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Winter 2014
ICT Educator Conference
Program
January 6-7, 2014
San Francisco, CA
CCSF Chinatown Campus
Auditorium
Monday, January 6, 2014
(8:50AM – 10:10AM)
Keynote: The Educational Path to a Successful IT Career
John Estes, Director of Training, Technology Staffing Services, Robert Half Technologies
John Estes, Director of Training for Robert Half Technology, a leading technology staffing provider,
will discuss the in-demand skills and positions in IT today. Estes will also discuss the various indemand roles for students obtaining a two-year degree or certifications, as well as the options for
students who pursue a 4-year-degree.
Keynote: Harnessing Grit: Community College Students’ Competitive Advantage
Jay Banfield, Founding Executive Director, Year Up – Bay Area
In this 50-minute presentation, Year Up Bay Area Executive Director Jay Banfield will speak to the
skillset employers most commonly desire: grit. In conversation after conversation with Year Up’s
employer partners, managers most commonly cite Year Up interns’ motivation, attitude and
persistence as their competitive advantage in the labor market. The technical skills – how to
network an office, image a laptop, or hardwire a computer – are necessary, but often are
secondary to these other abilities, which allow workers to learn and skill-up quickly in an ever
changing technological environment. With this shift in the market, postsecondary institutions
stand to benefit their students tremendously by staying responsive to this increasingly focused
demand from the employer community.
CCSF Chinatown Campus
Monday, January 6, 2014
(10:30AM – 11:20AM)
Room 1104
Public-Private Partnership Enables IT Course Articulation from High School to
Community College
John Bjerke, Area Manager, Cisco Networking Academy, San Jose, CA
Richard Grotegut, IT Curriculum Director, Ohlone Community College, Fremont, CA
The technology skills gap results in key workforce development needs going unmet, across the
U.S. and in the Bay Area. See recent statistics on national and state IT jobs in demand. In order
to strengthen regional, school and student success, Ohlone Community College participates in a
public-private partnership with Cisco Networking Academy, delivering IT and Networking courses,
summer internships, and a strong articulation program with nearby high schools. Courses lead to
industry-recognized certifications, better salaries and more career options. Students have a
variety of career development opportunities, including skills competitions, real-world experience
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at global event venues, and networking with Cisco and its partner companies. Learn how the
program was established and expanded, and how it utilizes student recruitment videos to build
curiosity around ICT and networking careers.
View detailed examples of benefits for students, including career development opportunities like
job shadowing, employer mentoring, student skills competitions (NetRiders and Skills USA),
student opportunities to gain real-world experience wiring large national trade show venues, and
more.
Learn about grant proposals, summer internship opportunities for high school students, best
practices for outreach to build articulation agreements between high schools and community
colleges, and more.
Participate in an interactive discussion around how to get started with your own school or district.
Room 1105
Faculty and Professional Development with CyberWatch West
Tony Coulson, Professor, Cyberwatch West, Cal State University - San Bernardino
San Bernardino, CA
In this presentation we will discuss faculty training opportunities, virtual labs for your classes,
tuition assistance for faculty degrees, mentorship, and financial assistance for professional
certifications.
Room 1204
Remote Access to Virtualized Application Servers for Cisco Networking, Windows
Operating Systems, and Esri ArcGIS 10.1 Software
Phillip Davis, Professor, Del Mar College, Corpus Christi, TX
Remote access to virtualized application software and specialized hardware allows learners to to
perform complicated software labs from anywhere in the world at any time of their choosing.
Making these licensed, proprietary applications available through the simplicity of the browser and
Internet holds much promise for bring authentic learning environment to learners while retaining
complete control of licensing and curriculum. We will demonstrate such a system live from the
conference to severs located 1500 miles away in Texas.
The National Information, Security & Geospatial Technology Consortium (NISGTC) is a round one
DOL TAACCCT grant that has created a complex private cloud network using the latest Dell
servers, VMWare operating system and Cisco routers. The consortium of seven colleges in five
states across the US has an interconnected virtual platform of redundant Dell server farms
located on each campus with a complete set of courses and lab curriculum available to any
college or organization through the Creative Commons license.
This demonstration will feature remote access through a browser to the virtualized lab servers to
run Windows 7, ArcGIS 10.1 application software and other applications remotely. We will
demonstrate the NETLAB+ scheduling software that allows instructors complete control to their
curriculum and applications while providing real-time, two-way, support to their learners if
needed.
Room 1205
You Can't Leverage What You Don't Recognize: Empathic Approaches to Engaging
Under-represented Students
Olivia Herriford, Associate Director, MPICT
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This interactive session will explore how faculty self-awareness and social intelliegence enable
them to go beyond potentially erroneous labels by nurturing curiosity about all students and
recognizing the assumptions and prejudices that block them from seeing ways to connect and
inspire. Doing so helps to build the confidence and perseverance that students facing multiple
barriers to success must have to better deal with challenges and overcome those barriers.
Participants will be introduced to research on practices for perspective taking and the
development of empathic curiosity and then asked to share their personal examples of how they
have applied these concepts.
We, as a society in general, often do not see each other for who we really are. We subconsciously
make assumptions about others based on preconceived identities and roles. Black/white.
Masculine/feminine. Rich/poor. Immigrant/native. Gay/straight. Southern/northern. Young/old.
Teacher/student. When we don’t see our students for who they really are, as unique and distinct
manifestations of their experiences, cultures, interests, situations, hopes and fears, not only do
we not connect with them, depending upon how they perceive the student-teacher relationship,
the lack of connection can go beyond failed engagement - it can even be dehumanizing. This
session shares supporting research and informs the development of an additional section for
MPICT’s Diversity Toolkit.
Room 1102 - Computer Lab
Creating and Distributing Video Lectures
Sean Glumace, Instructor, Golden West College, Huntington Beach, CA
Learn how to create engaging videos that will make your students want to learn! We will cover the
basics of capturing and editing a video, how and where to upload and host them, and how to
integrate them into your online learning system.
When you create a course using video, you automatically capture students’ attention through a
format that innately engages viewers. Even though creating an introduction video requires more
time than a text-based version, it’s worth the investment.
During this presentation the basic software options for both the Mac and PC for video capture will
be covered along with hands on video hosting options covering YouTube, Vimeo and other online
options. We will also cover how to embed the videos into the popular online learning systems and
close captioning option.
Room 1103 – Computer Lab
Building a Digital Forensics Lab: A Beginner's Perspective
Vincent Nestler, Professor, California State University - San Bernardino
Chris Simpson, National Univesity
Jake Zhu, CSU - San Bernardino
Paul Morris, Mount Hood CC
This presentation will provide an overview of the creation of digital forensics labs. The
presentation will include determining objectives, finding lab material, and creating the virtual
machine. This presentation is in conjunction with Dr. Vincent Nestler with Cyber Watch West.
Building a challenging forensics lab with limited materials and experience is a challenge. Cyber
Watch West established a Course Development Mentoring Program to support the development of
challenging labs. Under this program we developed digital forensics labs that mapped to NICE
Framework Objectives and the new NSA/DHS CAE Knowledge Units.
This presentation will describe how the objectives were determined and how the lab was created
to meet the objectives. This presentation will provide the details on how the lab was created and
provide tips and tricks on creating labs.
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Under the Cyber Watch West Program the virtual machine will be available for use by other
schools. The mentoring processes and mentoring opportunities will also be discussed.
Room 1201
ICT in The Center: @ONE's Google+ Community for Sharing Innovation through
Emerging Technologies!
Micah Orloff, Director @ONE, Menifee, CA
Have you heard the buzz about The Center, @ONE's new online community designed to stimulate
sharing, collaboration, and innovation across California's 112 community colleges? Join us as we
demonstrate how you can jump into The Center's Twitter chats and Hangouts on Air to build your
own professional learning network and learn from your peers about how they are using today's
latest tools to transform education. The Center is an inclusive community for faculty,
administrators and staff -- everyone is welcome!
CCSF Chinatown Campus
Monday, January 6, 2014
(11:30AM – 12:20PM)
Room 1104
Implementing Hands-on Labs for ICT Training
Richard Weeks, President, Network Development Group (NDG), Raleigh, NC
John Sands, CSSIA.org NSF ATE Center, Palos Hills, IL
Kim Yohannan, EMC Academic Alliance,
Rick Watson, Senior Technical Instructor, VMware IT Academy, Palo Alto, CA
Ross Brunson, Director of Member Services, Linux Professional Institute, Folsom, CA
Richard Grotegut, Cisco Networking Academy Training Center, Ohlone College, Fremont,
CA
Network Development Group has over ten years experience implementing ICT hands-on labs.
During this session Rich Weeks of NDG will co-present with a wide variety of partners to explain
how to implement a lab environment to teach cloud computing, storage, networking, cyber
security, operating system, etc.
During this session NDG will detail the many different courses, setup requirements and programs
supported by NDG NETLAB+ including: Cisco Networking Academy CCNA (new courses), CCNA
Security, CCNP, EMC Academic Alliance, Information Storage Management, EMC Cloud
Infrastructure Services, VMware IT Academy, VMware VCP – Data Center Virtualization, VCA Data
Center Virtualization, VCA Workforce Mobility, VMware Horizon View, Linux Professional Institute
LPI Academy, Linux Essentials (full course offered online for ILT), LPIC1 (Linux+), NISGTC DOL
TAA Grant Consortium Linux+, Network+, Ethical Hacking, Forensics, Security+ and CSSIA.ORG
cyber security programs.
Room 1105
A Roadmap to CAE2Y
Debasis Bhattacharya, Interim Vice Chancellor of IT and ICT Faculty, University of Dan
Manson, Professor, CalPoly Pomona
Corrinne Sande, PI CyberWatch West, Computer Information Systems Program
Coordinator, Whatcom Community College
Michael McKeever, Computer Networking and Security Instructor, Santa Rosa Junior
College
Michael Warner, Chair Computer Networking/Digital Media, Coastline CC
Mohsen Beheshti, Professor and Chair, California State University, Domiguez Hills, CA
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This interactive panel discussion provides detailed examples of how community colleges have
been and are successfully mapping curriculum and meeting other criteria to become NSA/DHS
designated Centers of Academic Excellence in Information Assurance Education (CAE2Y).
Presenters include schools at are CAE (Cal Poly Pomona), CAE2Y (Whatcom Community College)
and schools becoming CAE2Y (Santa Rosa Junior College and Coastline Community College).
National Centers of Academic Excellence in Information Assurance/Cyber Defense for Two-Year
Education (CAE2Y) are sponsored by the National Security Agency (NSA) and the Department of
Homeland Security (DHS). The goal of the CAE IA/CD for Two-Year Education program is to
proactively increase our understanding of robust IA/CD technology, policy and practices that will
enable our Nation to effectively prevent and respond to a catastrophic cyber event. This program
will contribute significantly to the advancement of state-of-the-art IA/CD knowledge and practice.
