Sherry H. Penney, Chancellor THE chancellor’s ANNUAL REPORT INSPIRITING MISSION FOR THE THIRTY ti YEARS OF ITS EXISTENCE AS AN URBAN UNIVERSITY. TO BRING THE BEST, THE FIRST QUALITY AND RIGOR, TO PEOPLE WHO ARE TOO OFTEN ASKED TO SETTLE FOR SECOND — BEST SUCH HAS BEEN THE SUSTAIN- ING IMPULSE OF THIS PLACE.’ JACK BEATTY, ALUMNUS AND SENIOR EDITOR THE ATLANTIC MONTHLY 1993-1994 Facts in Brief Toted numberofstudents (fallsemester) 12,136 Undergraduate 9.808 Graduate 2,328 Theirmedianage 26 Percentagesofstudentsofcolor Asian 7.0% Black 11.6% CapeVerdean 0.8% Hispanic 4.4% NativeAmerican 0.3% Percentageoffemalestudents 55.1% PercentageofMassachusettsresidents 94.9% Numbersofdegreesawarded Bachelor’sdegrees 1,579 Master’sdegrees 533 Doctoral degrees 4 Numberofalumni (includingBostonState College) 51,691 Full-timefaculty 473 Percentageholdingdoctorates 86.5% State-fundedpositions 1,183 Non-state-funded positions 205 Operatingbudget $117.9million Stateappropriation $56.9million 994- 995Tuition and Fees 1 1 1994-1995 tuitionand mandatoryfees forMassachusettsresidents: Full-timeundei^raduatestudents $2,154persemester Full-timegraduatestudents $2,434persemester w ^ ^ hen legislation establishing the University of Massachusetts Boston was passed in June 1964, there was neither campus nor faculty, staff, and students. There was, of course, the need for our institution, and there were many plans and ideas, along with a certain amount ofanguish about where the campus should be located. In 1965, the first classes were held in downtown Boston. Ten years after its founding, in January 1974, UMass Boston began another stage in its life at the new Harbor Campus in Dorchester. During the next twenty years, the University flourished, merged with Boston State College, and in the process ol growing up and growing better, greatly expanded its academic programs while reaching out to the community in significant and innovative ways. After thirty years ofexistence, UMass Boston today stands as a major doctorate-grant- ing public urban university which, despite financial vicissitudes, has achieved nation- al recognition and local respect for what it has accomplished in the areas ofgraduate and undergraduate education, research, and public seiwice. Though we grew and cer- tainly changed to meet new challenges, we have remained true to our original objec- tives. As this annual report demonstrates, during the 1993-94 academic year the Uni- versity community maintained an accessible campus; supported diversity; offered a cuniculum that met student needs; pursued research useful to city, state and nation; and helped to improve the Commonwealth’s economy. The 1993-94 academic year was one offinancial stability and notable accomplish- ments, not the least ofwhich was the Pulitzer Prize award for criticism given to Pro- fessor Lloyd Schwartz of the English Department. Another achievement that will greatly influence learning at the University in the future is our new statement ofgen- eral education principles and goals. Developing this statement involved the active and thoughtful participation of many faculty on the campus. They came together to reexamine and restructure the undergraduate curriculum with the best interests of students at heart. Looking ahead, UMass Boston faces many challenges. We must remain in the van- guard of understanding and ser\dng the metropolitan region’s growing multicultural society. \^e must make sure that all ofour students are properly educated. We must cultivate the broadest possible global perspective among our students. They should understand other cultures and societies if they are to successfully make their way in the highly competitive, complex world marketplace. And we must offer them, as well as faculty and staff, the exciting advances in information technology so that the entire educational process is expanded and made more excellent. I also believe the University has to play a more vigorous role in preserving and improving the urban landscape. We can do this by helping to strengthen K-12 education, the delivery of health care, and our community and economic development ventures. UMass Boston is optimistic about the future. The University’s progress will be built on a formidable base and the growing support ofthe community our faculty, staff, and administrators take pride in serving. Sherry H. Penney Chancellor — NEW APPROACHES TO TEACHING AND LEARNING he intellectual curiosity of our faculty and Each UMass Boston college is now reexamin- students sustains a healthy spirit of[)rogress ing and develo[)ing its curriculum with these and innovation that permeates the campus. goals in mind. For exam|)le, the College of We are constantly exploring new and better Arts and Sciences has [)roposed a model call- ways to enhance teaching and learning. ing for four distinct general education require- ments: courses stressing verbal and quantita- Last year, with the ap{)roval ofour Faculty tive reasoning and expression; core seminars Council, we reviewed, refined, and estab- develo[)ing analytical and research skills; dis- lished University-wide general education tribution courses introducing the major principles to strengthen our capacity for approaches to intellectual inquiry; and cours- preparing each undergraduate not only for a es engaging the dimensions ofhuman diversi- satisfying career hut also fora lifetime of ty. The diversity recjuirement is already in intellectual inquiry and continued learning. place throughout the University. — — “To meet and relish the challenges ofa complex and changing wo—rld,” says the gen- eral education statement “students must develop habits ofcritical analysis and logical thought, masterverbal and quantitative rea- soning, understand human diversity, and leani about the principal approaches to knowledge.” Our