“To enable their joy!”
Every action I take as a teacher is directed toward the above statement. Without attempting to overreach or go “over-the-top”, I hold this statement as fundamentally true and vital. To the best of my knowledge, ability, skill, and experience, every aspect of encounter with me is my attempt to enable a student’s joy, now and in the future, no matter the subject, nor the task.
Students may even dispute that this is what is happening. That is the absence of experience and wisdom talking, but I am patient. How could anyone contemplate teaching, in reality, without patience. Impossible. Whether recognized or not now, and I am willing to try and explain where beneficial, how what I am able to do now comports to the above maxim.
I want to be able to take part in the development and enrichment of students’ lives as they prepare for their futures, encouraging them to excel in all that they do.
An important motivator for student learning is for me to build a clear expectation of success, encourage the students in all that they do and provide fair and beneficial assessment. I need to ensure that the curriculum directly links to the learning outcomes/essential learnings of each key learning area while recognizing and acknowledging achievement.
As a professional I respect my peers and will teach students to respect others by being a good example. Respect is vital, especially because there are many social and cultural differences in schools.
I believe that as a teacher I play a huge role, not only in the development of students for their future but also to build their confidence, purpose and personal sense of responsibility. Therefore I need to continually reflect on what I have said and done in the classroom to correct any errors and to learn from successes.
Teaching and learning online is more difficult, in my experience, both for student and for teacher. It is a “limited bandwidth”, in terms of human emotion and pathos, method, and therefore can be more easily frustrating to the student. It requires an additional level of maturity for a student to be successful learning online. I will not be physically present to any student, by definition, to encourage, cajole, ensure, motivate, etc. Students must assume greater responsibility, while more convenient, for engaging actively in the pedagogical exercise, and reaping the recognition of performance thereof.
I provide exercises and pedagogy, upon experience, I find appropriate for the student in front of me. I grade accordingly, fairly, and impartially. To earn an “A”, it must be earned. To earn an “F”, it must be earned, etc. I try to provide very timely feedback and encouragement and precise direction to students, so that, of their own volition, they may correct course in a timely way to most benefit their studies and the results thereof.
Matthew P. McCormick, 1/16/18
PEOPLE – mandated reporter training certificate, please click to view the document.
PEOPLE = Precollege Enrichment Opportunity Program for Learning Excellence
Spring 2002 2. TCM 130 – Into Telecom, TCM 233 – Voice Communictions
Fall 2002 3. TCM 250 – WAN/LAN, TCM 474 – Infosec, IT 320 – IT Architecture/OS
Fall 2009 2. CNS 378-Host Infosec – ONLINE
Spring 2010 1. ECT 582-ecommerce – ONLINE
Summer 2010 2 TDC 477 – Network Security – ONLINE
City Colleges of Chicago – Harold Washington College
Spring 2013 1. CIS 120
Fall 2013 2. CIS 120
Fall 2013 3. Algebra 1
Fall 2014 2. Math of Finance
Spring 2015 3. Math of Finance
Fall 2015 3. Math of Finance – ONLINE
Fall 2014 1. IS 120
Spring 2015 1. BU 345 – ONLINE
Fall 2015 1. CPS 445 – ONLINE
University of Wisconsin – Madison
Fall 2017 1. ISyE 601 IoT
Spring 2018 1. ISyE 601 IoT
University of the Cumberlands
Fall 2018 1. ISTCOL 439 Cybersecurity Capstone II – ONLINE
Spring 2019 1. ITSIOL 332 Interconnecting Cisco Network Devices 1 – ONLINE
Spring 2019 1. ITSIOL 432 Cisco Routing & Switching Essentials – ONLINE
Columbia Southern University
Fall 2019 1. CS 1010 Computer Essentials – ONLINE
Fall 2019 1. BBA 3551 Information Systems Management – ONLINE
Fall 2019 1. ITC 3840 Maintaining Microcomputer Systems I – ONLINE
Fall 2019 1. ITC 3450 Introduction to Data Communication – ONLINE
Fall 2019 1. ITC 3001 Personal Computer Fundamentals – ONLINE
Summer 2020 1. ITC 2302 Introduction to Data Communication – ONLINE
Summer 2020 2. BBA 3551 Information Systems Management – ONLINE
Capitol Technology University
Fall 2020 1. CS 230 Data Structures
Fall 2020 1. CS 457 Senior Design Project I
Fall 2020 1. CS 458 Senior Design Project II
43 courses taught = 5 yrs full-time, 4-4, or, 7 yrs, 3-3
Winner Columbia Southern University’s student nominated “Raising the Bar Award” for teaching excellence – January 2020, April 2020.
