Course Descriptions

This course is an upper-level production course focusing on the creation of innovative, workable prototypes using a variety of interactive techniques and emerging technologies. New media (games, digital simulations, mobile applications, and social experience design) is the latest development genre and are analyzed as cultural artifacts. The aesthetics of user experience, personal interaction, and delivery systems are covered along with an analysis of leadership techniques used in independent and AAA production firms.

This class aims to bridge concepts, principles, and methods of usability and playability assessment for digital games design. The class will cover a range of game related theories, focus on learning different methods of game-play data collection, evaluate what methods work best at different points of the development cycle, and teach students how to effectively communicate the collected data to the designers/development team. The overall goal of this class is to develop the student’s knowledge of the theories, methods, application and communication of games user research and play-testing.

This course is an upper-level production course focusing on the creation of innovative, workable prototypes using a variety of interactive techniques and emerging technologies. New media (games, digital simulations, mobile applications, and social experience design) is the latest development genre and are analyzed as cultural artifacts. The aesthetics of user experience, personal interaction, and delivery systems are covered along with an analysis of leadership techniques used in independent and AAA production firms.

This course is a hands-on practice-oriented studio course. This course requires students to work with internal and external local clients to conduct and report original design space research within the domain of interaction and experience design. Using a Design Thinking approach, students will ideate, produce, and test a conceptual prototype that addresses the design problem identified through the research and analysis done in this studio course.

IMED 455 is a studio-style practicum crafted to arm graduating undergraduates with the real-world skills and experience needed to thrive in digital marketing careers. This course offers an immersive dive into actual projects and scenarios, providing the student with an in-depth understanding of industry best practices, the latest emerging trends, and the professional standards expected in the digital marketing field. Through collaborative group projects, sessions with guest speakers from the industry, and networking opportunities, the student will gain practical experience and begin to build a solid professional network. Designed for those on the cusp of launching their careers, IMED 455 lays the groundwork for professional success in digital marketing.

This course covers the design and development of augmented and virtual reality experiences. Students will use the studio model to learn and explore the unique affordances and design opportunities inherent in mixed reality platforms. An understanding of the concepts and techniques of computer programming is required.

As the growth of digital simulations and entertainment continues to grow, this course is an opportunity for the student to examine models and strategies for creating digital games. Through lectures, hands-on labs, and team projects, the student gains experience applying the fundamentals of game design into the development process. Projects are developed using standard game development enrionments and provide interactive media experiences for the student’s eportfolio. Offered as needed.

This project must be in the student’s program of study or concentration. It should demonstrate application of the skills, methods, and knowledge of the discipline to solve a problem or answer a question representative of the type to be encountered in the student’s profession. As with Project I, this is undertaken with the close mentorship of a faculty member, and may involve a community partner. The ideal project has a clear purpose that builds directly upon the learning that occurs within the student’s first project and internship.

The in-program elective choice will vary each year, depending on needs and abilities of students, faculty, and external clients. Some co-teaching across the university’s technology programs is expected to occur. For example, as an HCID in-program lective, courses could be offered in Designing Publics (Entertainment; Education; Engagement; Art and Activism); or in Ubiquitous Computing (wearables; smart homes; Internet of Things; 30 printing); or in Audiovisual Design Theories and Productions (Live streaming video; studio video production; sound production); or in Collaborative Crisis Response Management (natural disasters; environmental accidents; tragic events).

This course is a one-on-one student-focused research preparation studio. This course requires the student to conduct original research and document a design space within the domain of human-centered interaction design. The course is the first of two experiential learning classes for the completion of the HCID. The course will prepare the student for the GRAD699 portion of the degree, within which the student ideates, produce, and test a conceptual prototype that addresses the design problem identified through the research and analysis done in this studio course.

This course introduces the student to the laboratory environment where the safe handling of material, equipment, and waste is learned. The course includes an introduction to the sciences, specifically organic and inorganic chemistry, bio-molecules, and ecology. Experiments performed by the student using the periodic table to learn about chemical interactions, chemical synthesis and other principles supplement the course content. The biological content focuses on the links between the chemistry learned and how biology relies on controlled chemistry to function at the cellular level. The course culminates at the ecology level on how species are identified and interact with one another. Limited to the Dual Enrollment student.

This course is a continuation of the introduction to the sciences, specifically organic and inorganic chemistry, bio-molecules, and ecology. Experiments performed by the student using the periodic table to learn about chemical interactions, chemical synthesis and other principles supplement the course content. The student is shown how to separate, measure, account and record starting materials against what is attained and use equations to predict actual and theoretical yields. Weak acids and bases are also discussed as these principles are extremely relevant to the bio-molecules component. The course relies on mastery of techniques from INSC 101 and those within 102 for an extended ecology project that is planned, modified and executed in the field studying a local ecosystem. Limited to the Dual Enrollment student.

