Annual report, fiscal year 1995 [1995]

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ALONG THE JOURNEY TOWARD . .. ACCESS TO ACADEMIC EXCELLENCE FORTHE . NEW MILLENNIUM
Board of Regents University System ot Georgia
A Strategic Planning Progress Report Jtinel995

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d Georgia emerges as
a leader in a global society, the University System of Georgia will lead in access to academic excellence. Among the nation's public universities and colleges, Georgia's will be recognized for first-rate undergraduate education, leading-edge research, and committed public service. Georgians will appreciate the System's prestige and leadership in public higher education, including its graduate and professional programs, as fundamental to the state's economic, social, technological, and cultural advancement. The University System of Georgia and its component colleges and universities will sustain close contact with the people of Georgia, be responsive to the needs of Georgians first and foremost while raising their aspirations, and generate a more highly educated populace throughout the state. It will seek to create for students from various backgrounds every possible avenue to intellectual achievement without compromising academic excellence, and challenge them to their full potentialfor leadership. Its students, who are its heart and soul, will therefore be its strongest supporters.

ACCESS TO ACADEMIC EXCELLENCE FOR THE NEW MILLENNIUM:
A VISION FOR THE UNIVERSITY SYSTEM OF GEORGIA ... continued

1o these ends, the University System of Georgia will be characterized by:

d whole that is greater than the sum
of its patts, in which each campus has a clearly focused and valued mission, and all contribute their strong, bright threads to a network ofprograms that covers Georgians' diverse needs for higher education.
Jtudents who master their majors and the basic skills of critical reasoning, independent thinking, computation, communication, collaboration, and creativity needed to enter the workplace with confidence, to move beyond entry-leveljobs, to pursue lifelong learning, and to exercise leadership as contributing citizens who advance their families, communities, state, nation, and world into the new millennium.
d world-class, diverse faculty and
staff who have superior communication and teaching skills; who use new technologies, roles, and curricular innovations creatively to enhance student learning; and who exhibit the highest standards of intellectual achievement and continuing growth, social responsibility, and concern for students.
c.Active partnerships with business and industry, cultural and social organizations, and government in order to analyze, project, and respond to changing state and regional needs, to suppott Georgia's economic and cultural development and to insure that its graduates are prepared for the future.

Campus learning communities that engage students with the ideas that mark educated persons, global and multicutural perspectives, and advanced technology to develop both ethical principles and intellectualflexibility for the world oftomorrow; and that celebrate and energize the student spirit, while respecting and supporting the different ways students develop their minds, their persons, and their citizenship.
J...:,adership in establishing higher state standards for post-secondary education and - with the public schools and technical institutes - in improving and valuing education at al! levels, helping students move smoothly within the System and from one educational sector to another, and insuring that all students who enter the University System are prepared to succeed.
d Constitutional Board ofRegents
that establishes clear policies and review procedures to promote the continuing improvement ofevery unit and ofthe System as a coordinated whole, that encourages initiative and innovation throughout the System, that requires full accountability from all, and that insures responsible stewardship.

~e University System ofGeorgia willhold itselfaccountable to the citizens ofGeorgia for the effective and efficient use ofevery available material resource, new; technology, and human insight and activity to achieve access to academic excellence for all citizens, and to charge its collective intellectualpower on behalfofthe state.

BOARD OF REGENTS UNIVERSITY SYSTEM OF GEORGIA
June 12, 1995

To the many students, all members, and supporters ofthe University System ofGeorgia:
During the past fifteen years, Georgia's public universities and colleges have grown over 60 per cent to 204,000 students in 1994, and have reached many more Georgians with medical, agricultural, technological, and cultural research and services. At the same time, higher education has been breaking the bounds of time and space, adding computers and e-mail, satellites and interactive video to its lecterns, chalk boards, laboratories and field sites. Georgians have been riding the waves of change, with many crests of excellence.
Determined that Georgia's educational ship must progress still more dramatically, the Board of Regents and our newly appointed Chancellor Stephen R. Portch, have decided that it is time to reset our compass. Last year, we committed ourselves to formulating an educational vision for today's changing world and for Georgians' emerging future, then to reevaluating and redirecting our educational practices toward that vision. We pledged not only to respond to educational change, but to focus and advance that change for the citizens of Georgia.
We have re-dedicated ourselves and the University System to students, to insuring them Access to Academic Excellence for a New Millennium. Realizing our vision of Access to Excellence means moving beyond counting the numbers of students; we are determined to improve the quality of education we offer. It means working in "close contact with the people of Georgia" and developing key partnerships to raise all Georgians' educational aspirations and achievements. It means leveraging our technological edge to achieve preeminence in higher education, in keeping with Georgia's emerging global leadership. It means acting as good stewards of the state's resources by coordinating the many excellent achievements of our campuses, faculties and learning communities into an effective whole that is truly "greater than the sum of its parts."
We are pleased that so many of you have contributed your talents and energies and joined us in this journey. We offer you this progress report, along the journey, with many thanks.

Sincerely yours,
~t~Y=~~

Columbus, Georgia Chair, Board of Regents

Augusta, Georgia Chair, Committee on Planning and Oversight

Thomas F. Allgood, Sr. John H. Anderson, Jr. Juanita Powell Baranco Kenneth W. Cannestra John Howard Clark S. William Clark, Jr. J. Tom Coleman, Jr. Suzanne G. Elson Dwight H. Evans Elsie P. Hand Edgar L. Jenkins Charles H. Jones Donald M. Leebern, Jr. Elridge W. McMillan Edgar L. Rhodes William B. Turner

Members of the Board of Regents, shown at the signing ceremony for the vision statement, held on October 12, 1994, in Atlanta, are (seated L-R): Regents Elridge W. McMillan, Thomas F. Allgood, Sr., Donald M. Leebern, Jr. (chair), Juanita Powell Baranco (vice-chair), and Chancellor Stephen R. Partch. Shown standing (L-R): Regents William B. Turner, Edgar L. Rhodes, Edgar L. Jenkins, Suzanne G. Elson, Elsie P. Hand, S. William Clark, Jr., Dwight H. Evans, Charles H. Jones. Back row (L-R): Regents Kenneth W. Cannestra, Joel H. Cowan, John Howard Clark, John H. Anderson, Jr.