Tutor for Varsity Tutors (2018-present).
Capitol Technology University
CS-230 Data Structures
Advance pointers and dynamic memory usage. Concepts of object-oriented design and programming. Includes classes, friend functions, templates, operator overloading, polymorphism, inheritance, exception handling, containers, iterators and the standard template library. Applications involve the use of simple data structures such as stacks, queues, linked lists and binary trees. Recursion, searching and sorting algorithms. The above concepts are implemented through a series of hands-on programming projects, all of which are completed as part of the homework requirements. Prerequisite: CS-225 or CS-200. Corequisite: MA-124. (3-0-3)
CS-457 Senior Design Project I
Students/teams select a project, develop an understanding of the project scope that includes research and documentation of related work, prepare a feasibility study, develop project requirements (constraints) and engineering, software, and/or security specifications, propose solutions and multiple designs, analyze proposed designs, and select a final proposed design, and prepare and present a preliminary design review (PDR). Students are expected to apply proper systems engineering and project management to their work. Additional components may be required in some projects. Students/teams submit a final report at the end of the semester.
CS-458 Senior Design Project II
Students/teams build and test their selected designs (completed in 457). Each student team delivers a tested prototype and defends its project in front of a panel of experts. Students/ teams submit a final report that includes description of the design, realization, and test
processes as well as test results, discussion, and conclusion. Failure to deliver a completed design and a working prototype that meets engineering, software, and/or security specifications by the end of the semester may result in failing the course.
University of the Cumberlands
After taking this course, you should be able to:
● Describe network fundamentals and build simple LANs
● Establish Internet connectivity
● Manage and secure network devices
● Expand small to medium-sized networks
● Describe IPv6 basics
● Basic computer literacy
● Basic PC operating system navigation skills
● Basic Internet usage skills
● Basic knowledge of IP addressing
● Simple Network
◦ Exploring the Functions of Networking
◦ Understanding the Host-to-Host Communications Model
◦ Introducing LANs
◦ Operating Cisco IOS Software
◦ Starting a Switch
◦ Understanding Ethernet and Switch Operation
◦ Troubleshooting Common Switch Media Issues
● Internet Connectivity
◦ Understanding the TCP/IP Internet Layer
◦ Understanding IP Addressing and Subnets
◦ Understanding the TCP/IP Transport Layer
◦ Exploring the Functions of Routing
◦ Configuring a Cisco Router
◦ Exploring the Packet Delivery Process
◦ Enabling Static Routing
◦ Learning the Basics of ACL
◦ Enabling Internet Connectivity
● Summary Challenge 1
◦ Establish Internet Connectivity
◦ Troubleshoot Internet Connectivity
● Medium-Sized Network
◦ Implementing VLANs and Trunk
◦ Routing Between VLANs
◦ Using a Cisco IOS Network Device as a DHCP Server
◦ Implementing RIPv2
● Network Device Management and Security
◦ Securing Administrative Access
◦ Implementing Device Hardening
◦ Configuring System Message Logging
◦ Managing Cisco Devices
● Summary Challenge 2
◦ Implement a Medium-Sized Network
◦ Troubleshoot a Medium-Sized Network
● IPv6 Overview
◦ Introducing Basic IPv6
◦ Understanding IPv6 Operation
◦ Configuring IPv6 Static Routes
● Get Started with Cisco CLI
● Perform Basic Switch Configuration
● Observe How a Switch Operates
● Troubleshoot Switch Media and Port Issues
● Inspect TCP/IP Applications
● Start with Cisco Router Configuration
● Configure Cisco Discovery Protocol
● Configure Default Gateway
● Explore Packet Forwarding
● Configure and Verify Static Routes
● Configure and Verify ACLs
● Configure a Provider-Assigned IP Address
Configure Static NAT
● Configure Dynamic NAT and PAT
● Troubleshoot NAT
● Configure VLAN and Trunk
● Configure a Router on a Stick
● Configure a Cisco Router as a DHCP Server
● Troubleshoot DHCP Issues
● Configure and Verify RIPv2
● Troubleshoot RIPv2
● Enhance Security of Initial Configuration
● Limit Remote Access Connectivity
