Metropolitan Collegeand Extended Education

Annual Report 2005/06

August 1, 2006 TO: Provost David Campbell FROM: Jay A. Halfond, Dean, Metropolitan College and Extended Education SUBJECT: 2005-06 Annual Report

I am pleased to share the 2005-2006 Annual Report for Metropolitan College and Extended Education, and to recognize an important year in our evolution. This report is both retrospective and prospective, as we look back over the past year and look forward and consider our strategic opportunities.

We started and ended the year in the context of far larger events – on Labor Day

weekend MET welcomed over three hundred Tulane students displaced by Hurricane Katrina, and at graduation we announced a scholarship for wounded veterans – in honor of our student, Bryan Willard, who died this spring in the line of duty.

Metropolitan College enrollments rose this past year about ten percent, and our overall financial contribution to the University by over twenty percent. Our growth is glaring – MET now has the second largest graduate student population in the University. The other units in MET/Extended also contributed in ways that demonstrate our citizenship and catalytic role in the University at large. We celebrated our fortieth birthday this spring. Metropolitan College’s graduation ceremonies had record attendance. Our faculty and staff also organized and hosted four academic symposia this spring – in Information Security, Gastronomy, Project Management, and Arts Research.

What I cannot overemphasize is that our cumulative growth over the past several

years has not been accidental. We would be in a far different situation had we not taken risks, sought new opportunities, and committed to significant change. We have been and must remain true to our principles of: academic excellence in all of our pursuits, student access through the extension of the University to a wide array of audiences, and unrelenting innovation to ensure that we continue to be responsive to their needs.

It was a reflective year as well – we considered our organizational structure, long-

term strategy, and resource needs. In doing so, I am grateful for the support of the senior leadership of the University, who endorsed our organizational changes and initiatives, and especially for the contributions of our faculty and staff, who made our achievements possible.

METROPOLITAN COLLEGE AND EXTENDED EDUCATION Annual Report 2005-2006 – And a Look Forward

Introduction

Metropolitan College grew by about one-third over the past four years and can grow similarly in the years ahead. What was formerly an academic college within an administrative division is now the major component of a new organizational model called Metropolitan College and Extended Education that emphasizes our academic mission along with a University-wide mandate to extend the University’s educational programs through distance learning, international initiatives, summer teaching, professional training, and external relations.

As our past forty years emphasized excellence, access, and innovation, so too will our next decade. Excellence is very much a function of faculty quality – led primarily by full-time faculty. In the coming decade, we anticipate a larger full-time faculty and staff housed in a new administrative home that will represent us appropriately to the public and improve internal coordination. Going forward, access will be even more national and global, and increasingly dependent on external relationships established with corporations, alumni, and professional associations. An unrelenting commitment to innovation is the sin qua non of Metropolitan College’s success that allows us to be a credible and accommodating partner externally, as well as a resource internally to others in the University.

To be competitive and grow responsibly in the coming years, Metropolitan College and Extended Education will remain committed to students’ goals and needs, new modes of instruction, applied scholarship, close internal and external collaborations, and an organizational structure that responds quickly to new opportunities. Several themes will likely guide our new initiatives in the coming years:

First, just as Metropolitan College has become far more national in recent years, globalization will play an even greater role in the next decade. Second, the changing demographics of the region – particularly the aging of the population and the influx of new Americans – will create significant opportunities. Third, technological advances will further permit distance education to innovate beyond the classroom experience, and to alter on-campus classroom courses themselves. Fourth, the future mix of industries and professions, both locally and beyond, while challenging to predict, is critical to our enrollments and our course and program development. The key will be to have a nimble and energized learning organization positioned to responsibly address changing conditions and new opportunities.

The following report describes our current organization, the past year, and immediate and long-term goals of each of our programs.

Background Metropolitan College and Extended Education provides a wide array of programs generally

in applied, often interdisciplinary fields, primarily for working adults. As one of Boston University’s seventeen Schools and Colleges, Metropolitan College has, since 1965, offered undergraduate and graduate degrees, certificates, and diplomas – in a variety of settings and formats – to address the educational needs of students of varying ages, interests, and goals. Through its extended education role, online distance education, international initiatives, and

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summer term, professional resources are provided to the University at large. Metropolitan College and Extended Education is committed to offering rigorous and innovative educational programs, serving as an entrepreneurial hub for the University, and representing and furthering the reputation of the University through its focus on academic excellence.

In 2001, Metropolitan College became part of the Division of Extended Education, a newly formed unit that expanded the University’s online education and international capabilities. The School of Hospitality Administration, which began as part of Metropolitan College, soon spun off as a separate college. In 2006, the Center for Corporate Education was reassigned. Metropolitan College and Extended Education, renamed in January 2006, now includes Metropolitan College, Distance Education, International Initiatives (including BU Global), Sargent Center for Outdoor Education, Summer Term, and the Center for Professional Education. As the University, under new presidential leadership, embarks on a systematic effort to elevate our reputation and standing in the academic mainstream, Metropolitan College and Extended Education (MET/Extended) becomes an even more important laboratory for experimentation, access, and differentiation.

MET/Extended now has 131 full-time employees, including 31 full-time faculty, who teach a quarter of MET’s courses. For coverage of the majority of the courses, the College relies on part-time faculty and some non-MET full-time faculty who teach on an overload basis. In recent years, MET’s enrollments have shifted dramatically towards the post-baccalaureate level, necessitating more full-time faculty. The number of MET faculty positions remained constant until 2004, when enrollments began to grow particularly in administrative sciences and criminal justice. MET added full-time faculty once student enrollments clearly justified the addition in specific academic growth areas.

MET’s approach is to provide a corps of full-time faculty as a guarantor of academic standards and simultaneously draw on a large pool of part-time faculty regionally to bring the latest industry trends into the classroom. The duties of MET full-time faculty members extend beyond the traditional categories of research, teaching, and service to include substantive administrative, advising, and outreach responsibilities. Full-time faculty members are responsible for the continued innovation of all courses in their area of specialization, student advising, and also for the recruiting, interviewing, training, and supervision of part-time faculty. Many teach and collaborate across traditional disciplines.

The chart below shows the recent evolution of MET’s full-time faculty positions:

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MET FT Faculty Positions

Comp Sci7.50 Comp Sci

7.50 Comp Sci7.50

Comp Sci7.50

Comp Sci7.50

Adm Sci 7.50 Adm Sci

5.50 Adm Sci4.50

Adm Sci7.50

Adm Sci8.50

App Sci3.00

App Sci3.00

1.50 1.50

1.50

1.501.50

1.00 1.00 2.00

2.002.00

0.50 0.50 0.50

0.501.50

1.00

3.00

1.00

1.00

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1.00 1.00

31.00

26.00

20.0020.00 20.00

0.00

5.00

10.00

15.00

20.00

25.00

30.00

2002 2003 2004 2005 20060.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

Prison

Military

Act Sci

ArtsAdmSEP

App Sci

Adm Sci

CompSci

While our approach generally is to offer programs not duplicated nearby, our main regional competitors are Harvard Extension, Brandeis, Boston College, Northeastern, Suffolk University, and UMass-Boston. All of these programs have lower tuition, and Harvard Extension benefits by its association with one of the great names in education. The Boston area is unique in the number of highly qualified professionals with a dedication to teaching and research, and faculty members at peer institutions have strong academic credentials. Likewise, the density of alternatives for students is a reality of the Boston academic marketplace and a constant reminder of the persistent need to demonstrate quality, currency, uniqueness, and value to our local constituents. In the parlance of Blue Ocean Strategy, by W. Chan Kim and Renee Maubourgne (2005), MET tries to find uncontested market space, where competition is far less formidable, rather than trying to copy or beat the competition. When we meet regularly with our local peer institutions, it is clear that Metropolitan College has experienced unique growth in recent years and greater market share.

Our ability to recruit students locally is due to the following factors. First, the structure and teaching philosophy of our programs put a greater emphasis on unique subject matter and individual student needs. The curriculum is carefully designed with a well-defined core and a wealth of electives, classes are small (capped at thirty-five), academic advising and oversight is performed by full-time faculty and staff, and students are offered research opportunities. Second, we have organized a highly professional Office of Student and Corporate Outreach to recruit students and develop preferred partnerships with corporations. Third, we have faculty and senior administrative support at BU to develop new disciplines, venues, and modes of teaching. Our greatest threat in the coming years will not only be those institutions copying our academic and administrative model but, more so, the limits of our own imagination.

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The chart below lists MET’s current academic programs:

Academic Unit Degree Programs Diplomas, Certificates, Others Actuarial Science • MS in Actuarial Sciences

Administrative Sciences

• BS in Management; Executive BS in Management

• MS in Administrative Studies in 5 Specializations

• Online MS in (Specialty) Management; Specialty areas: 1. Banking and Financial Services; 2. Business Continuity and Emergency; 3. Human Resources; 4. Insurance; 5. International Marketing; 6. Project Management

• Diplomas: 1. Banking and Finance; 2. International Marketing.

• Graduate Certificates 1. Emergency Management &Organizational Continuity; 2. Electronic Commerce; 3. Project Management 4. Financial Markets and Institutions

Advertising • MS in Advertising

Applied Social Sciences

• BS in Urban Affairs, Criminal Justice, Sociology, and Psychology

• Master of Criminal Justice, Urban Affairs, and City Planning

• Online Master of Criminal Justice

• Prison Education Program

Arts Administration

• MS in Arts Administration • Certificates: Graduate: 1. Arts Administration; 2. Fundraising Management

Biomedical Laboratory and Clinical Sciences

• BS in Biomedical Laboratory and Clinical Sciences

(in cooperation with BUSM)

• Undergraduate Certificates: 1. Biotechnology 2. Clinical Research

(in cooperation with BUSM) Computer Science • BS in Computer Science

• MS in Computer Science (Concentration in Security), Computer Information Systems (Concentration in Security), and Telecommunication (Concentration in Security)

• Online MS in Computer Information Systems (Concentrations in Security and in Database Management)

• Diploma in Information Systems and Security

• Academic Certificates: 1. Computer Networks; 2. Database and Client/Server Computing; 3. Information Technology Project Management; 4. Information Security Technologies; 5. Internet Technologies & Languages; 6. Security of Computer Information System. 7. Software Engineering; 8. Telecommunication; 9. Fast Track Certificate in Software Development

Liberal Studies • BS in Liberal Studies • Online Undergraduate Degree

Completion • MLA in Interdisciplinary Studies

Lifelong Learning • MLA in Gastronomy • Certificate in the Culinary Arts • Seminars in the Arts and Culinary

Arts • Wine Studies Program • Evergreen Program

Center for Professional Education

Classroom Certificate Programs • Financial Planning • Commercial Real Estate

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• Real Estate Finance • Paralegal • Professional Investigation • Professional Fund Raising • Medical, Legal, & Community

Interpreting (Spanish, Chinese, Portuguese)

Online Certificate Programs • Certified Management

Accounting (CMA) Exam Prep • Financial Planning • Paralegal

Science and Engineering Program

• Two-year Undergraduate Transitional Program for Science and Engineering Majors

Organizational Philosophy The overarching, long-range goal of Metropolitan College and Extended Education is to be

a nationally recognized leader in developing and offering rigorous, innovative academic programs that are responsive to the needs of individuals and industries, interdisciplinary in nature, and delivered conveniently in time (evening, weekends, intensive courses), place (at multiple campuses, company sites, international locations), and media (face-to-face, asynchronous and synchronous distance education, or blending both). We achieve this goal through:

Excellence in teaching and applied research particularly in emerging areas of industry growth,

Development and adoption of innovative teaching technologies,

Organizational agility to respond to new opportunities,

Responsiveness to the educational needs of our region and beyond,

Close collaboration with industry to address the educational needs of the workplace, and

Leadership within the University for providing ideas and infrastructure to extend Boston University to a wide array of audiences locally, nationally, and internationally.

