Courses

AJAX & Rich Internet Applications

Instructor: Mark DuBois

Description: This course covers the fundamentals of developing rich Internet applications using AJAX (asynchronous XML and JavaScript). These applications behave more like desktop applications than “traditional” websites. Emphasis will be placed on understanding how the technology works. Participants will have the opportunity to develop small applications. Both PHP and the ASP.Net framework will be stressed on the server side.

Prerequisites: A sincere desire to learn more about this emerging field. Participants should also possess a working familiarity with some object oriented programming language and some web page development experience. We will start with the fundamentals and build our knowledge and skills as the course proceeds. No extensive prior knowledge of XML, JavaScript, PHP, or VB.Net or C# is assumed. We can adjust the pace of the class depending on the knowledge and skills participants bring to class.

Expected outcomes: Upon completion of this track, participants will learn the following concerning the Flash MX 2004 Professional environment with Actionscript 2.0:

• Define characteristics of a rich Internet application;
• Explain different technologies which can be employed to develop rich Internet applications (including different flavors of AJAX);
• Explain use and benefits of IDE (Integrated Development Environment) tools to expedite development of these applications;
• Demonstrate how to develop small applications using AJAX, PHP, and MySQL;
• Demonstrate how to develop small applications using the .Net framework (and Atlas);
• Explain security exposures which must be addressed in development of rich Internet applications; and
• Explain when it is appropriate to develop and deploy rich Internet applications.

For schedule and more information

CISCO Critical Infrastructure Assurance Group (CIAG) Security Bootcamp

Instructor: Cisco Systems Staff

Description: Cisco Systems and the Critical Infrastructure Assurance Group recently announced the availability of a Security Bootcamp for College Faculty. The program is designed to enhance Information Assurance instructors' knowledge and professional development in the area of network and host security. College, university, and community college professors and instructors involved in Information Assurance instruction are invited to attend this training program.

The program consists of 5 days of extensive, lab intensive, hands-on security exercises. Topics include router security, firewalls, virtual private networks and intrusion detection and protection.

Prerequisites: Basic understanding of routers, firewallsis and networking is required.

Expected Benefits: Participants will receive:

• A week of training by an experienced Cisco Systems trainer,
• Access to a wealth of materials provided by Cisco, and
• The collegiality that develops among ACA faculty and staff as they participate in this opportunity together.

For schedule and more information

CyberSecurity - Ethical Hacking/Penetration Testing

Instructor: Erich Spengler

Description: This course covers foundation for the Certified Ethical Hacker (CEH) certification. This course will go into more depth using the tools and concepts than a basic IT security course. Participants will study the concepts, principles and techniques supplemented by hands-on exercises for defending an attack. These methodologies are presented within the context of properly securing the networks. The course will emphasize network attack defense methodologies with an emphasis on student use of network attack techniques and tools. Topics addressed include; Ethics and Legal Issues, Foot printing, Scanning, Enumeration, System Hacking, Trojans and Backdoors, Sniffers, Denial of Service, Social Engineering, Hacking Wireless Networks, Virus and Worms, IDS, Buffer Overflows, and Penetration Testing Methodologies. Students participating in this course need a solid understanding of personal computers and the Windows operating system.

Prerequisites: Hands on experience and an intermediate understanding of PC system hardware and the Windows operating systems.

Expected Outcomes: Upon completion of this track, participants should be able to:

• Understand common issues related to ethical hacking;
• Understand how to map a network;
• Understand how to penetrate an unsecured host;
• Use various tools used by hackers to attack a network.

For schedule and more information

Digital Forensics II

Instructor: James Lewis

Description: This course is a continuation of Computer Forensics I and includes the analysis of image files of varying complexity and content, how to acquire volatile information from computer devices, identify, recover and reconstruct corrupted document files, identify anti-forensics tools and techniques, analyze critical system files for digital evidence and introduce a business portfolio for establishing a computer forensics field office.

Prerequisites: Successful completion of Computer Forensics I course.

