A Proposal For A BS Degree Program in Information Technology

A Proposal for a BS Degree Program in Information Technology (BSIT) Stage II -- Proposal to Implement
Submitted by
The Department of Computer Science and The Department of Management Science and Information Systems The University of Massachusetts Boston
November 21, 2007
Table of Contents
Proposal Abstract................................................................................................................ 7 Guiding Principles........................................................................................................... 7 The Degree....................................................................................................................... 8 The Core...................................................................................................................... 8 The Tracks................................................................................................................... 9 Professional Electives.................................................................................................. 12 The Capstone Course.................................................................................................. 12 General Education Requirements and Advising........................................................... 12 Transfer Policy.......................................................................................................... 13 1 Proposal Development and Program Curriculum........................................................... 15 The Development Process............................................................................................. 15 The Proposed Program.................................................................................................. 15 The Core Courses...................................................................................................... 16 The Tracks................................................................................................................. 20 Professional Electives................................................................................................ 25 The Capstone Course................................................................................................ 27 2 Purpose and Goals.......................................................................................................... 28 Objectives...................................................................................................................... 28 Assessment.................................................................................................................... 29 3 Mission Context............................................................................................................. 30
Relationship to the Computer Science Degree Program................................................ 30 Relationship to the Management Science and Information Systems Concentration..... 31 4 Need and Competition.................................................................................................... 31 Need and Demand.......................................................................................................... 31 Other IT Programs......................................................................................................... 34 Greater Boston.......................................................................................................... 34 National BS Information Technology Programs........................................................ 36 5 Students.......................................................................................................................... 39 Enrollment..................................................................................................................... 39 Articulation with the Community Colleges................................................................... 39 6 Program Diversity.......................................................................................................... 39 7 Administration and Operation........................................................................................ 40 8 Resources........................................................................................................................ 41 Attachment A-1: A Typical BS in Information Technology Program Attachment A-2: A Typical BS in Information Technology Program 44 48
Attachment B. New Program Budget Form..................................................................... 52 One Time Costs............................................................................................................. 52 Annual Operating Costs............................................................................................ 52 Attachment C: Course Syllabi........................................................................................... 54 IT 110 Information Technology Problem Solving (a new course)................................. 55 IT 111 Managerial Statistics (exists as MSIS 111)...................................................... 59 IT 114 Introduction to Java (exists as CS 114)............................................................. 69 IT 115 Introduction to Java Part 2 (exists as CS 115)............................................... 70
IT 210 Data Structures (exists as CS 210).................................................................... 72 IT 230 Relational Databases (exists as MSIS 230)....................................................... 76 IT 240 Web Fluency (new course)................................................................................ 80 IT 244 Introduction to Linux/Unix (exists as CSIT 244).............................................. 84 IT 246 Introduction to Networks (exists as CSIT 246)................................................ 89 IT 285 Social Issues and Ethics in Computing (exists as newly proposed CS 285)..... 93 IT 341 Introduction to System Administration (a new course).................................... 97 IT 360 Enterprise Software (new course).................................................................. 103 IT 425 Project Management (exists as MSIS 425)........................................................ 107 IT 428: Introduction to Information Security (exists as MSIS 428)............................. 114 IT 441 Network Services Administration (a new course)............................................. 131 IT 442 Windows System Administration (a new course)............................................. 137 IT 443 Network Security Administration (a new course)............................................. 143 IT 460 Integration Methodologies and Tools (new course)..................................... 148 IT 461 System Analysis and Design (exists as MSIS 461)...................................... 152 IT 485 Information Technology Capstone (a new course)......................................... 158 Attachment D: Faculty CVs and Qualifications for Faculty to be Hired 161
Roger Blake.................................................................................................................. 162 William R Campbell..................................................................................................... 166 Ronald S. Cheung......................................................................................................... 171 Oscar Gutierrez........................................................................................................... 177 Jean-Pierre Kuilboer.................................................................................................... 208 Duc A. Tran................................................................................................................. 226
Qualifications for New Faculty Positions................................................................... 235
A Proposal for a BS Degree Program in Information Technology (BSIT) Stage II -- Proposal to Implement
Submitted by
The Department of Computer Science and The Department of Management Science and Information Systems The University of Massachusetts Boston
Proposal Abstract
The Departments of Computer Science (CS) and Management Science and Information Systems (MSIS), and their respective Colleges (College of Science and Mathematics and the College of Management) propose to offer a BS degree in Information Technology (IT).
Guiding Principles
IT knowledge and skills is a critically important driver in the Massachusetts economy, especially in the Greater Boston area.
The CS and MSIS Departments, working together, can deliver a top notch degree program that will address the Commonwealths IT workforce needs.
The BSIT will provide a pathway from technology related degree programs offered by Massachusetts community colleges into a bachelors level education, and then on to IT positions in the public and private sectors, profit and non profit.
The BSIT is designed to meet the accreditation standards required of the Computing Science Department and the College of Management, i.e., ABET and AACSB.
Every exercise assigned throughout the BSIT will be designed to be of the kind that a student might encounter in his or her work: collaboration, competence, and outcomes assessment will be the hallmark characteristics of the program.
The BSIT is consistent with the Universitys mission, particularly with regards to access, innovation, and economic development.
The Degree
The BSIT will consist of a common core of ten courses, a track of four to six courses in a particular area of specialization, a common capstone course, and optionally three to five professional electives.
The Core
The core and capstone will foster a community of students who share the same background knowledge, one common to students in other IT programs around the nation.
In the figure, arrows indicate prerequisites and square brackets [] the department responsible for developing the course: CS for the Computer Science Department (in CSM), and MSIS for the Management Science and Information Systems Department (in CM). Students will take MSIS 425 Project Management after having taken 15 credits in the core, but before taking the capstone.
The Tracks
Tracks allow the program to:
respond quickly to new markets and new technologies as they arise tracks may come and go, while the core should be more stable, changing only to reflect major shifts in information technology; and adapt to student needs students learn the basics and the important processes in the core, and then learn how to adapt them to an area of interest in their track.
At the start, we propose two tracks: System Administration (offered by the CS Department) and Information Architecture (offered by the MSIS Department).
The System Administration Track
The System Administration track prepares the student for a career in system and network administration. The study of operating systems is a part of this track since networks are normally implemented based on a family of operating systems (e.g. cs.umb.eduimplemented using UNIX and umb.edu is implemented using Microsoft Windows).
The CS Department will offer system administration as its first track because it has the expertise and technology platform (department network) to do so. Its success in offering courses in the area is reflected by the fact that CS graduates have gone on to positions as system administrators
The Information Architecture Track
The Information Architecture (IA) track prepares the student to be able to specify the requirements and overall architecture of a component-based system. The MSIS Department is well-placed to offer this track drawing upon its expertise in both business principles and technology. Information Architecture is concerned with structuring data in proper context, and defining user interactions. IA provides a blueprint that describes how information (not limited to web sites) is organized and structured. It has been described as identifying and leveraging patterns in data that make would-be-complex sets of information, increasingly easier to understand. As such the program will address topics covering concepts such as accessibility, content management, experience design, information findability, information design, interaction design, search engine optimization and marketing, usability, systems user experience, and user interface design. Students will be exposed to common packaged solutions and coached on best practices in adapting these solutions to a wide range of problems.
Additional Tracks
The CS and MSIS Departments expect that there will be a considerable need to continue growing additional tracks to meet workforce needs, including

computer forensics game development database administration web programming, and nursing informatics
We expect other academic departments may offer tracks in collaboration with CS and MSIS; these other departments will have the responsibility to advise students in that track, and in identifying capstone projects for that track.
Professional Electives
In addition to completing the core, the capstone, and the specialized track, students will have the opportunity to complete free electives (the exact number which is between 3 and 5 will depend on the number of courses in the track chosen by the student); electives will be selected in an appropriate area outside of IT (e.g. biology, finance, marketing, nursing, etc) and are intended to support a students expected career path and interests.
The Capstone Course
After completing the introductory core courses, and a specialized track the students reassemble to take a project-based capstone course. Work on the projects takes place outside class; class time provides a place to share progress reports, ask questions and get advice.
The capstone serves several purposes:
It gives the student an opportunity to apply what she has learned to one or more real projects, often with a real customer, in her own specialization area. It gives the student more exercise in making both oral presentations and written presentations. It serves as an assessment device: indicating whether or not the student has been adequately trained. It brings the community of IT majors back together to share what they've learned in their tracks, and how they may apply it. Students learn from each other some of the material outside of their tracks.
General Education Requirements and Advising
A student may apply to either college (CM or CSM) and will complete the general education requirements of that college. Student advising will be the responsibility of University Academic Advising until the student declares the IT major; thereafter advising is the responsibility of either CS or MSIS.
In particular:
BS in IT students must meet the First Year and Intermediate Seminar requirements according to University Requirements. These are the same for the two colleges. BS in IT students in both colleges must satisfy the QR requirement and Calculus. o Students in the College of Management take Math 134 (Calculus for Managers). o Students in the College of Science and Mathematics take Math 140 (Calculus I). BS in IT students in both colleges must satisfy a writing proficiency requirement o Students in the College of Management take BC 290 (Business Communications). o Students in the College of Science and Mathematics take the Writing Proficiency Exam or the Writing Portfolio.
In the College of Management:
BS in IT students in the College of Management will be encouraged to satisfy their social/behavioral science requirement with Econ 101 and Econ 102. BS in IT students in the College of Management must take one course that satisfies the Diversity Requirement and one course that satisfies the International Requirement. These two requirements may be satisfied by taking the same course.
Transfer Policy
Students transferring into the BS in IT, in either college, may transfer all 100-level and 200-level core courses, but no more courses in the major. That is, students must complete IT 425 (Project Management) and IT 485 (IT Capstone), and the courses in their chosen track at UMB.
For a full description of the Proposed Program see section 1, Proposal Development and Program Curriculum.
1 Proposal Development and Program Curriculum

The Development Process
Bill Campbell and Robert Cohen (Computer Science) and Oscar Gutierrez and Jean-Pierre Kuilboer (Management Science and Information Systems) have been working together since the summer of 2005 to design this degree. They have attempted to share all responsibility, and any benefits (e.g. FTEs), on a 50-50 basis. Although there are challenges to two colleges offering a single program, there are also many benefits, to a multi-disciplinary approach.
In developing the program the design team have been consulting, on a regular basis, with

College Deans, Home departments, The Boston Area Advanced Technological Education Connections (BATEC), Faculty and administrators of feeder community colleges, Faculty and administrators from Boston Public Schools, Business leaders in the Boston metropolitan area, Internal IT people in the departments and the University, SAGE, a national guild of system administrators, SIGITE, the ACM Special Interest Group on IT Education, Faculty from successful IT programs around the country, The Universitys enrollment management staff, The Universitys Admissions Office, The Universitys Director of Undergraduate Education, The University Advising Center, Students.
All have been enthusiastic about the program and have encouraged this initiative to succeed.
The Proposed Program
The proposed BS degree in Information Technology will require a total of 120 credits:

42 general education credits; 45 to 51 credits (depending on the track taken) for the Information Technology Major, including o 30 credits for the introductory core IT courses, o 15 credits (or 12, or 18 credits) of courses in a specialized track (a track consists of anywhere between four and six 3-credit courses), o 3 credits for the capstone course; 27 to 33 elective credits including professional and general electives. Professional electives are clusters of three courses in an area or field of study. General electives refer to any course at the appropriate level.
Examples of typical four-year schedules are attached. See attachment A for a sample of System Administration track for a student in CSM. See attachment B for a sample of Information Architecture track for a student in CM.
The Core Courses
The core courses are taken by all students in the major. Course descriptions for these follow. Courses marked with an asterisk * are already on the books, but some of these will have to be revised to properly serve the IT core.
IT 110 IT Problem Solving
A wide range of IT concepts are introduced including programming, databases, networking, and web servers and how they work together in a modern system. Students work in groups to implement examples of these systems. The course examines the importance of key issues such as security, privacy, and ethics. Students should leave the course with an understanding of the components of modern systems and the scope of knowledge needed to become an IT professional.
Prerequisites: MA 129 or MA 130
IT 111 Managerial Statistics (MSIS 111) * Provides the student with the basic statistical techniques needed for business decision making in areas such as operations management, quality improvement, marketing research, finance, and general management. The course examines collection and presentation of data, frequency distributions, basic probability, statistical inference, and regression. Students use statistical software for data presentation and analysis. Prerequisites: MA 129 or MA 130, co-requisite IT 110 or MSIS 110
IT 114 Introduction to Java Part 1 (CS 114) *
An introductory course in Java programming that exposes students to the concepts involved in using a higher-level, object-oriented programming language. The course will explain the program development process and give students lots of hands-on experience writing small Java programs.
Prerequisites: MA 129 or MA 130.
IT 115 Introduction to Java Part 2 (CS 115) *
A second course in Java programming that exposes students to the concepts involved in using a higher-level, object-oriented programming language. This course is the continuation of CS 114, and covers more advanced Java topics and gives students handson experience writing small and medium size Java programs.
Prerequisites: IT 114 or CS 114.
Note: Students may take CS 110 to satisfy both CS 114 and CS 115 as it covers the same material. In this case, students must take an additional programming course, such as MSIS 310 Client/Server Programming or CS 240 C Programming.
IT 230 Relational Databases (MSIS 230) *
This course provides a thorough review of basic relational database concepts and how to apply these concepts to a variety of application problems. The course focuses on the use and properties of relational database management systems. Topics covered include DBMS architecture levels, data modeling, data definition and manipulation capabilities of Structured Query Language programming, and programming techniques for accessing relational databases
Prerequisites: IT 114.
IT 240 Web Fluency
This course develop an in-depth understanding of how the web works from a technical standpoint, meaning how dynamic pages are created and delivered by web servers, and then used by browsers and other clients. Students demonstrate this understanding by achieving competency by using a current integrated development environment (IDE) to develop web applications.
IT 244 Introduction to Linux/Unix (CS-IT 244) *
A course designed to introduce students to Linux and UNIX. Students will install, setup, and operate standard tools and learn how they operate together. By course end students will have installed a fully functional Internet server while understanding its structure. Security issues of operating systems will be studied throughout the course.
IT 246 Networking (CS-IT 246) *
We will study basic data communication and networking concepts for LAN and WAN: network protocols with emphasis on Ethernet, PPP, TCP/IP, and WWW protocols, and mobile and wireless networks. Network applications include Telnet, ftp, email, distributed file systems, and client-server applications. We survey network security issues. We will do hands-on network simulation and network sniffing exercises to see how these technologies work in practice.
IT 285 Social Issues and Ethics in Computing (CS 285, formerly CS 485) *
Students investigate and discuss with their classmates some of the societal and ethical issues of information technology. The issues include freedom of speech, privacy, security, intellectual property, and the effect computers have on human interaction. Students write papers and make oral presentations on these topics.
IT 425 Project Management (MSIS 425) *
This course covers techniques and managerial concepts of project management. It prepares students to manage either complex physical projects or complex software development projects. Topics presented in this course include project life cycles, economic analysis of projects, work breakdown structure, cost estimation, and the scheduling, staffing, directing, and controlling of projects. The course also covers the use of management science techniques and computer software for project management.
Prerequisite: 60 credits.
IT 485 Information Technology Capstone Students will work on a semester-long project, particular to their track and meet together with an instructor and with students from other tracks to discuss each others projects. Students will deliver a product that is appropriate to their track in the IT program. At the end of the semester, students report on their product, both in oral presentations and demonstrations and in writing.
Prerequisite: IT425 Project Management.
The Tracks
A track consists of four to six courses specializing in some area. The concept of tracks allows us to quickly respond as new areas in technology, and the market appear or recede.
Tracks can be proposed and offered by any department in the University
The System Administration Track
The purpose of the system administration track is to prepare a student for a career in system and network administration. This track is offered by the Computer Science Department and it consists of the following courses.
IT 210 Intermediate Computing with Data Structures
The design and implementation of computer programs in a high-level language, with emphasis on proper design principles and advanced programming concepts, including dynamic data structures and recursion. Efficient design, implementation and debugging techniques are stressed. The assignments are designed to introduce the student to a variety of topics in computing: data structures and ADTs, Lists, Stacks, Queues, Ordered Lists, Binary Trees, and searching and sorting techniques. The language of instruction is JAVA.
Prerequisite: Fluency in JAVA, established by the successful completion of either IT 115, CS 110 or permission of the instructor. A student who has already taken a programming course at the level of CS 110 in a language other than JAVA will probably not be adequately prepared for CS 210. Since such a student may not register to take CS 110, s/he may petition the department to register for CS 119 in order to complete preparation for CS 210
IT 341 An Introduction to System Administration
This is an introduction to the process of choosing, installing, configuring, and maintaining UNIX operating systems such as Linux. Topics include user management, file system management, security, networked file systems (NFS), networked information systems (NIS), domain name servers (DNS), mail systems and printers. Students will get practice writing shell scripts. Also, students are introduced to general system administration policy. .
Prerequisites: IT 244
IT 441 Network Services Administration
This course builds on the material in Introduction to Unix System Administration, and covers what is necessary to automate the system administration tasks. Topics include advanced shell programming and scripting, heterogeneous systems, remote management, the legal issues of system administration, as well as the design and implementation of policies and automated administration regimes.
Prerequisites: IT 210 and IT 341
IT 442 Windows System Administration
This is an introduction to the process of choosing, installing, configuring, and maintaining Microsoft Windows client and server systems. Topics include user management, file systems, network domains and domain management, mailers, and printing. Students get practice in writing scripts for performing maintenance tasks. Also, students learn how these tasks fit into the more general system administration processes.
IT 443 Network Security Administration
An investigation into the tasks of selecting, configuring and administering services in an internetworking environment. Topics include the TCP/IP protocol suite, service administration including DHCP, DNS, SSH, and Kerberos. Students completing this course will have experience in administering an inter-network of computers with a variety of these services as well as an understanding of the similarities and differences between protocols in the TCP/IP suite (TCP and UDP).
The Information Architecture Track
The purpose of the information architecture track is to train students for careers in the front-end specification (requirements and architecture) of component-based computer systems. This track is offered by the MSIS Department and it consists of the following courses.
IT 360 Enterprise Software
This course explains the core applications of a typical organization to support their fundamental business functions. It explains the role of IT in attaining competitive advantage and how modern organizations configure commercially available products to satisfy their information needs. The course makes extensive use of collaborative technologies and business applications to demonstrate the work of virtual teams and how they implement their operations.
Prerequisites: IT 110 and 60 credits
IT 428 Information Security
This course provides a broad overview of the threats to the security of information systems, the responsibilities and basic tools to ensure information security, and the levels of training and expertise needed in organizations to reach and maintain a state of acceptable security. Students will learn and understand the key issues associated with protecting information assets, determining the levels of protection and response to security incidents, and designing a consistent, reasonable information security system, with appropriate intrusion detection and reporting features.
IT 460 Integration Methodologies and Tools
This course develops an understanding of applications architecture based on building IT systems out of common parts and a service-oriented architecture. These are collections of information services, modules and functional components that can be reused in a variety of common contexts. The course will apply several tools to exemplify the use of heterogeneous reusable modules to fulfill an information service. An underlying methodology for integration based on BPEL (Business Process Execution Language) will be applied.
IT 461 Systems Analysis and Design
This course introduces recent approaches to the analysis and design of computer information systems, including the hands-on use of computer aided software engineering (CASE) tools. The changing role of the systems analyst in both operations and systems applications in today's organizations is examined. The course critically analyzes systems development methodologies, including life cycle models and prototyping; reviews userled developments and current approaches which facilitate user-developer collaboration; discusses effective diagramming and notational techniques now available to define and document functional requirements and operational business processes; and examines current methods used to test and evaluate the accuracy, completeness, and usability of documented requirements and convert them into efficient systems design or reengineering processes. Topics include CASE tools, module and transaction design, human-computer interfaces, and system configuration. This course includes practical experience in analyzing and designing an organizational application. It discusses the concept of quality as applied to information systems and business process redesign as well as the role of information systems in managing quality within an organization. Prerequisites: IT 110 and 60 credits
More Tracks
The Computer Science department could quickly offer additional tracks such as Databases, Web Programming and (general purpose) Programming. Other tracks being considered are Computer Forensics and Nursing Informatics. Any department sponsoring a track will have to play a role in advising students in that track, and in identifying capstone projects for that track. The sponsoring department(s) need not be in either CM or CSM.
Professional Electives
A student will have several free electives depending on the number of courses in their track. Typically students will take three electives in a particular area outside of IT. Lists of appropriate clusters of courses will be provided and, categorized by field (biology, finance, nursing, etc).
Courses relevant to a business oriented career path include:
MIS: MSIS 422: Decision Support Systems MSIS 426: e-business and e-commerce Infrastructure MSIS 427: Knowledge Management MSIS 430: International Information Management MSIS 454: Supply Chain Management MSIS 455: Decision Analysis
Accounting: AF 210 Financial Accounting
AF 211 Managerial Accounting AF 363 Cost Accounting
Finance: AF 210 Financial Accounting AF 211 Managerial Accounting AF 301 Introduction to Financial Management AF 325 Theory of Corporate Finance
Management: ACM 299 Analysis and Communication for Managers MGT 303 Managing Organizations MGT 470 Entrepreneurship and Innovation in Organizations
Marketing: MKT 301 Principles of Marketing MKT 310 Data Analysis for Marketing MKT 404 Retailing in the Internet Age MKT 405 Web Page Marketing
Courses relevant to a system administration oriented career path include:
CS 240 C Programming CS 310 Advanced Data Structures and Algorithms CS 341 Computer Architecture and Organization CS 410 Introduction to Software Engineering CS 430 Database Management Systems CS 437 Database-backed Web Sites and Web Services CS 440 Introduction to Operating Systems CS 445 Real Time Systems CS 446 Introduction to Internetworking CS 450 The Structure of Higher Level Languages CS 451 Compilers I CS 460 Graphics CS 470 Introduction to Artificial Intelligence
The Capstone Course
IT 485 IT Capstone
This is a project-based, capstone course where the student applies what she has learned in one or more projects to be determined by the instructor and the student. Students carry out projects, possibly for customers on campus, under the direction of the instructor, and report back to the class as a whole on their progress. Students will present at least two formal written presentations and at least two formal presentations of their work.
The capstone course serves several purposes.
It gives the student an opportunity to apply what she has learned to one or more real projects, often with a real customer, in her own specialization area. It gives the student more exercise in making both oral presentations and written presentations. It serves as an assessment device: indicating whether or not the student has been adequately trained. It brings the community of IT majors back together to share what they've learned in their tracks, and how they may apply it. Students learn from each other some of the material outside of their tracks.
2 Purpose and Goals

Objectives
The BSIT has the following objectives:
Graduates will be able to: Use and apply current technical concepts and practices in the core information technologies. Analyze, identify and define the requirements that must be satisfied to address problems or opportunities faced by organizations or individuals. Effectively design IT-based solutions and integrate them into the user environment. Address security issues. Assist in the creation of an effective project plan. Identify and evaluate current and emerging technologies and assess their applicability to address the users needs. Analyze the impact of technology on individuals, organizations and society, including ethical, legal, security and global policy issues.
Demonstrate an understanding of best practices and standards and their application. Demonstrate independent critical thinking and problem solving skills. Collaborate in teams to accomplish a common goal by integrating personal initiative and group cooperation. Communicate effectively and efficiently with clients and peers both orally and in writing, using appropriate terminology. Recognize the need for continued learning throughout their career.
Graduates will be familiar with, and be able to apply, the following core information technologies: Programming Computer Systems, Networking and Hardware Databases Web Technologies and Issues Human Interface Design
Graduates will have the knowledge and skills in a specialized track:

System Administration, or Information Architecture.
Assessment
Program assessment and improvement activities will include the following:
Establish an industrial advisory board (IAB). IABs have served the colleges and the CS department well in helping us to decide what we should be teaching. Survey students on a regular basis. Interview employment counselors and recruiters to gather feedback about our graduates. Make use of our advising processes and course evaluation forms to make sure were meeting these objectives. Make use of (current) annual alumni gatherings to survey graduates as to how well we prepared them and what we should be doing next. Use the capstone course (and feedback from any customers) as an assessment tool.
3 Mission Context
Relationship to the Computer Science Degree Program
The current curriculum and undergraduate degree program of the CS department is designed to prepare students for careers as programmers. Many of the students who start out in the computer science program decide not to complete the degree requirements or fail out of the program. In fact, retention has always been a problem particularly in the CS major, at UMass Boston and nationally. Computer Science can lose half of its students in the first two (albeit challenging) programming courses. The Department has ascertained that these students represent a class of techies who want to work with computers but who do not want (or who are not able) to specialize in programming. The BSIT offers an alternative applications-path for these students: they will learn how to use IT to solve real-world problems within the context of a field in which they wish to work.
The BSIT will improve enrollment, particularly retention, in the CS Department for several reasons:
1. It will replace the (difficult) first programming course with a two-course sequence covering the same material. 2. This is a hands-on program. There is less abstraction and more practical exercises. Students find abstraction difficult. 3. Collaboration is encouraged in this program. Some students work better when they can ask others questions.
4. Students transferring from the community colleges should do better than those who transfer to the CS program. Currently the CS department is working with several of feeder community colleges to develop syllabi for the introductory core courses. Transfer students will be as well prepared as native students. 5. Increased tutoring services will be provided from Academic Support to IT majors.
Relationship to the Management Science and Information Systems Concentration

The MSIS concentration in CM is embedded in a management degree program requiring students to complete approximately 36 credits of foundation and core courses in general areas of management, and 18 credits in a specialized concentration. BSIT students will not need to take the core business courses required in the MSIS concentration but will focus on IT subjects. The BSIT then allows students who are more interested in the technical issues of IT to focus on technology related subjects but within a business management framework.
4 Need and Competition

