The last day to register is this Friday, August 29th at 11:59 PM! Please read over the program policies and track information before submitting your registration request.
Fall 2025 Working Connections
Program Policies
The goal of the National IT Innovation Center’s (NITIC) Working Connections professional development is to equip IT faculty at two-year institutions of higher education with the expertise needed to teach their track content in a subsequent semester. This ensures that the most current information reaches their classrooms, either as a stand-alone course or as supplemental material to an existing course.
Cost:
- Tuition is FREE; there is no fee to attend.
Eligibility:
- Working Connections is for faculty and administrators currently teaching IT credit courses (full-time or adjunct) at a regionally accredited U.S. two-year community college or technical college.
- To ensure equitable access to new learning opportunities, participants may not enroll in the same track more than once. Tracks that repeat previously offered content will be clearly noted, and individuals who have already completed the course are not eligible to retake it.
- Attendees are expected to use what they learn in their track to teach or supervise a class in the next 12 months.
- High school teachers may only attend if they also teach as an adjunct.
Registration:
- Completing the registration form requests your seat. Your seat is not confirmed until you receive the registration email.
- Each individual may only submit one application for registration. Only the first submission will be considered, and any subsequent registrations will be disregarded without further notice.
- IT Innovation Network (ITIN) member institutions will have a priority window to register and will be notified of the dates via the NITIC mailing list.
Cancellation/Track Changes:
- If you must cancel your registration or request a track change, please notify Mark Dempsey at mdempsey@collin.edu immediately before the deadline of Friday, August 29th.
- To be good stewards of our NSF ATE grant funding, we must fill all available seats. Attendees who register but then fail to show up without providing advance notice may be ineligible for future Working Connections workshops. Please inform us right away if you’re not able to attend.
Attendance:
- This is a synchronous online workshop.
- Attendees must sign in and participate all week in real time. Ensure your calendar is clear and out-of-office email notifications are set up for uninterrupted participation.
- Seats will be limited to 2 per institution. Additional faculty will be placed on a waitlist and will receive a seat if space becomes available after registration closes.
Tracks:
- Tracks run for the entire duration of Working Connections; attendees may only select one track.
- Some tracks have specific pre-requisites or requirements. Be sure to read the track details before requesting to register.
- Tracks may be repeated throughout the year. See the track details to ensure you’re not registering for a track you’ve already completed.
- Seating capacity varies by lab, track, and instructor, but typically capped at 20 attendees.
- Webcam and dual monitors are highly recommended. Tracks often require being able to read instructions and perform the project.
- Recordings and use of AI notetaking assistants during online tracks are left up to the sole discretion of the instructor. NITIC is not facilitating, storing, or managing recordings.
- Be sure to check for time zone differences. You are responsible for ensuring you do not miss your track.
Completion Credential:
- NITIC has teamed up with Credly to provide digital badges to showcase verified Working Connection credentials.
- Only those who attend every session and pass the required track assessment will receive their badge.
- Badges will be issued within 30 days of completion and can be showcased on LinkedIn, email signatures, or printed as a certificate.
Survey:
- All attendees will complete a survey before the end of the event.
- Longitudinal surveys will continue to be sent after the event to measure lasting impact.
WAITLIST ONLY
INTRO - Azure AI Fundamentals
Fridays, September 12th – October 24th from 2pm-6:30pm CT; 3pm-7:30pm ET
Description
This hands-on training series introduces community college faculty to the core concepts of artificial intelligence using Microsoft’s Azure AI Fundamentals curriculum. Participants will explore responsible AI, machine learning, natural language processing, and computer vision—while gaining practical experience with Azure tools. Ideal for instructors seeking to integrate AI into their courses or prepare students for industry-recognized credentials, this track offers foundational skills and resources tailored for teaching in diverse classrooms.
Objectives
- Explain the foundational principles of artificial intelligence, including machine learning, natural language processing, and computer vision, as outlined in the Azure AI Fundamentals curriculum.
- Demonstrate how to use Azure AI services and tools through hands-on lab activities and guided exercises.
- Evaluate potential classroom applications of AI concepts and tools for integration into existing courses or the development of new instructional modules.
- Design AI-related learning activities or assignments that align with industry standards and support student preparation for AI Fundamentals certification.
Pre-requisites
Some Azure experience preferred.
Required Textbook
None.
At-home Computer Requirements
Laptop or PC. Webcam, dual monitors, speakers are highly recommended. A stable, reliable internet connection is needed.
Please note that content is subject to change or modification based on the unique needs of the track participants in attendance.
Agenda
Week 1: Introduction to AI and Azure AI Fundamentals
- Overview of the course objectives and structure
- What is AI? Real-world applications and impact
- Tour of Microsoft Learn materials and Azure environment setup
- Hands-on: Create Azure accounts, navigate Azure portal
- Discussion: How can AI fit into your teaching?