Educational excellence is at the heart of Metropolitan College's mission and success, and central to its future. The College's rich tradition in offering programs that are academically rigorous and that address immediate individual and industry needs requires a synthesis of, first, professional expertise and knowledge of the latest advances in a field; second, an ability to infuse theoretical concepts through real-world examples and applications; and, third, an ability to relate to a challenging student body that is diverse in age, educational and cultural background, and professional interests and expertise. In contrast to offering programs for a homogeneous, traditional full-time student body, the College faces the ongoing challenge of providing educational value for mature, discerning working professionals – who have many

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academic alternatives from which to choose – through flexible delivery formats and teaching methodologies.

Critical to our mission is MET’s corps of full-time faculty who provide the credibility, visibility, courage, leadership, creativity, and academic oversight that allow us to be entrepreneurial and to partner with those inside and beyond the University.

The long-term goals for sustaining excellence are to provide:

Pedagogical leadership in developing and adopting new delivery formats, and establishing the best available practices for the University community. This is a continuation and expansion of the pioneering work of the College in blended and online programs, diploma and certificate programs, international programs, and intensive courses. As we move forward, we need to demonstrate a self-conscious and self-critical capacity for evaluating academic quality and for providing tools for assessment and improvement.

Outreach leadership in developing industry-responsive, student-centered, interdisciplinary, and international programs, often in collaboration with other colleges, academic and non-profit institutions, professional associations and corporations, alumni, and other organizations and sectors. MET has a strong record of collaboration both within the University and externally. Our ideal is to build long-range partnerships with other academic institutions, as well as industry, community, and professional organizations to achieve joint and global stewardship of our academic programs.

Consultancy and support services to other academic units within Boston University for creating new academic initiatives and formats, outreach and marketing strategies, and partnership models. Metropolitan College and Extended Education is a University resource for outreach to new audiences, instructional technology, distance education, summer courses and programs, international initiatives, and off-campus opportunities (such as those hosted at companies or at Sargent Center for Outdoor Education).

Enrollment Trends Over the past decade, Metropolitan College has faced at least two pivotal junctures, where

key strategic decisions impacted the future course of our development. The first was the decision in the late 1990s to purge MET’s dependency on traditional-age, full-time undergraduates, who had defaulted into MET for a variety of reasons. By refocusing the MET classroom towards mature, part-time students, MET more than restored enrollments by being better positioned to reach out to a more discerning, professional audience. The second pivotal moment occurred in fall 2001, when we created Boston University’s fully online master’s degree program in Criminal Justice. We launched a unique, if not radical, approach to distance learning through a significant investment in instructional quality and national outreach in order to draw a new population to the University. Given the overall decrease in part-time enrollments throughout New England (eleven percent over the last decade), and an acute decline of new students in fall 2001 within MET (26.6%) and at other local institutions, this proved to be a fateful decision.

As a result of these and other decisions, MET has seen progressively larger enrollments over the past four years, almost entirely in new programs and new formats, for audiences of a caliber we would have been unable to serve in a prior era. The proportion of students at the graduate level grew from half to more than three-quarters of MET’s enrollments, while overall student enrollments grew by one-third, more than replacing the traditional-age student

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numbers that previously characterized MET’s profile. To further quantify this dramatic shift, the number of new graduate students starting in 2005-2006 was 156.3% higher than those entering three years earlier.

This past year, each semester saw an increase in student headcount compared to the corresponding semester the prior year:

2004-5 2005-6 one-year percentage increase Summer I 1,130 1,354 19.8% Summer II 1,296 1,451 11.9% Fall 3,208 3,458 7.8% Spring 3,356 3,769 12.3%

In the context of the University, Metropolitan College is now the second largest BU

college in student headcount (11.6%) and the fourth largest (6.8%) in student full-time equivalents. Metropolitan College now has 1,902 graduate students (not including undeclared graduate students taking MET courses), which is 15.8% of the University’s graduate headcount – compared to 1,961 in the Graduate School of Arts and Sciences. MET will likely be the largest BU graduate school by next year. MET already has a plurality of BU’s masters degree students (28.7%). MET houses, though, only 1.1% of the University’s full-time faculty.

As of 2005-6, Boston University now has more part-time than full-time students at the master’s level – entirely due to the recent and rapid growth of distance learning, especially in Metropolitan College. (Currently, 18.2% of BU’s master’s degree students study online, while none did four years ago.) MET is the academic home of 71.1% of BU’s total online population. In the coming decade, as other BU Schools and Colleges develop online programs with the help of MET/Extended, MET’s percentage of the online population should decline significantly.

MET students studying at a distance are about a third of our total student body and 56.7% of our post-baccalaureate population. Within the coming year or two, MET’s online numbers will achieve parity with those in the classroom; our challenge will be to maintain that balance.

In the context of Boston area higher education, Metropolitan College now has more graduate students than Bentley College, Brandeis University, Worcester Polytechnic Institute, the University of Phoenix (locally), Babson College, Clark University, Suffolk University, Emmanuel College, and Emerson College, among others. Even excluding those who study in MET master’s degree programs such as Actuarial Science, Arts Administration, and Computer Information Systems (all of which require management courses), MET’s 602 graduate management students exceed totals at Boston College, University of Massachusetts at Amherst, Bentley College, Clark University, University of Massachusetts at Boston, and Simmons College.

Metropolitan College has emerged in recent years as one of the major providers of graduate and professional education in the greater Boston area. We are a notably different enterprise than four years ago – in terms of the size and mix of our student body, programs, formats, and faculty.

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Financial Performance Metropolitan College and Extended Education generated $64.9 million income in FY06,

compared to $53.3 million in FY05 – a one-year 22% increase. (This excludes the Corporate Education Center in FY05, and also indirect revenue generated for other Schools and Colleges through MET/Extended distance education services.) The contribution margin (revenue minus expenses) grew 20% from $28.2 million to $33.8 million. This $5.6 million margin increase exceeded the projected target by $1.8 million. More than half of every revenue dollar contributes to University overhead. Individual Units within Metropolitan College and Extended Education

Actuarial Science has been reliant on full-time students from East Asia, due entirely to the networking of the previous department chair. The only program of its kind in the greater Boston area, domestic enrollments have grown to 35% of the student body, as overseas enrollments are starting to decline. We will seek accreditation from the Society of Actuaries, and expand our collaborations within BU (Administrative Sciences, Mathematics, Economics, and Management) and directly with local insurance and financial companies. With the retirement of the founding chair of the Actuarial Science program, leadership transitioned to a fellow of the Society of Actuaries, who brings an insider’s knowledge of the actuarial profession and mastery of the technical tools of the trade.

Administrative Sciences houses MET’s management programs – which, through the ongoing infusion of new fields of study, formats, audiences, and external relationships – continue to thrive, particularly at the master’s degree level. In 2005-2006, we were able to increase Administrative Sciences enrollments by about twelve percent overall, though several significant trends and changes shifted our focus. Our three regional satellite campuses – in downtown Boston, Braintree, and Tyngsboro – were no longer viable sites for Administrative Sciences programs. Nor did we find that an online graduate certificate in Emergency Management and Organizational Continuity could be adequately populated. On-campus undergraduate and graduate management enrollments otherwise held steady, as did graduate full-time international numbers. The Ministry of Finance of Turkey continues to support the master’s degree program in Financial Economics with fifteen full-time students per year.

However, universal success in project management – as an international on-campus program (hosted by BU Global), at local corporate sites, at military bases, and, even more so, online – provided the basis for growth. We have dedicated more full-time faculty attention towards project management, and held our first research symposium this spring. Also, we recently became one of only seven universities to receive certification from the Global Accreditation Committee of the Project Management Institute.

Along with the PMP® certification awarded by the Project Management Institute, we now recognize thirty-two professional designations for advanced standing towards various Administrative Sciences master’s degree programs. These designations provide pathways from professional credentials into five online management degrees. MET will continue to identify linkages to industry-based training and professional certification as an important part of our business development strategy and corporate outreach efforts.

Administrative Sciences faculty will play a lead academic role in three critical interdisciplinary areas in the coming years: (1) project management; (2) technology transfer, outsourcing, and off-shoring; and (3) integration of instructional technology into classroom

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pedagogy. Anticipating an inevitable mandate from the AACSB in the coming years, MET will increase the number of full-time, terminally qualified faculty. Also, with about a fifth of the Administrative Sciences students coming from other countries, we need to ensure that we meet the needs of full-time international students.

Advertising is a master’s degree program conducted in collaboration with the College of Communication. It serves as a model for internal partnerships to attract part-time working adults into professional fields of study, where faculty are shared across colleges in jointly conferred degree programs. We recently graduated our first group of MS in Advertising students, and we continue to grow this program.

The Applied Social Sciences department administers programs in Criminal Justice, Urban Affairs and City Planning, Psychology, and Sociology, along with our Prison Education Program. This past year, we introduced a bachelor’s degree program in Criminal Justice, MET’s first new undergraduate major in over a decade. The online Master of Criminal Justice is one of the defining events and success stories for Metropolitan College and for distance education at BU, with now close to 500 students and 1,732 enrollments. The MCJ remains the largest such program in the country. The program is currently in the process of a transitioning course development and student services from an external partner (Embanet Knowledge Group) to staff within the University, which will provide greater internal academic control and greater financial benefits. We are exploring a series of changes and enhancements to enrich the program.

Neglected over several decades, the graduate programs in Urban Affairs and City Planning have been rebuilding enrollments and academic quality through a series of measures. We created an advisory board of civic leaders, hired a faculty coordinator, revised the curriculum, developed a course that invites leading figures to class as guest lecturers, and began a search for a dedicated full-time faculty member. Our bachelor’s degree and two master’s degree programs are key to our commitment to our local community, and our ability to attract often underrepresented students to campus. In the past several years, several Master of Urban Affairs students from the City of Boston have received full tuition scholarships as part of this outreach effort. Many of the program’s alumni are among our most impressive graduates, and have impacted a wide array of communities and professions. With the addition of a full-time faculty member, BU can be one of the top programs in New England, and the major one for working professionals.

Since 1972, Metropolitan College has been a prominent leader in prison education, having graduated 271 liberal arts students. Enrollments have substantially increased since we introduced a probationary admission policy in 2000, after other feeder institutions abandoned prison education. This year, the Prison Education Program was awarded a $198,000 grant from The Lynch Foundation for a Bridge-to-College initiative, providing funding for four basic courses and a program administrator. Over the years, particularly under the Commissioner’s leadership, support from the Department of Correction has improved substantially. For the first time in a decade, families of graduating students were able to attend ceremonies at Norfolk Prison. Faculty involvement, commitment, and loyalty to the program remain strong.

