarantee a low grade for the course.
1 INF 407: Modern Issues in Databases Fall 2014 2
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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. 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.
1 INF 407: Modern Issues in Databases Fall 2014 3
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student’s assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
VV VVY
1 INF 407: Modern Issues in Databases Fall 2014 4
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
VVVVVV
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
1 INF 407: Modern Issues in Databases Fall 2014
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week Topic
Orientation
1 System Development Lifecycle/ER Modeling/SQL Basics Review, Command Line,
Polyglot Persistence
Advanced Relational Issues
2 Extended ER Model, Normalization, Query Processing
3 Advanced Relational Issues
Query Optimization, Transaction Processing, Concurrency Control
4 Advanced Relational Issues
Recovery, Database Tuning
Distributed Database Issues
5 Parallel Databases, Inter and Intra Query Parallelism, Distributed Database Features,
Distributed Database Architecture
6 Distributed Database Issues
Fragmentation, Distributed Query Processing, MapReduce and Hadoop, Distributed
Transactions Processing, ACID and BASE, Concurrency Control
7 Emerging Applications
NoSQL Databases (key-value, bigtable, document, graph), Mobile Database
Management
8 Emerging Applications
Spatial Indexing Techniques, Data Clustering Algorithms, Data Management Issues in
Social Networks and Network Computing Systems
9 Emerging Applications
Data Mining and Privacy, Web Search and Web IR, Role based Access Control
10 Emerging Applications
Data Warehouse and OLAP, RFID and Sensor Stream data management
11 Emerging Issues
Knowledge Bases, Active and Deductive Databases
12 Emerging Issues
Multimedia Databases, Multimedia Data Structures, Multimedia Query languages
13 Emerging Issues
Spatial Databases, RFD and SPARQL, Business Process and Workflow Management
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
1 INF 407: Modern Issues in Databases Fall 2014 6
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests XX%
Individual XX%
Assignments
Team Grades XX% (20% - 50%)*
gRAT Tests XX%
Team Exercises XX%
Peer Evaluation XX% (10% - 40%)*
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student's course grade. The percentages must total
to 100%.
1 INF 407: Modern Issues in Databases Fall 2014 7
| INF 408: Analysis, Visualization and Prediction in Analytics
(3 credit hours)
Spring 2015
Instructor: George Berg
Office location: BA 310
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Principles of data analysis, emphasizing modern statistical and machine-learning based
approaches. Also, the important role of simple analyses and visualization to gain an overall
understanding of data sets, regardless of size. The role of analytics in creating predictive
models of phenomena. The importance of understanding the nature of the data and other
methodological considerations.
Prerequisites
The Prerequisite courses for INF 408 are INF 300, Probability and Statistics for Data
Analytics, and INF 407, Modern Issues in Databases.
The primary concepts from those courses that are relevant in this one are a basic
knowledge of:
* Understand the different data distributions.
¢ Be able to apply several basic statistical data analysis models.
¢ Understand and be able to demonstrate properties of data that affect analysis, such
as sample size, bias, etc.
* Demonstrate both conceptual and practical knowledge of simple pattern recognition
and predictive modeling techniques.
* Understand SQL basics and hands-on techniques.
¢ Understand and be able to implement simple relational DB issues.
¢ Have a knowledge of high-performance, distributed and non-SQL databases.X
This course will build on these concepts, and add several more.
Team-Based Learning (OPTIONAL)
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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
INF 408: Analy. Visual. And Pred. in Analytics Spring 2015 1
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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to
> Understand and be able to demonstrate principles of data analysis.
> Be able to do simple data and visualization analyses to understand a new and
complex data set.
> Demonstrate an understanding of and be able to use statistical and machine
learning methods for data analysis.
> Demonstrate an understanding of and be able to use visualization analyses.
> Demonstrate an understanding of and be able to use predictive models.
Readings
Required readings
Data Analysis with Open Source Tools, P. Janert, 2010, 1* edition, O'Reilly, $25, Available at
usual University at Albany book sellers, as well as via online sellers. ISBN-13: 978-
0596802356.
Supplemental readings
NA.
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
INF 408: Analy. Visual. And Pred. in Analytics Spring 2015
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
INF 408: Analy. Visual. And Pred. in Analytics Spring 2015 3
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the Fall 2104 semester is November 4 for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
INF 408: Analy. Visual. And Pred. in Analytics Spring 2015 4
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
Vv
VV Vv
Vv
VVVVVV
Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student's assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1.
2.
3.
No credit for the affected assignment.
Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
One of -
o Afinal 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
INF 408: Analy. Visual. And Pred. in Analytics Spring 2015
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week Topic Notes
Introduction and Overview
The Principles of Data Analysis
2
3 Understanding Data - The Role of
Simple Analyses and
Visualizations
4 Statistical Approaches |
Statistical Approaches II
Machine Learning Approaches |
Visualization in Analytics |
5
6
7 Machine Learning Approaches II
8
9
Visualization in Analytics II
10 Predictive Models |
11 Predictive Models II
12 Advanced Topics
13 Advanced Topics
Grading
A-E graded
INF 408: Analy. Visual. And Pred. in Analytics Spring 2015 6
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests 40%
Individual 60%
Assignments
Team Grades XX% (20% - 50%)*
gRAT Tests 40%
Team Exercises 60%
Peer Evaluation
XX% (10% - 40%)*
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student’s course grade. The percentages must total to 100%.
INF 408: Analy. Visual. And Pred. in Analytics
Spring 2015
| INF 452: Computer and Network Security (3 credit hours)
Spring 2015
Instructor: George Berg
Office location: TBD
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Theoretical, conceptual and practical aspects of computer and network security. The role of
algorithms, systems, humans, software and hardware in computer and network
vulnerabilities and defense. The two primary focuses of the course will be on the computer
and networks, as centers of vulnerability and defense. The course will emphasize hands on
analysis of security issues.
Prerequisites
The Prerequisite course for INF 452 is INF 306, Information Security and Assurance.
The primary concepts from that course that are relevant in this one are a basic knowledge
of:
¢ Vulnerabilities, threats and security in computer and network systems.
* Cryptographic principles and applications
* Security policies and procedures
* The role of software in security.
This course will build on these concepts, and add several more.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
| INF 452: Computer e7 Network Security Spring 2015 1
Course Goals
By the end of the semester, you should be able to
> Demonstate a knowledge of the nature of attack and defense in compute and
network systems.
> Demonstrate and analyze the role of software in security.
Demonstrate a knowledge of basic principles in security in operating systems.
> Demonstrate a knowledge of the role of network principles in vulnerabilities, attack
and defense.
> Demonstrate a knowledge of several different types of attack.
> Demonstrate a knowledge of the basics of security in mobile platforms.
> Demonstrate a knowledge of efforts to create secure computer software
architectures.
iy
Readings
Required readings
Computer Security: Principles and Practice, W. Stallings, 2011, 2" edition, Pearson, $55,
Available at usual University at Albany book sellers, as well as via online sellers.
Supplemental readings
N.A.
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. Being
late frequently will guarantee a low grade for the course.
| INF 452: Computer e7 Network Security Spring 2015 2
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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
| INF 452: Computer e7 Network Security Spring 2015 3
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student’s assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
VV VVY
| INF 452: Computer e7 Network Security Spring 2015 4
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
VVVVVV
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
| INF 452: Computer e7 Network Security Spring 2015
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week Topic Notes
Introduction and Overview
1
Basics of Attack and Defense
2
3 Software Elements of Defense
4 Exploitation Techniques
Operating Systems: Least
5 Privilege and Access Control
6 Cryptography
7 Security in Web Systems
8 Network Protocols
9 Network Defenses
10 Attacks: Denial of Service
11 Attacks: Malware
12 Security in Mobile Platforms
13 Secure Computing Architectures
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests 40%
Individual 60%
Assignments
Team Grades XX% (20% - 50%)*
gRAT Tests 40%
| INF 452: Computer e7 Network Security Spring 2015 6
Team Exercises
60%
Peer Evaluation
XX% (10% - 40%)*
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student’s course grade. The percentages must total to 100%.
| INF 452: Computer e7 Network Security
Spring 2015
| INF 453: Information Security e@7 Privacy (3 credit hours)
Spring 2015
Instructor: George Berg
Office location: BA 310
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Security and Privacy issues in computer and networked systems. The role of systems,
design, implementation, etc. on data security in digital systems. Case studies of these roles
and how they affect both data security and vulnerability. The legal and ethical aspects of
data security and privacy.
Prerequisites
The Prerequisite course for INF 453 is INF 306, Information Security and Assurance.
The primary concepts from that course that are relevant in this one are a basic knowledge
of:
¢ Vulnerabilities, threats and security in computer and network systems.
* Cryptographic principles and applications
¢ Security policies and procedures
¢ The role of software in security.
This course will build on these concepts, and add several more.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to
> Demonstrate and analyze the role of usability in security.
INF 453: Information Security e Privacy Spring 2015
> Demonstrate a knowledge of the roles of protocols, access controls, and physical
access in security.
> Demonstrate a knowledge of the role of legal obligations and ethical concerns in the
security and privacy of data.
> Demonstrate a knowledge of copyright laws, issues and implementations.
Readings
Required readings
Security Engineering, R. Anderson, 2008, 2" edition, Wiley, $50, Available at usual University
at Albany book sellers, as well as via online sellers. The book is also available online from
the author (http://www.cl.cam.ac.uk/~rja14/book.html)
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town fora
INF 453: Information Security e Privacy Spring 2015 2
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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
INF 453: Information Security e Privacy Spring 2015 3
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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
Vv
Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student’s assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
VVVV
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
INF 453: Information Security e Privacy Spring 2015 4
3. One of -
o Afinal 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week Topic Notes
Introduction and Overview
Usability
2
3 Protocols and Access Control
4 Economics
INF 453: Information Security e Privacy Spring 2015 5
Physical Security
5
6 Example - Banking and Finance
7 Electronic and Information
Warfare
8 Legal Obligations
9 Ethical Considerations
10 Copyright and DRM
11 The Interaction of Individuals,
Organizations and Governments
12 Example - The NSA and American
Tech Companies
13 Advanced Topics
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests 40%
Individual 60%
Assignments
Team Grades XX% (20% - 50%)*
gRAT Tests 40%
Team Exercises 60%
Peer Evaluation
XX% (10% - 40%)*
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student’s course grade. The percentages must total to 100%.
INF 453: Information Security e Privacy
Spring 2015
| INF 454: Human Aspects of Cyber-Security (3 credit hours)
Spring 2015
Instructor: George Berg
Office location: BA 310
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
The roles of individuals, groups, organizations and governments in computer and network
security. How the interactions of these with the technical nature of digital systems in many
cases forms the core of vulnerabilities. The trade-offs between security and various
measures of utility. Conflicting definitions of security at different levels (e.g. governmental
v. individual). Societal measures and values of security. The course will feature case
studies to explore many of these issues.
Prerequisites
The Prerequisite course for INF 454 is INF 306, Information Security and Assurance.
The primary concepts from that course that are relevant in this one are a basic knowledge
of:
¢ Vulnerabilities, threats and security in computer and network systems.
* Cryptographic principles and applications
¢ Security policies and procedures
¢ The role of software in security.
This course will build on these concepts, and add several more.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
| INF 454: Human Aspects of Cyber-Security Spring 2015
Course Goals
By the end of the semester, you should be able to
> Demonstrate a knowledge of the role of human in cyber-security.
> Demonstrate a knowledge of and be able to analyze situations for social engineering
techniques.
> Demonstrate a knowledge of attacks directed specifically at individuals in
organizations.
Demonstrate a knowledge of and be able to analyze situations involving the
interaction of physical and cyber-security.
> Demonstrate the role of policies and training in securing organizations.
Vv
Readings
Required readings
The Art of Deception: Controlling the Human Element of Security, K. Mitnick' & W. Simon,
2002, 1* edition, Wiley, $21, Available at usual University at Albany book sellers, as well as
via online sellers. ISBN-13: 9780471237129
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
1 Yes, that Kevin Mitnick. Who better to tell us about the human element in security. If you do not know who Mr. Mitnick
is, you should Google him.
| INF 454: Human Aspects of Cyber-Security Spring 2015 2
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
| INF 454: Human Aspects of Cyber-Security Spring 2015 3
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
Vv
Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student's assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
VV Vv
Vv Vv
Vv
| INF 454: Human Aspects of Cyber-Security Spring 2015 4
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
| INF 454: Human Aspects of Cyber-Security Spring 2015 5
Week Topic Notes
Introduction and Overview
1
The Human Weakness in Cyber-
2 Security
3 Social Engineering —- The Con
Game
4 Case Study: TBD
Email-centered Attacks
5
6 Case Study: Spam and Spear
Phishing
7 Physical Security
8 Case Study: TBD
9 Industrial Espionage and State-
sponsored Attacks
10 Case Study: TBD (e.g. China, NSA)
11 Remedies: Policies
12 Remedies: Training
13 Advanced Topics
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests 40%
Individual 60%
Assignments
Team Grades XX% (20% - 50%)*
gRAT Tests 40%
Team Exercises 60%
Peer Evaluation XX% (10% - 40%)*
Total 100%
| INF 454: Human Aspects of Cyber-Security
Spring 2015
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student’s course grade. The percentages must total to 100%.
| INF 454: Human Aspects of Cyber-Security Spring 2015 7
| INF 455: Prevention and Protection Strategies in Cyber-
Security (3 credit hours)
Spring 2015
Instructor: George Berg
Office location: BA 310
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
The role of security policies and design strategies to minimize security vulnerabilities in
computer and networked systems. The affected areas range from the overall design of
systems, networking protocols, operating systems and applications software on individual
computers. The role of coding standards. End user education and role in security.
Prerequisites
The Prerequisite course for INF 455 is INF 306, Information Security and Assurance.
The primary concepts from that course that are relevant in this one are a basic knowledge
of:
¢ Vulnerabilities, threats and security in computer and network systems.
* Cryptographic principles and applications
* Security policies and procedures
¢ The role of software in security.
This course will build on these concepts, and add several more.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
| INF 455: Prevention er Protection Strat. In Cyber-Sec Spring 2015
Course Goals
By the end of the semester, you should be able to
> Demonstrate and be able to analyze the role of policy, design and software
implementation in cyber-security.
> Implement a simple design that reflects attention to cyber-security.
> Demonstrate a knowledge of how coding standards can improve cyber-security.
> Demonstrate a knowledge of and ability to analyze the importance of end-user
usability in security.
Readings
Required readings
Computer and Information Security Handbook, J. Vacca, 2009, 2" edition, Wiley, $130,
Available at usual University at Albany book sellers, as well as via online sellers. ISBN-13:
9780123943972
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
| INF 455: Prevention er Protection Strat. In Cyber-Sec Spring 2015 2
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town fora
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
| INF 455: Prevention er Protection Strat. In Cyber-Sec Spring 2015 3
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Allowing other students to see or copy your assignments or exams
> Examining or copying another student's assignments or exams
> Lying to the professor about issues of academic integrity
> Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
| INF 455: Prevention er Protection Strat. In Cyber-Sec Spring 2015 4
Any incident of academic dishonesty in this course, no matter how "minor" will result in
=
No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may be
changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week Topic Notes
Introduction and Overview
1
| INF 455: Prevention er Protection Strat. In Cyber-Sec Spring 2015 5
The Role of Policy, Design and
2 Implementation in Security
3 Case Study - TBD
4 Security Policies
Case Study - TBD
5
6 The Role of Design in Security
7 Case Study - TBD
8 Code Standards, Practices and
Security
9 Case Study - TBD With hands-on/lab component
10 The Role of End-users in Security
11 Usability and Security
12 Case Study - TBD
13 Advanced Topics
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation grade.
