CS 632 – Cyber Security

format: Online course
Prerequisites: None
Course Description
The industry characterizes Cyber Security as the practice of protecting systems,
networks, and programs from digital attacks. This course explores the current
body of knowledge, skills, techniques, and tools used to recognize and mitigate
Cyber Security Attacks. Topics include threat management, risk diagnosis,
accountability, network and security frameworks, enterprise security policy,
encryption, cryptography, wired and wireless security, as well as current legal
and ethical issues.
Course Objectives
This course examines aspects of cyber security and the associated computer and
network hardware and software used to identify harmful digital activities and
associated actions used to prevent harmful data breaches.
Students will investigate network domains such as Internet, Intranet, Extranet, and the
different instantiations of Cloud Computing. Studies will include: 1) domain and
network layers of the OSI model; 2) intrusion detection system (IDS) – Systems used
to monitor network traffic for suspicious activity and issues alerts when such activity is
discovered; 3) intrusion prevention systems (IPS) which operates much line IDS but
adds a layer of security to reject (or nullify) the potentially malicious activity; 4)
Honeypots – used to attract harmful activities in order to understand the mechanisms
used; 5) malicious software 6) software vulnerabilities; 7) cryptography – the practice
and study of techniques for secure communication in the presence of third parties
called adversaries; 8) encryption and decryption techniques used to secure data and
limit the potential for data breaches.
Please see Cyber Security Knowledge Areas in this syllabus for additional details.
Successful completion of this course does not imply successful achievement of the
CompTIA Security+ SY0-501 Certificate nor of attainment of any such related
Learning Outcomes
Upon completion of this course, the successful student will demonstrate their ability to:
 Recognize the management of common Cyber Security concerns.
 Illustrate and discuss the threats, risks, and assessments for an organization’s cyber
Security program
 Assess Cyber Security needs and policies.
 Analyze the trade-offs between Cyber Security and System Functionality.
 Examine the ethical and legal obligations related to Cyber Security.
 Assess the need for disaster recovery and business continuity should a Cyber
Security breach occur.
Topics will include:
• Computer Security Concepts; Threats, Attacks, and Assets; Security Functional
Requirements; Fundamental Security Design Principles; Attack Surfaces and Attack Trees;
Computer Security Strategy; Standards
• User Authentication and Access Control
• Malicious Software; Denial-of-Service Attacks; Intrusion Detection; Buffer Overflow
• Software Security; Operating System Security
• Firewalls and Intrusion Prevention Systems; Physical and Infrastructure Security;
Wireless Network Security
• Cloud and IoT Security; Internet Security Protocols and Standards; Internet Authentication
• IT/IS Security Management and Risk Assessment
• IT/IS Security Controls, Plans, and Procedures
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
 Computer Security: Principles and Practice, Fourth Edition, by Stallings and Brown.
Pearson. ISBN: 9780134794105.

 Students will be required to reference the appropriate Internet sites (i.e. IEEE,
ACM) for additional supporting materials.
Suggested Materials (Optional)
The following items are NOT free:
Suggested Membership
Student membership in the Association for Computing Machinery (www.acm.org) for online
access to research materials and a good source for tutorials.
Style for Writing
Use the APA format for papers, etc. Use spell check, grammar check, etc., to make sure that
your papers are submitted in professional form with no keyboarding or grammatical errors.
Resource: Publication Manual of the American Psychological Association, 6th Edition. ISBN:
Responsibilities of the Online Student
The following items apply to the student in an online degree or an online
course. The student is responsible for:
 Having consistent and easy access to a personal computer (Windows or Mac) with a reliable
high-speed Internet connection.
 Gaining access to online courses in the learning management system (LMS).
 Acquiring all course materials (textbooks, software, etc.) in a timely manner.
 Knowing and abiding by all applicable policies and procedures as prescribed
in the Bulletin-Catalog, Online Student Handbook and individual course
 Acquiring and maintaining the knowledge base needed to operate
successfully in an online course/program.
 Communicating to and from the instructor via the LMS and the CU student e-mail address.
 Accessing the online course regularly and complete course activities on time
regardless of equipment/technology problems. Students are recommended to log
into their course once a day.
