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Postcard
Reminders: CCNA Student Surveys
This week the IU-Cisco team mailed
postcards to CCNA students to remind them to take their
respective CCNA Student Survey.
During the last half of each course, students
receive an alert on their Cisco Homepage and an
email inviting them to take the CCNA surveys. A
simple reminder from you to the students is greatly
appreciated and increases participation.
 
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IU-Cisco Presentations at Conferences
American Educational
Research Association (AERA) Annual 2006 Conference
San Francisco, California, April 7-11, 2006
"Is Student Engagement Important to Student Success?
Lessons from the Cisco Networking Academy." (2006)
by Ali Korkmaz, Thomas Duffy, Alan R. Dennis, Hasan Cakir,
JoAnne
Bunnage, & Barbara Bichelmeyer
"Student Achievement in a Blended-Learning Environment:
Lessons from the Cisco Networking Academy."
(2006)
by Barbara Bichelmeyer, Alan R. Dennis, Hasan Cakir,
Thomas Duffy,
Ali Korkmaz, & JoAnne Bunnage
 Hawaii
International
Conference on System Sciences (HICSS)
Kauai, Hawaii, January 4-7, 2006
"Student Achievement in the Cisco Networking Academy:
Performance in the CCNA1 Course."
by Alan R. Dennis, Hasan Cakir, Ali Korkmaz, Thomas
Duffy, Barbara Bichelmeyer, & JoAnne Bunnage
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Student Success in the Cisco
Networking Academy: Performance in the CCNA1 Course
This White Paper presents a summary of key findings of student
achievement in the CCNA1 course, the first course in the four-course
CCNA program. An academic report of the research discussed in
this White Paper is available on our Web site. That report
(TR-05-01) presents additional details about the methodological and
theoretical issues underlying the research, as well as additional
background on the Cisco Networking Academy.
Individual student ability and motivation affect student success in
the CCNA1 course more than factors associated with program delivery,
or differences among the schools. Instruction quality is important,
not only in the conventional sense of teaching, but also through the
need to customize and adapt the centralized curriculum to the needs
of the students in different settings. One of the more interesting
findings is what we did not find: none of the traditional
differences among schools (e.g., urban, suburban, rural) were found
in the Academy.
The overall conclusion is that this unique blend of centralized
curriculum and testing, combined with local instruction and a strong
instructor support system, enables the best of both worlds: a clear
standards-based national curriculum and assessment, and local
control and customization of instruction to best meet the needs of a
diverse population of students in a wide variety of traditional and
non-traditional settings.
Please refer to our website for more information about the White
Paper and Technical report. Full text versions are available.
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