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We want to be our student's partner of
choice for obtaining high quality education in the areas Operating Systems/Platforms, Security and
Mobile Communication
Networks, that is also recognized as such by their future employers. Based
on feedback from industry, past graduates and results from our technology
research, we will continuously develop, evaluate and adjust all lectures to
prepare our students for their future work life and enable them to pursue
attractive career opportunities.
In addition to being good educators, we strive to be excellent researchers in
our core competency areas. We actively seek cooperation with like-minded
individuals and institutions. We will aggressively publish the results of our
work - for the benefit of the general public.
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Areas of interest.
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Values
(Eight Principles of Education - taken from the book “The New Professor's
Handbook - A Guide to Teaching and Research in Engineering and Science” by
Davidson and Ambrose, 1994)
1. Encourage active learning - students should: be prepared to work
hard when they enter a classroom, take an active role in acquiring and
maintaining new information during class, continue their interest doing
homework assignments. Faculty can: ask frequent questions to arouse
curiosity; present thought-provoking problems to encourage critical
thinking; provide students with concrete, real-life situations to analyze;
and use different teaching styles in their classes to engage students with
different learning styles.
2. Design effective learning experiences for students - because most
learning in a typical class takes place out of class, faculty should design
activities that will help students learn after class hours, e.g., reading
assignments, homework problems, group projects, laboratory assignments, and
computer exercises.
3. Provide prompt feedback - because learning is an
iterative process in which students apply a new concept, discover errors in
their application, and try again, faculty should provide feedback to
students as promptly as possible and that feedback should be corrective and
supportive.
4. Emphasize the importance of time and effort spent learning -
students must make effective use of time in and out of the classroom to be
successful in learning a subject. Faculty should emphasize the importance of
putting in that effort. Faculty can discuss with students effective study
habits and time management, and they can plan their learning activities to
permit the best use of their time and the student’s time.
5. Encourage student-faculty contact - because interaction between
faculty and student is at the very heart of the educational process, faculty
should interact effectively with students in the classroom displaying
enthusiasm, sensitivity, and command of the subject matter. They should also
allow time for effective interaction outside of class during office hours,
student societies and society functions, and departmental social activities.
6. Encourage cooperation among students - cooperative/collaborative
learning is a powerful tool to enhance student mastery of a subject, and
promoting interactions among students in a class can have a marked positive
effect by enhancing student self-esteem, improving collaborative and
teamwork skills, and developing personal responsibility. Faculty can
encourage these interactions by organizing cooperative in-class exercises
such as group discussions and group projects as well as activities outside
of class.
7. Communicate high expectations - students respond positively to
difficult classes through high ratings, high attendance, and high engagement
Teachers who demand a lot of their students have the most successful classes
in terms of student enjoyment and learning. Faculty should set high but
attainable goals, make expectations clear, and emphasize the intrinsic
rewards of their hard efforts, i.e., mastery of material and success in
later endeavors.
8. Respect diverse talents and ways of learning - because students
bring unique sets of abilities, interests, and experiences (which translate
into different ways of learning) to the classroom, faculty need to vary
their teaching styles to match the students’ various learning styles and
different personalities. Faculty should become familiar with the concepts of
teaching styles and learning styles, and they should use a variety of
teaching styles in the classroom to insure that all students are engaged in
learning.
Why do we need a mission?
In a discussion between Alice and the Cheshire Cat in Lewis
Carroll's Alice's Adventures in Wonderland, Alice asks:
"Would you tell me, please, which way I ought to walk from
here?"
"That depends a good deal on where you want to get to," said the Cat.
"I don't much care where -" said Alice.
"Then it doesn't matter which way you walk," said the Cat.
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