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Data breaches and cybersecurity incidents have been a major concern for companies in various sectors, including healthcare, financial, entertainment, business, education, and government. Maintaining and protecting these systems requires a workforce that is educated with the practical and technical skills needed by cybersecurity experts for information warfare and non-technical skills demanded by the industry. This paper describes the design and development of an undergraduate software and web security course using active learning strategies. It discusses the rationale in the course design on the selected cybersecurity knowledge and skills for a cybersecurity course developed at York College of the City University of New York (CUNY). Several active learning activities were used to promote both technical security and non-technical skills necessary to perform cybersecurity work, such as think-pair-share, buzz group, and roleplay. The results show that active learning help promote students' development in solving problems, proposing solutions, and explaining ideas through writing and discussion, essential cybersecurity skills. The paper may serve as an informative guide for other instructors to promote active learning in their cybersecurity courses. A course evaluation survey has suggested favorable results using active learning activities in the class. Students believe that it helped them to understand complex concepts and engage with the materials and activities.

The content of noise, vibration, and harshness is an important part of the undergraduate mechanical engineering program education to prepare students ready for their future career, and it has received great attention from educators. Since course content in noise, vibration, and harshness usually requires more mathematical background knowledge and skills such as problem-solving in differential equations and linear algebra, students at the undergraduate level usually experience difficulty in the problem-solving work in noise, vibration, and harshness, though they have already completed the pre-requisite mathematics courses. In this paper, a new schedule and course content design for noise and vibration courses are introduced. By embedding active learning and design during projects, the students were able to obtain a better understanding of the concept of acoustics and vibration, as well as applying the knowledge from lectures to labs so they can connect the learning to real-world applications. Four projects are introduced and explained. To evaluate the effectiveness of the course, student outcomes are assessed and discussed.

Electromagnetics (EM) and its applications have been a vital part of scientific and engineering instruction for well over a century. As approaches, applications, and curricular models evolve, educators in the field face many challenges and pressures. Here, we consider issues that face those who teach EM theory, identify some of the trends and opportunities that lie ahead, and make recommendations for the next decade of training and course development in the field of EM.

The huge and continuous evolution in mobile communications industry increases the popularity and importance of mobile communications sector in daily life of communities. This increases the jobs in this sector since 2000 and huge numbers of university graduates’ engineers are enrolled in working inside this field. However, the absence of industry-related mobile communications course has motivated Electrical Engineering Department at Mutah University to develop a new and unique course that satisfies the industry needs and reducing the gap between mobile industry and academia. This paper shows that the bachelor degree in communication engineering is the most disseminated electrical engineering major. Accordingly, the mobile communications modules (courses) in Jordanian universities are analyzed to highlight the gap with industry needs and evolutions. To highlight the industry expectation and the required skills from newly fresh graduate communications engineer, an online form is distributed among seniors, juniors and experts’ engineers in the industry. Finally, the new course objectives, context are established at Mutah University/BSc Communications Engineering course plan. The results of the course workshops and the feedback provided by students and industry representatives indicate that the developed course and its approach have achieved the goal.

The automotive industry brings to market continuously improved electric and hybrid electric vehicles, and each new vehicle includes improved autonomous features. The automotive companies are constantly looking for specialists to design, implement and test the new features and technical solutions, including university graduates with competencies needed for current and future developments in the automotive industry. The approach taken at McMaster University in the School of Engineering Practice and Technology to prepare students who possess the competencies needed by the fast-evolving automotive industry is presented. The ways in which the expected competencies are conveyed from the technical experts engaged in the automotive industry to academia are shown. The Problem-Based Learning (PBL) teaching method that allows to deliver a constantly evolving course content related to the design and electrical and hybrid electric vehicles is presented. The collaboration between industry experts and academia through input in course development, annual course revisions, and assessment and feedback of final projects is described.

In this paper, a design and development of a Supervisory Control and Data Acquisition (SCADA) course for senior level electrical engineering technology (EET) undergraduates have been presented. In this design, a detailed description of the course contents, laboratory experiments, project works, industry visits, and a typical assessment scheme has been presented. As of now, this ET 342 (SCADA) course has been taught successfully to EET students for 4 years every fall semester since 2016 at the University of Wisconsin (UW)-Green Bay, USA. So far, the course has been very successful in providing the students with an in-depth understanding of a SCADA system and necessary foundational concepts as well as an exposure to practical SCADA systems through several collaborated industry tours. Experiences learnt from teaching this course have also been presented in this paper. A detailed design of the ET 342 (SCADA) course has been presented in this paper such that the course could also be taught successfully to undergraduates at another academic institution in a similar engineering and/or engineering technology programs.

Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.

This work is an overview of what has been realized thanks to the grant awarded by the IEEE Instrumentation and Measurement Society, the 2016 Faculty Course Development Award. As a recipient of this award, I could deeply revise the content of the course I taught at Politecnico di Milano, buy new instruments for the didactic laboratory and show the students some new experiments.

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

This paper was written concerning with the needs of teaching materials for MK Bahasa Inggris Bisnis (2 credits subject taught once a week and in 100 minutes in each meeting) taught at D3 Accounting of Economics and Business Faculty. It is an Educational Research and Development since it is a qualitative research that aims to develop teaching materials. The writers use materials development procedure adapted from the framework of components of course development processes proposed by Graves (1996). The primary instruments are the researchers themselves and the secondary ones are questionnaires and interview. The products of the research are in the form of a workbook.

This article describes the development of a course on Applied Instrumentation for Civil Engineering students at the American University of Beirut. It is an elective course for civil and environmental engineering students and for electrical and computer engineering students. Discussions with faculty members in the Civil and Environmental Engineering (CEE) Department motivated the course and it was possible in part by support from the IEEE Instrumentation and Measurement Society’s (IMS) Faculty Course Development Award.

Phasor Measurement Unit (PMU) design and application requires knowledge of various mathematical and electrical engineering fundamentals. The fundamental theories are covered in lower level courses offered at the undergraduate level in a typical electrical engineering and energy related curriculum. Furthermore, laboratory equipment/device based courses help students to improve their practical skills. Since students find experimental, product development and group work related courses more engaging, they are motivated to enroll in such courses. This paper summarizes a PMU design and application course suitable for electrical engineering/renewable energy undergraduate and graduate students. The paper is aimed towards helping course developers who plan to develop similar courses in the future.

In this study, we aim to investigate the best way to organize and teach the compulsory academic writing course Writing in the Engineering Profession (4.5 ECTS credits) in the first term of the five-year program in Computer Science at KTH RoyalInstitute of Technology. The language instruction is Swedish, the L1 of the majority of students. Up until 2016, the course was held by the School of Computer Science and Communication. The course was placed in the fall semester of year 1, toprepare the students for more academic writing tasks, focusing solely on the technical report / essay. However important, the course did not align with the other writing tasks that the students encountered during their first two years of study, and incourse evaluations, the students expressed that they found the course redundant and disconnected from the program as a whole. In fall 2016 the responsibility for the course was moved to KTH Language and Communication, which began a reconstruction of the course content and learning activities, while still keeping the academic writing objective. The ambition is to continuethe course reconstruction by teaching academic writing to increase the students’ proficiency, using real life text types from their workplaces. But for this, a better understanding of the engineering profession is needed. Engineering students in Computer Science at KTH write different types of texts, for example, code commentaries and project descriptions, and would, therefore benefit from a broader understanding of the various text types they may encounterduring their studies and future workplaces. As is well known, the importance of excellent communication skills for a successful engineering career cannot be emphasized enough, as discussed by e.g. Lappalainen (2009) and Gustafsson et al.(2014). Therefore, a continuation of the course re-development needs to include other text types, more aligned with other courses and written assignments within the program and in the engineering workplace, to further the students’ engineeringproficiency in literacy. In this study we propose that a general principle of academic writing could well be used as a starting point for the teaching of other text types. We want to problematize the relationship between writing academically (as part of a university degree)and writing in the engineer's workplace. We will also discuss why and how the course needs to be further developed and integrated with other courses throughout the program, in order to meet the requirements from both program directors and theindustry, and the challenges that such development provides. QC 20191122

This work-in-progress research-to-practice paper describes how a technical university has worked to build a research-based course evaluation and analysis framework into its IT-infrastructure and how it is used for course development. We report an initial analysis made to see how spread the use of the framework is over the university. We investigate the usage and the ownership of course evaluations and discuss different approaches of how the system has been utilized. By analysing the use of the framework at the university we gain a first insight how the framework has been received among faculty and how they make use of the framework for course evaluation, analysis, and development in a systematic way.