3

MEMBERS OF THE BOARD OF REGENTS

Thomas F. Allgood, Sr. Appointed 1992

Dwight H. Evans Appointed 1993

John H. Anderson, Jr. Appointed 1983

Elsie P. Hand Appointed 1993

Juanita Powell Baranco Appointed 1991 Vice Chairman
Kenneth W. Cannestra Appointed 1994
John Howard Clark Appointed 1989

Edgar L. Jenkins Appointed 1994
Charles H. Jones Appointed 1994
Donald M. Leebern, Jr. Appointed 1991 Chairman

S. William Clark, Jr. Appointed 1992

Elridge W. McMillan Appointed 1975

J. Tom Coleman, Jr. Appointed 1995

Edgar L. Rhodes Appointed 1984

Suzanne G. Elson Appointed 1993

William B. Turner Appointed 1986

4

ALONG THE JOURNEY TOWARD ... ACCESS TO ACADEMIC EXCELLENCE FOR THE NEW MILLENNIUM
CONTENTS
Access to Academic Excellence for the New Millennium: A Vision for the University System of Georgia .
Underlying Commitments: A Letter from the Board of Regents .
Members of the Board of Regents ...
Table of Contents .
Starting Points: Three Phases of Planning and Action
Aiming for the Vision: Public Support for ''Access to Academic Excellence"...
Setting the Course: Principles and Policy Directions .... The Plan in Action: An Example
''A Whole that is Greater than the Sum of its Parts" with "Students [as] its Heart and Soul" .. .. Technology Initiatives Mission Development and Review Admissions
''Active Partnerships" .... Partnership with the Department of Technical and Adult Education Pre-School-to-College (P-16) Internationalizing Education
National "Prestige and Leadership in Public Higher Education". ... Semester Calendar Faculty and Staff Development
"Effective and Efficient Use of Every Available Material Resource" .. Strategic Enrollment Tuition Capital Priorities and Master Plans
"Full Accountability" and "Responsible Stewardship".... ..
Milestones and Maps: A Timetable for Action
34 Guiding Principles
Institutions of the University System of Georgia .
Next Steps: A Letter from Chancellor Stephen R. Portch .

1 3
4 5 6
8
.... 18

I

STARTING

POINTS

THREE PHASES OF PLANNING AND ACTION

"The Georgia Board of Regents has hammered out a philosophical statement worthy of the word 'llision.'
It calls for a system of public colleges and unfoersities that is both first-rate and a\lailable to all. "
- The Atlanta Constitution
September 30, 1994

No journey really begins at the beginning. There always have been previous journeys, with fellow travellers making important contributions and commitments to establish the starting points for any new initiatives.
The University System of Georgia has a proud history of planning. Each of its 34 universities and colleges already has a strategic planning cycle, which includes budgeting, assessment and accreditation activities - all reported to the Board of Regents and the Chancellor. The Board of Regents Office of Research and Planning initiated strongly databased and systemwide strategic "Planning for the Nineties" in 1990, then led ten faculty-staff work groups in formulating a 1993 update, "Challenging the Future." Like so many valuable University System activities, these have offered excellent ideas that deserve to be supported by coherent, systemic movement forward.

media coverage, speeches and presentations, correspondence, meetings with a wide range of groups, and leadership consultations to seek advice from all of these stakeholders.
All were present in spirit when the Board of Regents appointed Dr. Stephen R. Portch the new Chancellor of the University System and charged him to assist the Board in developing an action-oriented strategic-planning initiative that would accelerate the University System to national preeminence. This journey began when the Regents devoted the entire August Board meeting at the Jolley Lodge at Kennesaw State College to identifying the key elements to be woven into their vision for the future, and the pressing issues to be resolved as they moved forward toward that vision. As they set their course and shoved off toward new horizons, they consulted widely with others and fine-tuned their course headings to welcome fellow travellers.

The University System of Georgia also has many stakeholders with important interests in its success:
its current students, as well as its alumni and prospective students;
its campuses and their faculties, administrators and staff;
its Regents and Chancellor and their staff; the Governor and the General Assembly and
the taxpayers they represent; the public and independent schools that
prepare students for college; the independent colleges and technical
institutes that share in post-secondary education; the state's business, its agriculture, and its cultural and social organizations; the citizens of Georgia, of the United States, of the world. As its strategic planning has progressed, the Board of Regents and its Chancellor have used

Even as the Regents were drafting their vision in September, they made public several major technology initiatives critical to their ambitions for systemwide coordination and national preeminence, seeking and receiving over the next six months - warm endorsement from regional gatherings of community leaders and superb budgetary support from the Governor and General Assembly. With high visibility prompted by the state's media outlets and strong public support, the Regents pub-
lished their vision of Access to Academic Excellence during the month leading up to
its ratification on October 12, 1994. On that day, Presidents, faculty, staff and students from all 34 institutions shared in celebrating the vision as a gift in trust to Chancellor Stephen R. Partch when they gathered for his inauguration.
A flourish of Governor Zell Miller's pen less than two months later proclaimed the University System's intention to work with the

6

I STARTING POINTS

Department of Technical and Adult Education on behalf of Georgia's post-secondary students. Since December 1994, several other Board initiatives have involved additional partnerships. These link the University System with the public and independent schools, technical institutes, other public servants, and private entrepreneurs, in statewide councils to advance international, pre-school-to-college, and post-secondary education. Over 300 student, faculty, and staff leaders from the full range of University System institutions also have accepted task force appointments to work out how the Regents' new policy directions can be effectively enacted.
All of these efforts are being coordinated into three phases of strategic planning:
Phase I: The Board of Regents has completed nearly all the planning frameworks:
the Board's vision, ratified in October
1994 - the future-oriented ideal of Access to Academic Excellence toward which the
whole process aims;
the Board's guiding principles, ratified in December 1994 - a set of compass headings intended to keep the Regents and the institutions on course toward that vision;
the Board's goals and implementation directions, being approved throughout the year beginning in December 1994 - a series of milestones for measuring progress on various policy fronts, along with general directions for transforming principles into particular policies.
Phase II: The second phase began when the Board of Regents approved its first policy directions in December 1994. Phase II involves the formulation of particular University System policies and guidelines for institutional practices - the actual map and packing lists for

making the journey together. It is primarily the work of staff teams, systemwide task forces with strong institutional memberships, and statewide councils involving the University System with its many partners, each charged to make recommendations on some specified set of issues to the Chancellor for his submission to the Board of Regents. Examples are the development of success measures for co-reform of teacher education and P-16 schooling throughout the state, a plan for possibly converting the University System to a semester calendar, and a set of core and institutional mission statements. Phase II will continue intensively through the 1995-96 academic year and until the Board has an opportunity to approve all policy recommendations for pursuing its general directions.
Phase III: The third phase - putting strategic policies into action - began as soon as state funding was allocated to the University System for One Statewide Library. That particular initiative was approved by the Regents in their September 1994 budget request and funded by the state's 1995 Supplemental Budget passed in February 1995. Other special technology initiatives - Connecting Students and Services, Connecting Teachers and Technology - also will be early examples of Phase III, when state operational funds for FY 1996 become available July 1, 1995. So, too, will be 23 projects to enhance national patterns of excellence and inter-institutional collaborative programs.

