Course Title: Data Communications and Networking Proposer: Mahbub Hassan (on behalf of network teaching cluster) Rationale Why is the new course being proposed? This course is intended for non-engineering students. As such, it serves as a GenEd course. Currently there is no GenEd course on this subject matter. What are the academic objectives? Academic objectives are for students without computing/engineering background to learn the basics of data communications and networking and the various applications of this technology. Which programs/stage does it serve? It is mainly designed for non-engineering undergraduates. Why can the same objectives not be achieved with existing courses? Existing CSE courses on this subject matter (e.g. COMP3331, COMP9332, COMP9333) have significant computing/engineering pre-requisities and are not suitable for non-engineering students. How does the proposed course relate to other courses? The only other course that it relates to is COMP3331. However, COMP3331 contents/assignments require significant computing background. What overlap is there? Minor overlaps in terms of networking applications. If there is any overlap, why is this justified/not a problem? Despite the above mentioned minor overlap, this course is justified because its content and delivery are designed for students without requiring any computing prerequsities. Stakeholders and Consultation Who are the potential stakeholders, who was consulted about the proposal (inside the School as well as outside), what was the result of that consultation? The main suggestion of offering GenEd courses in various disciplines, including networking, came from CSE TC. At present, all networking courses at CSE are delivered by members of CSE Networks Teaching Cluster (NTC). The entire NTC was consulted about this proposal. There were three main results out of this consultation: (1) There was a concensus that a GenEd course on networking, if done right, will be a good thing for NTC and CSE. By offering the course to non-engineering students, we'll have exposure to students across the university. (2) Textbook needs to be selected carefully to balance technical content and ease of understanding for non-eng students. Finding the right textbook may not be easy (see more on this in the TextBook section). On the same token, assignments and other student activities will also have to be designed carefully. (3) All NTC members are currently involved in significant research and research supervision activities. Additional teaching load and its possible impact on research outcome was a concern for NTC members. If this course proposal was accepted by CSE and eventually by the Faculty, teaching support in terms of casual lecturer would be necessary. It was also noted, that by hiring casual lecturer with relevant experience in teaching networking courses for "general audience" (non-computing background), we'll be able to maintain high student satisfaction. Enrolment Impacts Likely enrolment (with justification), and impact on enrolments of other courses. It is not easy to estimate the enrolments. However, given that only non-eng students can enrol in this course, there is no impact on enrolments of other CSE courses. Justification of Prerequisites (or lack thereof) There is no pre-requisities, because it is designed for non-eng students. Any Courses this is Replacing, and Why? N/A. Delivery and Assessment Anything noteworthy about delivery mode, assessment (with justification). Unlike other CSE courses, extensive use of computing labs is NOT required, because the non-eng students are not expected to have computing background. Non-laboratory assessments would be more suitable for this course. Handbook Entry The aim of this course is to teach the basics of data communication and computer networking to students without any computing or engineering background. The contents include the communication media, types of networks, networking protocols and applications, data traffic management, wireless connectivity, and principles of internetworking. The course also highlights the relevance and impact of networking technology on our economic and social life. Textbooks/References The following textbooks were shortlisted as possible candidates (no firm decision was made about anyone): (1) D. Comer, The Internet Book: Everything you need to know about computer networking and how the Internet works, Paperback, 3rd Edition 2000. ISBN 0-13-030852-8 A gentle introduction to networking and the Internet, The Internet Book does not assume the reader has a technical background. It explains the Internet, how it works, and services available in general terms, without focusing on a particular computer or a particular brand of software. Ideal for someone who wants to become Internet and computer networking literate, The Internet Book explains the terminology as well as the concepts; an extensive glossary of terms and abbreviations is included. (2) Raymond R. Panko, Business Data Networks and Telecommunications (4th Edition), Prentice Hall, 2002. This cutting-edge exploration of data communications features 11 core chapters of essential material and 6 advanced modules—allowing readers at all levels of expertise to get up to speed and keep pace with the latest developments in the field. Real-world case studies, hands-on exercises, and a Market Realities section give readers a feel of—and prepare them for—the broad range of situations they are likely to encounter on the job. Core Network Concepts. Standards. Physical Layer Propagation. A Small Ethernet PC Network. Other LAN Technologies. Telephony: Internal and External. Wide Area Networks (WANS). Internetworking. Security. Network Management and Systems Administration. Networked Applications. For Network administrators. The following book was considered as reference text: A-L Barabasi, Linked: The New Science of Networks, Perseus Publishing, 2002. Syllabus Indicative syllabus / overview of contents (at a level of detail well beyond that of the handbook entry) - The science of networking in general and its implications - History of computer networking - Applications of computer networks in our modern life - Data communication basics - Categories and types of computer networks - Linking the computer networks together (Internet protocol) - Managing data traffic (TCP and congestion control) - The revolution of wireless networking - Where is networking heading (networking pervasiveness) Effect on School Resources: 1. Who is proposed to teach the proposed new course, and what impact would this have on their planned/current allocation? As mentioned earlier in the document, a casual lecturer would be appropriate for teaching this course. 2. What sort of tutorial component is proposed, if any? Given it is only a 3-unit course with small number of students, no tutorial is deemed necessary. 3. What is the likely impact on lab utilisation (this relates to assignment and project work as well as scheduled labs? Lab use will be minimal if any. There will be no programming component, but they may need the lab to access Internet, write assignments, etc. 4. Any other resource needs? E.g. special print/disk quota, access to servers, access to special machines, special labs. N/A