Expected outcomes: Upon completion of this track, participants will be able to:

• Demonstrate how to successfully identify a corrupted Word, Power Point and Excel document and reconstruct it to a recoverable state;
• Describe the major components necessary for creating a computer forensics field office;
• Demonstrate how to perform a memory dump from a running Windows system using script files;
• Demonstrate proper procedures on how to recover lost or hidden information from a suspected anti-forensics drive image file and CD- ROM disk;
• Perform string searches for credit card numbers, telephone numbers, social security numbers, IP addresses and date and time parameters;
• Explain how Linux is used in some forensics analysis cases;
• Demonstrate how to trace recovered e-mail headers from an image file.

For schedule and more information

Emerging Educational Technologies (podcasting, wikis, blogs, RSS, etc.)

Instructor: Mike J. Tetreault

Description: This class provides a look at a variety of leading-edge technologies and ways that emerging technologies can be used to enhance teaching and learning. In class discussions and hands on activities of the instructional design and assessment strategies will take place. The class will also consist of demonstrations and discussions of how to integrate interactive instructional technologies in the classroom.

Prerequisites: Hands on experience of the Windows operating system and basic Internet browsing knowledge.

Expected outcomes: Upon completion of this track, participants should be able to:

• Demonstrate fluency with a variety of educational technologies;
• Evaluate emerging educational technologies;
• Integrate emerging educational technologies into courses;
• Assess the impact of a variety of educational technologies on student learning;
• Identify potential ADA compliance issues.
  

For schedule and more informatiosn

Using Engaging Technologies to Increase Student Motivation and Learning

Instructor: Larry Langellier

Description: The research findings are unequivocal. Student learning and student retention are correlated strongly with student engagement. The more actively engaged students are – with college faculty and staff, with other students, with the subject matter being learned – the more likely they are to persist in their college studies and to achieve at higher levels.
           - According to the “Community College Survey of Student Engagement”

This course will focus on numerous technologies that can be used to actively engage your students with the subject matter being learned. A wide variety of tools will be introduced and many of these tools are even available for free! These tools can be used for:

• Increasing the quantity and quality of student involvement in your program;
• Capturing your students interest;
• Enhancing Programming Principles and Intro to Computers courses;
• Developing interdisciplinary approaches to science, technology, engineering, math (STEM), Gen Ed, and Developmental courses;
• Allowing students to “construct” knowledge through active, hands-on exercises.

Additionally, enrollments in Computer Science and Management Information Systems programs have declined in recent years. There are a number of reasons for this trend, many that we cannot control. However, one thing we can do is introduce youngsters to our programs in exciting and engaging ways. The technologies covered in this course can also be used for:

• Developing presentations for grammar and high school students to excite them about programming as a career;
• Creating after-school and summer programs for children;
• Demonstrating at Parent and Student Open Houses;
• Generating external publicity (these efforts are the basis of good press releases);
• Attracting current community college students to your program;
• Building relations with grammar/high school teachers.

Of course, in the spirit of Constructivist learning, this course will be taught in an active, hands-on fashion.

Tools that will be introduced:

Scratch* - a drag-and-drop programming toolkit that allows children to create their own games, animated stories, and interactive art. This application is especially good for younger students. You can check out the site at http://scratch.mit.edu/. Scratch won't be available until later this year, but there is a cool 10 minute video that demonstrates the capabilities. Developed at MIT.

Squeak/Etoys* - Squeak is a "media authoring tool" -- software that you can download to your computer and then use to create your own media or share and play with others. You can learn more at http://www.squeakland.org and http://www.squeak.org. Squeak was developed by Alan Kay, the father of object-oriented programming, the mouse, and Graphical User Interfaces (while at Xerox PARC). He was inspired by the work of Jerome Bruner (constructivist learning theories) and Seymour Papert (the creator of the Logo programming language and Lego Mindstorms Robots).

Alice* - The focus of the Alice project is to provide the best possible first exposure to programming for students ranging from middle school to college. It removes barriers that currently prevent many students from successfully learning to program a computer. Alice makes it much easier for students to create programs. Students drag-and-drop words in a direct manipulation interface. In addition, Alice reifies object-based programming by providing animated, on-screen 3D virtual objects. Alice was developed at Carnegie Mellon. More details on Alice can be found at http://www.alice.org.

