Annual report of the University System of Georgia, July 1, 1996-June 30, 1997 [1997]

TABLE OF CONTINTS

Members, Board of Regents, Fiscal Year 1997

2

AMessage From The Chancellor

J

A Message From The Chairman

4

National Press Coverage About the University System

5

Access to Academic Excellence for the New Millennium

A Vision for the University System of Georgia

6

THE BOARO'S ACTIVITIES: THINKING AHEAO

Comprehensive Pkmning

8

Admissions Policy Direction

12

Name Changes

16

New Presidents

18

Technology Highlights

20

Honorary Degrees

24

Updmed M:lIrix of Policy Directions

25

POUCIES AND PARTNERSHIPS:

OUR IMPACT ON STAKEHOLDERS

Pannership With The Governor and the Legislature

26

Partnership With OUT Faculty and Staff

28

Partnership With Our Students

30

Partnership With Business and Industry

32

THE UNIVERSITY SYSTEM'S ANANCIAL STATUS

Current Funds - Revenues

34

Current Funds Expenditures

35

ACKNOWLEDGMENTS

36

_ _ _ _ _ _---'I'i!i1:-::--:--::-:.-:~~~:_:__"A REPORT TO OUR PARTNERS AND STAKEHOLDERS'

MEMBERS, BOARD OF REGENTS July " 1996 lu Jun. 30, 1997
Regen1s
Thomas f Allgood, Sr. Slwnnon L. Amos John I[enry Anderson, Jr. Juanita Powell Baranco Kenneth W. CannCStra John Howard Clark S. William Clark, Jr. J,Tom Coleman, Jr. A\\'. "Bill" Dahlberg Suzanne G. Elson Elsie P. H:md George M.D. "John" Hunt Edgar L. ./enldns Charles II. Jones Joseph E. Kellnedy Donald ~l. Lccbcrn, Jr. Elridgc W. hlcJ\li[[an Edgar L. IUlOdcs William B. Turner Glenn S. White

Current Terms
1112/93-1IOlJOO &'201971/01100 11011901101197 1I0i/97-1101198 2108/94-]/01101 5109/89-1/01196 1/14192-1101/99 1110/95-1101/02 1/07197-1101104 1I12J93-11nI97 I/J 21931/0 1197 1/07/97-1101/04 1/14/94-1/01/01 1104/95-1/01102 3/28/97-6119/97 2/19191-1/01r>8 1/01/96-.1/01103 I/OI192-1101f>9 1112/93-6105/97
1I07197-1101~S