The student is introduced to the natural world in this course through discussion, multimedia and field experience. The exploration of the natural world takes the class from shores of the Susquehanna River to stellar nurseries where new stars and planets are born. The journey together builds the foundation for more intensive studies in science and personal ownership of our own discoveries.

This course is designed as an introduction to the nomenclature used by various medical and dental professionals. The course focuses on learning techniques that will enable students to easily understand medical terminology. Cross-listed with BTEC 110

What’s Organic about Organic Chemistry? This is one of the many discussions that will occur in the O.C. (Organic Connection). Why is organic chemistry important for a future nurse, lawyer, teacher, scientist or informed citizen? To answer this question, organic chemistry in the context of everyday life is presented. Teamwork and outdoor expeditions keeps the student moving and thinking while studying the chemistry of life.

Public opinion is often dictated by preconceived notions, tradition and superstition. This class uses the power of the scientific method, experimental design and statistics to explore some of the things accepted by the public as givens: lunar cycle effects; life, death and holidays; and superstition and old wives’ tales. Data mining techniques are employed, followed by a discussion and application of the appropriate quantitative methods to explore the phenomena under scrutiny. This course has field trips, with one overnight stay. Relations with local hospitals and police officials are developed for access to data.

Many things live side-by-side with humans, often remaining hidden from day-to-day life yet thriving among homes and city streets. Humanity’s reach has been extended through ceaseless questioning and technology to observe the very large and the very small. Telescopes, microscopes, and swarming satellites overhead all assist to understand both the world around us and our place within it. The student is introduced to the natural world through science and science’s tools of observation, and will learn to ask the questions which expand the mind and ignite the innate sense of wonder and curiosity.

The student continues the exploration of the natural world through the use of active, collaborative approaches to help connect mechanisms, ideas, patterns, and numeracy measures amongst fields which are often considered to be distinct and separate. The nature of such vital elements as molecules of life, the earth and cosmos, diversity and biodiversity, evolution, and strategies for successful ecosystems are explored.

Organism data is used to understand evolutionary relationships. Field ecologists collect ranges of species samples and specimens. This work is crucial for learning how and where new infections and invasive species evolve. Applied molecular biology is studied and practiced. One to three field trips are required.

This first project in the student’s experiential program challenges the student to identify, investigate and analzye a particular topic in the program of study or a concentration. A key objective is to apply skills, methods, and knowledge obtained in prior courses with independent thinking and research; the final product represents the successful and purposeful application of knowledge. The project is undertaken with the close mentorship of a faculty member, and may involve a community partner. Projects can involve scientific-based research or laboratory experiences, needs analysis or development plans for external organizations, or market studies and business plan proposals.

This course covers the importance of biodiversity, the existence of a wide variety of plant and animal species in their natural environment, and the causes and consequences of its reduction and the efforts at prevention of its loss. The student becomes familiar with the history of conservation efforts and identifies instances of success and failure. Material includes applications of conservation science to single species, communities or ecosystems.

The human body is studied in health and disease with a focus on the contemporary causes of human pathology. Information on metabolic and infectious disorders that effect major body systems is explained. The study surveys system organ structure and metabolic/genetic aspects of disease, from simple to complex.

This course introduces the student to a broad range of subject areas in different subject matter associated with the Chesapeake Bay and its watershed. During the week-long field course, the ecologically-rich area is visited and studied. Historic and economically important sites are also visited. Research methodologies are introduced to the student and participation leads to a better understanding of the environment.

This course introduces the student to a broad range of subject areas in matters associated with tropical ecosystems. During the week-long field trip, the ecologically-rich area is visited and studied. Historical and economically important sites are also visited. Research methodologies are introduced to the student and participation leads to a better understanding of the environment. A non-refundable depost of $500 is required in order to preregister for this course. Officere Semester III (Summer), annually.

This course introduces the student to a broad range of subject areas in matters associated with wetland ecosystems. During the week-long field trip, the ecologically-rich area is visited and studied. Historic and economically important sites are also visited. Research methodologies are introduced to the student and participation leads to a better understanding of the environment. A non-refundable deposit of $500 is required in order to preregister for this course.

This course provides the foundation for a study into relevant community health issues facing area residents. The course has three important and integrated components: reading and discussion in seminar fashion on a variety of topics and subjects related to community health, environmental health and research practices; the development, investigation and conduct of a community-based research project mentored by the faculty or a business/agency partner; and, the synthesis of the results and implications of the research into a final public and poster presentation. This course stresses both oral and written communication on issues of science and public policy (content, process and competency).