Need and Demand
In 2004, the Massachusetts Technology Collaborative (MTC) reported a loss of 12,670 software and communications services jobs in Massachusetts from 2002 to 2003, a 9.3% decrease. Computer and communications hardware jobs decreased by 6,610, or 10.7%, over the same period.
Despite such losses, these jobs remain of great importance to Massachusetts. The MTC reported Massachusetts employment concentrations in both software and communications and computer and communications hardware to be higher than in all other Leading Technology states. The Joint Ventures Index of Silicon Valley reported that out of the top 125 world-wide regions in
knowledge competitiveness, the Boston area ranked 17th for IT and computer manufacturing employment per capita in 2005.
Most significantly, the Bureau of Labor Statistics and the Massachusetts Department of Workforce Development both acknowledge this downturn and foresee very healthy growth in information technology jobs nationally and in the state over the next decade.
The Bureau of Labor Statistics notes the downturn in information technology industries earlier this decade, but forecasts these to be among the most rapidly expanding from 2004 to 2014. Information contains some of the fast-growing computer-related industries such as software publishers; Internet publishing and broadcasting; and Internet service providers, Web search portals, and data processing services. Employment in these industries is expected to grow by 67.6 percent, 43.5 percent, and 27.8 percent, respectively. The BLS forecasts these industries to add 722,000 jobs over the same time period.
The 2006-2007 edition of the Occupational Outlook Handbook from the Bureau of Labor Statistics details this rapid growth with projections for specific occupations:
Computer software engineers are projected to be one of the fastest-growing occupations from 2004 to 2014. Rapid employment growth in the computer systems design and related services industry, which employs the greatest number of computer software engineers, should result in very good opportunities for those college graduates with at least a bachelors degree in computer engineering or computer science and practical experience working with computers. Employers will continue to seek computer professionals with strong programming, systems analysis, interpersonal, and business skills.
Employment of computer support specialists is expected to increase faster than the average for all occupations through 2014, as organizations continue to adopt increasingly sophisticated technology and integrate it into their systems. Job growth will continue to be driven by the ongoing expansion of the computer system design and related services industry, which is projected to remain one of the fastestgrowing industries in the U.S. economy.
Employment of systems administrators is expected to increase much faster than the average for all occupations as firms continue to invest heavily in securing computer networks Most employers prefer to hire persons who have at least a bachelors degree and broad knowledge of, and experience with, a variety of computer systems and technologies.
Employment of computer systems analysts is expected to grow much faster than the average for all occupations through the year 2014 as organizations continue to adopt and integrate increasingly sophisticated technologies. Job increases will be driven by very rapid growth in computer system design and related services, which is projected to be among the fastest growing industries in the U.S. economyMany employers seek applicants who have at least a bachelors degree in computer science, information science, or management information systems (MIS).
Employment of computer and information systems managers is expected to grow faster than the average for all occupations through the year 2014. Technological advancements will boost the employment of computer-related workers; as a result, the demand for managers to direct these workers also will increase Despite the downturn in the technology sector in the early part of the decade, the outlook for computer and information systems managers remains strongA bachelors degree usually is required for management positions, although employers often prefer a graduate degree, especially an MBA with technology as a core component. This degree differs from a traditional MBA in that there is a heavy emphasis on information technology in addition to the standard business curriculum.
The Bureau of Labor Statistics forecasts these occupations as being among the top 30 with the highest growth rates between 2004 and 2014. Each is expected to have growth rates exceeding 30% and to be in the top quartile of annual earnings. A Bachelors degree is considered to be the primary source of post-secondary education for each of them. At the state level, according to the Massachusetts Department of Workforce Development, information technology jobs are also forecasted to have some of the highest rates of growth in the state between 2004 and 2014. The industries consisting of computer system design, software publishing, and Internet and related services are each forecast to be among the most rapidly growing over that time period, with growth rates of 25%, 49%, and 23%, respectively. Among the forecasts for specific occupations within those industries for Massachusetts are these:
Occupation Application Software Engineers System Software Engineers Computer System Analysts Database Administrators Network and Computer Systems Administrators Growth Rate 39.0% 39.2% 22.3% 30.2% 28.6% Expected Openings 10,980 9,290 6,080 1,770 3,550
The Massachusetts Department of Workforce Development also states that education and training will play an ever more critical role in the Massachusetts economy, and each of these occupations will require considerable education and training.
In summary,
The Bureau of Labor Statistics and the Massachusetts Department of Workforce Development both forecast strong job growth in the information technology sector over the next decade, nationally and in our state. The BS IT responds to that growth. Local industry leaders have repeatedly stressed that educators should be teaching not just computer technology, but how one applies that computer technology in business. The BSIT achieves that.
One of the keys advocated by the Massachusetts Technology Collaborate for a successful innovation economy was that the Commonwealth should educate the hell out of its workforce. The BSIT delivers that.
Other IT Programs
In this section we review related programs at colleges and universities in the Boston area and nationally. Locally, there are no programs with the same technical approach to IT education as our program. Nationally, there are a number of very successful similar programs.
Greater Boston
The following table summarizes our findings for colleges and universities in greater Boston. This list excludes Computer Science and Information Systems degree programs:
No IT degree and no plans for an IT degree
BU Harvard MIT Tufts Wellesley Bentley Framingham State Framingham State
IT Minor
BS IT
Northeastern Simmons Bentley Boston College Brandeis University of Massachusetts Boston
MS IT with a focus on IT Management
What follows are brief descriptions of the undergraduate IT programs:
Bentley
Bentley has a very successful IT Minor (with no plans to add a Major). Approximately, 100 of 900 seniors are taking the Minor, with 300 of the 900 have taken the first course of the minor (Data and Information Management).
Framingham State
Framingham State has a successful IT Minor (larger than CS) and introduced a new Business and Information Technology major in Fall 2006. The degree was jointly developed between the Business and Computer Science departments, and is run out of the business department. In terms of existing programs at UMB, this program is closest to MSIS than the proposed IT degree. Students take 13 business and finance courses and 6 technical courses. In its first year, there are already more IT majors than CS majors.
Northeastern University
An IT degree is offered through the School of Continuing and Professional Studies. The 18month program is aimed at mid-career students already holding an Associate degree in
management. The program emphasizes the combination of outstanding technical skills, communication and leadership skills, and specialization in essential IT domains needed to grow your career.
Simmons College
This is the only IT program we have found that is considered unsuccessful by its founders. The Computer Science department began offering an IT in 2003. Since then, there have been only 2 majors (there are only 17 CS majors at the moment.). Bruce Tis, Department Chair, believes that the problem has to do with both poor marketing and that it is difficult to attract women to technology programs.
National BS Information Technology Programs

The following table summarizes our findings for selected programs nationwide. These programs have been quite successful at attracting students to Information Technology.
University RIT Purdue NJIT IUPUI U of Cincinnati US Naval Academy
IT Students 1200 (capped at) 500 370 450 12 Freshmen majors 112
CS Students 700 ? (way down) 382 50 no data
Placement Statistics 90 98% (estimated) no data tracks enrollment no data no data
URL http://it.rit.edu/ http://www.tech.purdue.edu/Cpt http://it.njit.edu/ http://www.engr.iupui.edu/cpt/ http://it.cas.uc.edu/IT/
83
Most go to subs, air and marine.
http://www.cs.usna.edu/
Rochester Institute of Technology (RIT)
As the numbers show (no not a typo), RIT is a major player in technology education. They have one of the oldest and most established IT programs. Their BS in IT has the "track" structure and their program (partly) inspired our own track structure.
Purdue
Purdue University offers a BS in IT through the Computer and Information Technology (CIT) Department in the College of Technology.
The CIT department head, Professor Lonnie Bentley, says that they are currently capping enrollment at 500 undergraduates; there are about 100 additional students who want into the program but CIT cannot accommodate them. They once allowed the program to grow to 725, thinking the University would provide more resources but this did not happen. So now they have raised the standards for admission, requiring higher SAT scores and a 3.5/4.0 GPA in 18 credit hours of specific coursework before transferring into the program. CIT also has a graduate program, capped at 60 students; they turn away 40 per year.
Bentley has no figures for CS, but says they are way down, as they are for us and for the nation as a whole.
He reports a 90 98% placement rate for his students, but this must be a guesstimate, since the department has not collected firm data.
Bentley thinks that "applied computing" is the theme of today. Purdue's CS department was the first CS department in the country. He says, "As such, they are very proud, but a little inflexible in responding to industry. They believe that they "define" CS, and the old timers continue to force that department to march forward with same traditional theory based focus and shy away from incorporating any "applied" computing into their program. From my standpoint, that is great because we represent applied computing on this campus and wouldn't want the competition."
Purdue Indianapolis (IUIPI)
This is a campus similar to ours; IUIPI is an urban campus in the Purdue system. They've a Department of Computer and Information Technology within the School of Engineering and Technology. They offer a BS in IT in one of several tracks: the "standard" track, a business track, a networking track, and a web development track. The "tracks" actually look like minors in one of the given categories.
New Jersey Institute of Technology (NJIT)
NJIT has a thriving program in the middle of Newark, NJ. IT is a cross-college discipline, and so reports directly to the Provost. As in computer science, numbers are down this year (they have 64 freshmen and 66 sophomores, as opposed to 130 seniors and 102 juniors), but are roughly in line with computer science. Robert Friedman, the Chair of IT, says they have no placement data but that it roughly tracks enrollment.
University of Cincinnati
Their program has just been approved by the Ohio board of Regents. They've accepted 12 freshmen into the program this year and have about 300 students taking IT courses. Most are in legacy programs. Due to a huge consolidation of programs and colleges at the University of Cincinnati a few years ago, they've inherited 6 IT programs from two other colleges. They've about two years consolidating these programs into the new bachelor's degree in IT. They are beginning a marketing program for the IT program. They find that high school counselors and others really don't understand IT. Many prospective students are referred to the engineering college when they really are interested in our hands-on approach to IT.
United States Naval Academy
Kay Schulze, the CS Dept Chair, says the IT numbers would be higher but for two reasons: (1) theyve had to cap enrollments until they can hire the faculty to teach them, and (2) several midshipmen who thought IT would be an easy major were forced out because of low grades.
While most graduates are traditionally placed in submarines, surface ships or in the Marines, more recently graduates are finding their way into various national security posts.
5 Students
Enrollment
The projected enrollment of the BSIT is for thirty (30) full-time students in the first year, and additional 30 in each following year, to reach a total enrollment of 120 in the fourth year. Additional growth will depend on additional faculty to teach the necessary additional sections.
The Universitys Director of Enrollment Management has indicated full confidence in her offices ability to fill the programs first-year target with UMass Boston students alone and will work with us to attract students from the community colleges and high schools as the program grows.
Articulation with the Community Colleges

The University of Massachusetts Boston has already begun to formulate articulation agreements with area community colleges that have Information Technology programs and degrees; this has been done through BATEC. In particular, we have been meeting with Middlesex Community College, Bristol Community College, and Bunker Hill Community College.
6 Program Diversity
Given the hands-on, collaborative nature of the program, it is anticipated that it should attract a more diverse population. Moreover, it is expect that women will find this program more attractive than traditional programs in computer science. That prediction is based on the results of Maria Klawes (formerly Dean of Engineering and Applied Science at Princeton University and now President at Harvey Mudd College) survey addressing the question of why many women leave programs in computer science and engineering. Women want to work in a profession where they are helpful to other people, and where they would work closely with other people. In the IT program proposed here, students will work together to solve problems beginning in the first course of the core, throughout the core and the tracks, and in the capstone class. Moreover, in the Boston Public Schools, 86% of the students are under-represented minorities, and most of the white students are in the lower grades. Felicia Vargas (TechBoston) asserts that her school reflects these numbers.
7 Administration and Operation

Administration, Governance and Operation
Both the College of Science and Mathematics (CSM) and the College of Management (CM) will share the responsibility of managing the BSIT.
The BSIT will appear, word for word, in both the College of Science and Mathematics section, and in the College of Management section of the Universitys Undergraduate Catalog. In addition,
There will be a program director, alternating between the two colleges, overseeing the program. The term for the Program Director will be two years.
The two colleges will staff the core courses roughly on an equal basis.
There will be a curriculum committee with equal representation. This committee, the two departments, and the two colleges must approve any changes to the core. This committee and the department and college offering a track must approve any new track.
Advising of students will be balanced among the faculty. Advising for IT will count as advising in ones own department.
Faculty (full-time or part-time faculty) will be members of either the MSIS department or the CS department. Faculty offices are located in their home departments. Ones home department takes all personnel actions (tenure, promotion, annual reviews, etc).
The course evaluation form used will be that of the instructors department. Additional surveys may be administered for accreditation purposes, but these neednt identify an instructor.
FTEs for a course will go to the college whose instructor teaches the course (regardless of who owns the course).
In order not to threaten the accreditation (ABET for CS and AACSB for MSIS) of existing programs, more than half of the courses must be taught by full-time faculty.
8 Resources
The program introduces 12 new courses in the core, capstone and two tracks. It will require two new tenure-track faculty and two lecturers. Although CS and MSIS faculty can teach some of the courses, it is important that the BSIT be staffed with faculty primarily assigned to its delivery. The program will also require a half-time laboratory supervisor, and four teaching assistants (TAs).
There are several courses that need a laboratory. System administration requires that we have networks that are connected to umb.edu, and networks that are not (for experimentation and security). There are times students will want to work at desks, either with their own laptops in front of them, at desks with laboratory computers set up in specific configurations (desktop computers with removable drives are best here), or at benches where they are working (with tools) on computer hardware. This could all be housed in either one large lab (with two spaces) or two smaller labs, each capable of holding 30 students. The library has a good collection. The only addition that will help an Information Technology program is a library subscription to the Safari book program. A subscription to Safari would cost our library $15,000 per year.
Space will be needed for new offices (for new faculty) and for the laboratory.
See Attachment B for the new program budget form.
Attachment A-1: A Typical BS in Information Technology Program

System Administration Track for a student in CSM
Freshman Fall Semester
IT 110 IT Problem Solving (new) IT 111 Managerial Statistics IT 114 Intro to Java Part 1 ENGL 101 Freshman Comp I First-Year Seminar
3 3 3 3 3
Sophomore Fall Semester
IT 230 Databases IT 244 Intro to Linux Gen Ed (Natural Science or Math) Gen Ed (World Culture/Language) Intermediate Seminar
3 3 3 3 3
Junior Fall Semester
IT 285 Social Issues & Ethics
IT 341 Intro System Admin (new) 3 IT 442 Windows Sys Admin (new) 3 Gen Ed (Natural Science or Math) Gen Ed (Social and Behavioral) 3 3
Senior Fall Semester
IT 425 Project Management
CS 310 Adv Data Structures & Alg. 3 Elective Elective Elective 3 3 3
Major
48 credit hours
Freshman Spring Semester
IT 240 Web Fluency (new) IT 246 Networking IT 115 Intro to Java Part 2
3 3 3
ENGL 102 Freshman Comp II Gen Ed (Natural Science or Math)
3 3
Sophomore Spring Semester
IT 210 Data Structures Gen Ed (Natural Science or Math) Gen Ed (Arts) Math 140 Calculus I Gen Ed (Humanities)
3 3 3 4 3
Junior Spring Semester
CS 443 Network Secur Admin (new) 3 CS 441 Network Servi Admin (new) 3 Gen Ed (Social and Behavioral) CS 240 C Programming Elective 3 3 3
Senior Spring Semester
IT 485 IT Capstone CS444 Operating Systems Elective Elective Elective
3 3 3 3 3
Gen Ed Electives Total
42 credit hours 30 credit hours 120 credit hours
Attachment A-2: A Typical BS in Information Technology Program

Information Architecture Track for a student in CM
Freshman Fall Semester
IT 110 IT Problem Solving (new) IT 111 Managerial Statistics IT 114 Intro to Java Part 1 ENGL 101 Freshman Comp I First-Year Seminar
3 3 3 3 3
Sophomore Fall Semester
IT 230 Relational Databases IT 244 Intro to Linux Gen Ed (Natural Science or Math) Gen Ed (World Culture/Language) Intermediate Seminar
3 3 3 3 3
Junior Fall Semester
IT 461 Systems Analysis/Design IT 428 Information Security Elective Gen Ed (Natural Science or Math) Gen Ed (Social and Behavioral)
3 3 3 3 3
Senior Fall Semester
IT 425 Project Management
MSIS 427 Knowledge Management 3 Elective Elective Elective 3 3 3
Major Gen Ed Electives Total
45 credit hours 42 credit hours 33 credit hours 120 credit hours
Freshman Spring Semester
IT 240 Web Fluency (new) IT 115 Intro to Java Part 2 Gen Ed (Arts) ENGL 102 Freshman Comp II Gen Ed (Natural Science or Math)
3 3 3 3 3
Sophomore Spring Semester
IT 360 Enterprise Software (new) IT 246 Networking Gen Ed (Natural Science or Math) Math 140 Calculus I Gen Ed (Humanities)
3 3 3 4 3
Junior Spring Semester
IT 460 Integration Methodologies IT 285 Societal Issues in IT Gen Ed (Social and Behavioral) Elective Elective
3 3 3 3 3
Senior Spring Semester
IT 485 IT Capstone Elective Elective Elective Elective
3 3 3 3 3
Attachment B. New Program Budget Form

Campus: UMass Boston Proposed Program: Information Technology
One Time Costs
Annual Operating Costs
Description Faculty Tenure-track Lecturers Lab Supervisor
Cost 85,000 60,000 60,000
Number 2 2 1/2
Total Cost 170.000 120,000 30,000
Staff
Library Resources
Library subscription to Safari (an on-line IT book program) Furniture (one time cost) Cabling and Wiring
15,000
15,000
Space 30,000
1 3,000 1
30,000 3,000
6,000 18,000 6,000 2,000 2,000
Equipment
Servers Client Desktops Laptops Simple switches and hubs Tools and parts
2000 1200 1500 100
3 24 4 20
6,000 28,800 6,000 2,000
Field & Clinical Resources
Total Costs:
The new faculty need not be in place for the programs first year of operation. Perhaps each of the two colleges can hire one faculty member during the first year of operation (to start in the second year), and another in the following year.
Attachment C: Course Syllabi
IT 110 Information Technology Problem Solving (a new course)

Welcome to IT 110. This course will give students hands on experience in a wide range of modern information technology. By the end of the semester students will have worked on a number of projects that will give perspectives on the wide range of aspects of information technology. Course Description
Several IT concepts are introduced including programming, databases, networking, web servers and how they work together in a modern system. Students work in groups to implement examples of these systems. The course examines the importance of key issues such as security, privacy, and ethics. Students should leave the course with an understanding of the components of modern systems and the scope of knowledge needed to become an IT professional.
Goals
The major goal of the course is for students to acquire a technical overview of modern information technology. Students who successfully complete IT 110 should be able to: Understand many aspects of Information Technology and their role in modern Information Technology implementations. Work in teams to produce solutions. Research and learn about technology. Use spreadsheets for data analysis and presentations. Present solutions in writing and spoken presentations.
Textbooks
There is no textbook for IT 110. Students will be expected to use the library and electronic resources. Projects
Projects are the main focus of all IT 110 activities, including lectures and labs. There will be 810 projects during the semester. Projects will be selected from the categories listed below. There will be at least one project selected from each category. Of the projects, approximately 4 will be team-based projects. The rest will be individual projects. A typical IT 110 week will include: o A first lecture that introduces a problem, and some tutorial on how to approach this sort of problem. o A second lecture where students work on the problem (having started on their own). o A wrap-up lecture where students discuss their own and each others' solutions. These lectures may or may not line up exactly with class periods Grades in IT 110 will be based on performance in a number of individual and team projects. Project grades will be based on project reports and presentations.
Project Categories
What follows is a list of project categories and sample projects. These projects are meant to be samples of the possible projects. Most semesters students will work on one project from each category. Personal Improving the security of your own computer
Security Retrieving deleted files
Examining cookies and caches to discover usage Packet sniffing
Network / System Administration Installing and patching software packages Adding and maintaining user profiles.
Data Analysis and Presentation Using spreadsheets to analyze and present hits on a web site, utilization data, login times, etc.
Web and Web Site Design Designing a web site Using a web service in an application
Research Using the library to research and report on the implications of a technology (e.g. web 2.0, VOIP, etc,)
Business Intelligence Organizing and synthesizing data collected from public and proprietary databases.
General Programming Google Earth to show all of the places you have lived (or visited, for sedentary types).
Honesty
All students are expected to follow the University's Code of Student Conduct. If you are caught cheating, we will follow the guidelines for punishment outlined in the code. When you turn in work that you have discussed with someone, or which contains ideas that you found in a book, you must indicate that fact. We expect you to talk to each other and to read materials other than those assigned. We also expect to see in your work evidence that you have done so. Learning to acknowledge intellectual debts is part of learning. You should be reading, talking to each other, and telling the world that you have done so. When group work is called for the group solution should note whenever a part of the project was done by only a part of the group. Some kinds of sharing, however, are unacceptable. You may not use the computer to copy someone's work and submit it as your own -- even if you acknowledge that theft! You may not have your friends do your work for you. Versions of some of the assignments in this course may have been given in previous years. You may not use answers to those assignments.
Accommodations
Section 504 of the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, Campus Center 2nd Floor, 2100 Street, Room 2010, 617-287-7430. The student must present these recommendations and discuss them with each professor within a reasonable period, preferably by the end of Drop/Add period.
IT 111 Managerial Statistics (exists as MSIS 111)
Instructor: Address:
David Shimshack MSIS Department University of Massachusetts at Boston 100 Morrissey Boulevard Boston, MA 02125
Course Description
Provides the student with the basic statistical techniques needed for business decision making in areas such as operations management, quality improvement, marketing research, finance, and general management. The course examines collection and presentation of data, frequency distributions, basic probability, statistical inference, and regression. Students use statistical software for data presentation and analysis. Prerequisites: MA 129 or MA 130, co-requisite IT 110 or MSIS 110
COURSE MATERIALS:
(1) Class Textbook:
Business Statistics: Contemporary Decision Making, 4th Edition, by Ken
Black. ISBN: 0-471-
70563-2
Available from the UMass bookstore in person or on-line (www.efollett.com). If you purchase the book through some other source (which is OK with me) just be sure you get the 4th edition.
Another option is to purchase an e-book, which allows you to get the book electronically and at a substantial discount. You can, in fact, download it onto your computer so you have it forever, well as long as some computer somewhere can read it. But you dont get a nice heavy book to carry around in your backpack and read on the train, and the students who chose this option last semester found it hard to navigate. To get the e-book: go to:
http://edugen.wiley.com/edugen/class/cls24987/
click on register and follow the directions from there. Youll get an opportunity to purchase a registration code, so have your credit card ready.
(2) MS Excel
You also need to have a computer running Microsoft Excel (any version, either PC or Mac) with the add-ins "Data Analysis Pack" and "Solver". (Both of which come with Excel, but you might have to install them from the original disks if you didn't do so when you set up the computer.)
(3) Excel Videos
Also, I have prepared a number of "Excel Videos", which will help you with Excel tasks necessary for this course. These videos are an integral part of this course, and you MUST be able to access them. They are on a CD which you can only get from me. If you're on campus you can come pick up (at my office) and if you're not I'll mail to you.
II.
PRE-REQUISITES
MSIS 110: Introduction to Management Information Systems (can be taken concurrently) Math 129: Pre-Calculus for Management and Social Science Note: the Statistics requirement for the B.S. in Management can be fulfilled by this course (MSIS 111) OR by Math 125 or Econ 205. It is NOT appropriate to take this course after taking either Math 125 or Econ 205 or anything equivalent to these courses.
III.
COURSE BACKGROUND
With the wealth of information technology in todays business world, managers are drowning in a sea of data. This course is intended to help you build at least a lifeboat, and perhaps even a seaworthy craft, to help you navigate through that sea. The emphasis in this course is helping managers to choose and use statistical methods to turn data into information, and turn information into decisions that add value to their companies. The course is designed to be hands on. Students will use realistic data sets involving real world data. Most of the analysis in this course will be done with Excel, either the functions available in plain vanilla Excel or with easily obtainable add-ins.
Examples will be drawn from a variety of functional areas. In particular, modules will be included about the statistical techniques behind business topics in the three functional areas of business, namely accounting/finance, marketing, and operations management.
IV.
COURSE OBJECTIVES
This course is intended to:

introduce the students to the concepts and methods of statistics as applied in various managerial contexts, emphasize the integration of data analysis techniques and managerial decision making develop students ability to raise and answer managerial what if types of questions show students how to employ spreadsheet packages in order to analyze business data provide the statistical foundation for understanding key topics found in management courses such as Financial Management, Marketing, and Operations Management.
At the end of this course a student, when confronted by a mass of data should be able to:

think critically about the "quality" of the data, be able to organize, summarize, and describe the data using Excel choose and apply the appropriate method for statistical analysis using Excel present the results of the analysis in a professional manner be able to use the results of the analysis to make managerial decisions
Skill Development: through a series of homework sets, a data analysis project, and quizzes this course will emphasize the development of the following skills:

critical thinking, quantitative analysis and reasoning, computer application, and written communication.
We will also touch on the themes of ethics and professional demeanor.
V.
COURSE FORMAT AND STRATEGIES FOR SUCCESS
This is an on-line class.
It is asynchronous, meaning the material is available 7 days a week, 24 hours a day and there is no specific time when a student has to be in a specific place. However it is instructor paced, meaning that like a regular on-ground class there are weekly lectures, assignments, and discussions. One goal for this course is for this class to form a true learning community so you cant go significantly ahead nor can you fall significantly behind.
The class is divided into 15 weeks of material. Weeks start Monday at 12:01 a.m and end the following Sunday at 11:59 p.m. Within the weeks the material is divided into lessons. Most lessons involve reading the textbook, reading/listening to some powerpoint notes, and then some way for you to show you have mastered the material in the lesson --- either an on-line quiz or some homework problems to hand in. Most weeks will involve 3-5 lessons.
The way to succeed in this (or perhaps any) on-line course is to realize that with the on-line format you are totally responsible for your own learning. A first-year statistics course, nationwide, involves pretty much an established set of material, and your semester-long goal needs to be for you to master this material. You have various resources available to you, including:
a well-regarded textbook, work broken down into manageable lessons by your instructor, powerpoint notes from the instructor, video files from the instructor, chances to practice and get feedback on your mastery of the material (assignments) a set of classmates to interact with who are traveling the same path an instructor willing and able to provide one-on-one help as needed.
However, none of these things do one bit of good if you dont interact with the course. We have fifteen weeks in the semester, and it takes each and every one of those fifteen weeks if you are going to master what your subsequent instructors (and even employers) are going to expect you know from a first-year statistics course. You MUST make a commitment to work on this course, each and every week --- and if you cant then dont take it.
So this course isnt about pleasing the instructor. It isnt about checking off assignments. It isnt about racking up credits by squeezing in another course. What it IS about is learning
statistics. If you start a homework set, and cant do much of it --- handing in junk isnt going to do you any good (what did you learn from that?). If you do a homework set that you thought was correct, but it wasnt close, you WILL be expected to redo it after you get help. If that doesnt sound like you, then wait and take the course on-ground.
Now for a little algebra. Full time (job or student) = 40 hours = 5 courses. That means the nationwide expectation is 40 hours / 5 courses = 8 hours a course. In an on-ground class, that means youre in class for 3 hours and you can be expected to spend up to 5 hours every week outside of class on preparation and homework. For an on-line class, I absolutely am expecting you to spend up to 8 hours every week on it. The material others would get in class, you have to spend time getting yourself. And then you start the homework, which is no more but is no less than is assigned in an on-ground class. PLEASE THINK before you start this class if really have time to do it.
VI.
HONORS GUIDELINES
In an on-line course your integrity is both of the utmost importance and admittedly a bit hard for the instructor to police. However for exactly that reason, if there is even the hint that the work you are handing in is not your own, expect the matter to be addressed swiftly and harshly. At some point during this semester you are going to be falling behind, and you are going to be tempted to take shortcuts. DONT! There is ALWAYS another choice --- and consulting with the instructor about how to catch up or to get more explanation of whatever is confusing you is probably the place to start.
Students are expected to follow regulations and procedures regarding Academic Standards, Cheating, Plagiarism, and the Documentation of Written Work as specified in the UMB Student Code of Conduct (available at): http://www.management.umb.edu/undergrad/undergrad_code_of_conduct.php
Students caught cheating or plagiarizing will, at the discretion of the instructor, flunk either the assignment in question or the course and will have a description of the incident attached to his or her academic records.
However, one of the goals of this class is to foster a learning community where students learn from each other as well as the instructor. Drawing the line between collaboration (which is often allowed and even encouraged in this class) and cheating (which will be dealt with most harshly) can sometimes be difficult for students. The following guidelines should help you. When in doubt, do and protect your own work and check with the instructor before you do anything out of the ordinary. Note that in this class assisting someone with cheating is considered as serious as doing the cheating and will be penalized as harshly.
You may discuss work on homework and memo assignments with others. Students can and should help each other set up problems, get over places where they are stuck, discuss the managerial issues, and check answers with one another. You may asked to identify others with whom you have worked --- get their names if you dont know them. You may not copy (or allow someone to copy) someone elses work --- even if the second person claims they are only using it to go by. This includes copying by hand, Xeroxing, or sharing computer files. Similarly, on short answer type questions, its fine to discuss the basic issues but each person should write their own response.
You may work alongside someone when working on spreadsheets. You may not just use one spreadsheet for the two of you without previous permission from the instructor.
You may study together for quizzes. However, you may not contact anyone except the instructor for any reason regarding a quiz. Be forewarned, multiple versions of quizzes may be used in this course.
VII.
ADMINISTRATIVE NOTES
The instructor in this course has voice-mail and e-mail, and you can also ask for help from the CM Faculty Support center at 617-287-7850. No excuses about not being to get in touch with me will be accepted on any matter. Please note that voice mail and e-mail are time and date stamped.
It is the students responsibility to keep up with the class. Students are expected to participate fully every week. If a student does not participate for two entire weeks and does not otherwise contact the instructor, s/he will be considered to have dropped the class (by the instructor --- the proper papers still need to be filed at the registrars office). No you cant catch up by doing 2, 3, 4 weeks in the next 3 days, and Im not going to along with such a plan.
Incompletes will be given rarely, and only in circumstances that are acute and could not have been foreseen. Illnesses and unanticipated court/police matters often do qualify for incompletes; getting overwhelmed by an overly ambitious work/course/family schedule does not. Note that UMASS course procedures require that a student have completed the majority of the work in the course (usually at least 2/3) and be passing the course at the time the incomplete is given.
Since you have a week to take the quizzes, there should be no reason for make-ups. The final quiz will extend into finals week May 21-25.
Students with special needs, working through the Ross Center, will be accommodated. Please inform the instructor of any needed accommodations at the start of the course.
VIII.
METHOD OF EVALUATION
Course elements will be weighted as follows:
Item Objectives Demonstrated during Content Weeks (5 points each week) Quizzes (10 points each) Memo Assignments (5 points each) Total
Points 60 30 10 100
Content weeks, weeks when new content is presented, will all start with the definition of a set of usually 5 learning objectives. A set of 1 5 Lessons during the week will present content,
and will have assessment activities at the end (either taking a short on-line quiz or doing some homework problems). The grade for the week will be based on how well a student demonstrates that s/he has mastered the learning objectives.
There will be course discussions each week (sometimes several in parallel) and many weeks will have a short article of the week to discuss. To fully benefit from this class you must keep up and you must participate in class discussions and other weekly exercises. Since you can access the internet (and hence this course) from anywhere in the world these days, I accept very few excuses for lack of participation. Go on vacation, take a business trip, go on a honeymoon --- if theres a public library where youre going or an internet caf you can keep participating.
Quizzes will involve more recall and application, and less calculation than homework sets. Since I have no control of what you do while you take the quiz, they will be open book and open notes. There will be three quizzes, the last one will be cumulative.
The memo assignments are intended as an integrative experience which will have you apply the statistical techniques you are learning to a realistic managerial experience, and will help to exercise (and it is hoped improve) your writing and critical thinking skills. There will be a total of 2 of these assignments.
IX:
CLASS SCHEDULE
Week
Topic Intro to Course, Intro to Statistics, Graphical Display 1 Methods 2 Summary Measures 3 Analyzing Univariate Data 4 5 Event Probability 6 Probability Distributions Continuous Probability Distributions, Sampling 7 Distributions SPRING BREAK
Chapter
1, 2 3 Notes Quiz 1, Memo 1 4 5
6, 7
8 Confidence Intervals 9 10 Hypothesis Testing 11 Analyzing Multivariate Data Two Sample Hypothesis Test, Chi-Square Test of 12 Independence Time Series and Simple 13 Linear Regression 14 More on Regression 15 Wrapping Up Finals Week
8 Quiz 2, Memo 2 9 9, framework
10, 12 11, 13 13 Quiz 3
IT 114 Introduction to Java (exists as CS 114)

