Syllabus -MSCR660: Cyber Criminology

NOTE: You will receive a detailed course syllabus for the course the first week of class. The facilitator may make changes to the assignments and due dates of those assignments.

Course Description

MSCR660 - Cyber Criminology (3). A cyber course that examines crimes committed using computer technology. This course discusses strategies, tactics, and collaboration involved in combating cybercrime and cybercriminals. Future trends in digital crime, and criminological theories are discussed.

Course Goals

When this course is completed, students will be able to:

Examine major issues identified as cyber criminology concerns.
Identify types of crimes committed through use of computer technology
Discuss sociological, psychological and political theories of cybercriminals
Identify legal strategies and tactics for combating computer crime
Outline investigation and research of digital crime and future areas of concern

Course Prerequisites

None

Required Course Texts

Taylor, R., Fritsch, E., & Liederbach, J. & Holt, T. (2015). Digital crime and digital terrorism (3rd ed). Upper Saddle River, N.J.: Pearson. ISBN: 13:978-0-13-345890-9

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: 978-1-4338-0561-5 or 1-4338-0561-8 soft.

Suggested Reference:
American Psychological Association (APA) online tool for successfully writing in APA format - http://owl.english.purdue.edu/owl/resource/560/01/

Core Philosophy

Course materials and format are designed to celebrate the framework that makes Regis superior to other universities, the Regis Core Philosophy. When you engage in the readings, learning topics, activities and assessments which are part of this course, be aware that they embody the principles of Jesuit teachers, many of whom gave their lives for publicly advocating such beliefs. Principles, such as spreading knowledge, thinking critically, embracing personal standards, being socially responsible and becoming leaders in a quest to improve society, are bequeathed to us by those intrepid global educators. Classroom discussions, debates, documentaries, group projects and essay assignments are all designed with these principles in mind. They enable you to combine knowledge with principles, and apply to both your personal life and your world through analysis, synthesis, and final evaluation. Embrace these elements and use them to become a better learner today for tomorrow's challenges.

General Course Requirements

The following expectations apply to all who take this course:

Readings: It is expected that you complete the assigned reading(s) in advance in order to gain the maximum potential from the learning environment.

Weekly Discussion Questions: Weekly discussions are an important part of demonstrating communication in the course.

Your initial response to questions should be posted by Wednesday of each week.
You are expected to reply to at least two other postings by Saturday midnight of each week.

Your facilitator will post any amendments or changes to these requirements in the weekly discussion area. Use a formal writing style (no abbreviations and correct punctuation).

Written Assignments: All written submissions should be delivered to the instructor by the date specified. Present all written work in a 12-point, Times New Roman font. Check spelling and grammar of all written work before submission. Written assignments will be graded on content and integration of ideas from the readings, as well as grammar, mechanics, and organization. All written assignments are due by Saturday midnight at the end of each week that lists a written assignment. Points are deducted for late papers. No papers will be accepted if submitted later than one week after they are due.

Group Work: Working with a group in the online setting can be challenging. Here are a few suggestions to facilitate communication during this process.

Exchange information containing several methods of communication (phone, fax, and e-mail for example), so you are not reliant on course access for conversation and document exchange between group members. This will enable you to keep working in spite of unforeseen technical problems that may arise.
Coordinate your efforts early to allow enough time to complete the tasks. You may find that you need to begin group work activities even sooner than you would in a traditional class setting to allow for the possibility of communication glitches.
Let the instructor know as soon as possible about obstacles you are encountering or assistance you may need.

Style Sheet Statement

Regis University CCLS Graduate Programs requires students use the APA Style Sheet for written assignments. Information can be accessed through: http://www.concordia.edu/sitefiles/w3/library/apa%20ctx%20style%20sheet_2016%20jan.pdf

