Mark Stockman

Creating remotely accessible "virtual networks" on a single PC to teach computer networking and operating systems

Instruction in the area of computer networking (specifically systems administration) can be cumbersome and ineffective; and is almost always is an expensive prospect when it comes to instructional and lab facilities. Problems arise both in the classroom and the lab when trying to recreate a true computing environment. Two solutions spelled out in this paper, virtual machines and remoting technology, have been implemented to help solve these problems encountered in the delivery of instruction.

Centrally-stored and delivered virtual machines in the networking/system administration lab

Virtual machine technology has presented an opportunity for the networking/system administration lab to serve multiple classes. The storage and delivery of virtual machine images has however presented a new problem for faculty and technical support staff. The authors have performed initial testing involving centralized verses distributed virtual machine image delivery in the networking/system administration and will provide details as to their results in this paper. The overriding goal is to provide mobility for students within the lab and virtual machine manageability for faculty and technical staff.

An implementation of a core curriculum in an information technology degree program

This paper will layout the University of Cincinnatis efforts in creating the core curriculum for an information technology degree program to be started in the autumn quarter of 2004. By core, we are referring to coursework required by all information technology majors no matter their chosen area of specialization: networking, software development or web technologies. The work done creating this information technology groundwork for students is based on ACM SIGITEs initial implementation of IT curriculum guidelines. Input for the IT core was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed: objectives of the core and courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which the core curriculum can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

An implementation of a networking track in an information technology degree program

This paper will layout the University of Cincinnatis efforts in creating a networking track specialization for an information technology (IT) degree program to be started in the autumn quarter of 2004. The work done creating such an academic specialization for students is based on ACM SIGITEs initial implementation of IT curriculum guidelines. Input for the IT networking specialty was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed; objectives of the track and courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which a networking track can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

Enroute to making an IT baccalaureate program

Several major factors have contributed to the birth of the new IT baccalaureate degree program at the University of Cincinnati. Of course the timing of IT emerging as an academic discipline has been a major one. Since CITC II several faculty members from the University of CINCINNATI have participated actively in SITE, later, SIGITE. With the arrival of new and exciting integrated technology, the stipulation to design an IT program meeting the needs of our society has become most important. Although originated by the entire group of Computer Science/Information Engineering Technology faculty, the project to step-by-step develop the IT program based on SIGITEs most current guidelines fell onto three such faculty members. The project also coincides with the University of CINCINNATI Collegiate Restructuring Initiative, mandated by the Provost. During the past 12 months, a comprehensive plan containing specific tasks with time-line for each was developed. This paper is to discuss the entire process including implementation, lessons learned, pitfalls to be avoided, opportunities encountered, inspirations found, enthusiasm subtended, etc.

An implementation of secondary tracks in an information technology degree program

This paper will layout the University of Cincinnatis efforts in creating the secondary track curriculum for an information technology degree program to be started in the autumn quarter of 2004. By secondary track, we are referring to coursework required by all information technology majors in their secondary area of specialization. Five options are made available to students as their secondary area: database management, digital media, networking, software development or web technologies. The work done creating this secondary track for students is based on ACM SIGITEs initial implementation of IT curriculum guidelines. Input for the secondary track curriculum was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed; objectives of the secondary track courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which the secondary track curriculum can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

An implementation of a software development track in an information technology degree program

This paper will layout the University of Cincinnatis efforts in creating a software development track specialization for an information technology (IT) degree program to be started in the autumn quarter of 2004. The work done creating such an academic specialization for students is based on ACM SIGITEs initial implementation of IT curriculum guidelines. Input for the IT software development specialty was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed; objectives of the track and courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which a software development track can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

Building a cloud based systems lab

The system administration lab at the University of Cincinnati consists of 24 high-end desktop PCs, each loaded with client virtualization software. The lab is limited to 24 students per class and does not offer remote access to the virtual machines. The students must either wait for open lab hours or purchase their own high-end systems to work on their schoolwork. To expand the number of classes taught and enable remote access to the lab, the authors created a Microsoft-based private cloud accessible from any computer on the universitys network. VPN entry to the network allows students to login to the system using a web browser to access their VMs from anywhere in the world.

Desktop as a service proof of concept

Desktop as a Service is an idea that has taken root in enterprises today, but has not reached consumers. In order to show this, a proof of concept lab was constructed. The proof of concept lab that the authors devised shows that this idea is viable. The lab uses a virtual desktop infrastructure environment. The environment uses VMWares View solution on top of their hypervisor and virtualization management server. These solutions provide the backbone of the environment that is used to access desktops from mobile devices anywhere and anytime. The desktops provided are persistent which allows users to keep their settings and data in a single location.

A teaching pedagogy for networking/system administration courses: freshman through senior years

After teaching in undergraduate information technology (IT) degree programs for ten years and focusing heavily on the curriculum for such programs, particularly networking and system administration coursework, the authors have honed a pedagogical strategy for course delivery and evaluation. This strategy centers on the theory/hands-on mix, as students progress from their freshman through senior years of study. An IT degree program relies heavily on the application and integration of technologies, relative to other computing disciplines, but this paper focuses on the proper mix between theoretical understanding and hands-on technology in the coursework. In the framework laid out, early courses focus more towards the theory aspect of the technologies and then as students gain more understanding and confidence with applicable technologies, more relevance is given to in-depth networking/system integration and management tasks. An analysis of the framework is presented in relation to Blooms Taxonomy of Educational Objectives.