Textbook (Bibliography): Cay Horstmann, Big Java, Addison-Wesley, 2002, ISBN: 0-471-40248-6.
Description: An introduction to computer programming the concepts involved in using a higher-level, object-oriented programming language and the program development process. The goal of this course is an appreciation of programming in an object-oriented programming language. The students will have lots of hands-on experience, writing relatively small Java programs.
Objectives: After completing this course, students will be: a) capable of writing small Java programs, b) able to understand the characteristics of object-oriented languages, c) ready to develop more complex programming projects, d) familiar with computers as viewed by programmers, e) able to understand basic user interfaces, and f) ready to take more advanced IT courses.
Projects, Assignments and Examinations: There will be 2 in class examinations plus a final examination. Examinations will be based on the text, lecture material, and homework assignments. They will be closed book and closed notes. The final grade for the course will be made up of homework (50%), final exam (20%) and in-class examinations (15% each). Homework assignments #1&2 will be small and will count 4% each towards the final grade. Homework assignments #3-8 will count 7% each towards the final grade. Students must achieve passing grades in both the homework assignments and examinations to pass the course.
Weekly Class Schedule Week 1/2: Week 3: Week 4: Week 5/6: Week 7: Week 8: Week 9: Week 10: Introduction to programming, development basics Objects and classes Data types, expressions, simple user input Introduction to Applets and graphics Boolean expressions and conditionals Loops Designing classes Interfaces and polymorphism Ch 1 HW #1 HW #2 HW #3 HW #4 HW #5 HW #6 Ch 2 Ch 3 Ch 4 Ch 5 Ch 6 Ch 7 Ch 9
Week 11: Week 12: Week 13:
Inheritance Arrays and ArrayLists Review
HW #7 HW #8
Ch 11 Ch 13
ACCOMMODATIONS: Section 504 of the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, M-1-401, (617-287-7430). The student must present these recommendations and discuss them with each professor within a reasonable period, preferably by the end of Drop/Add period. STUDENT CONDUCT: Students are required to adhere to the University Policy on Academic Standards and Cheating, to the University Statement on Plagiarism and the Documentation of Written Work, and to the Code of Student Conduct as delineated in the catalog of Undergraduate Programs, pp. 44-45, and 48-52. The Code is available online at: http://www.umb.edu/student_services/student_rights/code_conduct.html.
IT 115 Introduction to Java Part 2 (exists as CS 115)

Textbook (Bibliography): Cay Horstmann, Big Java, Addison-Wesley, 2002, ISBN: 0-471-40248-6.
Description: A second course in Java programming. The students will get experience in object-oriented problem solving. Special emphasis will be placed on software design, implementation and testing. This course covers more advanced Java topics than CS-IT 114 including building GUIs with Java Swing, Input/Output and Serialization, and introduction to server-side Java (J2EE) topics: JDBC and JSPs.
Objectives: After completing this course, students will be: a) capable of designing, implementing, and testing intermediate Java programs, b) able to implement user interfaces with Java Swing, c) able to effectively use core Java mechanisms such as interfaces, exceptions, and IO, d) able to connect to databases with JDBC, and e) able to implement a simple contentoriented web page with JSPs.
Projects, Assignments and Examinations: There will be 2 in class examinations plus a final examination. Examinations will be based on the text, lecture material, and homework
assignments. They will be closed book and closed notes. The final grade for the course will be made up of homework (50%), final exam (20%) and in-class examinations (15% each). Homework assignments #1&2 will be small and will count 4% each towards the final grade. Homework assignments #3-8 will count 7% each towards the final grade. Students must achieve passing grades in both the homework assignments and examinations to pass the course.
Weekly Class Schedule
Week 1/2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13
Review of Object-Orientation and Java Review of Basic GUIs Java Event Model More GUIs Testing and Debugging Exceptions Java I/O System Design Introduction to Network Programming Introduction to Databases and JDBC Introduction to Java Server Pages Review
HW #1 HW #2 HW #3 HW #4 HW #5 HW #6
Material from Ch 1-3, 5-7, 9, 11, 13 Ch 4 Ch 10 Ch 12 Ch 8 Ch 14 Ch 15 Ch 16 Ch 22 Ch 23 Ch 25
HW #7 HW #8
ACCOMMODATIONS: Section 504 of the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, M-1-401, (617-287-7430). The student must present these recommendations and discuss them with each professor within a reasonable period, preferably by the end of Drop/Add period. STUDENT CONDUCT: Students are required to adhere to the University Policy on Academic Standards and Cheating, to the University Statement on Plagiarism and the Documentation of Written Work, and to the Code of Student Conduct as delineated in the catalog of Undergraduate Programs, pp. 44-45, and 48-52. The Code is available online at: http://www.umb.edu/student_services/student_rights/code_conduct.html.
IT 210 Data Structures (exists as CS 210)
Course Description
The design and implementation of computer programs in a high-level language, with emphasis on proper design principles and advanced programming concepts, including dynamic data structures and recursion. Efficient design, implementation and debugging techniques are stressed. The assignments are designed to introduce the student to a variety of topics in computing: data structures and ADTs, Lists, Stacks, Queues, Ordered Lists, Binary Trees, and searching and sorting techniques. The language of instruction is Java.
Prerequisite: IT 115 or CS 110
Text: Mark Allen Weiss, Data Structures and Problem Solving Using Java,3rd edition, 2006 (Note: earlier editions will not do, as they do not cover Java 5.0)
Topics:
Advanced topics in Java: interfaces, exceptions, nested classes, generics and functors. Analysis of algorithms.
Collections API and itrerators. Basic recursion. Recursion based algorithms. Sorting algorithms. Stacks and queues. Linked lists. Trees. Binary search trees. Review
Grading: Class Participation: 5% Lab Work: 15% Homework: 35% Midterm Exam: 18% Final: 27%
Java Version: We will be using Java 5.0 (aka Java 1.5.0).
IDE: The 'default' IDE (integrated development environment) for the course will be Dr. Java You will have an opportunity to practice using this IDE during the first lab. You may, if you choose, use another IDE, such as JBuilder or Eclipse, but we may not be able to help you if you run into problems.
Working from home. See installing at home for some hints on how to set up an environment on your home PC. You can also work in the labs in the UL of the library, though you will need to bring a floppy disk with you so you can save your work.
Submitting programming assignments:
We will be using the CS department's Turn In system which allows you to use a browser to submit files from the computer you developed your work on. I need your email address to set up a Turn In account for you.
Important Notes:
Section 504 of the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, M-1-401, (617-287-7430). The student must present these
recommendations and discuss them with each professor within a reasonable period, preferably by the end of the Drop/Add period.
Students are required to adhere to the University Policy on Academic Standards and Cheating, to the University Statement on Plagiarism and the Documentation of Written Work, and to the Code of Student Conduct as delineated in the catalog of Undergraduate Programs, pp. 332-333, and 335-339. Click to see code: Student Code. In particular, you may not copy the homework of others or receive help that you do not acknowledge. Doing so, subjects you to sanctions that can include expulsion from the university. On every assignment you must acknowledge any assistance you received of any type. If you did receive any assistance, you must state explicitly: I received no assistance on this assignment.
IT 230 Relational Databases (exists as MSIS 230)

Course Description
This course provides a thorough review of basic relational database concepts and how to apply these concepts to a variety of application problems. The course focuses on the use and properties of relational database management systems. Topics covered include DBMS architecture levels, data modeling, data definition and manipulation capabilities of Structured Query Language programming, and programming techniques for accessing relational databases.
COURSE TEXT AND MATERIALS.
Kroenke David M., Database Processing: Fundamentals, Design, and Implementation, Tenth Edition, Prentice Hall, 2006, ISBN 0-13-1167272-X.
Bordoloi, B. and Bock, D, SQL for SQL Server, First Edition, Prentice Hall, 2004, ISBN 978-0131132993.
LEARNING OBJECTIVES.
The primary objectives of this course are to provide a thorough review of basic relational database concepts and for you to be able to apply these concepts to a variety of application problems. This course focuses on developing the students ability to create and manipulate relational databases. Through this, the student will develop a thorough practical understanding of DBMS architecture levels, data modeling, data definition and manipulation capabilities of Structured Query Language programming, and programming techniques for accessing relational databases. The specific learning objectives of this course are to enable the student: To understand and interpret data models and relational concepts, To create and interpret database designs and recognize which designs are more effective, and why,
To recognize the concepts and capabilities of data manipulation language constructs, To recognize the concepts and capabilities of data manipulation language constructs, To solve basic data definition and manipulation problems using SQL, To understand how web-enabled databases are designed, implemented, and accessed, To become capable of using a major current database management system, including important aspects of database administration
COURSE FORMAT AND EVALUATION.
This is a hands-on demanding course involving a series of individual projects to be completed using a current Database Management System.
The final evaluation will be based on a combination of these projects, exams, and class participation as follows:
Evaluation item Projects Mid-term exam Final exam Participation
Weight 40% 25% 25% 10%
ADMINISTRATIVE NOTES.
This is a placeholder for statements on course policies, academic integrity, disabilities, etc.
COMPUTER ACCESS AND RESOURCES.
SQL Server 2005 is required for this course, and is available in the labs. You may wish to download and install it on your own machine, and if so, the Express edition is available for free from Microsoft. If you wish to install this software, install both the SQL Server 2005 Express Edition from http://www.microsoft.com/downloads/details.aspx?FamilyID=220549b5-0b07-44488848-dcc397514b41&DisplayLang=en and the SQL Server Management Studio Express from http://www.microsoft.com/downloads/details.aspx?FamilyID=c243a5ae-4bd14e3d-94b8-5a0f62bf7796&DisplayLang=en .
SCHEDULE, TOPICS AND COMPETENCIES.
Week 1
2 3
5 6
8 9
Topics and Competencies Introduction to relational databases, introduction to SQL Relational model and normalization Database design, table structure, common design problems Data modeling, ERDs, process of data modeling, transforming data models into database design DDL, DML, joins, views, SQL in program code Creating tables, indexes, single table queries, and joins using SQL Server Characters, matching, null values, more complex select queries Aggregate queries Subqueries
Readings Kroenke: Chapters 1 and 2
Kroenke: Chapter 3 Kroenke: Chapter 4
Kroenke: Chapters 5 and 6
Kroenke: Chapter 7 Bordoloi: Chapters 1,2,3, and 6
Bordoloi: Chapter 4
Bordoloi: Chapter 5 Bordoloi: Chapter 7
10 11
Views, synonyms, data manipulation queries Data manipulation, stored procedures Triggers, database redesign Programmatic database access Programmatic database access and SQL Server administration SQL Server administration, security
Bordoloi: Chapters 8 and 9 Bordoloi: Chapter 10 (first part) and Kroenke: Chapter 7 (second part) Bordoloi: Chapter 10 ( second part), Kroenke: Chapter 8 Kroenke: Chapters 12 and 13 Bordoloi: Chapter 12, Kroenke Chapter 11 Bordoloi: Chapter 12
12 13 14
15
IT 240 Web Fluency (new course)

Course Description
This course develop an in-depth understanding of how the web works from a technical standpoint, meaning how dynamic pages are created and delivered by web servers, and then used by browsers and other clients. Students demonstrate this understanding by achieving competency by using a current integrated development environment (IDE) to develop web applications.
1.
INSTRUCTOR.
Oscar Gutierrez Office: McCormack 5th floor room 247 E-Mail: oscar.gutierrez@umb.edu Phone: (617) 287-7885
Office Hours: Tue/Thu 10:00-11:00 AM Mon/Wed 2:00-3:00 PM Or by appointment
2.
Liberty, J. Programming ASP.NET, Third Edition, OReilly Media, 2005, ISBN 9781600330735. There will also be a series of Web based readings especially at the start of the course.
3.
A primary objective of this course are to develop your understanding of how the web works from a technical standpoint, meaning how dynamic pages are created and delivered by web servers, and then used by browsers and other clients. Another primary objective is for you to demonstrate this understanding by achieving competency by using a current integrated development environment (IDE) to develop web applications. More specifically, the learning objectives of this course are to enable the student: To understand how dynamic web pages are formulated and served, and the underpinnings of how these work, including transport and application protocols, To understand the capabilities and limitations of these technologies, To demonstrate these understandings through developing competence and capability by developing and implementing several small but realistic web-based applications, To have a basic understanding how web-enabled databases are designed, implemented, and accessed, To gain competence in utilizing a current development platform for web applications, such as ASP.NET, To have an understanding of emerging web trends and technologies.
4.
This is a hands-on demanding course involving a series of individual projects and a presentation along with exams. The final evaluation will be based on a weighted combination of projects, exams, and class participation as follows:
Item Mid-term exam Projects/assignments Final project and presentation Final exam Participation
Weight 20% 30% 15% 25% 10%
5.
6.
Visual Studio.NET 2005 is required for this course, and is available in the labs. You may wish to download and install the express edition which is available free from Microsoft at http://msdn.microsoft.com/vstudio/express/.
7.
Week 1 2 3
4 5 6
7 8 9 10
Topics and Competencies Introduction, HTML basics HTML user interfaces and CSS Forms, post-backs, query strings, cookies, hidden fields Javascript, user input validation Javascript, DOM Visual Studio .NET development environment, page rendering Basic web controls, postbacks, event processing Advanced web controls, web component controls Code behind, directives, state management Input validation, regular
Readings Web readings Web readings
Web readings Web readings Liberty: Chapter 2
Liberty: Chapters 3 and 4 Liberty: Chapter 5 Liberty: Chapter 6 Liberty: Chapter 8
11 12 13 14 15
expressions Master pages, site maps, navigation Customization, personalization, web parts AJAX ADO and database access Creating and consuming web services
Liberty: Chapter 12 Liberty: Chapter 13 Web readings Liberty: Chapters 9 and 10 Liberty: Chapters 15 and 16
IT 244 Introduction to Linux/Unix (exists as CSIT 244)

Course Description:
A course designed to introduce students to Linux and UNIX. Students will install, setup, and operate standard tools and learn how they operate together. By course end students will have installed a fully functional Internet server while understanding its structure. Security issues of operating systems will be studied throughout the course.
Objectives: Students will be able to use the common utility programs found on Unix/Linux systems, to configure a Linux server, and to serve as the system administrator of a Unix/Linux system. These students will be familiar with the Unix terminology, systems architecture, and how an operating system is made up of many pieces operating concurrently and without conflict. Learning about Internet basics, the student will understand file and servers, security issues, and backup/security. Textbooks: Ellen Siever, Linux in a Nutshell (5th or latest Edition), O'Reilly & Associates, 2005,
Christopher Negus, Fedora 7 and Red Hat Enterprise Linux Bible (Paperback). Wiley, 2007. Additional Reference(s): Redhat Linux 7 software and The Linux HOWTOs available from Linux on Line <www.linux.org.
Projects, Assignments and Examinations: There will be a mid-term and a final, along with bi-weekly projects. The exams will count for 50% of the class grade with the other 50% coming from the projects.
Projects
This course is best described by the kind of projects that students do. Indeed, outcomes might be described as the projects that the students have successfully completed.
Installing a Fedora (or another) Linux server on your PC. Installing Linux on a dual-boot PC (permitting the booting of either Linux or Windows). Configuring your Linux server to connect to the Internet. Installing and using the vi and Emacs editors Installing and using various system services, eg an open-source database. Installing and configuring a WWW server, eg Apache and Tomcat. Setting up a WWW site. Installing and configuring a firewall.
Weekly Class Schedule
Week 1: Linux Basics Terminology Basic Components History and Future The User Interface Our Tools Week 2: Installation and Setup Preparing your Computer Installing the Operating System Initializing the Services Setup and Logon Week 3: Operating System Basics System Architecture Setup and Configuration Processes and Programs Background Services
Automating Common Tasks Starting and Stopping ServicesWeek 4: Internet Basics Services and Protocols Networks and Systems The Programs behind it all Setup and Configuration Getting Hooked Up Week 5: Admin Basics The Waterfront Planning and Implementing What has to be done Periodic Tasks Aperiodic Tasks Emergency Situations Week 6: Our First Service: FTP How it works Where to get it How to Install it Customization and Configuration Week 7: File System Servers What they are How they work How to Install them
Customization and Configuration Week 8: World Wide Web Servers What they are How they work How to Install them Customization and Configuration Week 9: Relational Databases What they are How they work How to Install them Customization and Configuration Week 10: Firewalls Security Overview What they are How they work How to Install them Customization and Configuration Week 11: Mail Services What they are How they work How to Install them Customization and Configuration Week 12: Backup and Restoration
Process Overview The Tools The Tasks The Problems The Solutions
IT 246 Introduction to Networks (exists as CSIT 246)

Course Description
We will study basic data communication and networking concepts for LAN and WAN: network protocols with emphasis on Ethernet, PPP, TCP/IP, and WWW protocols, and mobile and wireless networks. Network applications include Telnet, ftp, email, distributed file systems, and client-server applications. We survey network security issues. We will do hands-on network simulation and network sniffing exercises to see how these technologies work in practice.
Text

William Stallings. Business Data Communications. Pearson Prentice-Hall, 2004. Or, William Stallings. Data and Computer Communications. Pearson Prentice-Hall, 2006. Accompanying Lab Manual That Can Be Used with OPNETs IT Guru Academic Edition An alternative text: Diane Barrett, Todd King. Computer Networking Illuminated. Jones and Bartlett, 2005. Ethernet LAN Supplements: http://www.howstuffworks.com/ethernet.htm http://www.ethermanage.com/ethernet/ethernet.html http://www.cisco.com/univercd/cc/td/doc/cisintwk/ito_doc/ethernet.htm
Projects
Students will do hands-on projects, chosen from the following. Students may download the OPNET simulator and the Wireshark sniffer onto their own PCs.
Using the OPNET Network Simulator (see http://www.opnet.com/university_program/itguru_academic_edition/ ):
Shared Ethernet Networks: to determine the throughput of a shared Ethernet network under load. Switches versus Hubs: to examine the change in throughput in a local area network when upgrading from a hub to a switch. Routing Protocols: to simulate the behavior of several routers running the RIP routing protocol and to learn how to use routing tables to find paths in a network. QoS: to examine the effects of applying different router queuing policies to quality of service. Traffic Shaping: to examine the effects of traffic shaping on router performance. TCP Throughput: to examine the throughput of a TCP connection as the flow control window size is varied. Firewall performance: to examine the effect of firewall filtering on application response time.
Students may also do projects using Wireshark, an open-source Network Sniffer that looks at actual traffic to and from ones own computer (see http://www.wireshark.org/ ):
Observing DHCP in action. Observing DNS and NSLookup Ethernet and ARP capturing and analyzing Ethernet frames. Observing the basic HTTP GET/Response action. Playing with Ping and ICMP. Capturing IP packets from an execution of traceroute. Investigating SSL. Capturing a bulk TCP transfer from your computer to a remote server.
Topics
1. Business Information. 2. Distributed Data Processing. Case Study: MasterCard International. 3. Internet History and Architecture.
4. TCP/IP and OSI. Case Study: Florida Department of Management Services. 5. Internet-based Applications: SMTP, HTTP, telephony. 6. Client-server and Intranet Computing. Case study: ING Life. 7. Internet Operation: addressing, routing protocols, speed and quality of service. 8. LAN Architecture and Protocols. 9. Ethernet and Fiber Channel. Case Study: Carlson Companies. 10. Wireless LANS: IEEE 802.11 and Bluetooth. Case Study: St. Lukes Hospital. 11. Wide Area Networks: circuit switching and packet switching. Case Study: Staten Island University Hospital. 12. Wireless WANS. Case Study: Choice Hotels International. 13. Network Security. Case Study: The Hacker in All of Us.
Grading
Project Reports 40%
Exams: 60% (20% each)
Accomodations
Section 504 of the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, M-1-401, (617-287-7430). The student must present these recommendations and discuss them with each professor within a reasonable period, preferably by the end of Drop/Add period.
Student Conduct
Students are required to adhere to the University Policy on Academic Standards and Cheating, to the University Statement on Plagiarism and the Documentation of Written Work, and to the Code of Student Conduct as delineated in the catalog of Undergraduate Programs, pp. 44-45, and 48-52. The Code is available online at: http://www.umb.edu/student_services/student_rights/code_conduct.html
IT 285 Social Issues and Ethics in Computing (exists as newly proposed CS 285)
Course Description This course explores some of the ethical and societal issues that are raised by computing. Topics include privacy, freedom of expression, intellectual property and liability. Students write an analytical paper on an appropriate topic and also present their findings to the class. Our purpose here is basically twofold: 1. To examine some of the ethical and societal issues around our discipline. 2. To learn how to present some of these issues to others. (Yes, you will be giving oral presentations to your classmates.) Why do we (the computer science department and I) think these things are important? 1. Thinking about computing's ethical and societal impact is important because we practice our craft within a wider community that has ethical standards and laws. We want to do right by that community. The companies we work for (or the companies we found) must surely need to know about these issues. We'll have more to say within our company if we can converse on these issues. 2. Being able to present one's views is most important if only so that we may advocate for what we'd like to do. We will soon find ourselves doing less programming and more presentations. Companies are run by people so we have to learn to run with them. Don't worry if you think you can't do this. Heck, I'm no expert either. And I sometimes feel uncomfortable making presentations in front of others -- even after 20 years of teaching! I do read the headlines (and an article here and there) from the newspapers that come in the morning. And I read Slashdot when I can. But in general, I like to program. If I can think about and talk about this stuff, then you can. Now, about this ethics thing: I want to make it clear that there are no right or wrong answers to some of the questions we ask. The important thing is to ask these questions and to think about them honestly. Texts There is one required text and one or two books : Richard A. Spinello. Case Studies in Information Technology Ethics. (Paperback) Prentice-Hall (Pearson Education), 2003. ISBN: 0-13-099150-3.
O'Harrow, Robert. No Place to Hide: Behind the Scenes of Our Emerging Surveillance Society. New York, NY: Simon and Schuster, 2005. ISBN: 0743254805.
Daniel Solove. The Digital Person: Technology And Privacy In The Information Age. NYU Press, 2004. ISBN: 978-0596001056.
There is also a rich depository of material on this topic on the MIT web http://ocw.mit.edu/OcwWeb/Electrical-Engineering-and-Computer-Science/6-805Fall2005/CourseHome/index.htm . We will be using this, and perhaps additional books that we find during the term. Syllabus I'd like to run this class more as a seminar where we do the assigned readings and then discuss them in class. So, in the first half of the semester, we shall read and discuss articles from the two texts. Or discussions will follow the chapters in those texts: Frameworks for ethical and policy analysis. Free expression in cyberspace. Intellectual property: software ownership. Intellectual property: digital music, interconnectivity, and trespass. Privacy. Security and cybercrime. Liability, reliability and safety. Fair competition. Research Methods (1 class). Giving Presentations (1 class). Student Presentations and Discussions. Grading Your grade will depend on several pieces of work:
A written research paper. [20%]
Here you will be asked to write an eight to twelve page paper that more deeply examines one of the issues discussed in class, or an altogether different topic in computing (e.g. nanotechnology) but from a social policy perspective. Additional ideas for topics appear in Appendix A of the Stacey Edgar text. Additional topic suggestions may be found in http://www.cs.umb.edu/~wrc/cs485/f06/projects.html . NB the MLA has a nice set of citation examples for your bibliography at http://www.aresearchguide.com/12biblio.html.
Two presentations to the class. [30%] Present the topic, discussed in your research paper, to the class.
A midterm examination (Wednesday, October 22). [20%] This will cover the readings that we have discussed in class.
A comprehensive final examination. [30%] This will cover both the readings we've discussed in class as well as your classmates' presentations and the ensuing discussions.
Class participation in the discussions. [10%] I understand that not everyone is comfortable speaking up in class. But you have to try. It is important that you get practice in advocating for your wishes and opinions as you will have to do so in the workplace. In this class we shall make use of the CS Forums -- there will be one dedicated to this class. If something comes to mind about a topic we have discussed earlier put it there; and feel free to respond! Participation on the Forum will count as class participation. Also, I will be asking you to write a one or two page response (not a summary!) to the readings that have been assigned for a given day -- in this way we will know we are all on the same page, so to speak. ;) These responses -- your reactions to points made in the readings should be thoughtful and should address specific points made in the readings, and will play apart of your grade for class participation.
A Few Important Notes
I have no patience for plagiarism. Attempting to pass the work of others off as your own is a violation of Academic Standards; anyone found doing so may fail and will be referred to the Dean of Students. The latter may result in your being dismissed from the program. Section 504 of the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, M-1-401, (617-287-7430). The student must present these
recommendations and discuss them with each professor within a reasonable period, preferably by the end of Drop/Add period. Cell phones: I shouldn't have to talk about this, but recent experience suggests otherwise. If you have a cell phone, please turn it off during class. If you must keep it on (because you've a child at home), please put the ringer in silent mode and go out of the room to answer it.
Should you have any problems or questions, contact me early; don't let small problems become big ones! Telephone me, visit me at my office or stop by after class to set up an appointment. Also, I encourage questions in class; if you don't understand something, there is a good chance that others don't. I like questions.
IT 341 Introduction to System Administration (a new course)