The manufacturing industry are dependent of engineering expertise. Currently the ability to supply the industry with engineering graduates and staff that have an up-to- date and relevant competences might be considered as a challenge for the society. In this paper an education approach is presented where academia - industry - research institutes cooperate around the development and implementation of master level courses. The methods applied to reach the educational goals, concerning expert competence within remote diagnostics, have been on site and remote lectures given by engineering, medical and metrology experts. The pedagogical approach utilized has been flipped classroom. The main results show that academic courses developed in cooperation with industry requires flexibility, time and effort from the involved partners. The evaluation interviews indicate that student are satisfied with the courses and pedagogical approach but suggests more reconciliation meetings for course development. Labs early in the course was considered good, and division of labs at the system and the component level. However further long- term studies of evaluation of impact is necessary.

Web-based course is the important method in the landscape design teaching. In this paper, the ANP (Analytic Network Process) model has been adopted to evaluate the quality of the development of on-line courses, so as to provide the basis for preferred on-line courses. Conclude 10 evaluation indicators from 3 aspects of teaching, availability, and technology, and establish ANP model consisting of control layer, network layer, and alternatives. Four web-based courses of landscape design were chosen as the evaluation objects and the SD (Super Decisions) software was used to conduct the calculation. The result shows that: ANP is a practical science decision analysis method, comprehensively considering the mutually influential and feedback relationships of indicators, and is suitable for the evaluation and decision of the complex problems. The development quality evaluation of ANP which is applied in landscape design web-based courses is feasible, and the result of research can provide decision basis to web-based course development.

This paper describes our experiences developing and piloting a course in educational games. We discuss the structure of the course, the topics we included in the course, as well as the final projects the students created for the course. Of particular interest to non-technical educators interested in exploring games in their courses is the fact that our course incorporated many critical thinking skills as part of the coursework. We felt that an important part of the student’s immersion in this material was not just the production of the game, but also a deeper understanding of the issues surrounding education and educational games. Also included are suggestions for the course with the video game production aspect removed.

Sammendrag Pedagogisk sett er kombinasjonen av flere hoyskolestudenter uten grunnleggende studieferdigheter og tradisjonelle forelesninger en utfordring. Fremmote og aktivitetsniva pa forelesningene er lavt. Utenfor forelesninger skjer det mest i perioden for eksamen. Studentene er ikke bevisste muligheten til aktiv bruk av andre studenter og laereren i sin laeringsprosess i lopet av semesteret. Resultatet er utilfredsstillende forstaelse av faget og manglende evne til kontinuerlig laering. Med utgangspunkt i et kurs i det forste semesteret av bachelorstudier i okonomi, blir de storste utfordringene identifisert og vellykkete tiltak fra utenlandsk litteratur eksperimentert med: ovelser i studieorientering, skreddersydde arbeidskrav for ulike studieretninger og sma oppgaver i ad hoc-grupper rundt terskelbegreper i ansikt-til-ansikt-forelesningene. Resultatene for to forstearsgrupper er oppmuntrende i laering, men ikke i studenttilfredshet. Abstract Traditional lectures to larger and larger numbers of freshmen with modest academic credentials is a pedagogical challenge. Attendance and classroom participation are low. Activity level outside the classroom is at its highest just before the exam. Students do not initiate contact with fellow students or faculty for their learning. They may pass the exams, but do not adopt skills for continuous learning. The paper gives a short review of problems with large freshman classes and the biggest challenges, and promising new ideas from international pedagogical literature: results from experimenting with self-judging, tailored assignments, and activities around threshold concepts with instant feedback in the classroom are presented. The results are encouraging when it comes to learning effects, but not in terms of student satisfaction at large. (Published: 22 August 2014) Citation : Uniped 2014, 37 : 21857 - http://dx.doi.org/10.3402/uniped.v37.21857

In Hong Kong, service-learning is commonly regarded as a pedagogy for facilitating students’ learning of specific subject knowledge; rarely does it serve as an independent course focusing on developing students’ knowledge and skills of service-learning itself. At Lingnan University, however, the Office of Service-Learning offers an independent, credit-bearing service-learning course outside of other academic departments. The course aims to equip students with knowledge, skills, and attitudes about service-learning and to prepare them for future engagement in service activities within communities. This article reports on a case study of this independent service-learning course, with particular emphasis on the course development process. Assessment and evaluation data from students are also reported, followed by a discussion of the merits and challenges of implementing such a course, and a consideration of ways forward. The authors argue that the lessons learned from this study can help to inform the design of independent service-learning courses specifically and improve the quality of service-learning courses and programs in higher education in general.