7

AIMING FOR
THE VISION

I
PUBLIC SUPPORT FOR "ACCESS TO ACADEMIC EXCELLENCE".

"Realfaing our vision ofAccess to Excellence means moving beyond counting the numbers ofstudents; we are determined to improve the quality of education we offer. It means working in 'close contact with the people ofGeorgia' and developing key partnerships to raise all Georgians' educational aspirations and achievements. "
- Regents Donald M Leebern, Jr. and Thomas W. Allgood June 12, 1995

T, he University System ofGeorgia and its component colleges and universities will sustain close contact with [and] hold itselfaccountable to the citizens of Georgia. ... Georgians will appreciate the System's ... leadership in public higher education. ...
At their October 1994 Board meeting, the Regents discussed and refined a draft of their vision statement for the future of the University System. The University System's institutions and the media publicized it
statewide. The Statesboro Herald, Dalton Sunday Advertiser, The Douglas Enterprise
and others gave good play to several university and college presidents' public support for the Regents' vision statement, which was published in its entirety by a number of newspapers
including the Marietta Daily Journal and the Tifton Gazette, and in large part by The TimesGeorgian of Carrollton. Editorial response was
enthusiastic and unanimous throughout the state.

"An aristocracy of everyone"
- THE ATLANTA CONSTITUTION
September 30, 1994
"That is what the Georgia Board of Regents seems to be calling for. Good for
them," read the lead editorial. The Atlanta Constitution went to the heart of "Access to Academic Excellence: A Vision for the New Millennium" and proclaimed the Board's
"philosophical statement worthy of the word vision." In the newspaper's opinion, the Board of Regents
... calls for a system of public colleges and universities that is both first-rate and available to all. It will create "for students from various backgrounds every possible avenue to intellectual achievement without compromising academic excellence." Equity and excellence; democracy and knowledge.
"Emphasis on students"
-ATHENS DAILY NEWS
September 16, 1994

"The focus is where it should be ... [on] the importance of the student." The
Athens Daily News noted that "the word 'stu-
dent' or a synonym appears frequently," as the vision "speaks of 'concern for students' and 'helping students,' of working to 'celebrate and energize the student spirit' and of 'first-rate undergraduate education."' Also the newspaper quoted liberally from two other "dominant themes" it identified in the one-page statement: "the value of cooperation and unity of purpose, and the responsibility to put the needs of Georgia and Georgians first. ..." It affirmed that the challenge "to seek to attain greatness in higher education.... is a challenge we all must accept and a commitment we must make."

8

I AIMING FOR THE VISION

"Emphasis ... leadership: Regents Put Education First"
- WAYCROSS JOURNAL HERALD
September 21, 1994
Highlighting the vision's emphasis on
leadership, the Waycross Journal Herald
affirmed the University System's "vitally important role in 21st Century Georgia." It especially applauded the Regents' vision of '"active partnerships with business and industry, cultural and social organizations and government"' as "sound" and the "pledge to give each college campus 'a clearly focused and valued mission"' as supportive of "efficiency and creativity."

Thus urged forward by these and many other public voices, the Board of Regents affirmed the best education for all--focused on students, aiming toward leadership, and supported by partnerships-- as their ambition for the University System of Georgia. They ratified
"Access to Academic Excellence," then each
Regent signed it in a special ceremony, on October 12, 1994. It now graces the Board Room, the Governor's office, and the Chancellor's office as pledges of the "ambitious goal" toward which the Board is committed to strive. A copy introduces this Progress Report.

"A key concept is partnership. ... "
- THE ALBANY HERALD
October 2, 1994
The many partnerships envisioned by the Board of Regents were noted approvingly by
The Albany Herald: with business, government,
and cultural organizations; with secondary education to "prepare the state's high school students for ready entry into college and university status"; and among "the state's senior and junior colleges and universities" so that "the sums of [their diverse] roles create a university system responsive to the needs of the state as a whole." It concluded: "Undoubtedly ... Georgia's university system will be transformed.... Everyone, be braced."

"An ambitious goal"
- THE TIMES (GAINESVILLE)
September 28, 1994

9

I

SETTING THE

COURSE

PRINCIPLES AND POLICY DIRECTIONS

Two months after inscribing their ideals for the future, the Regents committed themselves and the entire University System to follow a specific set of guiding principles in all policies and actions in order to stay on course. The critical link between poetic vision and specific decisions, all 34 guiding principles are printed in full at the end of this report. They have guided and will continue to guide the Regents' policy directions as Phase I continues through December 1995.

"Academic abstractions can take fo1JUs and lead to innovative problem-solving when there is a working partnership of indi'Viduals from di'Verse backgrounds.... Our state ... has no future without an educated population. ... "
- Waycross Journal Herald September 21, 1994

The Plan in Action: An Example
The progress of the Regents' very first policy direction - approved in December 1994 - exemplified all three phases of the strategic plan. As a Phase I framework, the Strategic Allocations Policy Direction followed principles 8, 19 and 21, and aimed a portion of the University System's FY 1996 budget toward two strategic priorities: program collaboration and national patterns of excellence in instruction, research, and service.
The Board's policy direction established a team to spearhead its Phase II development by requesting institutional proposals. This phase exceeded all expectations by bringing 230 proposals for review. Upon the Chancellor's recommendation, the Board funded 23, thereby completing Phase II. Twenty proposed projects will build program collaborations among University System institutions and with technical institutes and schools. Three will provide the extra momentum needed to help high-potential programs attain excellence worthy of national recognition. A common theme of the proposals was the use of distance learning and advanced technologies for instruction, research and service, thereby extending the Unversity System's leading edge in technology.
Phase III begins in July 1995 for this initiative, when the institutions receive their allocations and undertake their projects. Accountability will be insured by institutional reports back to the Board, with continued funding for three years contingent on satisfactory progress.
The Strategic Allocations initiative includes elements of five primary vision themes:
"a whole that is greater than the sum of its parts" with "students [as] its heart and soul"
"active partnerships"
national "prestige and leadership in public higher education"
"efficient and effective use of material resources,"
"full accountability" and "responsible stewardship"

