William T Neumann

Interests

Teaching

Information Security Risk ManagementInstructional InnovationHuman-Computer Interface DesignFoundations of Business and Technology

Courses

Scholarly Contributions

Books

• Neumann, W. T., Woodfill, M. C., & Pheanis, D. C. (1998).

  Inspect: an interface specification testbed for teaching and design

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Chapters

• Neumann, W. T., & Lowry, P. B. (2001).

  XML, A Collaborative Enabler of E-Business through the Mediation of Heterogeneous Data between Trading Partners

  . In E-Business. doi:10.1201/9781420025477.ch27

Journals/Publications

• Neumann, W. T., & Woodfill, M. C. (1992). A multi-disciplinary approach for digital systems design curricula. SIGCSE bulletin, 24(1), 168-172. doi:10.1145/135250.134544
  More info

  Historically, Digital Systems Design curricula have focused principally on the hardware design aspects of systems development. At Arizona State University, we have expanded our Digital Systems Design program to include aspects of computer architecture, assembly language programming, and operating systems fundamentals, as well. We feel that this larger focus provides the students with a comprehensive understanding of the overall system development process. In this paper, we discuss our philosophy and examine a course sequence that incorporates this multi-disciplinary approach.

Proceedings Publications

• Woodfill, M. C., & Neumann, W. T. (2003).

  A microprocessor-based development system for digital systems design education

  . In ACM Microprocessors.
  More info

  A multiuser development system is presented that was developed specifically for use in the instruction of digital systems design. This system affords students a unique opportunity to examine the actual implementation of advanced architectural features in an environment that is far more accessible than comparable designs using state-of-the-art microprocessors. The DSL System 990 has been used in the classroom for two years, and good results have been obtained. The students show the ability to effectively interact with the system as both users and designers. >
• Neumann, W. T., & Woodfill, M. C. (1998). A comparison of alternative approaches to the capstone experience: case studies versus collaborative projects. In FIE '98. 28th Annual Frontiers in Education Conference. Moving from 'Teacher-Centered' to 'Learner-Centered' Education. Conference Proceedings (Cat. No.98CH36214), 1, 470-474.
  More info

  In the Computer Science and Engineering Department at Arizona State University, we have completed a multi-semester, NSF-sponsored research project in which the orientation of our traditional capstone course was changed from a lecture-oriented case study to a team-oriented collaborative project. In this paper, we describe our traditional approach to the computer systems engineering capstone course, as well as the approach adopted during the research project, in which the students were allowed to develop an interdisciplinary, team-oriented design project. In evaluating the impact of a collaborative approach on the capstone experience, we found fundamental differences in the student experience well beyond the expected organizational differences in the presentation of course material. Although both approaches were required to develop a similar set of core competencies, the manner in which students acquired those skills were quite distinct. For example, while our traditional approach develops a systems-oriented design perspective through the detailed analysis of a carefully structured case study, the collaborative approach adopted during our research program required students to use team-oriented development and the analysis of design alternatives to develop a similar systems-oriented perspective. Our paper concludes with an analysis of the strengths and shortcomings of each instructional approach and a discussion of how a traditional capstone course can be enhanced by incorporating instructional methods for collaborative, team-oriented design.
• Neumann, W. T., & Woodfill, M. C. (1997). Leveraging student experience with an integrated instructional laboratory. In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change, 3, 1239-1242.
  More info

  Although incorporating laboratory-based exercises can substantially improve the learning experience for students studying digital system design, the authors recognize that for students to obtain the necessary laboratory skills to use their facilities effectively requires significant commitment of time for both the instructor and the student. Through the use of an integrated and consistent laboratory infrastructure, they have found that they can leverage the student's experience and knowledge of their facilities in order to improve their instructional effectiveness. Their approach focuses on three complementary resources in their laboratory environment: the program development tools; the embedded debug tools; and the architectural organization of the development stations. In this paper, they describe each of these laboratory resources and review the unifying design strategy that integrates the key aspects of each resource into a consistent instructional paradigm. They also discuss the opportunities that this approach has allowed them to pursue in their program and examine how this approach allows them to continue to incorporate new tools and technology as they become available. Beyond the design of laboratory facilities, they believe the instructional paradigm they have developed offers useful insights to any person involved in the development of a multi-semester course sequence.
• Neumann, W. T., & Woodfill, M. C. (1996). A computer systems engineering perspective on a multi-disciplinary engineering design project. In Technology-Based Re-Engineering Engineering Education Proceedings of Frontiers in Education FIE'96 26th Annual Conference, 1, 325-329.
  More info

  The Virtual Corporation is a research initiative at Arizona State University that introduces multidisciplinary, concurrent-design techniques into the undergraduate engineering curriculum. Sponsored by the ARPA Technology Reinvestment Program and supported by industrial partners, the Virtual Corporation offers participants a unique opportunity to work with students from several academic disciplines in the design and development of a commercially-oriented product in a simulated industrial setting. For the past two academic years, the Department of Computer Science and Engineering has offered this program to upper-division students as an option to the traditional senior capstone project. This paper considers how this inter-disciplinary design approach differed from the traditional computer science capstone course and how software design paradigms were applied to other engineering disciplines in this multi-disciplinary design project. We also consider how differing perceptions of the adaptability of mechanical, electronic, and software designs affected the system design in this concurrent development environment.
• Neumann, W. T. (1992). The design of a human interface for a Thunderstorm warning system. In St. Petersburg (Russia) Conference on Atmospheric Sciences.
• Neumann, W. T., & Woodfill, M. C. (1992).

  A multi-disciplinary approach for digital systems design curricula

  . In ACM Microprocessors.
  More info

  Historically, Digital Systems Design curricula have focused principally on the hardware design aspects of systems development. At Arizona State University, we have expanded our Digital Systems Design program to include aspects of computer architecture, assembly language programming, and operating systems fundamentals, as well. We feel that this larger focus provides the students with a comprehensive understanding of the overall system development process. In this paper, we discuss our philosophy and examine a course sequence that incorporates this multi-disciplinary approach.
• Neumann, W. T., Cummins, K. L., & Krider, E. P. (1992).

  A single-point warning system for thunderstorms and electric fields

  . In AGU Conference.
• Pifer, A. E., Hiscox, W. L., Cummins, K. L., & Neumann, W. T. (1991).

  Range estimation techniques in single-station thunderstorm warning sensors based upon gated, wideband, magnetic direction finder technology

  . In AGU Conference.
  More info

  Gated, wideband, magnetic direction finders (DFs) were originally designed to measure the bearing of cloud-to-ground lightning relative to the sensor. A recent addition to this device uses proprietary waveform discrimination logic to select return stroke signatures and certain range dependent features in the waveform to provide an estimate of range of flashes within 50 kms. The enhanced ranging techniques are discussed which were designed and developed for use in single station thunderstorm warning sensor. Included are the results of on-going evaluations being conducted under a variety of meteorological and geographic conditions.

Presentations

• Galilee-Belfer, M., Fountain, A. V., Neumann, W. T., Frey, J. J., Frey, J. J., Neumann, W. T., Fountain, A. V., & Galilee-Belfer, M. (2019, March). Promotion Workshop for Career Track Faculty. Symposium on Writing and Well-Being. Silver & Sage Room, Old Main: Office of the Provost, University of Arizona.