Table of Contents

• Engaging students with community organizations by using computer technologyJohn D. Fernandez. 1-5 [doi]
• Real world problems bringing life to course contentGilbert W. Laware, Andrew J. Walters. 6-12 [doi]
• Industry-based web services project as a classroom teaching toolStephen J. Zilora. 13-18 [doi]
• An isolated, multi-platform network sandbox for teaching IT security system engineersGordon W. Romney, Brady R. Stevenson. 19-23 [doi]
• Honeynets: an educational resource for IT securityJeremiah K. Jones, Gordon W. Romney. 24-28 [doi]
• Designing an information security program as a core competency of network technologistsKeith A. Morneau. 29-32 [doi]
• Online student peer reviewsWilliam J. Wolfe. 33-37 [doi]
• Teaching critical thinking skills in IT using PINE-TRIZRon Fulbright. 38-42 [doi]
• SVG for educational simulationsDaniel S. Bogaard, Ronald P. Vullo, Christopher D. Cascioli. 43-49 [doi]
• Forensic course development: one year laterLuther Troell, Yin Pan, Bill Stackpole. 50-55 [doi]
• Design of a flexible case-study instructional module for operating systems for information technologyC. Richard G. Helps, Stephen A. Renshaw. 56-59 [doi]
• Implementing an interdisciplinary capstone course for associate degree information technology programsPamela S. Ecker, Jason Caudill, David Hoctor, Colleen Meyer. 60-65 [doi]
• Safely train security engineers regarding the dangers presented by denial of service attacksClayton Bolz, W. Romney, Brandon L. Rogers. 66-72 [doi]
• Assessing student performance outcomes in an information security risk assessment, service learning courseMelissa Jane Dark. 73-78 [doi]
• Neglect of information privacy instruction: a case of educational malpractice?Victoria W. Romney, Gordon W. Romney. 79-82 [doi]
• A model for information technology curriculumRonald C. Floyd. 83-89 [doi]
• Developing an IT curriculum for the small, liberal arts college environmentAnne I. Mannette-Wright. 90-93 [doi]
• An implementation of a core curriculum in an information technology degree programHazem Said, Louise Chaytor, Daniel Humpert, John Nyland, Robert Schlemmer, Mark Stockman, Chris Christopherson, Patrick Kumpf, Annu Prabhakar, Vali Tadayon, Soleda Leung, Sam Geonetta, Russell E. McMahon, Tamisra Sanyal, Tom Wulf. 94-100 [doi]
• Marketing higher education in information technologyDianne P. Bills. 101-105 [doi]
• Designing a cooperative education program to support an IT strategic planJeffrey A. Lasky, Michael Cardillo. 106-110 [doi]
• Application development for informal learning environments: where IT education, community outreach, baseball and history intersectRobert Friedman, Marc Sequeira. 111-117 [doi]
• Alternative pacing in an introductory java sequenceKeith J. Whittington, Dianne P. Bills. 118-121 [doi]
• The use of MUPPETS in an introductory java programming courseKevin J. Bierre, Andrew M. Phelps. 122-127 [doi]
• Implementation of object-orientation using UML in entry level software development coursesMohammad H. N. Tabrizi, Carol B. Collins, E. Ozan, K. Li. 128-131 [doi]
• Here, there, anywhere: remote usability testing that worksKatherine E. Thompson, Evelyn P. Rozanski, Anne R. Haake. 132-137 [doi]
• An implementation of a networking track in an information technology degree programMark Stockman, Chris Christopherson, Hazem Said, John Nyland. 138-143 [doi]
• Shared extensible learning spacesNancy Doubleday, Steve Kurtz. 144-148 [doi]
• Mobile computing in the freshman computer literacy course what impact?Susan L. Miertschin, Cheryl L. Willis. 149-152 [doi]
• Tablet PC s as instructional tools or the pen is mightier than the board!Cheryl L. Willis, L. Miertschin. 153-159 [doi]
• Experiences using tablet PCs in a programming laboratoryStephen H. Edwards, N. Dwight Barnette. 160-164 [doi]
• Wireless security patch management systemCharles Higby, Michael Bailey. 165-168 [doi]
• Experiential learning and security lab designEd Crowley. 169-176 [doi]
• The urgency for effective user privacy-education to counter social engineering attacks on secure computer systemsGregory L. Orgill, Gordon W. Romney, Michael G. Bailey, Paul M. Orgill. 177-181 [doi]
• Teaching security ::::best practices:::: by architecting and administering an IT security labBrady R. Stevenson, Gordon W. Romney. 182-187 [doi]