This presentation explains the steps in becoming a CAE2Y, benefits of becoming a CAE2Y,
documentation examples, and provides opportunities for future mentoring and information
sharing.
Room 1204
Business Engagement: Key Component in Launching New Programs
Ann Beheler, Principal Investigator, Convergence Technology Center, Frisco, TX
Helen Sullivan, Director, CTC, Frisco, TX
Starting a new program can be a risky proposition, but active engagements with business
partners can build a strong pathway to success. The NSF-funded Convergence Technology center
will share best practices how to establish a well-integrated Business & Industry Leadership Team
to guide workforce programs for existing and emerging areas. The session will also focus on the
job skills analysis process, where BILT members identify key skills graduates will need when they
enter the workforce.
Presenters will share knowledge, supported by handouts, of how to establish a well-integrated
Business & Industry Leadership Team. Specific examples will be used for illustration, but
processes and methods apply to all workforce programs. Participants will learn the various
methods of engaging business representatives in active roles such as job skills analysis,
certificate and degree development and curriculum alignment. Other business roles include
support of professional development, recruitment events, internships and externships. The key
take away from this session is how to conduct an analysis of Knowledge, Skills and Abilities
(KSAs) that businesses say they need from new hires, including industry certificates. This skills
validation method can be validated in less than a half day and needs to be revisited yearly.
Room 1205
Bridging Underrepresented Young Professionals with the Tech Sector: Lessons
Showcased
Ingrid Dahl, Director, Next Gen
Carrie Love, Youth Program Manager
Bay Area Video Coalition (BAVC), San Francisco, CA
Bay Area Video Coalition represents their most recent series of video vignettes that document
how their career readiness intensive bridge program succeeds in preparing and placing students
in the tech/ICT sector.
Bay Area Video Coalition is a partner of MPICT and City College of San Francisco on a number of
ICT initiatives, connecting our expertise as a 37-year-old media arts center with the City's TechSF
workforce initiative, the Bay Area's tech sector, and training for young professionals and the
underemployed.
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The Bridges program in particular, supports CCSF students and BAVC alumni in rigorous, career
intensive training bootcamps each semester, providing students with hands on experience
practicing "culture fit" - visiting myriad of companies throughout the Bay including Pixar, Lucas
films, Dolby, Adobe, Zynga and others - and placing students in paid internships as a stemming
stone to their career. Students learn how to present their work, pitch and advocate for
themselves, develop a resume and portfolio, create and utilize a LinkedIn profile, practice mock
interviews, and work in teams to build peer to peer networks. Students are also supported by
Peer Mentor leads who graduated from previous Bridges cohorts, that plan and shape the
program as it continues to evolve.
This session will showcase three latest films that "demystify" underrepresented young people in
the tech/ICT sector; to other students, faculty, family/community members and the industry at
large.
Room 1102 - Computer Lab
Cloud Computing: The Next Wave of Technological Advancement
Timur Mirzoev, Associate Professor
Ramon Alvarez, Graduate Student & Research Assistant, Georgia Southern University
Statesboro, GA
Cloud computing has been a hot topic in the past few years. Organizations are able to leverage
existing investments in datacenter virtualization to deploy a cloud infrastructure. The result of
leveraging cloud computing is transformational levels of business agility along with operational
efficiency, control and choice for IT organizations. Cloud computing extends the role of
virtualization deeper into the datacenter by transforming the traditional datacenter into the
datacenter of the future: the software-defined data center (SDDC). SDDC dramatically speeds up
and simplifies the initial provisioning and ongoing management of fully virtualized compute,
storage and networking via policy-driven automation.
The goal of this presentation is to introduce the audience to cloud computing technology, and,
specifically, introduce VMware's private cloud solution: VMware vCloud Suite. Today, cloud
computing is transforming the data center into a dynamic IT environment built around
automation, self-management, and on-demand infrastructure as services. It is important to help
the audience re-align the way to think about the data center in the context of the cloud
computing environment – software-defined data center (SDDC).
This presentation will show not only how virtualization and cloud computing are fundamentally
different, but how they can help you spend less time and money supporting underlying IT
infrastructure and more time on areas that yield business and competitive value. In this
presentation, you will hear scenarios where Georgia Southern University has employed VMware
vCloud technology to support research and academic initiatives. Whether you have a collection of
small sites managed by a single vCenter or multi-site topologies managed by their own vCenters,
VMware vCloud can help. In this session we will explain the implementation options, the role of
VMware vSphere and how you can use them in the various combinations to achieve desired goals.
If you have any questions about what a SDDC is, how vSphere works, how vCloud works, what
multi-tenancny is, what your options are with regard to cloud model implementation, how you can
implement and manage multi-tenancy in cloud environments this is the session for you.
2014 Winter ICT Educator Conference
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Room 1103 – Computer Lab
Teaching through Realism: Computational Thinking via the Scenario Based Learning
Model - Part 1
Charles Winer, Professor/Head-CITG Department, Purdue University Calumet,
Hammond, IN
Deborah Boisvert, Executive Director, BATEC Center for Computing and Information
Technologies at University of Massachusetts Boston
Pierre Thiry, Instructor, Computer Networking and Information Technology, City
College of San Francisco
Students need a special set of thinking skills to work and define a problem. This is Computational
Thinking. Computational Thinking is paired with Scenario-Based Learning as a technique to teach
participants how to prepare their students to use computers in different ways as they problem
solve in various disciplines. During this session participants will learn how to engage their
students in a unique learning methodology.
This is an interactive workshop of how to teach Computational Thinking (CT) via Scenario Based
Learning (SBL), and show teacher participants how to use our Google Sites SBL template to
develop their own scenarios in any discipline that they teach. This presentation is based on the
experiences of our NSF CPATH ASSECT grant (NSF CCF 0939089).
Participants may use either their own laptop computers or supplied lab computers to access the
Internet during this hands-on presentation. Participants will be able to use the Google Sites SBL
template to see how to create their own computational thinking scenario for their unique
discipline.
Room 1201
The Latest News from Microsoft – VMware, EMC, Cisco and Programing Instructors Take
Note
Doug Spindler, Instructor, Diablo Valley CC
There’s a lot of activity in Redmond. Microsoft recently released Windows 8.1, Windows Server
2012R2, Surface 2, Surface Pro 2, Xbox One, Cloud computing and new Windows Phones.
Microsoft is coming out with new products and technologies at a pace never seen before. Support
for Windows XP will be discontinued in just a few months. All of this is having an impact on the
way we teach VMware, EMC, and Cisco. We have a lot to talk about.
CCSF Chinatown Campus
Monday, January 6, 2014
(1:30pm – 2:20PM)
Room 1104
Linux Professional Institute, LPI Academy
Ross Brunson, Director of Member Services, Linux Professional Institute, Folsom, CA
The LPI Academy is designed to help academic institutions teach Linux. If you are looking to add
or improve your current Linux courses, this session may be of value. During this session Linux
Professional Institute representatives will explain the LPI Academy offerings. The LPI Academy
will help your institution offer courses that map to the Linux Essentials Certificate of Achievement,
Linux+, LPIC1 and SUSE certification exams. Starting in January LPI Academies can pilot a new
Linux Essentials Certification of Achievement course. During this session LPI will overview course
offerings, content, labs and exam preparation materials for both Linux Essentials Certificate of
Achievement and Linux+ (LPIC1 and SUSE Linux).
2014 Winter ICT Educator Conference
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Room 1105
National Cyber League 2013 Fall Season Lessons Learned
Dan Manson, Professor, CalPoly Pomona
Casey O'Brien, National CyberWatch Center
James Jones, MPICT
The National Cyber League (NCL) provides an ongoing virtual training ground for collegiate
students to develop, practice, and validate their cybersecurity skills.
Using lab exercises designed around industry-recognized performance-based exam objectives and
aligned with individual and team games, the NCL is a first-of-its-kind ongoing experiment in
learning and gaming using next- generation high-fidelity simulation environments.
Various cyber competitions exist. What’s been missing from the current cyber exercise landscape
is a regular season that allows both the individual and student teams to practice cybersecurity in
safe, yet challenging environments. Imagine being able to practice and play various cyber games
throughout a semester, in addition to the one-off “playoff” systems that currently exist. The NCL
provides a focus on player development, supporting cybersecurity educators, giving students
opportunities to practice and develop cybersecurity knowledge and skill sets, and providing an
environment to test those skills against peers in measurable ways.
Come learn about what happened in the Fall 2012 season, and how to engage with the NCL in the
future!
Room 1204
The ICT & Digital Media Sector : A Community College System Strategy for Employment
Steve Wright, California Community College Statewide ICT-Digital Media Sector
Navigator, Thousand Oaks, CA
An update and overview of the labor market strategy guiding and actions of the new ICT-Digital
Media Sector Navigation team that is funded by the Workforce and Economic Development
Programs of the CA Community College Chancellors Office.
The Sector Navigator Role in the new Doing What Matters program of the CA Community Colleges
advocates for collaboration, funding and resource allocation based upon an overall strategy and
interpretation of relevant trends and capabilities within the system.
Steve Wright, Sector Navigator, will present his perception of the industry and trends that need to
be addressed through the influence and collaboration of 10 Deputy Sector Navigators throughout
the state.
This experiment is statewide collaboration within this sector is an without precedent in the CCC
system. Steve will be soliciting feedback, and constructive support in furthering the mission.
Room 1205
How Do I... ... Special Populations?
Elizabeth Wallner, Consultant, CCC Joint Special Populations Advisory Committee
(JSPAC), Sacramento, CA
Join us as we discuss the basics of Perkins legislation and Core Indicators, Data usage for
program improvement, and the research-based Root Causes and Strategies to help student from
special populations overcome barriers to educational and career success.
The Perkins Act requires each school or college to work towards continuous improvement and
2014 Winter ICT Educator Conference
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expansion of all CTE programs as well as the continued improvement and success of students
from special populations especially those who are preparing for a career in a field that is
nontraditional (by gender).
Each participant will leave with a better understanding of 1) the Perkins Act, Core Indicators &
other data sets, 2) Students from Special Populations 3) Root Causes and Solutions for improving
student success, and 4) how to develop a plan for program improvement.
This workshop benefits educators from K-12, adult education and community colleges; academic
& CTE educators and teachers; Perkins IV coordinators; counselors, CTE deans/administrators;
special populations program coordinators; Title IX/504/equity coordinators; MESA, ESL, CARE, &
CalWORKs directors & staff; student support staff; grant writers; institutional researchers; etc.