The percentage given to each category and within each category for specific assignments
will be determined the second week of class. Once the weighting is determined, a student
sample for download will be available on Blackboard so you can track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests 40%
Individual 60%
Assignments
Team Grades XX% (20% - 50%)*
gRAT Tests 40%
Team Exercises 60%
Peer Evaluation XX% (10% - 40%)*
Total 100%
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student's course grade. The percentages must total to 100%.
| INF 455: Prevention er Protection Strat. In Cyber-Sec
Spring 2015
| INF 455: Prevention er Protection Strat. In Cyber-Sec Spring 2015
| INF 462: Current Technologies in Interactive Design (3 credit
hours)
Spring 2015
Instructor: TBD
Office location: TBD
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Provides an advanced coverage of web design and development, with a focus on current
technologies and processes. Students will develop skills on the use of software
development practices such as agile development and test-driven development. Develop
familiarity with current technologies in particular web-based and mobile applications.
Prerequisite(s): | INF 362 and | INF 363.
Prerequisites
INF 362 and INF 363.
Team-Based Learning
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to
1. Design for Mobile Platforms
a. Incorporate in the design the capabilities of mobile devices (location, audio)
b. Adapt design to the characteristics of mobile devices (form factor, real estate,
touch, lack of keyboards, accelerometers)
c. Appreciate the difference between native mobile apps and web-based apps
running in mobile browsers.
d. Use content management systems as platform for implementing and
delivering a web design.
2. Use Current Development Tools
| INF 462: Current Technologies in Interactive Design Spring 2015
Create web sites using Drupal.
Design and implement a web application using EWD (Sencha Touch, Ext)S).
Integrate back-end databases with front-end web designs.
Develop basic web-based applications to be deployed on mobile devices.
Use GIT to collaborate with other developers.
Exercise software-testing practices.
Appreciate the differences between waterfall and agile methodologies.
m@moange
Readings
Digital Design Essentials: 100 ways to design better desktop, web, and mobile interfaces
(2013) by Rajesh Lal. Notice that this is the same book you have purchased for INF 362.
Using Drupal by Angela Byron, Addison Berry and Bruno De Bondt
Readings will also be assigned through Blackboard. Please check Blackboard every week for
assigned readings.
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
| INF 462: Current Technologies in Interactive Design Spring 2015 2
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town fora
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
| INF 462: Current Technologies in Interactive Design Spring 2015 3
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Allowing other students to see or copy your assignments or exams
> Examining or copying another student's assignments or exams
> Lying to the professor about issues of academic integrity
> Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
| INF 462: Current Technologies in Interactive Design Spring 2015 4
Any incident of academic dishonesty in this course, no matter how "minor" will result in
=
No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
Unit One: Introduction
Meeting 1:
Readings: Syllabus
Review: Command line, GIT
Unit Two: Design for the Mobile Interface
Meeting 2:
Readiness Assurance Test over core readings
Readings: Pages 128 - 172 from Lal’s book
| INF 462: Current Technologies in Interactive Design Spring 2015
Design: Mobile interface design principles vs. web interface design
Final Project: Introducing the final project, Proposing a plan regarding team coordination
Meeting 3:
Design: Case studies
Final Project: Selecting a Proposal for the Team
Due:
An individual proposal for the team’s final project (Check blackboard for details)
A critique of the interface and design of a mobile application (Check blackboard for details)
Meeting 4:
Web Design: waterfall vs. agile methodologies for web development.
Final Project: A draft of a website prototype and an analysis of user requirements.
Due:
An individual proposal for the website’s user requirements and a prototype based on the
proposed requirements. (Submit through blackboard)
Unit Three: Drupal
Meeting 5:
Readiness Assurance Test over core readings
Readings: Chapter 1, 2 from Using Drupal textbook
Drupal: Introduction/Basic structure
Final Project: A final version of the website prototype and a discussion of an
implementation plan with details about the proposed functionalities. Be prepared to share
your prototype with the class.
Due:
A commentary on the proposed prototype (What should we keep/change?)
Meeting 6:
Drupal: Installing and working with modules
Final Project: Based on the implementation plan, provide
A list of tasks assigned to team members.
An initial timeline that shows the expected time of completion.
Due: Progress weekly report on the final project
Meeting 7:
Drupal: Blocks
Readings: Chapter 3, 4 from Using Drupal textbook
Due:
Progress weekly report on the final project
Drupal individual assignment
Meeting 8:
Drupal: Users/Views
Readings: Chapter 5, 6 from Using Drupal textbook
Final Project: Development
| INF 462: Current Technologies in Interactive Design Spring 2015 6
Due:
Progress weekly report on the final project
Drupal individual assignment
Unit Four: EWD/M
Meeting 9:
Readiness Assurance Test over core readings
Readings: Readings will be assigned from:
https://www.opensourcesoftwarepractice.org/M-Tutorial/. Check blackboard for specifics.
http://gradvs1.mgateway.com/download/EWD_EXTJS4_Reference.pdf Check blackboard for
specifics.
EWD/M: Introduction
Final Project: Development. Be prepared to present your progress to the class.
Due: Progress weekly report on the final project
Meeting 10:
EWD/M: M language/M database
Final Project: Development
Due:
Progress weekly report on the final project
Meeting 11:
EWD/M: EXTJS4
Final Project: Development. Be prepared to present your progress to the class.
Due: Progress weekly report on the final project
Meeting 12:
EWD/M: EWD development
Final Project: Development.
Due:
Progress weekly report on the final project
Individual php/mysql assignment
Meeting 13:
EWD/M: EWD development
Final Project: Development.
Due: Progress weekly report on the final project
Meeting 14:
Final Project: Be prepared to present your final product to the class. There'll be visitors.
Make us proud!
Grading
A-E graded
| INF 462: Current Technologies in Interactive Design Spring 2015 7
How Grades Will Be Earned
25 points (25%) Readiness Assurance Tests (breakdown 60% iRAT, 40% gRAT)
25 points (25%) Individual participation in class activities/assignments
10 points (10%) Group grade for final project
25 points (25%) Individual grade for final project
5 points (5%) Joint project
10 points (10%) Peer-Graded Assessment of Team Member Performance
100 points (100%)
Due Dates
Assignments and class activities documentation delivered via Blackboard or github by
midnight will be deemed handed in that day. You are responsible for handling course due
dates.
Individual Assignments/Peer Assessment: Assignments should be turned in on or before the
due date (see Course Schedule/Timeline). You will lose 1 point for each late day.
Class activities: Class activities will include “challenge” section. You must submit your
solutions to these challenges to blackboard.
You have four chances to change the due date of an assignment/activity. You must inform
the instructor of the changes you need to make at least three days before the due date
posted by the instructor.
Final Project
There will be one main project that you will work on throughout the semester. This is a
team project; however, your individual assignments will be included as part of this project.
You will have the option of using Drupal or EWD to develop this website. Your website must
provide a web, as well as a mobile interface. Users should be able to access the site from
their desktop browser and from their mobile device.
Peer Evaluation
At the end of the semester, you will be asked to evaluate the “helpfulness” of your team
members and assign a grade that counts as part of their grade for INF 362.
Extra Credit
Extra credit can be earned is a number of ways. All require consultation with the instructor
before they are commenced. All extra-credit opportunities are capped at no more than 5
points (5%) of your overall grade.
Community: CCI sponsors several events throughout the semester. Any student who attends
one or more of those events may receive extra credit.
Other extra credit opportunities may be available. Details to follow.
| INF 462: Current Technologies in Interactive Design Spring 2015 8
| INF 465: Senior Capstone (3 credit hours)
Spring 2015
Instructor: TBD
Office location: TBD
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Students from each concentration will each represent their area of expertise on a class or
group project. The projects will either be real-life problems as presented by partnering
external organizations or real-life problems as posed and solved by the group itself. A
culminating paper, application, or presentation will be produced.
The Instructor of INF 465 will act as a mentor to the student teams and help to guide them
through their projects.
May be repeated for credit up to a total of 6 credits with permission of department.
Prerequisites
Senior Informatics majors only.
Course Goals
By the end of the semester, teams of students from various Informatics tracks will have
created a product for a real or proposed organization that solves an Informatics challenge
for that organization. The key component of the capstone is that students will work ona
team with students from other tracks in the major, each bringing their own expertise to
examine, research and solve a technology challenge.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
| INF 465: Senior Capstone Spring 2015
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town fora
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are your
responsibility to manage by using your safety valve. If you need to be out of class for any of
these, make sure you have conserved your droppable grade to cover the class you need to
miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
| INF 465: Senior Capstone Spring 2015 2
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is also
key to your being prepared and performing well on tests and exams. Forming study groups
and discussing assignments and techniques in general terms is encouraged, but the final
work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Allowing other students to see or copy your assignments or exams
| INF 465: Senior Capstone Spring 2015 3
> Examining or copying another student's assignments or exams
Lying to the professor about issues of academic integrity
> Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
IV
VVVVVV
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. 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 Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
| INF 465: Senior Capstone Spring 2015
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
This course will meet once per week for the first month and then on an irregular basis for
regular check-ins. The students will meet regularly for client meetings and team meetings.
Grading
This course is letter graded, A-E.
Team Participation (15%)
Your team will submit peer evaluation grades at two points during the semester. This will
contribute to your team participation grade.
Project Proposal (15%)
Your team will submit your project proposal after meetings with the client to determine
their needs, research into the problem and a proposal for three possible solutions.
Team Presentation (15%)
Your team will present your final product on XXXX. This will include (1) process, (2) decision
points, and (3) final product.
Site Supervisor (25%)
Your site supervisor will submit a grade based on the overall team product.
Individual Reflection (20%)
Each student will submit a 8-10 page paper reflecting on the process, how the team worked
together, the challenge and the solution. Students should pay special attention to their
contribution, representing their expertise, and how that complemented the overall team
goals.
Blackboard may be used as a tool for communication and submittal of status reports and
the final research document, as appropriate.
| INF 465: Senior Capstone Spring 2015 5
| INF 466: Independent Research (3 credit hours)
Fall 2014
Instructor: Jennifer Goodall
Office location: BA 310
Office hours: Tuesdays 2-5
Contact information: jgoodall@albany.edu
Course Information
Course description from Undergraduate Bulletin:
Student-initiated research project under faculty guidance. Students will present their
research as appropriate. May be repeated for credit up to a total of 6 credits with
permission of department.
Prerequisites
Informatics majors, juniors and seniors only.
Course Goals
By the end of the semester, the student should have completed their research project and
submitted it to the instructor for review and approval. An oral presentation / summary of
the findings and results to the faculty member is also required. The goal of this course is to
allow the student to gain experience in conducting faculty-lead research and satisfactorily
present the results.
Course Policies
Attendance
There is no formal attendance policy for this class, although the student must regularly
communicate with the faculty member and present progress reports on a weekly basis.
Meeting times and locations shall be determined as outlined in the grading section, below.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. That is
the last date you can drop a course and receive a 'W'. It is the student’s responsibility to
take action by this date if they wish to drop the course. In particular, grades of
"incomplete" will not be awarded to students because they missed the drop deadline.
Incompletes
As per the Undergraduate Bulletin, 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.
| INF 466: Independent Research Fall 2014
Important: Incompletes will not be given to students who have not fulfilled their course
obligations, and who, at the end of the semester, which to avoid failing the course. This is
asking for special treatment.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Lying to the professor about issues of academic integrity
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the work performed.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. A Failing mark (U) in the course, and referral of the matter to the University Judicial
System for disposition.
Policies from Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course the student should
| INF 466: Independent Research Fall 2014
expect to work a minimum of 9 hours every week on research and outlined activities for the
course.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
This course will meet once per week for the first month and then on an irregular basis for
regular check-ins. The students will meet regularly for client meetings and team meetings.
Grading
This course is letter graded, A-E.
Project Proposal (10%)
You will submit your project proposal after meetings with the client to determine their
needs, research into the problem and a proposal for three possible solutions.
Status Updates (15%)
You will submit regular updates on your progress.
Final Product (60%)
You will submit a 20-25 page research paper.
Final Presentation (10%)
You will present research paper to the Informatics community, schedule pending.
Blackboard may be used as a tool for communication and submittal of status reports and
the final research document, as appropriate.
| INF 466: Independent Research Fall 2014 3
| INF 467: Technology-Based Community Support (3 credit
hours)
Fall 2014
Instructor: Jennifer Goodall
Office location: BA 310
Office hours: Tuesdays 2-5
Contact information: jgoodall@albany.edu
Course Information
Course description from Undergraduate Bulletin:
Students work on-site with a non-profit to provide technology support. Possible projects
could include website creation and development, computer lab support, or networking. At
least 100 hours/semester are required. Students will also meet with a faculty supervisor
throughout the semester and complete a final presentation of their work. May be repeated
for credit up to a total of 6 credits with permission of department.
Prerequisites
Informatics majors, juniors and seniors only, permission of instructor.
Course Goals
By the end of the semester, the student should have completed their on-site technology
support work for a non-profit organization and should have submitted a summary to the
instructor for review and approval. An oral presentation / summary of the specific work
conducted must also be provided to the faculty member. The goal of this course is to allow
the student to gain experience in working on-site with a non-profit organization to provide
technology support and satisfactorily present the results.
Course Policies
Attendance
There is no formal attendance policy for this class, although the student must regularly
communicate with the faculty member and present progress reports on a weekly basis.
Meeting times and locations shall be determined as outlined in the grading section, below.
Withdrawal from the course
The drop date for the Fall 2014 semester is November 4 for undergraduate students. That is
the last date you can drop a course and receive a 'W'. It is the student’s responsibility to
take action by this date if they wish to drop the course. In particular, grades of
"incomplete" will not be awarded to students because they missed the drop deadline.
Incompletes
As per the Undergraduate Bulletin, 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
INF 467: Technology-Based Community Service Fall 2014 1
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 course
obligations, and who, at the end of the semester, which to avoid failing the course. This is
asking for special treatment.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
> Lying to the professor about issues of academic integrity
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
> Falsification
> Bribery
> Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the work performed.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. A Failing mark (U) in the course, and referral of the matter to the University Judicial
System for disposition.
Policies from Undergraduate Bulletin:
w.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
INF 467: Technology-Based Community Service Fall 2014
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course the student should
expect to work a minimum of 9 hours every week on research and outlined activities for the
course.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
Though the course is a work opportunity for a not-for-profit organization, with a work
schedule defined by the site supervisor, the student must also meet with the instructor to
discuss progress, as noted above.
Grading
This course is letter graded, A-E.
Project Proposal (15%)
You will submit your project proposal after meetings with the client to determine their
needs, research into the problem and a proposal for three possible solutions.
Presentation (15%)
You will present your final product on a date to be determined. This will include (1) process,
(2) decision points, and (3) final product.
Site Supervisor (35%)
Your site supervisor will submit a grade based on the overall team product.
Individual Reflection (35%)
You will submit a 8-10 page paper reflecting on the process, how the team worked together,
the challenge and the solution. Students should pay special attention to their contribution,
representing their expertise, and how that complemented the overall team goals.
Blackboard may be used as a tool for communication and submittal of status reports and
the final research document, as appropriate.
INF 467: Technology-Based Community Service Fall 2014 3
| INF 469: Internship for Fully Online Students (9 credit hours)
Spring 2015
Instructor: Jennifer Goodall
Office location: BA 310
Office hours: Tuesdays 2-5
Contact information: |¢
iy.edt
Course Information
Course description from Undergraduate Bulletin:
The internship has two components. (1) work experience in position related to the
Information technology track. Interns are expected to spend at least twenty-four (24) hours
per week during the semester at their internship location. (2) Online academic seminar
where students and faculty mentor discuss their experiences and general career
preparation topics. Assignments may include preparing a resume and cover letter, career
development, assessing skills for and barriers to career development, and planning for
graduate or professional school. Students are expected to research, identify and find their
own internship opportunities. This activity will help student to identify their own career
goals and manner in which they may best be achieved, and it will also help students to
learn career preparation skills that will be useful after graduation. All internship
opportunities must be reviewed and approved by appropriate faculty prior to course
registration.
Prerequisites
Permission of instructor, Informatics juniors and seniors only, IT online track only, fully
online students, GPA 2.5 minimum.
Course Goals
By the end of the semester, the student should have completed their on-site technology
internship and should have submitted a summary to the instructor for review and approval.
They should also have completed the requirements of the academic seminar, as outlined in
the Internship Guidelines for INF 469 - Student Edition, which is provided to the student at
the start of the course. The goal of this course is to allow the student to gain experience in
working as an intern for an organization to provide technology support and satisfactorily
present the results.