 Observing deadlines as stated on the academic calendar and in individual course syllabus.
 Within the office of Career Services, accommodations are provided for students
with disabilities. Helping remove barriers is the goal of Disability Services.
Students who have a documented physical, psychological, emotional, and/or
learning disability can work with Career Services to receive necessary
accommodations. Students who want to inquire about required documentation
and possible accommodations may contact the office of Career Services by
paying the online technology fee, if applicable.
A more detailed explanation of policies and procedures governing online courses and degrees
is provided in the Online Student Handbook.
What to Expect from an Online Course
Hybrid and online course will require significantly more time than a traditional face-to-face
course. The undergraduate student should allow five – eight hours a week to complete all
activities prescribed for the week/unit. The graduate student should allow twelve – fifteen
hours a week to complete all activities. It is the student’s responsibility to login and check
for announcements, emails, new discussion postings, assignments or assessments that
have been released and complete the work. Also, students should not wait until the last
minute to submit assignments or take exams. Technical glitches are a very real possibility.
If something does happen while taking an assessment or trying to submit assignments,
students should notify the instructor immediately as well as IT Technical Support.
What You Can Expect from your Instructor
You can expect that I will….
• Hold you to a high standard.
• Challenge you intellectually.
• Provide constructive feedback on learning activities.
• Log on to the course daily.
• Be responsive to requests for help. Please allow 24-48 hours to respond to emails.
• Refer you to other sources when additional help is needed.
Class Attendance/Participation
Participation is essential to the success of the student activities and their subsequent grade.
Positive, clear, and ethical contributions to class discussions at the initial cluster meetings and
within discussion forums. Students are expected to use the discussion tool for quality
discussions on Software Engineering via valid topic posts within the designated course topics.
The discussion forum enable student activity, specifically related to this course, must include
scholarly contributions that are accurately supported by the literature (use correct citations and
references). All contributions must use proper English grammar, form, and style. I will monitor
postings and will participate when appropriate. As stated in the Campbellsville University
catalog, all students are expected to attend the three days of the hybrid class. To be counted
present, a student in hybrid or online courses must log-in to their course in the LMS (Moodle)
at least once a day and complete those activities as prescribed by the instructor in the
syllabus. When the prescribed amount of inactivity has passed or the prescribed number of
assignments have been missed (or any combination thereof), the instructor will issue the grade
of “WA” This grade, representing administrative withdrawal, acts as the grade of “F” in the GPA
Course Policies
Citations and References
Unless otherwise noted, all written learning activities should include citations and references, as
appropriate, using APA format. Students are encouraged to utilize the APA Publication
Manual, Sixth Edition for explicit guidance and direction. Failure to cite properly can
result in a failing grade.
Students with questions or concerns about their writing – particularly how to cite and reference
appropriately – should contact the instructor or the writing center.
Submitted Work Naming Convention
Save and submit all your work as a Microsoft Word (no other formats are acceptable). Make sure to save
YEAR_ACTIVITY NAME OR NUMBER Or as specified in the assignment instructions
Example: Lucy_Smith_BA63271_G320_FinalResearchReport.docx
Communication with the Professor
As I will be instructing a large student population in various CS disciplines… When you need to
reach out to me via email: you must include the complete
Class Number (e.g BA63271G320), followed by your complete name (e.g. Mary Jones), and
followed by your student number (e.g. N01234567) in the SUBJECT line of the email
For example: (Subject: BA63271G320 Mary Jones N01234567). Doing so will allow a more
rapidly response to your questions.
Also: Please note that I do not save emails once I’ve replied… You’ll need to reply to this email in
Time Management and Late Activities
Expect to spend approximately 5-8 hours per week for undergraduate courses and 12-15 hours
per week for graduate courses. You should spend approximately 3-4 hours online each week
(reading and responding to others) and 1-4 undergraduate hours or 8-11 graduate hours off-line
(reading and completing written learning activities). Make sure to give yourself enough time to
submit work that represents the best of your abilities and that has been completed without
collaboration with other students. Collaboration without instructor knowledge/permission is
considered academic dishonesty and can result in a failing grade for the course.