10

I SETTING THE COURSE

"A WHOLE THAT IS GREATER THAN THE
SUM OF ITS PARTS" WITH "STUDENTS [AS]
ITS HEART AND SOUL"
Since its first meeting in 1932, the Board of Regents of the University System has had a central theme of greater coordination of resources and services. This theme underlies the current Regents' guiding principles for strategic action, which are intended to keep the University System's 34 institutions moving
in the same common directions toward ''Access to Academic Excellence." The Board recog-
nizes that its ambitions first must be established at the academic foundations of the University System and focused on the welfare of students. Its Technology, Mission and Admissions initiatives have pursued its commitments - most explicitly stated in principles 13 and 19 - to "meet Georgians' needs for higher education" by insuring that all its colleges and universities "support the mission and vision of the System as a whole" and are "full partners in inter-unit collaboration." These principles are aimed at "maximizing economies of scale" and "minimizing unnecessary program duplication." An anticipated initiative on Retention and Graduation will cap the thrust of the Board's work toward improving "academic quality" in order to realize its "first priority" as stated in principle 2: "the welfare of its students."

incorporated them into a multi-media budget presentation. The Governor and the General Assembly became full partners in this particular journey by funding initiatives that:
Create One Statewide Library to connect all the University System's catalogues, journal text transfer and interlibrary loan services electronically, and to purchase library resources as a system.
Connect Students and Services through automated registration; electronic transfer, advising and placement information; and student e-mail access to faculty.
Connect Teachers and Technology by supporting course development to make each institution's special academic strengths available throughout the state.
Renovate 15 laboratories and distance learning classrooms, one at each two-year college, with state-of-the-art technology, in support of statewide educational equity.
All phases of One Statewide Library will be on-line by January 1996. Project directors have been appointed and active planning begun for implementing the two "connecting" initiatives. Each two-year college has targeted a specific facility for renovation.
Mission Development and Review

Technology Initiatives
The Regents' earliest Technology Initiatives (principles 10, 32, 33) extended the University System's most outstanding leading edge - in technology - to establish the infrastructure for academic coordination. A massive Task Force on Distance Learning and Instructional Technology, which won national support for its work on newly recognized funding issues, prepared the way on many fronts. A group of presidents formulated systemic initiatives to accelerate the process, and a team of Georgia Tech graduate students

The climactic policy direction the Regents adopted in December 1994 transformed Mission Development and Review into a coordinated process (in line with principles 8, 9, 12, 13, 19, 20). In the past, individual institutions developed mission statements for Board approval one by one, as an accreditation requirement. Now the Regents have directed all the institutions to reformulate their missions in relationship to one another, and they have charged the Chancellor's Office to identify areas of the state with major unmet need and to develop appropriate responses to that need, with the goals of:

11

I

SETTING THE

COURSE

PRINCIPLES AND POLICY DIRECTIONS

"... the vision recognizes the need for a partnership between higher and secondctry education in preparing the.state's high school students for ready entry into college and university status depending on each student's abilities and interests without compromising academic excellence. "
- The Albany Herald October 2, 1994

maximizing the special instructional, research, and service strengths of each institution; and

provide support for improving college preparatory curricula in all Georgia schools; and

insuring that the University System as a whole meets the full range of Georgians' educational needs.
After being evaluated by a blue-ribbon panel of outside consultants, the resulting set of mission statements will be subject to approval by the Board of Regents, anticipated for fall 1995. Simultaneously, two rapidly expanding areas of the state (the Macon/Central Georgia and Atlanta metropolitan areas) have been identified as having needs that cannot be met by the current configuration of institutions; collaborative institution-System-community recommendations on appropriate responses to their needs also will be made in the fall.
A mini-example of this coordinated approach to institutional mission and program array was provided by the policy on Institutional Relationships, Mission and Academic Programming for Armstrong State College, Savannah State College, and Georgia Southern University, also approved by the Board of Regents in December 1994.
Admissions

mount a massive statewide pre-college program to assist youth in at-risk situations.
A policy direction on Retention and Graduation (principles 1-4) is expected to be high on the Board's 1995-96 agenda, as the Regents focus on enabling more Georgians not only to attend college, but also to earn a degree.
"ACTIVE PARTNERSHIPS"
A partnership between the University System and the schools is the key to the Regents' admissions initiative for increasing Georgians' preparation for college work. This is part of a larger Board focus on partnerships both within and beyond the University System. The underlying commitments are made explicit in the Board's principles 13 and 19 on interinstitutional collaboration within the University System, and in principles 29-34 on "partnerships," "contacts" and "linkages" between the University System and the state's elementary and secondary schools, technical institutes, business and government leaders, and cultural and social organizations.

The Regents' Admissions initiative (principles 2-6, 12, 18) will build directly on the Mission Development and Review. Each sector of the University System - from freshman-sophomore colleges to research universities - should serve those students whose goals and preparation best fit its particular strengths. And students statewide should be challenged and assisted to come to college ready to succeed. The Regents are considering a June 1995 policy direction that will:
phase-in stronger, coordinated admissions requirements throughout the University System;

Partnership with the Department of Technical and Adult Education
The Partnership with the Department of Technical and Adult Education (principles 1, 30) was the first to be strengthened, when the Board ratified in December 1994 the dramatic agreement signed by the Chancellor and the Commissioner of the DTAE in the Governor's office. Under its terms, a Georgia Post-Secondary Education Collaborative Council has now begun work to build on each system's strengths by:
encouraging students to enroll where their preparation and goals are best served;

12

I SETTING THE COURSE

developing transfer agreements to guide stu- quadrupling the number of students

dent movement between the two systems;

involved in study-abroad programs;

concentrating theoretical general education in the University System and job-entry occupational instruction in the DTAE; and
promoting collaboration between the two systems in facilities and programming.

installing a global information network; and
establishing Centers of Excellence on different continents where University System faculty members will pursue academic and business projects abroad.

