This course covers biometric usability testing with a focus on border control and mobile devices. The course objectives are to understand biometric systems, how people use them, testing methodologies, limitations, and research methods. Topics include genuine users, usability, attacks, border security, tokens, qualitative/quantitative research, and focus groups. Students will complete a research-based group project, assignments, and quizzes. The course uses lectures, discussions, guest speakers and students are expected to regularly attend and complete all work.
IT 34500 is an undergraduate course offered to Purdue West Lafayette students. The course gives an introduction into biometrics and automatic identification and data capture technologies
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Developing students digital literacies through Enquiry-Based Learning (EBL) -...Tünde Varga-Atkins
Our presentation on a curricular model, embedding digital and information literacies.
Credit: Simon Snowden, Emma Thompson and Tunde Varga-Atkins @ University of Liverpool
IT 34500 is an undergraduate course offered to Purdue West Lafayette students. The course gives an introduction into biometrics and automatic identification and data capture technologies
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Developing students digital literacies through Enquiry-Based Learning (EBL) -...Tünde Varga-Atkins
Our presentation on a curricular model, embedding digital and information literacies.
Credit: Simon Snowden, Emma Thompson and Tunde Varga-Atkins @ University of Liverpool
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
Webinar: Setting The Tone In A Brightspace Course With QM Standard OneD2L Barry
Webinar for the Brightspace Teaching & Learning Community
Presenters: Misty Green, Ruth Markulis, Jessica McCarty; all of University of Maryland University College
Title: Setting The Tone In A Brightspace Course With QM Standard One
View the recording: https://www.d2l.com/resources/webinars/setting-the-tone-in-a-brightspace-course-with-qm-standard-one/
Problem-Based Learning Objects, PBLOs, in the Fully Online Learning Community...rolandv
Participants will investigate the creation of PBLOs for instigating problem/question
creation/identification. Modified PBLOs will be employed within the FOLC course design and
implementation processes.
Concepts discussed will include:
● History and Nature of Problem-Based Learning
● Underlying Learning Theories - Social and Radical Constructivism, Community of
Practice/Learning
● Video case studies
● PBLO Structure
● Learning Objects in Constructivist Environments
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
Personal Adds: making improvements to the personal tutoring schemeChris Willmott
Slides from a presentation at Enhancing Student Learning Through Innovative Scholarship Conference (University College London, 28th June 2016). This was the second annual conference for teaching-dominant academics. #ESLTIS16
Lights, Camera, Action! Engaging students in digital video productionChris Willmott
Slides from a talk given at the Enhancing Student Learning conference in Durham (UK), July 2015.
This is a lightly revised version of a presentation listed here previously.
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
Webinar: Setting The Tone In A Brightspace Course With QM Standard OneD2L Barry
Webinar for the Brightspace Teaching & Learning Community
Presenters: Misty Green, Ruth Markulis, Jessica McCarty; all of University of Maryland University College
Title: Setting The Tone In A Brightspace Course With QM Standard One
View the recording: https://www.d2l.com/resources/webinars/setting-the-tone-in-a-brightspace-course-with-qm-standard-one/
Problem-Based Learning Objects, PBLOs, in the Fully Online Learning Community...rolandv
Participants will investigate the creation of PBLOs for instigating problem/question
creation/identification. Modified PBLOs will be employed within the FOLC course design and
implementation processes.
Concepts discussed will include:
● History and Nature of Problem-Based Learning
● Underlying Learning Theories - Social and Radical Constructivism, Community of
Practice/Learning
● Video case studies
● PBLO Structure
● Learning Objects in Constructivist Environments
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
Personal Adds: making improvements to the personal tutoring schemeChris Willmott
Slides from a presentation at Enhancing Student Learning Through Innovative Scholarship Conference (University College London, 28th June 2016). This was the second annual conference for teaching-dominant academics. #ESLTIS16
Lights, Camera, Action! Engaging students in digital video productionChris Willmott
Slides from a talk given at the Enhancing Student Learning conference in Durham (UK), July 2015.
This is a lightly revised version of a presentation listed here previously.
In this research, intra-visit match score stability was examined for the human iris. Scores were found to be statistically stable in this short time frame.