Course Description
This is an introduction to the process of choosing, installing, configuring and maintaining UNIX operating systems such as Linux. Topics include user management, file system management, security, networked file systems (NFS), networked information systems (NIS), domain name servers (DNS), mail systems and printers. Students will get practice writing shell scripts. Also, students are introduced to general system administration policy.
Course Goals
SAGE, the System Administration Guild, a professional group of the Advanced Computing Systems Association, defines system administration as Activities, which directly support the operations and integrity of computing systems and their use and which manage their intricacies. These activities minimally include system installation, configuration, integration, maintenance, performance management, data management, security management, failure analysis and recovery, and user support. In an internetworked computing environment, the computer network is often included as part of the complex computing system. [1] System administrators solve different types of problems from programmers and software engineers, the traditional careers of computer science graduates.
System administrators need a wide range of both hard and soft skills: strong inter-personal and communication skills a deep understanding of at least one operating system a deep understanding of devices and device drivers the ability to write scripts (our own system administrators say system administration is all about text manipulation)
networking, file systems and DNS
the ability to deal with multiple vendors and to make buy versus build decisions the ability to manage themselves and others the ability to design and implement solutions to a diverse set of problems the ability to keep pace with the rapid development of new technologies
As with software development, there is a general high-level process for system administration problem solving: Analyze policy requirements. Determine the characteristics of a policy that needs to be implemented. Design and implement a solution. The characteristics of the particular system (e.g. Linux or Windows) must be taken into account. Automate where possible. Determine ways of automating the implementation so that it easier to repeat (often using a scripting language such as Perl).. Assess the solution.
The policies should be as simple and unobtrusive as possible while meeting the requirements. (This same principle applies to software development.) One doesnt want to make unnecessary work for oneself, or burden the end user with unnecessary rules.
This is the first of four courses that taken as a group intend to provide the skills above. This introductory course: Introduces the student to some of the policies that she must implement. Introduces the student to Unix administration: setting up a Unix network Introduces the student to techniques for managing her own work and collaborating with others.
How the Course Serves Students
IT 341 is a required, foundational course in the System Administration track of the new BS in Information Technology (IT) degree, offered jointly by the Department of Computer Science (CSM) and the MSIS Department (CM). The System Administration track is offered by the Computer Science Department. The tracks purpose is to prepare the student for a career in computer systems administration and/or information technology in general.
Syllabus
Starting Out o Keeping an engineering notebook. o Managing your own work. o Installing, updating, and configuring a new system. o Joining a network
Principles o The user is always right; we may just misunderstand each other. o Servers, data centers and data backups. o Clients and their relation to servers, remote access and mirrors. o Services o Customer requirements and operational requirements. o Open vs. closed architectures. o Reliability.
o Centralization vs. Distribution. o Performance, monitoring and service rollout. o Finding the causes of problems and fixing things once. o Namespaces o Security policies. o Disaster recovery and data integrity. o Systems administration ethics. o Keeping up: how to keep learning for a lifetime. Processes o Change management and version control. o Server upgrades o Maintenance windows. Practices (with lots of hands on exercises on, in our case Linux) o Networks o Email service o Print Service o Backup and Restore; fire drills. o Remote access. o Software depot services (how to distribute software). o Service monitoring.
Projects
Much of the material in this course will be transmitted by way of hands-on projects, where students, working in small teams, set up small networks of computers running Linux.
Installing Linux on a PC. Emacs for power users. Setting up a layout of internet protocol (IP) addresses. Setting up a domain and a domain name (DNS) server. Setting up network information services (NIS) and a network file system (NFS). Setting up DHCP. Setting up an email server. Setting up a printer server. Writing shell scripts to set up a local area network (LAN) using the services implemented above. Installing an update and/or patches Install antispyware, antivirusware, and/or a local firewall.
Grading
Projects and Engineering Notebooks Midterm Exam Final Exam 50% 20% 30%
Textbooks and Readings
There are very good textbooks that address both the policy issues of system administration, as well as the implementation details. Many are oriented towards specific systems such as Unix, Linux, Windows and (for people with taste) Macs. For this course, we will use the following: 1. Thomas A. Limoncelli, Christine Hogan and Strata R. Chalup. The Practice of System and Network Administration, 2nd Edition. Addison Wesley, 2007. ISBN 978-0321492661. (This discusses the generic policy questions in system administration, and rarely talks about a particular operating system.) 2. Evi Nemeth, Garth Snyder, Scott Seebass and Trent R Hein. Unix System Administration Handbook (Third Edition). Prentice Hall, 2001. ISBN 0-13020601-6. (Unix specific.) 3. Matt Welsh and Matthias Daheimer. Running Linux (5th edition). O'Reilly, 2005. (Linux specific.)
Additional readings will be assigned from the SAGE web site at http://www.sage.org/. SAGE is the System Administrators Guild, a special technical group of the USENIX Association. They maintain a fabulous web site (which Rick Martin pointed us to) with all sorts of resources including a series of monographs on core sysadmin subjects.
Accommodations
Academic Honesty
IT 360 Enterprise Software (new course)

Syllabus
1.
INSTRUCTOR.
Oscar Gutierrez Office: McCormack 5th floor room 247 E-Mail: oscar.gutierrez@umb.edu Phone: (617) 287-7885 appointment
Office Hours: Tue/Thu 10:00-11:00 AM Mon/Wed 2:00-3:00 PM Or by
2.
Ptak C.A. and Scheagenheim E., ERP: Tools, Techniques and Applications for Integrating the Supply Chain, Second Edition, St. Lucie Press, 2004, ISBN 1-57444358-5.
Hamilton S., Maximizing your ERP System: A Practical Guide for Managers, McGraw Hill, 2003, ISBN 0-07-140611-5. (Optional)
Hamilton S., Managing Your Supply Chain using Microsoft NAVISION, McGraw Hill, 2004, ISBN 0-07-143524-7.
3.
This course explains the core applications of a typical organization to support their fundamental business functions. It explains the role of IT in attaining competitive advantage and how modern organizations configure commercially available products to satisfy their information needs. The course makes extensive use of collaborative technologies and business applications to demonstrate the work of virtual teams and how they implement their operations. The specific learning objectives of this course are to enable the student: To understand Enterprise Resource Planning (ERP) systems and how they enhance the productivity of critical resources, To understand the necessary business and organizational characteristics for the adoption of integrated resource planning systems, To review the core logistics processes of a typical manufacturing organization, To understand the challenges and techniques for the selection of integrated ERP systems, To identify the business components of typical ERP systems, To identify the technical components of typical ERP systems, To develop practical understanding into the configuration and use of one ERP system To demonstrate in-depth understanding of the operational capabilities of at least one application area
4.
This is a hands-on demanding course that involves a series of individual and group projects to be completed using Microsoft Navision, an ERP package for medium size organizations.
Weight 40% 25% 25% 10%
5.
6.
Microsoft Navision is required for this course, and is available in the labs. You will receive guidelines for accessing the system and for downloading the required client portions of the system so that you can complete your projects and assignments. Guidelines, instructions and accounts will be distributed at a later date. Note that there are 35 concurrent licenses available for this course, which gives you the certainty, that you will be able to log on to Navision at any time when the system is available.
7.
Week 1
Topics and Competencies History of Enterprise Resource Planning The Theory of Constraints and ERP ERP Selection and Implementation Introduction to Navision Introduction to three company cases Strategic sourcing and procurement Dealing with distribution items and purchased materials Sales and operations planning: demand, supply and financials planning Navision Practice (Planning) Sales order processing Navision Practice (SOP) Materials Planning Warehouse Management Navision Practice (WM) Manufacturing Execution Production Order Processing Navision Practice (POP) Data Accuracy in ERP implementation ERP System Requirements
Readings Ptak: Chapters 1 and 2
2 3
Ptak: Chapters 13 and 15 Microsoft Documentation
Ptak: Chapter 7 Hamilton: Chapter 2 and Chapter 6
Ptak: Chapter 3 Hamilton: Chapter 4 Microsoft Documentation Hamilton: Chapter 5 Microsoft Documentation Ptak: Chapter 8 Hamilton: Chapter 7 Microsoft Documentation Ptak: Chapter 10 Hamilton: Chapter 8 Microsoft Documentation Ptak: Chapter 14 Ptak: Chapter 12
6 7 8 9
10 11 12
13 14 15
IT 425 Project Management (exists as MSIS 425)
Instructor: Roger Blake Telephone: 617-287-7692 E-Mail: roger.blake@umb.edu
Office: M/5-251 Office Hours: Tue 2:30-4:00 PM, Thu 2:30-4:00 PM
I Course Materials
Information Technology Project Management, Kathy Schwalbe, Course Technology, 2006,
ISBN 0-619-21526-7.
II Course Background
It is rare to find any individual, particularly in the field of information systems, who has not had involvement in work on one or more projects. Information systems are most often implemented through the use of projects. Yet, projects involving information technology are notorious for failure. One study cited an overall success rate for technology projects of 16.2%. This 'success' rate was for the approximately 175,000 technology projects embarked
upon each year, with an estimated annual cost of $250 billion; further studies have shown similar success rates.
One of the causes for this less-than-stellar track record is the lack of good project management. Studies have indicated that the application of project management techniques is one of the critical success factors for successful projects. (Other factors include top management support and user involvement.)
This course introduces students to the concepts involved in project management, including project planning, cost estimation, project life cycles, work breakdown structures, scheduling, staffing, and project management software tools.
III Learning Objectives
The objectives of this course are:
1) To introduce you to project management as a discipline,
2) To give you an understanding of the knowledge areas and the processes involved in project management,
3) To familiarize you with current software tools used in managing projects, and
4) To make you more successful in the workplace.
IV Course Format
We will combine lectures, mini-paper presentations, and the computer lab for this course. We will emphasize the material from the text book as a guide to project management concepts, and illustrate those concepts through cases from the text, cases from experience, and through mini-papers and projects. The computer lab will be used for applying project management software, specifically Microsoft Project 2003. We will also make use of WebCT for this course, primarily in order to distribute documents.
V Evaluation
There will be a mid-term, a final, homeworks, mini-papers, and projects. The weighting of these for determining the final grade will be as follows:
Item Homeworks Mid-term Projects Mini-papers Final Class Participation
Weight 12% 20% 15%

18% 25%
10%
Note that participation is important. However, participation is more than just showing up; you should come to each class prepared, and be ready to ask questions. Project management is a very wide field, and covers a lot of topics that can seem abstract, especially if youve never experienced real MIS projects. There is never, ever a bad or dumb question. At least, Ive never heard one in all the time Ive been teaching, and remember that if you have a question, most likely others do too.
VI Administrative Notes
These administrative notes are in the form of guidelines that will apply to our course; please make sure you have an understanding of them:
Under no circumstances will the dates of exams be changed individually. All assignments that are turned in late will receive half credit. Assignments are due at the beginning of class. As with all courses in the College of Management, this course is governed by the UMass regulations and procedures regarding Academic Standards, Cheating, Plagiarism, and the Documentation of Written Work as published in the Undergraduate Catalog. Students caught cheating or plagiarizing will fail the course and a description of the incident may be attached to his or her academic record. Students should be aware that, at the discretion of the instructor, assignments may be submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism. Students in this course must be prepared to submit an electronic version of any written assignment upon request of the instructor.
questions in class.
If you do not understand an assignment, it is your responsibility to seek clarification please ask
VII Detailed Schedule
Here is our planned schedule at the outset, subject to change as the semester progresses:
Topic
Ch 1 and 2
Ch 4
Ch 5
Readings Introduction to course, syllabus and to Project Management Project Mgt, context of Project Mgt in MIS, SDLC Project integration management, elements of a project plan Project scope management, work breakdown structures Paper presentations Paper presentations Scope management, project charter Time management Intro to MS-Project Work in lab on MSProject #1 MS-Project, Pert and Gantt charts Work in lab on MS
Due
Homework #1
Homework #2
Colossal Failure paper
Ch 5 (continued) Ch 6 Appendix A -
Homework #3
MS Project #1
Ch 7 No class - spring break No class - spring break Ch 7 (contd)
Project #2 Cost management Work in lab on MS Project #2
Homework #4
Mid-term Cost management Paper presentations Paper presentations Quality management Human Resource management PMI certification Paper presentations Paper presentations Work in lab on MS Project #3 Risk management Work in lab on MS Project #3 Procurement management Project management simulation Review for final
MS Project #2 Cost management paper Homework #5 M-B profile
Ch 8 Ch 9 Appendix B
Quality in IT paper
Ch 11
Homework #6
Ch 12 Appendix E
MS Project #3
IT 428: Introduction to Information Security (exists as MSIS 428)
Course Description:
An introduction to the various technical and administrative aspects of Information Security and Assurance. This course provides the foundation for understanding the key issues associated with protecting information assets, determining the levels of protection and response to security incidents, and designing a consistent, reasonable information security system, with appropriate intrusion detection and reporting features.
The purpose of the course is to provide the student with an overview of the field of Information Security and Assurance. Students will be exposed to the spectrum of Security activities, methods, methodologies, and procedures. Coverage will include inspection and protection of information assets, detection of and reaction to threats to information assets, and examination of pre- and post-incident procedures, technical and managerial responses and an overview of the Information Security Planning and Staffing functions. Prerequisites: Textbook and Resources:
IT 110 Introduction to Computers or approval of the MSIS Department M. Whitman and H. Mattord. Principles of Information Security, 2nd Edition (Course Technology, 2005). COBIT Student Book (Electronic Format from ISACA) Software used in lab: Provided by Instructor.
Instructor: Office: Email Address:

Phone: Instructor Website Address:
Jean-Pierre Kuilboer M 5-246 Jeanpierre.kuilboer@umb.edu 617 287-7868

http://boston.umassonline.net Using WebCT
Course ID:
Course Password:
Course Objectives:
After completing the course, students will be able to: Identify and prioritize information assets. Identify and prioritize threats to information assets. Define an information security strategy and architecture. Plan for and respond to intruders in an information system Describe legal and public relations implications of security and privacy issues. Present a disaster recovery plan for recovery of information assets after an incident.
POLICIES
Attendance:
The Instructor expects your attendance at each and every class; however, actual attendance is up to the student. Grade performance is a demonstrated function of attendance, preparation and participation. You can get behind very easily by skipping classes, resulting in a poor understanding of the material, which will show up as a poor grade for the class. Any class sessions missed by the student are the student's responsibility to make up, not the instructor's. Late arrival that causes disruption, early departure that causes disruption, excessive conversation among students (a disruption in its own right), inappropriate use of electronic devices that cause disruptions and other actions that disrupt the classroom are unacceptable.
Assessment:
Quizzes Exams Final Exam Lab Assignments Other Assignments Semester Project Grade Evaluation: A B C D F 10% 30% 20% 10% 10% 20% 100% 90% - 100% 89% - 80% 79% - 70% 69% - 60% 59% or below
Evaluation criteria explained: Students are expected to be active participants in each class meeting. Full credit for participation will be extended to students who regularly ask questions, share observations, and contribute relevant personal experiences. The mid-term examination will consist of objective questions and will require a technological comprehension that covers the lecture material and assigned readings. The assignments will consist of a number of individual in class and homework tasks. Students will be given specific guidance on the amount of collaboration permitted for each assignment. Unless otherwise specified, all assignments are individual assignments, and thus must be completely the original work of the student submitting them and include proper citations to the published work of others.
Quizzes:
Quizzes will be given throughout the semester, at a rate of approximately 1 per chapter. Quizzes will always cover the material covered since the last Quiz or Exam. The quizzes will be combinations of objective and short-answer questions. Quizzes will be administered online via WebCT. Makeup quizzes will not be given. However, the lowest quiz grade will be dropped. Any class material missed by the student is the student's responsibility to acquire. Exams:
There will be two (2) non-cumulative examinations a midterm and a final exam. The content will come from the text and other material presented in lecture sessions as well as labs. Note that material presented in class and in lab will supplement the assigned reading. Therefore, class attendance and good note taking are essential tactics for success.
There will be no make-up examinations. It is the students responsibility to arrange for an excused absence before the exam. A grade of zero will be assigned for all exams missed without an excused absence. If an emergency arises on the day of the midterm, and the instructor deems that the absence is excused, then the weight of the final exam may be increased to replace the midterm.
Guidelines for submitting work:
All homework assignments are to be submitted by email to the instructors email address at the top of this syllabus. See individual assignment requirements in WebCT. Be sure you receive an acknowledgement from the instructor for each assignment. Every assignment the instructor receives will have an acknowledgement sent. If you did not get the acknowledgment, the instructor did not get the assignment.
All email submissions must be received prior to the stated deadline. The following format must be used when submitting assignments via email.
Subject: MSIS428-hw/01 yourname LAB#
Example: msis428-hw/01 Surname Lab 1
Late assignments will not be accepted! Withdrawal Policy: The last day to withdraw without academic penalty is 04-06-06. Ceasing to attend class or oral notice thereof DOES NOT constitute official withdrawal from the course. Students who simply stop attending classes without officially withdrawing usually are assigned failing grades. Students wishing to withdraw after the scheduled change period (add/drop) must obtain and complete a withdrawal form from the Academic Services Department in the Registrars Office. Enrollment Policy: Only those students who are enrolled in the class may attend lectures, receive assignments, take quizzes and exams, and receive a grade in the class. If a student is administratively withdrawn from this course, they will not be permitted to attend class nor will they receive any grade for the class. Electronic Devices: In order to minimize the level of distraction, all watches, beepers and cellular phones must be on quiet mode during class meeting times. Students who wish to use a computer/PDA for note taking need prior approval of the instructor since key clicks and other noises can distract other students. Recording of lectures by any method requires prior approval of the instructor. Email Messages: Remember to put the course name and section number in the subject field of every e-mail message that you send me. E-mail messages that are missing this information are likely to be automatically redirected to a folder the instructor will seldom check.
Lab Assignments: Four lab sessions and accompanying assignments are due throughout the term. Details and due dates are available from WebCT. Each of these lab assignments is weighted equally.
No lab make up sessions are available, and late assignments will not be accepted! If you are unable to arrive at the lab on time on the day of the lab session and must then perform the lab work on your own, you are responsible for turning on the lab assignment on time. You may turn the assignment in early. Assignments are submitted via email unless specified otherwise. General Assignments: Five general assignments are due throughout the term. Details and due dates for these assignment are available from WebCT. Each of these assignments is weighted equally.
Late assignments will not be accepted! You may turn the assignment in early. Assignments are submitted via email unless specified otherwise. Semester Project: A group multimedia project will be performed with delivery during the last two class days. Details of this group project assignment are available from WebCT. Internet Services Account: Servername is the name of the server used to provide students with an e-mail account and space for a Web page. Accounts may be applied for online. You are responsible for knowing and following all policies that are posted on the servername site. A very useful introduction to servername is also available.
If you established a servername account prior to registering, make sure that your account is active and that you know your password before the second week of class.
Your e-mail address on servername will be important as it will used for class communication of important announcements.
Computer Labs: Please be aware of and follow all computer lab user policies. Campus red Lab The labs on the Healey Library Building are open 7 days each week as follows: M-Th 7:45am - 11pm Friday 7:45am - 5pm Sat 10am - 6pm Sun noon - 8pm The Campus Red Lab lab is open most holidays. Be prepared to show your current student ID card upon entering the lab. The telephone number of the Campus Computing service is 770-555-6110.
Campus (Purple) Lab The lab in HL of the Library Building is open for this class as follows: Wed 4:00-5:15
The telephone number of the Campus is . Disability Statement: Any student with a documented disability needing academic adjustments is requested to notify the instructor as early in the semester as possible, and must do so before the mid-term exam. Verification from disabled Student Support Services is required. All discussions will remain confidential.
Academic Integrity Statement: Every University student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. The Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement.
Students are encouraged to study together and to work together on class assignments and lab exercises; however, the provisions of the STUDENT CONDUCT REGULATIONS, II. Academic Honesty, Undergraduate Catalog will be strictly enforced in this class.
Frequently students will be provided with take-home exams or exercises. It is the students responsibility to ensure they fully understand to what extent they may collaborate or discuss content with other students. No exam work may be performed with the assistance of others or outside material unless specifically instructed as permissible. If an exam or assignment is designated no outside assistance this includes, but is not limited to, peers, books, publications, the Internet and the WWW. If a student is instructed to provide citations for sources, proper use of citation support is expected. Additional information can be found at the following locations.
http://www.apa.org/journals/webref.html http://www.lib.duke.edu/libguide/citing.htm http://bailiwick.lib.uiowa.edu/journalism/cite.html http://www.cas.usf.edu/english/walker/papers/copyright/ipdummie.html http://www.indiana.edu/~wts/wts/plagiarism.html http://plagiarism.phys.virginia.edu/links.html http://www.arts.ubc.ca/doa/plagiarism.htm http://alexia.lis.uiuc.edu/%7ejanicke/plagiary.htm http://webster.commnet.edu/mla/plagiarism.htm http://www.virtualsalt.com/antiplag.htm http://www.engr.washington.edu/~tc231/course_info/plagiarism.html http://quarles.unbc.edu/lsc/rpplagia.html
Week 1 2 3
Textbook Assignment Chapter 1 IS Chapter 2 IS Chapter 1 IS-lab Chapter 3 IS
Other Assignments and Notes
4 5 6 7 8 9 10 11 12 13 14
Introduction to the course Introduction to Information Security The Need for Security Footprinting Legal, Ethical, and Professional Issues in Information Security Chapter 6 IS-Lab Information Security Management Chapter 4 IS Risk Management Chapter 3 IS-Lab Operating System Vulnerabilities and Resolutions Presidents day Chapter 5 Chapter 5 Planning for Security First Exam Chapter 2 IS-Lab Scanning and Enumeration Chapter 6 Technology: Firewalls & VPNs Chapter 4 IS-Lab Network Security Tools and Technologies Chapter 7 Technology: IDS and Access Control Chapter 8 IS-Lab Computer Forensics Chapter 8 Cryptography Chapter 7 IS-Lab File System Security and Cryptography Chapter 9 Physical Security Introduction to COBIT Chapter 10 Implementing Security Second Exam Patriots Day Catch-up lab (exam review) Chapter 11 Security and Personnel (Private/Public/Task Force) Introduction to COBIT (2) Chapter 12 InfoSec Maintenance Chapter 5 IS-Lab Security Maintenance
15
Presentation of Group Projects Presentation of Group Projects Final Exam
Special Dates: Holidays/No Class Last day to withdrawal without penalty Last day of class Final Exam
White Hat Agreement And Code of Ethics
This is a working document that provides further guidelines for the course exercise. If you have questions about any of these guidelines, please contact one of the course instructors. When in doubt, the default action should be to ask the instructors.
1) The goal of the project is to search for technical means of discovering information about others with whom you share a computer system. As such, non-technical means of discovering information are disallowed (e.g., following someone home at night to find out where they live).
2) ANY data that is stored outside of the course accounts can be used only if it has been explicitly and intentionally published, (e.g. on a web page), or if it is in a publicly available directory, (e.g. /etc, /usr ).
3) Social engineering for information about individuals from anyone outside of the course is disallowed.
4) Impersonation, e.g. forgery of electronic mail, is disallowed.
5) If you discover a way to gain access to any account other than your own (including root), do NOT access that account, but immediately inform the course instructors of the vulnerability. If you have inadvertently already gained access to the account, IMMEDIATELY exit the account and inform the course instructors.
6) All explorations should be targeted specifically to the assigned course accounts. ANY tool that indiscriminately explores non-course accounts for vulnerabilities is specifically disallowed.
7) Using the web to find exploration tools and methods is allowed. In your reports, provide full attribution to the source of the tool or method.
8) If in doubt at all about whether a given activity falls within the letter or spirit of the course exercise, discuss the activity with the instructors BEFORE exploring the approach further.
9) You can participate in the course exercise only if you are registered for a grade in the class. ANY violation of the course guidelines may result in disciplinary or legal action.
White Hat Agreement University of Massachusetts Boston
Code of Ethics Preamble: (Source www.isc2.org Code of ethics) Safety of the commonwealth, duty to our principals, and to each other requires that we adhere, and be seen to adhere, to the highest ethical standards of behavior. Therefore, strict adherence to this code is a condition of laboratory admission.
Code of Ethics Canons: Protect society, the commonwealth, and the infrastructure. Act honorably, honestly, justly, responsibly, and legally. Provide diligent and competent service to principals. Advance and protect the profession.
The following additional guidance is given in furtherance of these goals.
Protect society, the commonwealth, and the infrastructure Promote and preserve public trust and confidence in information and systems. Promote the understanding and acceptance of prudent information security measures. Preserve and strengthen the integrity of the public infrastructure. Discourage unsafe practice.
Act honorably, honestly, justly, responsibly, and legally Tell the truth; make all stakeholders aware of your actions on a timely basis. Observe all contracts and agreements, express or implied.
Treat all constituents fairly. In resolving conflicts, consider public safety and duties to principals, individuals, and the profession in that order. Give prudent advice; avoid raising unnecessary alarm or giving unwarranted comfort. Take care to be truthful, objective, cautious, and within your competence. When resolving differing laws in different jurisdictions, give preference to the laws of the jurisdiction in which you render your service.
Provide diligent and competent service to principals Preserve the value of their systems, applications, and information. Respect their trust and the privileges that they grant you. Avoid conflicts of interest or the appearance thereof. Render only those services for which you are fully competent and qualified.
Advance and protect the profession Sponsor for professional advancement those best qualified. All other things equal, prefer those who are certified and who adhere to these canons. Avoid professional association with those whose practices or reputation might diminish the profession. Take care not to injure the reputation of other professionals through malice or indifference. Maintain your competence; keep your skills and knowledge current. Give generously of your time and knowledge in training others.
As part of this course, you may be exposed to systems, tools and techniques related to Information Security. With proper use, these components allow a security or network administrator better understand the vulnerabilities and security precautions in effect. Misused, intentionally or accidentally, these components can result in breaches of security, damage to data or other undesirable results.
Since these lab experiments will be carried out in part in a public network that is used by people for real work, you must agree to the following before you can participate. If you are unwilling to sign this form, then you cannot participate in the lab exercises.
Student agreement form:
I agree to: - only examine the special course accounts for privacy vulnerabilities (if applicable) - report any security vulnerabilities discovered to the course instructors immediately, and not disclose them to anyone else - maintain the confidentiality of any private information I learn through the course exercise - actively use my course account with the understanding that its contents and actions may be discovered by others - hold harmless the course instructors and University of Massachusetts Boston for any consequences of this course - abide by the computing policies of University of Massachusetts Boston and by all laws governing use of computer resources on campus
I agree to NOT: - attempt to gain root access or any other increase in privilege on any UMB workstation - disclose any private information that I discover as a direct or indirect result of this course exercise - take actions that will modify or deny access to any data or service not owned by me - attempt to perform any actions or use utilities presented in the laboratory outside the confines and structure of the labs. - utilize any security vulnerabilities beyond the target accounts in the course or beyond the duration of the course exercise - pursue any legal action against the course instructors or University of Massachusetts Boston for consequences related to this course
Moreover, I consent for my course accounts and systems to be examined for security and privacy vulnerabilities by other students in the course, with the understanding that this may result in information about me being disclosed (if applicable).
The above agreement has been explained to me to my satisfaction. I agree to abide by the conditions of the Code of Ethics and of the White Hat Agreement.
Signed, ______________________________________ Date:___________________
Printed name:____________________________
e-mail address ___________________________
Acknowledgment and Acceptance of Academic Integrity Statement:
In any academic community, certain standards and ethical behavior are required to ensure the unhindered pursuit of knowledge and the free exchange of ideas. Academic honesty means that you respect the right of other individuals to express their views and opinions, and that you, as a student, not engage in plagiarism, cheating, illegal access, misuse or destruction of college property, or falsification of college records or academic work.
As a member of the University academic community you are expected to adhere to these ethical standards. You are expected to read, understand and follow the code of conduct as outlined in the graduate and undergraduate catalogs. You need to be aware that if you are found guilty of violating these standards you will be subject to certain penalties as outlined in the college judiciary procedures. These penalties include permanent expulsion.
Read the Academic Integrity Statement and then sign and date in the space below. You are required to abide by these ethical standards while you are a student. Your signature indicates that you understand the ethical standards expected of you in this academic community, and that you understand the consequences of violating these standards.
________________________________ Course Name
________________________________ Instructor Name
Print Name
Signature
Date
IT 441 Network Services Administration (a new course)