Room 1102 - Computer Lab
WiFi Curriculum Enhancements Including 802.11ac
Tim Ryan, Technical Operations Manager, City College of San Francisco, San Francisco,
CA
Raj Krishna, Cisco-Meraki
Clinton Jang, Cisco-Meraki
This presentation will describe some of the newest cloud-based equipment available from CiscoMeraki including 802.11ac systems and other equipment that was recently Beta-tested at City
College of San Francisco. This will be a hands-on session and will allow attendees to utilize the
Meraki Dashboard to observe real-time information on RF channel utilization, spectrum analysis
and system utilization statistics. Information will be provided on antenna architecture including
the principles of dual-band radios and 3-stream MIMO radios that are optimized for rate-vs-range
performance. This information will be presented along with additional recent technology
advancements that can be incorporated into any WiFi curriculum in order to describe the
principles behind this technology and how recent advancements can benefit designers, operators
and users of WiFi systems.
The technology associated with WiFi systems continues to improve and evolve in order to meet
increasing demands. This presentation will describe some of the newest cloud-based equipment
available from Cisco-Meraki including 802.11ac systems and other equipment that was recently
Beta-tested at City College of San Francisco. This will be a hands-on session and will allow
attendees to utilize the Meraki Dashboard to observe real-time information on RF channel
utilization, spectrum analysis and system utilization statistics. Information will be provided on
antenna architecture including the principles of dual-band radios and 3-stream MIMO radios that
are optimized for rate-vs-range performance. This information will be presented along with
additional recent technology advancements that can be incorporated into any WiFi curriculum in
order to describe the principles behind this technology and how recent advancements can benefit
designers, operators and users of WiFi systems.
Room 1103 – Computer Lab
Teaching through Realism: Computational Thinking via the Scenario Based Learning
Model - Part 2
Charles Winer, Professor/Head-CITG Department
Purdue University Calumet, Hammond, IN
Deborah Boisvert, Executive Director, BATEC Center for Computing and IT at University
of Massachusetts Boston
Pierre Thiry, Instructor, Computer Networking & IT, City College of San Francisco
Students need a special set of thinking skills to work and define a problem. This is Computational
Thinking. Computational Thinking is paired with Scenario-Based Learning as a technique to teach
participants how to prepare their students to use computers in different ways as they problem
2014 Winter ICT Educator Conference
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solve in various disciplines. During this session participants will learn how to engage their
students in a unique learning methodology.
This is an interactive workshop of how to teach Computational Thinking (CT) via Scenario Based
Learning (SBL), and show teacher participants how to use our Google Sites SBL template to
develop their own scenarios in any discipline that they teach. This presentation is based on the
experiences of our NSF CPATH ASSECT grant (NSF CCF 0939089).
Participants may use either their own laptop computers or supplied lab computers to access the
Internet during this hands-on presentation. Participants will be able to use the Google Sites SBL
template to see how to create their own computational thinking scenario for their unique
discipline.
Room 1201
Three-Year Bachelor's Degree: An Innovative Partnership Between a Community
College and University
Sathya Narayanan, Associate Professor, California State University - Monterey Bay,
Marina, CA
Joe Welch, CSIS Instructor, Hartnell College
In a time where 6+ year graduation rates seem to be the norm, Hartnell College and Cal State
Monterey Bay have partnered to launch CSIT-In-3, a 3-year bachelor's degree program in
Computer Science and Information Technology. This program increases transfer rates and
accelerates time-to-degree, while maintaining high academic standards. Students are required to
hold a 3.0 GPA and faculty, staff, and students work together to monitor progress throughout the
semester. The program is cohort-based, includes weekly enrichment activities and tutoring, and
has built-in projects and internships. Come hear about the challenges and success of getting
CSIT-In-3 off the ground.
This session will convey information about CSIT-In-3, a three-year bachelor's degree program in
Computer Science and Information Technology that was recently launched by Hartnell College and
Cal State Monterey Bay.
The presentation will discuss:
*institutional and student benefits - reduced tuition cost, accelerated time-to-degree, and
improved transfer rates
*challenges and solutions for getting started - funding, institutional partnership between 2- and
4-year college
*focus on underrepresented students and recruitment
*critical components - cohort-based, defined pathway, enhancement activities, progress
monitoring and tutoring, projects, internships
*progress to date
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CCSF Chinatown Campus
Monday, January 6, 2014
(2:30PM – 3:20PM)
Room 1104
Middle Skills Employment: Analyzing the Opportunities for an ICT Workforce
Deborah Boisvert, Executive Director, BATEC National Center for IT
Lou Piazza, Operations Director, BATEC National Center for IT
Industry and Academia must work together to better understand the dynamics of workforce
development. This session will focus on a newly-released report that BATEC has completed to
uncover and analyze the underlying principles of middle skills employment, which in the context
of this report are those entry-level jobs which serve as the gateway, or transitional step, from the
completion of an academic program of accomplishment to the beginning of a career in computing
and information technology. This report is not the end; it is the beginning of a conversation about
how we define and source talent. Business and education must work collaboratively to link
curriculum to employability and address the current shortfalls.
Nationally, more than 296,000 persons are employed in mid-skill jobs in the occupations studied –
or about 32% of total employment for this group of occupations as a whole. The mid-skill
employment components are highest for Computer Systems Analysts and Medical Records and
Health Information Technicians – at 132,978 and 96,120 persons respectively. The mid-skill
portion of employment in all of the occupations studied is expected to grow nearly as fast as all
jobs in these occupations over the next five years.
In this report, we used a variety of economic data including unemployment and education award
supply/employment demand analysis to understand the opportunities and differences for more
associate’s degree awards nationally and in each of four metro areas – Boston, Chicago, Las
Vegas and San Francisco. This, along with additional employment and wage data, and written
analysis, are included with a profile of each of the four metro areas.
We also created profiles of each of four IT occupations; Computer Systems Analysts, Medical
Records and Health Information Technicians, Web Developers and Big Data Cluster. We generated
these profiles using data mining and two analytics engines to yield rich, multi-level competency
profiles that produced data aligned to current nationwide employer job requirements of the
occupations studied. The occupational profiles include analysis of current econometrics, and
occupation-specific opportunities for each geography.
Use of the data in this study can help identify and address state and regional market needs, test
the feasibility of new academic programs and prepare students for high-paying, high-demand jobs
in IT and other sectors. Additionally, this report can serve as the basis for convening key
employers, discussing their entry level hiring needs and building the case for community colleges
as a viable and ongoing talent pipeline for mid-skills talent. Finally, there are other occupations,
such as Computer Programmer and Data Analyst, that exhibit a mid-skills employment base that
suggests value in exploring future opportunities with the approach, data and analysis used in this
study.
2014 Winter ICT Educator Conference
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Room 1105
Cybersecurity Competition Federation: From Quantity Comes Quality
Dan Manson, Professor, CalPoly Pomona, Pomona, CA
NSF recently funded creation of the Cybersecurity Competition Federation (CCF), a network of
stakeholders which provides value for our collective endeavors while maintaining the autonomy of
individual competitions. CCF stakeholders include competitors, educators, coaches, mentors,
formal and informal educational concerns, sponsors, competition organizers, private industry, and
government organizations. The CCF provides a shared pathway vision for competitors to learn
through cyber competitions in a developmental progression. CCF negotiates stakeholder
agreement for common goals, learning objectives, performance measurements, and desired
outcomes. This presentation describes CCF activities, and how to become part of the Federation.
The Cybersecurity Competition Federation (CCF), is an association of academic, industry and
government organizations with a common interest in supporting cybersecurity competitions and
the competitors they serve. CCF members share the common goal of building awareness,
endorsing ethical standards, improving participant experience, building a common understanding
of diverse competition tasks, helping those who oversee activities and competitions and ensuring
a developmental pathway of cybersecurity-based activities that support the growth of
cybersecurity skills.
The attending the presentation will learn how CCF members will receive the following benefits:
1. Assistance promoting your competition or related activities.
The CCF will disseminate information to the cybersecurity academic, industry and government
community, including student clubs, schools, and professional associations. Dissemination
methods include the CCF website, e-mail distribution list, and WebEx meetings with CCF Founding
Members and the cybersecurity community.
2. Access to draft pathways for competitors and mentors mapped to career frameworks.
The CCF will map skills of Founding Member competitions on a continuum of difficulty and to
career frameworks. Early access to the pathway will enable Founding Members to become the
baseline for all competitions which are added after the developmental period.
3. Resources for leaders and competitors.
The CCF will establish a network where resources can be shared and mapped to the pathway so
that Founding Members can improve training for mentors, coaches, referees and competitors.
Room 1204
Opening Doors, How the DSN Role brings Faculty and Business into a Two Way
Discussion - Panel Discussion
Steve Wright, California Community College Statewide ICT-Digital Media Sector
Navigator
Myron Curtis, Far North, Butte-Glenn CCD DSN
Dennis Mohle, Central Valley, State Center DSN
Gustavo Chamorro, Orange County DSN
Paula Hodge, South Central , Santa Clarita DSN
Albert R. Maniaol, Desert/Inland Empire DSN
Dan Watanabe, Los Angeles, Los Angeles DSN
2014 Winter ICT Educator Conference
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Rose M. LaMuraglia, San Diego/Imperial DSN
Sandy Jones, SF Bay Region, Proj. Dir.
Deputy Sector Navigators of several CA Community College Regions throughout the state will
share their experiences and plans working with multiple colleges within a region to align ICT &
Digital Media curriculum, stack-able credentials and pathways to meet labor market needs.
The Regional Deputy Sector Navigators position is new to the CA Community College system and
holds great promise for effective ICT and Digital Media curriculum, stack-able credentials and
pathways to meet labor market needs. However, working with local industry, collaborating with
WIB's, Chambers and other Economic Development organizations ...as well as Faculty from many
disciplines is challenging. Still DSN's have been met with encouragement and even enthusiasm
for this new mission. Find out what they are doing and how you can help shape the mission.
Room 1205
Excuse Me Miss, Do You Work in IT?
Lesley Piper, Student, California State University - San Bernardino, San Bernardino, CA
It is no secret that women are underrepresented in Information Technology (IT). This
presentation will give some background on the number of women currently in the field and
highlight a non-profit, Women's Society of Cyberjutsu (WSC), that is working to encourage more
women to join the IT field.
This session will convey the importance of breaking down stereotypes of women in IT and touch
on issues such as traditional gender roles in tech marketing, and stereotype threat. Then, I will
talk about Women's Society of Cyberjutsu and the various programs and trainings they offer and
how this organization is helping women of all ages prepare for a career in IT.
Attendees will be introduced to a new organization and come away more informed about the
current climate of women in IT and how it is changing.
Room 1102 – Computer Lab
Hands-on Linux Lab Session, LPI Academy
Ross Brunson, Director of Member Services, Linux Professional Institute, Folsom, CA
Rich Weeks, President, Network Development Group (NDG), Raleigh, NC
The LPI Academy is pleased to partner with NDG (NETLAB+) to offer hands-on lab sessions for
Linux Essentials and Linux+. During this session you will review two technical Linux lab libraries.