Lately the world is being enlivened by the era of industrial revolution 4.0. The era of industrial revolution 4.0 occurred due to the advancement of science and technology. Education needs to follow the development of the industrial revolution era 4.0. One of them is developing web learning media. This study developed a web of physics learning media with basic electronic material. The purpose of the study was to describe the feasibility and responses of students toward the web-enhanced course on basic electronics courses. The method used was adopted from Borg & Gall. Data collection techniques were carried out by conducting pre-research questionnaires, interviews and documentation. The web course development resulted in changes in terms of design such as color, structured layout, and to be more attractive. In terms of content, the material has been uploaded at each meeting. There is an attendance on-line and interesting supporting material for lectures. The developed web-enhanced course has also been integrated with the university and Department's web. Web-enhanced course based on the assessment of material expert validation, media experts, and IT experts who declared that the product as feasible. The respondents' assessment on the web of physics learning categorizes as very attractive and students felt enthusiastic when the web-enhanced course was used as a learning medium.

Computer modeling is a useful tool for integrating approaches from different disciplines to address complex water and climate issues, but because academic training is typically disciplinary, many scientists and practitioners are not aware of modeling techniques in other disciplines or ways that different models can be integrated to address complex questions. Since 2005, we have conducted a course on interdisciplinary modeling that provides lectures and laboratory exercises from different disciplines as well as topics related to interdisciplinary modeling such as issues of scale and uncertainty. Students work in interdisciplinary teams to integrate modeling approaches from different disciplines to address issues related to water and climate. In this paper, we provide a description of course development and implementation, results of course evaluations of course content, lessons learned, and future needs for educating students about interdisciplinary approaches. We also provide results of surveys of course participants regarding course effectiveness and sustainability.

The construction industry is actively adopting building information modeling (BIM) concepts and technologies to benefit from the resulting improved communication and productivity, better coordination of construction drawings, faster delivery, reduced costs, and safer construction jobsites. This requires construction professionals to understand how best to utilize BIM and to become proficient in the new and innovative skills involved. Consequently, construction and engineering programs need to introduce BIM courses that equip their students with the relevant BIM knowledge and skills and make them aware of potential BIM applications to prepare them for their future careers in the construction industry and to improve productivity. The main purpose of the research reported in this paper was therefore to develop a BIM course suitable for undergraduate construction and engineering programs using a systematic course-development approach consisting of three stages, as follows: (1) preparation, (2) develop...

Digital disruption in the online education environment requires fundamental changes from the traditional classroom delivery model. Digital disruptions reflect innovations in program, course development, and delivery. Examples include the use of embedded or hot-linked video and audio presentations, group and team interactive assignments (conducted through either synchronous or asynchronous means), problem-solving and critical thinking exercises, and activities conducted through designated social media or via Skype, Adobe Connect, or similar real-time media. The use of expanding web-related (Web 2.0 and Web 3.0) major digital disruptions is explored.

Today's technological, economic and social challenges force higher educational institutions to promote interdisciplinary reflection in order to help students understand challenging problems and frame feasible solutions. In engineering education, students need to go beyond technological knowledge and be motivated towards interdisciplinary and complex management education that will prepare them to become innovative engineer managers. The current paper reports on the pedagogical approaches used to prepare, develop and improve the delivery of ENMA-550 Product Development Process (PDP) graduate interdisciplinary course. The suggestions of the paper are expected to assist educators and practitioners to acquire the necessary knowledge on interdisciplinary course development and teaching in order to become interdisciplinary teachers.

There is a broad space for application of building Information Modeling (BIM) in constructional engineering field, and BIM is of high value in cultivation of civil engineering application talents in colleges and universities. This paper aims to, through analyzing the positive effect of BIM on cultivation of civil engineering talents in colleges and universities, discuss how to meet the needs of the construction industry, reform the existing teaching mode and methods, and develop BIM courses, so as to largely improve the cultivation quality of civil engineering application talents in colleges and universities.

To cope with the crisis of frequent occurrences of extreme weather, various sectors are striving to find a way to ease climate change. A common consensus indicates that to reverse this crisis, we s...