Pre-School-to-College (P-16)
The March 1995 Pre-School-to-College (P-16) policy direction (principles 11, 29) undertook a similarly systemic collaboration with the public and independent schools. As authorized by that direction, a Georgia P-16 Community Council was appointed. Along with local councils, it will provide policy recommendations and leadership toward ambitious dual goals essential to the educational welfare of the state:
"co-reforming" teacher education in the University System hand-in-hand with elementary and secondary instruction statewide, through partnership schools, disciplinary alliances and other means; and

Further initiatives involving Partnerships with Business, as part of the Board's agenda for the 1995-96 academic year, will take advantage of the new liaison for business and industry established in the December 1994 reorganization of the Regents Chancellor's Office.
None of these partnerships would have been possible without the active and visionary support of Georgia's Governor and legislators, who increased the University System's share of the state budget from 12.1% to 12.5% for fiscal year 1996 when they provided funding for 6% salary increases (to attract and retain excellent faculty and staff), $44 million in special initiatives, more than a $30-million increase in the formula operations budget, and $163 million in bonds for construction projects.

elevating P-16 curricular standards in order to improve the academic success of all children and youth, with special emphasis on students in situations that put them at academic risk.
Internationalizing Education
Also at its March 1995 meeting, the Board adopted its policy direction on Internationalizing Education (principles 6, 31). This initiative brings leaders of state-based global businesses and industries into partnership with University System representatives to form a Council on International Education. Appointed in May 1995, the Council has been charged to develop a plan to internationalize the University System and its institutions through:

liiATIONAL "PRESTIGE AND LEADERSHIP IN PUBLIC HIGHER EDUCATION"
The Regents are determined to accelerate the University System toward national preeminence, not for the purposes of status but because Georgians deserve a world-class education. All the Board's guiding principles and initiatives aim toward that end. The realization of that goal, however, must be based on Academic Excellence principles 8-12 (including the Board's commitment to "national patterns of academic excellence") and Human Resources principles 14-15 in support of a "world-class faculty" and nationally competitive staff.

infusing international perspectives across the curricula;
13

I

SETTING THE

COURSE

PRINCIPLES AND POLICY DIRECTIONS

"The plan is unique in that it solicited input from all system institutions. ... "
- The Times Georgian (Carrollton) September 20, 1994

Semester Calendar
The February 1995 Semester Calendar policy direction (principles 1, 8, 10, 19) recognized the national pattern of the semester calendar, widely thought effective in pacing students through difficult materials and in garnering administrative savings. As required by this policy direction, a task force has been formed to develop a specific implementation plan by fall 1995 for the Regents to consider. If that plan is approved by the Board, conversion will:
move the entire University System onto semesters while accommodating diverse students and programs;
be well coordinated and explained in advance to students and the public;
support teaching innovation to rethink curricula;
neither increase student degree requirements nor the overall continuing costs that the University System requires from the state.
Pursuing another "national pattern of excellence," a policy direction on Honorary Degrees (principle 8) is being developed for presentation to the Board in June.
Faculty and Staff Development
In March the Regents approved an ambitious Faculty and Staff Development policy direction (principles 4, 5, 8, 10, 14, 15) to insure excellence and continuing development among all University System employees. Already a task force with four work groups has been appointed and convened. Its charge may be extended to include Hiring Procedures (principles 14-16) as it works to promote a

developmental culture in all University System personnel practices through coordinated policy recommendations on:
tenure and post-tenure review;
expectations, career ladders and performance evaluations for employees at all levels;
reimbursements and reassignments to support job-related training and continuing education; and
programs for teaching and leadership development, as well as awards for excellence.
These personnel policies will be complemented by a national leadership initiative in Alternative Dispute Resolution (principles 6, 7, 14-17). A blue-ribbon committee established by the Board in November 1994 is formulating recommendations on less adversarial, more collaborative ways to resolve complaints and grievances in personnel matters and in student affairs. The Board expects to consider a formal ADR policy direction in summer 1995.
"EFFECTIVE AND EFFICIENT USE OF EVERY AVAILABLE 1'1ATERIAL RESOURCE "
While the Board of Regents always has paid close attention to managing the state's tax resources, now it is committed to doing so more strategically. As exemplified by the Strategic Allocations initiative and articulated clearly in principle 24, this means insuring that the University System's "budgetary policies and practices all support its strategic priorities." More generally, the following initiatives derive from principles 18-24 on efficient use of resources.
Strategic Enrollment
The initiative underway since January 1995 toward Strategic Enrollment policy development (principle 18) will support changes in institutional missions and admissions policies.

14

I SETTING THE COURSE

Institutional estimates on how many students they can serve, along with proposals for needed expansions, have been received by the Regents Chancellor's Office. The Board is expected to consider recommendations for setting institutional enrollment targets by the end of summer 1995.
Tuition
A related April 1995 policy direction on Tuition (principles 4, 5, 8, 18, 24) also supports strategic priorities for missions and admissions. It immediately:
lowered tuition at two-year colleges to support them as access cornerstones;
supported continuing low tuition for "Georgians first and foremost"; and
began to phase-in tuition increases for outof-state students, to fit national patterns.
The policy direction also established a task force of faculty, staff and students to examine other possibilities to reconfigure the tuition structure:
to place priority on financial access for undergraduates;
to accommodate non-traditional students and special academic circumstances; and
to reinforce national patterns of excellence.
Capital Priorities and Master Plans
The May 1995 policy direction on Capital Priorities and Master Plans (principles 19, 22, 23) moves the University System toward more strategic procedures and policies:
to protect state facilities by increased funding for repair, rehabilitation and renovation;
to provide clearer Board direction in setting priorities for both minor and major capital projects;

to accommodate institutional differences and opportunities to obtain non-state funding; and
to build strategically, based on master plans for each campus.
Additional reform of the Funding Formula to deal more effectively with the new technological sophistication and coordination of higher education may be a part of the Board's 1995-96 agenda, in partnership with state government.
"FULL ACCOUNTABILITY" AND "RESPONSIBLE STEWARDSHIP"
The Board of Regents expects to cap its strategic-planning efforts with a series of initiatives to insure full accountability - from the institutions to the Board and from the University System to the public. These initiatives follow from principles 27, 28 and 34: to "use the best management practices ... in an atmosphere of cooperation and accountability," to insure that various stakeholders' perspectives inform decision-making, and to communicate to the public the System's activities, accomplishments, and "impact." Already the Regents Chancellor's Office has examined every transaction it conducts with its institutions to determine what value each adds, and the Board has begun to eliminate those that fail the test. This effort to improve work-flow efficiency prepares for an expected initiative on Board Authority and Institutional Responsibilities (principles 25-27). Also the Board's 1995-96 agenda is likely to feature Academic Program Reviews (principles 8-10, 13), Financial and Operations Audits (principles 17-19, 24, 27), and an Accountability Program (principles 26-28, 34). Collectively, these efforts will demonstrate the Board's effective stewardship of state resources.