Course Description
This course builds upon the material learned in IT341 Introduction to System Administration. It shows how one may better administer networked computer systems by automating many of the administration regimes and by effectively managing those who help. Topics include scripting, heterogeneous networks, remote management, the legal issues of network administration, an introduction to network security, and the design and implementation of policy. Students are also introduced to issues in managing others.
Course Goals
The goal of this course is to teach students how computer network system administration may be made easier by
Automating some of the required processes, Understanding the basics of network security, and Managing others who are working with you to get the work done.
This course builds on the basics of Linux system administration covered in IT341 Introduction to System Administration.
IT441 is a required course in the System Administration track of the new BS in Information Technology (IT) degree, offered jointly by the Department of Computer
Science (CSM) and the MSIS Department (CM). The System Administration track is offered by the Computer Science Department. The tracks purpose is to prepare the student for a career in computer system administration and/or information technology in general.
Syllabus
Automating the System Administration Process 1. Advanced Shell Scripting. 2. Perl Programming 3. Building and monitoring a logging infrastructure. 4. Network monitoring. Running heterogeneous networks. Services 1. Local server standards 2. Internet Postmaster: duties and responsibilities. 3. Supporting SAMBA (making your UNIX file system look like a Windows file system). 4. Running a network information system 5. Running a local DNS. 6. Running NFS. 7. Running a print server. Security 1. Levels of security and threat analysis 2. Password systems 3. An introduction to firewalls
4. Detecting intruders 5. Redundancy of hardware and data Management 8. Reality, perception and visibility. 9. Staying happy. 10. Responsibilities of technical and people managers. 11. Hiring and firing system administrators. 12. Dealing with vendors. 13. Budgeting for the System Administrator 14. System security: a management perspective.
Projects
Much of the material in this course will be transmitted by way of hands-on projects, where students, working in small teams, set up small networks of computers running Linux. There will be six to eight projects, such as the following (these are only examples):
Setting up a Linux network with clients and a server supporting NFS, NIS, DNS. Setting up remote access management Set up a sniffer for monitoring network usage Writing a Perl script to watch for repeated illegal login entries. Automating the user registration process. A Perl script for looking for orphaned homes (Home directories without users, or the inverse)
A Perl script for validating group file integrity. A Perl script for checking the integrity of the alias database. A (OSU-like) Perl script for automating backup and/or restore. A Perl script for checking the consistency of Ethernet addresses. A Perl script for recording disk usage in a way that it may be easily queried. Configuring a firewall, attempting to crack a firewall. Installing open-source software such as SVN (a source control application). Setting up Samba and adding Windows boxes to the network
Grading
Projects and Engineering Notebook Midterm Exam Final Exam 50% 20% 30%
There are very good textbooks that address both the policy issues of system administration, as well as the implementation details. Many are oriented towards specific systems such as Unix, Linux, Windows and (for people with taste) Macs. For this course, we will use the following:
(From IT341)
4. Thomas A. Limoncelli, Christine Hogan and Strata R. Chalup. The Practice of System and Network Administration, 2nd Edition. Addison Wesley, 2007. ISBN 978-0321492661. (This discusses the generic policy questions in system administration, and rarely talks about a particular operating system.) 5. Evi Nemeth, Garth Snyder, Scott Seebass and Trent R Hein. Unix System Administration Handbook (Third Edition). Prentice Hall, 2001. ISBN 0-13020601-6. (Unix specific.) 6. Matt Welsh and Matthias Daheimer. Running Linux (5th edition). O'Reilly, 2005. (Linux specific.)
(New for this course)
7. Randal Schwartz and Tom Phoenix. Learning Perl (4th Edition). O'Reilly Media, Inc, 2005. 8. Nick Christenson and Brad Knowles. Internet Postmaster: Duties and Responsibilities. SAGE, USENIX Association, 2006.
Additional readings will be assigned from the SAGE web site at http://www.sage.org/. SAGE is the System Administrators Guild, a special technical group of the USENIX Association. They maintain a fabulous web site (which Rick Martin pointed us to) with all sorts of resources including a series of monographs on core sysadmin subjects.
Accommodations
Academic Honesty
IT 442 Windows System Administration (a new course)

Course Description
This is an introduction to the process of choosing, installing, configuring and maintaining Microsoft Windows client and server systems. Topics include user management, file systems, network domains and domain management, mailers, and printing. Students get practice in writing scripts for performing maintenance tasks. Also, students learn how these tasks fit into the more general system administration process.
Course Goals
The goal of this course is to introduce the student to Windows client and server (and Windows network) administration. Microsoft Windows differs from UNIX in several ways:
UNIX is an open-source operating system; one may read the source code to determine how an application or systems tool works. Windows is closed; one must rely on the (Microsoft) documentation as to how a program works. The principal interface to UNIX for the system administrator is the command line. The principal interface to Windows is the (More graphical and more directive) Wizard. Windows, like UNIX, does support scripting. While UNIX scripts are most often written in shell script and Perl, Windows server scripts are usually written in VBScript.
Students will learn how to install, configure, and administer the most current Windows client and server architectures.
IT442 is a required course in the System Administration track of the new BS in Information Technology (IT) degree, offered jointly by the Department of Computer Science (CSM) and the MSIS Department (CM). The System Administration track is offered by the Computer Science Department. The tracks purpose is to prepare the student for a career in computer system administration and/or information technology in general.
Syllabus
Installing and configuring Windows client and server operating systems. Managing users and groups. Window Network Administration. Interoperating with UNIX. Configuring mail services. Deploying terminal services. Internet services and servers. Performance monitoring. Network and server security. Troubleshooting and recovery. Using the registry.
Projects
Much of the material in this course will be transmitted by way of hands-on projects, where students, working in small teams, set up small networks of computers running Windows.
Installing a Windows client on a PC. Installing a Windows server. Setting up a network of Windows machines. Defining and implementing a domain Installing and configuring a domain name server (DNS and WINS) Installing and configuring a network files system (NFS) Installing and configuring print services Installing and configuring Email Installing and configuring DHCP Installing and configuring a local firewall, antivirus software, antiSpyware, and antiPhishing software.
Set up OS patching, both manually and automated (using WUS); application patching (using MSUpdate and WUS). Setting up a local firewall Backup, restore, vaulting and archiving (disk to tape, extranets, disk to disk to tape). Setting up and using remote access management: Remote Desktop and VPN Merging with a UNIX Network. Setting up an educational network (allowing professors, students and graders to coexist).
Grading
1. Mark Minasi and John Paul Mueller. Mastering Windows Vista Business: Ultimate, Business, and Enterprise. Sybex, 2007.
2. Mark Minasi. Mastering Windows Server 2003. SYBEX, 2003.
3. Mark Minasi. Mastering Windows Server 2003 Upgrade Edition for SP1 and R2 [a supplement to Mastering Windows Server 2003]. SYBEX, 2006.
4. Charlie Russel, Sharon Crawford and Jason Gerend. Microsoft Windows Server 2003: Administrators Companion. Microsoft Press, 2003.
5. Mark Minasi has an email newsletter web site: http://www.minasi.com/
6. Jeremy Moskowitz. Group Policy, Profiles, and IntelliMirror for Windows 2003, Windows XP, and Windows 2000. SYBEX 2004.
7. Jeremy Moskowitz has a group policy web site: http://www.gpanswers.com/.
8. Mitch Tulloch. Windows Server Hacks: 100 Industrial-Strength Tips & Tools. O'Reilly, 2004.
9. Paul Lomax. VBScript in a Nutshell, 2d ed. O'Reilly, 2003.
10. Charlie Russel, Sharon Crawford and Jason Gerend. Windows Server 2003. Microsoft Press, 2003.
11. Microsoft has the "scripting guys" web site: http://www.microsoft.com/technet/scriptcenter/default.mspx
Accommodations
Academic Honesty
IT 443 Network Security Administration (a new course)

Course Description
This course explores the application of policy and techniques to securing both public and private networks. The course is project-based and includes such topics as threat analysis and management, cryptography, firewalls, isolation, issues in securing wireless networks, and certificates.
Course Goals
The goal of this course is to prepare the student to be able to Understand the principal issues in network security. Define and implement a security policy. Evaluate the implementation of a security policy. Learn what one can do
This course builds on the basics of Linux systems administration covered in IT 341 Introduction to Systems Administration.
IT443 is a required course in the System Administration track of the new BS in Information Technology (IT) degree, offered jointly by the Department of Computer Science (CSM) and the MSIS Department (CM). The System Administration track is offered by the Computer Science Department. The tracks purpose is to prepare the
student for a career in computer systems administration and/or information technology in general.
Syllabus
Physical structures, including hubs, routers, switches and servers. Cryptography basics DNS, ipAddressing management (static and DHCP), domains, WINS and troubleshooting NAT issues. Single sign-on management Wireless security Router security and ACL settings The internet and private networks Firewalls, DMZ, and honey pots Tools for monitoring event logs, and troubleshooting. VPNs and routed networks Virtual networks and portable media Certificates The effects of the operating system (Unix, Windows and Mac) Sniffers and what they can or cannot see. Intrusion detection Hacker attacks Computer forensics Privacy, intellectual property and theft
Projects
Much of the material in this course will be transmitted by way of hands-on projects, where students, working in small teams, set up small networks of computers running Linux.
A threat analysis and management study and a security plan. Setting up SSH. Implementing single sign-on. Implementing a system to monitor logs for intrusions and threats to security. White-hat hacking. Installing, configuring and monitoring a network firewall. Setting up a DMZ. Setting up a virtual private network (VPN). Implementing certificates. Implementing web application authentication and security
Grading
There are very good textbooks that address both the policy issues of system administration, as well as the implementation details. Many are oriented towards specific systems such as Unix, Linux, Windows and (for people with taste) Macs. For this course, we will use the following:
(From IT341)
9. Thomas A. Limoncelli, Christine Hogan and Strata R. Chalup. The Practice of System and Network Administration, 2nd Edition. Addison Wesley, 2007. ISBN 978-0321492661. (This discusses the generic policy questions in system administration, and rarely talks about a particular operating system.) 10. Evi Nemeth, Garth Snyder, Scott Seebass and Trent R Hein. Unix System Administration Handbook (Third Edition). Prentice Hall, 2001. ISBN 0-13020601-6. (Unix specific.) 11. Matt Welsh and Matthias Daheimer. Running Linux (5th edition). O'Reilly, 2005. (Linux specific.)
(New for this course)
12. Simpson Garfinkel with Gene Spafford. Web Security, Privacy & Commerce. OReilly &Associates, 2002. 13. Gert DeLaet and Gert Schauwers. Network Security Fundamentals. Cisco Press (September 8, 2004). 14. Matt Curtin. Introduction to Network Security. Kent Information Security, 1997. Also on the WWW at http://www.interhack.net/pubs/network-security/.
Additional readings will be assigned from the SAGE web site at http://www.sage.org/. SAGE is the System Administrators Guild, a special technical group of the USENIX Association. They maintain a fabulous web site (which Rick
Martin pointed us to) with all sorts of resources including a series of monographs on core sysadmin subjects.
Accommodations
Academic Honesty
IT 460 Integration Methodologies and Tools (new course)

8. INSTRUCTOR.
Oscar Gutierrez Office: McCormack 5th floor room 247 E-Mail: oscar.gutierrez@umb.edu Phone: (617) 287-7885 appointment
Office Hours: Tue/Thu 10:00-11:00 AM Mon/Wed 2:00-3:00 PM Or by
9.
Langenwalter G., Enterprise Resource Planning and Beyond: Integrating Your Entire Organization, The St. Lucie Press, 2000, ISBN 1-57444-260-0.
Greef A. and Fruergaa M., Inside Microsoft Dynamics AX 4.0 Microsoft Press, 2006, ISBN 0-7356-2257-4.
10.
This course develops an understanding of applications architecture based on building IT systems out of common parts and a service-oriented architecture. These are collections of information services, modules and functional components that can be reused in a variety of common contexts. The course will apply several tools to exemplify the use of heterogeneous reusable modules to fulfill an information service. An underlying methodology for integration will be applied. The specific learning objectives of this course are to enable the student:
To understand the issues involved in business process integration through information technology, To understand the architecture of a typical integration architecture, To understand the relationships between the various major functions of an Enterprise Resource Planning system, To recognize the concepts and capabilities of a complex ERP development and configuration tool, To create basic templates, logic and functions that extend the capabilities of an existing system, To understand and apply some of the tools of the Microsoft Dynamics AX architecture, To become capable of using the Microsoft Dynamics AX development environment
11.
This is a hands-on demanding course involving a series of individual projects to be completed using a current Database Management System.
Weight 40% 25% 25% 10%
12.
13.
Microsoft Dynamics AX Version 4.0 is required for this course, and is available in the labs. You will receive guidelines for accessing the system and for downloading the required client portions of the system so that you can complete your projects and assignments. Guidelines, instructions and accounts will be distributed at a later date. Note that there are 35 concurrent licenses available for this course, which gives you the certainty, that you will be able to log on to AX at any time when the system is available.
14.
Week 1
3 4
5 6
7 8 9
Topics and Competencies Executive direction and support for Total Enterprise Integration (TEI) Architectural overview: Rich client, web client and integration application client. The application framework Customer Integration The MorphX Environmnet. Planning development with MorphX; Application model elements Manufacturing Integration MorphX Designers. Project designer. Form and report visual designers. Support Services Integration MorphX Development tools Technical considerations
Readings Langenwalter: Chapters 1 and 2 Greef: Chapter 1
Langenwalter: Chapter 3 Greef: Chapter 2
Langenwalter: Chapter 6 Greef: Chapter 4 Langenwalter: Chapter 7
10
11 12
13 14
15
Extensions to current architecture. Form Customization; report customization; table and class customization Multi-plan and Multidivision issues The Business Connector. Integration technologies, the Connector, Usage scenarios Steps to successful implementation The enterprise portal. The web framework, inside the enterprise portal The people side of TEI
Greef: Chapter 6
Langenwalter: Chapter 11
IT 461 System Analysis and Design (exists as MSIS 461)
Instructor: Office: E-mail: Phone: Office Hours: Class Time: Classroom: Section: Term: Online System:
Peng Xu M/5-234 Prefer WebCT email (UMB email: peng.xu@umb.edu) 617-287-7882 Tuesday and Thursday 1:30 pm 3:00 pm and by appointment Tuesday and Thursday 11:30AM--12:45AM McCormack M01-0428 1 Spring 2007 WebCT Vista
Required Text/Materials
1) Alan Dennis, Barbara Haley Wixon, and David Tegarden, Analysis and Design with UML Version 2.0: An Object-Oriented Approach, 2nd Edition, Wiley, 2005, ISBN 0-471-34806-6
Course Background
This course provides an introduction to the analysis and logical design of computer-based information systems. Information systems development is a process in which technical, organizational, and human aspects of a system are analyzed and changed in the hope of creating an improved system. In spite of the advanced technology that surrounds computer-based information systems, the process of systems analysis and design is still largely an art. There is a high dependence on the skills of individual analysts and designers even though there are principles, methods, techniques and tools to guide and assist in the processes involved. This course will give students an understanding of the tools and techniques that are available and will introduce the concepts and theory that underlie the processes.
Course Objectives
Upon successful completion of this course the student will be able to:
Understand and use the Unified Modeling Language (UML) to visually model the requirements and architecture of a new or existing (object oriented) information system. Use a specific Computer Aided Software Engineering (CASE) tool to assist in systems analysis and Design. Understand various approaches to systems (life cycle) development. Understand the purpose, context, and commonly expected deliverables of systems analysis and design.
Topics
D: Denniss book: System Analysis and Design with UML Version 2.0
Week
1
Textbook reading
Syllabus, D1
Topic
Syllabus, Introduction to System Analysis and Design Introduction to UML Project initiation, Requirement determination Requirement determination Functional Modeling (Activity diagram) Functional Modeling (Activity diagram, Use Case) Functional Modeling (Use Case) Functional Modeling (Use Case-case
Major Events
1 2
D2 (p24-28; 2934) D3, D5
2 3
D5 D6
Assignment 1 out
D6
4 4
D6 D6
Assignment 2 out
study) 5 5 6 6 7 7 8 D6 D6 D7 D7 D7 D7 Functional Modeling (Use Case- case study) Functional Modeling (Use Case- case study) Structure Modeling (Class Diagram) Structure Modeling (Class Diagram) Structure Modeling (Class Diagramcase study) Structure Modeling (Class Diagramcase study) Spring break Assignment 3 out, Project out
Study guide for test 1 out
D7
Review for Test 1 Structure Modeling (Class Diagramcase study) Test 1
10
D8
Post-test review Behavioral Modeling (Sequence Diagram/Communication Diagram) Behavioral Modeling (Sequence Diagram/Communication Diagram) Behavioral Modeling (Sequence Diagram/Communication Diagram case study) Behavioral Modeling (Sequence Diagram/Communication Diagram case study) Behavioral Modeling (State Chart Diagram) Assignment 4 out
10
D8
11
D8
11
D8
12
D8
12
D9, D10 ( 288 297) D11
Moving on to design, Class and Method Design Data Management (relational database) Software development methodology, and RUP Agile methods Project Management
13
13
D1
14 14
D1 and online material D4
15 15 16 17
D14, 15 D13& D12
Construction and Installation and Operation Physical Architecture & HCI Lay design Project day Final Exam
Evaluation
Items Test 1 Final exam Assignments (4) Group Project Peer Evaluation Form Participation Total
Points 100 150 150 70 5 25 500
Percent 20% 30% 30% 14% 1% 5% 100%
Points 470-500 450-469 435-449 420-434 400-419 385-399
370-384
350-369 335-349 320-334 300-319 0-299
Percent 94-100 90-93 87-89 84-86 80-83 77-79 74-76 70-73 67-69 64-66 60-63 <60
Grade A AB+ B BC+ C CD+ D DF
Participation
The instructor encourages everyone to participate in class activities, discussions, and respond to questions from other students. This type of class interaction will guarantee maximum points for participation. Participation points are based on:
1. 2. 3. 4.
Attending the entire class, Being prepared to participate, Asking and responding to questions, and In-class activities.
Administrative Notes
Peer Evaluation In the end, students are required to complete a peer evaluation form to assess the effort and contribution of their team members. The information in the form is confidential. The final grades may be adjusted according to the peer evaluation.
Make-Ups
NO make-ups will be given. It is impossible to create an equivalent experience without placing the student at either an advantaged or disadvantaged status.
If you cannot take exams/tests due to emergency, please contact the instructor within 24 hours and please bring paper documents to the instructor.
Assignments
Each assignment has two deadlines, i.e., a regular deadline and late deadline. Assignments submitted after the regular deadlines but before the late deadlines can receive only 2/3 of the credits at most. No assignments will be accepted after the late deadlines. The deadlines will be announced in class for each assignment.
If you do not understand an assignment, it is your responsibility to seek clarification there are resources available to you.
Reassessment If a request is made for any scored material to be reassessed, please recognize that it will be possible to retain, gain, or lose points in the reassessment process. Make any reassessment requests by e-mail within one (1) week of grading. Please make a follow-up appointment to meet the instructor during office hours for review of the results of any reassessment.
Attendance
Class attendance is expected, anticipated and rewarded. The instructor is not a policeman and will not "excuse" anyone from class. All classes are important; therefore one cannot "make up" the experience of a class (see Participation).
Disability service The Lillian Semper Ross Center for Disability Services provides a full range of support services. The Ross Center is located in the Campus Center, 2nd floor; Tel: (617) 287-7430
Academic Honesty In this class, there will be zero tolerance for dishonorable or unethical conduct. Electronic or physical sharing of answers will be considered cheating and will not be tolerated.
Penalties: If a student is charged with Academic Dishonesty, for each charge, a zero (0) with be given for the assignment, a minimum of fifty (50) points will be deducted from the final course total points and a written Notice of Academic Dishonesty will be given to the Deans office. The student will also receive a copy of the notice.
IT 485 Information Technology Capstone (a new course)

Course Description
Students will work on a semester-long project, particular to their track and meet together with an instructor and with students from other tracks to discuss each others projects. Students will deliver a product that is appropriate to their track in the IT program. At the end of the semester, students report on their product, both in oral presentations and demonstrations and in writing. Goals
Students will work, either individually or in small groups, to produce some product that is relevant to their individual tracks. Students will report regularly on project progress and answer questions and take suggestions from classmates, many of who will come from other tracks. Students will get practice giving both oral and written presentations of their work. Students will make use of the knowledge they have gained in pursuing their individual tracks. Students will learn something of the other tracks from their classmates.
Textbooks
There is no textbook for IT485. Students will be expected to use the library and electronic resources. Topics
This course differs from others in that there are few lectures. Rather, this is a project course. Students, working either individually or in small groups for the semester produce some
product. For example, a student working in the system administration track might implement a small network, a database server, or a database-backed web site for some customer; the customer might be a university department or some community organization. A student working in the information architecture program might produce a requirements document for some software system, for example a simple content management system.
Class meetings will be used principally for student progress reports and for presentations and demonstrations of the products.
Instead of preparing class lectures, the instructor coordinates with instructors in the tracks for finding projects and customers. The instructor holds class meetings where projects are discussed and progress is tracked. Both the instructor and other students may ask questions and make suggestions.
It is important that students participate fully in both the progress report meetings and the presentations, whether they are discussing their own products or classmates products.
At a minimum, the following topics will be discussed in the class meetings.
Project choices and project assignments. What we expect from you and what you can expect of your instructor. Oral presentation in a technical setting. Project Report Meetings Product Presentations
Student Deliverables and Grading
Continual progress reports (both written and oral). 20% Participation in discussions of all projects (not just your own). 20% The product. 20% Final Presentation and demonstration. 20%
A written document describing the documents purpose, design, implementation, use and maintenance. 20%
Notice that the product itself accounts for only 20% of ones grade. The other 80% is based on communication. These proportions are intentional.
Honesty
Accommodations
Attachment D: Faculty CVs and Qualifications for Faculty to be Hired
Roger Blake
22 Pond Street, North Easton, MA 02356 (508) 230-2839 roger.blake@umb.edu
ACADEMIC/PROFESSIONAL EXPERIENCE: University of Massachusetts 1999-present Lecturer II, Department of Management Science and Information Systems
Boston, MA
Selected as MBA Association Professor of the Year, awarded the Joan Moon Undergraduate Teaching Award and nominated for Whos Who Among Americas Teachers multiple times. Courses taught include object-oriented systems design, systems development in Java and .NET, project management, web-based systems, database design, decision support systems and simulation, systems analysis and design, mathematics for managers, and quantitative analysis. The benchmark summary score for my student evaluations averages 91.3 over the last 7 years; for the entire College of Management over that same period the average is 78.5. This is significantly different, p < .001. The anonymous qualitative feedback written by students on evaluations is consistent with the quantitative evaluations. Architected, designed, and developed CMWeb. This widely-used website supports the entire College of Management with functions for scheduling courses, automating annual faculty reports, recording and ranking intellectual contributions, assessing learning outcomes, tracking student achievement programs (MAP), providing document storage for committees, generating ad-hoc reports, and all required reports for the accreditation agency AACSB. On the committee to develop a new degree program,, a BS in IT, jointly with the Computer Science department. On the team to integrate Microsoft Dynamics new ERP packages with our curriculum.
1991-1997 Adjunct Instructor and Lecturer, Department of Management Science and Information Systems Part-time instructor while working full-time in industry; full-time lecturer starting in 1997
Courses taught include Introduction to Information Systems, Decision Support Systems, Client-Server Programming, and Systems Analysis and Design at the undergraduate and graduate levels. Warwick, RI
N.E. Institute of Technology 1997-1999 Department Chair, CIS Department

Chair of the Computer Information Systems department; initiated a new and successful curriculum in both the programming and networking tracks. Developed new courses in Operating Systems, Visual Basic, SQL Server, and networking with Windows NT. Taught courses in programming, database design, applications, and operating systems.
ServiSense.com 1999-2001 System Architect and Developer

Newton, MA
Systems designer and developer for a convergent billing system written in VB and using SQL Server for this telecom company, including web-based provisioning. Role included system architecture and developing IT strategy. Stratham, NH
Lindt & Sprngli 1996-1999 Contract Consultant

Responsible for projects ranging from strategic decision support systems through forecasting and inventory systems. Provided analytical capabilities to support an initiative to greatly expand the retail chain, and created decision support systems for use by senior management using Access and VBA. Westboro, MA
Data General 1991-1995
Manager of Marketing Systems

Integrated disparate corporate databases to create a customer information system used for decision support analysis. Created systems to handle lead generation, tracking, and sales commission payments for inside and outside sales reps. Boston, MA
Andersen Consulting 1990-1991 Manager, Strategic Services

Led a team to develop a network modeling solution using C and Presentation Manager. Consulted in IT and quantitative analysis projects. Norwell, MA
WearGuard 1983-1989 Director of Marketing Systems

Designed, developed, and managed the development of large-scale database marketing, direct mail, and decision support systems. Developed and implemented models for manufacturing, warehousing, and customer acquisition. Managed IT projects and data entry groups. Waltham, MA
Shycon Associates 1978-1983 Principal and partner

Designed and programmed simulation and optimization models for manufacturing and logistical networks. Project leader for U.S. and European clients, primarily Fortune 500 companies in the industries of consumer goods, retail, manufacturing, and transportation.
EDUCATION: University of Rhode Island 2004-present Kingston, RI
PhD candidate in Management Information Systems. Dissertation topics on IS design theory and machine learning as applied to Decision Support Systems. Cambridge, MA
MIT Sloan School of Management 1976-1978 S.M. Management
Masters in Management, selected for, and completed, the Fast Track program. Thesis work involved the development of an opportunity cost model used in creating a production planning system for a consumer goods manufacturer. Kingston, RI
University of Rhode Island 1972-1976 B.S. Management Science