● Configure and Verify Port Security
● Configure and Verify NTP
● Configure Syslog
● Configure Basic IPv6 Connectivity
● Configure IPv6 Static Routes
● Implement IPv6 Static Routing
Understand and describe basic switch concepts and the operation of Cisco switches
Understand and describe enhanced switching technologies such as VLAN’s, VLAN Trunking Protocol (VTP), Rapid Spanning Tree Protocol (RSTP), Per VLAN Spanning Tree Protocol (PVSTP) and 802.1q
Configure and troubleshoot basic operations of a small switched network
Understand and describe the purpose, nature, and operations of a route, routing tables, and the router lookup process
Configure and verify static routing and default routing
Understand and describe how VLANS create logically separate networks and how routing occurs between them
Understand and describe dynamic routing protocols, distance vector routing protocols, and link-state routing protocols
Configure and troubleshoot basic operations of routers in a small routed network: Routing Information Protocol (RIPv1 and RIPv2): Open Shortest Path First (OSPF) protocol (single-area OSPF)
Configure, monitor, and troubleshoot ACLs for IPv4 and IPv6
Understand and describe the operations and benefits of Dynamic Host Configuration Protocol (DHCP) and Domain Name System (DNS) for IPv4 and IPv6
Understand and describe the operation and benefits of Network Address Translation (NAT)
Configure and troubleshoot NAT operations
Requires the student to apply the research conducted in the following concentration coursework:
ITSC330 Prevention and Protection Strategies in Cybersecurity
ITSC331 Ethical Hacking
ITSS332 Database Administration
ITSC430 Information Security Management
ITSC431 Legal and Ethics
ITSS 490 Internship
University of Wisconsin – Madison
This will be a hands-on course with lab focusing on the Arduino 101 microcontroller and Arduino IDE specific to your computer. In addition, we will be covering salient topics involving IoT including LANS/WANS, Ethernet, IP networking, wireless, routing, security, and cloud computing.
1. Be able to understand and explain how someone in industry might begin an IoT related project.
2. Successfully and effectively interact with and use the Arduino IDE software to control and configure the Arduino 101.
3. Understand Ohm’s law, breadboarding, very basic electronics.
4. Understanding connectivity to the Internet, either wired or wireless.
5. Understand the data load a single or a swarm of IoT devices may generate.
6. Gain a basic understanding of methods of connecting to the internet and how this occurs.
What are the steps?
7. Understand basic LAN/WAN architecture and function.
8. If your IoT application is not working as you expected, how to review your logic to ensure it
is correct, including your understanding of how the network you initially connect with is
configured and what technical issues, outside of logic, may be affecting.
9. A high level consideration of the business case for your IoT idea: competition, rate of
change in the market, financials, etc.
Systems Analysis & Design/Intro to Visible Analyst/SDLC/Agile/Scrum
This a Computer Science capstone course. Students, upon completion, will have:
-identified and described the phases of the systems development life cycle (SDLC), and understand the various agile methodologies used in the analysis of current software development.
-develop and evaluate system requirements through business analysis (BA)
-use tools and techniques for process and data modeling, such as data-flow diagrams, data dictionaries, and CASE tools which allow the business analyst and software developer a common reference ensuring business priorities in software design.
-explain the common ways projects fail and how to avoid these failures, through real-world scenario, and
-plan and undertake a major individual project, complete a feasibility analysis of a proposed system, and prepare and deliver coherent and structured verbal and written technical reports, and code.
Wisconsin Technical College System Certification, valid until 8/2021:
#51 – Teaching & Adult Education
#52 – Preparing to Teach Online/Teaching Methods
#52 – Preparing to Teach Hybrid
#54 – Educational Evaluation
#55 – Guidance & Counseling
#69 – Educational Diversity
#50 – Curriculum & Course Instruction
#53 – Educational Psychology