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................................................................................................................ 5
Guiding Principles........................................................................................................... 5
The Degree....................................................................................................................... 6
The Core...................................................................................................................... 6
The Tracks................................................................................................................... 6
Professional Electives.................................................................................................. 8
The Capstone Course.................................................................................................. 9
General Education Requirements and
Advising........................................................... 9
Transfer Policy.......................................................................................................... 10
1 Proposal Development and Program Curriculum........................................................... 11
The Development Process............................................................................................. 11
The Proposed Program.................................................................................................. 11
The Core Courses...................................................................................................... 12
The Tracks................................................................................................................. 14
Professional Electives................................................................................................ 18
The Capstone Course................................................................................................ 19
2 Purpose and Goals.......................................................................................................... 20
Objectives...................................................................................................................... 20
Assessment.................................................................................................................... 21
3 Mission Context............................................................................................................. 21
Relationship to the Computer
Science Degree Program................................................ 21
Relationship to the Management
Science and Information Systems Concentration..... 22
4 Need and Competition.................................................................................................... 22
Need and Demand.......................................................................................................... 22
Other IT Programs......................................................................................................... 25
Greater Boston.......................................................................................................... 25
National BS Information Technology
Programs........................................................ 26
5 Students.......................................................................................................................... 28
Enrollment..................................................................................................................... 28
Articulation with the Community
Colleges................................................................... 28
6 Program Diversity.......................................................................................................... 29
7 Administration and Operation........................................................................................ 29
8 Resources........................................................................................................................ 30
Attachment A-1: A Typical BS in Information Technology
Program 32
Attachment A-2: A Typical BS in Information Technology
Program 33
Attachment B.
New Program Budget Form..................................................................... 34
One Time Costs............................................................................................................. 34
Annual Operating Costs............................................................................................ 34
Attachment C: Course Syllabi........................................................................................... 35
IT 110 Information Technology
Problem Solving (a new course)................................. 36
IT 111 Managerial Statistics (exists as MSIS 111)...................................................... 39
IT 114 Introduction to Java
(exists as CS 114)............................................................. 46
IT 115 Introduction to Java
– Part 2 (exists as CS 115)............................................... 47
IT 210 Data Structures (exists as
CS 210).................................................................... 49
IT 230 Relational Databases
(exists as MSIS 230)....................................................... 52
IT 240 Web
Fluency (new course)................................................................................ 55
IT 244 Introduction to Linux/Unix
(exists as CSIT 244).............................................. 58
IT 246 Introduction to Networks
(exists as CSIT 246)................................................ 62
IT 285 Social Issues and Ethics in
Computing (exists as newly proposed CS 285)..... 65
IT 341 Introduction to System
Administration (a new course).................................... 69
IT 360
– Enterprise Software (new course).................................................................. 73
IT 425
Project Management (exists as MSIS 425)........................................................ 76
IT 428: Introduction to
Information Security (exists as MSIS 428)............................. 81
IT 441 Network Services
Administration (a new course)............................................. 91
IT 442 Windows System
Administration (a new course)............................................. 95
IT 443 Network Security
Administration (a new course)............................................. 99
IT 460
– Integration Methodologies and Tools (new course)..................................... 103
IT 461
– System Analysis and Design (exists as MSIS 461)...................................... 106
IT 485 Information Technology
Capstone (a new course)......................................... 111
Attachment D: Faculty CVs and Qualifications for
Faculty to be Hired 114
Roger
Blake.................................................................................................................. 115
William R Campbell..................................................................................................... 118
Ronald S. Cheung......................................................................................................... 123
Oscar Gutierrez........................................................................................................... 127
Jean‑Pierre
Kuilboer.................................................................................................... 147
Duc A. Tran................................................................................................................. 157
Qualifications for New Faculty
Positions................................................................... 163
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
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).
á
IT knowledge and skills is a critically
important driver in the Massachusetts economy, especially in the Greater Boston
area.
á
The CS and MSIS Departments, working together,
can deliver a top notch degree program that will address the CommonwealthÕs IT
workforce needs.
á
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.
á
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.
á
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.
á
The BSIT is consistent with the UniversityÕs
mission, particularly with regards to access, innovation, and economic
development.
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 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 [É] 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.
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.
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,
etcÉ) and are intended to support a studentÕs expected career path and
interests.
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.
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.
- Students
in the College of Management take Math 134 (Calculus for Managers).
- 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
- Students
in the College of Management take BC 290 (Business Communications).
- 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.
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.
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. FTEÕs), 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
UniversityÕs enrollment management staff,
- The
UniversityÕs Admissions Office,
- The
UniversityÕs 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 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
- 30
credits for the introductory core IT courses,
- 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),
- 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 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 hands-on
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.
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.
Prerequisites:
IT
110.
- 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.
Prerequisites:
IT
114.
- 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.
Prerequisites:
IT
110.
- 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.
Prerequisites:
IT
110.
- 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 otherÕs 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.
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.
Prerequisites: IT 244
- 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).
Prerequisites: IT 341
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.
Prerequisites: IT
110 and 60 credits
- 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.
Prerequisites: IT
110 and 60 credits
- 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 user-led 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
re-engineering 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.
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
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.
The BSIT has the following objectives:
Graduates will be
able to:
á
Use and
apply current technical concepts and practices in the core information
technologies.
á
Analyze,
identify and define the requirements that must be satisfied to address problems
or opportunities faced by organizations or individuals.
á
Effectively
design IT-based solutions and integrate them into the user environment.
á
Address security issues.
á
Assist
in the creation of an effective project plan.
á
Identify
and evaluate current and emerging technologies and assess their applicability
to address the usersÕ needs.
á
Analyze
the impact of technology on individuals, organizations and society, including
ethical, legal, security and global policy issues.
á
Demonstrate
an understanding of best practices and standards and their application.
á
Demonstrate
independent critical thinking and problem solving skills.
á
Collaborate
in teams to accomplish a common goal by integrating personal initiative and
group cooperation.
á
Communicate
effectively and efficiently with clients and peers both orally and in writing,
using appropriate terminology.
á
Recognize
the need for continued learning throughout their career.
Graduates will be
familiar with, and be able to apply, the following core information
technologies:
á
Programming
á
Computer
Systems, Networking and Hardware
á
Databases
á
Web
Technologies and Issues
á
Human Interface
Design
Graduates will have
the knowledge and skills in a specialized track:
- System Administration, or
- Information Architecture.
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
weÕre 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.
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 ÒtechiesÓ 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 Òapplications-pathÓ 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:
- It
will replace the (difficult) first programming course with a two-course
sequence covering the same material.
- This
is a hands-on program. There is
less abstraction and more practical exercises. Students find abstraction difficult.
- Collaboration
is encouraged in this program.
Some students work better when they can ask others questions.
- 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.
- Increased
tutoring services will be provided from Academic Support to IT majors.
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.
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 VentureÕs 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. ÒInformation 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.Ò 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:
ÒComputer
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 bachelorÕs 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.Ó
ÒEmployment
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 fastest-growing industries in the U.S. economy.Ó
ÒEmployment
of systems administrators is expected to increase much faster than the average
for all occupations as firms continue to invest heavily in securing computer
networksÉ Most employers prefer to hire persons who have at least a bachelorÕs
degree and broad knowledge of, and experience with, a variety of computer
systems and technologies.Ó
ÒEmployment
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.
economyÉMany employers seek applicants who have at least a bachelorÕs degree in
computer science, information science, or management information systems
(MIS).Ó
ÒEmployment
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 increaseÉ
Despite the downturn in the technology sector in the early part of the decade,
the outlook for computer and information systems managers remains strongÉA
bachelorÕs 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.Ó
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 BachelorÕs 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
|
Growth Rate
|
Expected Openings
|
|
Application
Software Engineers
|
39.0%
|
10,980
|
|
System Software
Engineers
|
39.2%
|
9,290
|
|
Computer System
Analysts
|
22.3%
|
6,080
|
|
Database
Administrators
|
30.2%
|
1,770
|
|
Network and
Computer Systems Administrators
|
28.6%
|
3,550
|
The Massachusetts Department of Workforce Development also
states that Òeducation and training will play an ever more critical role in the
Massachusetts economy,Ó 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 Òeducate
the hellÓ out of its workforce.
The BSIT delivers that.
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.
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
|
|
IT Minor
|
Bentley
Framingham State
|
|
BS IT
|
Framingham State
Northeastern
Simmons
|
|
MS IT with a focus
on IT Management
|
Bentley
Boston College
Brandeis
University of Massachusetts Boston
|
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 18-month
program is aimed at mid-career students already holding an Associate degree in
management. The program
Òemphasizes the combination of outstanding technical skills, communication and
leadership skills, and specialization in essential IT domains needed to grow
your career.Ó
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.
The following table summarizes our findings for selected
programs nationwide. These
programs have been quite successful at attracting students to Information
Technology.
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) theyÕve 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.
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 UniversityÕs Director of Enrollment Management has
indicated full confidence in her officeÕs ability to fill the programÕs
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.