leadership in the teachingofdiversitywas rec- ognized by ourselection as one of 10 resource insti- tutions to help 40 campuses across the country develop curricula exploringdiversity issues.With Ford Foundation funding,the institutions formed a collaborative networkto address diversity as afun- damental dimension ofeducation. The College ofArts and Sciences and the Division ofContinuing Education launched asemester- long pre-admission program calledACT (Adults in College — Transition) which strengthens math and verbal skills to prepare adults to enterthe College. Everyone inACT’s first class completed the program and reg- istered as afreshman forfall‘94. — Linda Kime, an assoriale professor in llie The College of Management has hecome on<* Departmenl of Mathematies and Coin[)iiter ol a small numlxT ofbusiness schools in the Seienee, and Judy Clark, an assistant profes- country to establish a concentration in envi- sor in tlie (daduate College of Kdueation, were ronmental management for MBA students. In awarded S2()(),()00 hy the National Seienee the spring, the College offered an intensive Foundation to furtherdevelop their experimen- certificate program in the management of tal method for improving the teaehing ofalge- environmental issues for middle- and u|)per- bra. The new strategy ealls upoti students to level executives from the (Greater Boston area. learn algebra by using eomputers and [)lug- These steps led the Management Institute for ging into equations and “real life” numbers Knvironment and Business iti Viashington, such as census data. The goal is to make the 1)(L to select the College as otie of25 busi- experience oflearning algebra challenging, ness schools to participate in its new Business interesting, and fun. The innovative strategy of Knvironment Learning and Leadership Pro- Kime and Clark has been replicated at gram. Bridgewater State College and the Massachu- setts College ofArt. Other institutions that are The College of Nursing’s year was highlighted exploring the adoption ofthis approach by the successful completion ofthe National include the University of Pittsburgh and the League for Nursing reaccreditation ofunder- University ofSouthern Mississippi. graduate and graduate programs for the full eight years. Another highlight: Change maga- zine recognized CN’s program as one ofthe top 25 in the nation. In addition, U.S. News and World Report rated the master’s degree program in nursing superior to all others offered by public institutions in New England. The Graduate College ofEducation accepted its first class into a new doctoral program with two tracks. One track prepares leaders forele- mentary and secondary urban schools, and the other track prepares leaders for higher education. The program is committed to expanding the number ofwomen and people ofcolor in leadership positions at all levels of education. The National Science Foundation renewed athree-yeargrantthat enables undergrad' uates from around the countryto come to UMass Boston in the summerto pursue various research topics related to ecology and the environment.Each undergraduate researcher was supervised by a memberofthe biologyfaculty. I The Colleges ofNursing and Management introduced ajoint MS/MBA Program to prepare students to manage patient care and health programs at the executive level.The program will train students for such positions in the health care field as unit manager,clinical director,nursing director,policy and management specialist,quality assurance specialist,and cor- porate nursing specialist. Ourfaculty participated in workshops at the campus designed to help high school teachers involved with Project Tech Prep,a national effort that is preparing 200 high school stu- J dents in nine southeastern Massachusetts school districts and vocational schools for careers in emerging technical The College ofPuhlie and Community Service fields. instituted a new eornmunity-oriented [)roject, the Buchanan Community-University l^artner- ship in the new Office ofUrl)an Programs, to help those on the campus who wish to estab- lish connections with community agencies. A CPCS team also began work on a project to encourage community organizations to collab- a/ a orate with the College’s faculty and staffunder an 18-month, $16,600 grant from the Poverty j T^.'r>/\J 4 >a citCAM(fK /> and Race Research Action Council in Wash- ington, DC. i . The University continued to build mecha- nisms for linking Boston residents tojobs in T burgeoning technological fields. Our new Di" articulation agreement with the Franklin Insti- « I / tute of Boston, which offers career-oriented associate’s degree and certificate programs in engineering and industrial technologies, facil- itates the transfer ofFranklin Institute stu- dents to such UMass Boston programs as man- agement and computerscience. The agree- ment also sets the stage for the development of technology education initiatives throughjoint grant applications and the sharing ofexper- tise. It furthercalls for UMass Boston to sup- port the Institute’s new “2+2” baccalaureate programs in automotive and manufacturing technology by sharing courses, faculty, and facilities with the Institute. With supportfrom the U.S.Department ofEducation,ourAdaptive Computing Labora- tory produced a 7-minute videotape demonstrating how colleges and universities can 1 make their computerfacilities more accessible to faculty members and students who are physically challenged or learning-disabled. aa A DIVERSE AND MOTIVATED STUDENT BODY nring llu* afiultMiiif y«*ar, w«* (Miroll(‘(i 12,1.'U) traditional and nontraditional students in onr undergraduate and graduate programs. Another enrolled in various programs (eliiefly summer sessions) ofthe Division ofContituiing Kdueation. Most ofour students combined their studies at UMass Boston with work