Course Policies
Participation is mandatory for every online academic seminar class. It is not possible to earn
a passing grade for the class without consistent participation. Meeting dates and times will
be provided to the student in the Internship Guidelines for INF 469 - Student Edition
document specific to that semester.
INF 469: Internship for Fully Online Students Spring 2015 1
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. That is the
last date you can drop a course and receive a 'W'. It is the student’s responsibility to take
action by this date if they wish to drop the course. In particular, grades of "incomplete" will
not be awarded to students because they missed the drop deadline.
Incompletes
As per the Undergraduate Bulletin, 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 course
obligations, and who, at the end of the semester, which to avoid failing the course. This is
asking for special treatment.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic
integrity at the University. Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive
list.
> Plagiarism
Lying to the professor about issues of academic integrity
Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
> Forgery
> Sabotage
> Unauthorized Collaboration (just check first!)
>
a
>
Vv
Vv
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the work performed.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. A Failing mark (U) in the course, and referral of the matter to the University Judicial
System for disposition.
INF 469: Internship for Fully Online Students Spring 2015 2
Policies from Undergraduate Bulletin:
http://wv
bulletin/regulations.html
edu/undergraduate
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
Interns are expected to spend at least twenty-four (24) hours per week during the semester
at their internship location. In addition, students are expected to participate in the
seminar as outlined in the Internship Guidelines for INF 469 - Student Edition document
specific to that semester.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
Course Outline and Schedule
Though the course is an internship with a work schedule defined by the site supervisor, the
student must also attend seminar classes to discuss progress, as noted above and outlined
in the Internship Guidelines INF 468 - Student Edition document.
Grading
Though the course is an internship with a work schedule defined by the site supervisor, the
student must also attend online seminar classes to discuss progress, as noted above and
outlined in the Internship Guidelines for INF 469 - Student Edition document.
Grading
This course is letter graded, A-E.
Project Proposal (15%)
You will submit your project proposal after meetings with the client to determine their
needs, research into the problem and a proposal for three possible solutions.
Presentation (15%)
You will present your final product on a date to be determined. This will include (1) process,
(2) decision points, and (3) final product.
Site Supervisor (35%)
Your site supervisor will submit a grade based on the overall team product.
INF 469: Internship for Fully Online Students Spring 2015 3
Individual Reflection (35%)
You will submit a 8-10 page paper reflecting on the process, how the team worked together,
the challenge and the solution. Students should pay special attention to their contribution,
representing their expertise, and how that complemented the overall team goals.
INF 469: Internship for Fully Online Students Spring 2015
Course Title:
Credit Hours:
Prerequisites:
Instructor:
Outcomes Objectives:
Text (required):
Materials:
Software:
Supplemental Resources:
Attendance Policy:
Classroom Policies:
ICSC107: Web Programming
Course Description
ICSI 107: Web Programming
3
None, but should be able to type and use the Intemet comfortably.
Dr. Michael Kolta
This course is designed to introduce the student to the ever changing
wold of Web Programming. The student will develop the ability to
wiite original code in HTML, XML, CSS, Javascript, etc. to create
highly customized websites.
“Programming the World Wide Web"
by Robert W. Sebesta, 7th edition is preferred, but 3rd through 6th
editions are also acceptable.
Can be ordered from the SUNY Albany bookstore.
Either your own computer with an Intemet connection
OR
access to a public computer with an Intemet connection and your own
pen drive (aka thumb drive orjump drive)
Strongly recommended: HTML-kit
Can be downloaded for free from hitp://www.chami.com/himl-
kit/download/
For those who are on campus, HTML-kit is installed on most public
computers provided by the University.
Intemet access
This is an asynchronous leaming environment, so attendance is not
required. However, your constructive use of Blackboard will make up a
part of your final grade.
This course is 100% online. No paper will be used (with the one
exception of the required textbook). The Syllabus, and homework
assignments will all be posted on the web via UAlbany’s Blackboard
system. It is the student's responsibility to obtain these resources from
the web.
There are no traditional lectures with this course. Instead, students are
expected to keep up with the Leaming Modules at the rate of one per
week. Students may work ahead, but falling behind will be detrimental
to the student's success.
Homework assignments will be a major part of this course. All
assignments will be due at precisely 11:59 PM on the due date.
Homework deadlines are strict. ABSOLUTELY NO LATE WORK
WILL BE ACCEPTED. The only exception is if you have a note from.
the Dean's Office, which includes all family and medical emergencies.
Students are also encouraged to participate in this class via the use of e-
mail, chat rooms, and discussion groups. Class participation will make
upa part of the final grade.
A word on cheating - DONT DO IT! If caught, you will receive a 0 on
that assignment or test, possibly an E in the class, and perhaps even
expelled from school.
On homework assignments, you are allowed to work together, but you
must TURN IN YOUR OWN WORK!
Handing in the same code as someone else is cheating.
Course Outline and Schedule: The following schedule of lecture topics and reading
assignments is preliminary and may be changed as the semester progresses. The
final schedule and specific homework and lab assignments and materials will be
provided in Blackboard. Students are expected to have read the listed material
before it is covered in class.
Week | Topic Notes
Introduction and Overview
1
HTML and XHTML
2
3 Cascading Style Sheets
4 Javascript
Javascript, HTML and Dynamic
5 Documents
6 XML
7 Flash
8 PHP
9 Ajax
10 Java
11 ASP.NET
12 Database Access
13 Ruby and Rails
Outcomes Assessment: The final letter grade will be computed according to the
following:
1) 1 midterm 15%
2) 1 cumulative final exam 15%
3) homework 50%
4) Class participation 20%
Total 100%
Students can chat with the instructor in real time via the "Virtual Office" chat
room. Appointments must be made at least 48 hours in advance via e-mail. Please
list two or three different times that you are available and wait for confirmation from
the instructor.
The class participation portion of the grade is determined by how much a student
constructively uses the tools (chats, discussion threads, e-mail, etc.) to further their
knowledge of material that is relevant to the course. Asking intelligent questions on
the discussion groups or chat rooms is great class participation. Answering other
students’ questions correctly is excellent class participation.
| CSI 131: Introduction to Data Analytics: Seeking Information in
Data with Computation (3 credit hours)
Course Information
Time: TBA
Place: TBD
Blackboard: the course uses the Blackboard Leaming System, login at https://blackboard.albany.edu,
instructor Information
Instructor: Dr. Siwei Lyu.
Office: LI-83A, in the library building underground branch.
Office Hours: TBD and by appointment
Email: please use Blackboard mail system, usually you can rely on a 24-hour tumaround on your questions, as the
account will be checked daily.
Course Description
Content: This course will offer an introduction to the key terms, concepts and methods in data analysis, with an.
emphasis on developing critical analytical skills through hands-on exercises of actual data analysis tasks. In addition,
you will leam and practice basic programming skills to use software tools in data analysis. Most importantly, this
course aims to help you look at the data and their analysis from new points of view, and nurture a habit of finding
relevant pattems in large data sets with appropriate analysis steps. This ability becomes particularly important when
you are facing with large amounts of data from your future field and career, be it natural or social science, engineering
or business.
We will use the following textbooks for the readings of this course, though other reading materials will be distributed
on Black Board Leaming Systems occasionally.
¢ Joel H. Levine and Thomas B. Roos, Introduction to Data Analysis: the Rules of Evidence, Volume 1-2
‘The whole book can be read or downloaded from www.dartmouth.edu/~mss/docs/Volumes_1-2.pdf
Goals: By the end of this course, you will be able to
© — define and use key terms, concepts and methods in data analysis;
* critically read and interpret data analysis results in science, engineering, and media;
© utilize computation tools to perform basic data analysis on data sets from practical problems;
© write summaries on data analysis results.
Leaming Approach: I believe (and research shows) that people leam best from concrete experience, interacting with
texts and with other leamers/readers, engaging in challenging hand-on tasks, being held accountable for their work,
and receiving frequent feedback on their progress. As a result, I have designed this course to provide all of those
dimensions using the Team Based Learning (TBL) approach. More detailed description of the TBL process is given
in Appendix A: Overview of Team-Based Leaming.
Process: The course content is divided into several units of study, with each unit focused on a common thematic
element of data analysis. Y ou will do much of the processing and analysis tasks in teams into which you will be
placed on the first day of class and will stay in for the entire semester. 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 the TBL approach.
« First, nearly all graded team work will be preceded by one or more preparatory assignments in the form of
readings, for which each individual will be accountable, 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/her teammates during the
‘semester, as well as the instructors. Y our interactions and performance in your team will be crucial to your
‘success in the course.
For each unit of study, we will go through a similar set of steps:
¢ You will read the assigned reading on your own and will take a short Readiness Assessment Test (RAT) on.
ICSI 131 Introduction to Data Analytics Original Version, September 25, 2013
that section at the beginning of each unit of study. The RAT tests are based solely upon your readings, and
not on lecture or any other in-class preparation beforehand. This isan ABSOLUTELY CRUCIAL POINT:
you must complete the readings for each unit before the unit’s start (dates given in the class schedule).
You will take each RAT twice—once on your own and once as a team. (Both grades count—see Grading and
Evaluation for details.)
As the Unit progresses, you will engage in in-class and out-of-class activities, both on your own and as a
member of your team, that are designed to help you gain facility with the leamed texts.
As you work through the reading and activity sequence, there may be oocasional mini-lectures to help fill in
gaps in your understanding.
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and
may be changed as the semester progresses. The final schedule and specific
homework and lab assignments and materials will be provided in
Blackboard. Students are expected to have read the listed material before it is
covered in class.
Week | Topic Notes
Introduction and Overview
1
Description
2
3 Variation
4 Variables
Lines, Signal and Noise
5
6 Extrapolation
af Hypotheses
8 Larger Data Sets
9 Log Analyses
10 Correlation
141, Regression
12 Cases
ICSI 131 Introduction to Data Analytics
Original Version, September 25, 2013
| 13 | Advanced Topics
Grading and Evaluation
‘There will be an individual set of grades and a team set of grades. Y ou final course grade with be composed of the
following elements:
80%! individual grades:
30% homework
20% — individual RAT grades
15% assessment test 1
15% assessment test 2
20%! team grades:
10% — team RAT grades
10% — teamexervise grades
Policies
Sindee on es Pe ey orn ee itself, is not graded.
Tnstead, graded in-class activities and assignments constitute an important part of the course grade. It is not possible
to maintain a passing average without consistent attendance. Missing class means the student eams an automatic
“0” for the individual and team activities or assignments missed. In addition, Missing an assignment or activities that
happened at the beginning of class before you arive or at the end of class after you leave early will also eam a “0” for
the individual and team activities or assignments missed. 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.
IMPORTANT POINT: Absolutely no individual make-up opportunities will be available for missed in-class activities.
Instead of asking to make up missed work, please see the course ‘safety valves’ described below.
Late Tum~ins: homework tumed in before or on the specified due date and time, in class or submitted through
Blackboard, depending on the circumstance, are eligible for 100% of the grade. If you choose to tum in after the due
date and time passes, for the first 24 hour period after the due date and time, your assignment will be eligible for 67%
of the full grade; for the second 24 hour period after the due date and time, your assignment will be eligible for 33% of
the full grade; for the third 24 hour period orlater after the due date and time, your assignment will be eligible for 0%
of the full grade.
Safety valve: Since there will be occasions in your life when missing a class meeting is simply unavoidable, this
course has a no-fault safety valve. When course grades are calculated at the end of the semester, each student will
be credited with the grade of the equivalent of one individual RAT test, one team RAT test, and graded one
team exercise. Roughly speaking, this is the equivalent of two days in the course. It provides a buffer for about one
or two absences or severe tardies. However, this is not intended to provide enough points to make up for consistent
absences. In case a student is not absent or tardy, these points are capped at 100% of the points nonmally
achievable in each category.
Withdrawal without Penalty: The drop date for the fall 2012 semester is Friday, November 9th for undergraduate
‘students. That is the last date you can drop this course and receive a 'W'. This may happen when you have to miss
so many assignments for unforeseeable life problems that it will ruin your grade. IMPORTANT POINT: It is your
responsibility to take such an action by this date, and don’t wait until it’s too late to see us when you get in trouble.
Incomplete and Extra Credit Policy: As per the Undergraduate Bulletin, 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 nonmal grade on the agreed
‘upon completion date based upon whatever material is submitted by that time. IMPORTANT POINT: Incomplete
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. There will be no extra credit work. All students will be expected to complete, and
be graded on, the same set of assignments.
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
ICSI 131 Introduction to Data Analytics Original Version, September 25, 2013
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.
Non-Class Related Use of Technology: Any use of electronic devices (cell phone, tablets, personal laptop
computers, or lab desktop computers) for non-class purposes (e.g., browsing the web, facebook, twittering, etc)
while the class is in session are not allowed. If this is violated in a consistent manner after initial waming is issued by
the instructor, the student involved will be expelled from the classroom and receive no grade for the day’ s activity.
Academic Integrity: The Undergraduate Bulletin states the university's policies on academic integrity, see http://
www.albany.edu/undergraduate_bulletin/regulations.html. Y ou will be held to these policies. You are expected to be
familiar with them. Any incident of academic dishonesty in this course, no matter how "minor" will result in (a) No
credit for the affected assignment, (b) a written report sent to the appropriate University authorities (e.g. the Dean of
‘Undergraduate Studies) and a referral of the matter to the University Judicial System for disposition, (c) a final mark
reduction by at least a full letter grade or in the severe case, an F grade of the course.
ICSI 131 Introduction to Data Analytics Original Version, September 25, 2013
Appendix A: Overview of Team Based Learning
This course will be using a Team: Based- Leaming (TBL) format (www.teambasedleaming.org). This
instructional method aims to help develop your leaming 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. Y ou will be assigned to a team with approximately 5 members. Teams will
be formed during the first week of the term. Y ou will sit with your team during all subsequent classroom.
sessions.
Phase 1 - Preparation: You will complete specified readings for each module
Phase 2 - Readiness Assurance Test: At the first class meeting of each module, you will be givena
Readiness Assurance Test (RAT). The RAT test (10 multiple-choice questions) measures your
comprehension of the assigned readings, and helps you leam the material needed to begin problem
solving in phase 3. Once the test period is over, the instructor may give a short mini-lecture to clarify
concepts that are not well understood as evidenced by the individual test scores. The purpose of phase 2
is to ensure that you and your teammtes have sufficient foundational knowledge to begin leaming how to
apply and use the course concepts in phase 3. RATs are closed book/note and based on the assigned.
readings.
maronsre Fepoeace Apsensaannt Trcvemaet (IF AT)
¢ Individual RAT (individual RAT) - You individually complete a 10 question multiple-choice test based on.
thereadi
¢ Group RAT (team RAT) - Following the individual RAT, 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. Y ou negotiate with
your teammates, and then scratch off the opaque coating hoping to reveal a star that indicates a comect
answer. Y our teamis awarded 10 points if you uncover the correct answer on the first scratch, 6 points for
second scratch, and 2 point for third scratch.
© 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 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 are critical to the team grade. Y ou should expect each team member
‘to present individually and for the entire team to present with smooth transitions.
ICSI 131 Introduction to Data Analytics Original Version, September 25, 2013
Appendix B: A guide of being a critical reader
-- adapted from “A Guide of Being A Critical Reader’ by CSU Writing Center.
As a reader, you are not a passive participant, but an active constructor of meaning. Exhibiting an inquisitive, "critical"
attitude towards what you read will make anything you read richer and more useful to you in your classes and your
life. This guide is designed to help you to understand and engage this active reading process more effectively so that.
you can become a better critical reader.
Let's look at a widely accepted model of reading that is based on cognitive psychology and schemm theory. In this
model, the reader is an active participant who has an important interpretive function in the reading process. In other
words, in the cognitive model you as a reader are more than a passive participant who receives information while an
active text makes itself and its meanings known to you. Actually, the act of reading is a push and pull between reader
and text. As a reader, you actively make, or construct, meaning; what you bring to the text is at least as important as
the text itself.
Below are the mgjor steps you will need to be a critical reader
Previewing
Previewing a text means gathering as much information about the text as you can before you actually read it. You can.
ask yourself the following questions:
Whatis se for ling?