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.
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 KlaweÕs (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 Òunder-represented minoritiesÓ,
and most of the white students are in the lower grades. Felicia Vargas (TechBoston) asserts
that her school reflects these numbers.
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 UniversityÕs Undergraduate Catalog.
In addition,
á
There will be a program director, alternating
between the two colleges, overseeing the program. The term for the Program Director will be two years.
á
The two colleges will staff the core courses
roughly on an equal basis.
á
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.
á
Advising of students will be balanced among the
faculty. Advising for IT will
count as advising in oneÕs own department.
á
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. OneÕs home
department takes all personnel actions (tenure, promotion, annual reviews,
etc).
á
The course evaluation form used will be that of
the instructorÕs department. Additional surveys may be administered for
accreditation purposes, but these neednÕt identify an instructor.
á
FTEs for a course will go to the college whose
instructor teaches the course (regardless of who ÒownsÓ the course).
á
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.
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.
System Administration Track for a student in CSM
Campus: UMass Boston
Proposed Program: Information Technology
|
|
|
|
|
|
|
|
Description
|
Cost
|
Number
|
Total Cost
|
|
|
Faculty
|
Tenure-track
Lecturers
|
85,000
60,000
|
2
2
|
170.000
120,000
|
|
|
Staff
|
Lab
Supervisor
|
60,000
|
1/2
|
30,000
|
|
|
Library
Resources
|
Library subscription to Safari (an on-line IT book
program)
|
15,000
|
1
|
15,000
|
|
30,000
|
Space
|
Furniture (one time cost)
Cabling and Wiring
|
3,000
|
1
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 programÕs 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.
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:
á
Understand many aspects of Information
Technology and their role in modern Information Technology implementations.
á
Work in teams to produce solutions.
á
Research and learn about technology.
á
Use spreadsheets for data analysis and
presentations.
á
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 8-10 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
á
Improving the security of your own computer
Security
á
Retrieving deleted files
á
Examining cookies and caches to discover usage
á
Packet sniffing
Network / System
Administration
á
Installing and patching software packages
á
Adding and maintaining user profiles.
Data Analysis and
Presentation
á
Using spreadsheets to analyze and present hits
on a web site, utilization data, login times, etc.
Web and Web Site
Design
á
Designing a web site
á
Using a web service in an application
Research
á
Using the library to research and report on the
implications of a technology (e.g. web 2.0, VOIP, etc,)
Business Intelligence
á
Organizing and synthesizing data collected from
public and proprietary databases.
General
á
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: David
Shimshack
Address: 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 donÕt 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 ÒregisterÓ and follow the
directions from there. YouÕll 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 todayÕs 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 Òhands
onÓ. 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 Òplain vanillaÓ 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
studentsÕ ability to raise and answer managerial Òwhat ifÓ 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 Òlearning
communityÓ so you canÕt 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 ÒlessonsÓ. 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 ÒlessonÓ --- 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 ÒlessonsÓ 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
donÕt 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 canÕt then donÕt
take it.
So this course isnÕt about pleasing the instructor. It isnÕt about checking off
assignments. It isnÕt about
racking up credits by squeezing in another course. What it IS about is learning statistics. If you start a homework set, and canÕt
do much of it --- handing in junk isnÕt 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 wasnÕt close, you WILL be
expected to redo it after you get help.
If that doesnÕt 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 youÕre 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. DONÕT! 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
Òlearning communityÓ 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 donÕt know them. You may not copy (or allow someone to
copy) someone elseÕs work --- even if the second person claims they are only
using it to Ògo byÓ. This includes
copying by hand, Xeroxing, or sharing computer files. Similarly, on short answer type questions, itÕs 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 studentÕs 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 registrarÕs
office). No you canÕt Òcatch upÓ
by doing 2, 3, 4 É weeks in the next 3 days, and IÕm 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 Òmake-upsÓ. 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
|
Points
|
|
Objectives Demonstrated during ÒContent WeeksÓ (5 points
each week)
|
60
|
|
Quizzes (10 points each)
|
30
|
|
Memo Assignments (5 points each)
|
10
|
|
Total
|
100
|
ÒContent weeksÓ, 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 ÒLessonsÓ 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 Òarticle of the weekÓ 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 thereÕs a public library where youÕre going or an
internet cafŽ 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
|
Chapter
|
|
1
|
Intro to Course, Intro to
Statistics, Graphical Display Methods
|
1, 2
|
|
2
|
Summary Measures
|
3
|
|
3
|
Analyzing Univariate Data
|
Notes
|
|
4
|
|
Quiz 1, Memo 1
|
|
5
|
Event Probability
|
4
|
|
6
|
Probability Distributions
|
5
|
|
7
|
Continuous Probability
Distributions, Sampling Distributions
|
6, 7
|
|
|
SPRING BREAK
|
|
|
8
|
Confidence Intervals
|
8
|
|
9
|
|
Quiz 2, Memo 2
|
|
10
|
Hypothesis Testing
|
9
|
|
11
|
Analyzing Multivariate
Data
|
9, framework
|
|
12
|
Two Sample Hypothesis
Test, Chi-Square Test of Independence
|
10, 12
|
|
13
|
Time Series and Simple
Linear Regression
|
11, 13
|
|
14
|
More on Regression
|
13
|
|
15
|
Wrapping Up
|
Quiz 3
|
|
|
Finals Week
|
|
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:
|
Introduction
to programming, development basics
|
|
Ch 1
|
|
Week 3:
|
Objects
and classes
|
HW #1
|
Ch 2
|
|
Week 4:
|
Data
types, expressions, simple user input
|
HW #2
|
Ch 3
|
|
Week
5/6:
|
Introduction
to Applets and graphics
|
HW #3
|
Ch 4
|
|
Week 7:
|
Boolean
expressions and conditionals
|
|
Ch 5
|
|
Week 8:
|
Loops
|
HW #4
|
Ch 6
|
|
Week 9:
|
Designing
classes
|
HW #5
|
Ch 7
|
|
Week
10:
|
Interfaces
and polymorphism
|
HW #6
|
Ch 9
|
|
Week
11:
|
Inheritance
|
HW #7
|
Ch 11
|
|
Week
12:
|
Arrays
and ArrayLists
|
HW #8
|
Ch 13
|
|
Week
13:
|
Review
|
|
|
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.
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
content-oriented 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
|
Review
of Object-Orientation and Java
|
|
Material
from Ch 1-3, 5-7, 9, 11, 13
|
|
Week 3
|
Review
of Basic GUIs
|
|
Ch
4
|
|
Week 4
|
Java
Event Model
|
HW #1
|
Ch
10
|
|
Week 5
|
More
GUIs
|
HW #2
|
Ch
12
|
|
Week 6
|
Testing
and Debugging
|
HW #3
|
Ch
8
|
|
Week 7
|
Exceptions
|
HW #4
|
Ch
14
|
|
Week 8
|
Java
I/O
|
HW #5
|
Ch
15
|
|
Week 9
|
System
Design
|
HW #6
|
Ch
16
|
|
Week 10
|
Introduction
to Network Programming
|
|
Ch
22
|
|
Week 11
|
Introduction
to Databases and JDBC
|
HW #7
|
Ch
23
|
|
Week 12
|
Introduction
to Java Server Pages
|
HW #8
|
Ch
25
|
|
Week 13
|
Review
|
|
|
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.
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:
á
Advanced
topics in Java: interfaces, exceptions, nested classes, generics and functors.
á
Analysis
of algorithms.
á
Collections
API and itrerators.
á
Basic
recursion.
á
Recursion
based algorithms.
á
Sorting
algorithms.
á
Stacks
and queues.
á
Linked
lists.
á
Trees.
á
Binary
search trees.
á
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:
á
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.
á 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.
á
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.
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., ÒDatabase
Processing: Fundamentals, Design, and ImplementationÓ, Tenth Edition, Prentice
Hall, 2006, ISBN 0-13-1167272-X.
Bordoloi, B. and Bock, D, ÒSQL for SQL ServerÓ, 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 studentÕs 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:
á To understand and
interpret data models and relational concepts,
á To create and interpret
database designs and recognize which designs are more effective, and why,
á To recognize the
concepts and capabilities of data manipulation language constructs,
á To recognize the
concepts and capabilities of data manipulation language constructs,
á To solve basic data
definition and manipulation problems using SQL,
á To understand how
web-enabled databases are designed, implemented, and accessed,
á 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
|
Weight
|
|
Projects
|
40%
|
|
Mid-term exam
|
25%
|
|
Final exam
|
25%
|
|
Participation
|
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=220549b5-0b07-4448-8848-dcc397514b41&DisplayLang=en
and the SQL Server Management Studio Express from http://www.microsoft.com/downloads/details.aspx?FamilyID=c243a5ae-4bd1-4e3d-94b8-5a0f62bf7796&DisplayLang=en
.