Week 2: Machine Learning Basics
- Supervised vs. unsupervised learning
- Common ML algorithms and model training
- Responsible AI principles in ML
- Hands-on: Use Azure Machine Learning Studio to build a simple model
- Discussion: How might this be introduced to students?
Week 3: Computer Vision
- Image classification, object detection, and facial recognition
- Ethical concerns and biases in vision models
- Hands-on: Use Azure’s Computer Vision and Custom Vision services
- Discussion: Data considerations in classroom projects
Week 4: Natural Language Processing (NLP)
- Text analysis, language understanding, and translation
- Sentiment analysis and content moderation
- Hands-on: Use Azure Language Services for sentiment and key phrase extraction
- Discussion: Ideas for student projects using text data
Week 5: Conversational AI & Bots
- Fundamentals of conversational agents and bots
- Azure Bot Services and QnA Maker (or Azure AI Studio)
- Hands-on: Create a basic chatbot with Azure
- Discussion: How to introduce chatbot building in class settings
Week 6: Responsible AI & Ethics
- Fairness, privacy, accountability, transparency
- Microsoft’s responsible AI principles and tools
- Hands-on: Analyze AI use cases for ethical risks
- Discussion: Facilitating ethical conversations with students
Week 7: Curriculum Integration & Certification Prep
- Mapping AI content to course outcomes
- Certification preparation (AI-900 exam overview)
- Shared teaching resources, tools, and lesson plans
- Capstone Discussion: Draft your AI module/syllabus outline
- Wrap-up: Feedback, Q&A, next steps for implementation
Instructor
Doug Hampton is currently an Associate Professor and Chair in the Information Technology Academics department at Sinclair Community College in Dayton, Ohio. He holds a bachelor’s and master’s degree in information technology, as well as a master’s in education. Doug is also pursuing a Doctorate in Instructional Design. In addition to his academic qualifications, he holds multiple certifications from industry leaders such as Microsoft, CompTIA, LPI, AWS, and Cisco.
Before his time at Sinclair, Doug began his educational career at a university, serving in a progression of roles from Instructor to Senior Director of Information Technology Academic Programs, spanning over ten years. He then advanced to a position as Program Coordinator at a community college in Kentucky, where he contributed for five years. In addition to his academic roles, Doug has gained practical experience as a Database Administrator and Network/Systems Administrator, furthering his expertise in the field of Information Technology.
Kyle Jones is the Assistant Dean of Technology, Grants, and External Partnerships, Professor, and AI Fellow at Sinclair Community College in Dayton, Ohio. With nearly a decade of experience as Chair of the Information Technology Department, Kyle has led transformative initiatives in computer science, information technology, and cybersecurity education.
He has served as a co-Principal Investigator for many NSF awards, including the National Information Technology Innovation Center (NITIC). His work spans international cybersecurity collaborations, including those with the U.S. Embassy in Israel and Portugal, developing faculty externships that connect educators with industry, and national efforts to modernize cybersecurity and IT/OT education.
At Sinclair, Kyle leads AI education initiatives, including the AI Faculty Fellows program, the development of new cloud AI and business AI curricula, and institution-wide efforts to identify and integrate AI tools. He also co-leads workshops at Sinclair, such as “Artificial Intelligence for Educators,” supported by the NSF and NCyTE, which help faculty adopt AI into teaching and learning.
Kyle also recently presented at the CyAD Conference, focused on cross-disciplinary collaboration between manufacturing, IoT, and cybersecurity. His leadership extends into workforce development, where he partners with industry to address talent needs in IT, cloud, and data center technologies.
Beyond his administrative and grant leadership, Kyle is a dedicated educator, musician, and speaker. He regularly teaches and presents on AI, cybersecurity, and workforce transformation, emphasizing hands-on innovation, business impact, and preparing students for in-demand careers.
INTRO - CompTIA Server+ / Server Administration
Fridays, September 12th – October 24th from 2pm-6:30pm CT; 3pm-7:30pm ET
Description
Develop the basic skills for administering servers in on-prem, virtualized, and cloud environments. Lab demonstrations will presented via VirtualBox – alternatives include VMWare, HyperV, and Parallels.
Objectives
- Compare various operating systems and their practical uses in information technology
- Analyze the advantages and disadvantages of physical, virtual, and cloud-based servers
- Install and configure a server operating system in a virtual and cloud-based environment
- Evaluate the major public cloud service providers such as Amazon, Microsoft, and Google
Pre-requisites
None (some basic computer and networking experience is recommended).
Required Textbook
TBA.