This course exposes the student to a broad range of topics within the area of animal behavior, from evolutionary and ecological perspectives. Natural selection and adaptation as functions of behavioral ecological and socio-biological processes are the focus. Ethological questions are also addressed.

An internship allows the student to put theory into practice. The student applies classroom experiences to the workplace at an off-site placement, where ideas are tested and competencies and skills are developed. Throughout the internship, the student works regularly with a faculty supervisor, the Office of Experiential Programs, and a site supervisor who guide the learning process. The student integrates the collective observations, analyses, and reflections of this experiential team into an internship portfolio that showcases the accomplishments of the experience. The unique portfolio is constructed throughout the internship, and represents the evolutionary and dynamic nature of the learning process.

This course covers emerging topics in integrative sciences. It is an in-depth study of a selected specialized area and the content varies by semester.

This course is designed for the student who demonstrates an interest in an area of study not offered or who wishes to pursue a discipline in greater depth than possible through existing courses. A directed study counts as an elective and may not be used for accelerated or remedial credit. A learning contract between the student and instructor defines the responsibilities of the parties and specifies the learning objectives and standards for successful completion of the project. A calendar of meeting times and deadlines shall be a part of that contract.

This course is an inter-disciplinary course in nanoscience, from a first principles perspective. The course also covers societal and environmental impacts of nanotechnology.

This course studies how diseases are detected, identified, and distributed within populations. By definition, “epidemiology is the study of the distribution and determination of health-related states or events in specific populations and the application of this study to the control of health problems.” Through the study of epidemiology, the student is shown the medical and scientific investigative skills needed to critically think, strategize, and predict new epidemics and control current ones. Mathematics is used to model disease progression.

This project must be in the student’s program of study or concentration(s). It should demonstrate application of the skills, methods and knowledge of the discipline to solve a problem or answer a question representative of the type to be encountered in the student’s profession. As with Project I, this is undertaken with the close mentorship of a faculty member, and may involve a community partner. The ideal project has a clear purpose that builds directly upon the learning that occurs within the student’s first project and internship.

This is an overview session to introduce and define enterprise architecture, it’s uses and importance to businesses.

The Open Group Architecture Framework (TOGAF) is a detailed method and a set of supporting tools for developing enterprise architecture. The TOGAF framework was established in 1995, based on the Technical Architecture Framework for Information Management (TAFIM) developed by the US Department of Defense (DOD). The DOD gave The Open Group explicit permission and encouragement to create a universal framework by building on the TAFIM. This course covers assessment and definition of EA goals and objectives, identification of EA principles to guide strategy and architecture decisions, key stakeholder analysis, and how to apply models and modeling symbols, modeling standards, and supporting tools.

This course presents the architect’s roles, ranging from the high-level strategic Enterprise Architect role through the Solution Architect role and to the lower-level Software and Technical Architect role. At each level, the course provides a broad education crossing all architecture domains from business, through data and applications to technical infrastructure. The course leads to examination for the Intermediate ISEB Certificate in Enterprise and Solution Architecture, an industry-wide certification scheme created by the British Computer Society.

Students will gain an understanding of the DODAF V2 and how it helps them to satisfy architectural requirements in the Department of Defense. The class will provide background on DODAF and on Enterprise Architecture overall, but will focus on the makeup and application of DODAF 2.0 in practical exercises, including how DODAF viewpoints can be used along with the TOGAF 9 framework for the evolution of system architects.

To be provided at a later date.

To be provided at a later date.

To be provided at a later date.

