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- Information and Network Security
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
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Maurice F. Aburdene, Bucknell University; Kundan Nepal, Bucknell University
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Computing & Information Technology
results in written and oral reports.The satellite communications project provides excellent applications of important concepts ofsignals: time shift, amplitude scaling, delay, echoes, and fading. We introduced students to asatellite communication system where a signal is transmitted from a ground transmitter, receivedby the satellite after some delay, and reflected back to the ground receiver. Students analyzed thesignal received by the ground station as the sum of the signal sent from the station and the signalreflected back from the satellite. This interesting project helped students to review sinusoidalsignals, phasors, power, and to understand the effect of delays, echoes and fading. In addition,the students simulated the system using
- Conference Session
- Curricular Issues in Computer-Oriented Programs
- Collection
- 2011 ASEE Annual Conference & Exposition
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Xiannong Meng, Bucknell University; Song Xing, California State University, Los Angeles
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Computing & Information Technology
cultivate the attitudes, skills, and knowledge necessary for students to benefit maximally from a Bucknell University education and to negotiate the complexities of the modern world. The seminars stress the following: active, independent learning; collaborative learning; development of students’ capacity for analysis, reflection, judgment, and creativity; multiple perspectives; and development of skills students need in order to engage in intellectual endeavors at Bucknell and beyond. These courses address foundation skills in reading, writing, listening, and speaking and also develop students’ ability to use the library effectively and to use computers (e.g. word processing, simulations, use of
- Conference Session
- Emerging Information Technologies
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- 2011 ASEE Annual Conference & Exposition
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Richard G. Helps, Brigham Young University
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Computing & Information Technology
course design for IT. The problem thus posed is to attempt to explore on anabstract level what is happening as IT curricula evolve. What happens to the instructional designas curricula are updated? What are instructors and designers doing and how are they doing it?This deeper understanding of what is happening will create a foundation upon which amethodology for evolving curricula in rapidly changing environments may be developed. Thisstudy is an exploration of the change process. The result is a theoretically based description ofthe change domains and structure.Research methodologyThe research was done as a collective case study, where the ‘case’ was a selection of coursechanges that reflected the process of change in IT. Seven faculty members
- Conference Session
- Curricular Issues in Computer-Oriented Programs
- Collection
- 2011 ASEE Annual Conference & Exposition
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Joseph Idziorek, Iowa State University; Mark F. Tannian, Iowa State University; Douglas W. Jacobson, Iowa State University
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Computing & Information Technology
onthe Internet. Others have attempted to provide security education at the university level in theform of a three-hour training session8. While arguably better than a Website, a single session isnot a sufficient amount of time for students to comprehend, reflect and attempt to applyknowledge. From our experiences, students need repetition, time to reflect on course material,and the opportunity to write about and discuss presented material in order to assess and improvetheir own understanding. This type of learning simply cannot be achieved in a single three-hourtraining session. From the authors’ collective experiences, a broad demographic of students donot have access to practical information about computer security that would improve
- Conference Session
- Emerging Information Technologies
- Collection
- 2011 ASEE Annual Conference & Exposition
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Abul K. M. Azad, Northern Illinois University
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Computing & Information Technology
developments and their implementation outcomes. Page 22.1002.6Design PhilosopyTo maximize the benefit of remote laboratories, the design philosophy includes a number offeatures: a) use of emerging technologies; b) individualized learning; c) knowledge-centeredlearning; d) embedded assessment strategies; and e) scaffolds. These features provide anengaging laboratory experience, working with students pre-existing knowledge, anddeveloping skills of self-monitoring and reflection, which contribute toward improving thequality of STEM education.Design ImplementationsMost of the implementations are done through two NSF grants (DUE-044xxxx and DUE-083xxxx). This
- Conference Session
- Emerging Information Technologies
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
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Barbara E. Brazon, Penn State University; Mary Lynn Brannon, Pennsylvania State University, University Park
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Computing & Information Technology
client sign off, was not achieved, the students were forced to return the current phase ofthe project and make necessary modification to the deliverables that reflected the requirements asstipulated and reiterated by the client at the meeting. Communication and access to the client bythe students was a critical and guiding force in the successful implementation of the final productand implementation of the Fast Track Process Phase Construction process..Presentations Page 22.1605.6Each team was required to give a brief oral presentation to the current managers. The managerand key group members met with the clients every two weeks to report the