If you are being asked to summarize a particular piece of writing, you will want to look for the thesis and main points.
Are you being asked to respond to a piece? If so, you may want to be conscious of what you already know about the
topic and how you arrived at that opinion.
What can the Title Tell Me About the Text?
Before you read, look at the title of the text. What clues does it give you about the piece of writing? It may reveal the
author's stance, or make a claim the piece will try to support. Good waiters usually try to make their titles do work to
help readers make meaning of the text from the reader's first glance at it.
Howis the Text Structured?
Sometimes the structure of a piece can give you important clues to its meaning. Be sure to read all section headings
carefully. Also, reading the opening sentences of paragraphs should give you a good idea of the main ideas
contained in the piece.
Annotating
Amnotating is an important skill to employ if you want to read critically. Successful critical readers read with a pencil in
their hand, making notes in the text as they read. Instead of reading passively, they create an active relationship with
what they are reading by “talking back" to the text in its margins. You may want to make the following annotations as
you read:
Mark the Thesis and Main Points of the Piece
Mark Key Terms and Unfamiliar Words
Underline Important Ideas and Memorable Images
White Y our Questions and/or Comments in the Margins of the Piece
White any Personal Experience Related to the Piece
Mark Confusing Parts of the Piece, or Sections that Warrant a Reread.
Underline the Sources, if any, the Author has Used
Summarizing
Summarizing the text you've read is an valuable way to check your understanding of the text. When you summarize,
you should be able to find and write down the thesis and main points of the text.
Analyzing
Analyzing a text means breaking it down into its parts to find out how these parts relate to one another. Being aware
of the functions of various parts of a piece of writing and their relationship to one another and the overall piece can
help you better understand a text's meaning. To analyze a text, you can look at the following things:
ICSI 131 Introduction to Data Analytics Original Version, September 25, 2013
Analyzing Evidence
Consider the evidence the author presents. Is there enough evidence to support the point the author is trying to
make? Does the evidence relate to the main point in a logical way? In other words, does the evidence work to prove
the point, or does is contradict the point, or show itself to be irrelevant to the point the author is trying to make?
Analyzing Assumptions
Consider any assumptions the author is making. Assumptions may be unstated in the piece of writing you are
assessing, but the writer may be basing her or his thesis on them. What does the author have to believe is tme
before the rest of her or his essay makes sense?
Example: "[I]f a college recruiter argues that the school is superior to most others because its ratio of students to
teachers is low, the unstated assumptions are (1) that students there will get more attention, and (2) that more
attention results in a better education" (Crusius and Channell, The Aims of Argument, Mayfield Publishing Co., 1995).
Analyzing Sources
If an author uses outside sourves to back up what s/he is saying, analyzing those sources is an important critical
reading activity. Not all sources are created equal. There are at least three criteria to keep in mind when you are
evaluating a source:
« — Isthe Source Relevant?
¢ — Isthe Source Credible?
¢ — Isthe Source Current?
Re-reading
Re-reading is a crucial part of the critical reading process. Good readers will reread a piece several times, until they
are Satisfied they know it inside and out. It is recommended that you read a text three times to make as much
meaning as you can.
The First Reading
‘The first time you read a text, skim it quickly for its main ideas. Pay attention to the introduction, the opening
‘sentences of paragraphs, and section headings, if there are any. Previewing the text in this way gets you off to a good
‘start when you have to read critically.
The Second Reading
The second reading should be a slow, meditative read, and you should have your pencil in your hand so you can
annotate the text. Taking time to annotate your text during the second reading may be the most important strategy to
master if you want to become a critical reader.
‘The Third Reading
The third reading should take into account any questions you asked yourself by annotating the margins. You should
use this reading to look up any unfamiliar words, and to make sure you have understood any confusing or
complicated sections of the text.
Plan your Time Well
Know when the assignment due date is and be sure to allow enough time for all thinking, reading, researching ,
drafting and revising. Be aware of the class policy on due dates.
ICSI 131 Introduction to Data Analytics Original Version, September 25, 2013
I CSI 432: Network Science (3 credit hours)
Fall 2014
Instructor: S.S. Ravi
Office location: TBD
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
Social networks have become an important part of the society. This course will consider
networks arising in many different contexts (e.g. worldwide web, viral marketing,
sociology, epidemiology) and present techniques for analyzing such networks. The goal is
to understand how the structure of a network influences its behavior. The course will cover
the necessary background material in graph theory.
Prerequisites
The Prerequisite course for CSI 432 is CSI 403, Algorithms and Data Structures or permission
of the Instructor.
The primary concepts from that course that are relevant in this one:
¢ Knowledge of and ability to use data.
¢ Knowledge of algorithmic efficiency.
This course will build on these concepts, and add several more.
Team-Based Learning (OPTIONAL)
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to
> Demonstrate a knowledge and ability to implement and analyze the results of
supervised learning algorithms.
I CSI 436: Machine Learning Original version, 9.25.13 1
> Demonstrate a knowledge and ability to implement and analyze the results of
unsupervised learning algorithms.
> Demonstrate knowledge of computational learning theory.
Readings
Required readings:
Networks, Crowds and Markets: Reasoning about a Highly Connected World, D. Easley & J.
Keinberg, 2010, 1st edition, Cambridge University Press, $32, Available at usual University
at Albany book sellers, as well as via online sellers. ISBN-13: 978 0 521 19533 1
Supplemental readings
N.A.
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
I CSI 436: Machine Learning Original version, 9.25.13 2
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town fora
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are
your responsibility to manage by using your safety valve. If you need to be out of class for
any of these, make sure you have conserved your droppable grade to cover the class you
need to miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
I CSI 436: Machine Learning Original version, 9.25.13 3
Incompletes
As per the Undergraduate Bulletin, 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 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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic integrity
at the University. Claims of ignorance, of unintentional error, or of academic or personal
pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is
also key to your being prepared and performing well on tests and exams. Forming study
groups and discussing assignments and techniques in general terms is encouraged, but the
final work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive list.
> Plagiarism
> Allowing other students to see or copy your assignments or exams
> Examining or copying another student’s assignments or exams
> Lying to the professor about issues of academic integrity
> Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
> Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
VVVVVV
Any incident of academic dishonesty in this course, no matter how "minor" will result in
I CSI 436: Machine Learning Original version, 9.25.13 4
No credit for the affected assignment.
. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal mark reduction by at least one-half letter grade (e.g. B — B-, C- > D+),
o AFailing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.
De
Policies from Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
CCI Student Center
The College of Computing and Information Student Center (LI-84) offers tutoring, career
development, social events and academic advising. Please stop by or email at
ccistudentcenter@gmail.com. Visit the CCI Facebook page for more details and upcoming
events: http://www.facebook.com/CollegeofComputingandInformation#
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may
be changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
I CSI 436: Machine Learning Original version, 9.25.13 5
Week | Topic Notes
Introduction and Overview
1
Generative and Discriminative
2 Learning
3 Parametric/non-parametric
Learning
4 Neural Networks
Support Vector Machines
5
6 Cases/Advanced Topics
Z Clustering
8 Dimensionality Reduction
9 Kernel Methods
10 Cases/Advanced Topics
ll Bias Variance Tradeoffs
12 VC Theory
13 Large Margins
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation
grade. The percentage given to each category and within each category for specific
assignments will be determined the second week of class. Once the weighting is
determined, a student sample for download will be available on Blackboard so you can
track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests 40%
Individual 60%
Assignments
Team Grades XX% (20% - 50%)*
gRAT Tests 40%
Team Exercises 60%
Peer Evaluation XX% (10% - 40%)*
Total 100%
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within the ranges
I CSI 436: Machine Learning
Original version, 9.25.13
6
given above. For example, they may agree on individual grades at 50%, team grades at 30% and
peer evaluation at 20% of a student’s course grade. The percentages must total to 100%.
I CSI 436: Machine Learning Original version, 9.25.13
I CSI 436: Machine Learning (3 credit hours)
Fall 2014
Instructor: Siwei Lyu
Office location: TBD
Office hours: TBA
Contact information (email, IM, phone, etc.)
Course Information
Course description from Undergraduate Bulletin:
The various elements of machine learning. Supervised and unsupervised learning.
Numeric and categorical approaches. Discriminative and generative models. The
importance of understanding the nature of data. Methodological considerations.
Prerequisites
The Prerequisite course for CSI 436 is CSI 310, Data Structures.
The primary concepts from that course that are relevant in this one are a basic knowledge
of:
¢ Knowledge of basic computer science principles and skills.
This course will build on these concepts, and add several more.
Team-Based Learning (OPTIONAL)
This course uses a Team-Based Learning approach. On the first day of the course, you will
be assigned to a team that will work together throughout the semester. Course grades 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, 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 during the
semester, as well as the instructors.
Course Goals
By the end of the semester, you should be able to
> Demonstrate a knowledge and ability to implement and analyze the results of
supervised learning algorithms.
> Demonstrate a knowledge and ability to implement and analyze the results of
unsupervised learning algorithms.
> Demonstrate knowledge of computational learning theory.
I CSI 436: Machine Learning Original version, 9.25.13
Readings
Required readings:
There is no conventional textbook. The instructor’s lecture notes will serve as the primary
reading material.
Supplemental readings
N.A.
Additional Materials
Students will require access to a computer, a modern generation browser, and the Internet.
Course Policies
Attendance
Attendance is mandatory in every class and students are expected to arrive on time. Your in-
class performance is key to your success in this course. Attendance, itself, is not graded.
Instead, graded in-class activities and assignments constitute an important part of the
course grade. It is not possible to maintain a passing average without consistent
attendance. Missing class means the student earns an automatic zero for the activities or
assignments missed. Because of the nature of the assignments, no make-up opportunities
will be available.
Tardiness
Missing an assignment or activity that happened before a student arrives or after a student
leaves also earns a zero. No make-up opportunities will be available.
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. 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 see the
course ‘safety valves’ described below.
Since there will be occasions in your life when missing a class meeting is simply
unavoidable, this course has a no-fault safety valve.
Safety valve 1
You may miss TWO classes and it’s associated in-class assignment grade(s). So, if you must
miss class for any reason, it will be possible to drop the zero you would automatically
receive for missing the assignment. Be careful not to waste your drop on frivolous things
early in the semester, since you may need it if you catch a cold or need to leave town for a
I CSI 436: Machine Learning Original version, 9.25.13 2
day later in the semester. If you do not use your safety valve for missed classes, you will be
able to use your safety valve to improve your grade, by dropping your lowest two scores.
Plan carefully for classes that you know you will need to miss. Work, religious practice,
sports team travel, military duty, club activities, fraternity/sorority obligations, family
responsibilities, assignments for other courses, and even brief illnesses, etc—these are
your responsibility to manage by using your safety valve. If you need to be out of class for
any of these, make sure you have conserved your droppable grade to cover the class you
need to miss.
Safety valve 2
If 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 me 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 see me when you get in trouble.
Late homework
Homework is due on the due date at the specified time, in class or submitted through
Blackboard, depending on the assignment. Late assignments will be accepted, but at the
cost of a full letter grade for missing the first, in-class 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.
Extra Credit
There may be extra credit work. All students will be expected to complete, and be graded
on, the same set of assignments. Details to follow. All extra-credit opportunities are capped
at no more than 5 points on your overall grade.
Withdrawal from the course
The drop date for the XXXX semester is INSERT DATE for undergraduate students. 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.
Cell phones & laptops
Please make sure your electronic devices are turned off before entering the classroom
unless we are doing a class exercise where they are helpful. Use of phones, tablets,
computers, etc. for non-class purposes during class will count against you in your class
participation grade. While you may be using computers in class, texting, using Facebook,
etc., are not appropriate uses of class time and your instructor-evaluated grade will suffer
for it.
Incompletes
As per the Undergraduate Bulletin, 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 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.
I CSI 436: Machine Learning Original version, 9.25.13 3
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.
Academic Integrity
It is every student’s responsibility to become familiar with the standards of academic integrity
at the University. Claims of ignorance, of unintentional error, or of academic or personal
pressures are not sufficient reasons for violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual exercises. Copying the work of
others is a violation of university rules on academic integrity. Individual course work is
also key to your being prepared and performing well on tests and exams. Forming study
groups and discussing assignments and techniques in general terms is encouraged, but the
final work must be your own work. For example, two or more people may not create an
assignment together and submit it for credit. If you have specific questions about this or
any other policy, please ask.
The following is a list of the types of behaviors that are defined as examples of academic
dishonesty and are therefore unacceptable. Attempts to commit such acts also fall under
the term academic dishonesty and are subject to penalty. No set of guidelines can, of
course, define all possible types or degrees of academic dishonesty; thus, the following
descriptions should be understood as examples of infractions rather than an exhaustive list.
> Plagiarism
Allowing other students to see or copy your assignments or exams
Examining or copying another student’s assignments or exams
Lying to the professor about issues of academic integrity
Submitting the same work for multiple assignments/classes without prior consent
from the instructor(s)
Getting answers or help from people, or other sources (e.g. research papers, web
sites) without acknowledging them.
Forgery
Sabotage
Unauthorized Collaboration (just check first!)
Falsification
Bribery
Theft, Damage, or Misuse of Library or Computer Resources
Vv
VVVVVV
Any incident of academic dishonesty in this course, no matter how "minor" will result in
1. No credit for the affected assignment.
2. Awritten report will be sent to the appropriate University authorities (e.g. the Dean
of Undergraduate Studies)
3. One of -
o Afinal mark reduction by at least one-half letter grade (e.g. B — B-, C- > D+),
o AFailing mark (E) in the course, and referral of the matter to the University
Judicial System for disposition.
I CSI 436: Machine Learning Original version, 9.25.13 4
Policies from Undergraduate Bulletin:
http://www.albany.edu/undergraduate_bulletin/regulations.html
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 Web Site:
http://www.albany.edu/its/policies_responsible_use_of_IT.htm
Time Management
For every credit hour that a course meets, students should expect to work 3 additional
hours outside of class every week (3 x 3= 9). For a three-credit course you should expect to
work 9 hours outside of class every week. Manage your time effectively to complete
readings, assignments, and projects.
Available Support Services
Reasonable accommodation
Reasonable accommodation will be provided for students with documented physical,
sensory, cognitive, learning and psychiatric disorders. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disability Resource
Center (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability, and will recommend appropriate accommodations. In
general, it is the student's responsibility to contact the instructor at least one week before
the relevant assignment to make arrangements.
CCI Student Center
The College of Computing and Information Student Center (LI-84) offers tutoring, career
development, social events and academic advising. Please stop by or email at
ccistudentcenter@gmail.com. Visit the CCI Facebook page for more details and upcoming
events: http://www.facebook.com/CollegeofComputingandInformation#
Course Outline and Schedule
The following schedule of lecture topics and reading assignments is preliminary and may
be changed as the semester progresses. The final schedule and specific homework and lab
assignments and materials will be provided in Blackboard. Students are expected to have
read the listed material before it is covered in class.
Week | Topic Notes
Introduction and Overview
Section I: Supervised Learning
Generative and Discriminative
2 Learning
I CSI 436: Machine Learning Original version, 9.25.13 5
3 Parametric/non-parametric
Learning
4 Neural Networks
Support Vector Machines
5
6 Cases/Advanced Topics
Section II: Unsupervised
Learning
& Clustering
8 Dimensionality Reduction
9 Kernel Methods
10 Cases/Advanced Topics
Section III: Learning Theory
ll Bias Variance Tradeoffs
12 VC Theory
13 Large Margins
Grading
A-E graded
There will be an individual set of grades, a team set of grades, and a peer evaluation
grade. The percentage given to each category and within each category for specific
assignments will be determined the second week of class. Once the weighting is
determined, a student sample for download will be available on Blackboard so you can
track your own grades.
Category Assignment Type Weight Category Weight in the
Within Course
Category
Individual Grades XX% (40% - 70%)*
iRAT Tests 40%
Individual 60%
Assignments
Team Grades XX% (20% - 50%)*
QRAT Tests 40%
Team Exercises 60%
Peer Evaluation XX% (10% - 40%)*
Total 100%
* Grades weights determined by the class on XXXXX. Student teams will negotiate the exact
proportions of individual grades, team grades, and peer evaluation in the course, within 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 student’s course grade. The percentages must total to 100%.