and fatnily responsi- bilities. Their median age was 26. Those seek- ing an undergraduate education could avail themselves ofmore than .50 majors, and more than 00 minors, concentrations, and other pro- grams ofstudy. Since 1984, when 92% of UMass Boston’s students were undergraduates, graduate student enrollment has grown by 135% to account for almost 20% ofour stu- dents in 1993-1994. In 1993-94, 1,9.58 degree-seeking students were enrolled in graduate programs; almost two-thirds ofthem were women. The composition ofour graduate student popu- lation reflected pluralism on a global scale. They came from more than .35 countries, and their bachelor’s degrees had been conferred by more than 220 institutions around the world. The University awarded 502 master’s degrees, 31 certificates ofadvanced graduate study, and 4 doctorates. The University granted more than 400 assistantships to graduate students, with total stipends exceeding $1.5 million. Morethan 300 UMass Boston students gained valuable professiO^I experiencethrough the University’s cooperative education and internship program.The majority ofthese students served six* '• month-longassignments and earned an average about $10 an hour. Approximately 20 studentswere awarded permanentfull-time posi tions by theirco-op or internship employer. More than 25 master’s level programs were offered in business,education,the humanities,human ser- vices,nursing,public affairs,and the sciences.Doc- toral programs included those in clinical psycholo- gy,environmental sciences,gerontology,education, and public policy.The percentage ofminorities enrolled in graduate programs in the natural sci- ences,math,and applied physics was well above the national average. % In the fall of 1993, almost 95 o—fnew stu- The total financial aid received by UMass dents came from within the state the great Boston students during the 1993-1994 acad- majority from the Boston metropolitan area. emic year was $35.4 million, the largest Most ofthem were the first in theirfamilies amount ever. Seventy undergraduates to go to college. More than 60% ofentering received scholarships, and the University undergraduates were transfer students from contributed approximately $500,000 ofits two-yearand four-year institutions; about own resources to support these awards. The halfhad transferred from two-yearcommuni- scholarships were also underwritten by ty colleges. Undergraduate recmiting efforts $150,000 in gifts. Overall, $650,000 in again attracted a student population reflect- undergraduate scholarship awards was dis- ing the extraordinarily wide diversity ofthe tributed, in addition to the $2.1 million in Boston metropolitan region. cuniculum fee waivers we extended to stu- dents during 1993-94. About one-fourth ofall new undergraduate students w—ere defined as nontraditional During the fall of 1993 the proportion ofstu- freshmen older students, those with learn- dents ofcolor attending the University was ing disabilities, GED students, international higherthan the year previous. African- students, and those admitted into the Direc- American, Asian-American, Latino, and tions for Student Potential Program, a tuition- Native American students made up 27.5% free, intensive six-week summer program for ofdegree-seeking undergraduates, as com- applicants demonstrating potential for acade- pared with 25.1% in the fall of 1992. mic success. Among degree-seeking graduate students, % 12.2 were minorities; in 1992 the compa- As always, financial aid was especially criti- rable figure had been 11.4%. Overall, stu- cal to our8,972 degree-seeking undergradu- dents ofcolor accounted for24.1% ofthe ates; 8,850 applied forfinancial aid, and total enrollment of 12,136, as compared with A book listingthe 100 best col- 67% ofthese applicants received some form 22.2% in 1992. leges in the nation forAfrican- Americans named UMass ofassistance. Sixty-five percent were classi- Boston as one ofthree institu- fied underfederal guidelines as having inde- tions in Massachusetts that met pendent status; their average income was the author’s criteria.The others only $14,834. The av^age financial aid v/ere Boston University and award was $5,934. 1 College. Among incomingfreshmen and transfers,53%werewomen.Forty-four percent were women and men ofcolor. Among all degree-seeking uadn||raduates,27.5% represent- ed various miMrihfBMlps,afigure more than double the pircentage ofundergraduate O students in all Massac||usetts public and private institutions. fthe minority students, 43% wereAfrican-Americans,29%Asians,and 8% Latinos;the remainder were native 1 American or CapeVerdean. SCHOLARSHIP, RESEARCH, AND PUBLIC SERVICE his |)asl year iiuMnlu*rs ofllit* UMass Moston comiminity wer<* tMif'agod in a widt* variety of seholarship, research, and puhlie ser\ice activities. (Consistent with our view ofthe cam- pus community as part ofthe lai^erone, their projects display a range ofconcerns and a hreadtii offocus from Boston to the Black Sea to leadership training throughout the state for recent immigrants. Here are some examples: Knvironrnental sciences professorTracy Vil- lareal and a University ofCalifornia researcher received a S420,()()() National Science Foun- dation grant to study a type ofphytoplankton in the Pacific Ocean whose biological process- es are little known. Their research may help to explain more about the carbon dioxide cycle on our planet, ultimately enabling scientists and policy makers to better understand the greenhouse effect. 'he Corporation for National iervice.President Clinton’s initia- ive that supports public service ctivities,awarded a$25,000 plan- ning grant to the Gerontology Institute for a program which will assign adultvolunteers to help elderly persons who live at home and as a result are without access to various assistance programs.