The first lab library is a semester course with curriculum, labs and exam questions designed to
introduce your student to the Linux command line. This course maps directly to the LPI Linux
Essentials Certificate of Achievement. The second lab library will introduce CSSIA.ORG DOL TAA
Linux+ labs designed to work with NETLAB+. During this session you will review the Linux
Essentials curriculum, labs and instructor materials.
Room 1103 – Computer Lab
Flip Your Classroom Using 3C Media Solutions
Rico Bianchi, Manager, Web Development, 3C Media Solutions/CCC Confer
Palomar College, San Marcos, CA
Learn how to use video and other services offered by 3C Media Solutions to “Flip Your Classroom”.
This session will discuss best practices on creating video materials to enhance student learning
and better prepare your students for classroom discussion. 3C Media Solutions is the educational
media distribution source for video content, podcasts, and event coverage for the 112 campuses
2014 Winter ICT Educator Conference
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of the CCC System. This new repository will have between 8,000-9,000, (6,000 will be
educational) videos per year available – for free!
This session will present attendees with the services offered to the California Community College
System by 3C Media Solutions, (3CMS), the educational media distribution source for video
content, podcasts, and event coverage for the 112 campuses of the CCC System.
Attendees will first learn about the practical uses for these services, including how they work in
conjunction with CCC Confer and how to leverage the media services offered by 3C Media
Solutions to the help their colleges save costs and at the same time reach a wider audience.
From there, attendees will create their own account with 3CMS and be walked thru how to:
Upload videos (private and/or public)
Bring current YouTube videos into their account
Create playlists
Share videos/playlists
Embed video into their LMS
Organize their media
Submit their videos for captioning under the DECT grant
Participants will be able to establish their own 3C Media Solutions account immediately and
upload/add videos on the spot.
Room 1201
ICT Transfer Model Curriculum (TMC) Challenges and Solutions
Roopa Mathur, Ph.D., Professor, School of Business Sciences, Academic Affairs Chair,
IVC Academic Senate, Irvine Valley College
Markus Geissler, PhD, Professor & Chair, Computer Information Science, Cosumnes
River College
Richard Grotegut, Professor, Computers, Networks & Emerging Technologies, Ohlone
College
The fundamental problem we have is that two separate "camps" related to IT/ICT exist in
California's public higher education system, which leads to the other fundamental problem that
we are not properly serving the needs of industry with our current degree structure. At most
CSUs, Computer Science is housed within the College of Engineering while Information Systems is
housed within the College of Business, and this has not only led to many "turf wars" related to,
for example, which "camp" should teach which programming languages, but it has also prevented
our discipline(s) from finding the ICT-focused middle ground that our industry needs and that
private (for-profit) universities have been happy to serve.
Come hear from members of the Academic Senate for California Community Colleges sponsored
Information Systems Faculty Discipline Review Group’s (IS-FDRG’s) about their efforts to meet
the transfer needs for ICT students and the resulting “Model ICT Curriculum” they hope to
standardize, build momentum to disrupt inertia at transfer universities, and help create
associate's and transfer degree programs that will equip CCC, CSU and UC graduates with the
comprehensive skill set that the ICT industry wants them to have.
2014 Winter ICT Educator Conference
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CCSF Chinatown Campus
Monday, January 6, 2014
(3:30PM – 4:20PM)
Room 1104
Faculty Perspectives on Strategies to Infuse Storage & Data Management into ICT
Curriculum
Mark Conway, Sr. Program Lead for Academic Alliances, Netapp
Ramin Elahi, Adjunct Faculty / Training Solutions Architect, UC Santa Cruz Ext.
Tony Coluson, Director, Cyber Security Center, CSU/San Bernardino
As the volume and velocity of data continues to grow, more & more schools are adding storage
and data management content to their ICT programs and courses. Some faculty are developing
dedicated storage courses, others are adding a few weeks of data management content into
existing courses, while others are leveraging full-blown, industry certifications within degree
and/or continuing education programs. This panel will highlight the approaches that 4-5
institutions have taken, and will provide a “from the trenches” perspective on why they wanted to
add/include storage, what their class was focused on, how they utilized/leveraged teaching
resources from NetApp, and what benefits they think accrued to the students, etc . Attendees will
leave this session with practical ideas and teaching resources that they can take back and
implement at their institution this year!
The data explosion continues unabated. For example, many Gartner clients that intelligently
deploy storage efficiency technologies in their infrastructure still reported an 80% increase in their
storage requirements in 2010, 2011, 2012 and 2013. Demand for graduates with storage
expertise is only going to grow. If you would like to gain some ideas and insights on how you can
update and extend your courses, utilize industry resources, and provide your students with some
highly marketable skills, join us for this session!
Room 1105
Building Automation Systems: a Green Career Pathway for ICT Students
Larry Chang, NSF-BEST Center Coordinator, Laney College, Oakland, CA
Brian Lovell, BEST Center co-PI and founder of Building Automation program at GA
Piedmont Technical College
Building automation and controls technicians are becoming increasingly vital to better building
performance and energy conservation. The ability to manage an automation system requires a
blend of traditional and contemporary knowledge and skills -- a systems-level understanding of
building operations along with the confidence of harnessing 21st century information technology.
What kinds of education and careers are possible for someone who is adept at both? This proposal
will look at the potential of building automation as an alternative career path for IT students and
technicians. Sample programs will feature cross-cutting between building technician and IT
curricula, Finally, hiring and wage-related information will highlight industry demand for this
growing field.
What is building automation? It is the automated control of building systems (such as lighting,
security, heating, ventilation, and air conditioning) used to optimize occupant comfort, safety,
energy efficiency, and energy management. Current automated technology integrates a network
of sensors, microprocessor-based controllers, actuators, and computers that share information
between devices to manage building operations via a prescribed set of parameters.
Besides managing devices, this network can be used to collect useful data for troubleshooting,
monitoring building performance and energy use, and analyzing potential energy and financial
2014 Winter ICT Educator Conference
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savings. Providing such data is one of the valuable benefits of modern automated systems, which
are installed with widespread frequency in commercial and large-scale residential construction.
Attendees will be introduced to the curriculum and career pathway of this growing field. This
presentation will examine the knowledge, skills, and abilities (especially those from information
technology) needed by a controls technician to function as an effective team member supporting
commercial building operations. By reviewing samples of community college-based programs, the
presentation will look at cross-cutting between building technician and IT curricula; there might
also be a demonstration of a building automation graphical programming tool. Finally, hiring and
wage-related information will highlight industry demand.
Room 1204
Strategies for ICT Education in Largely Rural Counties
Myron Curtis, California Community College Deputy Sector Navigator, ICT & Digital
Media, Far North Region, Chico, CA
The rate of change in the ICT & Digital Media sector far outstrips the ability for campuses to adapt
to new requirements. Our school networks are not designed to change that fast. So, there is a
need to move to hosted solutions that our students can have access to 24/7. Unfortunately, those
online resources require that students and faculty have access to broadband internet connections
and equipment capable of processing those resources. In most cities, this isn't a huge problem,
but in rural America this is a critical issue, because most of those residents barely have dial up
connections.
This presentation is oriented toward describing the barriers we face in ICT & Digital Media
education, and how those barriers are nearly insurmountable in rural America due to the lack of
broadband.
Almost every school now uses online learning management systems, and expect their students to
access needed class materials in those venues, including homework, tests, and interaction with
their instructors and fellow students. Even though they may be able to use open labs when on
campus, not all of our schools have enough computers with all the software each student is
required to utilize, and many of our schools don't even have good enough computers to handle
that kind of workload. Consequently more and more of our campuses are turning to Remote
solutions that students can access rom home or hotspots.
This still leaves many students out of the educational process even in communities where high
quality broadband is abundant because they simply can't afford to utilize it consistently. That
problem is exasperated in rural areas where even though broadband may be advertised as being
available, no ISP actually provides it. Most of those communities are also too impoverished to
even get the most basic equipment into the hands of our students.
There are alliances forming to address these issues, but most seem disassociated with each other,
and have not yet moved out of the talking phase and into the doing part. They need to be
brought together to form a cohesive effort that has some hope of practical success. Community
Colleges need to become the glue that holds those efforts together.
Room 1205
Building ICT Pathways to Increase Diversity: a California Case Study
Veronica Sanchez-Casian, Pathways Senior Associate
Luis Chavez, Senior Director of Policy and Practice
Career Ladders Project, Oakland, CA
The Career Ladders Project, in partnership with the Latino Institute for Corporate Inclusion, will
share results of recent research on diversity in California ICT occupations. As the digital age
continues to transform the workplace and drive economic growth, ICT can offer California workers
2014 Winter ICT Educator Conference
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a chance at upward economic and social mobility. Changing demographics in California suggest
that employers will increasingly rely on a labor pool comprised of people of color. The inclusion of
Latinos and African Americans in ICT education and careers, and their continued success, is
essential to the future of California and to the vitality of the ICT sector. Leaders in industry,
education, and workforce development are joining forces to ensure that diverse populations
historically underrepresented in ICT have the tools and opportunities they need to enter and
thrive in ICT professions.
Drawing upon the findings from primary research that engaged ICT employers, employees,
educators, and students from across the state, the study presents key themes and
recommendations for strengthening ICT career preparation across all levels of the educational
continuum. Research included ICT Program of Study educational attainment data for UC, CSU and
CCs and why these numbers are too low to meet the occupational growth in California.
Recommendations for key stake holders include, industry leaders, K-16 educators, policymakers,
state systems, and community based organizations.
Presenters will discuss high impact efforts underway in California to address the skills gap for
entry and middle-skilled jobs and to diversify the ICT workforce; along with career pathways as a
promising practice to increase Latino and African American participation in ICT education and
careers.
Room 1102 - Computer Lab
Cloud Computing 101: How do I start adding it to my ICT classes?
Rich Watson, Senior Technical Instructor, VMware, Palo Alto, CA
Every ICT Instructor knows cloud computing is the new paradigm, but most don't understand it
well. This session examines concepts such as public cloud, private cloud, hybrid cloud, and
community cloud. We sort through the alphabet soup of PaaS, SaaS, IaaS, and DaaS or VDI. We
explain the basic cloud concepts of multi-tenancy, snapshots, fenced networks, linked clones, and
more. Attendee can perform hands on labs in remote cloud computing lab environments on their
laptops and other devices during and after the session.
Room 1103 – Computer Lab
Create Your Own Course: A CyberWatch West Mentoring Program Part 1
Vincent Nestler, Professor, California State University - San Bernardino
Chris Simpson, National University
Jake Zhu, CSU - San Bernardino
Paul Morris, Mount Hood CC
In the last 6 months a group of professors participated in a mentoring program to develop their
own cybersecurity related course. The program focused mainly on developing the hands on
portion using the Remotely Access Virtualized Environment (RAVE). The Backwards Design model
of instruction was used in conjunction with the National Initiative for Cybersecurity Education
(NICE) to develop the course. This presentation will discuss the process of developing courses in
this manner, allow instructors who were in the course to share what they have developed, and
allow participants to use these environments for their own upcoming classes. Participants may
also wish to apply for the next round of mentoring to create their own course.