I CSI 436: Machine Learning Original version, 9.25.13 6
I CSI 436: Machine Learning Original version, 9.25.13
University at Albany
Program Proposal BS in Informatics
Appendix 5
Position descriptions for faculty-to-be-hired
The College of Computing and Information at the University at Albany —
SUNY is seeking candidates for:
1. One (1) open rank tenure-track faculty position beginning fall 2014 for the Director of its Interdisciplinary
Ph.D. program in Information Science in the Informatics Department. The successful candidate will have an
established record of interdisciplinary scholarship with demonstrated potential to develop programs that
cross over multiple units in a comprehensive research university.
Applicants must have a Ph.D. in Computer Science or Information Science or a closely related discipline.
Candidates applying at the level of Associate or Full Professor position must also have a strong record of
funded research.
For a complete job description and application procedures, visit:
http://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=44921
Questions regarding the position may be addressed to phdsearch2014@albany.edu.
For a snapshot of CCI student activities, please visit the CCI Student Center blog at: http://ualbanycci.com/.
2. One (1) open rank tenure-track faculty position in the Informatics Department with a focus on role, use,
influence, and consequences of information and information communication technologies in government
and democratic society beginning fall 2014. The successful candidate will teach and develop courses that
focus on government information policy, strategy, management, technology, use and users while
emphasizing relevant analytical information science approaches such as system dynamics, network analysis,
systems integration, and/or cyber-security
Applicants must have a Ph.D. in Informatics, Information Science, Political Science, Public Administration,
Management Information Systems or a closely related discipline. Candidates applying at the level of
associate or full professor positions must have a strong record of funded research.
For a complete job description and application procedures, visit:
http://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=44969
Questions regarding the position may be addressed to igdssearch2014@albany.edu
For a snapshot of CCI student activities, please visit the CCI Student Center blog at: http://ualbanycci.com/.
3. One (1) open rank, tenure-track faculty position in the Computer Science Department with a specialization
in data analytics and three (3) tenure-track faculty positions in the Informatics and Computer Science
Departments at the Assistant Professor level with a specialization in cyber-security beginning fall 2014. In
data analytics, we seek candidates whose research involves the design and implementation of data analytics
Over please
techniques or systems that can be used in other areas (e.g., security, computer forensics, software
engineering, natural language processing, social network analysis, physical sciences, social sciences, health
sciences, and business). In cyber-security, we seek candidates whose research involves any number of areas
across the broad range of technical, organizational, and societal aspects of information assurance.
Applicants must have a Ph.D. in Computer Science or Information Science or a closely related discipline.
Candidates who expect to receive their Ph.D. by August 2014 may also apply. Candidates applying for the
data analytics open rank position at the level of Associate or Full Professor position must also have a strong
record of funded research.
For a complete job description and application procedures, visit:
http://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=44980
Questions regarding the position may be addressed to omnibussearch2014@albany.edu.
For a snapshot of CCI student activities, please visit the CCl Student Center blog at: http://ualbanycci.com/.
The Informatics Department at the University at Albany, SUNY, is seeking three (3) full-time lecturers for
its new BS in Informatics and its online components, to begin fall 2014. Positions are three-year,
renewable, 10 month appointments. Successful applicants will teach in the program core as well as be able
to develop and teach a variety of courses in several of the following concentration areas of the new degree
program: computer networking, cyber-security, data analytics, information technology, interactive user
experience, social media, and software development.
A Master’s of Science (MS) degree in Information Science, Computer Science, or a related discipline from a
college or university accredited by the U.S. Department of Education or an internationally recognized
ilities include a three-four teaching load, university and
department-level service, and participation in the development and evaluation of the newly established INF
accrediting organization is required. Responsil
BS degree. Many of the courses taught will be in an online delivery format. Instructors will also be
responsible for the creation and development of online and face-to-face courses to be taught by graduate
students and other instructors.
For a complete job description and application procedures, visit:
http://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=44924
Questions regarding the position may be addressed to evergreen2013@albany.edu.
For a snapshot of CCI student activities, please visit the CCI Student Center blog at: http://ualbanycci.com/.
Over please
University at Albany
Program Proposal BS in Informatics
Appendix 6
Transfer Articulation agreements
UNIVERSITYATALBANY
ANY State University of New York
TRANSFER ARTICULATION AGREEMENT
INFORMATICS PROGRAM
HUDSON VALLEY COMMUNITY COLLEGE
. AND
THE UNIVERSITY AT ALBANY
This transfer articulation agreement is the result of thoughtful cooperation between the faculty
and staff of the University at Albany and Hudson Valley Community College.
Academic programs at Hudson Valley Community College provide strong preparation for and
ready access to baccalaureate programs at the University at Albany. Therefore, we have
developed an agreement with Hudson Valley Community College that will provide the
maximum number of transfer credits applied to the Informatics degree program at the University
at Albany. We strongly believe that many students in a two-year program of study at Hudson
Valley Community College will benefit from the information, guidance and transfer course
equivalencies this agreement provides.
The University at Albany is delighted to continue our longstanding, close relationship with
Hudson Valley Community College and we are proud to offer each student the opportunity to
earn both an Associate’s degree and baccalaureate degree within the State University of New
York system.
Susan D. Phillips, Ph.D.
Provost and Vice President for Academic Affairs
University at Albany
State University of New York
NY
UNIVERSITYATALBANY
State University of New York
The attached University at Albany and Hudson Valley Community College transfer equivalency
table represents the required and suggested elective courses that are similar and parallel to those
completed by degree-seeking students at the University at Albany. Hudson Valley Community
College students who complete the program as outlined in these arrays will be awarded full
transfer credit and afforded the opportunity to complete the Bachelor's degree in Informatics in
four additional semesters of study at UAlbany.
Students completing the Computing and Information Systems A.S. degree at Hudson Valley
Community College will be fully admitted to the Informatics major at UAIbany.
Hudson Valley Community College students pursuing programs that do not conform to those
specified herein will be considered for admission on an individual basis. The transfer course
equivalency table in this agreement will be amended or expanded with mutual consent through
an annual review by both institutions.
Approved for Approved for
Hudson Valley Community College University at Albany
State University of New York State University of yy)
On (0.
Carolyn G. Curtis, Ph.D. Jeanette Altarriba, Ph.D.
Vice President of Academic Affairs Vice Provost and Dean for Undergraduate Education
Title Title
Date: Date: Apndt of) war!
SUNY TRANSFER COURSE EQUIVALENCY TABLE
University at Albany
BS in Informatics
CISS 110 Programming and Logic 4 Ics! 010 Computer Science Elective 4
CISS 111R Programming and Logic 11 — Data Siructures ICSI 105 Computing and Information Xx 4
CISS 120E Networking 1 - Intro to Data Communication IINF 203 Introduction to Networks and Systems x 3
CISS 220E- _|_Intro to Web Design and Development INF 201 Introduction to Web Technologies x 3
CISS 250 Database Management Systems 1681010 Computer Science elective 4
CISS 251E Structured Query Language. HNF 202 Introduction to Data and Databases x iz
ENGL101R_{ English Composition | x AENG 010 English Elective x 3
ENGL +02R_| English Composition II xX AENG 010 English Elective 3
MATH 135 Statistics {or BADM 220) Xx AMAT 108" __|_ Elementary Statistics x 4
PSYC 260 Practical Research Methods x INF 200 Research Methods for Informatics x x 3
American (US} History Gen Ed Elective Xx AHIS 010 American (US} History Gen Ed Elective Xx 3
Arts Gen Ed Elective x AART 010 Arts Gen Elective x 3
Foreign Language Gea Ed Elective xX ASPN O10 Foreign Language Gen Ed Elective x 3
Humanities Elective x ACAS 010__| Humanities Elective x 3
Math Elective (Math 150, 180 or 180) AMAT +08 Math Gen Ed (Statistics) x 3
Natural Science Gen Ec Elective x ABIO 010 Natural Science Gen Ed Elective x 4
Social Science Gen Ed Elective x ASOC 010 Social Science Gen Ed Elective x 3
Restricted Elective 3
Restricted Elective Elective 3
Restricted Elective Elective 3
Additional Requifed and Elective Courses for the Majorat UAlbany
Information in the 21% Century (Challenges) x x 3
Emerging Trends in Information &Technology x 3
Digital Project Management x 3
Senior Seminar x 3
INF Concentration Course Xx 3
INF Concentration Course x 3
2 INF Concentration Course x 3
INF Concentration Course X 3
INF Experiential xX 3
. INF Experiential x 3
INF Experiential xX 3
Elective, Liberal Arts, upper level 3
Elective, Liberal Arts, upper level 3
Elective, Liberal Arts, upper level 3
Elective, Liberal Arts, upper level : 3
: Elective, Liberal Arts, upper level 3
Elective, Liberal Arts, upper ‘evel 3
Elective, Liberal Arts, upper level 3
Elective, Upper Level in the Major 3
Elective, Upper level 3
Total Credits: 64 Total Credits Transferred:
Course Credits Needed for Graduation after Transfer:
UNIVERSITYATALBANY
AVY State University of New York
TRANSFER ARTICULATION AGREEMENT
INFORMATICS PROGRAM
FULTON-MONTGOMERY COMMUNITY COLLEGE
AND é
THE UNIVERSITY AT ALBANY
This transfer articulation agreement is the result of thoughtful cooperation between the faculty
and staff of the University at Albany and Fulton-Montgomery Community College.
Academic programs at Fulton-Montgomery Community College provide strong preparation for
and ready access to baccalaureate programs at the University at Albany. Therefore, we have
developed an agreement with Fulton-Montgomery Community College that will provide the
maaximum number of transfer credits applied to the Informatics degree program at the University
at Albany. We strongly believe that many students in a two-year program of study at Fulton-
Montgomery Community College will benefit from the information, guidance and transfer
course equivalencies this agreement provides.
The University at Albany is delighted to continue our longstanding, close relationship with
Fulton-Montgomery Community College and we are proud to offer each student the opportunity
to earn both an Associate’s degree and baccalaureate degree within the State University of New
York system.
Susan D. Phillips, Ph.D.
Provost and Vice President for Academic Affairs
University at Albany
State University of New York
Y
nN
UNIVERSITY4TALBANY
State University of New York
The attached University at Albany and Fulion-Montgomery Community College transfer
equivalency table represents the required and suggested elective courses that are similar and
parallel to those completed by degree-seeking students at the University at Albany. Fulton-
Montgomery Community College students who complete the program as outlined in these arrays
will be awarded full transfer credit and afforded the opportunity to complete the Bachelor’s
degree in Informatics in four additional semesters of study at UAlbany.
Students completing the Computing and Information Systems A.A.S. degree at Fulton-
Montgomery Community College will be fully admitted to the Informatics major at UAlbany.
Fulton-Montgomery Community College students pursuing programs that do not conform to
those specified herein will be considered for admission on an individual basis. The transfer
course equivalency table in this agreement will be amended or expanded with mutual consent
through an annual review by both institutions.
Approved for Approved for
Fulton-Monigomery Community College University at Albany
State University of New York State University of New York
Quen
abla sven
Greg Truckenmiller, Ph.D. Jeanétte Altarriba, Ph.D.
Provost & Vice President of Academic Affairs. Vice Provost & Dean for Undergraduate Education
Title Title
Date: Date: pak “, 70) of
SUNY TRANSFER COURSE EQUIVALENCY TABLE
Fulton-Montgomery Community College University at Albany
Systems — 8S in Informatics a
cls 110 Spreadsheets & Databases - Professionals xX 3 ICSI 010 3
CIS 145 tntroduction to Programming Logic xX 3 Ics! 010 3
CIS 4120 Computer Science 1 x 3 ICSI 105. Computing and Information Xx 3
CIs 160 Database Design and Programming x 3 Csi0i0. Computer Science Elective 3
CIS 170 Web Site Development, x 3 IINF 204 Introduction fo Web Technologies 3
CIS 220 Computer Science 14 x 3 JINF 010 Informatics elective 3
CIS 230 Internet Programming x 3 INF 0+0 Informatics elective 3
CIS 240 Hardware Concepts x 3 (CS| 010 Computer Science elective x 3
CIS 244 Networking Concepts x 3 INF 203 introduction to Networks and Systems x 3
CIS 250 Project Management x 3 INF 305 ital Project Management. X 3
CIS 289/IN 292 | Prof Development Seminar or Internship x 2 APLEO General Elective 2
COT 134 Cisco Networking 1 x 4 APLEO Applied Elective 4
ENG 103 English | Xx 3 AENG 0402 _| English Elective xX 3
ENG 104 English 11 x 3 AENG 121Z | Reading Literature x 3
ENG 132 Speech (Restricted Elective) x 3 ACOM 203 | Speech Communication x 3
MAT 125 Statistics x 3 AMAT 108__| Elementary Statistics xX 3
MAT 128 Discrete Math x 4 AMAT 010 Math elective for the major xX 4
Natural Science Gen Ed Elective x 3 ABIO 010 Natural Science Gen Ed Elective x 3
Physical Education 2 DPEC 010 Elective Course 2
Social Science Gen Ed Elec x 3 ASOC 010 __| Social Science Gen Ed Elective x 3
Additional Requited and Elective Courses forthe Major at UAlbany
INF 200 Research Methodologies x 3
IINF 202 Introduction to Data and Databases Xx 3
IINF 100 Information in the 218! Century (Challenges) x x 3
IINF 301 Emerging Trends in Information &Technology x 3
INF 499 Senior Seminar Xx 3
INF Concentration Course X 3
INF Concentration Course - Xx 3
INF Concentration Course X 3
INF Concentration Course x 3
INF Experiential Xx 3
x 3
x 3
AHIS 010 American (US) History Gen Ed Elective x 3
AARTO10 | Arts Gen Ed Elective x 3
ASPN 010 Foreign Language Gen Ed Elective x Ki
international Perspectives Gen Ed Elective x 3:
Elective, upper level in the major X 3
Elective, Liberal Arts, upper !evel 3
Elective, Liberal Aris, upper level 3
Elective, Liberal Arts, upper level 3
Total Credits: 60 Total Credits Transferred: 60
Course Cradits Needed for Graduation after Transfer: 60
University at Albany
Program Proposal BS in Informatics
Appendix 7
Distance Education Format Proposal (Form 4)
Toe State University
cf Slave Yoric
Distance Education Format Proposal
For A Proposed or Registered Pra
When a new or existing program is designed for a distance education format, which enables students to complete
50% or more of the course requirements at a distance, a campus Chief Executive Officer or Chief Academic
Officer should submit a signed cover letter and this completed form to the SUNY Provost at
program.review@suny.edu, According to MSCHE, the 50% standard includes only courses offered in their
entirety via distance education, not courses utilizing mixed delivery methods. Also, MSCHE requires that the
first two programs for which 50% or more is offered through distance education be submitted for Commission
review and prior approval of a substantive change.
« All campuses must complete the following sections: Contact and Program Information, Section 1:
Enrollment, Section 2: Program Information, and Part B: Program Specific Issues.
© Part A must be completed if the proposing campus has not previously submitted this form with a completed
Part A: Institution-wide Issues, or has made significant changes to its institution-wide distance education
operations since last completing Part A. This applies even if the institution has programs registered to be
delivered at a distance.
‘ontact and Program ‘Information
Institution’s 6-digit SED Code: 210500
“Tnstitution Name:
University at Albany, State University of New York
Institution Address:
1400 Washington Avenue, , Albany, NY. 12222
“NYS Department of Labor/Regents Region:
Capital Region
CEO or Designee:
Susan D Phillips, Ph.D.
Preyost and Wice Préiient for Academic Affairs
.
CEO/Designee Signatur Date:
LC ly
Chief Executive Officeror Designee Approval: Signgfure affirms that the proposal has met all applicable
campus administrative and shared governance procedures for consultation, and the institution’s commitment to
support the proposed program.