Course Assignments

Assignment Sheet
Week	Topics	Readings	Activities	Points
1	Learning Topic 1: Overview of Digital Crime and Digital Terrorism Learning Topic 2: Cyber Terrorism	Chapters 1 & 2 in Taylor, Fritsch, Liederbach and Holt	Week 1 Written Assignment Discussion Question: Introduction Discussion Question: Common Internet Usage Discussion Question: Steganography Discussion Question: Electro Magnetic Pulse Bomb	10 1 1 1
2	Learning Topic 3: Behavioral Aspects of Computer Criminals	Chapter 3 in Taylor, Fritsch, Liederbach and Holt	Assignment - Paper on Cybercrime Discussion Question: Deterrence Theory Discussion Question: Cyber Terrorism	10 1 1
3	Learning Topic 4: Understanding Digital Criminals and the Hacker Subculture	Chapter 4 in Taylor, Fritsch, Liederbach and Holt	Assignment - Paper on U.S. Vulnerability to Cyber Attack Discussion Question: Hackers Discussion Question: Freedom of Information	10 1 1
4	Learning Topic 5: Computer-Assisted White Collar Crime Learning Topic 6: Introduction to Malicious Software and Computer Viruses	Chapters 5 & 6 in Taylor, Fritsch, Liederbach and Holt	Assignment - Multiple Choice Quiz to be emailed to students-Due end of Week 4. Discussion Question: White Collar Crime Discussion Question: Internet Fraud - Nigerian 419 Schemes Discussion Question: Computer Virus Writers	10 1 1 1
5	Learning Topic 7: Child Pornography and Online Sexual Victimization Learning Topic 8: Online Hate Speech	Chapters 7 & 8 in Taylor, Fritsch, Liederbach and Holt	Discussion Question: Cyber Stalking Discussion Question: Cyber Bullying Discussion Question: Anarchy on the World Wide Web: Hate Speech Discussion Question: White Supremacy	1 1 1 1
6	Learning Topic 9: Legislation Related to Digital Crime Learning Topic 10: Roles and Responses of Law Enforcement Agencies	Chapters 9 & 10 in Taylor, Fritsch, Liederbach and Holt	Discussion Question: The Electronic Communications Privacy Act Discussion Question: Admission of Computer Records in Court Discussion Question: Digital Crime-Fighting at the Local Level	1 1 1
7	Learning Topic 11: Investigating Cybercrime Learning Topic 12: Introduction to Digital Forensics Analysis	Chapters 11 & 12 in Taylor, Fritsch, Liederbach and Holt	Discussion Question: Improper Digital Investigation Discussion Question: Hash Values and Digital Forensic Analysis Written Essay Questions-No APA required.	2 2 10
8	Learning Topic 13: Understanding Wireless Networking and Information Security Learning Topic 14: The Future of Digital Terrorism	Chapters 13 & 14 in Taylor, Fritsch, Liederbach and Holt	Assignment - Final paper due. Discussion Question: Network Security Discussion Question: Wireless Networks Discussion Question: Social Networking Sites Discussion Question: Controlling Virtual Crime	25 1 1 1 1
Total Points				100

Grading Criteria

The course instructor may use either of the following grading scales:

93-100	A	OR	90-100	A
90-92	A-		80-89	B
88-89	B+		70-79	C
83-87	B		60-69	D
80-82	B-		59 or lower	F
78-79	C+
73-77	C
70-72	C-
67-69	D+
63-66	D
60-62	D-
59 or lower	F

The following rubrics are used by the instructor for written assignments:

Assignment Sheet
Grade	Description of Performance - Content
A	The writer completes the task set by the assignment, and the paper is excellent in nearly all respects. It exhibits the following characteristics: well argued; well organized; clear thesis; contains well-developed content that is specific, accurate, interesting, and appropriate; demonstrates the author's ability to produce and synthesize complex ideas; contains logical connectors and transitions which contribute to a fluent style.
B	Shares most of the characteristics of the "A" paper. The reasoning is logical, and the content is effectively organized into coherent units. Areas of weakness may be: less careful reasoning than found in the "A" paper; minor problems in paragraphing and organization.
C	The writer has come to terms with the basic task of the assignment, and the paper is generally competent. The organization is sufficiently clear that the reader can move with relative ease through the discourse. The paper, however, has problems in one or more of the following areas: it may have a weak thesis; the development of minor points may be weak, but the writer provides evidence of the ability to support key ideas; connectors and transitions may be lacking or illogical
D	The writer shows difficulty managing the task of the assignment in some significant way. For example: the thesis may be vague, too broad, or too obvious to be effectively developed; the thesis may lack adequate support; paragraphing and organization may be weak, but the reader is never completely lost in terms of following the train of thought. The writer fails to come to terms with the assignment. The primary task is ignored, misconstrued, badly mishandled, or redefined to accommodate what the writer wants to say or is able to say. This category may also be used for the paper, which is obviously off topic, regardless of the quality of the writing.

Grammar, Punctuation, and Spelling
Grade	Description of Performance - Format and Mechanics
A	The paper is virtually free of errors in sentence structure, usage, and mechanics and shows evidence of excellent control of language
B	The paper has few errors in sentence structure, usage, and mechanics. Those few errors do not interfere with comprehension and are not distracting to the reader.
C	The paper may contain some awkward or ineffective sentences and may show some problems with mechanics or usage. These errors, however, are not serious or frequent enough to consistently distract the reader from the content or to interfere significantly with comprehension.
D	The paper contains errors in grammar, sentence construction, mechanics, and usage which often interfere with comprehension or prove distracting to the reader. The paper has a number of ungrammatical or poorly constructed sentences and serious, frequent errors in mechanics and usage which impede understanding. The difference between a "D" paper and an "F" paper lies primarily in the pervasiveness of errors.

CCLS Policies

Review the CCLS Policies on the Regis University website.