Those attending this session will:
• Get a brief overview of the Backward Design model of instructional design
• Discover ways of incorporating the NICE framework in the course design
• Be exposed to some of the designs created by participants in the mentoring program
• Have the opportunity to request the lab environments for their own students in upcoming
quarters
2014 Winter ICT Educator Conference
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• During Part 2, participants will have an opportunity to work with some of the environments and
work through hands on labs.
Room 1201
Report from the ACM CCECC IT Curriculum Project
Jim Nichols, Instructional Computing Division Chair, Estrella Mountain Community
College, Avondale, AZ
Cara Tang, PhD, Computer Information Systems Faculty, Portland Community College
Directed by the ACM Education Board, the ACM CCECC (Committee for Computing Education in
Community Colleges) has produced curricular guidance for associate-degree IT programs
consisting of core IT learning outcomes with associated assessment rubrics. The learning
outcomes express core IT competencies which should be common to all IT-related associatedegree programs. The three-tiered assessment rubrics provide further clarity and meaningful
evaluation metrics for each outcome, and facilitate integration into assessment-based curricula.
The outcomes have been influenced by current and future needs of business and industry,
certifications, related curricula, and government and standards bodies. This session will present
the CCECC’s curricular guidance for associate-degree IT programs, with time for discussion. This
is the concluding session in the series of CCECC reports at MPICT on the IT curriculum project
that began with a presentation at MPICT 2012 and continued at MPICT 2013.
CCSF Chinatown Campus
Monday, January 6, 2014
(4:30PM - 5:20PM)
Room 1104
Content in Context: Modeling Professional Skills in a Technical Classroom
David Riske, Instructor, Western Nevada College, Carson City, NV
Warren Hioki, Co- PI BATEC, College of Southern Nevada
Deborah Boisvert, Principal Investigator BATEC, University of Mass. Boston
Content in Context is a teacher training model that encourages faculty of IT content to engage
students in an active learning process where technical content is presented to students through a
business context that encourages critical and computational thinking, as well as emphasizing
team work, communication and presentation skills and problem solving.
In today's rapidly changing business and technical environment, it is no longer enough to be just
technically competent, a college graduate, or even certified. Students need to be able to move
beyond the reductionist "insert tab 'a' into slot 'b' '' processes typically associated with entry-level
student success in technical programs and must bring to potential employers an ability to engage
critically and productively within the business environment.
The objectives of Content in Context is to illustrate the possibilities of altering course content
delivery methods to effect changes in curriculum that emphasize technical skills training within
the context of the business environment.
• Alter content delivery, not content, to shift the perspective of the technical employee's role
within the business environment.
• Develop valid assessment measures for the business related non-technical content.
• Use Business and Industry representatives to validate instructional change.
2014 Winter ICT Educator Conference
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Room 1105
Bridging the (Hands-on Cybersecurity Technical Skills) Gap Between Graduates and
Industry: Best Practice with Proven Results
Israel O Aladejebi, Director, Cybersecurity,Virtualization and Forensics, Century
College, White Bear Lake, MN
Cyber Security is a national issue recognized all the way to the level of the President. There is a
need for as many as 30,000 people with these skills while college only produce 1000 according to
a report from the Center for Strategic & International Studies (CSIS). The national infrastructure
is at risk as well as critical data belonging to companies of all kinds. At this time, the education
system has struggled to meet to meet this challenge. According to CSIS, “The problem is both of
QUANTITY and QUALITY. The realization of this crisis led us to implement series of step that
produce a phenomenal result, creating nearly 98% job placement for new graduates in this
exploding technical field.
Cybersecurity, by its very nature is not new but its scope and effect on our daily life, and every
sector of economy is an entirely different story. It is noteworthy to start by saying that it is
"people-driven" —both defenders and attackers— engaged in a contest playing out on a field of
information systems and technology. According to the NBISE report, “as in any contest of this
kind, success lies in identifying talent and continually developing and conditioning teams of
professionals".
There is a need for as many as 30,000 people with these skills while college only produce 1000
according to a report from the Center for strategic & International Studies (CSIS). The national
infrastructure is at risk as well as critical data belonging to companies of all kinds. At this time,
the education system has struggled to meet this challenge. According to CSIS, “The problem is
both of QUANTITY and QUALITY. The realization of this crisis led us to implement series of step
that produce a phenomenal result, creating nearly 98% job placement for new graduates in this
exploding technical field. We called this program ‘BDE’ -Broad, Deep and Engaging”. Current
student population stands at 126.
According to National Board of Information Security Examiner (NBISE) “the US currently suffers
from a general shortage of new-entry engineers and information security experts. We need such
experts to fill existing positions and solve the emerging challenges that threaten our companies,
government, infrastructure, and security"
The realization of this crisis led us to implement series of steps that produce a phenomenal result,
creating nearly 98% job placement for new graduates in this exploding technical field. We called
this program "BDE" -Broad, Deep and Engaging. The adoption of cloud-based technology to
provide hands-on labs to simulate a real-environment, adoption of National certification as part of
the assessment selected course, and an effort to attract women and minorities proved to be a
very successful.
Room 1204
Unique and Innovative Approach to Academic Advising
Dr. John Sands, Department Chair IT
Ricky Moore
Justin Valentino, Center for System Security and Information Assurance (CSSIA)
Palos Hills, IL
Most Computer and Information Technology (CIT) programs are comprised of college certificates
and or an Associates of Applied Science (AAS). These are typically terminal degrees and are
designed to lead to student employment. Academic advising is a critical factor in the success or
failure of these programs. Over the years the complexity of the CIT industry has led to many
challenges and failures of traditional CIT academic advising. This session will share a unique and
2014 Winter ICT Educator Conference
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innovative approach to CIT academic advising. Our team will share best practices, exercises and
tools used to implement a new approach to CIT academic advising.
One of the most frustrating challenges as a faculty member or department chair of CIT programs
has been building and maintaining quality academic advising to support our programs. We
understand that academic advising can make or break a program. Academic advising controls the
life line of students entering your program. For years our faculty members would spend
substantial time working with both college and high school academic advisors. The results were
less than expectable. However, I don’t blame our academic advisors. The workforce landscape in
information technology has become far more complex than anyone could have predicted. The
amount of job specialization has made the work of academic advisors nearly impossible.
Information security, virtualization, mobile computing and network convergence have resulted in
continuous changes in course content, knowledge and skills requirements, industry sponsored
certifications and job titles. There are dozens of new positions that did not exist just five years
ago.
The complexity of our programs’ academic advising had come to the point that only our most
engaged faculty could keep up with the changing landscape. Confusion and the inability to provide
clarity in academic advising can and will have adverse impact on academic programs. It is in this
light that our faculty made a drastic decision, “to take charge of the academic advising for our
programs”. Learn how a well-structured and new approach to academic advising can have a
positive impact on your program. Our academic advising approach has resulted in higher
retention, greater completion rates, and greater student satisfaction. This approach also better
prepares students to better plan and prepare for industry certifications.
This session will spell out how our faculty took charge and made transformational changes in our
approach to academic advising. Our team will share their best practices, self-directed exercises,
data collection methods and tools used in academic advising. This new approach to academic
advising can also provide critical student data that enables you to better schedule resources and
more precisely evaluate overall program success. Our team will also share how this approach to
academic advising can have tremendous impact on your feeder high school programs. We will
share with you how this approach can provide seamless transition in dual credit programs.
While we have applied this approach to academic advising to our CIT department this
methodology can be applied to any career or technology program.
Room 1205
Getting More Women in ICT Classes: Building a Leadership Team
Donna Milgram, Executive Director, Institute for Women in Trades, Technology and
Science (IWITTS), Alameda, CA
Increase the number of female students in your ICT classes by working as a team with
instructors, counselors, outreach staff and administrators. In the Institute for Women in Trades,
Technology and Science’s (IWITTS's) successful CalWomenTech Project, community colleges that
implemented these strategies saw significant increases in recruitment rates of female students,
and retention rates of female and male students.
Donna Milgram, the founder and Executive Director of the Institute for Women in Trades,
Technology & Science (IWITTS) and the PI of the NSF-funded CalWomenTech Scale Up Project,
will share the benefits of using a Women in STEM/ICT Leadership Team to recruit female students
to ICT classes. Participants will learn proven recruitment strategies for increasing the number of
female students in their ICT classes, learn who should be on their Leadership Team, and complete
an exercise to start developing their own Leadership Team. Workshop participants will also be
invited to attend the 2-day, in-person NSF WomenTech Educators Training hosted by MPICT in
June 2014 and learn how they can apply as a Leadership Team.
2014 Winter ICT Educator Conference
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The more people that educators can get involved in their recruitment efforts, the more lasting
change they are going to have in their classes and at their college. Yes, one instructor on their
own can get more women in the classroom, but the schools that have been the most effective and
had lasting institutional change have had more people involved.
Room 1102 Computer Lab
Cloud Computing 201: Teaching Cloud Computing Concepts
Rich Watson, Senior Technical Instructor, Vmware, Palo Alto, CA
Every ICT Instructor knows cloud computing is the new paradigm, but most don't teach it in their
ICT classes. This session examines how to teach Cloud Computing to your ICT students. This
session discusses how to: Differentiate types of cloud computing services, Identify cloud
computing benefits, Differentiate types of cloud implementations such as public cloud, private
cloud, hybrid cloud, and community cloud. We identify common availability, efficiency,
management, and elasticity challenges. We explain the cloud concepts of policy-based
provisioning and governance, and sort through cloud networking and Security features and
technologies. Attendee can perform hands on labs in remote cloud computing lab environments
on their laptops and other devices during and after the session.
Room 1103 Computer Lab
Create Your Own Course: A CyberWatch West Mentoring Program Part 2
Vincent Nestler, Professor, California State University - San Bernardino
Chris Simpson, National Univesity
Jake Zhu, CSU - San Bernardino
Paul Morris, Mount Hood CC
In the last 6 months a group of professors participated in a mentoring program to develop their
own cybersecurity related course. The program focused mainly on developing the hands on
portion using the Remotely Access Virtualized Environment (RAVE). The Backwards Design model
of instruction was used in conjunction with the National Initiative for Cybersecurity Education
(NICE) to develop the course. This presentation will discuss the process of developing courses in
this manner, allow instructors who were in the course to share what they have developed, and
allow participants to use these environments for their own upcoming classes. Participants may
also wish to apply for the next round of mentoring to create their own course.
This past summer a small group of professors were mentored in the process of developing virtual
environments custom made for their classrooms and needs of instruction. These environments
are made available to their students each semester and are available for other professors to take
advantage of.
I would like to present on this process, showing the basic steps in developing environments.