15

I

MILESTONES

AND MAPS

A TIMETABLE FOR ACTION

"The University System ofGeorgia has setfor itselfan ambitious goal, which if reached, will give the citizens of the state the comprehensive educational resource it has needed for so long"
-The Times (Gainesville) September 28, 1994

The Board's policy directions already are paving the way for its 1995-96 work toward insuring "full accountability." Each of its Phase I strategic-planning directions establishes specific goals and timelines for Phase II policy development and Phase III action. So the progress of the University System toward ''Access to Academic Excellence" indeed can be measured - not only by the Regents themselves but also by their governmental partners and public stakeholders.
The Board has set forth its goals for all to see. The following examples are typical:
To appoint, in collaboration with the Commissioner of the DTAE, a joint council of senior administrators from both systems, to oversee the implementation of [their] agreement, by spring 1995. (Partnership with the Department of Technical and Adult Education: ACHIEVED)
To identify regions with major unmet need for University System services, by January 1995.... (Mission Development and Review, UNDER WAY)
To use strategic priorities as well as enrollment formula in allocating budgetary resources, starting with FY 1996. (Strategic Allocations, ACHIEVED)

To phase-in, beginning in 1995 and continuing through 1998, an increase to tuition of out-of-state students, to the full cost of their instruction. (Tuition, FIRST-PHASE INCREASE SET FOR SUMMER 1995)
To develop a proposal for a comprehensive, collaborative, year-round pre-college program ... targeted to youth in at-risk situations, by summer 1996. (P-16, Admissions, TASK FORCE APPOINTED)
To establish post-tenure review policies and practices ... with implementation by fall 1996. (Faculty and Staff Development, TASK FORCE UNDER WAY)
To have 2% of University System students annually participating in study-abroad programs by the year 2000. (Internationalizing Education, COUNCIL APPOINTED)
Nearly 40 other goals also have been established, for the nine Phase I policy directions approved between December 1994 and May 1995. Over 300 faculty, staff and students are participating in seven systemwide committees and task forces, two Regents Chancellor's Office teams, a blue-ribbon panel of outside consultants, and two state councils already appointed. Additional groups will be appointed in the coming academic year, all charged to develop specific Phase II policy recommendations that the Regents will use to delegate various Phase III responsibilities for action to the University System's 34 institutions across the state. This is an action-oriented process. A timetable best displays all the courses being mapped to achieve University System milestones and intermediate goals.

We are moving diligently in the direction of the Board of Regents' guiding principles and toward its ultimate ideal of ''Access to Academic Excellence."

16

INITIATIVE
Technology Initiatives
Mission Development and Review
Institutional Relationships (Savannah Compact)

PHASE I BOR Policy Direction
Dec. 94

PHASE II Task Force/Council BOR Recommendation
Sept. 94 Budget Task Force on Distance Learning
and Instructional Technology
Mission Review Team Blue-Ribbon Consultants
Fall 1995
Dec. 94

Strategic Allocations

Dec. 94

Strategic Allocation Teams April 1995

Student-Centered Collaboration in Public Post-Secondary Education (DTAE Agreement)
Managing Access
Semester Conversion

Dec. 94
Jan. 95 BOR report
Feb. 95

Dec. 94 Agreement with DTAE
Regents Chancellor's Office team Summer95
Semester Task Force Fall 95

Faculty and Staff Development

Mar. 95

Internationalizing Education

Mar. 95

Task Force on Faculty and Staff Development
Spring - Fall 96
Council on International Education 1997

Pre-School-to-College Education Mar. 95

Georgia P-16 Community Council Fall 95-

Tuition

Apr. 95

Capital Priorities and Master Plan May95

Admissions

June 95

Tuition Study Com. Fall 95 Capital Priorities Advisory Com.
General Task Force on Admissions Winter 96

Honorary Degrees Hiring Incentives and Procedures
Alternative Dispute Resolution Board Authority and
Institutional Responsibilities Academic Program Reviews Financial & Operational Audits Accountability Program
Retention and Graduation Partnerships with Business

Summer95

Summer95

Summer95 Summer95

Jan. 95 Governor's budget Task Force on Faculty and Staff
Development Sum. 95 - Fall 96
Blue Ribbon ADR Committee

Feb. 95 BOR report
1995-96
1995-96 1995-96
Feb. 95 BOR report
1995-96
1995-96 1995-96

Work Flow Committee May95-

PHASE Ill Implementation
April 95-96 (Summer 95 BOR report) Academic Affairs/OIT, institutions
Fall 1995Academic Affairs, institutions
Winter95Academic Affairs, ARM, SSC,GSO
FV96-FV98 Fiscal Resources, institutions
Jan. 95 - Jan. 2002 Georgia Post-Secondary Education
Collaborative Council (GPECC) Fall 95-
Fall 96 - Jan. 98? Semester Task Force, Undergraduate Education Committee, Academic Affairs, institutions
1996Human and External Resources, institutions
Fall 95-2000 Council on International Education Curriculum Infusion Task Force Fall 95
Fall 95Academic Affairs Special Task Force on Pre-College Summer96
Spring 95 - Fall 96 Fiscal Resources
For FY 97 & FY 98 Fiscal Resources-Faci Iities
Spring 96Academic Affairs, institutions Special Task Force on Pre-College Summer96
Fall 95 Academic Affairs, institutions
FY96 Fiscal Resources, institutions
Summer95Human and External Resources, institutions
Summer95Human and External Resources, institutions
Summer95-
17

34 GUlDING
PRINCIPLES

I
UNNERSITY SYSTEM OF GEORGIA GUIDING PRINCIPLES FOR STRATEGIC ACTION RATIFIED BY THE BOARD OF REGENTS, Nov. 10, 1994

"The importance of the student, the value ofcooperation and unity of purpose and the responsibility to put the needs of Georgia and Georgians first emerge as dominant themes.... "
-Athens Daily News
September 16, 1994

STUDENT ACCESS FOR SUCCESS
The University System of Georgia which includes the Board of Regents, its Chancellor's Office, and all the institutions governed by the Board -
1. Shall stimulate Georgians' aspirations for higher education, have high academic standards for its students and programs, challenge and assist students to meet or exceed those standards, provide sound academic and career advice, help students prepare for employment and lifelong education in a changing world, and increase the number of well educated Georgians.

prepares its students for leadership, collaboration, and conflict resolution in an international, technological, and environmentally responsible society.
7. Shall insure adequate written policies and procedures for dealing with student complaints and discipline, with proper attention both to advocating students' concerns and to holding students responsible for their actions, in order to provide fair treatment of students collectively and individually at the institutional level, with specified grounds for appeal to its Board of Regents.

