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300-715 Implementing and Configuring Cisco Identity Services Engine

Test Detail:
The Cisco 300-715 exam, also known as "Implementing and Configuring Cisco Identity Services Engine (ISE)", is a certification exam offered by Cisco Systems. The exam is designed to validate the knowledge and skills of IT professionals in implementing and configuring Cisco Identity Services Engine solutions. The following description provides an overview of the Cisco 300-715 exam.

Course Outline:
To prepare for the Cisco 300-715 exam, candidates can undergo training courses that cover the core concepts and implementation details of Cisco Identity Services Engine (ISE). These courses provide comprehensive knowledge and practical skills required to configure and manage Cisco ISE deployments. The coursework typically covers courses such as ISE architecture, policy enforcement, guest access, BYOD (Bring Your Own Device), and network access control.

Exam Objectives:
The Cisco 300-715 exam aims to evaluate the candidate's understanding and proficiency in various areas of Cisco ISE implementation and configuration. The exam objectives include the following:

1. Cisco ISE Architecture and Deployment:
- Understanding the components and deployment options of Cisco ISE
- Configuring network devices for integration with Cisco ISE
- Deploying and managing Cisco ISE nodes and personas

2. Policy Enforcement:
- Configuring authentication and authorization policies in Cisco ISE
- Implementing policy sets for various network access scenarios
- Configuring posture assessment and compliance policies

3. Web Authentication and Guest Access:
- Configuring web authentication portals and services
- Implementing guest access and sponsorship workflows
- Managing guest accounts and access policies

4. BYOD (Bring Your Own Device):
- Configuring BYOD policies and onboarding workflows
- Implementing device registration and provisioning
- Enforcing security and compliance policies for BYOD devices

5. Network Access Control:
- Configuring network access policies and enforcement
- Implementing 802.1X authentication and supplicant configuration
- Integrating Cisco ISE with network infrastructure devices

Exam Syllabus:
The Cisco 300-715 exam syllabus covers a wide range of courses related to the implementation and configuration of Cisco ISE. The syllabus includes the following areas of study:

- Cisco ISE architecture and deployment models
- Network device configuration for Cisco ISE integration
- Authentication and authorization policies in Cisco ISE
- Policy sets and enforcement in Cisco ISE
- Web authentication and guest access configuration
- BYOD policies and onboarding workflows
- Posture assessment and compliance policies
- Network access control and 802.1X authentication