Lego Mindstorms Robots – The Lego Mindstorms Robotics Invention System is a product that can be purchased at local retail outlets or through educational suppliers. The basic components of the set are a wide variety of Lego Technics parts, a programmable computer brick, motors, and several different sensors (including light, sound, ultrasound, rotation, etc.) This system can be used in a wide variety of ways. Students can learn how to program using a drag-and-drop programming environment, be introduced to engineering and simple machine principles, participate in competitions to solve a variety of challenges, and even use the computer brick and sensors to do science experiments. For more information you can visit http://www.legomindstorms.com.

PicoCrickets – Crickets are much like a combination of the previously mentioned Lego Mindstorms Robots crossed with an arts and crafts kit. Like the Lego Robots, this kit comes with a programmable brick, motors, and sensors. However, instead of working to build a mechanical robot, the focus is on making artistic creations with lights, sound, music, and motion. You can learn more about PicoCrickets at http://www.picocricket.com.

Prerequisites: A basic understanding of computer programming would be helpful (but not required) for this course. No specific programming language knowledge is required.

Expected outcomes: Upon completion of this track, participants will be able to:

• Design, build and program a LEGO robot to accomplish challenge missions;
• Construct an engaging, hands-on activity using LEGO robots;
• Create an engaging, hands-on activity that introduces, reinforces, or enhances a classroom lesson using Scratch, Squeak, and/or Alice;
• Develop an interactive presentation for student recruitment.

For schedule and more information

Voice Over IP (VoIP) - Orientation/Foundation

Instructor: Jim Conley & Lyle Frantz

Description: This introductory course focuses on the basics of IP Telephony. Participants will learn basic concepts and vocabulary of IPT as well as basic setup and configuration of an IP telephone system. Hands-on labs will be based on CallManager Express.

This course will provide an overview of equipment needs and lab setup requirements to offer an introductory course in IP Telephony. Instructors will have the opportunity to work through many of the labs during the class.

Prerequisites: This course is intended for individuals who have completed semesters 1-4 of the Cisco Academy CCNA training or have CCNA certification or equivalent experience.

Expected outcomes: Upon completion of this track, participants should be able to:

• Describe and compare analog and digital telephone networksy;
• Define basic IPT terms and vocabulary;
• Describe operation of Telephony including PSTN, PBX, Key Systems and IPT;
• List and describe the major telephony protocols and their operation;
• Configure a simple telephony network;
• Configure basic IP phone features;
• Understand and configure dial-peers, ephones, ephone-dns, etc.

For schedule and more information

Windows Vista & Office 2007 (This class is full and closed to new registrations)

Instructor: Corinne Hoisington

Description: Get ready for another revolution in teaching and learning with the new Vista operating system and the new Microsoft Office 2007. This workshop will help you transition to Vista and Microsoft Office 2007 with information for teaching the new intuitive Ribbon technology and with exciting ideas to make your classes truly memorable! Everything has changed including how we will teach in a totally new Office environment with new terminology; our texts will have a new pedagogy and teaching supplements and even our syllabus will have new requirements. Use features such as blogging, OneNote for research, and collaboration tools for group projects using Groove all part of the Office suite. Extensive usability studies have shown that the Office 2007 user interface is incredibly intuitive and we will be able to teach more content than ever before! Get ready for a week that will frame and energize your Fall semester courses!

Prerequisites: Hands on experience and an intermediate understanding of PC system hardware and the Windows operating systems.

Expected outcomes: Upon completion of this track, participants should be able to:

• Identify the many new features in the new operating system Vista;
• Demonstrate how to successfully use many of the features of Word 2007;
• Demonstrate how to successfully use many of the features of Excel 2007;
• Demonstrate the relationship between information used in Access 2007;
• Demonstrate how to create a professional presentation in PowerPoint 2007;
• Identify the new features used in SharePoint Designer 2007. (replaces FrontPage);
• Create notes using OneNote 2007; and
• Collaborate using Groove 2007.

For schedule and more information