Graduated summa cum laude, Beta Gamma Sigma, Phi Kappa Phi. Majority of coursework in management science and computer science.
William R Campbell
: 20 Maynard Place Cambridge, MA 02138 617-547-2738 william.campbell@umb.edu www.cs.umb.edu/~wrc
Education Ph.D. MSc. BA computer science computer science St Andrews University (UK) McGill University 1978 1975 1972
math/computer science New York University
Technical Interests Programming languages and their implementation; software development; web backend Commercial Positions 2000-2001: Consultant to EntitleNet, Inc., a company providing highly granular and scalable adjudication for the next generation of access control. Technical marketing, architecture, design and programming in Java 1993: Apple Computer, Consultant to Cambridge Research Lab. Wrote application framework and application programs in a new programming language called Dylan. 1982-1985: Intermetrics, Inc., Member of the technical staff in the Languages and Intelligent Systems Division. Served both as a project manager and as a department manager. 1981-1982: Western Electric Company, Member of Research Staff, Engineering Research Center. Used computing to solve system specification and manufacturing problems. Academic Positions
1985present: UMass-Boston, Associate Professor, Department of Mathematics and Computer Science.
1979-1981: State University College at Brockport, Assistant Professor, Department of Mathematics and Computer Science.
1978-1979: St Andrews University, Research Assistant, Department of Computational Science. A Science Research Council (UK) supported project on developing abstract machines for implementing high level languages.
1977-1978: Sterling University (UK), Temporary Lecturer, Department of Computing Science.
Principal Projects 2005 2007 2004 2005 c#2html managing a group of programmers who are implementing a tool for publishing C# programs on the Web. The tool takes a set of C# source files and produces html, which presents the source in colorized form, and where type names are linked to the file (and location within that file) that defines them -what java2html does for Java. Working with Swaminathan Iyer and Bahar Akbal on writing a project-base compilers textbook. With Cohen, Gutierrez and Kuilboer, wrote a proposal for a new BS in Information Technology program.
Working with David Portman, a meteorologist in modeling weather prediction vs. actual weather as recorded on US Weather service sites. Working with Robert Cohen, designing and implementing (two) IT Problem Solving courses as a first step to a BS in IT degree at UMass Boston.
2003-2004 Wrote a C# compiler in C# along with Swaminathan Iyer, Keliche Dike, Ricardo Menard and Mini Nair. This will be used in the Compilers text I am writing with Swaminathan Iyer. 2002-2003 Publication of an introductory programming text (with Ethan Bolker), Java Outside In, to be published by Cambridge University Press in May 2003. An associated paper has been published with the ASSE/IEEE 32nd Frontiers in Education Conference (2002); see http://fie.engrng.pitt.edu/fie2002/papers/1637.pdf.
2001-2002 Wrote a compiler for Java, in the programming language Java itself. 2000-2001: managed four software development projects at UMB: Provided adjudication for a federated database mediator. The mediator takes information from many databases containing biological data and presents it on a single web page. The individual databases have various access control requirements, allowing some and prohibiting others, from seeing their data. Our task is to come up with a way of communicating those access control requirements to the mediator and then a means for the mediators enforcing those controls. We did this for Bob Morris at UMB and the University of Kansas, using adjudication software from EntitleNet, Inc. A web-based tracking system for Niton, Inc. A means for Nitons tracking products, software releases to the field, and faults; a database backed web site for serving up permits for the Massachusetts Department of Environmental Protection (DEP). Supported by a DEP grant; a web-based interface, and some algorithms for datamining, specifically for determining functional dependencies in databases. For Dan Simovici at UMB.
1999-2000: managed construction of a web-based interface to a data-mining test bed, a webbased language teacher, and a web-based map archive for the Massachusetts State Archives. 1997-1998: managed construction (in Java) of an agent generator (for talking between a client and a database server) and a GUI-based Java Editor. 1996-1997: managed construction (in Java) of a Java development environment, including an editor, a GUI-builder, and a runtime debugger.
1994-1995: designed and implemented (in C++) a network traffic monitor, a (windows- like) file manager for Unix, and a GUI-based math scratchpad for people with motor disabilities. 1993: implemented a small application framework for the Macintosh computer in the Dylan programming language as part of my work for Apple. 1991-1992: directed the design and implementation of an embedded SQL database interface for the Common Lisp programming language. 1988-1989: implemented (in C) UMB Scheme, a dialect of the Lisp programming language. UMB Scheme is part of the Linux distribution. 1987: implemented a lint for Lisp, for discovering typing errors statically. 1986: implemented (in C) a compiler and interpreter for David Turners programming language, Algol S. 1985: leader of the compiler performance team for Ada Integrated Environment. Tracked compiler performance, identified where the compiler spent most of its time and consumed most of its space, and proposed changes necessary for decreasing the compilers size and execution time. 1984-1985: directed an intensive on-site study of embedded software development for a large machine tool and robotics manufacturer. 1983-1984: directed an internal study of very high level programming languages at Intermetrics, Inc. Our goal was to determine what it was in VHLLs that increased a programmers productivity. 1983-1984: managed the implementation of an optimizer for a production quality FORTRAN 77 compiler and a LALR parser generator. 1983: at Western Electric I designed and implemented a language for stating relationships among data, specifically the translation data that drive the generic control programs of electronic telephone switching systems. 1983: at Western Electric I contributed to a report identifying where computer aids can best be applied throughout the manufacturing locations. 1981: implemented an interactive version of David Turner's SASL (in C). SASL is an applicative language in which higher order functions are defined by series of equations. 1979: designed and implemented an extensible programming language at St Andrews, based on my doctoral work in syntactic macros. 1974: designed and implemented a system programming language for the PDP-11/20 at McGill.
Teaching Activities I have taught both graduate and undergraduate university courses in compiler construction, software development, programming techniques, computer architecture, building databasebacked web sites, and the programming languages C, C++, Smalltalk, Lisp, and Java. Moreover, much of my teaching involves the direction of groups of four to six graduate students in yearlong software development projects. All of my teaching is either problem-based, or project-based. In doing computing I like to solve problems. In teaching computing I like to assign interesting, and relevant problems. Publications 2005: with Robert Cohen. Using System Administrator Education in Developing an IT Degree in a Computer Science Department. ACM SIGITE 2005, Trenton, New Jersey, October 2022,.2005. 2003: with Ethan Bolker. Java Outside In. Cambridge University Press, October 2003, 327 pages. 2002: with Ethan Bolker. Teaching programming by immersion, reading and writing. 32nd ASEE/IEEE Conference on Frontiers in Education, Boston, MA, Nov 6-9. 1991: A C interpreter for Scheme -- an exercise in object-oriented design. Software Engineering Journal,}6(4), July 1991, pp 130,136 1989: An interim report on the Opal project. Technical Report, Compass Inc. and the University of Massachusetts, October 1989. 1984: Cincinnati Milacron Embedded Software Development Study Report. Intermetrics, February 24, 1984. 1983: A FORTRAN LG (Linear Graph Package) User's Guide. Intermetrics, September 1982 with S R Ponamgi. TSL, a translation specification language. Technical Report, Western Electric Company, February 1982. 1979: An abstract machine for a purely functional language. Technical Report, St Andrews, July 1979. 1978: A compiler definition facility based on the syntactic macro. Computer Journal, 21(1), February 1978, pp 35,41.
Ronald S. Cheung
home: 181 Meetinghouse Circle, Needham, MA 02492 cell: 1-781-449 0790 1-781-888 3070
email cheungr@ix.netcom.com
CAREER OBJECTIVE:
A challenging teaching and research position in academia that demands technical excellence, effective communications, and industry experience to achieve educational goals.
EDUCATION:
Ph. D. in Electrical Engineering, 1978 Drexel University Philadelphia, PA 19104
HIGHLIGHTS OF QUALIFICATIONS:
Over 25 years of technical and managerial experience in industry and academia. Over 7 years of part-time and full-time teaching experience in Computer Science at UMassBoston and Boston University. Extensive experience in managing IT Proven leadership skills in managing projects, establishing and improving processes, defining strategic objectives and achieving them with limited resources.
Held the U.S. Government Secret clearance.
PROFESSIONAL EXPERIENCE:
COMPUTER SCIENCE DEPT., UMass Boston, MA Lecturer and Lab Director
2003 - Present
Teaching both undergraduate and graduate CS courses, such as C Programming on UNIX (CS 240), Operating Systems (CS 444), Introduction to Networking (CSIT 246), Internetworking (CS 446), Real-Time Systems (CS 445), Computer Architecture (CS 641), and User Interface Design (CS 615).
Submitted a research proposal to the National Science Foundation (NSF) on developing a software workbench for simulating real-time applications. Proposed a distance learning approach to teach our commuter students real-time applications.
Managing system staff members and student operators in supporting the IT needs of the CS and Math Depts. Responsible for establishing priorities, allocating resources, defining support and security policies, performing risk analysis and recommending risk containment strategies. Supervising the IT help desk activities in resolving problems across a network of SUN, Linux and PC computers. Accomplishments include a recommendation to spend $45K to consolidate 30 of our older SUN servers onto 6 higher speed servers and move them from our antiquated Server room to the state-of-the-art Data Center. Proposed a new network topology to maximize the transfer speed between the servers and the users.
Responsible for identifying strategic initiatives for the department, building consensus among key faculty and staff, soliciting funding, and implementing ideas that can improve our computing environment. Accomplishments include a recommendation to spend $53K to convert our UNIX lab to a multi-use lab with 50 PCs which can be multi-booted to run the Windows, Linux or UNIX Operating System. Proposed the use of virtualization
software such as VMWare as an alternative to the hardware multi-boot. For pedagogical purposes, our faculty needs a multiple OS environment to teach and conduct research.
Responsible for submitting the departments capital equipment budget, estimates for student operator budget, and lab renovation requests to the University.
SARAL NETWORKS INC. Roslindale, MA