SCHEDULE, TOPICS AND COMPETENCIES.
|
Week
|
Topics and Competencies
|
Readings
|
|
1
|
Introduction to relational databases, introduction to SQL
|
Kroenke: Chapters 1 and 2
|
|
2
|
Relational model and normalization
|
Kroenke: Chapter 3
|
|
3
|
Database design, table structure, common design problems
|
Kroenke: Chapter 4
|
|
4
|
Data modeling, ERDs, process of data modeling,
transforming data models into database design
|
Kroenke: Chapters 5 and 6
|
|
5
|
DDL, DML, joins, views, SQL in program code
|
Kroenke: Chapter 7
|
|
6
|
Creating tables, indexes, single table queries, and joins
using SQL Server
|
Bordoloi: Chapters
1,2,3, and 6
|
|
7
|
Characters, matching, null values, more complex select
queries
|
Bordoloi: Chapter
4
|
|
8
|
Aggregate queries
|
Bordoloi: Chapter
5
|
|
9
|
Subqueries
|
Bordoloi: Chapter 7
|
|
10
|
Views, synonyms, data manipulation queries
|
Bordoloi: Chapters 8 and 9
|
|
11
|
Data manipulation, stored procedures
|
Bordoloi: Chapter 10 (first part) and Kroenke: Chapter 7
(second part)
|
|
12
|
Triggers, database redesign
|
Bordoloi: Chapter 10 ( second part), Kroenke: Chapter 8
|
|
13
|
Programmatic database access
|
Kroenke: Chapters 12 and 13
|
|
14
|
Programmatic database access and SQL Server administration
|
Bordoloi: Chapter 12, Kroenke Chapter 11
|
|
15
|
SQL Server administration, security
|
Bordoloi: Chapter 12
|
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
Hours:
Office: McCormack
5th floor room 247 Tue/Thu
10:00-11:00 AM
E-Mail: oscar.gutierrez@umb.edu Mon/Wed 2:00-3:00 PM
Phone: (617) 287-7885 Or
by appointment
2.
COURSE TEXT
AND MATERIALS.
Liberty, J. Programming ASP.NET, Third Edition,
OÕReilly Media, 2005, ISBN 978-1600330735.
There
will also be a series of Web based readings especially at the start of the
course.
3.
LEARNING
OBJECTIVES.
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:
á To understand how
dynamic web pages are formulated and served, and the underpinnings of how these
work, including transport and application protocols,
á To understand the
capabilities and limitations of these technologies,
á To demonstrate these
understandings through developing competence and capability by developing and
implementing several small but realistic web-based applications,
á To have a basic
understanding how web-enabled databases are designed, implemented, and
accessed,
á To gain competence in
utilizing a current development platform for web applications, such as ASP.NET,
á To have an understanding
of emerging web trends and technologies.
4.
COURSE
FORMAT AND EVALUATION.
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
|
Weight
|
|
Mid-term exam
|
20%
|
|
Projects/assignments
|
30%
|
|
Final project and
presentation
|
15%
|
|
Final exam
|
25%
|
|
Participation
|
10%
|
5.
ADMINISTRATIVE
NOTES.
This is a placeholder for
statements on course policies, academic integrity, disabilities, etc.
6.
COMPUTER
ACCESS AND RESOURCES.
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.
SCHEDULE,
TOPICS AND COMPETENCIES.
|
Week
|
Topics
and Competencies
|
Readings
|
|
1
|
Introduction,
HTML basics
|
-
|
|
2
|
HTML
user interfaces and CSS
|
Web
readings
|
|
3
|
Forms,
post-backs, query strings, cookies, hidden fields
|
Web
readings
|
|
4
|
Javascript,
user input validation
|
Web
readings
|
|
5
|
Javascript,
DOM
|
Web
readings
|
|
6
|
Visual
Studio .NET development environment, page rendering
|
Liberty: Chapter 2
|
|
7
|
Basic
web controls, post-backs, event processing
|
Liberty: Chapters 3 and 4
|
|
8
|
Advanced
web controls, web component controls
|
Liberty: Chapter 5
|
|
9
|
Code
behind, directives, state management
|
Liberty:
Chapter 6
|
|
10
|
Input
validation, regular expressions
|
Liberty:
Chapter 8
|
|
11
|
Master
pages, site maps, navigation
|
Liberty:
Chapter 12
|
|
12
|
Customization,
personalization, web parts
|
Liberty:
Chapter 13
|
|
13
|
AJAX
|
Web
readings
|
|
14
|
ADO
and database access
|
Liberty:
Chapters 9 and 10
|
|
15
|
Creating
and consuming web services
|
Liberty:
Chapters 15 and 16
|
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
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 OPNETÕs 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 oneÕs 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. LukeÕs 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
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:
- To examine some of the
ethical and societal issues around our discipline.
- 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?
- 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.
- 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 :
á
Richard A. Spinello. Case Studies in Information Technology Ethics. (Paperback)
Prentice-Hall (Pearson Education), 2003. ISBN: 0-13-099150-3.
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/6-805Fall-2005/CourseHome/index.htm
.å 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:
á
Frameworks for ethical and policy analysis.
á
Free expression in cyberspace.
á
Intellectual property: software ownership.
á
Intellectual property: digital music,
interconnectivity, and trespass.
á
Privacy.
á
Security and cybercrime.
á
Liability, reliability and safety.
á
Fair competition.
á
Research Methods (1 class).
á
Giving Presentations (1 class).
á
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
.å 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.
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 ÒActivities, 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 inter-networked computing environment, the computer network is
often included as part of the complex computing system.Ó [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:
á
strong
inter-personal and communication skills
á
a deep
understanding of at least one operating system
á
a deep
understanding of devices and device drivers
á
the ability to
write scripts (our own system administrators say system administration is all
about text manipulation)
á
networking, file systems and DNS
á
the ability to
deal with multiple vendors and to make buy versus build decisions
á
the ability to
manage themselves and others
á
the ability to
design and implement solutions to a diverse set of problems
á
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:
á
Analyze policy requirements. Determine the characteristics of a policy
that needs to be implemented.
á
Design and implement a solution. The characteristics of the particular system
(e.g. Linux or Windows) must be taken into account.
á
Automate where possible. Determine ways of automating the
implementation so that it easier to repeat (often using a scripting language
such as Perl)..
á
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 doesnÕt 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:
á
Introduces the
student to some of the policies that she must implement.
á
Introduces the student to Unix administration:
setting up a Unix network
á
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 trackÕs
purpose is to prepare the student for a career in computer systems
administration and/or information technology in general.
Syllabus
á
Starting Out
o Keeping an engineering notebook.
o Managing your own work.
o Installing, updating, and
configuring a new system.
o Joining a network
á
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.
á
Processes
o Change management and
version control.
o Server upgrades
o Maintenance windows.
á
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.
á
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.
á
Installing Linux
on a PC.
á
Emacs for power
users.
á
Setting up a
layout of internet protocol (IP) addresses.
á
Setting up a
domain and a domain name (DNS) server.
á
Setting up
network information services (NIS) and a network file system (NFS).
á
Setting up DHCP.
á
Setting up an
email server.
á
Setting up a
printer server.
á
Writing shell
scripts to set up a local area network (LAN) using the services implemented
above.
á
Installing an
update and/or patches
á
Install
antispyware, antivirusware, and/or a local firewall.
Grading
Projects and
Engineering Notebooks 50%
Midterm Exam 20%
Final
Exam 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:
- 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.)
- Evi Nemeth, Garth
Snyder, Scott Seebass and Trent R Hein. Unix System Administration Handbook (Third Edition). Prentice
Hall, 2001. ISBN 0-13-020601-6. (Unix specific.)
- 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
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.
Academic 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.
Syllabus
1.
INSTRUCTOR.
Oscar
Gutierrez Office
Hours:
Office: McCormack
5th floor room 247 Tue/Thu
10:00-11:00 AM
E-Mail: oscar.gutierrez@umb.edu Mon/Wed 2:00-3:00 PM
Phone: (617) 287-7885 Or
by appointment
2.
COURSE TEXT
AND MATERIALS.
Ptak C.A. and Scheagenheim E.,
ÒERP: Tools, Techniques and Applications for Integrating the Supply ChainÓ,
Second Edition, St. Lucie Press, 2004, ISBN 1-57444-358-5.
Hamilton S., ÒMaximizing your ERP System: A Practical Guide for
ManagersÓ, McGraw Hill, 2003, ISBN 0-07-140611-5. (Optional)
Hamilton S., ÒManaging Your Supply Chain using
Microsoft NAVISIONÓ, McGraw Hill, 2004, ISBN 0-07-143524-7.
3.
LEARNING
OBJECTIVES.
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:
á
To
understand Enterprise Resource Planning (ERP) systems and how they enhance the
productivity of critical resources,
á
To
understand the necessary business and organizational characteristics for the
adoption of integrated resource planning systems,
á
To
review the core logistics processes of a typical manufacturing organization,
á
To
understand the challenges and techniques for the selection of integrated ERP
systems,
á
To
identify the business components of typical ERP systems,
á
To
identify the technical components of typical ERP systems,
á
To
develop practical understanding into the configuration and use of one ERP
system
á
To
demonstrate in-depth understanding of the operational capabilities of at least
one application area
4.