It is the student’s responsibility to ensure the learning activities are uploaded into Moodle
properly and before the due date. After learning activity upload the student is advised to go back
into the assignment area in Moodle to ensure your learning activity has been uploaded properly.
It is the student’s responsibility to allow enough time so that if there is an issue with the upload
or a technology glitch, you still have time to upload your learning activity before the due date.
Grading System
The quality of a student’s academic work is indicated by letter grades on a quality point system
that determines the grade point average on the 4.0 scale. An explanation of the grades used,
the scale, and how grades are calculated follow.
Letter Grade Definition Quality Points per
Semester Hour
A Excellent 4
B Good 3
C Average–only two “C” grades
allowed in graduate program;
must maintain at least a 3.0
overall GPA
D Not Passing Grade for
F Failure 0
I Incomplete 0
W Withdraw 0
W A Withdraw – Absence 0
X Final Exam Missed 0
Evaluation of Learning Activities
Timeline for Submission
 Please note: Course weeks are from Monday through Sunday. Unless otherwise
noted, all learning activities are due before the close date of the exercise as indicated
in Moodle (by 11:55 PM Eastern Standard Time). No email or hardcopy submission will
be accepted.
 It is imperative I treat each student with the same level of respect and therefore cannot
ethically or morally make exceptions. I, therefore, do not reopen or regrade quizzes,
exams, projects, research papers or discussion forums
 Research reports, written assessments, etc. found to be plagiarized will result in a zero
grade. There will be no second chance.
 All time zone submission requirements are in Eastern Standard Time (EST).
Written Assignments
There will be four (4) written assignments that will focus on key elements of the Final Research
Paper. For the first four modules, you will be assigned specific topics that will guide you towards the
completion of the research. Students will be required to complete each assignment and use the
feedback provided to improve the final research paper. Please note that the quantity of
responses is not as important as the quality of the responses. Follow the instructions provided for
each assignment
Discussions Forums
Active participation is a must in this course. Each week one or more key discussion questions,
activities, debates, etc. will be posted. Students will be required to respond to the main
discussion and then also make comments (a minimum of 4) on the responses of others in the
course. Please note that the quantity of responses is not as important as the quality of the
A running dialog about course topics will be maintained via the Moodle discussion forums. It is
expected that you will fully participate in the online discussions. This means posting your own
thoughts about the weekly topics and properly cited as appropriate, commenting on others’
ideas, and responding to questions about your own postings. Class participation points will be
based more on quality than quantity. While it is relatively easy to post numerous, nonsubstantive
comments, it takes more thought and effort to post intelligent, meaningful comments
that move the discussion forward. For example, a meaningful post tends to:
 Provide concrete examples, perhaps from your own experience or cited from the
reading Identify consequences, implications, or challenge that support something
that has been posted.
 Pose a related question or issue suggesting an alternative perspective or interpretation.
 Add the related information from sources using proper APA citation – journals, conference proceedings,
books, articles, websites, courses, etc.
 Pull in related information from other sources with proper citation – books,
articles, websites, courses, etc.
Your time commitment to the two discussions forums will be critical to your success as
a learner, as well as to the success of the course. Because ongoing participation in the
discussion forums are expected, grade points will be assigned to each discussion forum
Discussions Forum Details
1. There are two (2) distinct Discussion Forums (DF).
2. Each distinct DF will be open for three weeks, at the end of which the DF will be closed and no
further contributions may be made (see LMS for specific topics).
3. Each student is required to post the initial discussion during the first week the TOPIC of the
DF is open.
4. Each student is required to post four (4) responses to at least four (4) fellow student posting
during time the DF remains open
5. The initial posting is worth 100 points with an additional 25 points for each of the four (4)
required response to four (4) different student’s posting. The second DF continues with the
same set of submission requirements. A maximum of 200 points may be earned for each of the
discussion topics (400 points in total).
6. The purpose of the discussion forum is to engage students in the knowledge sharing
process. Each student is required to:
1) Initiate one major topic focused on the topic for the forum
2) Actively participate throughout the period of the forum with at least 4 quality engagement
postings (responses to other student threads).