Software Consultant
2004
Led the development of automatic configuration software in C++ for Wi-Fi wireless routers and adapter cards. Defined the software development process for the project. Responsible for the development schedule, staffing and solving technical issues. Met with customers on marketing the product.
BLUE HILL COMMUNICATIONS INC. - Waltham, MA Founder and President
1995 2003
Started a software company that specialized in developing PC data communication products and providing software consulting services. Responsible for defining the products, meeting with potential customers, raising money from private investors, writing the business plan, coding the software, and managing engineers/consultants in developing the product.
Designed and maintained the small corporate network with limited capital expenditure. Consulted for GTE (Verizon) Labs on communication software that enabled PCs to transmit video over the next generation network. Developed software using standard Windows APIs.
MOTOROLA INC. - Mansfield, MA.
1982 1994
Director of Software Engineering High End Networking Group
Managed a department of 30+ engineers and consultants in developing software for an embedded voice/data switch. Responsible for budgeting, hiring, project planning and tracking, defects tracking and resolutions. Presented multiple project reviews to the senior management. Key person in coordinating software development between multiple groups. Defined a new communication architecture to manage the switch over the network and the invention was captured in a patent filing. Participated in the assessment of the projects software development process based on the Capability Maturity Model (CMM). Results were presented to senior management and group members.
Development Manager II - Research and Advanced Development Group:
Led a group of engineers in building core software technologies for the company. The project resulted in a reusable methodology to develop signaling software for embedded communication products. Completed software coding, testing and integration with hardware on time. The methodology was reused successfully in building signaling software for multiple switches.
Led a group of engineers in developing hardware and software for a T1 multiplexer product. Responsible for building the hardware, investigating voice digitization algorithms and implementing them in firmware. Collaborated with a semiconductor company on a custom gate array chip. Led the product through manufacturing and release. Resolved customer problems during the first phase of shipping the product.
GTE CORPORATION- Needham, MA Engineering Specialist
1974 - 1982
Responsible for the research, simulation and real-time implementation of secured voice algorithms for the U.S. Government. Programmed voice digitization algorithms in real-
time on a programmable signal processor. Selected to participate in a comprehensive 6month Supervisory Development Program.
OTHERS: Adjunct assistant professor at the Systems, Computer and Electrical Engineering Dept.,
Boston University, Boston, MA, 1981-1983.
PUBLICATIONS:
[1] Textbook review UNIX for Programmers and Users - 3rd edition by Glass and Ables, submitted to Prentice Hall, August 2006. [2] NSF Proposal A Simulation Workbench for Real-Time Applications submitted to National Science Foundation, Directorate for Education and Human Resources, Division of Undergraduate Education, Course, Curriculum and Laboratory Improvement (CCLI) Educational Materials Development (EMD), June 2003.
[3] Patent application, Network Management Communication using Frame Relay, filed September 1993.
[4] R. Cheung, Real-Time Implementation of a 9600 bps Subband Coder with Time Domain Harmonic Scaling, Proc. IEEE International Conference on Acoustics, Speech and Signal Processing, Paris, France, May 1982. [5] R. Cheung and S. Y. Kwon, The Design of a 16 kb/s Split-Band Adaptive Predictive Coder for Noisy Channels, Proc. IEEE International Conference on Acoustics, Speech and Signal Processing, Atlanta, Georgia, March 1981. [6] R. Cheung and R. L. Winslow, High Quality 16kb/s Voice Transmission: The Sub-band Coder Approach, Proc. IEEE International Conference on Acoustics, Speech and Signal Processing, Denver, Colorado, April 1980.
[7] R. Cheung and B.A. Eisenstein, Feature Selection via Dynamic Programming for TextIndependent Speaker Identification, IEEE Trans. On Acoustics, Speech and Signal Processing, vol. 26, Issue 5, October 1978.
[8] R. Cheung, The Selection of Acoustic Features For Text-Independent Speaker Identification, Ph. D. thesis, Drexel University, Philadelphia, PA., June 1978.
[9] R. Cheung, Application of CVSD with Delayed Decision to Narrowband/Wideband Tandem, Proc. IEEE International Conference on Acoustics, Speech and Signal Processing, Hartford, Connecticut, May 1977.
[10] A. J. Goldberg, R. L. Freudberg and R. Cheung, High Quality 16Kb/s Voice Transmission, Proc. IEEE International Conference on Acoustics, Speech and Signal Processing, Philadelphia, PA., April 1976.
Oscar Gutierrez
PERSONAL DATA. Name: Oscar Gutierrez.
Current Position:
Associate Dean, College of Management Associate Professor of Management Information Systems. Management Science and Information Systems Department Senior Fellow, McCormack Graduate School of Policy Studies
Office Address:
University of Massachusetts at Boston College of Management Department of Management Science and Information Systems Boston, MA 02125 Telephone (617) 287-7885 Internet Oscar.Gutierrez@umb.edu OGUTIER@aol.com
Home Address:
11 Mockingbird Lane North Easton, MA 02356.
EDUCATION
Doctoral:
London School of Economics and Political Science. September, 1986. Ph.D. in Information Systems.
Master:
London School of Economics and Political Science. September, 1981. M.Sc. in Analysis, Design and Management of Information Systems.
Undergraduate:
Monterrey Institute of Technology. August, 1978. B.Sc. in Computer Systems for Administration.
High School:
Ballard High School. September, 1973. Ballard, MO, USA.
PEDAGOGICAL EXPERTISE:
Data Base Management Systems. Computers and Information Systems. Structured Programming in C for Management. Special Topics in Information Systems. Business Process Innovation and Systems Analysis and Design Knowledge Based Systems Project Management Computers in Information Processing Systems. Computing Methods. Systems Specifications. Computer Systems Design. Relational Databases (Online) Introduction to Information Systems (Online)
PUBLICATIONS.
Zhang W. and Gutierrez O., Information Technology Acceptance in the Social Sector Context: An Exploration, Social Work, Vol. 52, No.3, 2007, pp. 221-231.
Gutierrez O. and Zhang W. Information Systems Research in the Nonprofit Context: A New Frontier, Americas Conference on Information Systems, Keystone, Colorado, August 912, 2007.
Mathiyalakan S. and Gutierrez O., Perceived Barriers to Lean Implementation: Results from a Pilot Study, 5th Global Conference on Business and Economics, Cambridge University, UK, July 6-8, 2006.
Boisvert D., Cohen R., Gutierrez O, and La Tulippe J., Achieving a Regional Process for Curriculum Development, SIGITE 06, October 19-21, 2006, Minneapolis, MN, pp. 59-64.
Gutierrez, O. and Friedman D.H., Managing Project Expectations in Human Services Information Systems Implementations: The Case of Homeless Management Information Systems, The International Journal of Project Management, Vol. 23, 2005, pp. 513-523.
Gutierrez, O., The Evolution of Information Systems use in the Social Sector: The Case of Homeless Management Information Systems, The International Journal of Knowledge, Culture and Change Management, Vol. 4, 2005, pp. 1567-1576.
Gutierrez O., The Impact of Homeless Management Information System Initiatives on Local Jurisdictions in the United States: Bridging the Gap between Accountability and Service, 3rd International Conference on Politics and Information Systems, Orlando, FL, July, 2005, pp. 49 54.
Zhang, W. and Gutierrez O. Understanding Information Technology Acceptance in the Social Sector , Americas Conference on Information Systems, Omaha, Nebraska, August 11-15, 2005.
Mathayalakan S. and Gutierrez O., Are Mass Manufacturers Lean?, 34th Annual Meeting, Northeast Decision Science Institute Conference, March 30 April 1, Philadelphia, PA, 2005.
Gutierrez O., Project Guidelines for Managing Expectations and Deliverables in HMIS Implementations, National Conference on HMIS, Washington DC, September 13-15, 2004.
Gutierrez O. A Strategy for the Development of Reusable Learning Objects in the Boston Area Advanced Technological Education Connections Partnership, Issues in Information Systems, Vol. 4, No. 1, 2003, pp. 143-149.
Gutierrez, O. and Boisvert, B., Applying Skills Standards to the Development of MultiInstitution Information Technology Programs, 4th Conference on Information Technology Curriculum, Lafayette, IN, October 16-18, 2003, pp. 216-221.
Gutierrez O. "The Project Management Dilemma: A Bottom-Up Perspective," 4th World Conference on Systemics, Cybernetics and Informatics; 6th International Conference on Information Systems Analysis and Synthesis, Orlando, FL, July 23-26, 2000.
Gutierrez O. and Greenberg E.,"Creative Problem Solving in the Specification of Information Requirements," Systems Practice, Vol.6, No. 6, 1993, pp. 647-667.
Gutierrez O., "A Contingency Perspective on Prototyping Practice," Journal of Information Technology, Vol. 8, No.1, 1993, pp. 99-109.
Gutierrez O., "Current Limitations in CASE Methodology and Recommendations for Improvement," in T. Bergin (Ed.) Computer-Aided Software Engineering: Issues and Trends for the 1990s and Beyond, Idea Publishing Co., 1993, pp. 176-210.
Gutierrez O. and Lloyd E., "Role Playing the Computer," Montessori Courier, Vol. 5, No. 4, 1993, pp. 8-9.
Gutierrez O., "Facilities to Assist End-Users in the Process of Systems Analysis with ComputerAided Software Engineering Tools, 1991 IEEE International Conference on Systems, Man, and Cybernetics, Charlottesville, VA, October 13-16, 1991, pp. 701-706.
Gutierrez O. and Schlesinger M., "Effective Prototyping: A Broader View," 1991 International Association for Computer Information Systems Conference, San Francisco, CA, October 3-5, 1991, pp. 283-291.
Gutierrez O.,"Design and Development of Small Data Management Systems," Journal of Systems Management, Vol. 41, No. 6, 1990, pp. 29-34.
Gutierrez O., "Experimental Techniques for Information Requirements Analysis," Information & Management, Vol. 16, No. 1, 1989, pp. 31-43.
Gutierrez O., "The Role of an Experimental Approach in the Design of Decision Support Systems," in Knowledge Based Management Support Systems (Eds.) Doukidis G., Land F. and Miller G., Ellis Horwood, Chichester, 1989, pp. 183-197.
Gutierrez O., "Prototyping Techniques for Different Problem Contexts," in Wings for the Mind: Human Factors in Computing Systems (Eds.) Bice K. and Lewis C., Addison Wesley, 1989, pp. 259-264.
Gutierrez O. and Adegbesan O., "A Modeling Technique for Requirements Specification Based on Personal Construct Theory," Fifth Structured Techniques Association Conference, Chicago, Illinois, May 8-11, 1989, pp. 239-249.
Gutierrez O. and Tseng V., "Problem Definition for Supporting Decision Making," Transactions DSS-88, Proceedings of the Eighth International Conference on Decision Support Systems, Boston, June 6-9, 1988, pp. 149-159.
Gutierrez O., "Some Aspects of Information Requirements Analysis Using a Repertory Grid Technique," in Information Analysis. Selected Readings (Ed.) Robert Galliers, Addison-Wesley, 1987, pp. 347-362.
Gutierrez O., "An Experimental Approach to Support Some Aspects of Expert Systems Analysis," Proceedings of the Conference Human and Organizational Issues of Expert Systems, Stratford-Upon-Avon, England, May 4-6, 1988.
Gutierrez O. and Verbic D., "An Automated Information Requirements Elicitation Tool," Proceedings of the Northeastern Decision Sciences Institute Annual Conference, Rhode Island, March 24-25, 1988, pp. 158-161.
Gutierrez O., "A System Simulation System to Support the Elicitation of Information Requirements by End-Users," in Cognitive Engineering in the Design of Human-Computer Interaction and Expert Systems (Ed.) Salvendy G., Elsevier Science Publishers, 1987, pp. 529536.
RESEARCH REPORTS:
Gutierrez, O. DotWell: Status Review of its Information and Knowledge Systems, Boston, MA, February 2, 2006 (21 pages) Internal Report.
Gutierrez, O. Issues and Methods for Assessing HMIS Utilization, Department of Housing and Urban Development, Washington, DC, February, 2006 (21 pages) Internal Report.
Gutierrez, O. Implementation Strategies for Emerging HMIS Communities, Department of Housing and Urban Development, Washington, DC, April, 2006 (21 pages) Internal Report.
Gutierrez, O. and Sokol B., XML Schema Version 2.6 Department of Housing and Urban Development, February, 2005 (50 pages). Report published in www.hud.gov.
Gutierrez, O. City of Baltimore MIS Initiative. Options for an Integrated Solution: Analysis and Recommendations, Department of Housing and Urban Development, January 6, 2005 (40 pages). Internal Report.
Gutierrez O. and Sokol B.,Technical Guidelines for De-identifying and Unduplicating HMIS Client Records. (33 pages) U.S. Department of Housing and Urban Development, July 2004.
Gutierrez O. Proposed Research Database Structure for the Community Shelter Board: Columbus, Ohio, Department of Housing and Urban Development, November 4, 2004 (32 pages). Internal report.
Gutierrez O., Recommendations on Data Merging Plan for the Community Shelter Board, Columbus, Ohio, Department of Housing and Urban Development, October, 21, 2004 (10 pages). Internal Report.
Gutierrez O., Homeless Management Information Systems (HMIS) Cost Estimation Guidelines: Cost Framework and Submission Recommendations, U.S. Department of Housing and Urban Development, 2005 (20 pages). Published in www.hud.gov.
Gutierrez O. HMIS Cost Analysis Issues: A Framework for Assessing HMIS Cost Analysis Issues, September 2, 2004 (10 pages). Internal HUD document.
White, M., Hayes. M., Gutierrez O., McCollim, K., Ritter, B., and Oliva A., Los Angeles/Orange County Collaborative: HMIS Requirements Document, October 2003, 39 pages.
Gutierrez O. et al, Implementation Guide: Homeless Management Information Systems, May 2002, 163 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Report published at www.hud.gov/offices/cpd/homeless/hmis/implementation/implementation.cfm
Gutierrez O. et al, Homeless Management Information Systems Consumer Guide: A Review of Available HMIS Solutions, October 2002, 172 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Report published at www.hud.gov/offices/cpd/homeless/hmis/assistance/consumerguide/index.cfm
Gutierrez O., SHP (Supportive Housing Programs) Technical Submission Parameters and Submission Recommendations, August 2002, 24 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Internal Report.
Gutierrez O., Guidelines and Strategies for Estimating and Controlling Costs, September 2002, 19 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Internal Report.
Gutierrez, O., Guidelines for Estimating a Communitys Technical Capacity, November 2002, 13 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Internal Report.
Gutierrez, O., HMIS Database and Analysis Systems: Reference Guide, September 2002, 27 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Internal Report.
Gutierrez, O., Project Guidelines for Managing Expectations and Deliverables in HMIS Implementations, October 2002, 15 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Internal Report.
Gutierrez, O., 2001 Technical Submissions: Comparative and Analysis Reports, October 2002, 315 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Internal Report.
Gutierrez, O., and McGah, J., IMPACT Information Management, Public Access, Community Transformation: Year Three and Final Evaluation Report, U.S. Department of Commerce TIAP Grant, December 2004, 71 pages.
Gutierrez, O., and McGah, J., IMPACT Information Management, Public Access, Community Transformation: Year Two Evaluation Report, U.S. Department of Commerce TIAP Grant, December 2002, 72 pages.
Gutierrez O. and Friedman D. Initiative to Assist in the Implementation of Homeless Management Information Systems (HMIS) by Continuum of Care Communities in the U.S., September, 2001, 35 pages. U.S. Department of Housing and Urban Development C-OPC21201. Internal report.
Gutierrez O., Homeless Management Information Systems (HMIS), Cost Estimation Guidelines: Cost Framework and Submission Recommendations, December 2001, 20 pages. U.S. Department of Housing and Urban Development C-OPC-21201. Report published at www.hud.gov/offices/cpd/homeless/hmis/assistance/costguidelines.pdf
Gutierrez O., Blake R. and Werby E., Progress Assessment of the (Massachusetts) Trial Court Computerization Project, December 2001, 25 pages. Report prepared for Chief Justice Barbara Dorch-Okara under contract with the administrative office of the Trial Court through Alec Gray, General Counsel, Massachusetts Trial Court.
Gutierrez O., McGah J. and Friedman D, IMPACT Project at Lake County IL: Year One Evaluation, U.S. Department of Commerce TIAP Grant, September, 2001, 75 pages.
Friedman D., Gutierrez O., McGah J., Tripp J., Hayes M. and Kahan M., Safe Harbors Final Design Report, February, 2000, 37 pages.
Gutierrez O. and ANCHoR Team UMass Boston, Pine Street Inn: Information Technology Needs Assessment Project, Findings and Recommendations, May, 1998. 62 pages.
Gutierrez O., "An Integrated View of the Massachusetts Day Care Information Management System," report circulated in the Department of Public Welfare (DPW), Department of Social Services, (Office for Children (OFC), and Rate Setting Commission (RSC), June, 1990.
Gutierrez O., "Error Detection and Recovery Procedures in PIMS. Reliability Requirements Specification," part of a project partially funded by the Commission for the European Communities ESPRIT Programme, as Project 814, February, 1987.
ABSTRACTS:
Mathiyalakan, S. and Gutierrez, O. Assessment of Lean Manufacturing Practices in Greater Boston: Results of a Pilot Study, POM 2006 17th Annual Conference, Boston, MA April 28 My 1, 2006, pp. 45-46.
Gutierrez, O. The Evolution of Information Systems use in the Social Sector: The Case of Homeless Management Information Systems in the United States, 4th International Conference on Knowledge, Culture and Change in Organizations, University of Greenwich, London, August 3-6, 2004, pp. 83.
Oleks, J., Gutierrez, O. and Okafor, C., A Collaborative Model Using IT Skills Standards to Connect a High School, Community College and University, 2003 Conference on Information Technology, The League for Innovation, Milwaukee, October 19-22, 2003, pp. 89-90.
Gutierrez O., "Techniques to Support Adaptive Design: Criteria for Their Selection," ORSA/TIMS Joint National Meeting, New York, October 16-18, 1989, pp. 168.
Gutierrez O., "Levels of Problem Representation in InfoReqS: An Information Analysis Tool," Abridged Proceedings, Third International Conference on Human Computer Interaction, Boston, Sep 18-22, 1989, pp. 35.
Gutierrez O., "A System Simulation System to Support the Elicitation of Information Requirements by End-Users, HCI International '87, 10-14 August, 1987, pp. 58. NON-REFEREED ARTICLES:
Gutierrez, O. Lake County, Illinois Implements an Innovative Information and Referral System Operating on Kiosks, U.S. Department of Housing and Urban Development, June 2005, pp. 56. Published in HMIS dot INFO.
Gutierrez O., Upcoming HUD release: Updated Cost Estimation Guidelines, U.S. Department of Housing and Urban Development, July 2005, pp. 2-3. Published in HMIS dot INFO,
Gutierrez O., Mapping Information Requirements in Small Companies, The Competitive Edge, December 1996, pp. 2-4.
Gutierrez O., Information Technology Strategy, The Competitive Edge, September 1996, pp 7.
BOOK REVIEWS:
Gutierrez O., Management Strategies for Information Technology (Book Review). M. Earl, Prentice Hall, Hemel Hempstead, 1989. European Journal of Information Systems.
PRESENTATIONS:
Regional HMIS Data Integration: Opportunities and Challenges, Metropolitan Washington Council of Governments, Fall 2005 Conference, Washington, DC, October 25, 2005.
HMIS Project Evaluation, 2005 National HMIS Conference, St. Louis, MO, September 18, 2005.
HMIS Software Integration, Data Model, XML Schema and Rationale. Vendor Meeting, Washington DC September 15, 2004. Explanation of the HUD HMIS Data Standard XML schema for heterogeneous system integration to all HMIS software vendors from around the nation.
Strategies for controlling HMIS costs, 2004 National HMIS Conference, Chicago, IL, September 12-14, 2004.
A Collaborative Model Using IT Skills Standards to Connect a High School, Community College and University, 2003 Conference on Information Technology, The League for Innovation, Milwaukee, October 19-22, 2003.
Recommendations on HMIS system structure and integration for the Los Angeles and Orange County collaborative, Los Angeles and Orange County, June, 2003.
How will it all come together, Chicago continuum of Care kickoff meeting on HMIS implementation, Chicago, IL, September 2003.
Homeless Management Information Systems: Planning and Implementation, October 2001 May 2002 at the following communities: State of Georgia, State of Arizona, Oakland, CA, Seattle, WA, Albany, NY, Rochester, NY, State of New Hampshire, State of Maine.
Homeless Management Information Systems: Technical design considerations and implementation issues, Annual conference of the National Coalition to End Homelessness, Washington DC, July 18-19, 2001.
Mitos y Realidades de la Economia Digital, Forum Abierto de la Fundacion FUNCER, July 9, 2001.
"Safe Harbors: Design Considerations and Recommendations for Implementation," Presentation submitted to City of Seattle and King County Advisory Committee, May 23, 2000.
Developing a Homeless Services Information Management System to Meet the Needs and Goals of your Community, Agency and Clients, Panel presentation at the conference Enhancing Service Provision to the Homeless, Chicago, IL, May 28-29, 1998.
Information Technology Needs Assessment Project: Findings and Recommendations, Presentation and report submitted to Pine Street Inns directors, April 23, 1998.
Migration of Cooking Equipment Bills of Materials Predicated Upon Principal Sales Product Codes. Workshop and report presented to Market Forge Industries Executives with recommendations regarding Bill of Materials reconfiguration. Everett, MA, August, 1997.
Information Technology Project. Presented to the Board of Directors, Market Forge Industries. Configuration of a migration path to the year 2000. Everett, MA, April, 1997.
Software Fit Assessment and Recommendations, Aurora Technologies, Waltham, MA, September 1997.
Planning Business Systems for Barcoding, Seminar presented to members of Manufacturing Jewelers and Silversmiths of America, Attleboro, MA June 12, 1997.
La Practica de la Reingenieria Organizacional. Workshop presented to 21 executives from Juan Minetti, S.A. (Portland Cement- Argentina) to launch their organizational reengineering effort, Juan Minetti, S.A., Cordoba, Argentina, June 7-8, 1996.
Reengineering the Service Parts Process at Market Forge Industries. Workshop presented to GBMP manufacturer members on a one-year reengineering experience at Market Forge Industries. April 21, 1996.
Learning to Create Breakdowns Before Fixing Them: A key for Successful Reengineering. Panel presentation at the AOM Cincinnati Meeting, August 13, 1996 (Other Panelists Vadlamani B., Boumard P. and Rhodes J.)
Contact and Leads Management System: COLEMS. Workshop presented to marketing executives and staff at Market Forge Industries on the use of the newly designed and implemented Conatct and Leads Management System, August 26, 1996.
Results of National Service Agents Survey. (Foodservice Industry). Workshop and report presented to Market Forge Industries executives, to discuss alternatives for electronic collaborations with service agents across the Nation. Everett, MA, October, 1996.
Information Requirements for an Integrated Automated System: Analysis, Recommendations and Suggestions for Next Steps. Innovative Membrane Systems, Norwood, MA, October 1996.
Business Systems: Planning, Selection and Implementation, New England Suppliers Institute, Burlington Vermont, October 23, 1996 and Nashua, New Hampshire, December 4, 1996.
Families at Risk Project: Implications from the ANCHOR System. Presentation made to organization members of the Families at Risk Project on the implications of the national ANCHOR initiative, Boston, September 23, 1995.
How will Boston respond to the ANCHOR initiative. University of Pennsylvania, Philadelphia, PA, November 13, 1995.
"Algunos Retos Empresariales en el Proceso de Automatizacion: Experiencia Norteamericana." Paper presented at the Conference on New Management Directions, Fundacion FUNCER, Cordoba, Argentina, October 14-16, 1993.
"Trends in Computer Aided Software Engineering," Proceedings of the 4th International Conference on Computer Systems, InstitutoTecnologico y de Estudios Superiores de Monterrey, Mexico City, October 24-26, 1990.
"The Importance of Information Requirements Analysis vs. Technology." Paper presented at the 3rd International Conference on Computing Systems, ITESM, Mexico City, October 19-21, 1989.
"An Evaluation of 4th Generation Software for Personal Computers." Paper presented at the International Seminar: "Computers: Applications in Management and Industry", University of Patras, Patras, Greece, August 3-9, 1986.
"Relational Database Design. Recent Experiences with INGRES." Paper presented at the International Seminar: "Computers: Applications in Management and Industry", University of Patras, Patras, Greece, August 3-9, 1986.
Doctoral Consortium in Management Information Systems.Fifth International Conference in Management Information Systems. Tucson, Arizona. November 28-30, 1984.
APPLIED RESEARCH PROJECTS:
Project for the Massachusetts Senate Ways and Means Committee (SWMC)( 2004), Assessment and recommendations to improve SWMC operations.
Project for the Administrative Office of the Massachusetts Trial Court System (2001), Progress assessment of the Statewide Trial Courts Computerization project.
Project for the Hearth Connection (2001-2002) in the design of an information system for a pilot study to evaluate an integral approach to homeless service provision in Blue Earth and Ramsey Counties, Minnesota.
Project for the Department of Housing and Urban Development (HUD) (2001-2002) through the Center for Social Policy in the provision of information, training and technical assistance to approximately 450 Continuum of Care communities to increase their knowledge, skills and capabilities to implement and operate homeless management information systems (HMIS).
Project for City of Seattle (May Dec 2000) with the Center for Social Policy, McCormack Institute on the design and implementation recommendations for an automated system to provide linkage services for the countywide outcome-based intake, referral, and coordination components of the homeless response for individuals, youth and families.
Project for Lake County, IL (2000-2003) with the Center for Social Policy, McCormack Institute on the evaluation of the IMPACT Project.
Project for JJAMD (Jaw Joints & Allied Musculo Skeletal Disorders Foundation, Inc.) 140 The Fenway, Boston, MA.(1987) Responsible for information requirements analysis, database analysis and design, functional design, and supervision of development of an integrated data management application with 4th Dimension. The system was designed to collect data, analyze and disseminate information about a medical condition known as TMJ to targeted medical practitioners, TMJ patients, funding agencies, and medical establishments.
Project for Massachusetts Department of Public Welfare. (1988) Information Management Analysis of the Massachusetts Day Care Programs. Analysis made with the cooperation of the Department of Public Welfare, the Department of Social Services, and the Office for Children. An initiative to respond to a Federal reimbursement policy on day care services.
Project for Department of Health and Hospitals, City of Boston. (1989) Analysis and documentation of systems procedures currently in operation at "The Healthy Baby Program," a program designed to prevent infant mortality in high risk urban areas.
Project for McCormack Institute of Public Affairs. (1991-Present) Development with the C programming language of MICAP V1.0, V2.0, V2.1, V2.2 and V2.3 (Indirect Cost Allocation Program). Responsible for the design and development of an integrated software package for indirect costs planning. ICAP provides full support of the double-step-down multiple-rate indirect cost allocation method and it is being used to produce cost allocation plans for various Departments of the State of Massachusetts.
Project for Massachusetts School Districts. (1994) Responsible for the design and development of MIMSB V1.0, an Automated Invoicing System for electronic reporting of costs incurred in the provision of services to Medicaid elegible recipients across Massachusetts.
Project for Market Forge Industries, Everett, MA. (1994-2000) Analysis and responsibility for the development of inbound and outbound logistics systems. Analysis and recommendations in the transition to client/server arquitecture. Project leader for the Service Parts Reengineering effort; Project leader for IT transition program; Analyzed, designed, developed and implemented Market Forges home page on http://www.mfii.com; Secured and registered the mfii.com domain for the company; Researched, developed and implemented Electronic Data Interchange (EDI) facility in order to comply with DoD contract agreements; Modified existing quotation system for back-up and recovery procedures; Managed the expansion of the companys local area network; Project co-leader for the stockroom reorganization plan; Brought in bar coding technology to the stockroom. Analyzed, developed and implemented a strategic marketing system that I denominated COLEMS (Contact and Leads Management System). Conducted survey of national service agencies in the foodservice industry in order to understand and make recommendations for electronic data interchange with the company. Analyzed 45 months of sales data in order to make recommendations regarding Bill of Materials reconfiguration prior to migrating to new integrated software system. Project co-leader in the assessment, selection and implementation of an ERP system for the company: Systems included System 31, HF3 and MOVEX. These are based on platform AS/400. Internal quality manager for ERP project implementation.
Project for Armstrong Pharmaceuticals, Inc. West Roxbury, MA. (1995-1996) Responsible for the assessment, analysis and recommendations for the automation of Armstrongs purchasing and inventory control applications. In addition, worked on the design of and made recommendations for ArmstrongNet: Armstrongs internal networking configuration.
Project for the Center for Social Policy Research, McCormack Institute, UMASS/Boston, Homes For Families and the Greater Boston Housing and Shelter Alliance. (1995-Present) Secured the role of UMASS/Boston, McCormack Institute as the central server for Massachusettss data
management and tracking system (ANCHOR) that serves homeless shelters. Designed a remote Windows NT network configuration for the implementation and use of the ANCHOR system across various sites within Massachusetts. Became member of the executive steering committee for the ANCHOR project within Massachusetts. Project leader for development of system interface between ANCHOR and MICRO-MAX a client benefit assessment tool.
Project for Samic Manufacturing, Canton, MA. (1996) Assessed Samics pricing policy for its job shop operation; Recommended a formal pricing and quotation mechanism.
Project for the UMASS/Boston - City of Boston Supportive Housing Evaluation Project. (1996) Assessed, designed and provided guidence on the development of a data collection and management system for the evaluation of 22 programs within the City of Boston.
Project for ROCA, Inc. Chelsea, MA. (1996) Assessed, designed and provided guidence on the development of a data collection, scheduling and management system for ROCA, Inc.
Project for New England Suppliers Institute (NESI). (1996-1997) Developed proposal for delivery of a series of workshops on Business Systems Strategy, Planning and Implementation. The workshops will be delivered to senior executives of small to medium local manufacturers in New Hampshire (October, 1996), Vermont (December, 1996) and Boston (January, 1997).
Project for Innovative Membrane Systems, Inc. Norwood, MA. (1996-Present) Information requirements assessment, diagnosis and recommendations for the design of IMSs integrated systems solution involving manufacturing software, quality system software and in-house system development.
Project for Wormser Systems, Inc. Salem, MA. (1997-1998) Development of an overall business model for this start-up company. Mapping of production and logistics processes, definition of numenclature systems, and software selection recommendations.
Project for MicroE, (1997-1998) Assessment of MicroE logistics and manufacturing processes. Recommendations to upgrade current information management system.
Project for Signal Technology Corporation, (1997) Validated their integrated system solution proposal and made recommendations for improvement to the proposal and vendor selection process. Vendor product analysis included Visual Manufacturing and Micro-MRP.
Project for Greater Boston Manufacturing Partnership, (1996-Present) Analysis, design, development and implementation of GBMPs information management system: Company profile, project assessment, activities and contract information: GBMP v1.0. Upgraded system to GBMP v2.0: Membership and event information. Analyzed and designed information requirements to include Contact and Project Management into GBMP v3.0. Development of GBMP v4.0.
Project for Bertoldo, Inc. (1997-Present) Analysis, design, development and implementation of an order entry, shop floor support, shipping and invoicing system. Year 2000 compliance conversion. Malden, MA.
Project for Health Care for the Homeless Program, Inc. (1997-Present) Analysis, design, development and implementation of patient registration, stay tracking and invoicing system. System enhancement to include two facilities. Dorchester, MA.
Project for Hospital Quality Initiative Project, McCormack Institute. (1997) Recommendations on issues related to data organization, collection, analysis and reporting.
Project for Ward Process Inc. (1998-1999) Analysis of the companys administrative and manufacturing operations for the assessment, selection and implementation of a Job Shop integrated system. Systems under review included JobBoss, Dataworks Vista and Infisy.
Project for Kaman Electromagnetics, Corp. (1998) Analysis of the companys administrative and manufacturing operations for the assessment, selection and implementation of an MRP integrated system. Systems under review included Visual Manufacturing, Manage 2000, MRP9000 and Dataworks Vantage.
Project for Pine Street Inn. (1998) Assessment of the institutions Information Technology infrastructure. Recommendations to remove aging system and to implement a Wide and Local area network infrastructure.
Project for Rehab Seating, Inc. (1998) Analysis of order entry, shop floor, shipping and invoicing systems. Analysis, design and development of inventory control system.
Project for QuadTech, Inc. (1997-1998) Analysis of the companys administrative and manufacturing operations for the assessment, selection and implementation of an MRP system. Systems under review included PivotPoint, Micro-MRP, and Impact Encore.
Project for Flexibles, S.A. a company of the ARCOR group, Cordoba, Argentina. (June - July, 1998). Facilitated the formulation of a re-engineering project to reduce shippment cycle time to sister companies.
MAJOR GRANTS
IMPACT Project Evaluation , Lake County, IL, U.S. Department of Commerce TOPS Grant, 2000 2003. Principal Investigator.
HUD National HMIS Technical Assistance Project, Washington DC, U.S. Department of Housing and Urban Development, 2001-2002.
BATEC Project, National Science Foundations, 2003-2004. Co-Principal Investigator.
OTHER BUSINESS EXPERIENCE.
Proyeccion Corporativa 1975-1980.
Performed analysis, design and development of information systems for this corporation which provides administrative services to various Coca-Cola product bottling companies. Professional activities included:
. Batch systems programming. . On-line systems programming. . Database systems programming. . Systems analysis and design. . Design of data structures.
As computer programmer participated in the analysis, design, coding and implementation of batch and on-line acquisitions and inventory control systems.
As analyst/programmer participated in the analysis, functional specification, design, coding and implementation of online applications including acquisitions, inventory control, and financial systems.
As systems analyst was responsible for the design of several data structures for a newly acquired CODASYL DBMS, IDS II. Structures involved Accounts Payable System, Inventory of Materials and Parts, Vendors, Order Processing for Acquisitions, Sales Equipment and Fixed Assets.
Utilized structured methodologies in the specification of several systems re-design projects for a system conversion of applications running under conventional FMS files into a fully integrated DMIV data environment.
TECHNICAL SUMMARY.
Hardware Platforms: DEC VAX (Open-VMS); Honeywell Level 64 (GCOS); Honeywell Level 66 (GCOS8); Honeywell DPS 8 (MULTICS); IBM (VM, MVS); IBM AS/400 (OS/400) Client/Server architectures based on intel processors (Windows NT 4.0, XP)
Programming:
.NET environment, Java, Visual Basic, C, C++, Pascal, Pascal OOP, Fortran 77, Basic, Cobol 74 and 85.
Database Environments:
Large Systems: VAX DBMS, IDMS, IDS II, INGRES, Oracle7,8,9 SQL Server 7.0, SQL Server 2000.
Micro-Computers: R:Base System V, R:Base 4.5, dBASE III+, dBASE IV, dBASE V for Windows 95/98/NT, Access 2.0, 95, 97, 2000, Paradox 3.0, FoxPro, 4th Dimension, Double Helix, Omni
Web Development:
HTML 3.2, Java, JavaScript, VBScript, .NET technology, ColdFusion, ASP.
Transaction Processing Monitors:
Honeywell TDS and TP, IBM CICS.
CASE Tools:
Excelerator V1.8 and V1.9, System Architect V2.1, Visible Analyst, POSE (DMD, DMN, DFD, SCD).
Project Management: Wings, Timeline, Microsoft PM.
TEACHING.
Executive Training
Fundacion FUNCER, Cordoba Argentina, Systems and Reengineering training to executives from ARCOR, S.A., Juan Minetti, S.A. and INTI, S.A. 1993, 1994, 1995,1996, 1997,1998, 1999, 2000
Russian Executives at UMASS - Boston Systems Training. 1993, 1994, 1995, 1996, 1997.
Argentinian Executives at UMASS - Boston Strategic Information Systems Training. 1997.
Draper Laboratory 1994-1995 Advanced Relational Database. Design and Implementation
New England Suppliers Institute (NESI) 1996-1997 Business Systems Strategy, Planning and Implementation.
Current teaching University of Massachusetts at Boston
Data Base Management Systems. Level: Graduate and Undergraduate. Period: 1987-Present.
Computers and Information Systems. Level: Graduate. Period: Summer 1987-Present.
Structured Programming in C for Management. Level: Undergraduate. Period: 1993- Present.
Introduction to Computers in Management Level: Undergraduate. Period: 1988-Present.
Special Topics in Information Systems. Level: Graduate. Period: 1989.
Systems Analysis and Design Level: Undergraduate. Period: 1990-Present.
Knowledge Based Systems Level: Undergraduate. Period: 1992-Present.
Independent Studies in Information Systems (Supervision of independent projects) Level: Graduate. Period: 1988-Present.
Teaching at the London School of Economics
Computers in Information Processing Systems. Level: Graduate. Period: 1985-1986.
Computing Methods. Level: Undergraduate. Period: 1985-1986.
Systems Specifications. Level: Graduate. Period: 1984-1985.
Computer Systems Design.
Level: Graduate. Period: 1984-1985.
Introduction to Computing. Level: Undergraduate. Period: 1980-1984.
COMMITTEES. College of Management Dean Search Committee Provosts Special Committee UMASS/Boston, 2004
CURE Committee Chancellors Special Committee UMASS/Boston, 2003
Information Technology Core Working Group Provosts Task Force UMASS/Boston, 1995
Working Group on Distance Learning UMASS/System, 1995
Committee for the Evaluation of Dean Hayden Provosts Special Committee UMASS/Boston, 1996
Strategic Planning Committee. (Deans Special Task Group) UMASS/Boston, 1995-1996.
College Personnel Committee. UMASS/Boston, 1995-1996.
Network Specialist Search Group (Chair) UMASS/Boston, 1995-1996
Network Manager Search Committee UMASS/Boston, Computing Services, 1996
ANCHOR System Administrator Search Group UMASS/Boston, McCormack Institute, 1995-1996
Department Curriculum Committee. Management Sciences. UMASS/Boston, 1986-1987.
UMASS/Boston, 1991-1992 (Chair).
Department Personnel Committee. Management Sciences and Information Systems. UMASS/Boston, 1987-1988. UMASS/Boston, 1988-1989. UMASS/Boston, 1989-1990. UMASS/Boston, 1996-1997.
Department Recruiting Search Committee. Marketing. UMASS/Boston, 1987-1988. UMASS/Boston, 1988-1989. UMASS/Boston, 1991-1992.
Department Recruiting Committee. Management. UMASS/Boston, 1989-1990.
Department Recruiting Committee. Management Sciences. UMASS/Boston, 1988-1989. UMASS/Boston, 1989-1990.
UMASS/Boston, 1990-1991.
College Curriculum Committee (Chair). UMASS/Boston, 1988-1989.
MBA Advisory Committee. UMASS/Boston, 1989-1990. UMASS/Boston, 1993-Present.
College Faculty Development Committe. UMASS/Boston, 1990-1991.
UMASS/Boston Faculty Council. UMASS/Boston, May 1991-1993. UMASS/Boston, 1994.
UMASS/Boston Computer Oversight Committee UMASS/Boston, 1991-1992. UMASS/Boston, 1996-1997.
Computing Services Search Committee UMASS/Boston, 1992.
Graduate Program Committee UMASS/Boston, 1994 (Chair)
AFFILIATIONS. The Institute of Management Sciences (TIMS). President TIMS Boston Chapter 1990-1991 Vice-President TIMS Boston Chapter 1989-1990 Secretary TIMS Boston Chapter 1988-1989. Treasurer TIMS Boston Chapter 1987-1988.
Senior Fellow of the McCormack Graduate School of Policy Studies, University of Massachusetts, Boston.
Advisor to the Center for Social Policy Research, McCormack Institute, University of Massachusetts, Boston.
Member of the Honorary Council, Fundacion FUNCER, Cordoba Argentina.
REFERENCES. Available upon request.
Jean-Pierre Kuilboer
PERSONAL INFORMATION
Address: Office: Dept. of Management Sciences & Information Systems University of Massachusetts Boston Boston, Massachusetts 02125 (617) 287-7868 Jeanpierre.kuilboer@umb.edu
Residence:
193 farm street
Millis, MA 02054 (508) 376-8178
Education
Ph.D., Business Administration; Management Information Systems, 1992, The University of Texas at Arlington, Information Systems with Minor Computer Software Engineering. M.B.A., 1986, University of Louisiana (Lafayette) B.S., Accounting, 1984, University of Louisiana (Lafayette)
Present Position
Associate Professor, Chairman Management Science and Information Systems Department
Areas of Interest
Teaching: Database modeling and design Business Data Communications and E-Business/E-commerce Object-Oriented Analysis & Design Information Security Research: Database and Enterprise Models Object-Oriented System Methodologies Business Agility through Information Technologies Management Information Systems Curriculum Information Security and Privacy
Membership: Member of ACM (Association for Computer Machinery) Member of DSI Member of IRMA (Information Resource Management Association) Member of ISACA (Information Systems Audit and Control Association)
Academic Experience
Teaching Management Science and Information Systems Department University of Massachusetts Boston, Massachusetts, 1994-Present Courses Taught: Database Management Systems (Undergraduate/Graduate) Computer Network for Management (Undergraduate/Graduate) E-commerce and E-business Object-Oriented Systems Development / C++ (Undergraduate/Graduate) Introduction to Information Systems Structured Programming in C Client/Server Programming and Visual Basic Information Security Information and Decision Sciences Department, Salisbury State University, Salisbury, Maryland, 1991-1994 Courses Taught: Database Management Systems Data Communication Systems Information Systems Analysis & Design I & II Information Systems Concepts for Management Business Microcomputer Use Quantitative Methods / Management Science I
Information Systems Department, University of Texas at Arlington, Arlington, Texas, 1988-1991 Courses Taught: Business Data Processing Database Design Introduction to Information Systems [for MBA]
Research
Book E-Business and E-commerce Infrastructure: technologies supporting the e-business initiative, Boston McGraw-Hill/Irwin 2002.With Abhijit Chaudhury
Journals:
Online Privacy policies: An Empirical Perspective on Self-Regulatory Practices With Noushin Ashrafi. Journal of E-Commerce in Organizations, (3:4), October-December, 2005, pp. 61-74
Privacy Protection via Technology: Platform for Privacy Preferences (P3P) With Noushin Ashrafi. International Journal of E-Business Research. (1:2), April-June, 2005, pp. 56-69
Information Systems Redesign in a State Social Services Agency with Noushin Ashrafi. Annals of Cases on Information Technology (ACIT), Vol. 3/2001, pp.305-319.
Software Process and Product Improvement: an Empirical Assessment, With Noushin Ashrafi Information and Software Technology, (42:1), 2000, pp. 27-34.
Software Process Improvement Deployment: An Empirical Perspective, with Noushin Ashrafi Journal of Information Technology Management. Volume X, Number 3-4, pp. 35-48, Fall 1999.
"A Collaborative Model for Training non-IT Workers," with Noushin Ashrafi, Vivion Vinson, ACM - Computers and Society, vol. 29, no. 2, pp. 23-27, June 1999.
"Accounting Student Acceptance of Tax Preparation Software," with Thomas Dillon, Michael Garner, Joseph Quinn, Journal of Accounting and Computers, vol. 13, pp. 17-31, Fall 1998
"Market Segmentation of Information Systems Academic Programs Based on Job Placement: A Model and Pilot Study, with Choong C. Lee, William J. Kettinger, Journal of Information Systems Education, vol. 9, no. 1, 1997.
"Expert system reliability: a life-cycle approach Information and Management, Vol. 28, pp. 405-414, 1995, with Noushin Ashrafi and Janet Wagner.
"The information repository, a tool for metadata management," Journal of Database Management, Vol. 6, No. 2, pp. 3-12, Spring 1995, with Noushin Ashrafi.
"ISO-9000: A guideline to software quality," Information Systems Management, Vol. 12, No. 3, pp. 56-60, Summer 1995, with Hessam Ashrafi and Noushin Ashrafi.
"Temporal databases: model design and commercialization prospects," ACM: Data Base, Vol. 25, No. 3, pp 6-18, August 1994, with Jan Guynes and Vincent Lai .
"X.400: The Electronic Mail Solution," Published in Journal of Data & Computer Communications, Vol. 3, No. 4, pp. 15-22. Spring 1991, with Jan Guynes
"Proposed Structure for decomposition software Reliability, published in Information and Software Technology, Vol.32, N0.1, pp. 93-99. Jan/Feb 1990, with Noushin Ashrafi and R.C. Baker.
Referred Book Chapters Implementation of Privacy Protection policies: An Empirical Perspective with Noushin Ashrafi. Utilizing and Managing Commerce and Services Online. CyberTech Publishing, 2007, Ch IX, pp. 187-204.
Is P3P An Answer To Protecting Information Privacy? with Noushin Ashrafi. E-Business Innovation and Process Management. CyberTech Publishing, 2007, Ch XV.
Refereed Book Reviews
PeopleSoft for the Oracle DBA Kurtz D., APress, LP, Berkeley, CA, 2004. Type: Book
Date: June 1 2006 - Published in Computing Reviews
Professional Oracle programming (Programmer to Programmer) Greenwald R., Stackowiak R., Dodge G., Klein D., Shapiro B., Chelliah C., Wrox Press Ltd., Birmingham, UK, 2005. Date: Mar 31 2006 Published on ACM Web
SQL server query performance tuning distilled (2nd ed.) Dam S., APress, LP, Berkeley, CA, 2004. Date: May 4 2005 Published in Computing Reviews & ACM Web
Pro .NET Oracle programming Williams M., APress, Berkeley, CA, 2004.
Date: Mar 30 2005 - Published in Computing Reviews & ACM Web
Oracle Application Server 10g: J2EE deployment and administration Mulder E., Wessler M., APress, 2004.
Date: Dec 21 2004 - Published on ACM Web
Business agility (1st ed.): Strategies for Gaining Competitive Advantage through Mobile Business Solutions, Evans N., Financial Times/Prentice Hall, 2001.
Date: Nov 1 2004 - Published in Computing Reviews & ACM Web
Computer security handbook (4th ed.) Bosworth S. (ed), Kabay M. (ed), John Wiley & Sons, Inc., New York, NY, 2002.
Date: August 18 2004 Published in Computing Reviews & ACM Web
Oracle privacy security auditing: includes federal law compliance with HIPAA, Sarbanes Oxley & the Gramm Leach Bliley Act GLB. Nanda A., Burleson D., Rampant TechPress, 2003. Date: Mar 26 2004 - Published in Computing Reviews
Expert one-on-one Oracle Kyte T., APress L. P., 2003. Date: December 16 2003 Published in Computing Reviews
Oracle9i PL/SQL: a developers guide Lakshman B., Alapati S., APress, 2002.
Date: Mar 17 2003 - Published in Computing Reviews
XQuery from the experts: a guide to the W3C XML query language Katz H., Chamberlin D., Kay M., Wadler P., Draper D., Addison-Wesley Longman Publishing Co, Inc., Boston, MA, 2003. Date: October 9 2003 - Published in Computing Reviews
XML and Web services unleashed Schmelzer R., VanDersypen T., Sams, Indianapolis, IN, 2002. 1172 pp.
Date: Jan 13 2003 - Published in Computing Reviews
Core MySQL: the serious developers guide Atkinson L., Prentice Hall Press, Upper Saddle River, NJ, 2002. 721 pp.
Date: Jun 24 2002- Published in Computing Reviews
Data mining and statistical analysis using SQL John N. J., Trueblood R., APress, Berkeley, CA, 2001. 410 pp.
Date: May 7 2002 - Published in Computing Reviews
Oracle8i tuning and administration: the essential reference Thorpe H., Addison-Wesley Longman Publishing Co., Inc., Boston, MA, 2001. 590 pp.
Date: Jun 1 2001 - Published on ACM Web
Referred Proceedings:
"Implementation issues in a Blackboard-based expert system for 'Litigate or settle' decision support," Conference Proceedings of the Decision Sciences Institute, San Diego, California, November 19-21, 1990.
"Artificial intelligence systems design for organizational decision support: exploring the blackboard approach," Conference Proceedings Indian Computing Congress, November 1990. -Proceedings copies could not be obtained
"Artificial intelligence systems support for organizational decision making: a taxonomy," Conference Proceedings Indian Computing Congress, November 1990. -- Proceedings copies could not be obtained
"Intelligent control of heterogeneous networks," Conference Proceedings of the Decision Sciences Institute, Miami, Florida, November 24-26, 1991.
"Data model issues in object-oriented database systems," Conference Proceedings of the Decision Sciences Institute, Miami, Florida, November 24-26, 1991. With Vincent Lai and Edward Chen.
"Expert systems reliability: a life-cycle approach," ORSA/TIMS Joint National Meeting, San Francisco, California, November 1-4, 1992.
"A hypertext-based help desk tool for intelligent communication," Conference Proceedings of the Decision Sciences Institute, San Francisco, California, November 22-24, 1992 . With Noushin Ashrafi.
"Building effective decision support systems for decision makers with varied decision styles: an exploratory analysis," Conference Proceedings of the Decision Science Institute, San Francisco, California, November 22-24, 1992. With Vincent Lai and Edward Chen.
"VideoConferencing applications and meeting performance" Fifth Annual Meeting of the International Academy of Business Disciplines, New Orleans, Louisiana, April 8-11, 1993. With Edward Chen and Vincent Lai.
"ISO 9000: a guideline to software quality," Conference Proceedings of the Decision Science Institute, Washington-DC, DC, November 21-23, 1993.
"Guidelines for total quality in information systems," Conference Proceedings of the Decision Sciences Institute, Washington-DC, DC, November 21-23, 1993. With Edward Chen and Vincent Lai.
Improving Health Care Productivity through Data Communications, ORSA/TIMS XXXII Meeting, Anchorage, June 12-15, 1994, with Edward Chen and Vincent Lai.
"Determining Academia's Marketing Mix: the Effects of Personal and Organizational Differences on IS Employer Preferences," Conference proceedings 1995 Northeast Decision Sciences Institute, Providence, March 22-24, 1995, with Choong C. Lee and William J. Kettinger.
"Predicting User Intentions: Attitudes Before Using Application Software," Conference proceedings 1995 Decision Sciences Institute, Boston, November 22-23, 1995, with Thomas N Dillon and Joseph D. Quinn.
"On the Evolution of the Internet User," Conference Proceedings 1995 Decision Sciences Institute, Boston, November 22-23, 1995.
"Predicting User Intentions: Attitudes before and after Use." 1996 Proceedings Decision Sciences Institute. Orlando, FL., November 20-22, 1996. With Thomas W. Dillon and Joseph D. Quinn.
Supply Chain Management and the Software Production," Association for Information Systems, 1997 Americas Conference. Indianapolis, Indiana, August 15-17, 1997.
OOT: The Tortuous Path to a Bright Future," Association for Information Systems, 1997 Americas Conference. Indianapolis, Indiana, August 15-17, 1997.
"Software architecture: how are the boundaries defined?" Proceedings ECOOP'99, Lisbon, the 13th European Conference on Object-Oriented Programming. Monday June 14th, to Friday June 18th.
E-commerce Extended Platforms. Proceedings of AIRWoRC 00 Next Generation Enterprises: Virtual Organizations and Mobile/pervasive Technologies, Buffalo, NY., April 27-29, 2000.
Adoption of Object Oriented Analysis and Design in the Mainstream IS Curriculum.With Noushin Ashrafi. IRMA 2000 international conference proceedings, Anchorage, Alaska, May 21-24, 2000, pp. 891-892.
A coordination Theory Framework of Supply Chain Management, INFORMS San Antonio 2000, San Antonio, Texas, November 5-8. TD 15.3.
Managing Network Security, with Noushin Ashrafi. IRMA 2001 international conference proceedings, Toronto, Canada, May 20-23, pp. 122-125.
A coordination Theory Framework of Supply Chain Management, 32 Annual Meeting of the Decision Sciences Institute Proceedings, San Francisco, CA, November 17-20, 2001. PM32 Supply Chain Management. With A. Chaudhury and D. Mallick.
Privacy Protection via Technology: Platform for Privacy Preferences (P3P) Published in proceedings International Resource Management Association conference, New Orleans - May 2004. With N. Ashrafi.
Execution of Disruptive Change through Knowledge Management: Using Information Technology and TRIZ, Decision Sciences Institute National Conference, Boston, December 2004, With Noushin Ashrafi.
Defining Business Agility: An Exploratory Study Proceedings of the 16th Information Resource Management Association International Conference, San Diego, CA, May 15-18. With Mathiyalakan, S, Zhang, W., Waage, F., Ashrafi, N., and Heimann, D. pp. 848-849 (2005).
A Framework for implementing Business Agility through Knowledge Management Systems. Forthcoming in Proceedings of IEEE International Workshop on Business Transformation: Towards a Theory of Business Agility (BT'05). Munich, Germany. July 19. With Xu, P., Mathiyalakan, S., Ashrafi, N., Koehler, W.S., Heimann, D., and Waage, F., pp. 116121, (2005).
Agile Supply Chain Management: A Framework for Examining Issues and Identifying Research Directions. Conditional Acceptance at International Conference on Agility (ICAM 2005). Helsinki, Finland. July 27-28. With Mathiyalakan, S., Heimann, D., Koehler, W.S., Ashrafi, N., and Waage, F., pp. 291-301, (2005).
Metrics and Databases for Agile Software Development Projects. Conditional Acceptance International Conference on Agility (ICAM 2005). Helsinki, Finland. July 27-28. With., Heimann, D., Mathiyalakan, S, Koehler, W.S., Ashrafi, N., and Waage, F., pp. 131146, (2005).
Cross-Functional Concentrations Merge IT and Business Concepts SIGITE 2005, New Jersey Institute of Technology in Newark, NJ from October 20-22. pp 179-184. (2005) with Janet Wagner, Deborah Boisvert, Jeffrey Keisler, and Pratyush Bharati.
Boosting Enterprise Agility via IT Knowledge Management Capabilities Proceedings of the 39th annual Hawaii International Conference on System Sciences, January 4-7, 2006, With Peng Xu, Noushin Ashrafi, and Willliam Koehler
Virtualization Renaissance: Aligning business and technology requirements 10th WSEAS International Conference on COMPUTERS, July 13-15, 2006, Athens, Greece, 2006, with Noushin Ashrafi. The Value of Virtualization for Web environment, 18th IRMA International Conference. Vancouver Skyline Vancouver, British Columbia, Canada. May 19-23, 2007, with Noushin Ashrafi.
Change Management: The Role of Standard, International Business Information Management Association, 8th IBIMA Conference, Dublin, Ireland, June 20 22, 2007, with Noushin Ashrafi.
Accepted Conference paper
Privacy Policy Regulations: An Empirical Investigation, 38th Annual Meeting Decision Science Institute, Phoenix, Arizona., November 17-20, 2007, with Noushin Ashrafi, Gina MassaMias, and William Kohler.
IT-Enabled Competencies and Business Value: An Empirical Study in Fast-Cycle Industries" ICIS 2007 Montral, Qubec, Canada December 9 - 12, 2007, with Noushin Ashrafi, Peng Xu, and Abhijit Chaudhury.
Reviews:
Object Oriented Systems Analysis and Design, D. Brown, john Wiley, 1996.
IS Development, Avison & Fitzgerald, McGraw-Hill, 1996.
Object Oriented Programming for Database Retrieval with Visual basic, A Tsai, ITP Course Technology, 1996
Analysis Patterns: reusable Objects Models, M. Fowler, Addison Wesley, 1997.
Object Oriented Analysis: an introductory text, D. Brown, John Wiley, 1997
Data Communications and the Internet for Managers, ITP Course Technology, 1997.
Database Application Development and Design with Integrated Access labs, M. Mannino, McGraw-Hill, 1998.
Business Data Communications and Networking, Fitzgerald & Dennis, John Wiley, 2001.
An Introduction to Object-Oriented Analysis, D. Brown, John Wiley, 2002.
Foundations of E-business Technologies, C. Van Slyke and F. Belanger, John Wiley, 2002.
Administrative and Service
UMASS Chair Academic Computing Oversight Committee, 2005UMASS Liaison between UMASS Member of the search for CIO, 2007. UMASS Member of the search for Library Director, 2006.
UMASS Member of University Proposal Development Committee [2004-] UMASS Chair MSIS department, [2000-] UMASS Member of Strategic Planning Committee [2001-] UMASS Member of Graduate Program Committee [2001] UMASS Member of Academic Affair Committee [1996-1998 ] UMASS Member of CM UPC [1997- 1999], Chair UPC [1998] UMASS Member of the Patent Review Committee [1995] UMASS MSIS Departmental Personnel Committee [1995, 1998] UMASS MSIS Recruiting 1994-95, 1998-2001, 2001-2004]
UMASS Departmental Curriculum Committee [1994-2001] UMASS Academic Computing Oversight Committee [95/96; 98-00; 03-] UMASS Member Departmental Human Subjects Committee [94-95] UMASS Member of CM Faculty Assembly Steering Committee [96-97] SSU AACSB accreditation team SSU Coordinator Business Microcomputer Use SSU DPMA Student Chapter Initiator / Advisor Umass Advanced Computer User club Faculty advisor [1996-1999]
Programming Languages:
Visual Basic, SQL, COBOL, Pascal, C/C++, JAVA, Smalltalk, Eiffel, LISP, Prolog, CLIPS, Natural, HTML, XML.
Software Related Knowledge:
Operating Systems: Novell, VMS, UNIX, DOS, OS/2, Windows NT, Linux Database: Oracle, MS-SQL server, OODBMS. Enterprise Modeling: ARIS Toolset, S-Designor, IDEFX GUI: MS Windows, OS/2 Workplace, Motif/X-Windows CASE Tools: Oracle Developer/Designer, TogetherJ, UML. Expert Systems: Level 5 Objects, Nexpert Object. Network: Novell, UNIX, Microsoft Windows NT, Groove, NFS
Internet: Telnet/FTP/Gopher/HTML/SGML/Firewall/Proxy/TCP/IP.
Recognition/Grants:
CM Faculty Scholarship Awards 2004-2005. Deans Award for Distinguished Research, 2001. Joan Moon Undergraduate Teaching Award, UMB Spring 2000. Phi Eta Sigma [honor society]. Academic Excellence Award, University of Texas Arlington, 1992. Research Grant, Salisbury State University Foundation, 1992 Research Grant, Faculty Development Scholarship, SSU, Summer 1992 Curriculum Development Grant, College of Business, SSU, Summer 1993 BITS, Small Business Grant, College of Business and Small Business, SSU 1994. Professional Development Grant for Junior Faculty, UMASS, 1995. ESRI Software Grant - (ARC-View), 1995. Microsoft Instructional Lab Grant, UMASS, 1995-1997 ($13,000) Microsoft Instructional Lab Grant, UMASS, 1997-1999 ($80,800) IDS Dr. Scheer, Software Grant, 1995.
Duc A. Tran
Assistant Professor Department of Computer Science University of Massachusetts Boston Boston, MA 02125 Tel : (617) 287-6473 Fax: (617) 287-6433 Email: duc@cs.umb.edu Web: http://www.cs.umb.edu/~duc
Status: US Permanent Resident
Research Interests: Data management, information retrieval, and networking issues in P2P and Overlay Networks, Wireless and Sensor Networks, and Multimedia Networks
Education Ph. D. University of Central Florida, Orlando, FL (Fall 1998 Spring 2003) Major: Computer Science (GPA 4.0/4.0) Dissertation: Overlay Multicast Solutions to Media Streaming
B. Sc. Vietnam National University (Fall 1992 Spring 1996) Major: Computer Science Excellence Class
Work Experience
Assistant Professor Tenure-track, Department of Computer Science, University of Massachusetts, Boston, MA (Fall 2007-present) Assistant Professor Tenure-track, Department of Computer Science, University of Dayton, OH (Fall 2003 Summer 2007) Research Assistant School of Electrical Engineering and Computer Science, University of Central Florida, Orlando, FL (Fall 1998 Spring 2003) Instructor School of Electrical Engineering and Computer Science, University of Central Florida (Fall 2000 Spring 2001) Visiting Scholar Lecturer Okinawa International Center, Japan (10/1997 - 4/1998)
Vietnam National University (9/1996 8/1998)
Teaching Experience UMass Boston (9/2007 present) CS 646 Computer Communications Networks (Fall 07) CPS 470/570 Data Communications
University of Dayton (8/2003 5/2007) CPS 472/572 Computer Networks
CPS 499/592 Special Topics in P2P Systems CPS 499/592 Special Topics in Distributed Information Retrieval CPS 499/592 Special Topics in Multimedia Systems CPS 350 Data Structures and Algorithms CPS 460/560 Computer Graphics CPS 437 Computer Systems and Architectures (to MIS students) University of Central Florida (8/2000 5/2001) Vietnam National University (9/1996 8/1998) CGS 685 Computer Networks Concepts Introductory Courses in Programming
Refereed Publications Journal and Book Chapters (9 published, 3 under review)
1. Duc A. Tran and T. Nguyen. Localization in Wireless Sensor Networks based on Support Vector Machines. Submitted to IEEE Transactions on Parallel and Distributed Systems, 2007 2. Duc A. Tran and K. Vu. Dimensionality Reduction in Hyperbolic Data Spaces: Bounding the Reconstructed Information Loss. Submitted to Elsevier Journal of Data and Knowledge Engineering, 2007 3. T. Nguyen, K. Kolazhi, R. Kamath, S. Cheung, and Duc A. Tran. Efficient Multimedia Distribution in Source Constraint Networks. Submitted to IEEE Transactions on Multimedia. 4. Duc A. Tran and Thinh Nguyen. Broadcasting Techniques for Video on Demand in Wireless Networks. Book Chapter in Handbook of Mobile Broadcasting. CRC Press, Editors: Borko Furht and Syed Ahson (to be published in Fall 2007) 5. Duc A. Tran and Thinh Nguyen. Hierarchical Multidimensional Search in P2P Networks. Elsevier Journal of Computer Communications, to appear 6. T. Nguyen, D. Nguyen, H. Liu, and Duc A. Tran. Stochastic Binary Sensor Networks for Noisy Environments. International Journal of Sensor Networks, 2007. Volume 2, Number 5/6, pp. 414-427. Inderscience Publisher. 7. Duc A. Tran and Harish Raghavendra. Congestion Adaptive Routing in Mobile Ad hoc Networks. IEEE Transactions on Parallel and Distributed Systems. Vol. 17, No. 10, October 2006. 8. Kien A. Hua and Duc A. Tran. Range Multicast for Video on Demand. Journal of Multimedia Tools and Application. Kluwer Academic Publishers. Vol. 27, No. 3, pages 367-391, December 2005. 9. Duc A. Tran, Kien A. Hua, and Tai T. Do. A Peer-to-Peer Architecture for Media Streaming. IEEE Journal of Selected Areas in Communications. Vol. 22, No. 1, pages 121-133, January 2004. 10. Duc A. Tran, Kien A. Hua, and Khanh Vu. An Object-based Video Data Model for Multimedia Systems. Special issue on Distributed Multimedia Systems with Applications, Journal of Applied Systems Studies. Cambridge International Science Publishing. Volume 2, Number 3, 2001. 11. Khanh Vu, Kien A. Hua, and Duc A. Tran. Handling Free-Shaped Queries in Large Image Databases using a Sampling-Based Image Retrieval Technique. Journal of Applied Systems Studies. Cambridge International Science Publishing. Volume 2, Number 2, 2001. 12. Roy Villafane, Kien A. Hua, Duc Tran, and Basab Maulik. Knowledge Discovery from Series of Interval Events. Journal of Intelligent Information Systems. Kluwer Academic Publishers. Volume 15, pages 71-89, 2000.
Conference (21 published, 1 under review) 13. Duc A. Tran and T. Nguyen. A Random Projection Approach to Subscription Covering Detection in Publish/Subscribe Systems. Preprint, 2007. 14. Duc A. Tran and T. Nguyen. Support Vector Classification Strategies for Localization in Sensor Networks. In Proceedings of IEEE Int'l Conference on Communications and Electronics (ICCE 2006), October 10-11, 2006. 15. T. Nguyen, D. Nguyen, and Duc A. Tran. Stochastic Binary Sensor Networks for Noisy Environments. In Proceedings of IEEE Int'l Conference on Communications and Electronics (ICCE 2006), October 10-11, 2006. 16. T. Nguyen, Duc A. Tran, and Sen-Ching Cheung. Efficient P2P Data Dissemination in a Homogeneous Capacity Network using Structured Mesh. In Proceedings of IEEE/ICST Conference on Multimedia Services Access Networks (MSAN 2005), June 12-15, Orlando, FL, USA. (invited paper) 17. Duc A. Tran. Hierarchical Overlay Approach to Peer-to-Peer Similarity Search. To appear at USENIX Annual Technical Conference (USENIX 2005), Anaheim, CA, USA, April 10-15, 2005. 18. Duc A. Tran and Harish Raghavendra. Routing with Congestion Awareness and Adaptivity in Mobile Ad hoc Networks. To appear at IEEE Wireless Communications and Networking Conference, (WCNC 2005), New Orleans, LA, USA, March 13-17, 2005. 19. Harish Raghavendra and Duc A. Tran. Congestion Adaptive Routing in Ad hoc Networks. ACM MOBICOM 2004 (poster), Philadelphia, PA, USA, September 26 October 1, 2004. 20. Duc A. Tran, Minh Le, and Kien A. Hua. MobiVoD: A Video-on-Demand System Design for Mobile Ad hoc Networks. In Proceedings of IEEE International Conference on Mobile Data Management (MDM 2004), pages 212-223, Berkeley, CA, USA, January 18-22, 2004. 21. Duc A. Tran, Kien A. Hua, and Tai T. Do. ZIGZAG: An Efficient Peer-to-Peer Scheme for Media Streaming. In Proceedings of IEEE INFOCOM 2003, San Francisco, CA, USA, March 30-April 3, 2003. 22. Kien A. Hua, Duc A. Tran, and Roy Villafane. Overlay Multicast for Video on Demand on the Internet. In Proceedings of ACM SIGAPP Symposium on Applied Computing (SAC 2003), Melbourne, FL, USA, March 9-12, 2003. 23. Duc A. Tran, Kien A. Hua and Simon Sheu. A New Caching Architecture for Efficient Video Services on the Internet. In Proceedings of IEEE Symposium on Applications and the Internet (SAINT 2003), pages 172-181, Orlando, FL, USA, January 27-31, 2003.
24. Kien A. Hua, Ning Jiang, Roy Villafane, and Duc A. Tran. Admire: An Algebraic Approach to System Performance Analyses Using Data Mining Techniques. In Proceedings of ACM SIGAPP Symposium on Applied Computing (SAC 2003), Melbourne, FL, USA, March 912, 2003. 25. Duc A. Tran, Kien A. Hua, and Tai T. Do. Scalable Media Streaming in Large P2P Networks. In Proceedings of ACM Multimedia Conference (SIGMM 2002), pages 247-250, Juan Les Pins, France, December 1-6, 2002. 26. Duc A. Tran, Kien A. Hua, and Tai T. Do. Layered Range Multicast for Video on Demand. In Proceedings of IEEE International Conference on Computer Communications and Networks (IC3N 2002), pages 210-215, Miami, FL, USA, October 14-16, 2002. 27. Duc A. Tran, Kien A. Hua, and Mounir Tantaoui. A Multi-Multicast Sharing Technique for Large-Scale Video Information Systems. In Proceedings of IEEE International Conference on Communications (ICC 2002), New York city, NY, USA, April-May 2002. 28. Duc A. Tran, Kien A. Hua and Kiran Prabhakara. On The Efficient Use of Multiple Physical-Channel Air-Cache. In Proceedings of IEEE Wireless Communications and Networking Conference (WCNC 2002), Orlando, FL, USA, March 17-21, 2002. 29. Duc A. Tran, Kien A. Hua and Ning Jiang. A Generalized Design for Efficiently Broadcasting on Multiple Physical Channel Air-Cache. In Proceedings of ACM SIGAPP Symposium on Applied Computing (SAC 2001), pages 387-392, Las Vegas, USA, March 11-14, 2001. 30. Khanh Vu, Kien A. Hua and Duc A. Tran. An Efficient Core-Area Detection Algorithm for Fast Noise-Free Image Query Processing. In Proceedings of ACM SIGAPP Symposium on Applied Computing (SAC 2001), pages 258-263, Las Vegas, USA, March 11-14, 2001. 31. Kien A. Hua, Duc A. Tran, and Roy Villafane. Caching Multicast Protocol for OnDemand Video Delivery. In Proceedings of ACM/SPIE Conference on Multimedia Computing and Networking (MMCN 2000), pages 2-13, San Jose, CA, USA, January 23-25, 2000. 32. Duc A. Tran, Kien A. Hua, and Khanh Vu. Semantic Reasoning based Video Database Systems. In Proceedings of International Conference on Database and Expert Systems Applications (DEXA 2000), pages 41-50, London, UK, September 4-8, 2000. 33. Duc A. Tran, Kien A. Hua, and Khanh Vu. VideoGraph: A Graphical Object-based Model for Representing and Querying Video Data. In Proceedings of International Conference on Conceptual Modeling (ER 2000), pages 383-396, Salt Lake city, UT, USA, October 9-12, 2000. 34. Roy Villafane, Kien A. Hua, Duc A. Tran, and Basab Maulik. Mining Interval Time Series. In Proceedings of International Conference on Data Warehousing and Knowledge
Discovery (DAWAK 1999), pages 318-330, Florencia, Italy, August-September 1999. (BEST PAPER)
Professional Service Journal Editor International Journal on Wireless and Mobile Computing, Special Issue on Group Communications in Ad hoc Networks, guest editing with Deb Agarwal (Lawrence Berkeley Lab) and Mark Yarvis (Intel Research) Technical Program Committee PC Vice-Chair
IEEE International Conference on Advanced Information and Networking Applications (AINA 2007), Niagara Falls, Canada PC Member (16) ACM Symposium on Applied Computing (SAC 2008, Multimedia and Visualization Track) IEEE International Conference on Advanced Information and Networking Applications (AINA 2008) IEEE International Conference on Consumer Communications and Networking (CCNC 2008, Wireless Routing and Transport Track, Network Access and Communications Track) 2007 Pacific-Rim Conference on Multimedia (PCM 2007, Multimedia Communication and Networking Track) 2007 IEEE Globecom (Symposium on Communications Software and Services, Symposium on Ad hoc and Sensor Networking) IEEE Workshop on Data Intensive Sensor Networks (in conjunction with MDM 2007 ) 2007 IEEE Consumer Communications and Networking Conference (CCNC 2007)
IEEE International Conference on Communications (ICC 2006, Wireless Ad hoc and Sensor Networks symposium) IEEE International Conference on Communications and Electronics (ICCE 2006)
IEEE International Workshop on Heterogeneous Wireless Networks: Resource Management and QoS (HWN-RMQ, in conjunction with IEEE CCNC 2006)
IEEE International Workshop on Adaptive Wireless Networks (in conjunction with IEEE GLOBECOM 2005) IASTED Technical Committee on Telecommunications (2004-2007) IEEE International Conference on Multimedia Service Access Networks (MSAN 2005)
ACM Symposium on Applied Computing, Multimedia and Visualization Track (SAC 2005) International Conference on Wireless Networks (ICWN 2004) International Conference on Web-Age Information Management (WAIM 2004)
Session Chair Multimedia Content Distribution Networks session, IEEE Globecom 2007 Multimedia and Visualization Track, ACM Symposium on Applied Computing (2003) Special Session on Distributed Multimedia Streaming, IEEE CCNC 2006, co-organizing with T. Nguyen (Oregon State) and Pascal Frossard (EPFL) Referee Journals and Transactions (12)
ACM Multimedia Systems Journal
IEEE Transactions on Broadcasting, IEEE Transactions on Parallel and Distributed Systems, IEEE Transactions on Multimedia, IEEE Transactions on Knowledge and Data Engineering IEEE Network Magazine
Elsevier Journal of Computer Communications, Elsevier Journal of Data and Knowledge Engineering Journal of Pervasive Computing and Communications Journal of Multimedia Tools and Applications Journal of Computer Systems Science and Engineering EURASIP Journal on Applied Signal Processing
Conferences (13)
IEEE AINA 2007, IEEE CCNC (2006, 2007), IEEE ICCE 2006, IEEE GLOBECOM 2005, IEEE ICC (2004, 2006), IEEE WCNC (2005, 2006), ACM SAC (2001, 2003, 2005), ACM SIGMM 2002 External referee The University of Missouri Research Board Grant (2004)
Membership ACM, IEEE Computer Society Service at University of Dayton Member, College of Arts and Sciences Graduate Committee (Fall 2005 - Winter 2006) Member, Dept. of Computer Science Graduate Committee (Fall 2005 - present) Member, Computer Engineering Program Committee (Fall 2005 - present) Member, University Graduate Student Fellowship Review Committee (2006) Member, Dept. of Computer Science Faculty Search Committee (2004-2005, 2003-2004) Member, Dept. of Computer Science Web Development Committee (2003-2004) Member, University Electronic Copyright Sub-Committee (Fall 2004)
Research Grants Federal PI, National Science Foundation, 224,983USD, 9/2006 9/2009
CNS-0615055: A Scalable and Self-Organizing System Architecture for Fast and Efficient Information Retrieval in Large-Scale Decentralized Networks Internal PI, Ohio Board of Regents / University of Dayton Research Council Fast Information Retrieval in Decentralized Networks (5500USD, Summer 2006) Congestion Adaptive Routing in Mobile Ad hoc Networks (6000USD, Summer 2005)
Video on Demand in Mobile Ad hoc Networks: A Technology for the Next Generation (4000USD, Summer 2004)
Learn, Lead, and Serve Award to student Mike Pateras (Advisor, 1000USD, Winter 2004) Other A Scalable Multicast Protocol to Enable Future-Generation Large-Scale Multimedia Applications, NSF Grant ANI-0088026 (300K, 2001 - 2004, PI: Kien Hua, University of Central Florida). I helped my advisor partially write this NSF proposal which was initiated from one of my research findings.
Qualifications for New Faculty Positions
Assistant Professor of Computer Science
PhD in Computer Science or Information Technology. Ability to teach in both computer science and information technology, and to do research in either area.
Assistant Professor of MSIS.
PhD in MSIS or Information Technology. Ability to teach in both MSIS and information technology, and to do research in either area.
Lecturer in Computer Science.
MS in Computer Science, Information Technology, or equivalent. Ability to teach in the area of information technology
Lecturer in MSIS
MS in MSIS, Information Technology, or equivalent. Ability to teach in the area of information technology.
Xiaogang Deng (Sociology) is working to define this track now. Robert Cohen resigned in August 2007 to teach in one of the Boston high schools where he intends to found a new computer science department.
Based on The SIGITEs Curriculum Writing Committees Computing Curriculum -- Information Technology Volume, May 2005. Available at http://www.sigite.org/content/activities/curriculum/. Although, we are working to improve this by replacing the first programming course (where we lose the most students) with two courses that cover the same material.
See http://www.mtpc.org/institute/the_index/index_11_23_04final.pdf
See http://www.jointventure.org/publicatons/index/2007%20Index/The%202007%20Index%20of%2 0Silicon%20Valley.pdf See http://www.stats.bls.gov/oco/home.htm. See http://www.stats.bls.gov/emp/mlrtab2.pdf See http://lmi2.detma.org/Lmi/pdf/MEP_by_occupation.pdf Recently, for example, Staples Senior Vice-President and CIO at the February BATEC Futures Forum (see http://www.batec.org/futuresforums/itfuturesforum_01_10_2006.asp) See http://www.spcs.neu.edu/cohort/it.html
Fortunately, the nations and our CS numbers appeared to have bottomed out last year, and are finally climbing back, but are nowhere like where they were in 2000. For example, in a talk at the ACM Special Interest Group on Computer Science Education (SIGCSE) 2005 Symposium (see http://www.princeton.edu/~seasweb/dean/Klawe/SIGCSE_2005.pdf) and in a discussion with Bill Gates and Richard Rashid at the Microsoft Faculty Research Summit 2005 in Redmond, WA (see http://research.microsoft.com/workshops/FS2005/webcasts/12495/default.htm).