COURSE
FORMAT AND EVALUATION.
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.
The final
evaluation will be based on a combination of these projects, exams, and class
participation as follows:
|
Evaluation item
|
Weight
|
|
Projects
|
40%
|
|
Mid-term exam
|
25%
|
|
Final exam
|
25%
|
|
Participation
|
10%
|
5.
ADMINISTRATIVE
NOTES.
This is a placeholder for
statements on course policies, academic integrity, disabilities, etc.
6.
COMPUTER
ACCESS AND RESOURCES.
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.
SCHEDULE,
TOPICS AND COMPETENCIES.
|
Week
|
Topics and Competencies
|
Readings
|
|
1
|
History of Enterprise Resource Planning
The Theory of Constraints and ERP
|
Ptak: Chapters 1 and 2
|
|
2
|
ERP Selection and Implementation
|
Ptak: Chapters 13 and 15
|
|
3
|
Introduction to Navision
Introduction to three company cases
|
Microsoft Documentation
|
|
4
|
Strategic sourcing and procurement
Dealing with distribution items and purchased materials
|
Ptak: Chapter 7
Hamilton: Chapter 2 and Chapter 6
|
|
5
|
Sales and operations planning: demand, supply and
financials planning
|
Ptak: Chapter 3
Hamilton: Chapter 4
|
|
6
|
Navision Practice (Planning)
|
Microsoft Documentation
|
|
7
|
Sales order processing
|
Hamilton: Chapter 5
|
|
8
|
Navision Practice (SOP)
|
Microsoft Documentation
|
|
9
|
Materials Planning
Warehouse Management
|
Ptak: Chapter 8
Hamilton: Chapter 7
|
|
10
|
Navision Practice (WM)
|
Microsoft Documentation
|
|
11
|
|
|
|
12
|
Manufacturing Execution
Production Order Processing
|
Ptak: Chapter 10
Hamilton: Chapter 8
|
|
13
|
Navision Practice (POP)
|
Microsoft Documentation
|
|
14
|
Data Accuracy in ERP implementation
|
Ptak: Chapter 14
|
|
15
|
ERP System Requirements
|
Ptak: Chapter 12
|
|
|
Instructor: Roger Blake
|
Office:
M/5-251
|
|
|
Telephone: 617-287-7692
|
Office
Hours: Tue 2:30-4:00 PM,
|
|
|
E-Mail: roger.blake@umb.edu
|
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
|
Weight
|
|
Homeworks
|
12%
|
|
Mid-term
|
20%
|
|
Projects
|
15%
|
|
Mini-papers
|
18%
|
|
Final
|
25%
|
|
Class Participation
|
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 youÕve never experienced real MIS projects. There is never, ever a bad or
dumb question. At least, IÕve never heard one in all the time IÕve been
teaching, and remember that if you have a question, most likely others do too.
These administrative notes are in the form of
guidelines that will apply to our course; please make sure you have an
understanding of them:
l Under no circumstances will
the dates of exams be changed individually.
l All assignments that are
turned in late will receive half credit.
l Assignments are due at the
beginning of class.
l 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.
l 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.
l If you do not understand an
assignment, it is your responsibility to seek clarification – please ask
questions in class.
VII Detailed Schedule
Here is our planned schedule at the outset, subject to
change as the semester progresses:
|
Topic
|
Readings
|
Due
|
|
|
Introduction to course, syllabus
and to Project Management
|
|
|
Ch 1 and 2
|
Project Mgt, context of Project
Mgt in MIS, SDLC
|
|
|
Ch 4
|
Project integration management,
elements of a project plan
|
Homework #1
|
|
Ch 5
|
Project scope management, work
breakdown structures
|
Homework #2
|
|
|
Paper presentations
|
Colossal Failure paper
|
|
|
Paper presentations
|
|
|
Ch 5 (continued)
|
Scope management, project charter
|
|
|
Ch 6
|
Time management
|
Homework #3
|
|
Appendix A
|
Intro to MS-Project
|
|
|
-
|
Work in lab on MS-Project #1
|
|
|
|
MS-Project, Pert and Gantt charts
|
MS Project #1
|
|
|
Work in lab on MS Project #2
|
|
|
Ch 7
|
Cost management
|
Homework #4
|
|
-
|
Work in lab on MS Project #2
|
|
|
No class - spring break
|
|
|
|
No class - spring break
|
|
|
|
|
Mid-term
|
|
|
Ch 7 (contÕd)
|
Cost management
|
MS Project #2
|
|
|
Paper presentations
|
Cost management paper
|
|
|
Paper presentations
|
|
|
Ch 8
|
Quality management
|
Homework #5
|
|
Ch 9
|
Human Resource management
|
M-B profile
|
|
Appendix B
|
PMI certification
|
|
|
|
Paper presentations
|
Quality in IT paper
|
|
|
Paper presentations
|
|
|
|
Work in lab on MS Project #3
|
|
|
Ch 11
|
Risk management
|
Homework #6
|
|
|
Work in lab on MS Project #3
|
|
|
Ch 12
|
Procurement management
|
MS Project #3
|
|
Appendix E
|
Project management simulation
|
|
|
|
Review for final
|
|
|
|
|
|
|
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:
|
IT
110 Introduction to Computers or approval of the MSIS Department
|
|
Textbook and Resources:
|
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:
|
Jean-Pierre
Kuilboer
|
|
Office:
|
M
5-246
|
|
Email Address:
|
Jeanpierre.kuilboer@umb.edu
|
|
Phone:
|
617
287-7868
|
|
Instructor
Website Address:
|
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
|
10%
|
|
|
Exams
|
30%
|
|
|
Final
Exam
|
20%
|
|
|
Lab
Assignments
|
10%
|
|
|
Other
Assignments
|
10%
|
|
|
Semester
Project
|
20%
|
|
|
|
100%
|
|
|
Grade Evaluation:
|
|
|
|
A
|
90%
- 100%
|
|
|
B
|
89%
- 80%
|
|
|
C
|
79%
- 70%
|
|
|
D
|
69%
- 60%
|
|
|
F
|
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 studentÕs 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 instructorÕs 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 RegistrarÕs 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 Òtake-homeÓ exams or exercises. It is the studentÕs 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 Òno outside
assistanceÓ 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
|
Textbook
Assignment
|
Other
Assignments and Notes
|
|
1
|
|
Introduction to the course
|
|
Chapter
1 IS
|
Introduction
to Information Security
|
|
2
|
Chapter 2 IS
|
The
Need for Security
|
|
Chapter
1 IS-lab
|
Footprinting
|
|
3
|
Chapter
3 IS
|
Legal,
Ethical, and Professional Issues in Information Security
|
|
Chapter
6 IS-Lab
|
Information
Security Management
|
|
4
|
Chapter 4 IS
|
Risk
Management
|
|
Chapter 3 IS-Lab
|
Operating
System Vulnerabilities and Resolutions
|
|
5
|
Chapter 5
|
PresidentÕs
day
|
|
Chapter
5
|
Planning
for Security
|
|
6
|
|
First Exam
|
|
Chapter 2 IS-Lab
|
Scanning and Enumeration
|
|
7
|
Chapter 6
|
Technology: Firewalls
& VPNs
|
|
Chapter
4 IS-Lab
|
Network
Security Tools and Technologies
|
|
8
|
Chapter 7
|
Technology:
IDS and Access Control
|
|
Chapter 8 IS-Lab
|
Computer
Forensics
|
|
9
|
Chapter 8
|
Cryptography
|
|
Chapter 7 IS-Lab
|
File
System Security and Cryptography
|
|
10
|
Chapter 9
|
Physical
Security
|
|
|
Introduction
to COBIT
|
|
11
|
Chapter
10
|
Implementing
Security
|
|
|
Second Exam
|
|
12
|
|
Patriots Day
|
|
|
Catch-up
lab (exam review)
|
|
13
|
Chapter
11
|
Security
and Personnel
(Private/Public/Task Force)
|
|
|
Introduction
to COBIT (2)
|
|
14
|
Chapter 12
|
InfoSec Maintenance
|
|
Chapter
5 IS-Lab
|
Security
Maintenance
|
|
|
Presentation of Group Projects
|
|
|
Presentation of Group Projects
|
|
|
15
|
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
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
á
Automating some
of the required processes,
á
Understanding
the basics of network security, and
á
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.
How the Course Serves
Students
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 trackÕs purpose is to prepare the
student for a career in computer system administration and/or information
technology in general.
Syllabus
á
Automating the System Administration Process
1.
Advanced Shell Scripting.
2.
Perl Programming
3.
Building and monitoring a logging infrastructure.
4.
Network monitoring.
á
Running heterogeneous networks.
á
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.