Arts Administration is an established niche program and one of three well-regarded programs in the nation (the other two are in New York City). Enrollments have increased 87% over the past four years, as we have raised admissions standards. The program has a loyal student following with an active alumni organization. The two full-time faculty members

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publish actively and maintain an intensive exhibition and performance schedule. This year the program initiated a successful Arts Research Symposium that attracted more than a hundred attendees.

Objectives for the next year include strengthening the recently introduced Graduate Certificate in Fundraising Management, developing new courses in international cultural policies, and creating a Certificate in Public Art. Working with the College of Fine Arts, we are exploring concentrations in theater, music, and visual arts management. Building on our London and Cuba courses, we will develop other overseas intensive courses in perhaps Barcelona, Paris, and Brussels. Over time, this program will expand into a range of non-profit areas as well, for example, fundraising, public art and cultural heritage management, non-profit marketing, arts advocacy, and volunteer management. Arts Administration will also try to attract local advocacy and research groups to co-locate within Metropolitan College, to become a center for applied research in various aspects of the arts.

Biomedical Laboratory and Clinical Sciences is a partnership between the Medical School and Metropolitan College offering a bachelor’s degree and two certificates. Many grants have funded both the City Lab and the City Lab Academy, which in turn feed students into Metropolitan College for undergraduate certificates and degrees.

Boston University in Brussels (BUB), in new quarters, has the capacity now to become a hub for a variety of BU degree and noncredit programs. Graduate student headcount, now at 67, has more than doubled in just the past year, and shows promise for even further growth by this fall. In the coming years, the major goal is to continue to rebuild graduate management enrollments, re-establish the Master in International Relations (in collaboration with the IR department in CAS), and to serve as a geographic hub for extending blended/online programs internationally.

Computer Science. By continually introducing new technological advances, this department has managed to stay at the forefront of trends and developments in this highly volatile field. Enrollments have followed the fluctuations in the IT industry. The online Master of Science in Computer Information Systems created the means for restoring enrollments lost at the beginning of the decade. While classroom enrollments are now half of what they were three years ago, our total enrollments have surpassed the numbers we saw at their peak, mostly due to the introduction of the online MSCIS, which now has close to four hundred students (44% of overall Computer Science numbers) in only its second year. Metropolitan College awards about one out of every seven master’s degrees granted by New England colleges and universities in the computer sciences.

The success of the distance learning program is not without its challenges, particularly the ongoing development of online course materials to address the notoriously fast changing needs of the information technology industry. The faculty designed a unified approach for online course delivery whose principal tenets are online exercises, a facilitator forum, a weekly facilitator conference call, facilitator development and mentoring, and proctored exams. We are planning a research study to compare performance and satisfaction of students who take two online courses concurrently for fourteen weeks versus students who take the same courses sequentially each running seven weeks, and comparing online outcomes to those of an equivalent classroom course.

This past year, we updated our teaching laboratories, adding a new forensics laboratory, and developed new courses in Data and Network Security for Business, Data Mining, Grid

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Computing, Reliable Network Computing, Developing System Security, and Advanced Database Management. The ability of the department to develop a nationally certified curriculum in information assurance, and spearhead the designation of BU as a national Center of Academic Excellence in Information Assurance Education, led to the University’s first conference of the Center for Reliable Information Systems and Cyber Security this spring.

The Computer Science faculty have long-term plans to develop Information Assurance as a graduate degree program, to create courses in biometrics and digital forensics, and to explore the application of information technology in various fields (medicine, finance, security, law, project management, etc.). Regionally, diversifying and differentiating our programs, working collaboratively with local companies, and focusing on instructional quality will be essential; nationally, we will continue to grow the online MSCIS, which is perhaps our key program to introduce globally.

Development and Alumni Relations is a key component of our future growth. Metropolitan College giving increased 93% to $348,001 this past academic year. We hosted board meetings and alumni events in Boston, Los Angeles, Washington D.C., Toronto, Portland (ME), New York City, Brussels, and Stuttgart (Germany). To celebrate MET’s 40th anniversary, we held a MET night at Agganis Arena in the fall, and a Gala in the spring that raised scholarship funds. At MET’s graduation, Verizon Wireless New England President Robert Stott gave the keynote address, as we honored Ed Francis and Leslie Patton with distinguished alumni awards. We launched a MET scholarship fund for wounded students and their dependents called the Bryan Willard Scholarship Fund, in honor of a marine student killed in action. In the coming years, we seek the capital to provide a home for Metropolitan College and Extended Education. A key strategic question is whether the funding of facilities is best accomplished through seeking one-time gifts or also through new and ongoing revenue from growth in enrollment.

External connections and networks with alumni, friends, and industry partners are also key for program development and student recruiting. MET has numerous external advisory boards, with over a hundred members, which requires coordination and cultivation. Our major challenge now is staffing. We need an expanded external relations team to manage major gift prospects, our numerous boards, special events, alumni relations, and corporate ties that foster academic relationships.

Distance Education is quickly emerging as one of the most critical service units in the University and major factor in our growth strategy. This year, online programs generated over $20 million, with a contribution margin of about $8 million. CFA’s Music Education master’s and doctoral degree programs began fall 2005, and became our fastest growing distance education initiative yet (with 155 master’s and 183 doctoral students). In the coming months, we will be introducing several graduate certificate programs from various parts of the University, and plan to create one new online degree program annually thereafter. By the end of 2006-07, we will have 133 online courses fully developed.

Within the next two years, all of BU’s online learning, except for those programs in Sargent College, will be developed, hosted, and supported in-house. We are moving towards dedicating instructional designers for specific programs to provide greater academic oversight. The Office of Distance Education has adopted quality metrics established by the University of Maryland for monitoring academic standards. In the fall, we received the United States Distance Learning Association Award for the quality of our undergraduate degree completion program. We welcome an open debate about the relative merits of online and classroom

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teaching. Distance education creates an opportunity for comparative and critical analysis uncommon in higher education. As Derek Bok (Our Underachieving Colleges, 2006) writes: “The indifference to educational research is probably rooted in the same instincts for self-protection that resist collective debates about teaching … Even professors who devote their lives to research continue to ignore empirical work on teaching and learning when they prepare their own courses or meet with colleagues to review their educational programs.” Among our ongoing objectives are to monitor student retention, pursue grant support, conduct comparative research on courses offered through different formats, and work with others in the University to provide student services and administrative support comparable to what students receive on campus.

The process of internalizing the various functions will produce an even greater financial margin in the coming years. Though designed as a cost center where tuition revenue is credited to each participating college, the Office of Distance Education will be self-financed in a few years through the technology fees charged per enrollment. While Metropolitan College has been the major source of online programming, we are seeing the other Colleges, one by one, enlisting in distance education. As the denominator of BU online enrollments grows, MET will likely become the minority of a significant number of online graduate students. Distance learning programs could represent the major opportunity that BU has for systematic enrollment growth without compromising admissions standards, student learning, or financial return.

The Office of Distance Education will be a key resource for coordinating the processes for course development and delivery and enrollment services, and will need to be sized to meet the demands of our client schools and supported by the other service units within the University. We will need to ensure that academic ownership resides in the individual Colleges, and that overarching academic protocols are established through a faculty-driven process.

International Initiatives provides access to University programs, serves as resource to MET/Extended and other BU colleges on potential new ventures (customized programs, campuses abroad, and foreign student recruiting), and oversees both BU Global and our Brussels site. We explored significant pursuits in three Persian Gulf countries, and played a key role on the President’s Council on BU and the Global Future. We established academic agreements with a number of foreign institutions – including ITESM in Mexico, Alta Dirección/Latin America, Reykjavik University, Iceland, and the CEU Foundation in Spain – to provide “Abroad at BU” semesters for their students. We hope to expand this hosting function for visiting undergraduate and graduate students on behalf of the University – but to do so we need greater access to other courses beyond those of Metropolitan College.

BU Global provides on-campus academic programs designed for foreign students. This past year we recruited 71 students from 29 countries to diploma/certificate programs in Banking and Finance, International Marketing, Project Management, and Hospitality and Tourism. Their classes were supplemented by 22 site visits and 33 internships. We have far greater capacity through both BU Global and Brussels to serve many more international students.

The key future questions for Metropolitan College and Extended Education globally are how international students will be recruited for distance education degree programs, whether we are able to expand our hosting function on campus for visiting students, whether we can successfully add program options in Brussels, and what role MET/Extended will play in establishing campuses abroad.

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Liberal Studies. Metropolitan College offers many liberal arts courses in conjunction with their corresponding departments in the College of Arts and Sciences, through several bachelor’s and master’s degrees. Focusing on our emerging online degree completion program, we have recruited faculty from the College of General Studies and elsewhere to design original, provocative courses, targeted at accomplished adults who want to complete the final years of a generalist liberal arts degree. A goal in the coming year will be to consolidate our local liberal arts offerings within a clearer departmental structure and review the curriculum thoroughly. The longer-term goal is for Liberal Studies to be restored as a significant part of MET’s portfolio, and to offer rigorous, exciting courses both locally and online to mature students, seeking to enrich their knowledge.

The Office of Lifelong Learning oversees the MLA in Gastronomy, the Evergreen Program, and various culinary and wine programs and seminars. Over 1,300 senior citizens attended lectures or audited classes through the Evergreen program this year. Forty-eight chose to be Sponsors of Evergreen, contributing $300 each, and some donated more. The long-term mandate is to respond to the aging of the baby boom population by expanding Evergreen to other venues. We are exploring partnerships with suburban retirement communities.

The Seminars in the Arts and Culinary Arts attracted 3,075 attendees to 46 seminars and certificate programs. Nineteen students completed the Certificate in the Culinary Arts this past year. The Wine Study certificate programs, however, grew from 157 to 196. We created a wine library named for George Buehler, who donated his papers and rare books, and named the wine studies classroom in honor of Carol and Robert Russell who have been generous in helping establish the Bishop Wine Resource Center.

Twenty-seven customized events were delivered to area businesses and professional organizations that view these as educational and team building experiences for their groups. Supported by the Anderson Foundation, The Spinazzola Foundation, and the Pierre Franey Fund, Cooking Up Culture offered 32 hands-on cooking demonstrations to 1,260 children.

This past year the Master of Liberal Arts in Gastronomy program offered 8 graduate classes with 141 enrollments. Twelve students are completing theses or final projects. An online course, “The Culture and Cuisine of France,” was developed with Jacques Pépin. Students of the Gastronomy program regularly publish in the Boston Globe Food/Living Arts Section, and also created a program newsletter. Lifelong Learning hosted a national academic conference (co-sponsored with the Association for the Study of Food and the Society and the Agriculture, Food and Human Values Society) on “Place, Taste, and Sustenance: The Social Spaces of Food and Agriculture” with 360 attendees, and ten of our faculty and students delivered academic papers during these sessions.