7. All contributions must be made in the applicable discussion forum area in Moodle.
8. All contributions must be made during the specified time period for the topic. Contributions
made before or after the specified period will not be accepted. Student participation is
defined as providing scholarly entries in the discussion forum.
9. The primary goal for the discussion forum assignment is to simulate the free sharing of ideas
among peers that is typically experienced in graduate courses delivered in the more traditional,
face-to-face environment. Evaluating a student’s performance on the assignment is not, therefore,
very concrete. There are a number of factors that impact the quality of a student’s participation.
The content of the contributions is, of course, one rather obvious factor, but the context in which
the contributions have been made is equally important. In evaluating performance on this
assignment, the following factors will be considered:
a. Add value to the content of the discussion by posting well-written, on-topic
b. Share resources with others by providing support for you contributions in the form of
citations from the literature.
c. Promote peer-to-peer discourse by:
i. Initiating at least 1 quality major topics of the Forum.
ii. Actively participating throughout the period of the forum with at least 4 quality
engagement postings (responses to other student threads). Respond to 4
postings of others in a timely manner (before the discussion period ends).
iii. Each contribution (topic and thread) is expected to be though provoking and
scholarly (i.e. “While a database is sometimes consider to consist of a large
single site repository, researchers have suggested…” and not simply (i.e.
“Oracle is the best”, “Yes, I agree” or “Thanks for …”).
d. Note: The grade on this assignment is based upon the overall quality of your
participation, as described by the synthesis of the factors listed in this syllabus
10. Each student is expected to be proficient in the use of the English language. Errors in grammar,
spelling, or syntax will affect your grade. As your professor, I will not provide remedial help for
writing problems. If you are unable to write clearly and correctly, I urge you to contact the CU
Writing Center for remedial help.
11. Stay on topic. Tangential or irrelevant contributions will results in a poor score for the
discussion. Opinions count very little whereas analysis and synthesis of peer reviewed
articles count much more.
12. Include at least 300 words in each posting and 300 words in each of the four peer
replies. Indicate at least one source or reference in your postings.
Plagiarism will result in a grade of zero for the offending Discussion Forum. The
department chairperson will be notified of the violation. Additional CU penalties may be
13. Each DF will be checked for plagiarism by Moodle’s “Turnitin”.
Refer to the course schedule for specific topics as well as starting and ending dates for each
of the discussion forums.
14. Discussions will run from Monday 1:00 am to Sunday evening by 11:00 p.m. EST for
three weeks, after which discussion postings will be closed. Students are expected to
participate throughout the three weeks in the discussions – do not clump them all postings
together on one day (especially at the end of the week).
Assignment Grading
The following criteria will be used to determine the letter grade
Revolving Technical Issues
Contact the helpdesk if you have a technical problem accessing the course.
• Problems logging into Moodle – Contact the CU Distance Education Help Desk at
(270) 789-5355.
• Other technical problems within Moodle – Contact the 24/7 Help Center at 800-985-9781
or 24/7 Help Center.
Course Schedule (Starting from 10/19/2020 to 12/12/2020)
The course will be structured into weekly modules.
Weeks typically run from 12:01 am Eastern Standard Time (EST) Monday
to Sunday 11:00 pm EST unless otherwise noted.
University Policies
Student Behavioral Expectations
A student attends Campbellsville University voluntarily and is expected, for the sake of the
community, to conduct himself or herself with a high standard of personal behavior. While we
realize that it is impossible to create an academic community whose behavioral norms will be
acceptable to every person, we believe that it is important to identify the ways in which
individual and community concerns can be harmoniously balanced. Personal and communal
values must be formed by specific behavioral expectations (rules and regulations).
Campbellsville University has defined the values, behavioral expectations, rights and
responsibilities that we feel will create an environment in which students can grow spiritually,
morally, and intellectually. Of course, a student whose conduct violates stated behavioral
expectations faces specific disciplinary sanctions. Behavioral expectations are clustered around
the following individual and community values: worth of the individual, self-discipline, academic
integrity, property and the environment, and respect for authority.