“Distance Education Contact Person Name and Title
Suzanne K Freed
Asst Vice Provost for Undergraduate Education
| Telephone: 518-242-6046 ‘mail: sfreed@albany.edu
Program Title: Informatics SED Program Code (for existing programs): 0702
Degree or Gattificate Award: Bachelor of Science HEGIS Code: “11.0104
[Section 1: Enrollment
Anticipated enrollment in distance program:
Initial Year: 10 Maximum by Year3: 30
[Section 2: Program Information
a)
b)
°)
d)
e)
Texmlength (in weeks) for the distance program: 15 weeks
Is this the same as term length for classroom program? [ ]No [X ]Yes
How much " instructional time" is required per week per credit for a distance course in this
program? (Do not include time spent on activities that would be done outside " class time," such as
research, writing assignments, or chat rooms.) NOTE: See SUNY policy on cedit/contact hours
and SED quidanoe.
The online classes are designed to be equivalent in terms of instructional time and total material covered
to the face-to-face classes, which follow SED guidelines of 150 minutes/week for 15 weeks.
What proportion or percentage of the program will be offered in Distance Education format? Will
students be able to complete 100 percent of the program online? If not, what proportion will be
able to be completed online?
It is anticipated that students opting for the Information Technology concentration will be able to
complete 100% of the program online. Only students opting for this concentration will be offered the
entire major online.
What is the maximum number of students who would be enrolled in an online course section?
Class sizes will range from 25-100 depending on the resources associated with the class and the mode of
instruction. Equivalent resources will be allocated to classes regardless of in the instruction environment
(face-to-face/or-line).
Part A: Institution-wide Issues: Submit Part A only for the first Distance Education program proposed by your
institution using this form SUNY and the State Education Department will keep this in a master file so that your
institution will not need to resubmit it for each new proposed online program, unless there are significant
changes, such as a new platform.
1.
ORGANIZATIONAL COMMITMENT
a)
Describe your institution’s planning process for Distance Education, including how the need for
distance access was identified, the nature and size of the intended audiences, and the provisions for
serving those audiences, including how each student's identity will be verified.
The University at Albany’ s planning process for Distance Education is both imbedded in the program
planning process and supported by institution-wide oversight and strategic planning. While distance
2
b)
education has been part of the University’ s offerings since the mid-1990s, the University’s Strategic Pian.
of 2009 identified as a goal expansion of online and other distance education to support the leaming of
traditional students as well as. to reach new populations. In 2012-13, a Task Force on Online Teaching
and Leaming created a “Framework” for moving forward as well as assessing the current quality of these
endeavors. Since then, a University Steering Committee has been guiding strategic distance education
efforts, with membership from each academic unit and administrative supporting work in this area. Most
recently, the University has appointed an Associate Provost for Online Leaming to provide strategic
direction and coordination to these efforts.
Like all academic program planning at the University, the department, school, or college offering the
program plays the central role in identifying the need and appropriate audience for its academic offerings,
based on discipline-specific knowledge and environmental scanning. This assessment is a required part
of the academic program approval process at the University.
Section 496(a)(4)(B) of the HEA, as amended by the HEOA, and effective August 14, 2008, provides that
an accrediting agency must require an institution that offers distance education to have processes through
which the institution establishes that the student who registers in a distance education or correspondence
education course or program is the same student who participates in and completes the program and.
receives the academic credit. Consistent with this legislation, all UAlbany students who participate in
such classes use secure login procedures for their online courses via the student’s MyUAlbany unique ID
and password.
Describe your institution’s resources for distance learning programs and its student and technical
support services to ensure their effectiveness. What course management system does your
institution use?
UAlbany uses Blackboard Leam to host online courses for all programs. The campus provides technical
and instructional support for the faculty and students through professional units in both Information
Technology Resources (ITS) and Academic A ffairs.
The Information Technology Resources staff manages the Blackboard service and serves as technical
support for the faculty and students. The office is staffed M-F 9:00 - 5:00 for phone, walk-in, and web
support. When the office is closed, faculty and students are able to access online support resources,
including instructions, FAQ, and tutorials as well as submit inquiries and help requests by phone and via
the web.
Online Technical Support Resources:
e ITS Service Desk
Both phone messages and online requests are logged electronically using the service desk
software, FootPrints. This software allows the HelpDesk staff to respond to requests the
following business day and maintains a record of communication and resolution of technical
support incidents.
hittp://www.albany.edu/its/currentfaculty. html
e AskIT Wiki
Self-help resources are available through the AskIT wiki which provides procedural and tutorial
assistance with the full range of UAlbany Information Technology Services.
hittps://wiki.albany.edu/display/public/askit/Information+Technology+Services+askIT
)
d)
e)
e ITS Service Points
Several offices within IT provide support for the numerous technology services available to
faculty, staff, and students.
hittps://wiki.albany.edu/display/public/askit/Contact-Hnformation+forHTS+Service+Desk
Describe how the institution trains faculty and supports them in developing and teaching online
courses, including the pedagogical and communication strategies to function effectively. Describe
the qualifications of those who train and/or assist faculty, or are otherwise responsible for online
education.
The Online Course Development program (see http://www.albany.edu/its/34097.php) facilitates faculty
and course development activities. The program is conducted by the staff in Faculty Technology
Resouces, including Instructional Developers who hold Masters Degrees in Instructional
Design/Technology, Communication, and Library Sciences and have extensive experience facilitating
course development and supporting programs. This program is available in both a face-to-face and online
format.
If your institution uses courses or academic support services from another provider, describe the
process used (with faculty participation) to evaluate their quality, academic rigor, and suitability
for the award of college credit and a degree or certificate. N/A
Does your institution have a clear policy on ownership of course materials developed for its distance
education courses? How is this policy shared with faculty and staff? NOTE: Younny referto
——— faculty ownership of instructional content, and/or faculty contract
UAlbany adheres to SUNY’ policy on course/materials ownership. However, contractual arrangements
are devised in many cases which dictate specifics about faculty ownership with penmission granted for the
university to use the course/materials for future offerings.
Il.
LEARNER SUPPORT
a)
Describe how your institution provides distance students with dear information on:
Program completion requirements
The nature of the learning experience
Any specific student background, knowledge, or technical skills needed
Expectations of student participation and learning
The nature of interactions among faculty and students in the courses.
Any technical equipment or software required or recommended.
Equivalent services are made available to students regardless of instructional format. Course syllabi
outline the student expectations and leaming outcomes, as well as the expected interaction with the
faculty, and any equipment or software required or recommended. Academic advisors will work with
students (face-to-face or online) to review requirements and address and clarify student behaviors
necessary for academic success. Faculty development offerings and instructional design guidelines
ize the importance of interaction between students and instructors and typical online courses
assume a high level of instructor-student interaction.
b)
)
Online students have access to the University degree audit system. DARs provides student with a clear
listing of program requirements, and tracks which the student has completed or has yet to complete.
All online courses offered through Blackboard provide general orientation materials designed to provide
guidance on using the system to succeed in online courses. The standard for each course is to include a
Course Information module that details expectations for students and instructors, around course-specific
requirements and expectations around interactions. ITS also provides technology requirements. With
faculty consent access to online course syllabi and other materials are automatically made available to
students two weeks before the start of classes to ensure that students have adequate time to prepare and to
get clarification where needed.
Describe how your institution provides distance learners with adequate academic and administrative
support, including academic advisement, technical support, library and information services, and
other student support services normally available on campus. Do program materials clearly define
how students can access these support services?
All UAlbany students have a personal account through MyUAlbany. The University uses this online
portal to provide information and support to all students, conceming advising, finances, access to library
resourves and email.
Each of these services is available to distance education students remotely, using various forms of
technology depending on the student’ s needs.
Technical Support is provided to faculty, students, and staff by the Information Technology Services
(ITS) HelpDesk team. The HelpDesk provides support in person, by phone, and via online channels
(email, web form, remote assistance). The HelpDesk is staffed 8:30 - 5:00, M-F.
When the HelpDesk is closed students are able to access online support resources, including instructions,
FAQ, and tutorials as well as submit inquiries and help requests by phone and via the web.
Online Technical Support Resources:
e ITS Service Desk
Both phone messages and online requests are logged electronically using the service desk
software, FootPrints. This software allows the HelpDesk staff to respond to requests the
following business day and maintains a record of communication and resolution of technical
support incidents.
hittp://www.albany.edu/its/currentstudent. html
e = AskIT Wiki
Self-help resources are available through the AskIT wiki which provides procedural and tutorial
assistance with the full range of UAlbany Information Technology Services.
hittps://wiki.albany.edu/display/public/askit/Information+Technology+Services+askIT
e ITS Service Points
Several offices within IT provide support for the numerous technology services available to
faculty, staff, and students.
hittps://wiki.albany.edu/display/public/askit/Contact-Hnformation+forHTS+Service+Desk
Describe how administrative processes such as admissions and registration are made available to
distance students, and how program materials inform students how to access these services.
5
d)
Applications and information conceming admission is fully available online at Albany.edu/admissions.
Once admitted, the UAlbary Welcome website provides all necessary follow up information for students
to prepare for classes and student life.
Students register for UAlbany online courses through their MyUAlbany online portal. Students who
choose to register at other SUNY institutions to complete general education or other requirements will
interact with the UA Registrar.
The Informatics Program is also creating an online community within Blackboard to provide information
about accessing University resources.
The UAlbany Online Teaching and Leaming subcommittee on Student Services works to monitor
availability of services and to facilitate additional changes as necessary.
What orientation opportunities and resources are available for students of distance learning?
The Office of New Student Programs invites all students to participate in the on-campus Orientations for
new students. Information from the Orientation will also be available on-line for Distance Education
leamers who cannot make it to campus. This information will include academic and course related
information as well as information about resources available to students to help them be successful
UAlbany students. Distance Education Leamers who have questions about UAlbany resources are
encouraged to contact the Office of New Student Programs at 518-442-5509 or
orientation@albany.edu.
Part B: Program-Specific Issues: Submit Part B for each new request to add Distance Education Fonmat to a
proposed or registered program.
Ill. LEARNING DESIGN
a)
b)
9)
How does your institution ensure that the same academic standards and requirements are applied to
the program on campus and through distance learning? If the curriculum in the Distance
Education program differs from that of the on-ground program, please identify the differences.
The curriculum for the Informatics major can be pursued in either environment, distance or face-to-face,
oncampus. However, of the seven available concentrations in this major, only one is offered fully on-
line. Because each online course has a face-to-face counterpart, the same standards and requirements are
seamlessly applied to both. Additionally, appropriate assessment activities are designed to be equivalent
for both environments.
Are the courses that make up the distance learning program offered in a sequence or configuration
that allows timely completion of requirements?
Yes, the program materials clearly outline the sequencing, and courses are offered throughout the year to
allow for timely completion.
How do faculty and others ensure that the technological tools used in the program are appropriate
for the content and intended learning outcomes?
This is addressed in the course design process and is discussed among the faculty members teaching each
individual course in the program. The Informatics program maintains a repository of tutorials explaining
the use of technological tools instructors are encouraged to use in the classroom.
6
d)
e)
How does the program provide for appropriate and flexible interaction between faculty and
students, and among students?
Blackboard provides the tools for threaded discussions among class participants, as well as for
confidential interaction between faculty and students. Additional collaboration tools may also be
introduced into courses at the discretion of the online instructor.
How do faculty teaching online courses verify that the student who registers in a distance education
course or program is the same student who participates in and completes the course or program
and receives the academic credit?
Student identities are verified by use of login to the Leaming Management System with the student’ s
MyUAlbany unique ID and password.
Additionally the Informatics Department faculty currently uses Safe Assign and Tum It In for academic
integrity verification.
. OUTCOMES AND ASSESSMENT
a)
b)
Distance learning programs are expected to produce the same leaming outoomesas comparable
classroom-based programs. How are these learning outcomes identified - in terms of knowledge,
skills, or credentials - in course and program materials?
The new program proposal requires that the student leaming outcomes be identified. This specific
proposal includes which classes will address each leaming outcome.
Describe how the means chosen for assessing student leaming in this program are appropriate to the
content, learning design, technologies, and characteristics of the learners.
The assessment of student leaming in online environments is designed to be equivalent to assessing the
student in face-to-face environments. With assistance from the University’s Faculty Technology
Resourve unit, faculty are supported to reflect on course content, technologies, student needs and.
overarching goals and specific objective and to design appropriate formative and summative assessments
to understand, measure, and improved online student leaming. All exercises, labs, projects, and other
activities can be successfully completed and assessed online. Experiential opportunity placements will be
determined based on individual student needs.
. PROGRAM EVALUATION
a)
b)
What process is in place to monitor and evaluate the effectiveness of this particular distance
education program on a regular basis?
Each academic program develops a self-study and undergoes an extemal review process on a sever-year
cycle. In addition to other important criteria, program review self-study documents describe past, current,
and future assessment activities.
Additionally, a program self-study review will be performed annually.
At aminimum of once/semester, student course evaluations will be administered. Periodic peer reviews
of individual course content and syllabi will be conducted.
How will the evaluation results will be used for continuous programimprovement?
Z
°)
Student evaluations are shared with the course instructor who in tum will act on the results. All course
evaluations and program reviews involve all members of a program at all levels. Suggestions and
feedback will be continuously reviewed and acted on. Faculty teaching sections of the same course will
confer and share course content. Faculty will be encouraged and supported in participating in professional
development opportunities involving contemporary online teaching methods.
How will the evaluation process assure that the programresults in leaming outoomes appropriate to
the rigor and breadth of the college degree or certificate awarded?
Cunriculum mapping (as part of the regular program self-study review process) will assure that instruction
aligns with desired goals and leaming outcomes.
VI. STUDENTS RESIDING OUTSIDE NEW YORK STATE
SUNY programs must comply with all " authorization to operate" regulations that are in place in other
U.S. states where the institution has enrolled students or is otherwise active, based on each state’s
definitions.
a)
b)
What processes are in place to monitor the U.S. state of residency of students enrolled in any
distance education course in this program while residing in their home state?
Distance-leaming students will be flagged in our integrated administrative system. This will allow
regular querying so that we can identify any out of state students who participate from their home state.
We can then seek approval from their home state if necessary.
Federal regulations require institutions delivering courses by distance education to provide
students or prospective students with contact information for filing complaints with the state
approval or licensing entity in the student's state of residency and any other relevant state official
or agency that would appropriately handle a student's complaint. What is the URL on your
institution’ s website where contact information for filing complaints for students in this program is
posted?
www.albany.edu/in/rtk/
University at Albany
Program Proposal
BS in Informatics
Appendix 8
Sample Program Schedule and Curriculum for:
BS in Informatics with a concentration in
a) Interactive User Experience
b) Cybersecurity
c) Computer Networking
d) Social Media
e) Data Analytics
f) Software Development
g) Information Technology
SUNY Undergraduate Sample Program Schedule
‘Campus Name University at Albany, State University of New York
Program/Track Title and Award IBS in Informatics (Computer Networking Concentration)
Semester Guar Tine omer
Calendar Type a I I ]
SUNY Transfer Path Name (if one exists) [ N/A ] - Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
KEY course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course isan LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside ofthe major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X) Co/Prerequiste(}: List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the firs five
listed in order oftheir frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Socal Science (5S), Humanities (H), American History (AK), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL)
‘The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart
Label each term in sequence, consistent with the institution's academic calendar (e.g, Fall 1 Spring 1, Fall2.
Tait
[course Number & Title (& Type) Number of Credits GER Area GE Credits las Major Elective/Other | Upperdiv | Upper Div Major ath New Course Co/Prerequisite
ICS1105 Computing and Information - R 3 x x
INF 100 Information in the 21st Century -R 3 x x
Natural Science Gen Ed- RE 3 nS 3 x
farts Gen Ed-RE 3 aR 3 x
Elective -FE 3
[Term Totals 5 z 6 2 é ba
Spring
[course Number & Title (& Type) Number ofCredits| GER Area GE Credits as Major Elective/Other | UpperDiv__| Upper Div Major Trath New Course Co/Prerequisite
INF 200 Research Methods for Informatics -R 3 x iNF 100
INF 201 Intro to Web Technology - 3 x NF 100
[AMAT 108 Statistics -R 3 ™ 3 x x
[UUNI 110 Writing and Critical Inquiry — 3 aC 3 x
Elective -FE 3
Herm Totals a z é 6 3 oH
Fala
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | _UpperDiv | Upper Div Major Teath New Course Co/Prerequisite
[INF 202 Introduction to Data and Databases 3 x iesia05
iF 301 Emerging Trends in nformaton and Tech-R 3 x x x x NE 100
[AMAT 101, 104, 106 or 112 (math elective) - RE 3 mM 3 x x
Foreign Language Gen Ed- RE 3 FL 3 x
interational Perspectives Gen Ed-RE 3 ow 3 x
Herm Totals ra 3 3 2 3 3 3 ba
Spring?