Marketing and Publications Department. This important service unit completed 450 wide-ranging projects this past year that involve print collateral, direct and online marketing, Web design, advertising, and public relations. Print and online advertising, other forms of promotion (direct mail, posters, etc.), and publications and Web writing each represent about a third of these projects. The two key changes have been to reduce the dependency on outsourcing and consultants by building in-house competencies (media buying, creative and Web design, copywriting, etc.), and to create comprehensive project calendars that integrate advertising, information sessions, student registrations, and budget cash flow. Market research and greater familiarity with international marketing are future competencies we plan to develop in-house.

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Military Programs. Enrollments in MET’s military programs increased at all three sites (6% in North Carolina, 16% in Virginia, and 20% at Hanscom) despite the current large overseas deployment. Embedding the Project Management certificate into the military master’s degree programs accounts for much of this added appeal. We expect that as more troops return home and plan their post-military careers, enrollments will increase further. We hope to establish a presence in Quantico (VA) and in the Pentagon. If we calibrate online course tuition at the military rate, distance education enrollments throughout the armed services should increase significantly as well.

The Center for Professional Education (CPE), as an academic center for professional training and development, offers noncredit certification tailored to the needs of particular occupations and industries. The longstanding financial planning, commercial real estate, and paralegal programs continue to be the mainstays of the Center. In FY06, CPE’s gross revenue increased by 43% to $3.2 million, while the margin remained flat. A new program in Professional Investigation was introduced, along with new concentrations in Public Service and Mandarin Chinese in the Interpreter Program and an online test preparation program for Certified Management Accountants (CMA). Overall, CPE’s 3,369 students added another 6,135 to MET’s 14,778 course enrollments, 2/3 of which were online.

This coming year the Center plans to bring the Paralegal program online, and launch Magazine and Book Publishing Certificates and an online program in IT for the Legal Professional. Concurrently, the Center will build partnerships with professional organizations and potential corporate sponsors, and establish pathways from CPE certificates into MET degree programs. The Real Estate and IT for the Legal Professional programs in particular have the potential of evolving into new degree programs.

While founded within Metropolitan College, the Center subsequently merged into the Corporate Education Center, and now must re-establish its own information systems. Given the reliance on practitioner faculty, CPE will establish its own instructional and curricular development capability and work more closely with academic faculty on course design and delivery. This capacity for training pedagogy has programming possibilities through the design of a “train the trainer” certificate for those in industry engaged in corporate education. Given the ability of the Center for Professional Education to respond quickly to job and professional training trends, rejoining MET now allows the Center to be better integrated academically and serve as a laboratory for new ventures, pathways to degree programs, and links to various occupations.

Sargent Center for Outdoor Education is a 700-acre jewel in southwest New Hampshire for retreat and enrichment opportunities for students, faculty, staff; a setting for educational activities (teambuilding exercises, environmental teaching and research, off-site meetings, etc.); and an outreach setting for youth and elders, who participate in a variety of Sargent’s programs. Its slogan is, aptly, “education in, about, and for the outdoors.”

In FY06, Sargent Center was break-even financially, but took significant steps towards better realizing its potential within the academic community. About a thousand faculty, students, and staff from twenty BU groups (student organizations, faculty, and College cohorts) benefited from Sargent programs, as did 27 other academic institutions that stayed at Sargent. Adventure Camp attracted 675 campers last summer (and we added an additional week to the summer 2006 calendar). Fifty-one primary and middle schools sent about 3,500

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students to the residential School Program during the academic year. Thirty-seven corporate and non-profit organizations also brought about three thousand individuals to Sargent Center during the year.

Sargent Center also invites local senior citizens to visit for lunch – and about one hundred did so throughout the year. Finally, Sargent performs an important training function by providing in-depth supervision, fieldwork experience, and evaluation to seventy-five young seasonal staff preparing to become outdoor leaders.

Starting this summer, Sargent staff members provide the first event in Freshmen Orientation with an orienteering exercise in urban Boston. Incoming CGS freshmen are being offered the opportunity to spend Labor Day weekend at Sargent Center. We are exploring an internship component at Sargent for those pursuing master’s degrees in outdoor education and leisure studies, and an on-site component for an ecotourism program. Sargent submitted several grant proposals (in collaboration with faculty in CAS, SED, and CGS) to upgrade the more academically focused section of Sargent Center (“University Village”).

The goals in the coming years are to ensure Sargent Center is financially viable and academically integrated, and its site and staff fully utilized for outdoor programs for multiple constituents – youngsters, faculty and students, working adults, and seniors. Sargent’s strength has been more “in” the environment, than its “about” and “for” functions. Sargent will further stress its value as a natural habitat for scientific study and as an exemplar for green practices. We have shifted the focus from seeking corporate clients for team-building retreats – and more towards Sargent’s value as an outdoor laboratory, particularly where staff members are tapped as a University resource in using the outdoors for educational purposes.

Science and Engineering is a two-year transitional program that provides tutoring, counseling, and teaching in small classes to science and engineering undergraduates who need to address some deficiencies in their background before being fully integrated in their chosen disciplines. While SEP began twenty years ago as a predominately pre-engineering program, the number of students preparing to enter other science fields has increased in recent years. Over the past two years, SEP’s chair evaluated students’ academic paths and performance, and identified mathematics as the major hurdle for first-year students. By introducing a math placement examination, an additional course in the sequence, and discussion sections for supplemental academic support, freshman completion rates thus far have improved from 66% to 71%.

Since students’ academic destinations are not limited to College of Engineering, we have forged stronger ties to the College of Arts and Sciences and Sargent College. We are also working more closely with General Studies and CAS for those students who discover early on that their interests and aptitude are not in the sciences. We recently submitted a half-million dollar proposal, with the support of ENG and CAS, to the National Science Foundation for scholarships and enhanced student support. We also have replaced one of our two full-time faculty members dedicated to SEP with a professor of mathematics who will join us in September. While the trend over the past several years has been towards parity of those ENG- and CAS-bound, University Admissions only admitted students destined for Engineering for this coming fall – reducing our incoming class by 59%. This puts us in a one-year, but still serious predicament.

Given the paucity of American students studying sciences, and the high attrition that occurs among those that do, the Science and Engineering Program is an important example of

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a supportive program that can help replenish junior year numbers and serve as a model for other institutions to find ways to promote the sciences and their commitment to student success.

Student Academic Affairs/Undergraduate Student Services. During its busiest time of the year – as the fall semester began – this office smoothly facilitated the enrollment of over three hundred Tulane students displaced by Hurricane Katrina. These students and their families populated our offices Labor Day Weekend, grateful for the opportunity to attend Boston University. Over the course of the year, we created an academic advising function for the online Undergraduate Degree Completion Program, and transitioned the financial aid function into student services operations. We welcomed the first 18 “community scholars” from five area community colleges, and ended the academic year with our largest graduation ceremony ever. Ongoing, a question will be to what extent we need to absorb the financial aid function to adequately address the needs of our students. In recent years this service has been a key aspect of recruitment for some of MET’s online degrees. Another issue that is emerging is how to address the growing number of academic conduct cases in distance learning courses. We are planning several changes in our Academic Conduct Review Board to better manage student honesty charges as they arise in all of our various programs.

Student and Corporate Outreach recruits students locally and establishes relationships with businesses and other organizations to provide learning opportunities for their employees. Outreach represented MET’s academic departments at 134 visits, academic fairs, and information sessions (both on campus, on-site at companies, and at organizations in the Boston area). On average, we interact with 56.4 prospective students daily (about 12% more than two years ago) – 24.7 over the phone, 25 through e-mail and Web correspondence, and 6.7 at events and through corporate interactions.

The internal staff of Outreach fielded the telephone and electronic inquiries of 11,919 prospective students this past year. As MET’s information systems improved, we now measure the rates of conversion of inquiries to non-degree and matriculated status, and can analyze the effectiveness of various Marketing Department media advertising and other outreach efforts. We find that the conversion of our inquiries from prospective students is about ten percent overall – but 16% for those recruited through corporate Preferred Educational Partnerships.

The Outreach staff members who focus externally manage contracts with employers for Preferred Educational Partnerships that allow us to accommodate individual companies with on-site and Web-based recruiting, discounted tuition rates, and student services to employers’ prospective and new students that are responsive to corporate needs. In several cases, we provided on-site graduate certificate programs at companies that then led optionally into on-campus or online business and computer science master’s programs. Our partnerships thus far include Acambis, ADP, Boston Medical Center, CAEL, General Electric, Kronos, Liberty Mutual, Philips Medical, RSA Security, and United Technologies. Our external staff cultivate and manage these relationships and provide student and faculty support. We held a major dinner for current and prospective partners this June, which showcased our capacity for rigorous content and responsive services for employers.

As part of our ongoing effort to internalize distance education functions within the University, marketing contracts are now being written to exclude “B2B” agreements from revenue sharing, so it will be to our financial advantage to forge these online corporate contracts for programs and services of Preferred Educational Partnerships. Recognizing

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professional credentials and designations for advanced standing through course waivers into graduate programs is another strategy for growing online enrollments. We significantly increased these feeders this past year, provided training and oversight to external marketing partners, and trained faculty and academic department staff on professional designation waivers.

External relationships extend to the not-for-profit arena as well. We launched the Community Scholars Program this fall, where we offer half scholarships to twenty-five graduates from five area community colleges. Responding to the unique ties between Boston University and Boston Medical Center, we now give BMC employees significant educational opportunities at MET. We hope in the coming year to offer the University’s distance education programs to Boston University employees as well. We are also strengthening our military ties through Defense Acquisition University, the National Contract Management Association, and Governor’s Business Connect initiative (which addresses the workforce needs of defense contractors locally), and with senior education officers in the various branches of the armed forces.

MET’s enrollment goals for the coming year are to sustain our local classroom numbers, support four local corporate on-site certificate programs, increase participation from Boston Medical Center and area community colleges, and significantly expand online enrollments cultivated through Preferred Educational Partnerships with global companies.

Summer Term, the largest summer program in the region, serves the University community and visiting students with about six hundred courses annually. In 2005, course enrollments increased by 5.3% to 10,643. Summer Term 2005 grossed about $21 million, with a contribution margin of almost $16 million (a 75.4% margin rate and a 9.0% increase over Summer 2004’s margin). 77.2% of the summer enrollments were continuing Boston University students. Summer Term successfully increased the non-BU summer population by 12.3%. This was accomplished largely by recruiting more high school students (a 95.3% increase to 430 enrollments) and more international students (an increase of 18.3% to 213).

Given the preponderance of a steady number of BU students in Summer Term, it is difficult to increase enrollment except through new courses and programs. Summer Term is an important laboratory for course experimentation, special programs, and visiting student populations. This summer we are introducing an internship program (that immediately attracted 35 students), business courses for non-business majors, an internship program in collaboration with the National Society of Collegiate Scholars, and two Communication programs (a Visiting Artist Workshop and a Screenwriting Institute). The Summer Term Academic Advisory Board funded a dozen faculty proposals for new courses in summer 2007.

