Teaching

I taught undergraduate and graduate courses at Thammasat University, Thailand (1993-1999), University of Minnesota (two undergraduate courses as a Ph.D. student in 2000 and 2003), Pennsylvania State University (2005-2011), and Auckland University of Technology (2011-present).

These are the courses that I  taught at Pennsylvania State University:

Undergraduate courses:
  • First Year Seminar [syllabus] [class project]
    This course introduces freshmen to the learning and careers in the field of information sciences and technology. I redesigned the project to consist of two parts. The first part asks students to video tape an interview with a senior student to learn about study plans, knowledge and skill sets, and career options. The second part asks students to come up with a feasible project that requires at least 4-5 professions in the areas of IST to work together to accomplish the project. Students are required to present how these different professions contribute to the project.

  • Networking and Telecommunications [syllabus] [class project 1] [class project 2]
    I used a socio-technical approach to develop fundamental knowledge about networks and student’s abilities to design network-based solutions to address real-world problems. Students are divided to small teams. Team members are expected to work together on hands-on network labs, small research problems, and a semester-long project.

  • Introduction to Security and Risk Analysis (Honors) [syllabus] [information security awareness campaign project] [small business information security case study]
    This course provides an overview to the spectrum of key information security concepts, protections, and practices pertaining to individuals, organizations, and society. Topics covered include information assets protection, technical, managerial, and safe security practices. I use a problem-solution-impact approach to teaching and learning information security at three levels of analysis: individual, organization, and society. For each level of analysis, I use targeted readings to help students develop a broad sense of security issues to be able to ask a set of interesting questions or think about important problems that should be further investigated. Next, students develop or conceptualize viable solutions to address the chosen problem. Finally, students will evaluate the impact of the solution using a small set of empirical data from surveys and/or interviews.

  • Overview of Information Security [syllabus] [class project]
    This course focuses on the principles of information security, security architectures and models, aspects and methods of information security such as physical security control, operations security, access control, hacks/attacks/defense, systems and programs security, cryptography, network and web security, worms and viruses, and other Internet secure applications. I used an organizational-technological approach to teach various information security concepts. I introduced the Harvard iPremier case study on denial of service attacks to teach organizational security plans. I also introduced the experiential web and Second Life learning module to teach everyday information security concepts.


  • Information and Organization [syllabus] [class project]
    This course provides an overview of organizations, organizational structures and functions, and the role of information and communication technology (ICT) in an organizational context. I introduced a Harvard simulation game on WinTel as an experiential learning component on the topic of interorganizational strategies.

Graduate courses:
  • Organization Informatics [syllabus]
    This course was co-developed and co-taught in Spring 2008 with Dr. Carleen Maitland. It examines ICTs and organizations using various theoretical lenses from economics, management, sociology, and information systems. The course introduces students to relevant theories that are used to enable better understanding of ICTs in organizational contexts across multiple levels of analysis including organizational, interorganizational, industry, regional, and global levels.

  • Graduate Colloquium
    I redesigned this seminar with the goals to advance students’ scholarly development and to develop students’ appreciation of interdisciplinary IST research that uses a broad range of theories and methods.
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