Participants in the mentor program be given the opportunity to share what they built, and explain
their thought process in the design of the environment. People attending the session can request
the environments developed for their own classes, as well as participate in the next round of
mentoring.
Several of the professors involved in the program will be attending and sharing their experience
as well as the lab environments they created.
Those attending this session will:
• Get a brief overview of the Backward Design model of instructional design
• Discover ways of incorporating the NICE framework in the course design
• Be exposed to some of the designs created by participants in the mentoring program
• Have the opportunity to request the lab environments for their own students in upcoming
quarters
• During the second half, participants will have an opportunity to work with some of the
2014 Winter ICT Educator Conference
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environments and work through hands on labs
Room 1201
TechSpot 2.0: Providing Hands-on ICT Experience for Underserved Students
Maura Devlin-Clancy, Co-PI and Faculty, CNIT Department, City College of San Francisco
Sherry Suisman, Co-PI and Senior Program Associate, Career Ladders Project
TechSpot 2.0 (National Science Foundation ATE Grant to City College of San Francisco’s CNIT
Department) establishes an on-campus computer technical support center to provide community
college students typically underrepresented in the field of ICT with hands-on work experience.
This presentation will give an overview of this project and share strategies for engaging and
supporting historically underserved students to promote equity for special populations in Career
and Technical Education programs.
This session will introduce participants to and convey preliminary results of the TechSpot 2.0
Project at City College of San Francisco. TechSpot 2.0 (ATE Grant from the National Science
Foundation) establishes an on-campus technical support center to provide students with hands-on
ICT work experience. Participants will learn about the goals of this project, including:
• Establish a center on CCSF’s main campus to provide Technical Support for the CCSF community
• Internships for underrepresented students
• Strategies for sustainability, including competitive service fees and industry certification test
prep and testing services
• Use social media for dissemination and coordination
• Use free online tools and resources for center operations
• Meet industry needs for diversity
Additionally, this session will cover the academic entry points students take into TechSpot,
including through the CNIT Department at CCSF and through our partnership with Year Up Bay
Area, the local site of a national CBO that offers a one-year, intensive training program in IT and
Business for low-income young adults.
Attendees of this session will come away with an understanding of the opportunities and
challenges of establishing a technical support center on their campuses as well as strategies for
serving students typically underrepresented in the field of ICT. Attendees will also have an
opportunity to meet students working on the project and hear first-hand how the internships
offered through this project are impacting them academically and professionally.
2014 Winter ICT Educator Conference
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CCSF Chinatown Campus
Auditorium
Tuesday, January 7, 2014
(8:45AM - 9:15AM)
Keynote: MegaTrends and the World of 2020: At the Intersection of Business and
Technical Trends.
Charles Bess, HP Fellow, HP Application Business Services Americas Chief Tech
We live in a rapidly changing world which can seem disruptive. Many of these changes are
actually predictable and based on activities happening today. This presentation takes an examplebased approach to examining some of the high level changes underway, enabling organizations
and individuals to prepare for a future they desire.
Keynote: Mobile Learning for All: Supporting Diverse Learners with UDL and Mobile
Devices
Luis F. Pérez, Ph. D.
This presentation will begin with an overview of Universal Design for Learning (UDL), an approach
to curriculum design that emphasizes goals, materials, methods and assessments that work for all
learners from the start. Based on the concept of universal design in architecture, UDL represents
an exciting convergence of the latest research about the learning brain and the unique
opportunities presented by new technologies that can more easily adapt to the diversity of
learning styles, backgrounds and accessibility needs of today’s college students. By building in
flexibility to address the needs of a diverse student population from the start, UDL can reduce the
need for costly accommodations for many students. The accessibility features needed by learners
who have special needs are already included as standard features on the latest mobile devices
from companies such as Apple. The presenter, who is an Apple Distinguished Educator, will
demonstrate how college faculty can leverage these built in accessibility features to meet the
needs of diverse students using the devices many of these learners already know and use on a
regular basis. By empowering all faculty members to address the accessibility needs of their
students, institutions of higher learning can begin to shift their focus away from a curriculum
designed to meet the needs of a mythical “average” learner to one that recognizes and builds on
the diversity of their student populations. This shift is required for these institutions to effectively
fulfill their mission of preparing all of their students for the future.
After this session, participants will be able to:
•
Identify the three brain networks and their roles in learning.
•
Describe the three principles of Universal Design for Learning and how they support each of
the brain networks
•
Implement built-in accessibility features of mobile devices from Apple to address the needs
of students with disabilities, English-language learners and other diverse students.
•
Access online resources to continue building their capacity to implement accessibility best
practices with mobile devices in their classrooms.
2014 Winter ICT Educator Conference
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CCSF Chinatown Campus
Tuesday, January 7, 2014
(10:30AM – 11:20AM)
Room 1104
Creativity & ICT
Laura Feeney, Education Advocate, Adobe, San Francisco, CA
What happens when creativity and ICT meet? Attend this session to learn why creativity is
essential for student success and hear stories about educators successfully inspiring student
creativity in ICT classrooms.
What happens when creativity and ICT meet? As an Education Advocate for Adobe, Laura Feeney
travels widely looking for the best examples of creativity in schools. In this session, Laura will
share some of the research on creativity as well as stories about students and teachers doing
creative work in innovative ICT classrooms.
Room 1105
What is the Role of the National CyberWatch Center?
Casey W. O'Brien, Director, National CyberWatch Center, Largo, MD
The National CyberWatch Center has shifted its focus from a regional mission and programmatic
focus to one leading and supporting national, collaborative efforts to advance cybersecurity
education and strengthen the cybersecurity workforce.
In this presentation, hear from the Director of the National CyberWatch Center as he outlines the
various roles the National CyberWatch Center now plays as a national center in cybersecurity
education. Attendees will learn about national initiatives and new projects that will impact the way
they design and deliver courses, new resources available (e.g., National Cybersecurity Student
Association), as well as opportunities to partner.
Room 1204
Expanding Opportunity in San Francisco’s Pipeline to ICT Education and Employment
Olivia Herriford, Associate Director, MPICT
Beth Cataldo, Faculty, Multimedia Studies, City College of San Francisco
Evan Decker, Consultant, MPICT
Pierre Thiry, PI, MPICT
Ursula Bischoff, WestEd
Patrick Mitchell, TechSF, San Francisco Office of Economic and Workforce Development
Demetrius Durham, CARE Transitional Coach, Bayview Hunters Point YMCA
The Mid-Pacific ICT Center (MPICT), WestEd and the San Francisco Office of Economic and
Workforce Development (OEWD) launched projects in 2012 to build ICT career pathways for San
Francisco residents. These projects, funded by the National Science Foundation and the U.S.
Department of Labor, seek to align instruction, work-based learning and supports to create an ICT
pipeline from secondary education through mid-career transitions and entrepreneurial projectbased work. This session will feature exciting work currently underway to build components of
the pipeline that expand opportunities to enter ICT careers among groups not currently
represented in the field – for example, females and people of color – whether attending high
school, community college or community-based education and training programs.
2014 Winter ICT Educator Conference
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You’ll learn about resources, programs and services that have been put in place since the 2013
Winter Conference and four projects to expand the pipeline that are outgrowths of a strategic
stakeholder convening co-facilitated by the presenters on September 20, 2013. You’ll have the
opportunity to engage in discussion to help refine project plans, strategize about ways to launch
additional projects that were suggested at the Summit, and learn how to join a team to help
move the work forward.
Room 1205
Cancelled: Using Universal Design for Instruction to Improve Student Learning and
Success
Donna Lange, DeafTEC, Director
Myra Pelz, DeafTEC, Co-PI
Rochester Institute of Technology, Rochester, NY
Universal design for instruction is an approach to designing course instruction, materials, and
content to benefit people of all learning styles. Modifications for students, especially for those with
disabilities, are built into the curriculum, not merely added later on as needs arise. During this
presentation, participants will experience what it is like to be a deaf student in a class followed by
a discussion of the challenges deaf students face and the Universal Design principles that could be
used to improve the instruction and learning not only for the deaf student but for all students in
the class.
A videotaped lecture will be shown with no sound to help participants experience a lecture as a
deaf student. A discussion of the participants’ response to the lecture will follow and will result in
generating specific strategies for improving classroom teaching that will benefit all students.
Throughout the discussion, principles of Universal Design for Instruction will be presented and
how these principles can be applied to improve instruction.
Online resources being developed by the NSF ATE Center, DeafTEC (www.deaftec.org) to improve
existing teaching practice by providing better access to instruction for deaf and hard-of-hearing
students in mainstream STEM classes will also be discussed.
Room 1103 – Computer Lab
Faculty Networking Improves Skills and Builds Programs
Ann Beheler, Principal Investigator, Convergence Technology Center, Frisco, TX
Helen Sullivan, Director, CTC, Frisco, TX
Bill Saichek, Professor, Orange Coast CC
The National Convergence Technology Center has grown its convergence program through the
active engagement of the Convergence College Network - a group of community colleges around
the country who have adopted and adapted the convergence program at their own campuses.
This session will show how the network has grown and evolved, and how it helps new colleges
launch success IT degrees and certificates.
The Convergence Technology Center (CTC) evolved its Mentored College program into a
community of practice, now known as the Convergence College Network (CCN), which helps these
colleges save time and money in starting new technology programs. This grouping of colleges
includes the CTC as the hub of a mesh network. In addition to providing professional development
and curriculum resources, the CTC’s CCN provides a process for individuals to not only receive
assistance but also to gain experience in helping other instructors and colleges establish new
programs.
The CTC CCN is a collaborative network of peers available through quarterly online meetings,
wiki’s, social media venues and the blending of traditional and online professional development.
2014 Winter ICT Educator Conference
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Room 1104 – Computer Lab
Malicious Documents and Memory Forensics - Part 1
Israel O Aladejebi, Director, Cybersecurity, Virtualization and Forensics, Century
College, White Bear Lake, MN
The rise of malicious documents (pdf, MS word) in the last few years have created a real threat
for computer and network users, an enterprise security challenge that many savvy security
analyst continues to struggle to fix even after several high-profile security incidents. Likewise,
Memory forensics and the examination of volatile digital data has become a necessary step in any
complete Windows forensic examination or reverse engineering malware. Memory sizes in modern
machines can now range from 4GB to 32GB. The transformation of documents from static binary
files with little potential for harm to macro and scripting enabled documents makes it easy for
attackers to evade detection with little effort.
First Session (Hands-on lab) will focus on 1.) Proper Memory Acquisition: Demonstrate targeted
memory capture by ensuring data integrity. 2.) How to Find Evil in Memory: Detect rogue, hidden,
and injected processes. 3.) Effective Step-by-Step Memory Analysis Techniques: Use process
timelining to spot anomalous behavior. 4.) Another major topic covered in this section is the
reversing of malicious Windows executables using memory forensics techniques. We will explore
this topic with the help of tools such the Bulk extractor, Volatility Framework and associated plugins.