Members of the Board of Regents who served July 1, 1996lhrough June 30, 1997 are {ssatlJd, (R): Regents Elridge W.
McMillan, Juanita Powell Baranco (immediate past chairl, Thomas F. Allgood, Sr. (chair), S. William Clark, Jr, (vice-chair!. and Chancellor Stephen R. Portch. {Standing, middle row, LR}: Regents Suzanne G, Elson, Charles H. Jones, Edgar L Jenkins, Edgar l. Rhodes, William B. Turner, and Elsie P, Hand. IStanding, back row, LR}: Regents Donald M. Leeharn, Jr., J. Tom Coleman, A. W. NBill" Dahlberg, Jr., John Howard Clark, John Henry Anderson, Jr., and Kenneth W. Cannestra. Not shown: Regents Shannon
L Amos, George M. D. "John" Hunt, the late Joseph E. Kennedy, and Glenn S. White.
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_ _ _ _ _ _ _IiJL--_~__,______--THE UNIVERSITY SYSTEM OF GEORGIA
AMESSAGE FROM THE CHANCELLOR
To OUf ~1:U1~. Constitnents :llld Partners: This past yC<lT has been one of grc:lt progress because of the support trom our partners and
st:lkeholdcrs - hencc the title of this Annual Repore The energy and enthusiasm in Georgia arc bringing results that ,Ire clwicd n:ltionally.
Anticipating change and planning appropriately for thm inevitability has become the hallmark of the Board of Regents and of our c,lmpus leadership. Workforce preparedness, technology's imp:lct, heightened expccl,lIiollS of OUT cduC'ltional sySlems and c\'cr-incrcnsing population growth arc hut a iew of the issues that we have tackled during the P:lsI reM.
This report is focused on :lccountability for the actions we are Inking; it's a progress rcport written with those who fundus :llld those who use our services in mind. In other words, the citizens of Georgia. This documcnt is designcd CO tell yotlwhm we'vc hecn doing, the success :llld challengcs we're haling, and what we h:we planned CO st:ty onlr:lCk and rcmain aecountablc. Thc emphasis is on partnerships - intcrnally bC(lrcen :md alllOIIg our 34 sistcr instiltltions, and externally with govcrnment, business :lIld industry, and the private sector.
A glimpse of whal's inside: The progress being made with our Comprehcnsil'c Planning Proccss, which bcttcr links our strategic
planning to cxtcrnal f:lCtors thai impact the Uni\'ersity System; Dctails on the collaborative partnerships, such as P16 and PREP, thm we've fostered with othcr state
llgcncics to help position Georgia's educational sector at the forefront; Dctails rcg:trdillg our focus on thc needs of business and industry, to better identiiy how to prcpare our
students for successful entry into the world of work; llighlights of how our Univcrsity System campuses arc intcgrating cduclttional tcchnology in the
C1:lSSroOlll to support academic excellence; Steps thc Unilcrsity Systcm is taking to "raise the b:lr" of aeadcmic cxpectmions in Georgia, with an
ultimate goal of increasing the educational attainment levels of our state's citizcns; and Insightful current data rcgarding our enrollment :md our financial picture.
Wc've hlld and still havc an ambitious agend:t to accomplish! Fortunately, thc University System is receil'ing the Illueh-:lpprceimed support nceded to accomplish our mission. GOI'CTllOr ZeU Miller lmd Georgia's General Assemhly lwve pro\'ided unprccedented fiscal support to propel our progress and
6 perecnt, merit-based slllary increases for the past three years running 10 :lItract :ltId rcwin thc llmion's bcst
taculty and staff. As a result, we have earned statcwidc and Iwtional media llCcol:ldes for several of our l,ey ini!iatil"es. Morc importantly, the System's dedicated cmployecs have risen to the challenge, working at an acceleratcd pace 10 seizc the opportunity wc h:lve bcen given.
We lIre not nahc. Each year brings its own setback, disappointmcnts, and even the occasional embmr:tssment. But these are mightily outweighed by the triumphs and successcs being achieved. And these are being made possible bY:I strong Board ot Regents, :lll innOl"ative Govcrnor, a dedicated legislature, a ereatil"e
faculty and st:lff, and a supporthe state. They are best rel1ectcd in the fllees of each of the 35,427 graduates
who marched aeross a stllge this past year. Thcy are why we exist. Thank you for your personal and profcssional support.
Si'''~;'
Stephen R. Porteh Chancellor
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A MESSAGE FROM THE CHAIRMAN
To Our Stakeholders: The 1996-97 academic year was full of accomplishments for the University System of
Georgia, and leading the Board of Regents during a period of such rapid change and achievement was incredibly exhilarating.
Here's a recap of some of our activities: The year began with me facilitating the board's first electronic meeting through the state's
distance learning network at Illy first meeting as chairman, and culminated with an historic, three-day meeting on capital priority setting that led to the development of a $534 million, five-year rolling funding request. In between, many of our board members witnessed the activities and celebrations on OUT campuses during the 1996 Centennial Olympic Games - many of which were made PQssible by the facility construction and site leases approved by this board and developed under our purview for oversight and fiscal responsibility, We hircd three new college and university presidents - shepherding in an era of new campus leadership, including at The University of Georgia. We complcted the review of the missions of all 34 of our institutions and changed the nomenclature of 16 to reflect national norms; and We continued to adopt promised tuition reforms, by setting competitive fees for out-ofstate students and high-profile graduate and professional degree programs.
In addition, I was especially pleased that the Board of Regents central office staff moved to more functional :lIId auractive offices, which will better facilitate the outstanding work they are doing, The move allowed the consolid:ltion of 28 staff members from four outlying locations, enhancing cost-effectiveness, efficiency and communications by housing all 113 board employees at one sile. In addition, it afforded us the opportunity to install cuttingedge technology in our Board Room, greatly enhancing information delivery and the effectivcness of presentations to the board. Remaining in close proximity to the State Capitol was anothcr plus, which will encourage continued access to our offices by legislators and other key constituents.
In short, the past year was extremely productive. Perhaps the most dramatic event during the year, however, was the proud d:ly in February when Augusta State University hostcd Presidcnt Bill Clinton, who chose Georgia to unveil his education agenda and to salute our HOPE scholarship program,
The Board of Regents is extremely grateful for the suppOrt we have received on a number of frontsespeci:llly from Governor Zell Miller and the leadership and members of Georgia's General Assembly. We are equally grateful for the contributions and achievements of our students, faculty and staff who comprise this nation's fourth-largest system of public higher education. The members of this board pledge to remain accountable to all of our partners and stakeholders as we continue to shape a university system of national preemincnce; I personally thank you for the opPQrtunity to serve.
Sincerely,
~_/~~4f..
Regent Thomas F. Allgood, Sr. Chairman Board of Regents of the University System of Georgia July 1, 1996 - June 30,1997
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HIGHER EDUCATION IN GEORGIA IS GRABBING HEADLINES

