Skip Navigation
 
 

EDMG600 - Emergency Management Perspectives on Cybersecurity

Course Details

Course Code: EDMG600 Course ID: 4562 Credit Hours: 3 Level: Graduate

A healthy cyberinfrastructure is the foundation of emergency and disaster management. It provides emergency and disaster management agencies the ability to effectively address and respond to natural disasters, terrorist attacks, and law enforcement issues. Technology has leveled the global playing field, and the impact on the cyberinfrastructure must be assessed among all relevant communities. This means implementing cybersecurity awareness into all levels of emergency and disaster management through: knowledge management, task behavior, dissemination of information, cyberinfrastructure impact awareness, communication, and deterrence. Students will be exposed to planning, management, response, and recovery factors related to cyberinfrastructure, as well as analyze economic, social, and technical aspects of cybersecurity associated with public emergencies and disasters.





Course Schedule

Registration Dates Course Dates Session Weeks
11/26/18 - 05/03/19 05/06/19 - 06/30/19 Spring 2019 Session I 8 Week session
12/31/18 - 05/31/19 06/03/19 - 07/28/19 Spring 2019 Session D 8 Week session
01/28/19 - 06/28/19 07/01/19 - 08/25/19 Summer 2019 Session B 8 Week session
02/25/19 - 08/02/19 08/05/19 - 09/29/19 Summer 2019 Session I 8 Week session
03/25/19 - 08/30/19 09/02/19 - 10/27/19 Summer 2019 Session D 8 Week session
04/29/19 - 10/04/19 10/07/19 - 12/01/19 Fall 2019 Session B 8 Week session
05/27/19 - 11/01/19 11/04/19 - 12/29/19 Fall 2019 Session I 8 Week session

Current Syllabi

After successfully completing this course, you will be able to: After completing the course, the student should be able to:

  1. Evaluate conceptual foundations and policy-analytical framework of Cybersecurity
  2. Appraise U.S. legal, regulatory and policy contexts and applications of Cybersecurity
  3. Evaluate cybersecurity threats to the U.S. Critical Infrastructure
  4. Assess the cross-impact and interdependence of Emergency Management and Cybersecurity.
  5. Appraise cyber situational awareness from a mitigation, preparedness, response, and recovery standpoint.
  6. Review and Assess local and state Cybersecurity and Emergency Management issues
  7. Evaluate industry-government partnership and its impact on cybersecurity of U.S. critical infrastructure
  8. Analyze global cybersecurity context, discourse and dynamics, and its impact on the U.S. Cybersecurity, critical infrastructure and Emergency Management.

Through weekly essay Assignment submissions, weekly Forum posts and discussion, Final Project Proposal Forum, and the course Final Project submission students will be evaluated by using the following criteria:

  • Foundation of Knowledge
    • Beginning (1)
      • Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
    • Developing (2)
      • The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
    • Accomplished (3)
      • Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
    • Exemplary
      • Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

  • Synthesis of Knowledge (Focus/Thesis)
    • Beginning (1)
      • Student exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
    • Developing (2)
      • Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
    • Accomplished (3)
      • Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
    • Exemplary (4)
      • Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least of 7-10 quality references in the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of assignment.
  • Application of Knowledge-Critical Thinking Skills
    • Beginning (1)
      • Student demonstrates beginning understanding of key concepts, but overlooks critical details. Student is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
    • Developing (2)
      • Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.
    • Accomplished (3)
      • Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
    • Exemplary (4)
      • Student demonstrates a higher-level of critical thinking necessary for graduate level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
  • Organization of Ideas/Format
    • Beginning (1)
      • Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms.
    • Developing (2)
      • Student applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.
    • Accomplished (3)
      • Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.
    • Exemplary (4)
      • Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence.
  • Writing Skill
    • Beginning (1)
      • Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.
    • Developing (2)
      • Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.
    • Accomplished (3)
      • Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a good final product that covers the above-minimal requirements.
    • Exemplary (4)
      • Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal.
  • Use of Technology/Applications
    • Beginning (1)
      • Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable.
    • Developing (2)
      • Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment are limited. Student may need to obtain further help in the use of computer applications and Internet research.
    • Accomplished (3)
      • Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment.
    • Exemplary (4)
      • Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product.
  • Research Skills
    • Beginning (1)
      • Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. The paper is not of acceptable quality for graduate-level work.
    • Developing (2)
      • Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated less than 4 sources, which does not attempt to cover key elements of assignment.
    • Accomplished (3)
      • Student achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains less than 7 resources, and presents an average overview of key concepts
    • Exemplary (4)
      • Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least of 7-10 quality references in the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of assignment.
NameGrade %
Final Assignment 22.50 %
Weeks 7-8 Written Assignment (Final Project) 22.50 %
Forums 40.00 %
Week 1 Forum 5.00 %
Week 2 Forum 5.00 %
Week 3 Forum 5.00 %
Week 4 Forum 5.00 %
Week 5 Forum 5.00 %
Week 6 Forum 5.00 %
Week 7 Forum 5.00 %
Week 8 Forum 5.00 %
Weekly Written Assignments 37.50 %
Weeks 1-2 Written Assignment 12.50 %
Weeks 3-4 Written Assignment 12.50 %
Week 5-6 Written Assignment 12.50 %

All course resources are open sources/public domain resources available online through individual URL links. Accessing some resources requires either signing on to APUS Library with your credentials or a free one-time web site registration. Please see each Week’s Announcements and Assignments in the classroom, for each week’s required and supplemental reading. Also please see Course Outline bellow.

Book Title:There are no required books for this course.
Author: No Author Specified

Previous Syllabi

Not current for future courses.