Our long-term goals are to maintain enrollments of matriculating BU students, double the number of high school and internship students, and promote academic quality particularly by attracting more full-time faculty to summer teaching. We also propose that BU students seeking summer credit do so through BU’s Summer Term, to the extent possible – which would in turn necessitate more flexible scheduling and delivery (including intensive and online courses), financial aid, and more course offerings.

Academic Initiatives

As part of the reorganization and shift in focus in Metropolitan College and Extended Education, we began a broad faculty discussion on how to systematically further scholarship

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and innovative teaching, promote ongoing academic dialogue, and assure the continued high quality of our curricula and courses. The main action items that emerged from this discussion are the establishment of a MET College Seminar, Working Papers, and a development program for full-time and part-time faculty.

The seminar series will be inaugurated September 2006 with a session on "Instructional Technologies" to showcase our experience in developing online materials and interactive approaches for our online and face-to-face courses. The MET Working Papers will provide a vehicle for publishing intermediate results drawing on the wide range of MET programs and subject areas that would be of interest to all MET faculty and perhaps to others in the University community. Publications will be refereed by an editorial board and made available in hard copy and on the MET website.

The focus of the faculty development efforts will be on graduate assistance for faculty scholarship and teaching; internal and external funding for research, sabbaticals, and conference participation; mentoring and peer review of new faculty; and systematic sharing of course materials (syllabi, slides, case studies, problem sets, etc.).

Each semester, we share data with the faculty of the evaluations and grade distributions of our courses. As we systemically deflate grades in Metropolitan College (reducing A/A minus grades, thus far, by about 14%), student course evaluations of teaching performance have remained steady at 4.3 (on a 5-point scale), confirming the national literature that students do not punish rigorous academic standards when assessing their faculty.

As our full-time faculty grows in size with increasingly higher academic expectations, our overarching goal is to continue to resist overspecialization and departmentalization, by promoting interdisciplinary collaboration, a shared commitment to teaching performance, and relevance to the needs of industry, professions, and our student community. As Metropolitan College and Extended Education becomes even more united around our academic focus, all instruction across all units – including part-time faculty, online facilitators, and others who teach in credit and noncredit programs – will need to be better integrated within a structure that emphasizes academic values and standards.

Metropolitan College and Extended Education – As an Academic Enterprise Metropolitan College welcomed six new faculty members this academic year – and half of

its current thirty-one faculty in just the past several years. We have been able to attract accomplished, academically qualified professionals anxious to change from industry to a full-time academic career. These individuals bring mature, professionally based knowledge to the classroom and our external constituents. In our faculty hiring, Metropolitan College must balance the need to recruit in emerging areas while also developing critical mass in key areas of concentration, often in collaboration with other parts of the University. Because MET will never have the breadth of faculty to respond to all market opportunities, we need to leverage our precious faculty lines and form alliances with others.

MET’s faculty should display leadership in researching new instructional techniques and technologies. Discipline-specific deficiencies will arise and need to be addressed based on developing industry needs. But emerging growth areas often have a highly interdisciplinary character. Metropolitan College’s faculty operate as a department of the whole. We will continue to blur the lines between disciplines within MET and encourage ongoing discussion across traditional disciplines.

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One way to prevent faculty balkanization is through clusters of faculty within academic centers. One successful example is the Center for Reliable Information Systems and Cyber Security (RISCS) that was initiated by MET’s Computer Science faculty and now includes colleagues from Arts and Sciences, Engineering, and Management. We propose three new centers in the coming years:

First, Metropolitan College and Extended Education can play a critical role in University pedagogy by instituting a Center for the Enhancement of Teaching through Technology. This Center will provide consultative services to faculty, research on the effectiveness of particular methodologies and technologies, and grant writing for funds to experiment with new approaches and respond to new audiences. One objective will be to bring what we have learned in distance education back into the campus classroom and find ways to blend face-to-face and online learning.

Second, MET/Extended can also play an interdisciplinary role and expand its corporate connections by creating a Center for Project Management. Boston University has been offering project management as an elective within graduate programs, through training programs, intensively to international students, online, and at corporate sites. We have aligned our curriculum with professional quality standards for certification in project management. This Center will consolidate these efforts and oversee a multidisciplinary approach to teaching and scholarship in project management. The Center will pursue outside funding, train faculty to teach in these programs, support faculty collaboration and conferences, seek accreditation and international recognition, and establish corporate ties for customized programs and global delivery of graduate degrees.

Third, we propose a Center for Organizational Global Competitiveness that will focus on supply chain, continuity and emergency management, outsourcing, and off-shoring. In order to be competitive in a global arena, businesses need to strategically integrate how they manage their operations, prepare for contingencies, and work in partnership with other businesses and labor in other countries.

MET has only thirty-one full-time faculty to oversee about three hundred part-time faculty, 800 courses, 3,600 students, and a growing number of facilitators who work with online students. We should be increasing the percentage of courses taught by full-time faculty to enhance quality and satisfy accreditation requirements. Given expected enrollment growth to about 4,500 students and the need to improve academic oversight and full-time faculty coverage, even modestly, we hope to increase the size of the full-time faculty by at least a dozen in the next five years.

Our organization needs a unified, clearly identified, well-situated space to house all academic and administrative units (which are currently split in four different and distant buildings across campus). The lack of space and physical identity is an obstacle for our outreach efforts, an active and spontaneous interaction among faculty and administration, and the educational experience of our students. MET/Extended needs a “store front” to house our faculty, staff, common areas, and computer labs – and serve as a welcoming resource center for students to meet advisors, their classmates, and faculty, both full- and part-time. This space could also be home to a Center for the Enhancement of Teaching through Technology. With expected growth in faculty and staff, this new home for Metropolitan College and Extended Education should be about 75,000 square feet and located as close to Kenmore Square as possible.

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Metropolitan College and Extended Education will need to function as a unified, dynalearning community

mic , continually attentive to indices of academic quality and to new and

evolving markets. In the coming years, we will be exploring program opportunities for a variety of professions, industries, and societal needs. The key is not so much to know conclusthat

n in

d

e al to bring students together even more profoundly. We are

ively what we will be introducing in the next decade, but to have the structure in place allows us to be responsive, agile, and innovative when opportunities arise.

Daniel Yankelovich recently wrote a long essay in the Chronicle of Higher Education (November 25, 2005) that identified the five major trends likely to impact higher educatio2015. The first is the changing distribution of the population and the blurring of the periods between schooling and jobs and between work and retirement. Lifelong learning is fast become the norm, rather than the exception. The second trend is America’s vulnerability in science and technology. Much of U.S. higher learning is geared to winnowing people out of, rather than attracting and supporting them in, scientific endeavors. Third is the need to better understand other cultures, languages, and global realities. Higher education has not been especially effective in overcoming ethnocentrism and exceptionalism. Fourth, the costs of higher education are contrary to our national commitment to access and social mobility. American universities, particularly the private ones, expect their students to have the financial means to spend concentrated periods of time as full-time students. Fifth, the American public yearns for new ways to understand and cope with the complexity of the world. As higher education becomes more specialized, it loses its connection to students’ broader search for meaning.

All of these trends align with the mission of Metropolitan College and Extended Education. We are committed to being there for students at all pivotal points in their lives andcareers. We do not believe that educational opportunities – even in the sciences – should enin one’s youth. We are committed to creating international classroom experiences, and believdistance education has the potenticommitted to education as a means for personal opportunity and social progress. Corporate America has long appreciated its role in financing education for its workforce, and Academic America too needs to fully appreciate the value of part-time, continuous learning. Finally, it is not just about professional or practical education – learning is for all dimensions of life.

If these are the developments likely to occur in the decade ahead, Metropolitan College and Extended Education will be an even greater force in the dreams of our students and the needs of our society.

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PUBLICATIONS, EXHIBITIONS, PRESENTATIONS, GRANTS, HONORS, PRESS

FULL-TIME FACULTY and STAFF Kip Becker Publications: • K. Becker and S. Ting Chong, “Beyond Borders in a Global Service Economy: Global

Business: The Challenges and Responsibilities in a World of Shifting Alliances,” International Management Development Research Yearbook: Advances in Global Management, Volume XIV, pp. 740-748, 2005.

• K. Becker, H. Nobre, C. Brito, and P. Lencaste, “Brands on the Internet: The Case of Boston Coffee Cake,” Proceedings of International Association for Development of the Information Society, Porto, Portugal, 2005.

• K. Becker, “Logistica Moderna Revista Independent dos Profissionais de Logistica,” Proffesional Trade Publication, pp. 12-13, Mensal N36, Junho 2005, Iniciativa Oustada.

• K. Becker, “Global Business: The Challenges and Responsibilities in a World of Shifting Alliances,” (Opening Address), Fourteenth Annual Business Congress, Granada, Spain, July 10, 2005.

Presentations: • K. Becker, “Logistics 2005: Pressures, Changes and Internalization,” Escola Superior de

Ciencias Empresariais, Instituto Politecnico de Viana do Castelo, Portugal, May 17, 2005. • K. Becker, “Global Business Education: Collaborative Education,” 14th World Business

Congress, IMDA, Euro-Arab Management School, Granada Spain, July 11, 2005. • K. Becker, “Teaching and Learning with Technology,” Boston University Center for

Excellence in Teaching, March 2, 2005. • K. Becker, “Panamericanism Now? Latin American and International Commerce,” Nu

Chapter Brother of Phi Iota Alpha of Latin American Student Organization, Boston University, April 28, 2005.

• K. Becker, “Beyond Simulations,” Tata Interactive Systems, Boston University, September 20, 2005.

• K. Becker, “Advances in International Marketing,” Boston University Global Seminar for Alta Dirección Business School in Argentina, Boston University, September 2005.

Professional Activities: • Editor: Journal of Transnational Management, Volume 9, Issues 3, 4, 10. 2005. • Board of Directors: International Management Development Association. • Congress Co-Chair: 14 World Business Congress, Euro-Arab Management School.

Granada, Spain. July 10-14, 2005. • Track Chair: World Congress International Management Development Association • Congress Track Chair: "Global Information and Technology Management," World

Business Congress, Euro-Arab Management School, Granada, Spain. July 10-14, 2005. • Participant: “Boston's Harbor and Waterfront: A Renaissance Underway.” • Editorial Board Member:

o Journal of Marketing Channels

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o Journal of Teaching in International Business o Journal of Transition Management o Journal of Business and Information Technology and Advances in Competitiveness

Research

Eric Braude Presentations: • E. Braude, “Quality Assurance for Business Analysts,” Business Analyst World,

Burlington, MA, October 2005. • E. Braude, “Object Oriented Analysis and Design,” Investor’s Bank and Trust, Fall 2005. • E. Baude, “Software Engineering and Correctness,” Computer Science Colloquium,

University of Massachusetts Boston, April 12, 2006.

Professional Activities: • Helped Philips Medical develop courses and curriculum in security to be delivered by

Boston University instructors

Edward Brookner Exhibitions: • Three photographs chosen for Juried Scenes of Rhode Island Exhibit, Atrium Gallery,

Providence, RI, January 3-27, 2005. • Second Prize, South County Juried Photography Exhibit, Helme House Gallery, Kingston,

RI, March 3-25, 2005

Robert Cadigan Presentations: • R. Cadigan, “Quality Assurance in Distance Education,” American Society of Criminology,

Toronto, Ontario, Canada, November 2005. • R. Cadigan, “Haciendo La Limonada: Special Challenges in Post-Secondary Prison

Education,” American Society of Criminology, Toronto, Ontario, Canada, November 2005.