"In Georgia, students with good grades get a free ride through college. The progr:tm got raves. "

The following comments are JUS! a sampling of
wlla! the national press is saying about Georgia's groundbreaking programs in higher education. The investment being made in education in this sUIte is drawing attention and achieving results.
Go\'. Zell Miller's HOPE program definitely grabbed Ihc national spotlight during the past year. And the University System helped to communicate HOPE's message to several key media outlets, expressing appreciation as a grateful beneficiary of the stellar lottery-funded scholarship program.
In addition, system officials earned recognition for raising admissions requirements, partnering effectively with business and industry, and for fostering enhanced and innovative use of technology, among other initiatives. The word is out: Georgia is on the move, and the University System of Georgia is helping to set the pace in higher education!

- Ncwswcck
"We arc cducatinggenerations of studcnts who are seeing firsthand a state's investment in education."
- USA Tod:l~' "Georgia is betting that a hefty dose of higher learning will be a powerful incentive."
- Thc Wall Street Jounml
"Gcorgia has set its sights on moving the university system into the nation's top tier."
- Black Issues in Higher Education
"Georgia was one of the first states in the country to link of all of its public universities and colleges to
the Internet on a systemwide basis."
- Govcnuncnt Tcchnologr

"Unlike the special deals... other states cut, Georgia's program ... will benefit every company that needs computer-literate people, which means just about every business today."

"Regents

support

tard~e

tin g

growth

for

state

- Forbes
colleges."

- The Atlanta Constitution

URaising admission levels the right way to go.u

- The Macon Telegraph
"Study shows commitment to higher education has paid!~~~dA~~~~ !~i:V~~~~"

"0ood Job, Board of Regents:"

- The CarrolJ Star News

"Degree

.
Vla

TV

goes

the

distanc_e

to help students."
The Atlanta Joumal.con,tilution

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"A REPORT TO OUR PARTNERS AND STAKEHOLDERS"

In the Fall of 1994, the Board of Regents of the University System of Georgia cr:lfted a vision SI:ltcment to guide its long-term planning and
decision-making responsibilities. That document, "Access to Academic Excellence for the ~elV \lillcllnium - A Vision for the University System of
Georgia", was extretllel~' well-received by the board's stakeholders. It continues co serve as the nucleus of the board's focused progress since its
ndoptioll. The hoard's vision statement articulates 1m extremely well-defined charter for cllhrlllcing the tlCademic excellence and prominence of the Universit~' System of Georgia. It has become a roadm:lp for Sllccess. The text of "Access to ACtldemic Excellence for the New ~lilletlnium - A Vision for the University Systcm of Georgi:l" follows 011 thc ncxt page:

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_ _---::-~~~--c-'IiiiI'_:_:_:_:____::_:_:_:_:_::~--THE UNIVERSITY SYSTEM OF GEORGIA

Access to Academic Exce/lence for the New Millennium A Vision for the University System of Georgis
As Georgia emerges as a leader in a global society, the University System of Georgia will lead in :tCCCSS to aC<lJcmic excellence. Among the nation's puhlic lIniversities and colleges, Georgia's will he recognized for first-ralc undergraduate education, leading-edge research and committed public service. Georgians will t1pprccimc the System's prestige and leadership in public higher education, including its graduate and professional programs, as fund:lmcl1tal to the stale's economic, saeinl, technologic:ll and cultur,tl advancement The University SyslCm of Georgia and its component collegcs and universitics will sustnin elosc contact with the people of Georgia, be responsivc to the nceds of Gcorgians first and foremost while raising theit aspirations, and generate:l more highly educated populace throughout the state. It will seek to create for studellls from various background every possible :l\'enue to intelleelual achievement without compromising academic excellence, and challenge thcm to their full potential for leadership. Its sludents, who are its heart and soul, will therefore be its strongest supporters.
To these ends, the University Systcm of Georgia will be characterizcd by: A whole that is greater than the sum of its
parts, in which each campus has a clearly focused and valued mission, and all contribute their strong, bright thre:lds to a network of programs th:lt covers Georgians' diverse needs for higher education. Students who master thcir majors and the basic skills of critical rcasoning, indepcndent thinking, computation, communication, collaboration, and creativity needed 10 enter the workplace with confidence, to mO\e beyond entry-level jobs, to pursue lifelong learning, :llld 10 exercise leadership as contributing citizens who advance their families, communities, stllle, nation, :lI1d world into the ncw millennium.