A Proposal For A BS Degree Program in Information Technology

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A Proposal for a BS Degree Program in Information Technology (BSIT) Stage II -- Proposal to Implement

November 21, 2007

Qualifications for New Faculty Positions................................................................... 235

Tracks allow the program to:

The System Administration Track

The Information Architecture Track

The Capstone Course

The capstone serves several purposes:

General Education Requirements and Advising

In the College of Management:

1 Proposal Development and Program Curriculum

The Proposed Program

The Core Courses

IT 110 IT Problem Solving

Prerequisites: MA 129 or MA 130

IT 114 Introduction to Java Part 1 (CS 114) *

Prerequisites: MA 129 or MA 130.

IT 115 Introduction to Java Part 2 (CS 115) *

Prerequisites: IT 114 or CS 114.

IT 230 Relational Databases (MSIS 230) *

IT 240 Web Fluency

IT 244 Introduction to Linux/Unix (CS-IT 244) *

IT 246 Networking (CS-IT 246) *

IT 425 Project Management (MSIS 425) *

Prerequisite: IT425 Project Management.

Tracks can be proposed and offered by any department in the University

The System Administration Track

IT 210 Intermediate Computing with Data Structures

IT 341 An Introduction to System Administration

IT 441 Network Services Administration

Prerequisites: IT 210 and IT 341

IT 442 Windows System Administration

IT 443 Network Security Administration

The Information Architecture Track

IT 360 Enterprise Software

Prerequisites: IT 110 and 60 credits

IT 428 Information Security

Prerequisites: IT 110 and 60 credits

IT 460 Integration Methodologies and Tools

Prerequisites: IT 110 and 60 credits

IT 461 Systems Analysis and Design

Courses relevant to a business oriented career path include:

Accounting: AF 210 Financial Accounting

AF 211 Managerial Accounting AF 363 Cost Accounting

Courses relevant to a system administration oriented career path include:

The Capstone Course

The capstone course serves several purposes.

2 Purpose and Goals

Graduates will have the knowledge and skills in a specialized track:

System Administration, or Information Architecture.

Relationship to the Management Science and Information Systems Concentration

4 Need and Competition

No IT degree and no plans for an IT degree

BU Harvard MIT Tufts Wellesley Bentley Framingham State Framingham State

Northeastern Simmons Bentley Boston College Brandeis University of Massachusetts Boston

MS IT with a focus on IT Management

What follows are brief descriptions of the undergraduate IT programs:

National BS Information Technology Programs

University RIT Purdue NJIT IUPUI U of Cincinnati US Naval Academy

CS Students 700 ? (way down) 382 50 no data

Placement Statistics 90 98% (estimated) no data tracks enrollment no data no data

URL http://it.rit.edu/ http://www.tech.purdue.edu/Cpt http://it.njit.edu/ http://www.engr.iupui.edu/cpt/ http://it.cas.uc.edu/IT/