Semester.ly

Johns Hopkins University | EN.650.621

Critical Infrastructure Protection

3.0

credits

Average Course Rating

(4.44)

This course focuses on understanding the history, the vulnerability, and the need to protect our Critical Infrastructure and Key Resources (CIKR). We will start by briefly surveying the policies which define the issues surrounding CIKR and the strategies that have been identified to protect them. Most importantly, we will take a comprehensive approach to evaluating the technical vulnerabilities of the identified sectors, and we will discuss the tactics that are necessary to mitigate the risks associated with each sector. These vulnerabilities will be discussed from the perspective of ACM, IEEE or other technical journals/articles which detail recent and relevant network-level CIKR exploits. We will cover well known vulnerable systems such the Internet, SCADA or PLC and lesser known systems such as E911 and industrial robot. Also, a class project is required. Recommended Course Background: EN.650.424 or equivalent or permission by instructor.

Fall 2013

(4.4)

Fall 2014

(4.47)

Fall 2013

Professor: INFORMATION SECURITY INSTITUTE

(4.4)

Students found that the best aspects of this course included getting to know more about United States privacy laws and their rights as citizens. They liked the discussions and thought that they were made aware of many of the issues going on in today’s society. Students thought that some of the readings and lectures were difficult, especially since many had never read law cases before. Students suggested breaking up the lectures with more discussions and fewer PowerPoint slides. Prospective students should be prepared to do some extensive reading and have an interest in learning about the privacy laws in America.

Fall 2014

Professor: Lanier Watkins

(4.47)

Students thought their favorite aspect of this course was the professor who they found to be helpful and knowledgeable. They believed that the least favorable aspect of the class was the lack of discussion in class. Students also thought that the class could be improved with a reduced number of writing assignments or by turning the writing assignments into projects. Studentsfelt it was important for potential participants to know that the writing for the class would require a substantial time commitment.

Lecture Sections

(01)

No location info
L. Watkins
16:30 - 19:00