Second Session (Hands-on lab) will focus on exploring 1.) Common patterns of assembly
instructions often used to gain initial access to the victims computer. 2.) We will learn how to
analyze malicious Microsoft Office documents, covering tools such as OfficeMalScanner and
explore steps for analyzing malicious PDF documents with utilities such as Origami and PDF Tools.
3.) The discussion of malicious documents and memory forensics will bring us deeper into the
world of user and kernel-mode rootkits and allow us to use context of the infection to reverseengineer malware more efficiently.
CCSF Chinatown Campus
Tuesday, January 7, 2014
(11:30AM - 12:20PM)
Room 1104
Create, Learn and Inspire - Multimedia Technician Program
Melissa Colon, Distance Ed Coordinator/Co-PI Multimedia Technician Grant
Ida Ponder - Instructor of Entrepreneurship
Kathy Schultz - Instructor of Computer Information Systems
Columbia College, Sonora, CA
Columbia College, located in the rural Northern California Sierra Nevada foothills, developed a
multimedia technician career pathway to prepare students with the skills and education necessary
to advance into careers as multimedia technicians and entrepreneurs. Currently, students in the
Mother Lode region have very limited higher education opportunities, particularly for careers in
the high-tech fields. The only available programs are either a very long distance for the student to
travel to more urban areas, or online programs offered by expensive private institutions.
Ironically, the multimedia field is one in which employees can work and live in a rural
environment, whether supporting small local businesses with multimedia needs, or by
telecommuting with larger companies physically located out of the area. We will be sharing
lessons learned from the NSF grant opportunities.
2014 Winter ICT Educator Conference
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Room 1105
CSSIA Cyberwars as a Practice of Security
Mohsen Doroodchi, Information Security Program Coordinator, Milwaukee Area
Technical College, Milwaukee, WI
David Durkee, CSSIA NSF ATE Center, Moraine Valley CC, Palos Hills, IL
College student competitions have been used in different areas of STEM among which CCDC
(Collegiate Cyber Defense Competition) has found a lot of interest amongst college students.
Practice of security has become more realistic with CCDC. The other security competitions such as
offered by the National Cyber League is designed to be more inclusive, independent and
preparatory for college students to practice security. CSSIA Cyberwars is the new generation of
practical cyber security competition for college students. This work reviews CSSIA Cyberwars and
discusses its impact on security education for college students.
Room 1204
Removing Access Barriers to ICT Education Pathways
Olivia Herriford, Associate Director, MPICT
Evan Decker, Consultant, MPICT
Ursula Bischoff, WestEd
Patrick Mitchell, TechSF, San Francisco Office of Economic and Workforce Development
Mina Dadgar, WestEd
This session will present findings of secondary research on the barriers to access to ICT education
in K-14 education in San Francisco and share current and proposed projects to address them
through the work of the MPICT/BATEC ICT Pathways Project and SF OEWD's TechSF Initiative.
The TechSF and MPICT Education Pathways Group conducted secondary research on access
barriers to K-14 ICT education during spring/summer 2013 as a means to inform action plans to
improve ICT education and career pathways in San Francisco. The findings range from disparities
in programs across the City's K-12 schools to the perception of ICT careers. The Education
Pathway Group also explored potential solutions and in this session, those projects, in progress
and in consideration, will be discussed.
Room 1205
Cancelled: Increasing Workforce Diversity: Integrating Deaf and Hard-of-Hearing
Employees in the Workplace
Donna Lange, DeafTEC, Director
Myra Pelz, DeafTEC, Co-PI
Rochester Institute of Technology, Rochester, NY
Employers today see a diverse workforce as giving them a competitive advantage by enabling
them to compete successfully in the global marketplace, hire from an expanded labor pool, and
better meet their customers' needs. Improving diversity means including more individuals of color
and diverse ethnicity, as well as individuals with disabilities. The goal of this experiential
presentation is to help employers with strategies to integrate deaf and hard-of-hearing employees
into the workplace.
Through hands-on activities, video simulations and discussion, the presenters will create a fun,
comfortable, and engaging atmosphere in which the following topics will be covered:
• Understanding Hearing Loss and Deaf Employees
• Communication on the Job
• Strategies to Help You Integrate Deaf and Hard-of-Hearing Employees Into the Workplace
• Accommodations for Deaf and Hard-of-Hearing Employees
Room 1102 – Computer Lab
Citrix IT Academy: Teaching VDI in Both Virtual and Physical Environments
2014 Winter ICT Educator Conference
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Dan Myers, Academic Programs Manager, Citrix, Castle Pines, CO
John Vail, Professor, Department of Network Engineering Technology, Advanced Technology Center, Florida State College at Jacksonville
Attend this session to discover free resources to incorporate into your virtualization and cloud
programs, the courses offered through the Citrix IT Academy program and the physical and
virtual lab options for delivering Citrix courses.
Virtualization, the cloud and mobility is radically changing how the world does business and how
and where work gets done.
The Citrix Academic Network (citrix.com/academic) provides free resources and an IT Academy
program to help students and educators build mobility, virtualization and cloud knowledge and
skills.
Attend this session to discover more about the available resources to incorporate into your
virtualization and cloud programs, the courses offered through the IT Academy program and the
physical and virtual lab options for delivering Citrix courses.
Dan Myers will present the program and options for setting up a physical lab environment. John
Vail will present the Network Virtualization program FSCJ developed, demonstrate Citrix course
labs running in the NDG NETLAB+ virtual lab environment and discuss how Citrix IT Academies
can download the virtual labs.
See how easy it is to incorporate industry relevant skills into your program and provide a
competitive career advantage to your students.
Room 1103 – Computer Lab
Malicious Documents and Memory Forensics - Part 2
Israel O Aladejebi, Director, Cybersecurity, Virtualization and Forensics, Century
College, White Bear Lake, MN
The rise of malicious documents (pdf, MS word) in the last few years have created a real threat
for computer and network users, an enterprise security challenge that many savvy security
analyst continues to struggle to fix even after several high-profile security incidents. Likewise,
Memory forensics and the examination of volatile digital data has become a necessary step in any
complete Windows forensic examination or reverse engineering malware. Memory sizes in modern
machines can now range from 4GB to 32GB. The transformation of documents from static binary
files with little potential for harm to macro and scripting enabled documents makes it easy for
attackers to evade detection with little effort.
First Session (Hands-on lab) will focus on 1.) Proper Memory Acquisition: Demonstrate targeted
memory capture by ensuring data integrity. 2.) How to Find Evil in Memory: Detect rogue, hidden,
and injected processes. 3.) Effective Step-by-Step Memory Analysis Techniques: Use process
timelining to spot anomalous behavior. 4.) Another major topic covered in this section is the
reversing of malicious Windows executables using memory forensics techniques. We will explore
this topic with the help of tools such the Bulk extractor, Volatility Framework and associated plugins.
Second Session (Hands-on lab) will focus on exploring 1.) Common patterns of assembly
instructions often used to gain initial access to the victims computer. 2.) We will learn how to
analyze malicious Microsoft Office documents, covering tools such as OfficeMalScanner and
explore steps for analyzing malicious PDF documents with utilities such as Origami and PDF Tools.
3.) The discussion of malicious documents and memory forensics will bring us deeper into the
2014 Winter ICT Educator Conference
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world of user and kernel-mode rootkits and allow us to use context of the infection to reverseengineer malware more efficiently.
CCSF Chinatown Campus
Tuesday, January 7, 2014
(1:30PM - 2:20PM)
Room 1104
Opening Up ICT Education: Open Source, Open Courses, Open Textbooks, and Open
Access Journals
Una Daly, Community College Outreach Director, OpenCourseWare Consortium
Saratoga, CA
John Gonder, Instructor, Las Positas College
The open source pioneers launched the “open” movement in the 1990s with the promotion of
freely reusable software and community development. Since that time open textbooks, open
courses, and open-access journals have joined the disruptive “open” movement. IEEE, the world's
largest technical professional organization, recently announced that all its peer-reviewed journals
will offer open-access publishing. ACM is also moving towards open access. Come and find out
about the repositories for open textbooks, open courses, and open journals that you can freely
reuse and revise in your ICT classroom to lower costs and enhance your teaching.
This session will help attendees to understand the current open education movement in the
context of the early open source initiative and how that eventually lead to the open course
movement, open textbooks, and open access journal publishing.
The presenter will share the IEEE and ACM case studies where they are transforming their
publishing business from an “all rights reserved” to “open access” model. In addition, recent
California state higher education policy and legislation that has been supportive of open
educational practices to lower costs for students will be discussed.
Finally, attendees will have an opportunity to explore national and international repositories for
open educational resources that can be freely re-used in community college ICT classrooms.
Room 1105
Helping Your Students Get a California State Government ICT Job
Ernest Shih, Chief Enterprise Architect / Adjunct Professor State of California /
American River College, Sacramento, CA
This session covers the types and numbers of ICT related jobs in California state government;
how to find California government ICT job openings; formal processes for applying for California
State government employment; and job requirements, salaries, and benefits. The learner should
walk away with a basic understanding how the State process works and the pros & cons working
for the State government vs. the private sector.
Room 1204
Is Teaching Wireless Networking in Your Future?
William Saichek, Professor, Computer Science and Information Systems, Orange Coast
College, Costa Mesa, CA
Just look around and all you see is wireless. Wireless phones, wireless environmental control,
wireless televisions, wireless tablets, wireless refrigerators, even wireless pet tracking. The list
goes on and on. Now even the new generation of Healthcare Information Technology is using
2014 Winter ICT Educator Conference
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wireless to monitor patients using new advances in wireless technologies. This next generation of
network technicians will need to be trained and fluent in wireless networking.
This presentation will provide a glimpse into the new wireless curriculum being developed by the
Convergence Technology Center. During the session we will cover the basics of wireless
networking, the latest WiFi technology; 802.11n, the future 802.11ac (Gigabit WiFi), teaching
tips/tricks/hints for wireless; hand-on exercises you can do in your classes, CWNA certification
and, the Achilles Heel of wireless networking … security.
The presentation will include several practical demonstrations and hands-on activities, including a
look at how Wireshark can be used to capture and view unsecured wireless communications in the
vicinity.
Room 1205
Fostering Diversity in Digital Media Education
Jeff Baker, Professor, College of the Canyons, Valencia, CA
This presentation is to discuss the idea of how a diverse student body can be achieved in the area
of digital media instruction. The topics covered are wide and as diverse as the student body I
teach. These topics of discussion will outline the methods I use to attract and retaining a diverse
student body. These topics are (1) faculty that is diverse and gender neutral, (2) an open access
educational system for students of all socio-economic status to succeed, and (3) a diversity of
learning styles that focus on active, problem based learning with real world outcomes.