Professional Activities: • Board of Directors: Partakers, Inc.

Lou Chitkushev Publications: • L. Chitkushev, S. Kalathur, N. Acosta, A. Temkin, V. Kanabar, and T. Zlateva,

"Laboratory Assignments in Security Education,” Proceedings Fourth World Conference on Information Security Education (WISE), Moscow, Russia, May 18-21, 2005.

Presentations: • T. Zlateva, S. Kalathur, L. Chitkushev, V. Kanabar, and A.Temkin, "Information Security in the

Next Decade,” New England Information Security Group (http://www.neisg.org/default.asp), December 15, 2005.

• L. Chitkushev, “Staying Safe: Data & Systems Security in a Hypersensitive World,” OPTECH Conference, The Auto Finance Operations & Technology Summit, Cambridge, MA, May 10-12, 2006.

Professional Activities: • Member: Program Selection Committee, The 5th IEEE International Symposium on

Network Computing and Applications, July 24 - July 26, 2006, Cambridge, MA, USA.

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• Research Grants Review Panelist: Cyber Security Division, National Science Foundation, March 2006.

• Member: Advisory Board, AD3 Inc., Italy. • Developed, together with E. Braude, Security Educational Course, Philips Medical,

Andover, MA.

Grants: Participant in grant • “Information Assurance Scholarships and Capacity Building." National Security Agency:

$160,881.00 for the first year; continuing grant. T. Zlateva (MET), L. Chitkushev (MET), S. Homer (CAS), S. Kalathur (MET), L. Reyzin (CAS), A. Temkin (MET).

Nancy ColemanPresentation: • “Development Toolbox: an Integrated Design and Project Management Process,” WebCT

European Conference 2006, February, Edinburgh, Scotland. • “An Integrated Approach to Project and Program Management,” WebCT 2005, July, San

Francisco, CA.

Professional Activities: • Panelist: “Marketing and Retention in Distance Education Programs,” Sloan-C

Conference, November, 2005, Orlando, FL.

Steven DahillPresentation: • “Development Toolbox: an Integrated Design and Project Management Process,” WebCT

European Conference 2006, February, Edinburgh, Scotland. • “An Integrated Approach to Project and Program Management,” WebCT 2005, July, San

Francisco, CA.

Kirsten FurmanProfessional Activities: • Executive Director: German American Business Council, Boston

Julia GoldbergProfessional Activities: • Member: Board of Directors, Partakers (non-profit group which works with the Prison

Education Program).

Paul GreeneProfessional Activities : • Panel Chair and Presenter: “Bologna Accord : Future Trends and Challenges in

International Student Recruitment,” European Council of International Schools Conference, The Hague, The Netherlands, November 2005

• Member: the Higher Education Committee, the Council of International Schools (one of three nationally elected members).

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Jay HalfondPresentations: • “Distance Learning and Graduate Degree Programs in Criminal Justice: the Boston

University Experience,” Discussant, American Society of Criminology, Toronto, Canada, November 16, 2005.

• “Strategies for Cultivating External Financial Support for Outreach,” University Continuing Education Association (UCEA), New England conference, Newport, Rhode Island, October 27, 2005.

Professional Activities: • Co-chairman, President’s Council on Boston University and the Global Future, Boston

University. • Commissioner, Commission on Lifelong Learning, American Council on Education. • Member, Editorial Board, Journal of Continuing Higher Education. • Trustee, Massachusetts School of Professional Psychology.

Paul HutchinsonPresentations: • “Magic, Myth, and Metaphor: Honing Your Briefing Skills to Enrich Learning.”

Association for Experiential Education Northeast Regional Conference, Bolton, VT, April 2006.

• “Leave No Trace.” American Camp Association, New England 2006 Conference, Manchester, NH, March 2006.

• “Magic, Myth, and Metaphor.” American Camp Association, New England 2006 Conference, Manchester, NH, March 2006.

Suresh Kalathur Publications: • S. Kalathur, “An Object-Oriented Framework for Predicting Student Competency Level in

an Incoming Class,” 2006 International Conference on Software Engineering Research and Practice, Las Vegas, NV, June 26-29, 2006.

• L. Chitkushev, S. Kalathur, N. Acosta, A. Temkin, V. Kanabar, and T. Zlateva, “Laboratory Assignments in Security Education,” Proceedings Fourth World Conference on Information Security Education (WISE), Moscow, Russia, May 8-21, 2005.

Presentations: • T. Zlateva, S. Kalathur, L. Chitkushev, V. Kanabar, and A.Temkin, "Information Security in the

Next Decade,” New England Information Security Group (http://www.neisg.org/default.asp), December 15, 2005.

Professional Activities: • Reviewed all chapters of a book on Systems Programming for Prentice Hall. • Member: Sun Microsystems Developers Advisory Council, Menlo Park, CA, January 12-

13, 2006.

Grants: Participant in grant • “Information Assurance Scholarships and Capacity Building.” National Security Agency:

$160,881.00 for the first year; continuing grant. Participants: T. Zlateva (MET), L. Chitkushev (MET), S. Homer (CAS), S. Kalathur (MET), L. Reyzin(CAS), A. Temkin (MET).

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Vijay Kanabar Presentations: • T. Zlateva, S. Kalathur, L. Chitkushev, V. Kanabar, and A.Temkin, "Information Security in the

Next Decade,” New England Information Security Group (http://www.neisg.org/default.asp), December 15, 2005.

Professional Activities: • Board of Directors: Microsoft Corporation for MPA New England (Microsoft Project

Association) • PMI Global Accreditation Center - Phase I: Successfully Completed Phase I for Center of

Excellence in Project Management

Susan KryczkaPresentations: • S. Kryczka, “The Online Learning Community: Constructing a Culture of Discovery,”

Second Annual US-China Distance Learning Conference, April 9-11, 2006, Troy, Alabama

Professional Activities: • Panelist: “Driving Growth: Case Studies in Higher Education,” Eduventures conference,

Competing in Higher education, May 30-June 1, 2006, Boston • Panelist: “Online Learning: Challenges and Opportunities,” UCEA New England Annual

Conference, October 26-28, 2005, Newport, RI

Daniel P. LeClair Publications: • D. LeClair (panel chair and author of one of five presented papers), “Distance Learning

and Graduate Degree Programs in Criminal Justice: The Boston University Experience Panel,” Annual Meetings of the American Society of Criminology, Toronto, Canada, November 16, 2005.

• D. LeClair, “The On-Line Master of Criminal Justice Degree Program: From Inception to Matriculation to Graduation,” American Society of Criminology Meetings, Toronto, Canada, November 16, 2005.

Presentations: • D. LeClair, “Serial Snipers: A Case Study,” Society of Advanced Criminal Investigation,

Kyeongbuk National University, Daigeu, South Korea, May 21, 2005. • D. LeClair (panel organizer, chair, and presenter), “Distance Learning and Graduate

Degree Programs in Criminal Justice: The Boston University Experience Panel,” Annual Meetings of the American Society of Criminology, Toronto, Canada, November 16, 2005.

• D. LeClair, “Addiction Treatment on Demand: A Community Responsibility Model,” School of Management, Boston University, November 22, 2005.

Professional Activities: • Research Consultant: Sobriety, Treatment, Education, and Prevention, Inc. • Assessment Coordinator: Criminal Justice Training Programs, Excelsior University. • Review manuscripts: The Journal, Criminology and Public Policy • Consultant: The United States Department of Justice and The National Institute of Justice

(NIJ). • Consultant: Criminal Justice Training Assessment Team sponsored by a U.S. Department

of Justice grant, Excelsior College.

25

Honors/Awards/Special Recognition: • Certificate of Commendation on behalf of the National Korean Police Force, Society of

Advanced Criminal Investigation, Kyeongbuk, National University, May 7, 2005.

Richard Maloney Lectures: • R. Maloney, “Consultants Go To College,” Consultants Network for Excellence in

Nonprofits, Boston, MA. March 3, 2006. • R. Maloney, “Arts Administration in the United States: Past, Present, and Future,”

University of Athens, Athens, Greece, March 8, 2006. • R. Maloney, “Arts Administration in the United States: Past, Present, and Future,”

American College of Greece, Athens, Greece, March 9, 2006. • R. Maloney, “The Nonprofit Arts and Culture Sector: Structure and Challenges,”

Metropolitan College, Boston University, March 20, 2006. • R. Maloney, “Career Paths for Arts Administration Students,” Association of Arts

Administrator Educators National Conference, Toronto, Canada, April 22, 2006. • “The Work of the Nonprofit Arts Board.” Business on Board Training Session, Arts and

Business Council of Greater Boston: Boston, MA, October 15, 2005.

Concerts: • “Byzantine Hymns and Greek Traditional Songs,” Kings Chapel Noon Hour Concert

Series: Boston, MA, February 28, 2006. • “My Masters and Friends and Good People Draw Near: Lute Songs and Solos of

Elizabethan England and Stuart Scotland,” American College of Athens, Athens, Greece, March 9, 2006.

• “My Masters and Friends and Good People Draw Near: Lute Songs and Solos of Elizabethan England and Stuart Scotland,” University of Athens, Athens, Greece. March 9, 2006.

• “The Anatomy of Melancholy: English and Greek Songs of Love and Loss,” MIT Chapel Concert Series, Cambridge, MA. March 23, 2006.

• “Graecia Magna: Greek Sacred and Secular Music from 600-1600,” Society for Historically Informed Performance Summer Concert Series, St. Paul’s Church. Weston, MA, May 23, 2006.

• “Graecia Magna: Greek Sacred and Secular Music from 600-1600,” Society for Historically Informed Performance Summer Concert Series, Ascension Church, Ipswich, MA, May 24, 2006.

• “Graecia Magna: Greek Sacred and Secular Music from 600-1600,” Society for Historically Informed Performance Summer Concert Series, Emmanuel Church, Boston, MA, May 25, 2006.

Press: • “Museums Alter Pact,” Quoted in Boston Globe, April 1, 2006. • “Harvard Business School's Fundraising Blitz Brings In $600m,” Quoted in London

Financial Times, February 13, 2006. • “Richard Maloney’s Summer Course Meets in Boston — and London,” BU Today, June 2,

2006.

Professional Activities: • Performed at the Arts Research Initiative Symposium, May 16, 2006

26

• Performed at the Metropolitan College 40th Anniversary Gala, May 19, 2006 • Organized the Arts Research Symposium, May 16, 2006 • Board of Directors: The Center for Arts in Natick, Natick, MA, May, 2006

Judith Marley Publications (corporate): • “The Graduate Degree Dilemma?” with Jay Halfond, PM Insider, a publication of General

Electric. March 2006.