The Cisco 300-715 exam format typically consists of multiple-choice questions, drag-and-drop exercises, and simulation-based scenarios that assess the candidate's knowledge and hands-on skills in configuring and managing Cisco ISE deployments. Candidates are expected to demonstrate their competence in implementing secure network access control solutions using Cisco ISE.
Implementing and Configuring Cisco Identity Services Engine
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Implementing and Configuring Cisco Identity Services
Question #71
Drag the Cisco ISE node types from the left onto the appropriate purposes on the right.
Select and Place:
Question #72
What must match between Cisco ISE and the network access device to successfully authenticate endpoints?
A. shared secret
B. profile
C. certificate
D. SNMP version
Answer: A
Question #73
When planning for the deployment of Cisco ISE, an organization's security policy dictates that they must use network access authentication via
RADIUS. It also states that the deployment needs to provide an adequate amount of security and visibility for the hosts on the network.
Why should the engineer configure MAB in this situation?
A. The Cisco switches only support MAB.
B. MAB provides the strongest form of authentication available.
C. MAB provides user authentication.
D. The devices in the network do not have a supplicant.
Answer: D
Question #74
Which two task types are included in the Cisco ISE common tasks support for TACACS+ profiles? (Choose two.)
B. Firepower
C. Shell
Answer: CD
Question #75
What are two benefits of TACACS+ versus RADIUS for device administration? (Choose two.)
A. TACACS+ has command authorization, and RADIUS does not.
B. TACACS+ uses UDP, and RADIUS uses TCP.
C. TACACS+ supports 802.1X, and RADIUS supports MAB.
D. TACACS+ provides the service type, and RADIUS does not.
E. TACACS+ encrypts the whole payload, and RADIUS encrypts only the password.
Answer: AE
Question #76
Which two features must be used on Cisco ISE to enable the TACACS+ feature? (Choose two.)
A. Command Sets
B. Server Sequence
C. Device Administration License
D. External TACACS Servers
E. Device Admin Service
Answer: CE
Question #77
Which are two characteristics of TACACS+? (Choose two.)
A. It separates authorization and authentication functions.
B. It combines authorization and authentication functions.
C. It uses UDP port 49.
D. It encrypts the password only.
E. It uses TCP port 49.
Answer: AE
Question #78
A user reports that the RADIUS accounting packets are not being seen on the Cisco ISE server.
Which command is the user missing in the switch's configuration?
A. aaa accounting resource default start-stop group radius
B. radius-server vsa send accounting
C. aaa accounting network default start-stop group radius
D. aaa accounting exec default start-stop group radius
Answer: B
Question #79
Which two responses from the RADIUS server to NAS are valid during the authentication process? (Choose two.)
A. access-challenge
B. access-accept
C. access-request
D. access-reserved
E. access-response
Answer: AB
Question #80
What is a characteristic of the UDP protocol?
A. UDP can detect when a server is down.
B. UDP can detect when a server is slow.
C. UDP offers best-effort delivery.
D. UDP offers information about a non-existent server.
Answer: C
Question #81
Refer to the exhibit.
A network engineer is configuring the switch to accept downloadable ACLs from a Cisco ISE server.
Which two commands should be run to complete the configuration? (Choose two.)
A. radius-server attribute 8 include-in-access-req
B. ip device tracking
C. dot1x system-auth-control
D. radius server vsa send authentication
E. aaa authorization auth-proxy default group radius
Answer: AD
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Reviews Cisco System's approach to implementing Oracle's Enterprise Resource Planning (ERP) software product. This case chronologically reviews the diverse, critical success factors and obstacles facing Cisco during its implementation. Cisco faced the need for information systems replacement based on its significant growth potential and its reliance on failing legacy systems. The discussion focuses on where management was particularly savvy in contrast to where it was the beneficiary of good fortune.



Sun, 31 Dec 2017 13:57:00 -0600 en text/html
Course Syllabus Information

Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.

Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more. 

Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include. 

Required Syllabus Components

The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus.  Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.

1. Course Information

a. Course number/section
b. Course meeting time(s) [if applicable]
c. Location [if applicable]
d. Pre-requisites/Co-requisites [if applicable]
e. Catalog Course Description

2. Instructor Information

a. Instructor name (including TA and peer instructors, if applicable)
b. Where, when, and how to contact the instructor

3. Learning

a. List course learning outcomes, objectives, and/or competencies

4. Required Materials and/or Equipment

a. Textbooks and/or course texts
b. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

5. Evaluation and Grading

a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
b. Grading scale(s) governing the course
c. Policy on late or missing work/exams
d. Penalties on missed classes and/or tardiness [if applicable]
e. Catalog Course Description

8. Disability Accommodations

Insert and/or link to the required Disability Accommodations Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

9. Title IX

Insert and/or link to the required Title IX Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Recommended Syllabus Components

In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.

Other Course Information
  • An expanded description of the course, its priorities, key concepts, etc.
  • Course schedule with due dates for assignments, exams, reading, and other activities
  • Disclaimer about the possibility of changes to the course schedule
Information about Learning Activities/Assignments
  • Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
  • Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies
Additional Information about Academic Honesty
  • Unit-level academic honesty policies and practices [if applicable]
  • Course-specific guidance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable]
Other Course-Specific Information
  • Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
  • Course etiquette/civility policies or other expectations about interactions between and among members of the class
    • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
  • Information about what will happen in cases of inclement weather
  • Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
  • Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • Statement that student work in the course may be used in course/program assessment
  • Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

Other Considerations for Course Syllabi

Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.