2. Shall place the welfare of its students, within the context of academic quality, as its first priority in decision-making at all levels.
3. Shall seek a high-quality, diverse pool of students to admit, insuring that the majority has the preparation considered necessary for college success and providing focused support for those students whom it selectively admits without the standard preparation.
4. Shall insure that Georgians comprise the large majority of its students, with special emphasis on the representation of minorities among its successful graduates, and shall strategically recruit students from other states and nations so that all may benefit from a diverse student body.
5. Shall reasonably accommodate the needs of non-traditional learners in providing access, services, and instruction.
6. Shall insure that each of its institutions provides an educational, physical, and social environment that supports learning and growth, raises ethical issues for consideration, embraces cultural diversity as a social norm and economic asset, and

ACADEMIC EXCELLENCE AND RECOGNITION
The University System of Georgia
8. Shall promote to Georgians and the nation its commitment to service by supporting strong undergraduate, graduate and professional education; pathbreaking research and creativity; and other national patterns of academic excellence in its curricula and operations.
9. Shall make the best possible freshmansophomore education available for students at all its institutions, shall ease the transfer of lower-division credits among its institutions, and shall expect all students seeking a baccalaureate degree to undertake and complete a core curriculum at one of its institutions or by transfer from a comparable college or university.
10. Shall use educational technology, innovation, and teaching strategies that produce the most learning by engaging students actively, collaboratively with other students, and in frequent contact with faculty. It shall promote and reward excellence in teaching, and shall maximize the benefit to students and to the state from the research, scholarship, and service activities that complement teaching.

18

I 34 GUIDING PRINCIPLES

11. Shall make teacher education a high priority, holding all its programs for current as well as prospective teachers to high standards of quality, innovation, and technological advancement.
12. Shall insure that its historically black institutions are models of access to academic excellence, full partners in land-grant and other collaborations, and assets in the entire System's continuing initiatives to eradicate inequities and to increase current opportunities for all Georgians.
13. Shall insure that each of its institutions has a clear, substantive, distinctive mission that supports the mission and vision of the System as a whole; a commensurate array of academic programs; and adequate resources concentrated to emphasize its distinctive strengths. The University System shall also encourage program collaboration and otherwise minimize unnecessary program duplication among its institutions, particularly in costly programs.
DEVELOPMENT OF HUMAN RESOURCES

15. Shall recruit and retain nationally respected administrative leaders and well qualified staff, who are diverse in background and committed to students and to the missions of their respective institutions. It shall support them with the resources they need to do their jobs, clear personnel standards and policies, professional development opportunities, and competitive compensation to reward achievement, encourage excellence and teamwork, and insure accountability at all levels.
16. Shall have strong written policies and procedures for selecting personnel, for establishing expectations, for making personnel decisions and handling appeals at the lowest responsible level; shall maximize authority and accountability for its institutions to resolve grievances; and shall specify the grounds for personnel appeals to be referred to its Board of Regents.
17. Shall be pro-active in pursuing equity and in managing risk, thereby maximizing the effective talents of its personnel and minimizing human injury and related legal costs.

The University System of Georgia
14. Shall recruit aggressively and nationally for talented, diverse faculty to serve the various missions of its institutions. It shall also develop and retain faculty in an attractive, collaborative, productive environment for teaching and learning that includes, for both non-tenured and tenured faculty: clear personnel standards and policies; expectations and programs for continued professional growth; resources to support excellence in teaching, scholarship, research, and community service; competitive compensation and other recognition for meritorious performance.

EFFICIENT USE OF RESOURCES
The University System of Georgia
18. Shall have strategic enrollment policies that determine the number of students its various institutions can serve excellently based on its projected resources. It shall forecast changes in student demand and resources, prepare effectively for those changes, market the full range of its campus settings, and make optimal use of all existing human and physical resources, including the access-cornerstone capabilities of its two-year colleges, to advance Georgians' access to academic quality.

19

I
34 GUIDING
PRINCIPLES

"... raising the quality of research and its application can lead to a better quality of lifefor the private economic sector and its workers."
- The Albany Herald October 2, 1994

19. Shall encourage its institutions of all sizes to be full partners in inter-unit collaboration, shall provide incentives for technological and other innovations, shall maximize economies of scale in configuring its campuses and academic programs, and shall also use interstate cooperation to meet Georgians' needs for higher education.
20. Shall pay priority attention to regions of the state with unusually underserved populations and/or exceptionally large population growths in managing access to needed academic programs and collaborative delivery of needed educational services.
21. Shall support the responsibility of its individual institutions to monitor and meet local needs, and to take advantage of local opportunities, by initiating collaborations whenever appropriate, by acting on their own when it is consistent with academic quality and mission, and by functioning as effective brokers to bring to bear on local needs the resources of the entire System.
22. Shall base its capital priorities on a Systemwide perspective, strategic and academic program planning, audits of existing and projected physical capacities, and careful analysis to determine the benefits of renovation or new construction as options to meet needs.
23. Shall design and build facilities flexibly to accommodate tomorrow's educational methods and technologies for distance education, and shall balance local initiative and central oversight in their design and construction in order to enhance both campus environments and statewide economic benefits.

24. Shall seek its full share of state revenues to meet a realistic, long-term estimate of its needs; aggressively pursue private gifts in support of quality higher education and public funding at local, state, and national levels; keep tuition reasonable and predictable, with priority consideration for Georgians and undergraduates; and insure that its budgetary policies and practices all support its strategic priorities.
SYSTEM STRENGTH THROUGH GOVERNANCE
The University System of Georgia
25. Shall maximize the effectiveness of its Board of Regents in setting policy and priorities, communicating its will on a continuing basis through a well staffed Chancellor's Office, and guiding toward its vision the System's institutions and program operations through the presidents.
26. Shall exercise the Board of Regents' constitutional governance authority over its institutions within the context of constructive, continuous relationships with the General Assembly, the Governor's office, and other state agencies.
27. Shall use the best management practices of continuous strategic planning and quality improvement, suitable standards and rewards, regular assessment reviews, and a focus on learning productivity, all in an atmosphere of cooperation and accountability. It shall thereby insure the implementation of its policies, the effectiveness of its programs and units and administrative leaders, and proper stewardship by its Board of state resources to provide Georgians access to academic excellence.