[course Number & Title (& Type) Number of Credits GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major Path New Course Co/Prerequisite
[INF 203 Introduction to Networks and Systems —R 3 x esr 105
[Social Science Gen Ed-RE 3 s 3 x
US Historical Perspectives -RE 3 aH 3 x
Humanities. RE 3 H 3 x
Elective -FE 3 x
Frerm Totals a5 3 3 3 3 3 ca
Taig
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major ‘path New Course Co/Prerequisite
INF 305 Digital Project Management 3 % x x INF 203 and 202
INF 303 - Intermediate Networking - R 3 x x x NF 203
Elective, Liberal Arts - RE 3 x
Elective, Liberal Arts - RE 3 x x
Elective -FE 3 x
Term Totals as G G G 6 é co
Spring
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major Path New Course Co/Prerequisite
TINF 304 - Intermediate Hardware and Operating
[systems -R 3 x x x ivr 203
INF 465/466/4671408 oF EAPS 487. Experiential
leaming course -R 3 x x x x informatics Junior/Senior
[Upper Division Elective, Liberal Arts RE 3 % x
[Upper division elective - RE 3 x
[Upper division elective. RE 3 x
Herm Totals a5 3 a a5 a z oa
Tal
[course Number & Title (& Type) Number ofCredits| GER Area GE Credits as Major Etective/other_| Upper Div _|_Upper Div Major rath New Course Co/Prerequisite
[Computer Networking elective —RE 3 % % x
INF 465/466/467/468 or EAPS 487: Experiental RES ETE
leaming course -R 3 x x x only
Elective, Liberal Arts RE 3 x
Elective, Liberal Arts RE 3 x
[Upper Division Elective RE 3 x x
Herm Totals a5 é G 3 3 a oa
Spring
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | Upperdiv__| Upper Div Major rath New Course Co/Prerequisite
[Computer Networking elective —RE 3 % % %
INF 465/466/467/468 or EAPS 47. Experiental IS [GNSS
leaming course 3 x x x only
INF 499W Senior Seminar in Informatics _R 3 x x x x informatics seniors only
Elective, Liberal Arts RE 3 x
[Upper division elective RE 3 x x
Herm Totals 15 a 3 3 2 3 oH
Program Total Summary Tole TUNYGERAress —] SUNYGERGreais | Uberatans@'Suencer | —MojorCreats ] fleaivesndGther —] Upper Orion Geais| Upper Onson Major | Totartrath Couser | New Courer
credits Credits credits
120 3 30 60 5a 15 6 30 ry
GER Area Summary Basie Communication (¢) The Aris (AR)
Mathematics (M) ‘American History (AH)
Natural Sciences (NS) ‘Western Civilization (WC)
Social Sciences (SS)
Humanities (H)
Other World Civilizations (OW)
Foreign Language (FL)
SUNY Undergraduate Sample Program Schedule
‘Campus Name University at Albany, State University of New York
Program/Track Title and Award IBS in Informatics (Cybersecurity Concentration)
Semester Guar Times om
Calendar Type a I I ]
SUNY Transfer Path Name (if one exists) [ N/A ] - Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course isan LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequiste(s) List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
‘The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.
Label each term in sequence, consistent with the insttution’s academic calendar (e.g. Fall 1, Spring 1, Fall.
Tal
[course Number & Title (& Type) Number of Credits] GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
ICS1 105 Computing and Information - R 3 x x
INF 100 Information in the 21st Century -R 3 x x
Natural Science Gen Ed- RE 3 NS 3 x
farts Gen Ed- RE 3 aR 3 x
Elective - FE 3
[Term Totals rc 2 6 Fc 6 ba
Spring T
[Course Number & Title (8 Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
INF 200_ Research Methods for Informatics - R 3 x INF 100
INF 201 intro to Web Technology -R. 3 x INF 100
[AMAT 108 Statistics -R 3 M 3 x x
[UUNI 110 Writing and Critical Inquiry — 3 BC 3 x
Elective - FE 3
Herm Totals 5 z 6 6 3 oH
Tal
|course Number & Title (& Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper div __| Upper Div Major ‘Path New Course Co/Prerequisite
INF 202 introduction to Data and Databases -R 3 x ies1 105
finF 303 Emerging Trends in lnformaton and Tech 3 x x x x nF 100
[AMAT 101, 104, 106 or 112 (math elective) RE 3 Mi 3 x x
Foreign Language Gen Ed - RE 3 FL 3 x
Intemational Perspectives Gen Ed-RE 3 ‘ow 3 x
[erm Totals ry 3 3 Fa} 3 3 3 ba
Spring?
[course Number & Title (8 Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
TINE 203 introduction to Networks and Systems — 3 x ICSI 105
[Social Science Gen Ed- RE 3 s 3 x
US Historical Perspectives - RE 3 oo 3 x
[Humanities RE 3 H 3 x
Elective, Liberal Arts — RE 3 x x
[Term Totals Eg 3 3 2 3 3 ca
Taig
[course Number & Title (& Type) Number of Credits | GER Area GE Credits las Major Elective/Other Upper div__| Upper Div Major Path New Course Co/Prerequisite
INF 305 Digital Project Management-R 3 x x x INF 203 and 202
ICS1124X Computer Security Basics - R 3 x
Elective, Liberal Arts - RE 3 x
Upper division elective -RE 3 x
[Upper division elective RE 3 x
Herm Totals Fo 3 é 3 3 co
Springs
[course Number & Title (& Type) Number of Credits | GER Area GE Credits las Major Elective/Other Upper div__| Upper Div Major ath New Course Co/Prerequisite
INF 306 - Information Security & Assurance -R 3 x x x INF 202
INF 465/466/467/468 or EAPS 487: Experiential
leaming course -R 3 x x x x Informatics Junior/Senior
Elective, Liberal Arts - RE 3 x
[Upper division elective - RE 3 x
Upper division elective: RE 3 x
Herm Totals Fo 3 é 2 G r co
Tal
[course Number & Title (8 Type) Number of Credits | GER Area GE Credits las Major Elective/Other Upper div__| Upper Div Major TPath New Course Co/Prerequisite
[Cybersecurity elective RE 3 x x x
INF 465/466/467/468 or EAPS 487; Experiential
leaming course -R 3 x x x Informatics Junior/Senior
Elective, Liberal Arts - RE 3 x
Elective, Liberal Arts - RE 3 x
[Upper Division Elective - RE 3 x x
Herm Totals a5 G é 3 3 G co
Spragt
[course Number & Title (& Type) Number of Credits | GER Area GE Credits las Major Elective/Other Upper div__| Upper Div Major Tpath New Course Co/Prerequisite
[Cybersecurity elective RE 3 x x x
INF 465/466/467/468 or EAPS 487; Experental
leaming course 3 x x x Informatics Junior/Senior
INF 499W Senior Seminar in Informatics - R 3 x x x x informatics seniors only
Elective, Liberal Arts - RE 3 x
Upper division elective - RE 3 x x
[Term Totals i é 3 3 2 3 wo
Program Total Summary Tau ceais SUNY GER Areas] —SUNYGERCredis | Uberal Ansa Stences | —MajorCredis ] Elediveand Other] Upper Dwsion Cedis | Upper Dison Major | Toll Thain Courses New Courses
reits credits reits
120 3 30 60 54 9 6 27 a
GER Area Summary Basie Communication (BC) T The Arts (AR) T
Mathematics (M) 2 ‘American History (AH) a
Natural Sciences (NS) 1 Western Civilization (WC)
Social Sciences (SS) 1 (Other World Civilizations (OW) 1
Humanities (H) a Foreign Language (FL) a
SUNY Undergraduate Sample Program Schedule
‘Campus Name University at Albany, State University of New York
Program/Track Title and Award IBS in Informatics (Data Analytics Concentration)
Semester Guar Times om
Calendar Type a I I ]
SUNY Transfer Path Name (if one exists) [ N/A ] - Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course isan LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequiste(s) List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
‘The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.
Label each term in sequence, consistent with the insttution’s academic calendar (e.g. Fall 1, Spring 1, Fall.
Tal
[course Number & Title (& Type) Number of Credits] GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
ICS1 105 Computing and Information - R 3 x x
INF 100 Information in the 21st Century -R 3 x x
Natural Science Gen Ed- RE 3 NS 3 x
farts Gen Ed- RE 3 aR 3 x
Elective - FE 3
[Term Totals rc 2 6 Fc 6 ba
Spring T
[Course Number & Title (8 Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
INF 200_ Research Methods for Informatics - R 3 x INF 100
INF 201 intro to Web Technology -R. 3 x INF 100
[AMAT 108 Statistics -R 3 M 3 x x
[UUNI 110 Writing and Critical Inquiry — 3 BC 3 x
Elective - FE 3
Herm Totals 5 z 6 6 3 oH
Tal
|course Number & Title (& Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper div __| Upper Div Major ‘Path New Course Co/Prerequisite
INF 202 introduction to Data and Databases -R 3 x ies1 105
finF 303 Emerging Trends in lnformaton and Tech 3 x x x x nF 100
[AMAT 101, 104, 106 or 112 (math elective) RE 3 Mi 3 x x
Foreign Language Gen Ed - RE 3 FL 3 x
Intemational Perspectives Gen Ed-RE 3 ‘ow 3 x
[erm Totals ry 3 3 Fa} 3 3 3 ba
Spring?
[course Number & Title (8 Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
TINE 203 introduction to Networks and Systems — 3 x ICSI 105
[Social Science Gen Ed- RE 3 s 3 x
US Historical Perspectives - RE 3 oo 3 x
[Humanities RE 3 H 3 x
Elective, Liberal Arts — RE 3 x x
[Term Totals Eg 3 3 2 3 3 ca
Taig
[Course Number & Title (8 Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major path New Course Co/Prerequisite
INF 305 Digital Project Management—R 3 x x x INF 203 and 202
[CST 131 - Intro to Data Analytics: Seeking Information
in Data with Computation - R 3 x
Elective, Liberal Arts — RE 3 x
Upper division elective — RE 3 x
Upper division elective — RE 3 x
[Term Totals ry 3 é 3 3 oH
Springs
[course Number & Title (8 Type) Number of Credits] GER Area GE Credits Las Major Elective/Other Upper div__|_Upper Div Major Path New Course Co/Prerequisite
INF 300 - Probability and Statistics for Data Analytics
R 3 x x x AMAT 108
INF 465/466/467/468 or EAPS 487; Experiential
learning course - R 3 x x x x Informatics Junior/Senior
Liberal Arts elective- RE 3 x
(Upper division elective — RE 3 x
Upper division elective RE 3 x
[Term Totals 5 3 é 2 6 z oa
Talla
[Course Number & Title (& Type) Number of Credits] GER Area GE Credits Las Major Elective/Other Upper div__|_Upper Div Major Path New Course Co/Prerequisite
Data Analytics elective - RE 3 x x x
INF 465/466/467/468 or EAPS 487, Experiential
learning course - R 3 x x x Informatics Junior/Senior
Elective, Liberal Arts - RE 3 x
Elective, Liberal Arts - RE 3 x
[Upper Division Elective - RE 3 x x
Herm Totals rg a é 3 3 é oH
Spring
[course Number & Title (& Type) Number of Credits] GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
Data Analytics elective - RE 3 x x x
INF 465/466/467/468 or EAPS 487, Expenental
learning course 3 x x x Informatics Junior/Senior
INF_499W Senior Seminar in Informatics -R 3 x x x x Informatics Seniors only
Elective, Liberal Arts - RE 3 x
Upper division elective — RE 3 x x
[Term Totals 5 a 3 3 R 3 oH
Program Total Summary Total create “SUNY GER Areas | SUNYGER Credits] Uberal Ans Sciences | —MajorCredits | —Eleive and Other ] Upper Dion Greats | Upper Owsion Major | Total Path Courses] New Courses
Cres Creits Cres
120 3 30 60 5a 3 as 27 1
GER Area Summary Basic Communication (BC) The Aris (AR) 7
Mathematics (M) ‘American History (AH) A
Natural Sciences (NS) Western Civilization (WC)
Social Sciences (SS)
Humanities (H)
Other World Civilizations (OW)
Foreign Language (FL)
SUNY Undergraduate Sample Program Schedule
Campus Name University at Albany, State University of New York
Program/Track Title and Award [BS in Informatics (Information Technology Concentration)
Semester Guarer Trimester other
Calendar Type el 1 1 |
SUNY Transfer Path Name (if one exists) [ n/a ] <-~~ Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course is an LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequisite(s) List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses}: Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
‘The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart,
Label each term in sequence, consistent with the institution's academic calendar (e.g., Fall 1, Spring 1, Fall 2
Tar
lcourse Number & Title (& Type) Number of Credits | __ GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major path New Course Co/Prerequisite
ICSI 105 Computing and information -& 3 x x
INF 100 information in the 21st Century 3 x x
Natural Sicence Gen Ed - RE 3 NS 3 x
larts Gen Ed - RE 3 AR 3 x
Elective - RE 3
[Term Totals 15 2 é Fa é 0
Spring T
Icourse Number & Title (& Type) Numberof Credits | __ GER Area GE Credits las Major Elective/Other Upper Div__|_Upper Div Major path New Course Co/Prerequisite
INF 200 Research Methods for Informatics -R 3 x NE 100)
lunF 202 Intro to Web Technology -R 3 x INF 100
[AMAT 108 Statistics - R 3 M 3 x x
[UNI 130 writing and Critical inquiry -R 3 BC 3 x
[Elective - FE 3
Herm Totals i 2 G é 3 wo
Fala
|course Number & Title (& Type) Numberof Credits | GER Area GE Credits las Major Elective/Other Upper Div__| Upper Div Major path New Course Co/Prerequisite
lnk 202 introduction to Data and Databases -R 3 x iesi 105;
[NF 301 Emerging Trends in Information and Tech - R 3 x x x x INE 100)
[AMAT 201, 104, 106 or 112 (math elective) -RE 3 M 3 x x
[Foreign Language Gen Ed- RE 3 FL 3 x
international Perpectives Gen Ed - RE 3 ow 3 x
Herm Totals 5 3 3 Fa 3 3 3 C3)
Saing?
