Assessing Student Comprehension In A Windows 2003 Server Project Through The Use Of A Portfolio

Gary Steffen

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Conference: 2006 Annual Conference & Exposition
Location: Chicago, Illinois
Publication Date: June 18, 2006
Start Date: June 18, 2006
End Date: June 21, 2006
ISSN: 2153-5965
Conference Session: Computer ET Projects and Applications
Tagged Division: Engineering Technology
Page Count: 8
Page Numbers: 11.239.1 - 11.239.8
DOI: 10.18260/1-2--1128
Permanent URL: https://peer.asee.org/1128
Download Count: 389

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Paper Authors

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Gary Steffen Indiana University-Purdue University Fort Wayne

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Gary currently serves as an Assistant Professor in the Electrical and Computer Engineering Technology at IPFW. Previously, he served 10 years as the Manager of Electronic and Computer Support specializing in computer networking. Gary received a Mater’s degree from Ball State University in 2000 and recently completed the “Information and Security Assurance Certificate” at Purdue University sponsored by the NSA. His current areas of interest include local area networking, network security and wireless networking.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Assessing Student Comprehension in a Windows 2003 Server Project Through the Use of a Portfolio

Abstract

Like many subjects, the teaching of Windows 2003 server can be filled with rich detail and information that can be quickly lost by the student without proper reinforcement. In the past, hands-on instruction of computer servers has been done with step-by-step laboratories. These laboratories act as a “cookbook” for the student as they process each step of the recipe. Students using these “cookbook” methods concentrate more on completing the required steps than actually synthesizing the learned information. This paper discusses the use of portfolios in a Windows 2003 Server project that can enhance student comprehension and retention.

Student portfolios are a collection of evidence, prepared by the student to demonstrate mastery, comprehension, application, and synthesis of a given set of objectives. To create a high quality portfolio, students must organize, synthesize, and clearly describe their achievements and effectively communicate what they have learned.

The server portfolio is constructed and solely managed by the student throughout a given semester. Each student is given a list of server-based objectives they must complete. The student portfolio then must demonstrate strong, adequate or minimum evidence of mastery based on a given rubric. In this way, a student can quickly estimate their learning and possible portfolio grade.

Introduction

The department of Electrical and Computer Engineering Technology (ECET) at Indiana University Purdue University Fort Wayne (IPFW) offers a new degree in Computer Engineering Technology (CPET). This CPET degree provides a core Electrical Engineering Technology background with additional emphasis in digital electronics, microprocessors, computer networking and programming. The degree offers a reduced emphasis in analog circuits and electronics. Students seeking the B.S. degree will also be eligible for a minor in Computer Science. While circuit theory is reduced in the degree, concentration is focused on a sequence of networking course.

These core networking courses include: CPET 181 – Computer Operating System Basics CPET 281 – Local Area Networking CPET 355 – Data Communication CPET 364- Network Security CPET 384 – Wide Area Networking

Citation
Format

Steffen, G. (2006, June), Assessing Student Comprehension In A Windows 2003 Server Project Through The Use Of A Portfolio Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1128