Wayne Summers

Wireless security techniques: an overview

This paper provides a survey of the different techniques that can be used to strengthen security in wireless local area networks (WLANs). The first generation of WLANs were deployed by small businesses and individuals at homes. The second generation of WLAN products are more secure than those of the first generation. Second generation broadband wireless networks are considered to be enterprise-level networks providing more capacity and coverage than first generation home- and small business-based WLANs. However, security remains the most critical area of concern in both first generation and second generation WLANs. In this paper, we provide a survey of second generation broadband WLANs technologies and focus on security techniques.

Using a virtual lab to teach an online information assurance program

In this paper, we describe the development and implementation of a virtual computer lab for teaching online information assurance classes. This provides an opportunity for students to do hands-on security assignments. Different approaches to providing students with hands-on security assignments are briefly discussed and examples of several assignments are outlined.

Online discussions in computer science courses: how to make them an effective learning tool

This paper discusses the experience of using asynchronous online discussions obtained by a group of faculty teaching graduate computer science courses online. We also discuss a number of advantages of using asynchronous discussions and how they can enrich the learning experience of students. This is followed by a collection of our practices in course management when online discussions are used. The paper is concluded by a case study describing how online discussions were used in a data warehousing course offered to graduate students online.

Assessment of foundation courses for recruiting non-CS students into master program in computer science

This paper assesses the impact of foundation courses in computer science on the recruitment effort that targeted non-CS students. These foundation courses, so called Concepts and Programming courses, give an opportunity to admitted students with no prior background in computer science to learn essential computing concepts and programming skills in just one semester. The assessment data show that these foundation courses enabled us to increase the number of newly admitted graduate students in our master program. However, the data on the passing rates from these two courses also revealed that we have to turn a significant portion of these students away due to their poor performance.

The Georgia WebBSIT: profile of an online student reexamined

This paper is a follow-up to a 2009 paper reporting the development of a profile of students in the Georgia Web Bachelor of Science in Information Technology (Georgia WebBSIT), a fully online baccalaureate degree program jointly developed and offered presently by six institutions within the University System of Georgia (USG). The program enrolled its first students in August 2004 and saw its first graduates in May 2008. The profile developed in 2009 was based upon demographic and performance data. The following expands the profile through the use of a survey of students who have matriculated in the program. We report some additional demographic data as well as perceptions. The objective is to better understand why some students are successful completing the program and why others are not.This paper is a follow-up to a 2009 paper reporting the development of a profile of students in the Georgia Web Bachelor of Science in Information Technology (Georgia WebBSIT), a fully online baccalaureate degree program jointly developed and offered presently by six institutions within the University System of Georgia (USG). The program enrolled its first students in August 2004 and saw its first graduates in May 2008. The profile developed in 2009 was based upon demographic and performance data. The following expands the profile through the use of a survey of students who have matriculated in the program. We report some additional demographic data as well as perceptions. The objective is to better understand why some students are successful completing the program and why others are not.

IBM 3270 full screen interactive programming without CICS

During the past several decades, full screen interactive programming has become essential in data processing. However, it is impossible or difficult to teach full screen interactive programs on IBM mainframes at universities because of the enormous cost of CICS and the lack of flexibility with the MUSIC PANEL utility. This article describes our solution to the need described in [4] for an inexpensive utility which will allow COBOL programmers to do interactive programming on mainframes utilizing full screen techniques. At Southeast Missouri State University, we have addressed these problems with a utility program which facilitate full screen interactive programming. This program has been developed by Dr. Hilton C. Chen with comments and suggestions by Dr. Wayne C. Summers. The utility program is friendlier and easier to use and considerably more useful than MUSICs PANEL. More importantly, it gives our students experience in full screen interactive programming on mainframes.