20

I 34 GUIDING PRINCIPLES

28. Shall develop reliable, broad-based data and draw on effective advice - including state, regional, and institutional perspectives of administration, faculty, students, community leaders, and other stakeholders - for its policy decisions.
EFFECTIVE EXTERNAL PARTNERSHIPS
The University System of Georgia
29. Shall create deep, rich partnerships with elementary and secondary schools by initiating and supporting collaborative faculty development, dynamic and sustained pre-college programs, and other projects throughout its institutions to assist in insuring that Georgia's children and young people receive strong preparation and advisement for college study and lifelong learning.
30. Shall maintain an interactive, reciprocal partnership with the Department of Technical and Adult Education that includes distinct missions, collaboration and open communication, bridges between the two systems, complementary involvement in school-to-work and other programs, and the recruitment of students to whichever post-secondary program best serves each individual's immediate educational needs.

32. Shall maintain both direct and technological linkages with major cultural and social organizations and governmental agencies, encourage joint projects with them, maximize their access to its continuing education and support resources, seek their assistance to develop curricular, research, and service projects and student opportunities, and work collaboratively to advance and enrich the quality of life for all Georgians.
33. Shall pursue coordinated approaches to statewide, national, and international telecommunications and other technological initiatives that maximize public access to information, benefit public health and material well-being, and improve educational access, quality, and cost-efficiency.
34. Shall promote the highest possible public opinion of its impact on the lives of all Georgians by interpreting its needs, activities, and accomplishments with sustained effectiveness to the general public and to business, community, and political leaders at both state and local levels, and by engaging Georgians in strong support for quality public higher education.

31. Shall maintain and expand contacts with business and government leaders and organizations to assist them in accomplishing their goals in an increasingly international environment, to insure that its own non-credit and degree programs are current and flexible, to provide students with opportunities for involvement with business and government, and to bring System resources fully to bear on the state's economic development.

21

University System of Georgia Abraham Baldwin Agricultural College Albany State College Armstrong State College Atlanta Metropolitan College Augusta College Bainbridge College Brunswick College Clayton State College Columbus College Dalton College Darton College DeKalb College East Georgia College Floyd College Fort Valley State College Gainesville College Georgia College Georgia Institute of Technology Georgia Southern University Georgia Southwestern College Georgia State University

Gordon College Kennesaw State College Macon College Medical College of Georgia Middle Georgia College North Georgia College Savannah State College South Georgia College Southern College of Technology University of Georgia Valdosta State University Waycross College West Georgia College

22

I
BOARD OF REGENTS CHAL~CELLOR'S OFFICE UNIVERSITY SYSTEM OF GEORGIA
June 12, 1995

To all of our stakeholders:
The University System of Georgia, led by a visionary and spirited Board of Regents, is making a dramatic thrust toward national preeminence. I joined the University System because I saw a once-in-alifetime opportunity to be part of a march to greater excellence in education. The players were in place: a strong Board of Regents eager for collaborative leadership with its new Chancellor, a Governor devoted to education in deed as well as word, a General Assembly willing to buck the national trend of reduced support for higher education, many gifted institutional Presidents, talented staff and faculty members, universities and colleges with untold pockets of excellence, and students and a public deserving the best learning for global leadership. Above all else, I sensed ambitions and dreams for constructive change.
All these together open a unique window of opportunity to raise the level of education in the State of Georgia. Taking the lead in that endeavor will gain Georgia's public universities and colleges national recognition. The people of Georgia deserve nothing less.
A passionate desire to realize that dream has been the driving force behind the strategic planning initiative that the Regents and I have undertaken. We have moved forward with all deliberate speed, determined not to miss an opportunity that we know will not last forever. This has been a year of intentionally concentrated change. We will need all of next year to flesh it out - and several years beyond that to internalize it and make it a part of our ongoing lives of learning. While our pace may change, our commitment and our passions will continue.
I have been especially grateful for the understanding and trust with which the University System's students, faculty and staff have responded to this challenge. We have had to work fast to solicit institutional perspectives on various ideas and drafts - developing a reputation for overheating fax machines in the process! Our campus communities have pitched in with equal energy helping develop the policies that promise to change their lives, with a striking commitment to do what is right to advance higher education throughout Georgia. I appreciate their willingness to join us wholeheartedly on this journey of change.
We could not have made so much progress without the invaluable support of Governor Zell Miller, the members of the General Assembly and other government leaders. Our partners in public education and many of Georgia's business and cultural leaders also have joined us in collaborative action on behalf of the entire state. The public and the news media have offered heartening words of support along the way. I extend our thanks to all.
Please continue to travel with us. The journey promises ever new horizons and challenges as we move ahead into the next academic year of planning in action. By winter, the Regents should be able to complete the series of policy directions they have undertaken-with a strong final commitment to public accountability. By the end of the academic year, I anticipate that most of our task forces will have completed their work. Then we will take time to insure that all our feet are walking in step along the way toward "Access to Academic Excellence for the New Millennium."
Si,you~,

"We have moved forward with all deliberate speed, determined not to miss an opportunity that we know will not last forever. This has been a )ear ofintentionally concentrated change. ... llfhile our pace may change, our commitment and passions will continue."
-Chancellor Stephen R. Partch June 12, 1995

Stephen R. Partch Chancellor

23

I
AN INVITATION TO RESPOND
The Board of Regents of the University System of Georgia welcomes your comments as we move forward with various phases of our strategic planning and implementation. Please feel free to direct your correspondence to our office, at the address noted below. Your ideas, concerns and suggestions will be considered and valued as we strive for access to academic excellence.

This strategic planning progress report is a publication of the Board of Regents of the University System of Georgia.
244 Washington St., S.W. Atlanta, Georgia 30334 (404) 656-6050

Editor: Writer: Designer: Printer:

Arlethia Perry-Johnson Sidney H. Bremer Ashlea Davis The Stein Printing Co., Inc.

With thanks also to the Office of Publications and to the Information Design and Technology Program at Georgia Institute of Technology.

Printed on recycled paper
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