Professional Activities: • Board of Directors, for a three-year term (2006-2009): Lawrence Family Development &

Education Fund. • ACE Course Evaluator, College Credit Recommendation Service, Commission on

Lifelong Learning, American Council on Education. • Member: Occupational Advisory Board, Northern Essex Community College. • Member: Massachusetts Business Connect, Defense Workforce Project; Presentation on

Boston University Metropolitan College’s Capacity for Defense Companies, Massachusetts Business Connect, June 2006.

Mary Ellen Mastrorilli Presentations: • Invited Attendee: Research Forum on Women in Prison, Center for Women in Politics and

Public Policy, UMass Boston, March 2, 2005. • Panelist: “Mentoring Women Working in Law Enforcement,” Massachusetts Association

of Women in Law Enforcement Conference, Harvard University, June 23, 2005. • M. Mastrorilli, “Gender-Specific Intermediate Sanctions – Do They Work,” 11th National

Workshop on Adult and Juvenile Female Offenders, Minneapolis, MN, October 18, 2005. • M. Mastrorilli, “The Social Control of Women: Rethinking the Incarceration of the Female

Offender,” McCormack Graduate School of Policy Studies, UMass Boston, April 28, 2006. • M. Mastrorilli, “Women and Welfare,” Providence College, May 8, 2005. • M. Mastrorilli, “Corrections in a New Century,” Mass Bay Community College, April 12,

2006.

Jeannie MotherwellExpositions: • “Rock, Paper, Scissors,” Newton Free Library, Newton, MA, January, 2005. • “New Abstracted Landscapes,” Lyman-Eyer Gallery, Provincetown, MA, June, 2005. • 5th Annual Small Works Invitation, Sacramento St. gallery, Maud Morgan Visual Arts

Center, Cambridge, MA, October, 2005

Press: • “Around P’town,” Provincetown Banner and Advocate July 30, 2005 • “Open Studios: Art in Context,” by Kristin Lambert, artsMEDIA Magazine, May/June

2005 • “Artists: Art Talk,” Provincetown Arts Magazine, Volume 18, annual issue, 2004/2005 • “Faculty Artwork,” Boston University Metropolitan College, Winter 2005 • “Weld, Click, Rip: Three North Cambridge Artists join forces for an exhibit,” by Chris

Helms, Cambridge Chronicle, January 6, 2005 • “Sea Change,” American Airlines ‘America Way,’ December 1, 2005

27

Thomas Nolan Publications: • T. Nolan, “Management, Coordination, and Administration of an On-line Graduate

Program in Criminal Justice: Challenges, Pedagogy, and Future Directions,” American Society of Criminology Annual Conference, Toronto, Canada, November 16, 2005.

• T. Nolan, “Andragogy and Distance: ‘On-line’ and ‘On-ground’ Strategies in Criminal Justice Education,” American Society of Criminology Annual Conference, Toronto, Canada, November 18, 2005.

• T. Nolan, “Pedagogy at a Distance: Tales from the Virtual Frontier,” Academy of Criminal Justice Sciences Annual Conference, Baltimore, MD, March 3, 2006.

Presentations: • T. Nolan, “Distance Learning and Graduate Degree Programs in Criminal Justice: The

Boston University Experience,” American Society of Criminology Annual Conference, Toronto, Canada, November 16, 2005.

• Panel Chair: “Technology and Teaching in Criminal Justice,” American Society of Criminology Annual Conference, Toronto, Canada, November 18, 2005.

Carla Romney Publications: • C. Romney, “CityLab: A Systems Approach to Biology,” National Institutes of Health

Science Education: Partnership Award Program Directors Meeting, Tucson, AZ, February 18, 2005.

• C. Romney, “National Science Foundation Education and Human Resources Directorate,” Research in Disabilities Education Project Directors' Meeting, Washington, DC. April 25, 2005.

Lectures: • C. Romney, “Beyond the Crooked Cell,” Fralin Biotechnology Center, Virginia Tech.,

Blacksburg, VA, July 28, 2005.

Other Works: • C. Romney, "CityLab Experiences for Youth with Disabilities,” Premiere of video at

Massachusetts Association for The Blind, Ivy Street School, Brookline, MA, February 16, 2005; March 2, 2005.

Professional Activities: • Lead Sponsor and Presenter: One-day Conference at BU Photonics Center. • “Science Careers and Opportunities for Students with Disabilities,” Collaboration with

AAAS (American Association for the Advancement of Science) and EAST (Eastern Alliance for Science, Technology, Engineering, and Mathematics), November 5, 2005.

• C. Romney, “Mystery of the Crooked Cell,” DNA and Health Conference, Bridgewater State College, Bridgewater, MA, June 1, 2006.

Grants: Principal Investigator • "Expanded Access to Biotechnology for Students with Disabilities." National Security

Agency: $299,649.00. Carla Romney (MET and BUSM), Carl Franzblau (BUSM), Donald DeRosa (SED and BUSM)

• "CityLab Experiences for Youth with Disabilities." National Security Agency: $174,599.00. Carla Romney (MET and BUSM), Carl Franzblau (BUSM), Donald DeRosa

28

(SED and BUSM) • "CityLab: A Systems Approach to Biology Phases /II." National Institutes of Health:

$1,332,628.00. Carla Romney- co-PI (MET and BUSM), Carl Franzblau- PI (BUSM), Peter Bergethon (BUSM), Donald DeRosa (SED and BUSM), Constance Phillips (MET and BUSM)

• "Training Programs for Interdisciplinary Systems Research." National Institutes of Health: $648,000.00. Carla Romney- co-PI (MET and BUSM), Peter Bergethon- PI (BUSM), Donald DeRosa (SED and BUSM), Mark Moss (BUSM), Carla Romney (MET and BUSM).

Robert RubendallProfessional Activities: • Treasurer, the Association for Experiential Education Board of Directors • Chair, the Greater Peterborough Chamber of Commerce Education Committee

Greg Salyer Publications: • G. Salyer, “Review of Dancing of Water: Poems by Craig Challender,” Patterson Literary

Review, Page 34.

Presentations: • G. Salyer, “Offering Liberal Arts Education Online,” University Continuing Education

Association Annual Meeting, San Diego, CA, April 2006.

Professional Activities: • Conference Co-Chair: “Imagination and the Public Sphere,” Southern Humanities Council

Annual Conference, Richmond, VA, February 2005. • Editor: Convergences: An Online Journal of News, Reviews and Essays. • Received book contract from Cambridge Scholars Press for a book on Imagination and the

Public Sphere.

John Sullivan Publications: • J. Sullivan, “Merger Mania,” Nephrology News and Issues, July 2005. • J. Sullivan, “Fresenius Medical Care & the Purchase of Renal Care Group Case Study,”

European Case Clearing House, September 2005. • J. Sullivan, “Gillette and the Sale to Proctor & Gamble Case Study,” European Case

Clearing House, September 2005. • J. Sullivan, “The Merger of Kmart & Sears Case Study,” European Case Clearing House,

March 2005. • J. Sullivan, “Health Plan no Cure-all,” Op. Ed. The Boston Herald, November 23, 2005. • J. Sullivan, “Place Focus on Kilt’s Compensation,” Op. Ed. The Boston Globe, pp. A16,

September 21, 2005. • J. Sullivan, “Who will pay the most in Gillette deal,” Op. Ed. The Boston Globe, February

16, 2005.

Presentations: • J. Sullivan, “Kmart & Sears,” North American Case Research Association, Boston, MA,

October 27, 2005.

29

• J. Sullivan, Keynote Speaker: “The Nephrologist as a Dialysis Facility Owner,” Renal Physicians Association 2004 Annual Meeting, Washington, DC, March 20, 2005.

Professional Activities: • WGBH, Emily Rooney Business Segment for Greater Boston, Comments on the

Gillette\P&G merger, February 4, 2005 • Pro bono work with Representative John Tierney on Health Care Reform • Consultant:

o Broad and Cassel, Ft. Lauderdale, FL o Prime Dialysis Company, Chicago, IL

Anatoly Temkin Publications: • A. Temkin, L. Chitkushev, S. Kalathur, N. Acosta, A. Temkin, V. Kanabar, and T. Zlateva,

"Laboratory Assignments in Security Education," Fourth World Conference on Information Security Education (WISE), Moscow, Russia, May 18-21, 2005.

Presentations: • A Temkin, “Fundamentals of Mathematical Analysis,” The Times Squared Academy for

Engineering, Mathematics, Science and Technology, Providence, RI, November, 14, 2005. • A. Temkin, “Fundamentals of the Number Theory,” The Advanced Math and Science

Academy Charter School, Marlboro, MA, October 21, 2005. • A. Temkin, “Fundamentals of Mathematical Cryptography,” The First School of

Mathematics, Brookline, MA, October 8, 2005. • Faculty Panel Moderator and Speaker: College Colloquium at Northeastern University,

Boston, MA, and November 13, 2005. • T. Zlatava, S. Kalathur, L. Chitkushev, V. Kanabar, and A.Temkin, "Information Security in the

Next Decade,” New England Information Security Group (http://www.neisg.org/default.asp), December 15, 2005.

• A. Temkin, Guest Speaker: The City on the Hill Charter School, Boston, MA, January 6, 2006.

• A. Temkin, "Teaching Classes with only Weekly Meetings," BU Center for Excellence in Teaching Workshop, February 9, 2006 and March 20, 2006.

• A. Temkin, “Teaching Gifted Students Effectively,” The Advanced Math and Science Academy Charter School, Marlborough, MA, May 24, 2006.

• T. Zlatava, S. Kalathur, L. Chitkushev, V. Kanabar, and A.Temkin, "Information Security in the Next Decade,” New England Information Security Group (http://www.neisg.org/default.asp), December 15, 2005.

Professional Activities: • Member: BU Center for Excellence in Teaching Advisory Board • Keynote Speaker: 2006 Career Symposia at Northeastern University, May 7, 2005.

Grants: Participant in grant • “Information Assurance Scholarships and Capacity Building.” National Security Agency:

$160,881.00 for the first year; continuing grant. T. Zlateva (MET), L. Chitkushev (MET), S. Homer (CAS), S. Kalathur (MET), L. Reyzin(CAS), A. Temkin (MET).

30

Barry Unger Publications: • B. Unger and P. Cohan, “Four Sources of Advantage: Technology and Bio-medical

Companies Create Success Cycles,” Business Strategy Review, spring 2006.

Presentations: • B. Unger, Keynote address: “On-Line Education Viewed as a Disruptive Technology and

the Implications for the Higher Education Industry,” Inaugural Symposium on Adaptive Learning Technologies of the Center for Adaptive Learning and Programs and National Faculty Institute, Cambridge College, September, 2005.

• B. Unger, “Translating R&D into Real Applications,” Inknowvation Conference: SBIR-STTR Technologies and Venture Capital, Boston, MA, March 16, 2006.

• B. Unger, “Issues in Spinning out Startups from SBIR –involved Firms,” Invited Moderator and Panelist, In-know-vation Conference: SBIR-STTR Technologies and Venture Capital, Boston, Ma, March 17, 2006.