Consider Adding a Graphic Syllabus

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.

Share your Teaching Philosophy

Sharing a brief description of your philosophy of teaching can deliver students a way of understanding what they will experience in your course and why.

Articulate What Constitutes Engagement in Your Course

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Share Tips for Success

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or memorizing strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.

Wed, 14 Jun 2023 00:34:00 -0500 en text/html
Purdue Syllabus Guidelines

Constructing a syllabus is an important component of the course design process. The following materials reflect a research-supported framework to help create a pathway to success in your course. Each semester, Innovative Learning reviews the syllabus framework, identifying needed updates and resources.

The Word files linked below outline Required and Recommended components for your syllabus. Many of these components are already in your Brightspace shell. They just need updates specific to your course. The files below include language that comes directly from University policies or is suggested by the University Senate or specific units. Other demo language reflects an autonomy-supportive classroom that can influence student perception and performance (Young-Jones, Levesque, Fursa & McCain 2019). Italicized text indicates notes to instructors. Plain text provides examples of language.

Tips for creating your syllabus:

  • Don’t revise what you don’t have to. Resources listed under University Policies and Statements and the Student Services widget in the Brightspace shell are updated each semester and automatically populated. You may call these resources to your students’ attention.
  • Instructors cannot see the Student Services widget in Brightspace, but you can see the most exact version of it here.
  • Feel free to add additional resources that might help your students to your syllabus.

Once your syllabus is complete, please also upload it to Purdue’s Course Insights syllabus archiving system. For questions related to the syllabus framework, email

Note: The Purdue syllabus guidelines are influenced by Instruction Matters: Purdue Academic Course Transformation (IMPACT) and the resources available through Purdue’s Brightspace learning management system (LMS). It also addresses criteria of the valid and reliable syllabus rubric published by the University of Virginia Center for Teaching Excellence (Palmer, Bach & Streifer 2017). Components fall under five categories: 1) Essential course information, instructor contact information, and course description, 2) Specific, student-centered learning outcomes and objectives that are clear, articulated and measurable (Bristol et al 2019), 3) Assessment strategies for all graded assignments that make explicit connections between learning outcomes, activities, and content, 4) Pedagogical approaches and activities that help students achieve the course outcomes and objectives, and 5) Policies and approaches that foster engaging, student-centered learning environments.


Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain (2019): Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661375.

Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).

Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Strengthen the Academy: A Journal of Educational Development, 33 (1), 14-36.

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Read our editorial policy to learn more about our process.

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The new Cisco U. will provide partners with information on where they should go next, says Kent MacDonald, senior vice president of strategic alliances at Cisco Gold partner Long View Systems. ‘Sometimes that’s the other challenge—I don’t quite know what I need or what I should do. That functionality will help so we don’t feel lost in the sea of trainings.’

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IIOJK: Modi regime starts implementing Hindutva agenda in schools after changing syllabus, curriculum

IIOJK: Modi regime starts implementing Hindutva agenda in schools after changing syllabus, curriculum

In Indian Illegally Occupied Jammu and Kashmir (IIOJK), the Modi-led BJP regime has started implementing Hindutva agenda in schools after changing the syllabus and curriculum.

The BJP regime has circulated order to District Chief Education Officers to provide details of all the religious schools functioning under their jurisdiction.

The Indian ploy is aimed at limiting the access of Muslim students to their religion and to learn Arabic, Islamiyat and history.

Pertinently, as part of anti-Muslim agenda several schools run by Indian Army and RSS in the occupied territory have been teaching their own religious and historical narratives to the students.

Tue, 25 Apr 2023 19:05:00 -0500 en text/html
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Calendars and Economy: 'Actual' numbers are added to the table after economic reports are released. Source: Kantar Media

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