Attendees will examine and evaluate the strategies used to attract and retain a wide and diverse
student body. I will break the presentation into three sections. One section will be a presentation
and a discussion on the roles that faculty play in mentoring and acting as role models. Specifically
I will examine how our female adjunct instructors at the College of the Canyons mentor our
students and foster a more gender friendly environment. For this section I will use interviews with
students and faculty as well as questions that are to begin discussions regarding the role of
gender in the creation of digital media content.
The second section will illustrate the effect open access education has in attracting and retaining
students from diverse socio-economic groups. Because community colleges are a low cost and
open alternative to universities they are an attractive alternative for poorer students. How do
these poorer students fare? What chance of success do they have with and without access to the
community college? And finally what role does art, specifically digital media, play in retaining
these students? We will also examine how differing social groups and ethnicities tell their unique
stories. How is our culture enriched by fostering the creative spirit of all its citizens? I want to
examine the effects that art and storytelling has on increasing the self-reliance of minorities and
the poor. For this I will show and discuss animation and digital media clips from both a variety of
professional and students who are from various socio-economic groups. We will discuss what, if
any differences, these clips show and how this increases the cultural wealth of society.
The third section of my presentation will be a hands-on demonstration of how active learning is
used to teach animation in my classroom. Attendees will learn what is meant be an active
learning classroom and how an active learning environment is common to many digital media
fields. Attendees will examine and discuss why this method is used and what its benefits and
drawbacks might be. We will also examine how students use problem based learning to go beyond
what is taught, to learn how students can “teach themselves” and why this method is successful
in creating lifelong learners. Finally, we will discuss how these two ideas of active and problem
based learning aid in retaining students a more diverse student body.
2014 Winter ICT Educator Conference
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Room 1102 – Computer Lab
Test Drive the EMC Cloud Infrastructure and Services (CIS) Labs Using NDG’s NETLAB+
Kim Yohannan, Academic Alliance Manager, EMC, Franklin, MA
Rich Weeks, President, Network Development Group (NDG), Raleigh, NC
The need for ICT students to learn about cloud computing has become mainstream in the era of
server virtualization and the deployments of cloud infrastructures. In this session, you will be able
to complete one or more of the labs from NDG that support the EMC CIS course. In addition, EMC
will briefly explain how you can adopt the CIS course as a participant of the EMC Academic
Alliance program.
EMC and NDG will present a virtual lab environment designed to introduce students to cloud
computing infrastructures. Specifically, NDG will present a new NETLAB+ cloud computing lab
library designed to be used with EMC CIS course. This virtual environment can be hosted by
academic institutions to complete labs for the EMC Academic Alliance, VMware IT Academy, and
general IT courses. Instructors will have the opportunity to complete at least one of the labs from
NDG that support the EMC CIS course.
Room 1103 – Computer Lab
EDURange: A Framework for Designing Hands-on Security Exercises
Richard Weiss, Faculty, The Evergreen State College, Olympia, WA
Jens Mache & Miles Crabill, Faculty Lewis & Clark College, Portland, OR
Cybersecurity is an important part of ICT education. The goals of this workshop are to introduce
the EDURange framework for designing interactive network security exercises, discuss how it
could be used with The RAVE virtual environment to allow faculty to set up and manage virtual
networks for their students, and discuss with faculty how current exercises in EDURange and The
RAVE could be adapted to their courses. We will show how we have used The RAVE and
EDURange to design interactive network security exercises for our classrooms. The RAVE is an
educational cloud-based environment, which is a framework for creating virtual networks that are
safe and isolated from the Internet.
EDURange implements a scenario description language (SDL). This allows instructor to create a
security game without having to become an IT administrator. Creating and running a network
security game requires creating VMs, installing and configuring software, and configuring the
network. This includes both the “game space” as well as the management space, e.g. scoring
system and firewalls that define the rules of the game and what players can do.
EDURange is designed to abstract the game configuration in order to highlight the learning goals
rather than the system configuration details. These details are captured in machine-readable
configuration files that the instructor may modify if desired. We will give a demonstration of an
exercise in EDURange that can be played as a game, and which could be used by any computer
science faculty with a little training. It uses nmap and teaches about network addressing, TCP,
UDP, and ICMP protocols. We have used this exercise in our classrooms and in workshops.
2014 Winter ICT Educator Conference
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CCSF Chinatown Campus
Tuesday, January 7, 2014
(2:30PM - 3:20PM)
Room 1104
MOOCs and ICT Education:
Disruptive or Merely Distracting
Una Daly, Community College Outreach Director, OpenCourseWare Consortium
Saratoga, CA
Computer Science and IT courses were the first massively open online courses (MOOCs) from
Stanford and MIT and continue to dominate the online higher education disruption. Less than
two years old, Udacity has announced a new focus on corporate and vocational training and
Coursera is partnering with the World Bank to create courses targeted to the developing world.
Although the MOOC world is in flux, what if any lessons can ICT educators learn from it?
Join us for a discussion on how community colleges are developing and utilizing MOOC courses
and open content. Hear outcomes from early adopters and share your vision for the future of
online learning.
Issues and points of view that will be presented:








The MOOC completion problem: does it matter?
What kind of learner succeeds in a MOOC environment?
Use of MOOC content: What are the restrictions?
Videos and Quizzes: Good or Bad pedagogy
Use of Remedial MOOCs: What’s the data telling us? Is it about completion or driving
enrollment?
Community College MOOCs Case Studies:
- Broward College – College Readiness
- Bunker Hill College – Practical Python Programming
- Hartnell College – Criminal Law
- Mount San Jacinto College – Remedial English
- Scottsdale College – Basic Arithmetic
Bill Gates vision of the flipped classroom with MOOCs
Stephen Downes’ vision of community college MOOCs
Room 1105
Disaster Management and Communication System - an Experiential Learning (ExL)
Project for Students
Charles Winer, Professor/Head-CITG Department
Purdue University Calumet, Hammond, IN
Natural disasters, such as earthquakes, floods, hurricanes, and tornados, cause loss of life,
property damage, and lengthy recovery times. Assistance can be expedited through computerized
systems that accelerate the resource distribution process. This practical research lays a
foundation for preparedness, management, and decision support systems at the local government
level. The integration of a high performance computer with graphical visualization supports a Data
Management and Communication System (DMCS). The DMCS can provide innovative disaster
management solutions to local government agencies. Graduate/undergraduate students along
with faculty and staff developed a prototype of an automated solution to natural or man-made
disasters.
2014 Winter ICT Educator Conference
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Disasters cause huge loss of life, enormous amounts of property damage, and long recovery
times. The sights and sounds of disasters and expectation of rapid response is putting increasing
pressures on governments and other institutions to move ever more quickly. The tool needed by
emergency responders to mitigate some of the loss is an integrated, mobile, self-contained voice
and data communications system. This practical research project explores a solution to facilitate
and expedite the process of distributing resources when a disaster occurs by managing the
aftermath more efficiently and effectively. We utilized the high performance computing (HPC) and
Center for Innovation through Visualization and Simulation (CIVS) resources at Purdue University
Calumet (PUC) to develop a disaster data management, visualization and decision supporting
system prototype that focuses on the Northwest Indiana region. This research has three
objectives: 1) development of web-based disaster data management and communication system,
2) fast distributed computation of disaster related damage assessment and resource distribution
strategy utilizing Purdue University Calumet HPC Cluster, and 3) interactive visualization of
disaster affected populations, resource centers, as well as the resource distribution strategy.
The Disaster Management and Communication System (DMCS) is portable and self-supporting
with laptops or handheld devices that can be carried into a disaster area. After deployment, the
system can be operational and functional within just a few hours. The DMCS model is flexible and
scalable in the sense that it was designed with dual purposes in mind; it can be used to manage
the everyday components of a township agency, or expanded to accommodate the more
extensive communication operations of a disaster client base. The DMCS application is a two-tier
application with application screens and class objects residing on a web server and the data being
stored in a separate SQL server database. The Web server uses HTTPS security protocol to
encrypt the data communication between the client computer and web server.
Participants will view the 2D version of the 3D system that demonstrates the view of the disaster
area and the ability to match emergency needed resources to those in the disaster area. The
DMCS development team is continuing to generate and implement modules of the system based
upon feedback from conference and demonstration participants.
Room 1205
SamaUSA: A Case Study on Using Technology and Digital Work to Improve College
Completion Rates
Tess Posner, Director
Francisco Fuentes, Curriculum Developer
SamaUSA, San Francisco, CA
SamaUSA, a pilot program started in 2013, helps low-income community college students find
and succeed in online work so they can graduate and forge a path out of poverty. SamaUSA is
part of Samasource, an award-winning nonprofit social enterprise that has four years of deep
expertise giving dignified work to poor people via the Internet. Samasource has connected over
3,700 women and youth globally to over $3 million in living wages, thereby helping the world’s
poor reach their full potential. In this workshop, learn more about the program and how digital
work can help boost student’s income and improve graduation rates.
One of the most cited reasons for increasing college dropout rates is the cost of a higher
education. Most simply cannot afford a college education without supplementing their financial aid
with some type of work obligation. This is especially true among underrepresented groups in
higher education. Work while in college provides students with the option to both reach their
educational aspirations and meet their financial obligations.
Unfortunately, traditional forms of work are not always readily available or compatible with the
lifestyle of a full-time or even part-time student. However, the rapid growth behind the digital
economy is disrupting old forms of work while at the same time making it possible to work in new
2014 Winter ICT Educator Conference
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and innovative ways. The new opportunities being generated by the tech world will ultimately
shape not only how we work but also how we teach, pushing us to think anew about how to best
reengage both work and education in order to best prepare college students for a changing
workforce while still in school.
This presentation will provide a detailed overview of how technology is creating new ways to work
and earn income, paving a path of opportunity for students struggling to afford their college
education. We will give an overview of the model, results, origins and history of SamaUSA to
explore the opportunity of online work. We will also discuss expansion opportunities and ways we
might be able to partner with those in attendance.
Room 1102 – Computer Lab
News and Updates from CompTIA
Alan Rowland, Business Development Manager - Education CompTIA
Come hear what is new and exciting at CompTIA, including three recently released exams,
Cloud+, Mobility+ and Secure Mobile Applications.
I’ll also provide general info a Jan 1 price change and a new test preparation product that will
release in Q1.
Room 1103 – Computer Lab
Setting Up an Online ICT Program
John McEvoy, Professor, San Diego Community Colleges, San Diego, CA
Recently, we converted our Web Server Maintenance and Security course from a 25 hour a week
classroom program to a hybrid program consisting of 15 classroom hours per week and 10 online
hours per week. This presentation will describe and demonstrate the steps we took using
PowerPoint, Youtube, Camtasia Relay and CCCConfer as the basic tools. I can demonstrate the
process using classroom computers and provide the necessary links and instructions.
2014 Winter ICT Educator Conference
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