This research focused on classifying Human-Biometric Sensor Interaction errors in real-time. The Kinect 2 was used as a measuring device to track the position and movements of the subject through a simulated border control environment. Knowing, in detail, the state of the subject ensures that the human element of the HBSI model is analyzed accurately. A network connection was established with the iris device to know the state of the sensor and biometric system elements of the model. Information such as detection rate, extraction rate, quality, capture type, and more metrics was available for use in classifying HBSI errors. A Federal Inspection Station (FIS) booth was constructed to simulate a U.S. border control setting in an International airport. The subjects were taken through the process of capturing iris and fingerprint samples in an immigration setting. If errors occurred, the Kinect 2 program would classify the error and saved these for further analysis.
The stability score index, conceptualized in 2013, was designed to address the weaknesses of the zoo menagerie and other performance metrics by quantifying the relative stability of a user from on condition to another. In this paper, the measure of interoperability is the stability score from enrolling on one sensor and verifying on multiple sensors. The results showed that like performance, individual performance were not stable across these sensors. When examining stability by sensor family (capacitance, optical and thermal) we find that capacitive as the enrollment sensor were the least stable. Both enrolling and verifying on a thermal sensor, individuals were the most stable of the three family types. With respect to interaction type, enrolling on touch and verifying on swipe was more stable than enrolling on swipe and verifying on swipe, which was an interesting finding. Individuals using the thermal sensor generated the most stable stability scores.
1 School of Computer & Information Scien.docxadkinspaige22
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste.
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste.
1 School of Computer & Information Sciendrennanmicah
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste ...
The human signature provides a natural and publically-accepted legally-admissible method for providing authentication to a process. Automatic biometric signature systems assess both the drawn image and the temporal aspects of signature construction, providing enhanced verification rates over and above conventional outcome assessment. To enable the capture of these constructional data requires the use of specialist ‘tablet’ devices. In this paper we explore the enrolment performance using a range of common signature capture devices and investigate the reasons behind user preference. The results show that writing feedback and familiarity with conventional ‘paper and pen’ donation configurations are the primary motivation for user preference. These results inform the choice of signature device from both technical performance and user acceptance viewpoints.
The inherent differences between secret-based authentication (such as passwords and PINs) and biometric authentication have left gaps in the credibility of biometrics. These gaps are due, in large part, to the inability to adequately cross-compare the two types of authentication. This paper provides a comparison between the two types of authentication by equating biometric entropy in the same way entropy of secrets are represented. Similar to the method used by Ratha, Connell, and Bolle [1], the x and y dimensions of the fingerprints were examined to determine all possible locations of minutiae. These locations were then examined based on the observed probability of minutiae occurring in each of the designated locations. The results of this work show statistically significant differences in the frequencies and probabilities of occurrence for minutiae location, type, and angle, across all possible minutiae locations. These components were applied to Shannon’s Information Theory [2] to determine the entropy of fingerprint biometrics, which was estimated to be equivalent to an 8.3-character, randomly chosen password
In this research, intra-visit match score stability was examined for the human iris. Scores were found to be statistically stable in this short time frame.
In this research, intra-visit match score stability was examined for the human iris. Scores were found to be statistically stable in this short time frame.
In this research, intra-visit match score stability was examined for the human iris. Scores were found to be statistically stable in this short time frame.
A lot of work done in Center recently has focused around different topics concerning "time". Iris stability across different "times" has been in the forefront due to work in the undergraduate class, IT345, the graduate class IT545, as well as work in Ben Petry's thesis. Of course "time" is a fairly inaccurate word to use. Assessing stability over time is very ambiguous to the research question. For example time may mean millisecond, months, years, or even life of the user. Upon further examination of other academic literature, the reporting of research duration, collection interval, and specific time frame of interest are sporadic at best and missing completely at worst. To solve this issue, the Center has created the biometric duration scale (BDS) model with associated suggested best practices for reporting time duration in biometrics.
The BDS model marries the general biometric model with HBSI model to create a logical flow of five phases: the presentation definition phase, sample phase, processing phase, and enrollment or matching phase. By tracking information through this progression such as specific subject presentations made, HBSI error, and FTE/Enrollment score (to name a few), performance within the general biometric model can be examined. The BDS model goes one step further by creating specific durations to report research specific metrics. By creating this model, outcomes that effect a yearly performance metrics can be looked at by examining monthly performance, daily performance, or even specific user presentations and how those subcomponents effect the whole system.