This paper describes a research study conducted in the spring semester of 2010, where an online writing unit developed by the authors was implemented in ESL academic writing classes. We developed and revised following peer trial a three-week unit for the compare-and-contrast type essay within the Moodle course management system. The unit consists of a series of assignments and tasks that would normally occur in an onsite writing classroom but with modifications made in an attempt to successfully migrate the same syllabus and teaching strategies from an onsite environment to an online environment. Thus, our unit incorporates various technologies and resources available both within and outside of Moodle. The unit was trialed in three sections of an ESL academic writing course for international undergraduate students at a major research university in the US. Data were collected through pre, during, and post questionnaires regarding students’ preferences for online/distance learning and perceptions of their experiences while using the online unit. Another source of data consisted of semi-structured interviews with students and instructors. Findings from our study are discussed, followed by suggestions for further research and implications for online ESL writing course development.

The construction industry actively adopts the concept of sustainability to not only minimize the impact on the environment but also increase social and economic benefits through accepting sustainable design and construction practices. This growing trend in sustainable construction requires both new knowledge and new skills for sustainability, in addition to conventional knowledge, such as scheduling, estimating, contracting, etc. Due to this paradigm change in the construction industry, construction programs in the U.S.A. should offer sustainable construction courses in order to teach sustainable knowledge, technologies and skills to their students before their entrance into industry. The purpose of this study is to develop a sustainable construction course designed for university construction programs using a systematic course development approach divided into three stages including preparation, development, and improvement. The course described in this paper is used to illustrate the systematic...

Systems administrators are to computers what a primary care specialist is to the human body. Their responsibilities include diagnosis, prescribing solutions, dealing with the challenges of aging to name but a few. They are a primary line of defense in maintaining system health and must be vigilant in identifying, classifying and removing a variety of threats. They have been needed since the dawn of computing and are everywhere in every business, industry, organization and market sector. Despite the critical role of systems administrators in our technological lives, the role of a systems administrator lacks a precise definition. In the context of education, what are the knowledge areas and skills required of systems administrators? How can these be taught and to what end? In this paper we present a senior/graduate level course in systems administration that has evolved over a three-year period. We include an instructional methodology, course outline and suggestions for lab content. We conclude with our observations and future plans for course development.

Research methods often seem both daunting and unimportant to undergraduate students. Through our experience in designing and teaching a new research methods course, we have developed strategies that help students read, evaluate, and synthesize the literature while also understanding how it connects to the "real world." We undertook this course development to create this research methods course as our department's Scholarly Inquiry-level course. We wanted to ensure that when the students successfully completed the course, they had the skills to make them capable of evaluating scholarly work and conducting their own scholarly work. The session will cover how to guide students through dissecting a research article, including reviewing the statistical section (even if their statistical knowledge is limited), evaluating popular press reports about research using their new knowledge of research methods, and creating an activity-based classroom environment utilizing application of skills. In our design of this new course, we wanted to maintain a 50% lecture-style to 50% activity-based learning to try to ensure that the students would be actively engaged with the material presented., Innovations in Teaching & Learning Conference Proceedings, Vol 7 (2015): The Science of Learning: Using Research to Improve Teaching

FACTORS IMPACTING DEVELOPMENT TIME FOR ONLINE POSTSECONDARY INSTRUCTION Karen Hughes Miller

This paper presents the initiative of OER course development for the undergraduate course, Software Scalability and Reengineering using Wikibooks which was recently completed in Semester II, July 2014 in Wawasan Open University (WOU), Malaysia. The initiative presents the phases involved for the development of OER-based course materials namely the OER course integration using Wikibooks, evaluation of Quality Assurance (QA) in OER learning content and the design of OER course material. The learning design for the computing courses with engagement of learning experiences and feedbacks from different stakeholders in Open Distance Learning (ODL) environment are taken into consideration as one of the major components in the OER-based course development phases. The OER-based course comprises of course units, self-tests, unit practice exercises and activities focused on supporting distance learners to fulfill self-directed learning. Evaluations and studies are being carried out at end of the semester by the course team members on the primary aspects focusing on assessments and course learning outcomes. The OER course development has successfully carried out with the integration of four Wikibooks as major resources mainly "Introduction to Software Engineering", "A-Level Computing", "Embedded Systems" and "Embedded Control Systems Design" to promote the use and understanding of Wikibooks and building a learning community in ODL environment.