Optional/Suggested Textbook
Kinnaird, E., Fundamentals of Server Administration. Jones & Bartlett Learning. (2025)
At-home Computer Requirements
- Oracle VirtualBox
- Laptop or PC. Webcam, dual monitors, speakers are highly recommended. A stable, reliable internet connection is needed.
Please note that content is subject to change or modification based on the unique needs of the track participants in attendance.
Agenda
Week 1: Introduction, Overview
- Server+ certification objectives
- Hardware overview
- Networking overview
- Operating systems overview
Week 2: Physical servers
- Form factors (tower, rackmount, blade)
- Processing (CPU, RAM, cores)
- Storage (HDD vs SSD, SATA, SAS, NVMe)
- Network interface
Week 3: Virtual servers
- Hypervisors
- Host and guests
- VM setup
Week 4: Amazon AWS
- Deploy a Windows Server VM
Week 5: Microsoft Azure
- Deploy a Linux Server VM
Week 6: Google Cloud (GCP)
- Deploy a Docker container
Week 7: Wrap-up
- Classroom strategies
- AWS Educate Learner Labs
- Google Cloud Education
- Certification preparation
Instructor
Chris Kinnaird is an Associate Professor, Senior in the School of Engineering and Technology at Miami Dade College in Miami, Fl. He has served as a faculty member there since 2005 and teaches subjects including networking, Linux, Cisco, and cybersecurity for the certificate, associate and bachelor’s degree programs. He holds industry certifications including CISSP, CompTIA Network+, Linux+, Security+ and EC Council Certified Ethical Hacker. He also serves on the college’s Business and Industry Leadership Team and is the convener of the school’s Cybersecurity Discipline Committee. Prof. Kinnaird recently presented at Hi-Tec and also has worked as a reviewer and technical editor for numerous academic textbooks and digital learning resources. He is the author of Fundamentals of Server Administration, published By Jones & Bartlett Learning.
INTRO - Generative AI
Fridays, September 12th – October 24th from 2pm-6:30pm CT; 3pm-7:30pm ET
Description
In this track, you will gain the knowledge and skills to understand, teach, and effectively use Generative AI in the classroom. Participants will explore how generative models work, understand prompt engineering techniques, and create practical teaching resources using AI tools. Each session blends foundational learning with hands-on applications, case studies, and classroom-ready strategies. Participants will complete hands-on projects between sessions, bringing real classroom applications to share and refine with colleagues.
NOTE: This track will be a repeat of content provided in “Using Generative AI Tools with Prompt Design for Classrooms “ (Summer Working Connections, July 2024), “Using Generative AI Tools with Prompt Design for Classrooms” (Winter Working Connections, December 2024) and “AI and Data Science with Python” (Spring Working Connections, March-April 2025). Participants who previously completed either of these courses are not eligible to register for this track again.
Objectives
- Explain how generative AI models function and identify their core components.
- Apply prompt engineering techniques to create effective educational materials.
- Evaluate the ethical and pedagogical implications of using generative AI in the classroom.
- Design & implement instructional activities and resources that integrate generative AI tools for student learning.
Pre-requisites
None.
Required Textbook
None.
Optional/Suggested Textbook
Co-Intelligence: Living and Working with AI by Ethan Mollick 978-0593716717
At-home Computer Requirements
Laptop or PC. Webcam, dual monitors, speakers are highly recommended. A stable, reliable internet connection is needed.
Please note that content is subject to change or modification based on the unique needs of the track participants in attendance.
Agenda
Week 1: Foundations of Generative AI
- Introductions & Overview
- How Generative AI Works
- Responsible AI Use & Privacy Concerns
- AI Tool Landscape
Week 2: Prompt Engineering for Educators
- Prompt Engineering Basics
- Calendar & Course Scheduling Automation
- Syllabus and Policy Generation
- Lesson Planning with AI
Week 3: Efficient Content Creation with AI
- Using Generative AI for Assignments
- Quiz & Assessment Generation Workshop
- Creating Rubrics with AI
- Student Communication & Email Templates
Week 4: Specialized Applications
- AI for Student Engagement
- Coding with AI
- Technical Documentation Creation
- Industry Simulation & Case Study Development
- Accessibility Content Creation
Week 5: Multi-Modal Content Creation
- Image Generation Tools (e.g. DALL·E, Midjourney)
- Audio Content & Podcast Creation
- Creating Videos with AI
- IP protection & security
Week 6: Teaching AI
- Adding AI Units to Existing Non-AI Courses
- AI Ethics in Tech Education
- Teaching Students to Use AI Responsibly
- Assessment Strategies in the AI Era
- Industry Applications
Week 7: Future Directions
- Building Custom GPTs for Your Courses
- Agentic AI
- Local LLMs
- What’s Coming Next in Ed-AI & Industry
- Wrap-Up
Instructor
Wade Huber is a residential computer science faculty member at Chandler-Gilbert Community College, where he recently served on the committee developing CGCC’s Artificial Intelligence bachelor’s degree. He has over 25 years of experience as a software engineer in the telecom, semiconductor, and medical device manufacturing industries, where he applied AI techniques to solve real-world problems. During this time, he also taught math and computer science as an adjunct professor. He holds a Bachelor of Science from Trinity University in San Antonio, TX, and a Master of Science in Computer Science from The University of Texas at Dallas. Wade has been actively integrating AI concepts into his classroom for over four years, focusing on responsible use, student engagement, and practical applications.