Professional Activities: • Member: Advisory Board, Norwegian Entrepreneurship School Alumni. • Non-voting Board Member: Photo Detection Systems Inc., Boston University. • Member: Academic Advisory Board, Color Kinetics, Boston, MA. • Director: Barr Associates. • Director: Fractal Antenna Systems, Inc. Boston, MA. • Member: Advisory Board, Magnetic Alliance, Inc. Boston, MA. • Member: Advisory Board, The Parent Educator LLC. • Member: Advisory Board, Perfusion Technologies, Inc. • Member: Advisory Board, Courtroom Connect, Inc. • Chairman Emeritus (and Co-founder): MIT Enterprise Forum. • Founding Advisor and Limited Partner: Bioventures Investors. • Member: Advisory Board, Gulfstream Bio-Informatics, Inc. • Member: Advisory Board, Cognia Corp. • Member: Boston University Charles River Patent Committee.

Roger Warburton Publications: • R. Warburton and T. Stratton, “The Optimal Quantity of Quick Response Manufacturing

for an Onshore and Offshore Sourcing Model,” International Journal of Logistics: Research and Applications, pp. 8(2), 125–141. 2005.

• R. Warburton, S.M. Disney and D.R. Towill, “On the Equivalence of Control Ttheoretic, Differential, and Difference Equation Approaches to Modeling Supply Chains,” International Journal of Production Economics, pp. 101, 194-208. 2006.

• R. Warburton and S.M. Disney, “An Exact Solution to the Variance Amplification Problem for Pure Time Delay Systems,” 18th International Conference on Production Research, Salerno, Italy, ISBN 88-87030-96-0, August 2005.

Presentations: • R. Warburton, “An Exact Solution to the Variance Amplification Problem for Pure Time

Delay Systems,” Cardiff Business School, Cardiff, UK, July 27, 2005. • R. Warburton, “From “C” to Sea: From Information Systems to Global Supply Chains,”

Pace University, New York, NY. May 9th, 2005.

31

• R. Warburton, “Mathematical Tools in Information Systems: The Engine of Progress,” St. Joseph’s University, Philadelphia, PA. April 15th, 2005.

Professional Activities: • Referee: International Journal of Production Economics (4 papers in 2005-2006). • Editor: Proceedings of the 2006 Boston University Metropolitan College Conference:

Project Management in Practice, Boston, MA. May 15, 2006

Tanya Zlateva Publications-Proceedings (Refereed) • T. Zlateva, L. Chitkushev, S. Kalathur, V. Kanabar, and A. Temkin, "Laboratory Assignments in

Security Education,” Proceedings Fourth World Conference on Information Security Education (WISE), Moscow, Russia, May 8-21, 2005.

• T. Zlateva, R. Stainov, V. Kanabar, "Experiences in a Blended Approach to Distance Education: Web and Face-to-Face Lectures and a Wealth of On-Line Activities,” Proceedings Third European Conference on E-Learning, pp. 457-468, University Paris Dauphine, Paris, France, November 25-26, 2005.

Presentations: • T. Zlateva, "Future Directions in the Computer Science Curriculum,” Software Engineering

Institute of Xidian University, Xi'An, China, June 23, 2005. • T. Zlateva, S. Kalathur, L. Chitkushev, V. Kanabar, and A.Temkin, "Information Security in the

Next Decade,” New England Information Security Group (http://www.neisg.org/default.asp), December 15, 2005.

Professional Activities: • Reviewer for IEEE Transaction in Education. • Director, Center for Reliable Information Systems and Cyber Security.

Grants: Principal Investigator of grant • "Information Assurance Scholarships and Capacity Building.” National Security Agency:

$160,881.00 for the first year; continuing grant. T. Zlateva (MET), L. Chitkushev (MET), S. Homer (CAS), S. Kalathur (MET), L. Reyzin (CAS), A. Temkin (MET).

32

Metropolitan College Annual Report 2005-06

Table of Contents for Appendices

1. 2006 Financials at 1st Close

2. Full-Time vs. Part-Time Faculty

3. Student Headcount

4. MET Course Enrollments: Total vs. MET-Only

5. MET Course Enrollments: Face-to-Face vs. Online

6. Online Program Enrollments by School

MET FY2006 Annual Report Financials7/11/06

FY-2004 Actuals FY-2005 ActualsFY-2006 Actuals as of 1st Close FY-2006 Budget

FY-2007S2 Budget

BU Global* Income 0Expense 253,759 287,598 341,913 280,387 217,658Margin (253,759) (287,598) (341,913) (280,387) (217,658)

Center for Professional Ed Income 1,999,642 2,439,466 3,322,490 3,463,998 3,776,307Expense 1,520,968 1,868,186 2,673,376 2,710,115 2,791,178Margin 478,674 571,280 649,114 753,883 985,129

Income 611,575 565,725 658,409 563,879 573,000Lifelong Learning Expense 510,386 453,108 551,172 452,980 472,586

Margin 101,189 112,617 107,237 110,899 100,414

Corporate Education Center Income 11,334,184 13,060,329Expense 15,002,194 14,217,458Margin (3,668,010) (1,157,129)

Noncredit Programs Income 13,945,401 16,065,520 3,980,899 4,027,877 4,349,307 (Subtotal of CPE, LLL and CEC) Expense 17,033,548 16,538,752 3,224,548 3,163,095 3,263,764

Margin (3,088,147) (473,232) 756,351 864,782 1,085,543

Distance Ed** Income 133,879 300,590 427,653 165,800 950,000Expense 961,022 1,288,293 1,717,513 1,414,528 1,562,918Margin (827,143) (987,703) (1,289,860) (1,248,728) (612,918)

Metropolitan College*** Income 27,167,370 32,044,986 37,969,785 37,649,055 43,288,898Expense 12,948,873 16,040,176 18,227,979 19,439,426 22,486,409Margin 14,218,497 16,004,810 19,741,806 18,209,629 20,802,489

Sargent Center Income 1,726,281 1,601,023 1,625,015 1,668,259 1,839,500Expense 1,130,794 1,033,326 1,154,938 1,165,800 1,243,830Margin 595,487 567,697 470,077 502,459 595,670

Summer Term Income 18,691,890 19,327,828 20,925,947 20,651,753 22,190,178Expense 4,105,615 4,525,090 4,996,528 5,168,939 5,629,608Margin 14,586,275 14,802,738 15,929,419 15,482,814 16,560,570

MET/EXTED Overhead/ Reserves Income 8,785 0 0 0 0Expense 1,312,789 1,459,006 1,468,850 1,583,018 1,655,171Margin (1,304,004) (1,459,006) (1,468,850) (1,583,018) (1,655,171)

MET/EXTED Grand Total Income 61,673,606 69,339,947 64,929,299 64,162,744 72,617,883Expense 37,746,400 41,172,241 31,132,269 32,215,193 36,059,358Margin 23,927,206 28,167,706 33,797,030 31,947,551 36,558,525

* BU Global Program revenue and expense is booked to the hosting departments. ** Distance Education Program revenue and expense is booked to the hosting departments. *** FY07 Figures include anticipated budget adjustments to Metropolitan College:

Income Expenses1,507,732 Estimated Prison Program Scholarships Per MB

492,268 MET Assistantships0 2,000,000 Total Anticipated Expense Budget Adjustments to Metropolitan College

**** Entrepreneurial Programs are not included.*****Non-credit program figures reported prior to FY06 included CEC.

Appendix 1

Metropolitan CollegeMET Full-Time v Part Time Faculty FTE

18.3 17.8 19.3 19.3 21.1 20.1 20.1 27.1 30.1

83.0 75.9 77.4 72.2 67.7 71.2 79.582.1 82.0

101.393.7 99.6

88.8

112.1109.2

91.396.7 91.5

0.0

20.0

40.0

60.0

80.0

100.0

120.0

98 99 00 01 02 03 04 05 06Fiscal Year

Facu

lty F

TE

0.0

20.0

40.0

60.0

80.0

100.0

120.0

MET Full-Time Part-Time and Non-MET Full-Time

Appendix 2

Appendix 3

MET Student Headcount

Part-Time2,069

Part-Time2,754

Part-Time2,695

Part-Time2,660

Part-Time2,549

Part-Time2,600

Part-Time2,553

Part-Time2,712

Part-Time2,987

Full-Time608

Full-Time638

Full-Time651

Full-Time662

Full-Time388

Full-Time467

Full-Time584

Full-Time598

Full-Time675

1

2,677

3,392 3,346 3,322

2,9373,067 3,137

3,310

3,662

0

1,000

2,000

3,000

4,000

1997 1998 1999 2000 2001 2002 2003 2004 2005

Part-Time Full-Time

AY MET Course Enrollments 2002-2006Total Enrollments (including non-MET students) vs MET Enrollments (MET students only)

Includes On-line Programs

Adm Sci3,204

Adm Sci2,861

Adm Sci3,448

Adm Sci3,182

Adm Sci3,323

Adm Sci3,092

Adm Sci3,284

Adm Sci3,060

Adm Sci3,859

Adm Sci3,456

Art & Sci3,375

Art & Sci2,036

Art & Sci3,243

Art & Sci2,107

Art & Sci3,090 Art & Sci

2,339

Art & Sci3,170 Art & Sci

2,337

Art & Sci3,540

Art & Sci2,510

CS 3,343

CS 3,054

CS 2,815

CS 2,600

CS 2,117

CS 2,015

CS 2,246

CS 2,079

CS 2,623

CS 2,568

App Sci1,048

App Sci898

App Sci1,633

App Sci1,497

App Sci2,087

App Sci1,955

App Sci2,413

App Sci2,230

Other1,313

Other1,202

Other1,554

Other1,443

Other2,100

Other1,921

Other2,359

Other2,272

Other2,343

Other2,223

294

417

Total10,230

Total10,864

Total11,703

Total12,987

Total14,778

Total13,146

Total12,263

Total12,108

Total9,447

Total11,652

0

3000

6000

9000

12000

15000

. 2002Total

2002MET

. 2003Total

2003MET

. 2004Total

2004MET

. 2005Total

2005MET

. 2006Total

2006MET

.

Appendix 4

AY MET Course Enrollments 2002-2006Total Enrollments vs MET Enrollments

Face-to-Face (F2F) vs On-line Programs

F2F11,652

F2F9,447

F2F11,817

F2F9,949

F2F10,728 F2F

9,339

F2F10,472 F2F

9,053

F2F10,634 F2F

8,865

Online1,535

Online1,525

Online2,674

Online2,650

Online4,144

Online4,122

281

291

Total12,987

Total14,778

Total11,703

Total13,146

Total10,864

Total12,263

Total10,230

Total12,108

Total9,447

Total11,652

0

3000

6000

9000

12000

15000

. 2002Total

2002MET

. 2003Total

2003MET

. 2004Total

2004MET

. 2005Total

2005MET

. 2006Total

2006MET

.

Appendix 5

Appendix 6

BU Online Enrollments by School

MET1,525

MET2,650

MET4,122

CPE (non-credit)1,239

CPE (non-credit)1,455

291

CPE (non-credit), 539

SAR1,499

SAR1,212

CFA, 339

499

2,387

5,325

7,538

0

2,000

4,000

6,000

8,000

2003 2004 2005 2006

Academic Year

Cou

rse

Enro

llmen

ts

SMG (25 in AY06)SED (32 in AY06)GMS (66 in AY06)CFASARCPE (non-credit)MET