á
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
á
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):
á
Setting up a
Linux network with clients and a server supporting NFS, NIS, DNS.
á
Setting up
remote access management
á
Set up a sniffer
for monitoring network usage
á
Writing a Perl
script to watch for repeated illegal login entries.
á
Automating the
user registration process.
á
A Perl script
for looking for orphaned homes (Home directories without users, or the inverse)
á
A Perl script
for validating group file integrity.
á
A Perl script
for checking the integrity of the alias database.
á
A (OSU-like)
Perl script for automating backup and/or restore.
á
A Perl script
for checking the consistency of Ethernet addresses.
á
A Perl script
for recording disk usage in a way that it may be easily queried.
á
Configuring a
firewall, attempting to crack a firewall.
á
Installing
open-source software such as SVN (a source control application).
á
Setting up Samba
and adding Windows boxes to the network
Grading
Projects and
Engineering Notebook 50%
Midterm Exam 20%
Final
Exam 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:
(From
IT341)
- 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.)
- Evi Nemeth, Garth
Snyder, Scott Seebass and Trent R Hein. Unix System Administration Handbook (Third Edition). Prentice
Hall, 2001. ISBN 0-13-020601-6. (Unix specific.)
- Matt Welsh and
Matthias Daheimer. Running
Linux (5th edition). O'Reilly, 2005. (Linux
specific.)
(New
for this course)
- Randal Schwartz and
Tom Phoenix. Learning Perl (4th
Edition). O'Reilly Media, Inc, 2005.
- 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
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.
Academic 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.
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:
á
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.
á
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.
á
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.
How the Course Serves
Students
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 trackÕs purpose is to prepare the
student for a career in computer system administration and/or information
technology in general.
Syllabus
á
Installing and
configuring Windows client and server operating systems.
á
Managing users
and groups.
á
Window Network
Administration.
á
Interoperating
with UNIX.
á
Configuring mail
services.
á
Deploying
terminal services.
á
Internet
services and servers.
á
Performance
monitoring.
á
Network and
server security.
á
Troubleshooting
and recovery.
á
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.
á
Installing a
Windows client on a PC.
á
Installing a
Windows server.
á
Setting up a
network of Windows machines.
á
Defining and
implementing a domain
á
Installing and
configuring a domain name server
(DNS and WINS)
á
Installing and
configuring a network files system (NFS)
á
Installing and
configuring print services
á
Installing and
configuring Email
á
Installing and
configuring DHCP
á
Installing and configuring a local
firewall, antivirus software, antiSpyware, and antiPhishing software.
á
Set up OS
patching, both manually and automated (using WUS); application patching (using
MSUpdate and WUS).
á
Setting up a
local firewall
á
Backup, restore,
vaulting and archiving (disk to tape, extranets, disk to disk to tape).
á
Setting up and
using remote access management: Remote Desktop and VPN
á
Merging with a
UNIX Network.
á
Setting up an
educational network (allowing professors, students and graders to co-exist).
Grading
Projects and
Engineering Notebook 50%
Midterm Exam 20%
Final
Exam 30%
Textbooks and
Readings
- Mark Minasi and John
Paul Mueller. Mastering Windows
Vista Business: Ultimate, Business, and Enterprise. Sybex, 2007.
- Mark Minasi. Mastering Windows Server 2003.
SYBEX, 2003.
- Mark Minasi. Mastering Windows Server 2003 Upgrade
Edition for SP1 and R2 [a supplement to Mastering Windows Server
2003]. SYBEX, 2006.
- Charlie Russel, Sharon
Crawford and Jason Gerend. Microsoft Windows Server 2003:
AdministratorÕs Companion. Microsoft Press, 2003.
- Mark Minasi has an
email newsletter web site: http://www.minasi.com/
- Jeremy Moskowitz. Group Policy, Profiles, and
IntelliMirror for Windows 2003, Windows XP, and Windows 2000. SYBEX
2004.
- Jeremy Moskowitz has a
group policy web site: http://www.gpanswers.com/.
- Mitch Tulloch. Windows Server Hacks: 100
Industrial-Strength Tips & Tools. O'Reilly, 2004.
- Paul Lomax. VBScript in a Nutshell, 2d ed.
O'Reilly, 2003.
- Charlie Russel, Sharon
Crawford and Jason Gerend. Windows Server 2003. Microsoft Press, 2003.
- Microsoft has the
"scripting guys" web site: http://www.microsoft.com/technet/scriptcenter/default.mspx
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.
Academic 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.
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
á
Understand the
principal issues in network security.
á
Define and
implement a security policy.
á
Evaluate the
implementation of a security policy.
á
Learn what one
can do
This course builds on the
basics of Linux systems administration covered in IT 341 Introduction to
Systems Administration.
How the Course Serves
Students
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 trackÕs purpose is to prepare the
student for a career in computer systems administration and/or information
technology in general.
Syllabus
á
Physical structures, including hubs, routers, switches and servers.
á
Cryptography basics
á
DNS, ipAddressing management (static and DHCP), domains, WINS and
troubleshooting NAT issues.
á
Single sign-on management
á
Wireless security
á
Router security and ACL settings
á
The internet and private networks
á
Firewalls, DMZ, and honey pots
á
Tools for monitoring event logs, and troubleshooting.
á
VPNs and routed networks
á
Virtual networks and portable media
á
Certificates
á
The effects of the operating system (Unix, Windows and Mac)
á
Sniffers and what they can or cannot see.
á
Intrusion detection
á
Hacker attacks
á
Computer forensics
á
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.
á
A threat analysis and management study and a security plan.
á
Setting up SSH.
á
Implementing single sign-on.
á
Implementing a system to monitor logs for intrusions and threats to
security.
á
White-hat hacking.
á
Installing, configuring and monitoring a network firewall.
á
Setting up a DMZ.
á
Setting up a virtual private network (VPN).
á
Implementing certificates.
á
Implementing web application authentication and security
Grading
Projects and
Engineering Notebook 50%
Midterm Exam 20%
Final Exam 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:
(From
IT341)
- 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.)
- Evi Nemeth, Garth
Snyder, Scott Seebass and Trent R Hein. Unix System Administration Handbook (Third Edition). Prentice
Hall, 2001. ISBN 0-13-020601-6. (Unix specific.)
- Matt Welsh and
Matthias Daheimer. Running Linux (5th edition). O'Reilly,
2005. (Linux specific.)
(New
for this course)
- Simpson Garfinkel with
Gene Spafford. Web Security, Privacy & Commerce. OÕReilly &Associates, 2002.
- Gert DeLaet and Gert
Schauwers. Network Security
Fundamentals. Cisco Press (September 8, 2004).
- 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
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.
Academic 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.
8.
INSTRUCTOR.
Oscar
Gutierrez Office
Hours:
Office: McCormack
5th floor room 247 Tue/Thu
10:00-11:00 AM
E-Mail: oscar.gutierrez@umb.edu Mon/Wed 2:00-3:00 PM
Phone: (617) 287-7885 Or
by appointment
9.
COURSE TEXT
AND MATERIALS.
Langenwalter G., ÒEnterprise Resource Planning and Beyond: Integrating
Your Entire OrganizationÓ, The St. Lucie Press, 2000, ISBN 1-57444-260-0.
Greef A. and Fruergaa M., ÒInside
Microsoft Dynamics AX 4.0Ó Microsoft Press, 2006, ISBN 0-7356-2257-4.
10.
LEARNING
OBJECTIVES.
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:
á
To understand
the issues involved in business process integration through information
technology,
á
To
understand the architecture of a typical integration architecture,
á
To understand
the relationships between the various major functions of an Enterprise Resource
Planning system,
á
To
recognize the concepts and capabilities of a complex ERP development and
configuration tool,
á
To
create basic templates, logic and functions that extend the capabilities of an
existing system,
á
To
understand and apply some of the tools of the Microsoft Dynamics AX
architecture,
á
To
become capable of using the Microsoft Dynamics AX development environment
11.
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
|
Weight
|
|
Projects
|
40%
|
|
Mid-term exam
|
25%
|
|
Final exam
|
25%
|
|
Participation
|
10%
|
12.
ADMINISTRATIVE
NOTES.
This is a placeholder for
statements on course policies, academic integrity, disabilities, etc.
13.
COMPUTER
ACCESS AND RESOURCES.
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.