This course is designed for the information systems security professional to hone knowledge and skills related to the field and/or to prepare for the (ISC)_ CISSP exam. The 5-day program is comprised of a total of 10 domains. The modular format is designed to organize and chunk information in order to assist with learning retention as participants are guided through the CISSP course materials. Each module/domain includes one or more of the following design approaches to ensure learning reviews and activities to support knowledge.Presentation. The facilitator will explain content to participants using PowerPoint to guide the presentation. Multiple examples will be used to clarify points.Short Lecture/Discussion. The facilitator will engage participants in conversation by asking questions and encouraging them to respond. Participants will be encouraged to provide examples from their experience.Group Activity. Participants work in small teams of three or four. The facilitator will debrief the entire class at the end of the activity. After completing this workshop, participants will be able to:Identify key purpose, benefits, and process of information classification and how it is used to determine Access Control policies and identifying the process for assessing the effectiveness of implemented controls.Provide the basic understanding of Telecommunication and Network Security concepts, required components for minimizing security risks, securing channels of communication, and techniques for preventing and detecting network-based attacks.Define and apply the Information Security Governance and Risk Management framework including the policies, concepts, principles, structures and standards that are established for the protection of information assets, and how to assess the effectiveness of that protection.Explain the details of Software Development Security, including the activities and processes pertaining to the planning, programming, and management of software and systems that manage software including ways to secure applications through design and control interfaces, and assess the usefulness of their application security.Identify the concepts within Cryptography, including the terms and application of public and private algorithms, distribution management, methods of attack, and the application, development, and use of digital signatures for authenticity and electronic transactions, and nonrepudiation processes.Identify the Security Architecture and Design concepts focusing on the architecture of security systems that provide for the availability, integrity, and confidentiality of organizational assets. Learners will address concepts, principles, structures, frameworks, and standards used in the design and implementation of security requirements of individual components, and enterprise wide systems.Identify the key terms and processes of Security Operations and how to protect and control information processing assets in a centralized or distributed environment through the daily tasks required to keep security services operating reliably and efficiently.Identify and apply the Business Continuity and Disaster Recovery Planning requirements necessary to develop the preparation, processes, and practices necessary to ensure the preservation of the business in case of major disruptions to normal business operations including the project scope and planning, how to conduct a business impact analysis, identify recovery strategies, develop the recovery plan and implement it.Define and explain the Legal, Regulations, Investigations, and Compliance concepts of and internationally accepted methods, processes, and procedures used in computer crime legislation and regulations specific to the investigative measures and techniques used to identify the occurrence of an incidence, and the gathering, analysis, and management of evidence.Define and apply the requirements necessary for the overall Physical (Environmental) Security processes for the evaluation of physical, environmental, and procedural risks that might be present in a facility, organization, or structure where information systems are stored and managed.

This information technology management course is designed to strengthen business communication and interpersonal skills, develop tools to lead and manage an IT team effectively, and review those leadership qualities used to execute a project to attain a strategic objective. Contract management, personnel management, performance metrics, problem-solving and project management are stressed.

Core information technology (IT) service functions, such as business processes, applications, and computing-communication platforms represent the basic building blocks of modern enterprises are presented. In addition, interdisciplinary cross-sutting management practices and governance activities such as communications, planning, management, and security which enable and support the core IT functions are emphasized.

The Harrisburg University Government Chief Security Officer (CISO) Certificate provides a unique focus on leadership in the area of information security for public sector IT Professionals. It enables IT Leaders responsible for information security to further develop the knowledge and skills necessary to succeed at the executive level.

ISEM Qualifying Exam

This course introduces the basic principles (systems thinking and quantitative methods) of systems engineering and shows how these principles can be used to strategically plan, integrate, secure and administer the complex information systems that support and drive the current and future digital enterprises. Topics include: digital enterprises, aligning information technology strategy to business strategy, enterprise applications (customer relations management, procurement, supply chain management), ecommcerce, decision support, knowledge management, artificial intelligence (AI) applications, cost/benefit analysis and information technology infrastructure. These topics are explained through case studies and examples by using a strategic planning methodology.

Description:This course provides the basic background in the rapidly advancing field of information and communication technologies (ICTs). It offers a rigorous overview of the current, as well as emerging, ICT building blocks that enable and drive modern enterprises. The first part of the course introduces the students to the key building blocks (enterprise applications, computing platforms, databases, and networks) of the modern IT infrastructure. The emphasis will be on the Internet, broadband wired and wireless networks, classical Web, Semantic Web, XML, Web 2.0, social networking, and mobile computing. The second part of the course introduces the students to the main aspects of software development processes through hands-on projects. Basic software concepts are explored within this context by developing simple web sites using HTML and then using Javascript, Java applets and XML to introduce more sophisticated features. The students will also have an opportunity to learn database technologies and run simple database queries using SQL.

A high level of end-user and client involvement is absolutely critical in creating usable and effective software and technology that attracts audiences and/or generates revenue. User-centered design (UCD) describes an approach to business analysis and technology development that demands user interaction and user feedback in all stages of the development lifecycle. The UCD process involves a collection of activities and techniques that can be used to create the more usable, intuitive, and effective technology possible. This course covers the full range of UCD methods and demonstrates the importance of these techniques in designing and building interactive technology, focusing mostly on software applications.

Interdisciplinary presentation of artificial intelligence as a coherent body of knowledge to acquaint the student with the key concepts and applications in business, science and engineering. The course covers models of intelligent behavior, including problem solving, knowledge representation, reason, planning, decision making, learning, perception, pattern recognition, action, communication and interaction. Recent developments in knowledge management, expert systems, computer-aided consulting and integrated intelligent systems are covered through a wide range of case studies, examples and hand-on experiments.