Student Conduct/Netiquette
All students are expected to know and to follow Campbellsville University policy and procedures
that govern the entire college student experience (from admission to graduation) as set forth in
admissions materials, the CU Bulletin-Catalog, the CU Student Handbook, and other
printed/published materials. This includes a unique form of behavior in online courses called
“Netiquette” stands for “Internet etiquette”, and refers to the set of practices which help make
the Internet experience pleasant for everyone. Like other forms of etiquette, netiquette is
primarily concerned with matters of courtesy in communications. The following sections provide
more information.
General Netiquette for Email, Discussion Boards and Chat Rooms
• Check spelling, grammar, and punctuation before sending your words over the
Internet. Chatting and posting are more like speaking, but they are still academic
when done for a course. Abbreviated writing that might be appropriate when text
messaging might NOT be appropriate in an email. Also, avoid using all lower case
words. Clear writing is a form of common courtesy and good manners.
• Write so that the recipient will not attribute unintended nonverbal meanings into
the verbal message. Being online will not allow you to use non-verbal cues that
are common in face-to-face discussion (i.e. tone of voice, winks, and facial
expressions). Sarcasm or jokes could be misunderstood. Use your common
sense and avoid saying things that MIGHT be offensive to others.
• Emoticons are sometimes acceptable, but if others do not know what they mean,
they become useless. Better to use straightforward language. In a formal setting,
text-message acronyms should not be used at all (i.e., LOL or AFAIK). And
remember, ALL CAPS is often perceived as SHOUTING!
• Think about email, chatting, and posting in the same way as making a verbal
comment in a classroom. Any words you post can be made public! When in
doubt, leave it out. Decorum is crucial in any online correspondence.
• If you attach documents or photos, be sure they follow the standards of
respectful classroom behavior.
• When sending attachments, be sure they can be opened by the recipient of the
email (e.g., Word, Excel, PowerPoint, and Adobe).
Specific Netiquette for Various Communication Tools
Email Netiquette for Academic Purposes
• Always use your CU email account for official or class-related business.
• Always provide the purpose of the email in the subject line.
• Use an appropriate salutation or greeting to begin an email. “Hey, Dude!” may be
an appropriate greeting for a friend, but it is not the type of respectful salutation
that you should use when emailing a professor. Professors and staff should be
addressed with appropriate title: Dr., Professor, Mr./Mrs./Ms., President, Vice
President, etc.
• Conclude your message with complete identification and contact information at
the bottom of the email.
• Be brief. Separate ideas into clear, concise paragraphs with spaces in between;
do not write one long paragraph containing diverse points and information.
• Do not address several issues in one email; limit emails to one, two, or three
related points on the topic in your subject line.
• Use distribution lists sparingly, preferring the Notice Board when there is a mass
email to the entire campus community.
• Double check the “To” line in your replies to make sure that the email goes to the
right party. Avoid “Replying to All” when you do not mean to.
• When appropriate, use the “Options” icon in Outlook to mark messages as
personal, private, or urgent or to request that the message has been received or
• When you receive an email, reply within 48 hours, excluding weekends or
holidays. Set auto response in “Option” to “Out of Office” if away for an extended
time period.
Discussion Board and Forum Netiquette for Academic Purposes
• Pay attention to the discussion question posed by the instructor and answer the
question in your posting.
• Label your posting appropriately to fit your message; an automatic reply keeps the
instructor and class from looking down the list to find your message quickly. For
example, if you’re posting your speech topic for approval, could you find your
group members’ postings out of a list of 30 subject lines that say “Re: Speech
• Respond to other student postings; after all, this is a discussion that is occurring
in an on-line format. To engage in the discussion, read other postings and
respond to them directly.
• If other students reply to your posting, respond to their questions or comments. As
you would in a face-to-face conversation, acknowledge the person speaking to
• If you don’t have anything substantial or constructive to say for your reply, please
do not reply. Responses like “that’s nice” do not keep the discussion going.
• For long responses, attach a document and type a message in the discussion
box indicating what is in the attachment.
Students who choose to violate these policies are subject to disciplinary action which could
include denial of access to courses, suspension, and expulsion.