SCHEDULE,
TOPICS AND COMPETENCIES.
|
Week
|
Topics and Competencies
|
Readings
|
|
1
|
Executive direction and support for Total Enterprise
Integration (TEI)
|
Langenwalter: Chapters 1 and 2
|
|
2
|
Architectural overview: Rich client, web client and
integration application client. The application framework
|
Greef: Chapter 1
|
|
3
|
Customer Integration
|
Langenwalter: Chapter 3
|
|
4
|
The MorphX Environmnet. Planning development with MorphX; Application model
elements
|
Greef: Chapter 2
|
|
5
|
Manufacturing Integration
|
Langenwalter: Chapter 5
|
|
6
|
MorphX Designers. Project designer. Form and report visual
designers.
|
Greef: Chapter 3
|
|
7
|
Support Services Integration
|
Langenwalter: Chapter 6
|
|
8
|
MorphX Development tools
|
Greef: Chapter 4
|
|
9
|
Technical considerations
|
Langenwalter: Chapter 7
|
|
10
|
Extensions to current architecture. Form Customization; report
customization; table and class customization
|
Greef: Chapter 6
|
|
11
|
Multi-plan and Multi-division issues
|
Langenwalter: Chapter 8
|
|
12
|
The Business Connector. Integration technologies, the
Connector, Usage scenarios
|
Greef: Chapter 8
|
|
13
|
Steps to successful implementation
|
Langenwalter: Chapter 10
|
|
14
|
The enterprise portal. The web framework, inside the
enterprise portal
|
Greef: Chapter 10
|
|
15
|
The people side of TEI
|
Langenwalter: Chapter 11
|
|
|
Peng Xu
|
|
Office:
|
M/5-234
|
|
E-mail:
|
Prefer WebCT email (UMB email: peng.xu@umb.edu)
|
|
Phone:
|
617-287-7882
|
|
Office Hours:
|
Tuesday and Thursday 1:30 pm
–3:00 pm and by appointment
|
|
Class Time:
|
Tuesday and Thursday 11:30AM--12:45AM
|
|
Classroom:
|
McCormack
M01-0428
|
|
Section:
|
1
|
|
Term:
|
Spring 2007
|
|
Online System:
|
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:
á Understand
and use the Unified Modeling Language (UML) to visually model the requirements
and architecture of a new or existing (object oriented) information system.
á Use
a specific Computer Aided Software Engineering (CASE) tool to assist in systems
analysis and Design.
á Understand
various approaches to systems (life cycle) development.
á Understand
the purpose, context, and commonly expected ÒdeliverablesÓ of systems analysis
and design.
Topics
D: DennisÕs
book: System Analysis and Design with UML Version 2.0
|
Week
|
Textbook reading
|
Topic
|
Major Events
|
|
1
|
Syllabus, D1
|
Syllabus,
Introduction to System
Analysis and Design
|
|
|
1
|
D2 (p24-28; 29-34)
|
Introduction to UML
|
|
|
2
|
D3, D5
|
Project initiation,
Requirement determination
|
|
|
2
|
D5
|
Requirement determination
|
|
|
3
|
D6
|
Functional Modeling
(Activity diagram)
|
Assignment 1 out
|
|
3
|
D6
|
Functional Modeling
(Activity diagram, Use Case)
|
|
|
4
|
D6
|
Functional Modeling (Use
Case)
|
|
|
4
|
D6
|
Functional Modeling (Use
Case-case study)
|
Assignment 2 out
|
|
5
|
D6
|
Functional Modeling (Use
Case- case study)
|
|
|
5
|
D6
|
Functional Modeling (Use
Case- case study)
|
Study guide for test 1 out
|
|
6
|
D7
|
Structure Modeling (Class
Diagram)
|
|
|
6
|
D7
|
Structure Modeling (Class
Diagram)
|
|
|
7
|
D7
|
Structure Modeling (Class
Diagram-case study)
|
Assignment 3 out, Project
out
|
|
7
|
D7
|
Structure Modeling (Class
Diagram-case study)
|
|
|
8
|
|
Spring break
|
|
|
9
|
D7
|
Review for Test 1
Structure Modeling (Class
Diagram-case study)
|
|
|
9
|
|
Test 1
|
|
|
10
|
D8
|
Post-test review
Behavioral Modeling
(Sequence Diagram/Communication Diagram)
|
|
|
10
|
D8
|
Behavioral Modeling
(Sequence Diagram/Communication Diagram)
|
|
|
11
|
D8
|
Behavioral Modeling
(Sequence Diagram/Communication Diagram—case study)
|
Assignment 4 out
|
|
11
|
D8
|
Behavioral Modeling
(Sequence Diagram/Communication Diagram—case study)
|
|
|
12
|
D8
|
Behavioral Modeling (State
Chart Diagram)
|
|
|
12
|
D9, D10 ( 288 -297)
|
Moving on to design,
Class and Method Design
|
|
|
13
|
D11
|
Data Management (relational
database)
|
|
|
13
|
D1
|
Software development
methodology, and RUP
|
|
|
14
|
D1 and online material
|
Agile methods
|
|
|
14
|
D4
|
Project Management
|
|
|
15
|
D14, 15
|
Construction and
Installation and Operation
|
|
|
15
|
D13& D12
|
Physical Architecture &
HCI Lay design
|
|
|
16
|
|
Project day
|
|
|
17
|
|
Final Exam
|
|
Evaluation
|
Items
|
Points
|
Percent
|
|
Test 1
|
100
|
20%
|
|
Final exam
|
150
|
30%
|
|
Assignments (4)
|
150
|
30%
|
|
Group Project
|
70
|
14%
|
|
Peer Evaluation Form
|
5
|
1%
|
|
Participation
|
25
|
5%
|
|
Total
|
500
|
100%
|
|
Points
|
Percent
|
Grade
|
|
470-500
|
94-100
|
A
|
|
450-469
|
90-93
|
A-
|
|
435-449
|
87-89
|
B+
|
|
420-434
|
84-86
|
B
|
|
400-419
|
80-83
|
B-
|
|
385-399
|
77-79
|
C+
|
|
|
74-76
|
C
|
|
350-369
|
70-73
|
C-
|
|
335-349
|
67-69
|
D+
|
|
320-334
|
64-66
|
D
|
|
300-319
|
60-63
|
D-
|
|
0-299
|
<60
|
F
|
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.
|
Attending the entire class,
|
|
2.
|
Being prepared to
participate,
|
|
3.
|
Asking and responding to
questions, and
|
|
4.
|
In-class activities.
|
Administrative Notes
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.
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.
á
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.
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.
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).
á
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
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 DeanÕs office. The student
will also receive a copy of the notice.
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 otherÕs 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
á
Students will work, either individually or in
small groups, to produce some product that is relevant to their individual
tracks.
á
Students will report regularly on project
progress and answer questions and take suggestions from classmates, many of who
will come from other tracks.
á
Students will get practice giving both oral and
written presentations of their work.
á
Students will make use of the knowledge they
have gained in pursuing their individual tracks.
á
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 classmatesÕ 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 documentÕs purpose, design,
implementation, use and maintenance. 20%
Notice that the product itself accounts for only 20% of
oneÕs grade. The other 80% is based
on communication. These
proportions are intentional.
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.
22 Pond Street, North Easton, MA 02356
(508) 230-2839 roger.blake@umb.edu
ACADEMIC/PROFESSIONAL
EXPERIENCE:
University of Massachusetts Boston,
MA
1999-present
Lecturer II, Department of Management Science and Information Systems
- Selected as MBA Association Professor of the Year,
awarded the Joan Moon Undergraduate Teaching Award and nominated for WhoÕs
Who Among AmericaÕs 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
l 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.
N.E. Institute of Technology Warwick,
RI
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 Newton,
MA
1999-2001
System Architect and Developer
- 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.
Lindt & SprŸngli Stratham,
NH
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.
Data General Westboro,
MA
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.
Andersen Consulting Boston,
MA
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.
WearGuard Norwell,
MA
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.
Shycon Associates Waltham,
MA
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 Kingston,
RI
2004-present
- PhD candidate in Management Information Systems.
- Dissertation
topics on IS design theory and machine learning as applied to Decision
Support Systems.
MIT – Sloan School of Management Cambridge,
MA
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.
University of Rhode Island Kingston,
RI
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.
:
20 Maynard Place
Cambridge,
MA 02138
617-547-2738
william.campbell@umb.edu
www.cs.umb.edu/~wrc
Education
Ph.D. computer
science St
Andrews University (UK) 1978
MSc. computer
science McGill
University 1975
BA math/computer
science New York University 1972
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
1985–present: 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
á
Working with Swaminathan Iyer and Bahar Akbal on
writing a project-base compilers textbook.
á
With Cohen, Gutierrez and Kuilboer, wrote a
proposal for a new BS in Information Technology program.
2004 – 2005
á
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.
á
Working with David Portman, a meteorologist in
modeling weather prediction vs. actual weather as recorded on US Weather
service sites.
á
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
á
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
á
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
á
Wrote a compiler for Java, in the programming
language Java itself.
2000-2001: managed four software development projects at UMB:
á
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 mediatorÕs
enforcing those controls. We did
this for Bob Morris at UMB and the University of Kansas, using adjudication
software from EntitleNet, Inc.
á
A web-based tracking system for Niton, Inc. A means for NitonÕs 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 web-based 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 ÒlintÓ for Lisp, for discovering
typing errors statically.
1986: implemented (in C) a compiler and interpreter for
David TurnerÕs 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
compilerÕs 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 programmerÕs 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 database-backed 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 20-22,.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.
home: 1-781-449 0790
181 Meetinghouse Circle, cell: 1-781-888
3070
Needham, MA
02492
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:
á
Over 25 years of technical and managerial
experience in industry and academia.
