1. Department of Math & Computer Science
Teaching a Networking Class for Freshmen: Course Design and Lessons Learned
Yang Wang, Thomas Blum, and Margaret McCoey
Department of Math & Computer Science
La Salle University
Philadelphia, PA, 19141

2. Literature Work and Our Focus
Lab design for network classes:
Supports multiple classes e.g., [6,7,8,13]
Dedicated for particular classes, e.g., [17]
First-year students
e.g., Forensics class [4]
Our Focus:
Freshmen CS/IT students
Networking class
the latter two cannot provide an optimal solution or near-optimal solutions with guarantee on the performance

3. Outline Background Challenges Design Principles behind Course Design
Feedback/Assessment
Lessons
Future Work
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

4. LANs & Network Administration
Background
LSU: urban, math&cs Dep., CS/IT majors, diverse population, over 42% from underrepresented ethnic groups
Networking Class: coverage in three classes
CSIT 220: Freshmen networking class Our Focus
CSIT 220
Data Communication
CSIT 321
Client Support
CSIT 320
LANs & Network Administration
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices
CSIT 422
Information Security

5. Design Top-Down vs. Bottom-up Abandon virtualization technology
The importance of introduction and overview
Introduction
Application Layer
Transport Layer
Network Layer
Link Layer
Overview
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices
Given the time limit, we will briefly touch on each part

6. Challenges Lack of prior knowledge
Depth and broadness for serving future class
Identify a minimum set of concepts/protocols
Balance of Theory and Practice
Abstract concepts in networking, e.g., layering
Practice should be simple, and interesting (vs. virtualization)
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices
One of the most important factors in teaching is “What the learners already know”.
--- David Ausubel

7. Introduction Question-oriented:
Clarify a few major concepts in networking
Selected based on the relevance to students’ daily lives/prior knowledge
Introduction of important concepts at early stage: e.g., IP address
What is a network/Internet?
How does Internet identify nodes?
How does Internet transmit msgs between nodes?
How do you get a connection to the Internet?
How fast is your connection?
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

8. Introduction – Layering Analogy
Alex
(Letter Carrier)
Bobby
(Letter Carrier)
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices
Application Layer
Letter Exchange between Kids
Transport Layer
Network Layer
Alex and Bobby
USPS
Link Layer
USPS Shipping Segments

9. Practice: TCP Protocol Design
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

10. Practice: MAC Protocol Design
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

11. Application Layer Coverage of HTTP, FTP, DNS, and SMTP
Labs: simple, free, lightweight, no installation
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

12. Transport Layer Coverage of TCP and UDP
Scenario-based (vs. FSM-based) study of TCP
Lab: same principle
TCPView is highly recommended.
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

13. Scenarios-based Study of TCP Accumulated ACKs
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

14. Network Layer and Link Layer
Coverage of IP, subnetting, router architecture,
Switch-based Lab (instead of routers)
Subnet mask matters
Plug-and-play
Introduction of ARP
Link Layer:
Coverage of MAC, ARP, Ethernet, Switch
ARP lab:
Trace analysis of Wireshark captured packets
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

15. Overview Glue Feature Comparison
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

16. Principles behind Course Design
How to address the limit background of freshmen?
Resort to alternative approaches: scenarios-based vs FSM for TCP study
Adjust the requirement: link-state routing algorithm for algorithm class
Supplement: coverage of binary system and ASCII in the introduction
Keep it simple and interesting: e.g., not chasing cutting edges, keep labs simple
How to address abstract concepts:
Daily analogies: Internet layers
Common Sense Exercises: Protocol Design Practices
How to ensure students are prepared for downstream classes:
Introduction of key concepts in early stage: e.g., IP
Repetition: DHCP at Application, Transport, Network Layers
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

17. Feedback and Assessment
Course Average: 4.575/5
65% of students positively confirmed the value of the class, e.g.:
“Covered a wide range of the subject, while still helping you learn what you needed to.”
“It gives the student an overall understanding of how networking works as well as a basic understanding of how to administrate and manage computer networks.”
“I felt that the class flowed very well. I feel like I have a very good understanding of the course. It was very informative and the content was very relevant.”
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

18. Lessons Platform issue of labs: MAC lab was scheduled too early:
A large body of students are using Apple MacBook
MAC lab was scheduled too early:
Easily to forget as the Introduction and Link layers have a long time gap
Lab based on Wireshark trace analysis:
Answers can vary and problems can be all kinds, challenge to grade as well
Better just offer a recorded trace for all the students
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

19. Future Work Addressing the negative feedback
Alternative approach comparison: e.g., bottom up
Downstream classes
Allow heterogeneous network architectures
Easier for management
- disruptive technologies can be understood as revolutionary technologies. For example, new protocols that request a global upgrade of devices

20. Yang Wang, Thomas Blum, and Margaret McCoey
Questions?
Teaching a Networking Class for Freshmen: Course Design and Lessons Learned
Yang Wang, Thomas Blum, and Margaret McCoey
Once again, thanks for coming.
Thank you!