Academic Integrity
Each person has the privilege and responsibility to develop one’s learning abilities, knowledge
base, and practical skills. We value behavior that leads a student to take credit for one’s own
academic accomplishments and to give credit to other’s contributions to one’s course work.
These values can be violated by academic dishonesty and fraud.
Academic honesty is essential to the maintenance of an environment where teaching and
learning take place. It is also the foundation upon which students build personal integrity and
establish standards of personal behavior. Campbellsville University expects and encourages all
students to contribute to such an environment by observing the principles of academic honesty
outlined in the Bulletin Catalog and the Online Student Handbook.
Title IX
Campbellsville University and its faculty are committed to assuring a safe and productive
educational environment for all students. In order to meet this commitment and to comply with
Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the
University requires all responsible employees, which includes faculty members, to report
incidents of sexual misconduct shared by students to the University’s Title IX Coordinator.
Please contact the Title IX Coordinator, at 270-789-5016
1 University Drive
UPO Box 944
Administration Office 8A
Campbellsville, Kentucky 42718
Information regarding the reporting of sexual violence and the resources that are available to
victims of sexual violence is set forth at: www.campbellsville.edu/titleIX.
Americans with Disabilities Act
No qualified individual with a documented disability shall be excluded from participation in, denied
benefits of, or otherwise subjected to discrimination in any of Campbellsville University’s
programs, courses, services and/or activities in compliance with the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990. Requests for reasonable accommodations in
programs, courses, services and/or activities requires current (i.e. within three years)
documentation of the disability after acceptance to the University and before registration.
Campbellsville University is committed to reasonable accommodations for students who have
documented physical and learning disabilities, as well as medical and emotional conditions. If a
student has a documented disability or condition of this nature, he or she may be eligible for
disability services. Documentation must be from a licensed professional and current in terms of
assessment (within the last 3 years). Please contact the Coordinator of Disability Services, at
(270) 789-5192 to inquire about services.
Verification of Disability
The Coordinator of Disability Services will ask for documentation to verify the disability, and if
appropriate, will cooperate with instructors and Academic Support services to facilitate and track
accommodations and services.
No accommodation will be provided without documentation. In addition, Campbellsville University
will be unable to provide accommodations in the classroom if the student does not give
permission to notify faculty that accommodations are needed. Information regarding a student’s
disability is considered confidential. Information will not be released to anyone without the
express written permission of the student.
Reasonable Accommodations:
• Accommodations are provided on an individual basis.
• Accommodations are provided to support the educational development of
students with disabilities.
• In addition to the academic support services available to all Campbellsville University
students, some examples of reasonable accommodations include extended time for
tests, administration of oral test, note-taking assistance, and use of assistive devices
such as calculators or computers.
Disability Services
Within the office of Career Services, accommodations are provided for students with disabilities.
Helping remove barriers is the goal of Disability Services. Students who have a documented
physical, psychological, emotional, and/or learning disability can work with Career Services to
receive necessary accommodations. Students who want to inquire about required documentation
and possible accommodations may contact the office of Career Services by calling (270) 785-5192
or emailing Megan Gullett at mcgullett@campbellsville.edu or Teresa Elmore
tmelmore@campbellsville.edu or Ashley Abner at alabner@campbellsville.edu.
Official Email
The @campbellsville.edu extension will be considered the official e-mail address for writing and
forwarding electronic correspondence.
Academic Appeal and Complaint Process
A student may appeal the fairness of any academic action or register a complaint, including a course
grade, to the Academic Council following consultation with his/her advisor, the professor, and the
appropriate department chair and/or the dean. Such an appeal must be submitted in writing to the
vice president for academic affairs by end of the regular semester after the semester in which the
action was taken. The Academic Council will then determine whether a hearing is necessary.
The decision of the Academic Council is final. Student complaints other than appeals for course
grades should be submitted in writing to the vice president for academic affairs. When the
complaint is against the vice president for academic affairs, it should be submitted in writing to
the president of the University.