Additionally, best practices for the reporting of duration is also included. The reporting methodology stems from ISO 8601 and is in compliance with ISO 21920. In the common reporting structure, start date, duration, number of visits at how many intervals, and time scope of interest for the specific research are given in a logical, readily available format along with the very specific, detailed ISO 8601 methodology. The goal of creating a formal script for reporting research duration was to eliminate ambiguity and create an environment where replication and drawing parallels between research is encouraged.
According to a report by Frost and Sullivan in 2007, revenues for non-AFIS fingerprint devices in notebook PC's and wireless devices is anticipated to grow from $148.5 million to $1588.0 million by 2014, a compound annual growth rate of 40.3% [1]. The AFIS market has a compound annual growth rate of 15.2% with revenues of $445.0 million in 2007. With the development of mobile applications in a number of different market segments, such as healthcare, retail, and law enforcement, this paper analyzed the performance of fingerprints of different sizes, from different sensors...
This is a preview of the databases we use in the Center. The presentation overviews our data collection GUI, data storage (datawarehouse), and our project management database. Each of these databases work together to allow us to efficiently run our operations.
Presented at The 8th International Conference on Information Technology and Applications (ICITA 2013), Sydney Australia, July 1 - July 4 2013.
The purpose of this paper is to illustrate the automatic detection of biometric transaction times using hand geometry as the modality of interest. Video recordings were segmented into individual frames and processed through a program to automatically detect interactions between the user and the system. Results include a mean enrollment time of 15.860 seconds and a mean verification time of 2.915 seconds.
Michael Brockly's M.S. thesis presentation for Purdue University, December 2013.
This study created a framework to quantify and mitigate the amount of error that test administrators introduced to a biometric system during data collection. Prior research has focused only on the subject and the errors they make when interacting with biometric systems, while ignoring the test administrator. This study used a longitudinal data collection, focusing on demographics in government identification forms such as driver’s licenses, fingerprint metadata such a moisture and skin temperature, and face image compliance to an ISO best practice standard. Error was quantified from the first visit and baseline test administrator error rates were measured. Additional training, software development, and error mitigation techniques were introduced before a second visit, in which the error rates were measured again. The new system greatly reduced the amount of test administrator error and improved the integrity of the data collected. Findings from this study show how to measure test administrator error and how to reduce it in future data collections.
The impact of force on acquiring a high quality
fingerprint image has been systematically studied by researchers
using single print optical scanners. A previous study examined
force levels that ranged from 3N to 21N using a single print
optical sensor. A second experiment used force levels ranging
from 3N to 11N using a capacitive and optical single print sensor.
Additional work has been conducted that looked at smaller
increments of force also using an optical sensor. This paper
contributes to the body of knowledge by using an alternative
fingerprint sensor, an alternative force level and compares it to
the auto-capture method.
The purpose of this study was to investigate bacterial recovery and transfer from three biometric sensors and the survivability of bacteria on the devices. The modalities tested were fingerprint, hand geometry and hand vein recognition, all of which require sensor contact with the hand or fingers to collect the biometric. Each sensor was tested separately with two species of bacteria, Staphylococcus aureus and Escherichia coli. Survivability was investigated by sterilizing the sensor surface, applying a known volume of diluted bacterial culture to the sensor and allowing it to dry. Bacteria were recovered at 5, 20, 40 and 60 minutes after drying by touching the contaminated device with a sterile finger cot. The finger cot was re-suspended in 5 mL of saline solution, and plated dilutions to obtain live cells counts from the bacterial recovery. The transferability of bacteria from each device surface was investigated by touching the contaminated device and then touching a plate to transfer the bacteria to growth medium to obtain live cell counts. The time lapse between consecutive touches was one minute, with the number of touches was n = 50. Again, S. aureus and E. coli were used separately as detection organisms. This paper will describe the results of the study in terms of survival curves and transfer curves of each bacterial strain for each device.