This course is designed to prepare a Next Generation Technologist for taking their innovation to the public marketplace. It is an introduction to a wide range of practical aspects, which are important to realizing the commercial potential of the innovation. Topics include corporate formation, team recruitment, intellectual property protection, supply-chain development, production and scaling, marketing and sales, media relations, venture capital markets, investor relations, social and business networks, organizational culture, and business development.

This course addresses Service Science, Management and Engineering (SSME) as a growing discipline that integrates aspects of established fields like computer science, operations research, engineering, management sciences, business strategy, social and cognitive sciences, and legal sciences.

This course provides an ample spectrum of basic topics such as life science fundamentals, gradually leading to introduction to the interface between automation/IT applications for several fields of such as medicine, diagnostics, medical devices, agriculture, environment, food, pharmaceutics, and Nanobiotechnology. These topics allow the student to be introduced to an area of specialization in IT support, bioinformatics research or programming applications for the life sciences industry. The course starts with an overview of essential concepts of biological systems and proceeds to the structures and functions cellular macromolecules, particularly nucleic acids and proteins directly involved in storage and retrieval of biological information. After building a sound introduction to the basics of the living system, the course introduces the interface between these basic structures and applications of information technology to a variety of fields of applied life science.

Description:This course introduces the concepts of business process modeling and workflow systems in modern enterprises. In-depth modeling techniques used to capture business processes, workflows and conceptual information models are covered. Emphasis is placed on business modeling techniques such as the Business Process Modeling Notation (BPMN), business use case modeling, Entity Relationship (ER) modeling, as well as other selected techniques from the Unified Modeling Language. The emphasis is on concepts and how these concepts are being used in practice by the most recent tools. The student will develop business models to reflect case studies and real-world scenarios.

Complex interdependencies exist between various industry sectors and emerging technologies. This course is designed to prepare a Next Generation Technologist for a broad understanding of industries and their dependence on emerging technologies. Topics include analysis of the key industry sectors in the digital age and an examination of their financial and logistical interdependencies. Focus is on industry ecosystem as the network of organizations – including suppliers, distributors, customers, competitors, government agencies, and others – involved in the delivery of a specific product or service through competition, cooperation, and organizational learning. Particular attention is paid to the role of substitute technologies that could disrupt an entire industry ecosystem. Several real-life case studies and examples with particular focus on supply chains will be used to illustrate the key points.

This course prepares the student to analyze business information systems in the digital age and to build models and logical designs that can be later implemented. The emphasis will be on the business processes and business requirements needed to build conceptual models that help in analysis of business requirements. This course prepares the student to design complex systems and to build applied designs and architectures.

This course emphasizes the practical aspects of the design and administration of modern Database Management Systems (DBMSs) that host enterprise data. Specific topics include the role of data in modern enterprises and the data life cycle that spans conceptual database design, database query languages such as SQL, database integrity rules, database administration, and data warehouses. This course utilizes commercially available relational DBMSs for hands-on experiments and explore how to create an entity-relationship data model, translate that model into relational schema, build and use a relational database that implements the schema, create SQL queries to retrieve and manipulate needed data, provide access to remote databases from web browsers, and experiment with DBA (Database Administration) capabilities. The student also investigates recent developments in database technologies (e.g. NoSQL). This course prepares the student for database design and administration positions and will also provide the necessary background for more specialized courses in database systems.

This course concentrates on the practical aspects of Internet technologies, architectures and administration. Topics include: IT infrastructure, Internet Service Providers (ISPs), communications network principles, Internet Protocols, IPv4, IPv6, TCP sockets, and Internet of Things (IoTs). Administrative topics are network management, website administration, introduction to network security, wireless technologies and mobile computing. Classroom projects expose the student to network architectures for small to large enterprises. This course prepares the student for network planning administration positions and provides the necessary background for more specialized courses in communication networks.

This course provides an overview of the common enterprise-wide architectural framework that drives business decisions regarding selection, implementation and management of ICT systems and solutions. In addition, different enterprise architecture frameworks are reviewed and the most commonly used framework–TOGAF (The Open Group Architecture Framework)– is examined in detail. The course topics include supporting and transforming Global Value Chains; e-business designs; creating an enterprise architecture; and the various methodologies, tools and techniques used in the design and implementation of the enterprise architecture. The course encompasses all aspects of information and communications technology, including data networks, applications, operating systems, database systems, telecommunications systems, and hardware components in the context of a total enterprise-wide framework.