á
Over 7 years of part-time and full-time teaching
experience in Computer Science at UMass-Boston and Boston University.
á
Extensive experience in managing IT
á
Proven leadership skills in managing projects,
establishing and improving processes, defining strategic objectives and
achieving them with limited resources.
á
Held the U.S. Government Secret clearance.
PROFESSIONAL EXPERIENCE:
Computer Science Dept., UMass–
Boston, MA
2003 - Present
Lecturer and Lab Director
á
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).
á
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.
á
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.
á
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.
á
Responsible for submitting the departmentÕs
capital equipment budget, estimates for student operator budget, and lab
renovation requests to the University.
SARAL nETWORKS iNC. – Roslindale,
MA 2004
Software Consultant
á
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 1995 – 2003
Founder and President
á
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.
á
Designed and maintained the small corporate
network with limited capital expenditure.
á
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
á
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 projectÕs 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:
á
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.
á
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 1974
- 1982
Engineering Specialist
- 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
6-month Supervisory Development Program.
OTHERS:
á Adjunct
assistant professor at the Systems, Computer and Electrical Engineering Dept.,
Boston University, Boston, MA, 1981-1983.
PUBLICATIONS:
[1] Textbook review ÒUNIX for Programmers and Users - 3rd
edition by Glass and AblesÓ, submitted to Prentice Hall, August 2006.
[2] NSF Proposal ÒA
Simulation Workbench for Real-Time ApplicationsÓ 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, ÒNetwork Management Communication using Frame RelayÓ, filed
September 1993.
[4] R. Cheung, ÒReal-Time Implementation of a 9600 bps
Subband Coder with Time Domain Harmonic ScalingÓ, Proc. IEEE International
Conference on Acoustics, Speech and Signal Processing, Paris, France, May 1982.
[5] R. Cheung and S. Y. Kwon, ÒThe Design of a 16 kb/s
Split-Band Adaptive Predictive Coder for Noisy ChannelsÓ, Proc. IEEE
International Conference on Acoustics, Speech and Signal Processing, Atlanta,
Georgia, March 1981.
[6] R. Cheung and R. L. Winslow, ÒHigh Quality 16kb/s Voice Transmission: The
Sub-band Coder ApproachÓ, Proc. IEEE International Conference on Acoustics,
Speech and Signal Processing, Denver, Colorado, April 1980.
[7] R. Cheung and B.A. Eisenstein, ÒFeature Selection via Dynamic Programming
for Text-Independent Speaker IdentificationÓ, IEEE Trans. On Acoustics, Speech
and Signal Processing, vol. 26, Issue 5, October 1978.
[8] R. Cheung, ÒThe Selection of Acoustic Features For
Text-Independent Speaker IdentificationÓ, Ph. D. thesis, Drexel University,
Philadelphia, PA., June 1978.
[9] R. Cheung, ÒApplication of CVSD with Delayed Decision to
Narrowband/Wideband TandemÓ, Proc. IEEE International Conference on Acoustics,
Speech and Signal Processing, Hartford, Connecticut, May 1977.
[10] A. J. Goldberg, R. L. Freudberg and R. Cheung, ÒHigh
Quality 16Kb/s Voice TransmissionÓ, Proc. IEEE International Conference on
Acoustics, Speech and Signal Processing, Philadelphia, PA., April 1976.
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., ÒInformation Technology
Acceptance in the Social Sector Context: An ExplorationÓ, Social Work, Vol. 52,
No.3, 2007, pp. 221-231.
Gutierrez O. and Zhang W. ÒInformation Systems Research in
the Nonprofit Context:
A New FrontierÓ, Americas Conference on Information Systems,
Keystone, Colorado, August 9-12, 2007.
Mathiyalakan S. and Gutierrez O., ÒPerceived Barriers to
Lean Implementation: Results from a Pilot StudyÓ, 5th Global
Conference on Business and Economics, Cambridge University, UK, July 6-8, 2006.
Boisvert D., Cohen R., Gutierrez O, and La Tulippe J.,
ÒAchieving a Regional Process for Curriculum DevelopmentÓ, SIGITE 06, October 19-21,
2006, Minneapolis, MN, pp. 59-64.
Gutierrez, O. and Friedman D.H., ÒManaging Project
Expectations in Human Services Information Systems Implementations: The Case of
Homeless Management Information Systems,Ó The International Journal of Project
Management, Vol. 23, 2005, pp. 513-523.
Gutierrez, O., ÒThe Evolution of Information Systems use in
the Social Sector: The Case of Homeless Management Information Systems,Ó The
International Journal of Knowledge, Culture and Change Management, Vol. 4,
2005, pp. 1567-1576.
Gutierrez O., ÒThe Impact of Homeless Management Information
System Initiatives on Local Jurisdictions in the United States: Bridging the
Gap between Accountability and ServiceÓ, 3rd International
Conference on Politics and Information Systems, Orlando, FL, July, 2005, pp. 49
- 54.
Zhang, W. and Gutierrez O. Ò Understanding Information
Technology Acceptance in the Social Sector Ò, Americas Conference on
Information Systems, Omaha, Nebraska, August 11-15, 2005.
Mathayalakan S. and Gutierrez O., ÒAre Mass Manufacturers
Lean?Ó, 34th Annual Meeting, Northeast Decision Science Institute
Conference, March 30 – April 1, Philadelphia, PA, 2005.
Gutierrez O., ÒProject Guidelines for Managing Expectations and
Deliverables in HMIS ImplementationsÓ, National Conference on HMIS, Washington
DC, September 13-15, 2004.
Gutierrez O. ÒA Strategy for the Development of Reusable Learning Objects
in the Boston Area Advanced Technological Education Connections PartnershipÓ,
Issues in Information Systems, Vol. 4, No. 1, 2003, pp. 143-149.
Gutierrez, O. and Boisvert, B., ÒApplying Skills Standards to the
Development of Multi-Institution Information Technology ProgramsÓ, 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 Computer-Aided Software Engineering Tools,Ó 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. 529-536.
RESEARCH REPORTS:
Gutierrez, O. ÒDotWell: Status Review of its Information and Knowledge
SystemsÓ, Boston, MA, February 2,
2006 (21 pages) Internal Report.
Gutierrez, O. ÒIssues and Methods for Assessing HMIS UtilizationÓ, Department
of Housing and Urban Development, Washington, DC, February, 2006 (21 pages)
Internal Report.
Gutierrez, O. ÒImplementation Strategies for Emerging HMIS CommunitiesÓ, Department
of Housing and Urban Development, Washington, DC, April, 2006 (21 pages)
Internal Report.
Gutierrez, O. and Sokol B., XML Schema Version 2.6Ó
Department of Housing and Urban Development, February, 2005 (50 pages). Report
published in www.hud.gov.
Gutierrez, O. ÒCity of Baltimore MIS Initiative. Options for
an Integrated Solution: Analysis and RecommendationsÓ, Department of Housing
and Urban Development, January 6, 2005 (40 pages). Internal Report.
Gutierrez O. and Sokol B.,ÓTechnical Guidelines for
De-identifying and Unduplicating HMIS Client Records.Ó (33 pages) U.S. Department of Housing and Urban Development, July 2004.
Gutierrez O. ÒProposed Research Database Structure for the
Community Shelter Board: Columbus, OhioÓ, Department of Housing and Urban
Development, November 4, 2004 (32 pages). Internal report.
Gutierrez O., ÒRecommendations on Data Merging Plan for the
Community Shelter Board, Columbus, OhioÓ, Department of Housing and Urban
Development, October, 21, 2004 (10 pages). Internal Report.
Gutierrez O., ÒHomeless Management Information Systems
(HMIS) Cost Estimation Guidelines: Cost Framework and Submission
RecommendationsÓ, U.S. Department of Housing and Urban Development, 2005 (20
pages). Published in www.hud.gov.
Gutierrez O. ÒHMIS Cost Analysis Issues: A Framework for
Assessing HMIS Cost Analysis IssuesÓ, September 2, 2004 (10 pages). Internal HUD document.
White, M., Hayes. M., Gutierrez O., McCollim, K., Ritter, B., and Oliva
A., ÒLos Angeles/Orange County Collaborative: HMIS Requirements DocumentÓ,
October 2003, 39 pages.
Gutierrez O. et al, ÒImplementation Guide: Homeless Management
Information SystemsÓ, 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, ÒHomeless Management Information Systems Consumer
Guide: A Review of Available HMIS SolutionsÓ, 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., ÒSHP (Supportive Housing Programs) Technical Submission
Parameters and Submission RecommendationsÓ, August 2002, 24 pages. U.S. Department of Housing and Urban
Development C-OPC-21201. Internal Report.
Gutierrez O., ÒGuidelines and Strategies for Estimating and Controlling
CostsÓ, September 2002, 19 pages. U.S. Department of Housing and Urban
Development C-OPC-21201. Internal Report.