[course Number & Title (& Type) Numberof Credits | GER Area GE Credits Las Major Elective/Other Upper div__|_Upper Div Major path New Course Co/Prerequisite
INF 203 introduction to Networks and Systems A 3 x ies 105
[Social Science Gen Ed - RE 3 ss 3 x
[US Historical Perpectives - RE 3 AH 3 x
Humanities 3 4 3 x
Elective - RE 3 x
[Term Totals 5 3 3 A 3 3 co
Tals
[Course Number & Title (& Type) Numberof Credits | GER Area GE Credits las Major Elective/Other Upper Div__| Upper Div Major path New Course Co/Prerequisite
INF 305 Digital Project Management - R 3 x x x INE 201 and 202
INF 302 - Human Computer Interactive Design -R 3 x x x INF 302
Elective Liberal Arts - RE 3 x
Elective Liberal Arts -RE 3 x x
Elective -FE 3 x
[Term Totals 5 é é é é é oF
Suing
Icourse Number & Title (& Type) Numberof Credits | GER Area GE Credits las Major Elective/Other Upper div__|_Upper Div Major path New Course Co/Prerequisite
INF 303 - Intermediate Networking -R 3 x x x iN 203
Elective, Liberal Arts - RE 3 x
[Upper Division Elective, Liberal Arts - RE 3 x x
[Upper Division Elective - RE 3 x
[Upper Division Elective - RE 3 3
Herm Totals 5 é 3 2 3 oo
Fala
[course Number & Title (& Type) Numberof Credits | GER Area GE Credits las Major Elective/Other Upper Div__|_Upper Div Major path New Course Co/Prerequisite
INF 306 - Information Security & Assurance -R 3 x x x NE 202
INF 469 - Experiential Learning Course -R 3 x x x x Informatics Junior/Senior
Elective, Liberal Arts - RE 3 x
[Term Totals 5 3 Fa 2 Fa i oF
Suing
|course Number & Title (& Type) Numberof Credits | GER Area GE Credits las Major Elective/Other Upper Div__|_Upper Div Major path New Course Co/Prerequisite
INF 308 - Programming for Informatics -R 3 x x x ICSI 205 and lINF 100
INF 499W Senior Seminar in Informatics -R 3 x x x x Informatics Seniors only
Elective, Liberal Arts - RE 3 3
Upper division elective - RE 3 x x
Upper division elective - RE 3 x x
[Term Totals 5 é a G 2 6 oF
Program Total Summary Toi create SUNY GERAreas —] SUNY GERGreGis | UberalAnsEScences | MajorCredie ] Elertveand Omer] Upper Dwsion Greats | Upper Divsion Major | —TotalPath Courses | New Courser
Credits Credits Credits
20 a 30 60 54 15 45 30 1
GER Area Summary Basic Communication (BC) T The Arts (AR) T
Mathematics (M) a ‘American History (AH) 1
Natural Sciences (NS) 6 Western Civilization (WC)
Social Sciences (SS) 1 Other World Civilizations (OW) 1
Humanities (H) Foreign Language (FL) 1
SUNY Undergraduate Sample Program Schedule
‘Campus Name University at Albany, State University of New York
Program/Track Title and Award IBS in Informatics (Social Media Concentration)
Semester Guar Tine om
Calendar Type a I I ]
SUNY Transfer Path Name (if one exists) [ N/A ] - Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
KEY course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course isan LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside ofthe major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X) Co/Prerequiste(}: List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the firs five
listed in order oftheir frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Socal Science (5S), Humanities (H), American History (AK), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL)
‘The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart
Label each term in sequence, consistent with the institution's academic calendar (e.g, Fall 1 Spring 1, Fall2.
Tait
[course Number & Title (& Type) Number of Credits GER Area GE Credits las Major Elective/Other | Upperdiv | Upper Div Major ath New Course Co/Prerequisite
ICS1105 Computing and Information - R 3 x x
INF 100 Information in the 21st Century -R 3 x x
Natural Science Gen Ed- RE 3 nS 3 x
farts Gen Ed-RE 3 aR 3 x
Elective -FE 3
[Term Totals 5 z 6 2 é ba
Spring
[course Number & Title (& Type) Number ofCredits| GER Area GE Credits as Major Elective/Other | UpperDiv__| Upper Div Major Trath New Course Co/Prerequisite
INF 200 Research Methods for Informatics -R 3 x iNF 100
INF 201 Intro to Web Technology - 3 x NF 100
[AMAT 108 Statistics -R 3 ™ 3 x x
[UUNI 110 Writing and Critical Inquiry — 3 aC 3 x
Elective -FE 3
Herm Totals a z é 6 3 oH
Fala
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | _UpperDiv | Upper Div Major Teath New Course Co/Prerequisite
[INF 202 Introduction to Data and Databases 3 x iesia05
iF 301 Emerging Trends in nformaton and Tech-R 3 x x x x NE 100
[AMAT 101, 104, 106 or 112 (math elective) - RE 3 mM 3 x x
Foreign Language Gen Ed- RE 3 FL 3 x
interational Perspectives Gen Ed-RE 3 ow 3 x
Herm Totals ra 3 3 2 3 3 3 ba
Spring?
[course Number & Title (& Type) Number of Credits GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major Path New Course Co/Prerequisite
[INF 203 Introduction to Networks and Systems —R 3 x esr 105
[Social Science Gen Ed-RE 3 s 3 x
US Historical Perspectives RE 3 aH 3 x
Humanities - RE 3 H 3 x
Elective -FE 3 x
Frerm Totals a5 3 3 3 3 3 ca
Taig
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major ‘path New Course Co/Prerequisite
INF 305 Digital Project Management R 3 % x x INF 203 and 202
ICST 131 - Intro to Data Analytics: Seeking Information
in Data with Computation - R 3 x
(Upper Division Elective, Liberal Arts RE 3 % x
Elective, Liberal Arts - RE 3 x x
[Upper division elective — RE 3 x
Herm Totals a5 a é 3 3 3 oH
Springs
[course Number & Title (& Type) Number of Credits| GER Area GE Credits as Major Elective/Other | Upperdiv | Upper Div Major ‘Path New Course Co/Prerequisite
INF 307 - Current Topics in Social Media -R 3 x x x iiNF 302
INF 465/406/467/408 or EAPS 487: Experiental
learning course -R 3 x x x x informatics Junior/Senior
[Upper Division Elective, Liberal Arts RE 3 % x
[Upper division elective - RE 3 x
[Upper division elective. RE 3 x
Herm Totals a5 3 a a5 a z oa
Tal
[course Number & Title (& Type) Number ofCredits| GER Area GE Credits as Major Etective/other_| Upper Div _|_Upper Div Major rath New Course Co/Prerequisite
Social Media elective RE 3 x
INF 465/466/467/468 or EAPS 487. Experiential
learning course -& 3 x x x informatics Junior/Senior
Elective, Liberal Arts RE 3 x
Elective, Liberal Arts RE 3 x
[Upper Division Elective RE 3 x x
Herm Totals a5 é G 3 a 3 oa
Spring
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | Upperdiv__| Upper Div Major rath New Course Co/Prerequisite
[Social Media upper level elective RE 3 x x x
INF 465/466/467/468 or EAPS 487. Experiental
leaming course 3 x x x Informatics Junior/Senior
INF 499W Senior Seminar in Informatics _R 3 x x x x informatics Seniors only
Elective, Liberal Arts RE 3 x
[Upper division elective RE 3 x x
Herm Totals 15 a 3 3 2 3 oH
Program Total Summary Tole TUNYGERAress | —SUNYGERGreais | UberatAns@ Scencer | —MojorCreats —] fleaivesndGther —] Upper Dion Geais| Upper Onson Major | Totartrath Courses | New Courses
credits Credits credits
120 3 30 60 5a 2 6 24 ry
GER Area Summary Basie Communication (¢) The Aris (AR)
Mathematics (M) ‘American History (AH)
Natural Sciences (NS) ‘Western Civilization (WC)
Social Sciences (SS)
Humanities (H)
Other World Civilizations (OW)
Foreign Language (FL)
SUNY Undergraduate Sample Program Schedule
‘Campus Name University at Albany, State University of New York
Program/Track Title and Award IBS in Informatics (Software Development Concentration)
Semester Guar Tires oer
Calendar Type a I I ]
SUNY Transfer Path Name (if one exists) [ N/A ] - Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
KEY course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course isan LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside ofthe major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X) Co/Prerequiste(}: List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the firs five
listed in order oftheir frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Socal Science (5S), Humanities (H), American History (AK), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL)
‘The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart
Label each term in sequence, consistent with the institution's academic calendar (e.g, Fall 1 Spring 1, Fall2.
Tait
[course Number & Title (& Type) Number of Credits GER Area GE Credits las Major Elective/Other | Upperdiv | Upper Div Major ath New Course Co/Prerequisite
ICS1105 Computing and Information - R 3 x x
INF 100 Information in the 21st Century -R 3 x x
Natural Science Gen Ed- RE 3 nS 3 x
farts Gen Ed-RE 3 aR 3 x
Elective -FE 3
[Term Totals 5 z 6 2 é ba
Spring
[course Number & Title (& Type) Number ofCredits| GER Area GE Credits as Major Elective/Other | UpperDiv__| Upper Div Major Trath New Course Co/Prerequisite
INF 200 Research Methods for Informatics -R 3 x iNF 100
INF 201 Intro to Web Technology - 3 x NF 100
[AMAT 108 Statistics -R 3 ™ 3 x x
[UUNI 110 Writing and Critical Inquiry — 3 aC 3 x
Elective -FE 3
Herm Totals a z é 6 3 oH
Fala
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | _UpperDiv | Upper Div Major Teath New Course Co/Prerequisite
[INF 202 Introduction to Data and Databases 3 x iesia05
iF 301 Emerging Trends in nformaton and Tech-R 3 x x x x NE 100
[AMAT 101, 104, 106 or 112 (math elective) - RE 3 mM 3 x x
Foreign Language Gen Ed- RE 3 FL 3 x
interational Perspectives Gen Ed-RE 3 ow 3 x
Herm Totals ra 3 3 2 3 3 3 ba
Spring?
[course Number & Title (& Type) Number of Credits GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major Path New Course Co/Prerequisite
[INF 203 Introduction to Networks and Systems —R 3 x esr 105
[Social Science Gen Ed-RE 3 s 3 x
US Historical Perspectives RE 3 aH 3 x
Humanities - RE 3 H 3 x
Elective -FE 3 x
Frerm Totals a5 3 3 3 3 3 ca
Taig
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major ‘path New Course Co/Prerequisite
INF 305 Digital Project Management R 3 % x x INF 203 and 202
ICSI 201 - Introduction to Computer Science -R 3 x
lUpper Division Elective, Liberal Arts -RE 3 % x
Elective, Liberal Arts - RE 3 x x
[Upper division elective. RE 3 x
Term Totals as G G 3 a 3 co
Spring
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major Path New Course Co/Prerequisite
ICS1310 - Data Structures -R 3 x x x csi 201
INF 465/466/467/468 or EAPS 487. Experiential
leaming course -R 3 x x x x informatics Junior/Senior
Elective, Liberal Arts - RE 3 x
Upper division elective — RE 3 x
[Upper division elective. RE 3 x
[Term Totals i 3 G zz G z co
Fal
[course Number & Title (& Type) Number ofCredits| GER Area GE Credits as Major Elective/Other | UpperDiv | Upper Div Major Trath New Course Co/Prerequisite
INF 455 - Pravenbon Strategies in Cybersecuniy Or
ICS1 405 Object Oriented Programming Principles and
Practice -RE 3 x x x Ne 306/11 310
INF 465/466/467/468 or EAPS 487, Experiential
learning course -& 3 x x x informatics Junior/Senior
Elective, Liberal Arts RE 3 x
Elective, Liberal Arts RE 3 x
[Upper Division Elective RE 3 x x
Herm Totals a5 a G 3 3 a oa
Spring
[course Number & Title (& Type) Number of Credits GER Area GE Credits las Major Elective/Other | UpperDiv | Upper Div Major Trath New Course Co/Prerequisite
ICSI a1ey - Software Engineering -R 3 x x x esi 405
INF 465/466/467/468 or EAPS 487: Experiential
learning course 3 x x x informatics Junior/Senior
INF 499W Senior Seminar in Informatics -R 3 x x x x informatics Seniors only
Elective, Liberal Arts - RE 3 x
Upper division elective - RE 3 x x
Herm Totals 15 a 3 3 2 3 oo
Program Total Summary Tailed SUNT GERAress —] SUNVGERGedis | UberatArs Scenes | —MajorGredis | Cecivesndther Upper bition eal ] Upper Dwiion Major | Total Path Courses | New Courses
crests credits create
120 3 30 60 54 2 6 27 a
GER Area Summary Basie Communication (6¢) The Ars (AR) T
Mathematics (M)
Natural Sciences (NS)
Social Sciences (SS)
Humanities (H)
‘American History (AH)
Western Ci
lization (WC)
Other World Civilizations (OW)
Foreign Language (FL)
SUNY Undergraduate Sample Program Schedule
‘Campus Name University at Albany, State University of New York
Program/Track Title and Award [BS in Informatics (Interactive User Experience Concentration)
Semester Guar Times Other
Calendar Type a I ]
SUNY Transfer Path Name (if one exists) [ N/A ] - Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course isan LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequiste(s) List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
‘The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.
Label each term in sequence, consistent with the insttution’s academic calendar (e.g. Fall 1, Spring 1, Fall.
Tal
[course Number & Title (& Type) Number of Credits] GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
ICS1 105 Computing and Information - R 3 x x
INF 100 Information in the 21st Century -R 3 x x
Natural Science Gen Ed- RE 3 NS 3 x
farts Gen Ed- RE 3 aR 3 x
Elective - FE 3
[Term Totals rc 2 6 Fc 6 ba
Spring T
[Course Number & Title (8 Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
INF 200_ Research Methods for Informatics - R 3 x INF 100
INF 201 intro to Web Technology -R. 3 x INF 100
[AMAT 108 Statistics -R 3 M 3 x x
[UUNI 110 Writing and Critical Inquiry — 3 BC 3 x
Elective - FE 3
Herm Totals 5 z 6 6 3 oH
Tal
|course Number & Title (& Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper div __| Upper Div Major ‘Path New Course Co/Prerequisite
INF 202 introduction to Data and Databases -R 3 x ies1 105
finF 303 Emerging Trends in lnformaton and Tech 3 x x x x nF 100
[AMAT 101, 104, 106 or 112 (math elective) RE 3 Mi 3 x x
Foreign Language Gen Ed - RE 3 FL 3 x
Intemational Perspectives Gen Ed-RE 3 ‘ow 3 x
[erm Totals ry 3 3 Fa} 3 3 3 ba
Spring?
[course Number & Title (8 Type) Number of Credits| GER Area GE Credits Las Major Elective/Other Upper Div__|_Upper Div Major Path New Course Co/Prerequisite
TINE 203 introduction to Networks and Systems — 3 x ICSI 105
[Social Science Gen Ed- RE 3 s 3 x
US Historical Perspectives - RE 3 oo 3 x
[Humanities RE 3 H 3 x
Elective, Liberal Arts — RE 3 x x
[Term Totals Eg 3 3 2 3 3 ca
Taig
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major ‘path New Course Co/Prerequisite
INF 305 Digital Project Management R 3 % x x INF 203 and 202
INF 302 - Human-Computer Interactive Design -R 3 x x x INF 303
Elective, Liberal Arts - RE 3 x
Upper division elective - RE 3 x
[Upper division elective RE 3 x
Term Totals as 3 G 2 é co
Spring
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | UpperDiv__| Upper Div Major Path New Course Co/Prerequisite
TCSTTOY, 105, 110, oF 207-7
IINF 362 Intermediate Interactive Design - R x ¥ ¥ ‘ we 308
INF 465/406/4671408 oF EAPS 47. Experiental
leaming course -R 3 x x x x informatics Junior/Senior
[Upper Division Elective, Liberal Arts RE 3 % x
[Upper division elective - RE 3 x
[Upper division elective. RE 3 x
Herm Totals a5 3 a a5 a z oa
Tal
[course Number & Title (& Type) Number ofCredits| GER Area GE Credits as Major Etective/other_| Upper Div _|_Upper Div Major rath New Course Co/Prerequisite
Interactive User Experience elective —R 3 %
INF 465/466/467/468 or EAPS 487: Experiental
leaming course -R 3 x x x informatics Junior/Senior
Elective, Liberal Arts RE 3 x
Elective, Liberal Arts RE 3 x
[Upper Division Elective RE 3 x x
Herm Totals a5 é G 3 a 3 oa
Spring
[course Number & Title (& Type) Number of Credits| GER Area GE Credits las Major Elective/Other | Upperdiv__| Upper Div Major rath New Course Co/Prerequisite
Interactive User Experience elective A 3 %
INF 465/466/467/408 or EAPS 487: Experiential
leaming course 3 x x x Informatics Junior/Senior
INF 499W Senior Seminar in Informatics _R 3 x x x x informatics Seniors only
Elective, Liberal Arts RE 3 x
[Upper division elective RE 3 x x
Herm Totals 15 a 3 3 3 a oH
Program Total Summary Tole TUNYGERAress | —SUNYGERGreais | UberatAns@'Scencer | —MojorCreats —] fleaivesndGther —] Upper ion Geais| Upper Onision Major | TotarTrath Courses | New Courer
credits credits credits
120 3 30 60 5a 9 6 24 ry
GER Area Summary Basie Communication (¢) The Aris (AR)
Mathematics (M)
Natural Sciences (NS)
Social Sciences (SS)
Humanities (H)
‘American History (AH)
Western ci
lization (WC)
Other World Civilizations (OW)
Foreign Language (FL)