This paper discusses the implementation issues of installing a commercially available hand geometry system in the current infrastructure of Purdue University's Recreational Sports Center. In addition to a performance analysis of the system, a pre- and post- data collection survey was distributed to the 129 test subjects gathering information on perceptions of biometrics, in particular hand geometry, as well as participants' thoughts and feelings during their interaction with the hand geometry device. The results of the survey suggest that participants were accepting of hand geometry. Additionally, analyses of the participants' survey responses revealed that 93% liked using hand geometry, 98% thought it was easy to use, and 87% preferred it to the existing card-based system, while nobody thought the device invaded their personal privacy. System performance achieved a 3-try match rate of 99.02% (FRR 0.98%) when "gaming"/potential impostor attempts were removed from analysis. The failure to enroll rate was zero. Statistical analyses exposed a significant difference in the scores of attempts made by users with prior hand geometry usage, and subjects that could not straighten out their hand on the device. However, there were no statistical difference in the effects of rings/no rings, improper hand placements/proper hand placements, or gender on hand geometry score.
More from International Center for Biometric Research (20)
(2005) Implementation of Hand Geometry at Purdue University's Recreational Ce...
Biometric and usability
1. Last edit: 1/12/2015 Elliott 1
IT 58100 Biometric Usability
Professor: Dr. Stephen Elliott Office Hours:
Young 312 By Appt – posted online in Blackboard, and Office
(765)-494-2311
elliott@purdue.edu
Course Questions: elliott@purdue.edu
Course Theme:
This summer, the course themes will cover border control and biometrics on mobile
devices.
Course Objectives:
The course has the following objectives.
1. Understand the operation of biometric systems.
2. Understand how people use biometric systems in operational settings (both
controlled and uncontrolled).
3. Understand traditional technology, scenario, and operational testing methodologies.
4. Understand traditional ergonomic and usability testing methodologies.
5. Understand and analyze the limitations of biometric systems.
6. Understand basics of quantitative and qualitative research.
7. Evaluate the issues in designing a biometric system, including but not limited to: the
impact of language and culture (instructions and symbols); ergonomics and
anthropometrics (heights-angles, positioning); training and habituation or accessibility;
affordance and perception.
8. Interpret results from reports on biometric technologies evaluation methods,
ergonomic and usability methods, and statistical methods.
9. Appraise and critically evaluate prior scenario and operational test reports and case
studies of biometric technologies to examine where the application of Human-Biometric
Sensor Interaction.
10. Transfer knowledge and understanding of usability, ergonomic, and usability
evaluation methodologies to the testing and evaluate biometric devices and systems.
11. Establish a test methodology and collect data using a Human-Biometric Sensor
Interaction based methodology (usability, ergonomic, human factors) to investigate a
current problem facing the industry.
12. Perform the appropriate data analysis and report findings in a report.
13. Students will produce final reports, conference papers based on the course project.
Course Schedule
Week 1 – Introduction to Usability
Week 2 – HBSI (refresher – GBM)
2. Last edit: 1/12/2015 Elliott 2
Week 3 – The role of the genuine user
Week 4 – Usability and Signature (Richards model)
Week 5 - HBSI and attack / HBSI false claim model
Week 6 – HBSI border security – NZ Smart Gates
Week 7 – HBSI and token models
Week 8 – Qualitative and Quantitative Research
Week 9 – Focus groups
Week 10 – Focus groups
Week 11 – Border analysis
Week 12 – Border analysis
Weekly effort:
In order to estimate the time allotted to the class, you need to submit your timesheets
each week. The course will have short lectures, online discussion and brainstorming, and
project analysis. At times, you may be working with the team in the center. To allocate
time, you need to use Pattern. The link will be available in Blackboard.
Typically, there will be 3 small lectures, brainstorming reviews, an article review, and
some guest lectures.
Standard Course Features
Course Lectures
Pre-recorded video lectures available for each lesson
Lecture Slides
Used in conjunction with lecture videos
Lecture Transcripts
Used to follow along with lecture videos
Modular Quizzes
Used to quiz student knowledge of course material after each lecture
Assignments
Submission of written material and analysis of biometric data
Additional Features
Interactive Elements
Used for further practice of lecture subjects
Activities and Resources
Used to support understanding of lesson topics
Grading System
This course is scaffolded on previous courses, and so if you have a Passport badge you
may apply it to the course modules, and complete the quiz (100% pass required).
Assignments and quizzes are worth 20% and the final project is worth 80% of the final
grade. Students who complete the course will earn digital badges as part of the
Passport Initiative.