Gutierrez, O., ÒGuidelines for Estimating a CommunityÕs Technical
CapacityÓ, November 2002, 13 pages. U.S. Department of Housing and Urban
Development C-OPC-21201. Internal Report.
Gutierrez, O., ÒHMIS Database and Analysis Systems: Reference GuideÓ,
September 2002, 27 pages. U.S. Department of Housing and Urban Development
C-OPC-21201. Internal Report.
Gutierrez, O., ÒProject Guidelines for Managing Expectations and
Deliverables in HMIS ImplementationsÓ, October 2002, 15 pages. U.S. Department
of Housing and Urban Development C-OPC-21201. Internal Report.
Gutierrez, O., Ò2001 Technical Submissions: Comparative and Analysis
ReportsÓ, October 2002, 315 pages. U.S. Department of Housing and Urban
Development C-OPC-21201. Internal Report.
Gutierrez, O., and McGah, J., ÒIMPACT – Information Management,
Public Access, Community Transformation: Year Three and Final Evaluation
ReportÓ, U.S. Department of
Commerce TIAP Grant, December 2004, 71 pages.
Gutierrez, O., and McGah, J., ÒIMPACT – Information Management,
Public Access, Community Transformation: Year Two Evaluation ReportÓ, U.S. Department of Commerce TIAP Grant,
December 2002, 72 pages.
Gutierrez O. and Friedman D. ÒInitiative to Assist in the Implementation
of Homeless Management Information Systems (HMIS) by Continuum of Care
Communities in the U.S.Ó, September, 2001, 35 pages. U.S. Department of Housing
and Urban Development C-OPC-21201. Internal report.
Gutierrez O., ÒHomeless Management Information Systems (HMIS), Cost
Estimation Guidelines: Cost Framework and Submission RecommendationsÓ, 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., ÒProgress Assessment of the
(Massachusetts) Trial Court Computerization ProjectÓ, 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, ÒIMPACT Project at Lake County IL:
Year One Evaluation,Ó U.S. Department of Commerce TIAP Grant, September, 2001,
75 pages.
Friedman D., Gutierrez O., McGah J., Tripp J., Hayes M. and Kahan M., ÒSafe Harbors Final Design
Report,Ó February, 2000, 37 pages.
Gutierrez O. and ANCHoR Team UMass Boston, ÒPine Street Inn: Information
Technology Needs Assessment Project, Findings and Recommendations,Ó 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. ÒAssessment of Lean Manufacturing
Practices in Greater Boston: Results of a Pilot Study,Ó POM 2006 17th
Annual Conference, Boston, MA April 28 – My 1, 2006, pp. 45-46.
Gutierrez, O. ÒThe Evolution of Information Systems use in the Social
Sector: The Case of Homeless Management Information Systems in the United
States,Ó 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., ÒA Collaborative Model Using IT
Skills Standards to Connect a High School, Community College and UniversityÓ,
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,Ó HCI International '87, 10-14 August,
1987, pp. 58.
NON-REFEREED ARTICLES:
Gutierrez, O. ÒLake County, Illinois Implements an
Innovative Information and Referral System Operating on KiosksÓ, U.S.
Department of Housing and Urban Development, June 2005, pp. 5-6. Published in HMIS dot INFO.
Gutierrez O., ÒUpcoming HUD release: Updated Cost Estimation
GuidelinesÓ, U.S. Department of Housing and Urban Development, July 2005, pp. 2-3. Published in HMIS dot INFO,
Gutierrez O., ÒMapping Information Requirements in Small Companies,Ó The
Competitive Edge, December 1996, pp. 2-4.
Gutierrez O., ÒInformation Technology Strategy,Ó 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:
ÒRegional
HMIS Data Integration: Opportunities and ChallengesÓ, Metropolitan Washington
Council of Governments, Fall 2005 Conference, Washington, DC, October 25, 2005.
ÒHMIS
Project EvaluationÓ, 2005 National
HMIS Conference, St. Louis, MO,
September 18, 2005.
ÒHMIS Software Integration, Data
Model, XML Schema and RationaleÓ. 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.
ÒStrategies for controlling HMIS costsÓ,
2004 National HMIS Conference, Chicago, IL, September 12-14, 2004.
ÒA
Collaborative Model Using IT Skills Standards to Connect a High School,
Community College and UniversityÓ, 2003 Conference on Information Technology,
The League for Innovation, Milwaukee, October 19-22, 2003.
ÒRecommendations on HMIS system structure and integration for
the Los Angeles and Orange County collaborativeÓ, Los Angeles and Orange
County, June, 2003.
ÒHow will it all come togetherÓ, Chicago
continuum of Care kickoff meeting on HMIS implementation, Chicago, IL,
September 2003.
ÒHomeless
Management Information Systems: Planning and ImplementationÓ, 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.
ÒHomeless Management Information
Systems: Technical design considerations and implementation issuesÓ, Annual
conference of the National Coalition to End Homelessness, Washington DC, July
18-19, 2001.
ÒMitos y Realidades
de la Economia DigitalÓ, 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.
ÒDeveloping
a Homeless Services Information Management System to Meet the Needs and Goals
of your Community, Agency and ClientsÓ, Panel presentation at the conference
Enhancing Service Provision to the Homeless, Chicago, IL, May 28-29, 1998.
ÒInformation
Technology Needs Assessment Project: Findings and Recommendations,Ó
Presentation and report submitted to Pine Street InnÕs directors, April 23, 1998.
ÒMigration
of Cooking Equipment Bills of Materials Predicated Upon Principal Sales Product
Codes.Ó Workshop and report presented to Market Forge Industries Executives
with recommendations regarding Bill of Materials reconfiguration. Everett, MA, August,
1997.
ÒInformation
Technology Project.Ó Presented to the Board of Directors, Market Forge
Industries. Configuration of a
migration path to the year 2000. Everett, MA, April, 1997.
ÒSoftware
Fit Assessment and Recommendations,Ó Aurora Technologies, Waltham, MA,
September 1997.
ÒPlanning
Business Systems for Barcoding,Ó Seminar presented to members of Manufacturing
Jewelers and Silversmiths of America, Attleboro, MA June 12, 1997.
ÒLa Practica de la
Reingenieria Organizacional.Ó 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.
ÒReengineering
the Service Parts Process at Market Forge Industries.Ó Workshop presented to
GBMP manufacturer members on a one-year reengineering experience at Market
Forge Industries. April 21, 1996.
ÒLearning
to Create Breakdowns Before Fixing Them: A key for Successful Reengineering.Ó
Panel presentation at the AOM Cincinnati Meeting, August 13, 1996 (Other
Panelists Vadlamani B., Boumard P.
and Rhodes J.)
ÒContact
and Leads Management System: COLEMS.Ó 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.
ÒResults
of National Service Agents Survey.Ó (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.
ÒInformation
Requirements for an Integrated Automated System: Analysis, Recommendations and
Suggestions for Next Steps.Ó Innovative Membrane Systems, Norwood, MA, October
1996.
ÒBusiness
Systems: Planning, Selection and Implementation,Ó New England Suppliers
Institute, Burlington Vermont, October 23, 1996 and Nashua, New Hampshire,
December 4, 1996.
ÒFamilies
at Risk Project: Implications from the ANCHOR System.Ó Presentation made to
organization members of the Families at Risk Project on the implications of the
national ANCHOR initiative, Boston, September 23, 1995.
ÒHow
will Boston respond to the ANCHOR initiative.Ó 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 ForgeÕs 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 companyÕs 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 ArmstrongÕs purchasing and
inventory control applications. In addition, worked on the design of and made
recommendations for ArmstrongNet: ArmstrongÕs 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 MassachusettsÕs 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 SamicÕs
pricing policy for itÕs 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 IMSÕs 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 GBMPÕs 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 companyÕs 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
companyÕs 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 institutionÕs
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 companyÕs 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 Large
Systems:
Environments: 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 Honeywell
TDS and TP, IBM CICS.
Processing
Monitors:
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 Data
Base Management Systems.
University of Level:
Graduate and Undergraduate.
Massachusetts at
Period:
1987-Present.
Boston
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 Computers
in Information Processing Systems.
London School of Level:
Graduate.
Economics 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
ProvostÕs
Special Committee
UMASS/Boston,
2004
CURE
Committee
ChancellorÕs
Special Committee
UMASS/Boston,
2003
Information
Technology Core Working Group
ProvostÕs
Task Force
UMASS/Boston,
1995
Working
Group on Distance Learning
UMASS/System,
1995
Committee
for the Evaluation of Dean Hayden
ProvostÕs
Special Committee
UMASS/Boston,
1996
Strategic
Planning Committee.
(DeanÕs
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.
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
á
Ph.D., Business Administration; Management
Information Systems, 1992, The University of Texas at Arlington, Information
Systems with Minor Computer Software Engineering.
á
M.B.A., 1986, University of Louisiana
(Lafayette)
á
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)