Campbellsville University
Campbellsville University is a comprehensive, Christian institution that offers pre-professional,
undergraduate and graduate programs. The University is dedicated to academic excellence
solidly grounded in the liberal arts that fosters personal growth, integrity and professional
preparation within a caring environment. The University prepares students as Christian servant
leaders for life-long learning, continued scholarship, and active participation in a diverse, global
• To foster academic excellence through pre-professional certificates, associates,
baccalaureate, masters, and doctoral programs through traditional, technical and online
• To provide an environment conducive for student success
• To uphold the dignity of all persons and value diverse perspectives within a Christcentered
• To model servant leadership through effective stewardship of resources
Campbellsville University, in support of its mission, strives to meet the needs of all students
including those who may be unable to participate in the traditional university environment.
Greater flexibility in scheduling provided by distance education courses allows CU to draw from
a pool of students from all areas of society. These courses provide students with the education
and tools that they need to reach their goals, whether these goals are professional or personal.
Distance education provides an understanding level of education to everyone by removing the
traditional barriers of time and place.
Welcome to the BASC! The following services are available in the Badgett Academic Support Center to
enhance your educational experience. These services are provided at no extra cost to the student.
Tutoring — Housed in the BASC is Campbellsville University’s tutoring program, which makes every effort to
provide tutoring for any class students may need assistance, including assistance with writing. Peer tutors are
students who have previously completed the course with a “B” or better. Also, at posted hours, professional tutors
will be available to provide help on a walk-in basis. To fill out a tutoring request, or to apply to serve as a tutor,
visit www.campbellsville.edu/academic-support.
Megan Barnes – BASC 201 – (270) 789-5195
Disability Services — Helping remove barriers is the goal of Disability Services. Students who have a
documented physical, psychological, emotional, and/or learning disability can work with Disability Services to
receive necessary accommodations. Students who want to inquire about required documentation and possible
accommodations may contact the office of Disability Services.
Megan Gullett – BASC 212 – (270) 789-5450
Advising — All academic advising by faculty is coordinated through the Office of Academic Support.
New students are assigned an academic advisor to assist them in selecting classes each semester that are
appropriate for completing their selected degree program. A student’s academic advisor should be the student’s
primary contact person for any academic related questions or issues.
Kevin Propes – BASC 202 – (270) 789-5064
Introductory Studies — Introductory Studies is designed to provide academic advising to students taking
developmental coursework and to facilitate services to accommodate their learning needs. Introductory Studies
courses are designed to ease the transition into university level mathematics, English, reading, and university
success skills. Additionally, the Introductory Studies office conducts Academic Success Workshops throughout
the year designed to assist students in gaining knowledge, tips, and skills to help further their academic success.
Megan Barnes – BASC 201 – {270) 789-5195
Academic Coaches — Academic Coaches are assigned to each Academy within the University structure. New
students are assigned to an Academy based on their choice of major. Undecided majors can select an Academy
based on a general area that they might have an interest in exploring. The Academic Coaches are designed to
assist new students in their transition to college and to provide support to new students throughout the first year.
Academic Coaches will also help new students to connect with faculty members, academic clubs, activities, and
other students within their assigned academy. Students are encouraged to contact their academic coach with any
question or need they have as they transition to college and also throughout the first year.
Clara Mudd – BASC 204 – (270) 789-5370
Kimberly Hope – BASC 206 – 270) 789-5382
Kassie Parker – BASC 208 – (270) 789-5438
Anne Blevins – BASC 210 – (270) 789-5371
Sarah Begley – BASC 222 – (270) 789-5381
Study Area and Study Rooms – A large open area is available in the BASC for students to use for individual
study as well as space for group study sessions. In addition to the open study area, there are four private study
rooms. The study rooms are available on a walk-in basis and these rooms can also be reserved in advance. One
of the study rooms includes a projector that can be used to practice classroom presentations. The study area and
study rooms are available Saturday-Thursday from 8:00 a.m.-Midnight and Friday from 8:00-5:00.
Computer Lab and Laptop Computers -A computer lab is available in the BASC including free printing
services. The computer lab is open the same hours as the study area and study rooms. Additionally, there are
laptop computers that can be checked-out and used anywhere within the BASC building.
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