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Developing An Effective Network Course Using The Cisco Ccna Exploration Curriculum

Undergraduate Computer Science (CS), Information Technology/Information Systems (IT/IS) curricula in many US Universities and Colleges only include one course in networking. This course, usually called Networking and Data Communications, varies in content and focus. Moreover, a number of popular textbooks lack in scope and content, and sometimes do not even address the basics of networking or how networks operate. The Cisco Networking Academy CCNA Exploration curriculum offers in-depth theory, challenging labs, and a detailed overview of protocol operations. It is designed for students who seek to develop their problem-solving and analytical skills. Degree candidates in engineering, mathematics and science, as well as working professionals who wish to advance their careers or gain certification are attracted by the depth of this curriculum. The CCNA Exploration curriculum is designed to be integrated into various technology curricula or programs offered at postsecondary institutions such as technical schools, colleges, and universities. In this paper the content of classical networking textbooks, including well established reference books1,2,3, are reviewed for the purpose of developing an effective networking curriculum. Various objectives of the Cisco networking academy, which is a set of well developed courses that offer many hands on practice, were identified and integrated in the proposed networking curriculum. Furthermore, the new ACM curriculum models4,5,6 in C.S, IS, and IT were studied and measurable learning outcomes were identified. A critical look at the official CCNA exam, and how this exam can be integrated into a C.S, IT/IS curriculum is provided. The newly proposed curriculum could be used to motivate students to attend Networking courses that use classical networking textbooks. It is anticipated that this paper may help CS and IT/IS faculty develop a better, more exciting content for their networking courses. © American Society for Engineering Education, 2009

Effect of Windows XP Firewall on Network Simulation and Testing

The objective of this paper is to report findings from simulating and testing local area network (LAN) connectivity using Windows XP operating system and Cisco Networking Academy network devices. In this study, a simple routing protocol, RIP, is used as routing protocol. Two different techniques, Cisco Networking Academy hardware lab and Cisco Packet Tracer 4, were used to compare their performance to simulate network connectivity. Primary findings showed that the settings of the Windows XP firewall on the host computer have a direct impact on the test results. These findings are critical as there are no similar reports in the literature and only a careful investigation allowed the researchers to come to this conclusion. Furthermore, study results also offer suggestions for fixing problems that hinder simulation results of LANs that use Windows XP workstations. These findings can help CCNA students and faculty understand the reasons for unexplained connectivity problems when performing CCNA labs. The study also provides a simple method to avoid connectivity problems when using Windows ping.exe and tracert.exe which implement the TCP/IP protocol ICM

Integrating The Security+ Exam Objectives Into Information Technology Curricula

Security is a fairly new field in the information technology (IT) knowledge domain and has recently become a critical area in IT curricula. While some LT programs in the US offer only one security course in their undergraduate programs, others offer up to four courses. The first objective of this paper is to review the offering of security courses in undergraduate programs and then examine their content to investigate the possibility of integrating the CompTIA Security+ exam objectives. The second objective of this paper is to review industrial certificates that are currently available in security and examine their possible integration in an IT curriculum. The last objective of this study is to compare the objectives of the Security+ exam with the two Cisco Networking Academy security courses. The Security+ certification exam objectives cover most of the basics of security and they can be integrated into the first security course of most IT programs. Finally, a master course syllabus that covers the Security+ exam objectives is developed to map each course objective with its corresponding certification objective. It is anticipated that colleges and universities will benefit from this study by using the proposed course syllabus as a framework for integrating the Security+ certification exam objectives into their curriculum. © American Society for Engineering Education, 2008

Using learning outcomes and e-portfolios to assess student learning in information systems

This paper shows how electronic portfolios can be used as an effective tool to assess student academic progress and shows how learning outcomes can be used to provide focus for IS programs. Achievement of learning outcomes enables academic institutions to monitor and improve information systems programs. Two sets of learning outcomes are identified to provide focus to the curriculum. The college major learning outcomes form the basis of the curriculum and serve as a focus for curricular design and improvement. The University learning outcomes are an overarching set of higher-level outcomes. A master course syllabus that includes the course contribution to specific learning outcomes is developed. Instructors use the master syllabus to design course content and build learning experiences that are used to address a desired learning outcome. Students are required to develop an electronic portfolio that includes samples of their most important learning experiences, which may be projects, term papers, extracurricular experiences, and internship reports. The electronic portfolio is reviewed and assessed by faculty members on a regular basis to monitor student progress. During their final semester, students finalize their electronic portfolio and present their achievements to a faculty panel. The electronic portfolios allow students to document and reflect on their learning experiences. Integrating learning outcomes into the curriculum provides a mean for faculty to assess the effectiveness of the academic programs

Model curriculum for undergraduate degree programs in information systems

Growing demand for information technology (IT) skills from industry and government is putting an enormous pressure on academic institutions to produce graduates that have an understanding of a broad range of technologies and have the necessary skills to be productive as they join the workforce. The Information Systems (IS) discipline is becoming an essential part of business and government organizations, which require professionals from diverse backgrounds. Academic institutions in the US and worldwide are constantly refining their curricula in an attempt to address the needs of industry and government. However, these curricula are not developed based on world wide recognized standards and at times lack critical components. The objective of this paper is to propose a comprehensive model IS curriculum based on recommendations of two internationally recognized organizations: the IS 2002 and ABET (Accreditation Board for Engineering and Technology). In order to meet the accreditation requirements, the IS 2002 recommendations states that a minimum of 30 credit hours in IS are required. Moreover, the ABET criteria specifies recommendations for all the model components including general education (GE), major core courses, major electives and general elective courses. The proposed model is based on the above requirements and provides a framework to integrate problem solving skills in IS courses at various levels of the model curriculum. It is anticipated that universities and colleges will benefit from this study by using the proposed model curriculum as a basis to tailor their own curricula and address society needs

Using an outcome based model to foster learning in information systems

In this paper, we introduce a new concept for developing and assessing an Information Systems Academic Model. This new Academic Model is based on learning outcomes as well as on grade point average. University and College specific learning outcomes form the basis of the Information Systems Curriculum. These outcomes are derived from the college\u27s vision of the knowledge and skills that students need to acquire in order to be successful in gaining employment. Special courses are used to support and assist students in their understanding of the learning outcomes. Furthermore, we show how the use of technology can facilitate the learning and assessment process. Students develop an electronic portfolio to document and reflect on their learning experiences. Assessment and feedback are used to make the learning outcomes component work effectively in the students\u27 learning experiences. This new academic model may help address issues on curricular design for successful career placement, and producing graduates with the skills and abilities needed for the job market

A new non-recursive algorithm for binary search tree traversal

Binary tree traversal refers to the process of visiting each node in a specified order. There are two ways to visit a tree: recursively and non-recursively. Most references introduce tree traversal using recursion only. Our literature survey indicated that most references only show the implementations of the recursive algorithms, and only few references address the issue of nonrecursive algorithms. In this paper we investigate (compare) recursive and non-recursive algorithms for inorder, preorder, and postorder traversals. The inorder traversal of a binary search tree is important in searching algorithms, operating systems, and compiler design. In this paper we propose a new non-recursive algorithm for inorder binary search trees that is both efficient and easy to understand. The implementation of this new algorithm was done in Java and the complete algorithm was tested. The new algorithm was found to be faster than other nonrecursive algorithm. © 2003.IEEE