• How information technology professionals keep from being outsourced or offshoredRon Fulbright, Richard L. Routh. 188-193 [doi]
• Second thoughts about a career in IT?Adrian Gardiner, Vladan M. Jovanovic, Han Reichgelt. 194-201 [doi]
• Defining the information technology workforce from the educational perspectives: a pilot studyKathleen Burnett, Manimegalai M. Subramaniam. 202-205 [doi]
• An implementation of a software development track in an information technology degree programHazem Said, Russell E. McMahon, Soleda Leung, Annu Prabhakar, Tamisra Sanyal, Mark Stockman, Tom Wulf. 206-210 [doi]
• The experience factor in early programming educationEdward Holden, Elissa Weeden. 211-218 [doi]
• A different approach of teaching introductory visual basic courseKeyuan Jiang, John Maniotes, Reza Kamali. 219-223 [doi]
• Aligning programming education between community colleges and universitiesRobert F. Cohen, Deborah Boisvert. 224-226 [doi]
• Teaching ethics in the context of IT and globalizationAnne Marchant. 227-230 [doi]
• An implementation of secondary tracks in an information technology degree programMark Stockman, Louise Chaytor, Daniel Humpert, John Nyland, Robert Schlemmer, Hazem Said, Chris Christopherson, Patrick Kumpf, Annu Prabhakar, Vali Tadayon, Soleda Leung, Sam Geonetta, Russell E. McMahon, Tamisra Sanyal, Tom Wulf. 231-234 [doi]
• Technology-based degrees: do faculty and students agree on necessary skills for success in these programs?Barbara Price, Cindy H. Randall. 235-240 [doi]
• Keeping family of computing related disciplines togetherReza Kamali, Lillian N. Cassel, Richard J. LeBlanc. 241-243 [doi]
• Organizational impact of information technology: a leadership course for ITJohn Mendonca. 244-247 [doi]
• Towards a research agenda for information technologyHan Reichgelt. 248-254 [doi]
• Enroute to making an IT baccalaureate programSoleda Leung, Hazem Said, Mark Stockman. 255-260 [doi]
• Specification and managed development of information technology curriculaKenneth L. Alford, Curtis A. Carver, Daniel Ragsdale, Eugene K. Ressler, Charles W. Reynolds. 261-266 [doi]
• Bringing bits, bytes, devices and computers to life with designs in multimedia logicTimothy Daryl Stanley. 267 [doi]
• ReExpress: a tutor for regular expressions mentoring with technologyPavel Azalov, Michelle Cullen, Robert Rinish. 268 [doi]
• How can you teach what you don t know?: a case study of learning and teaching microsoft .NET framework and C#Russell E. McMahon. 269 [doi]
• Design and development of computer networking modules using virtual instruments and object oriented programmingNikunja Swain, Mrutyunjaya Swain. 270 [doi]
• Visualization with dynamically generated SVGRonald P. Vullo, Daniel S. Bogaard. 271 [doi]
• Online student portfoliosEd Crowley, Susan L. Miertschin. 272 [doi]
• Building the web server for a web systems classNathan H. Blackham, Michael G. Bailey, Todd Berrett. 273 [doi]
• Real-world project experience for IT students through honors scholars programAnnu Prabhakar, George Suckarieh. 274 [doi]
• Curricular and marketing responses to offshoring of information technology servicesThomas I. M. Ho. 275 [doi]
• Protection methods against IP packet attacksSteve Wood, Gordon W. Romney. 276 [doi]
• Another approach to teaching programming concept course with object firstMyungsook Klassen. 277 [doi]
• Stimulating information technology education among underrepresented minoritiesMyungsook Klassen, Russell Stockard, Ali Akbari. 278 [doi]
• Network and systems security, a collaborative approachSharon Mason, Daryl Johnson, Luther Troell. 279 [doi]
• TECH@FLC: a program funded by an industry consortiumLarry Corman, Evans Adams. 280 [doi]
• Where writing and rhetoric meet multimedia production designing an effective, interdisciplinary capstone experienceMichele Kleckner. 281 [doi]
• Andragogy in the information age educating the IT adult learnerRebecca H. Rutherfoord. 282 [doi]
• Integrating program evaluation and a new certification for information technology professionalsL. J. McKell, J. H. Reynolds, Herbert E. Longenecker Jr., Jeffrey P. Landry, J. Harold Pardue. 283 [doi]
• Teacher-driven: web-based learning systemFahad T. Alotaiby, Jim X. Chen, Edward J. Wegman, Harry Wechsler, Deborah Sprague. 284 [doi]