INTRO - ICS for IT Educators
Fridays, September 12th – October 24th from 2pm-6:30pm CT; 3pm-7:30pm ET
Description
The Industrial Control Systems (ICS) for IT Educators course is designed to bridge the gap between operational technology and information technology. This class provides IT instructors with foundational knowledge of PLCs (programmable logic controllers), focusing on their role in manufacturing, cybersecurity implications, and integration with modern networked systems. PLC simulators to be discussed: Wireshark, Nmap, LogixPro, CODESYS, Node-Red, Open PLC, PLC Fiddle, Factory I/O, MBlogic, ScadaBr, PLC Ladder Simulator, and various distros of Linux.
Objectives
- Explain the fundamental components and operation of Programmable Logic Controllers (PLCs), including their role in industrial automation and how they differ from traditional IT hardware and microcontrollers.
- Demonstrate the ability to develop, simulate, and troubleshoot basic ladder logic programs using PLC simulation software.
- Analyze the integration of PLCs with industrial networks and IT infrastructure, including communication protocols (Ethernet/IP, Modbus, Profinet) and the flow of data between PLCs, HMIs, and SCADA systems.
- Evaluate cybersecurity risks and best practices for securing PLCs in operational technology (OT) environments, and design strategies to incorporate PLC and industrial cybersecurity concepts into IT curricula.
Pre-requisites
Familiarity with the networking/scripting and/or programming side of IT. (Note: The type of programming will be PLC ICS based Boolean and we will cover the foundations of this on the first day.)
Required Textbook
None.
At-home Computer Requirements
Laptop or PC. Webcam, dual monitors, speakers are highly recommended. A stable, reliable internet connection is needed.
Please note that content is subject to change or modification based on the unique needs of the track participants in attendance.
Agenda
Week 1 and 2: Introduction to PLCs & Industrial Automation
- Overview of industrial automation and PLCs in manufacturing and IT environments
- PLC hardware components (CPU, I/O modules, power supply)
- Differences between PLCs, microcontrollers, and traditional computing
- Hands-on: Exploring PLC simulation software
Week 3: Ladder Logic Programming Basics
- Introduction to ladder logic and control logic principles
- Common instructions: inputs, outputs, timers, counters, and latches
- Hands-on: Writing and testing basic ladder logic programs
Week 4: Industrial Networking & Communication Protocols
- PLC networking fundamentals (Ethernet/IP, Modbus, Profinet)
- Data exchange between PLCs, HMIs, and SCADA systems
- Hands-on: Simulating PLC-to-network communication
Week 5: Cybersecurity in PLC & Industrial Control Systems (ICS)
- Threats to PLCs: ransomware, remote access exploits, insider attacks
- Securing PLCs in an IT/OT environment (best practices)
- Hands-on: Analyzing a PLC network for vulnerabilities
Week 6: Troubleshooting & Diagnostics in PLC Systems
- Identifying common hardware/software faults
- Reading PLC diagnostic logs and troubleshooting techniques
- Hands-on: Debugging a faulty PLC program
Week 7: Applications, Case Studies & Curriculum Integration
- Real-world case studies: Smart factories, IIoT, cybersecurity incidents
- Strategies for incorporating PLC topics into IT coursework
- Hands-on: Designing a mini PLC-based lesson for students
Instructor
Rodney Cobb is the Program Coordinator for Mission Critical Operations at Cleveland Community College in Shelby, North Carolina. He instructs courses in Mission Critical Operations, Industrial Systems, Facility Maintenance, Automation Engineering, IT and Cyber Security, encompassing both Operation Technology (OT) and Information Technology (IT) tracks. With over 25 years of experience, Rodney has a diverse background in critical manufacturing, IT, data centers, and cybersecurity. He possesses expertise in electrical and mechanical systems, robotics, PLCs, and engineering. Rodney holds an AA and an Associate in General Ed from Cleveland Community College, an AAS in Computer Programming from Limestone College, a BS in Computer Science with a concentration in Cybersecurity from Limestone College, and a master’s degree in Cybersecurity from the University of Maryland University College.