3. Last edit: 1/12/2015 Elliott 3
Digital badges are certifiable icons that represent academic achievements or skills
smaller than a college degree.
Project
In this class, there is a project. It can be individual, but it is preferable to have a group.
You should spend 30 hours on this project. You may “blitz” the project by coming in for
longer period of times. Your project should be research-based, and will be evaluated by
our team and well as your class colleagues.
Course Software
All of the software is provided to you in the Center.
We also use Lync / Skype as a communication tool, and OneNote as lab management
tools. The lectures are available online, and are linked in this syllabus. The files are able
to be downloaded. The quizzes are within the lectures, and in Blackboard.
Student Expectations:
To be successful in this course, the student will: ATTEND (ONLINE) CLASS
REGULARLY, and:
Attendance:
Purdue University policy states that all students are expected to be present
for every meeting of classes in which they are enrolled. All matters relative to
attendance, including the make-up of missed work, are to be arranged
between you and the instructor. Only the instructor can excuse you from
classes or course responsibilities. In the case of illness, accident, or an
emergency, you should make direct contact with your instructor as soon as
possible, preferably before the class. If the instructor cannot be reached
directly a message should be left in the instructor’s department mailbox or
with the instructor’s secretary. If you will be absent for more than five days,
have not been able to reach the instructor in person or by telephone or
through leaving notification of your circumstances with the instructor’s
secretary, you or your representative should notify the Office of the Dean of
Students (765-494-1254) as soon as possible after becoming aware that the
absence is necessary. Be advised, you may be asked to provide
documentation from an authorized professional or agency which supports an
explanation for your absence.
Complete all assigned readings and work as outlined on the schedule.
Become familiar with Blackboard and employ the course site regularly.
Take notes on the course content (both readings and lectures). You are responsible
for all assigned materials and content covered in class (the latter even if it is not
covered by the text).
Actively participate in all class and Blackboard activities. This will be judged by your
professor.
Students are expected to be familiar with and subscribe to the Purdue Student
Honor Code:
http://www.purdue.edu/univregs/pages/stu_conduct/code_of_honor.html
4. Last edit: 1/12/2015 Elliott 4
Students are to also to be familiar with the principles of academic integrity as
prepared by Purdue University’s Dean of Students office:
http://www.purdue.edu/odos/osrr/integrity.htm
Academic dishonesty will lead to dismissal from class and failure in the course.
5. Last edit: 1/12/2015 Elliott 5
Notices
Academic Honesty
Academic honesty requires that students do not cheat, or knowingly assist another to do
so. Other unacceptable behavior includes plagiarism, which is the submitting of
someone else's work as your own, and the unauthorized access to or changing of
grades or examinations. Faculty consider the submitting/performing of essentially the
same single piece of work for credit in different classes to be dishonest unless all faculty
members involved have agreed, in advance, to the specific situation.
Accommodations Statement
If you have a disability and need accommodations (for example, extended testing time,
note takers, large print materials), please inform your instructor privately as soon as
possible. Students with disabilities seeking academic accommodations should also
register with Purdue University’s Office for Students with Disabilities, SCHL 207, 494-
1247. The institution will review documentation about your disability and about the need
for accommodations you are requesting and will assist in planning and providing for any
necessary accommodations.
Campus Emergencies
In the event of a major campus emergency, course requirements, deadlines and
grading percentages are subject to changes that may be necessitated by a revised
semester calendar or other circumstances. Here are ways to get information about
changes in this course. Blackboard Vista web page, my email address:
elliott@purdue.edu, and my office phone: 494-1088. An email listserv has also been set
up.
Emergency Links
For procedures regarding specific campus emergencies
http://www.purdue.edu/police/assistance/emergencies/index.htm
University News Service information releases on Avian Influenza
http://news.uns.purdue.edu/
REM Emergency Procedures Information
http://www.purdue.edu/physicalfacilities/emergencycontacts.php
Safety Committees
http://www.purdue.edu/rem/
Purdue Agricultural Extension Service Disaster Recovery Resources for Indiana
http://www.ces.purdue.edu/eden/
6. Last edit: 1/12/2015 Elliott 6
Changes
The instructor reserves the right to alter the format of this class by giving verbal or
written notice during any class period. This policy includes tests and test schedules.