A world-class, diverse fnculty and staff who havc superior communication and teaching skills; who usc new technologies, roles :lIld curriculnr illllovntions creatively to enh:lIlcc student learning; and who exhibil thc highest swndards of intellcctual achievcment and continuing growth, social responsibility; :lIld concern for students.
Activc p:lrtncrships with business :lnd industry, cultural :llld SOCi:ll organizations, and governmcnt in order to analyze, project, and respond to changing st:lte and regional needs, to support Georgin's economic fmd cultural dcvelopment and to insure that its gnlduates ure prcpared for the future.
Campus learning communities th:lt cngage studcnts with thc ideas that mark cducated pcrsons, glob:ll and muIticultur:ll perspectives, and lldvanced technology to develop both ethic:ll principle....; :lIld intellectual llexibility for the world of tomorrow; and that celebrate and energize the student spirit, while respccting and supporting the different ways studcnts develop their minds, thcir pcrsons, and their citizenship.
Le,ldership in estublishing highcr state standards for post-secondary cducation and - with the public schools and technical institutes - in improving and valuing cdueation at all levels, helping students mOl'e smoothly within the System ,lIlU from onc educational sector to another, :llld insuring th:lt all students who enter the University Systcm arc prepared to suececd.
A Constitutional Board of Rcgents thut establishes clear policics and review procedures 10 promote the continuing improvement of every unit and of the System as a coordinated whole, that encourages initiatil'e :md innOl',ltion throughout the System, that requires full accounl:lbilit~ from all, and that insures responsible stewardship. Thc University System of Georgia will hold
it"elf :lccountable to the citizens of Georgia for thc effcctive and efficicnt usc of every available muterial resource, new technology, and human insight and activity to achieve access to academic excellence for all citizens, and to charge its collective intellectual power on behalf of the state.

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"A REPORT TO OUR PARTNERS AND STAKEHOLDERS"

THE BOARD'S ACTIVITIES THINKING AHEAD

The Board of Regellts tackled a full slate of activities during the 1996-97 academic year, aimed at planning for future impacts on the

would be aimed at developing five-year enrollment targets for the system's 34 institutions, identifying the academic program expansion needed to meet

University System of Georgia over the next several state workforce needs, and creation of a capital pri-

years. All of these activities were in keeping with the orities list fashioned upon enrollment demands and

spirit and the letter of the Board of Regents' vision program nceds.

statement, "Access to Academic Excellence for the

The process culminated with the approval of an

New i\Hllennium - A Vision for the University System operational plan that clearly defines the University

of Georgia." Long-term initiatives included among

System's future role in the st.1te, and positions it

the issues addressed by the board during the past

to effectively meet the anticipated demands upon

year included:

public higher education during 1998 to 2002. The

completion of a major comprehensive planning Board of Regents' Uni\"ersit}' System of Georgia

effort aimed at achieving the goals of the

Comprehensive P1:In 1996-97 provides clear

University System's strategic plan and guiding

accountability measures for the five-year period, and

principles;

is well under implementation.

progress on implementing new admissions requirements being phased in between now and 2001;
closure on the long-standing University System nomenclature issue, a key element of the mission review process;
hiring thc future leadership of three universities; and
fostering the enhanced use of innovative technology by Unil'ersity System students, faculty and staff and increasing access to such technology by our educational partners.

Highlights from Enrollment Planning
By 2002, more than 234,000 students are expected to be in attendance at University System of Georgia institlltions. By 2010, attendance is projected to increase to 268,000 students. Without enrollment planning, the existing University Systcm capacity would be underutilized at some institutions and oversubscribed at others.
Based on the state's anticipated population growth, and the projected increascd demand to attend the s}'stem's 34 colleges and universities, campus officials now have definith'e enroll-

COMPREHENSIVE PLANNING: PARTNERING FOR THE FUTURE

ment targets to pursue for the five-year period between 19982002 (sec targcts on next page).

A key tenet of the Unil'ersity System's vision

College and university presidents will be

statement is to eng:lge in active partnerships with

accountablc for achieving the institutional

business and industry, government and other key

targets, witllin a range of plus or minus 2

organizations in order to be responsive to the state's

percent; the targets are based on low-, mid-

needs and to ensure proper preparation of our

and high-range projections.

graduates. That commitmcnt served as a stimulus

The University System's enrollment planning is

for an unprecedented planning process by the

aimed at increasing both the number and propor-

Board of Regents during 1996-97, that brokc the

tion of well-educated Georgians, including

,

mold for how public higher education ill Georgia

exceeding the national average for the percentage

does business.

of the population with a b:lccalaureate degree.

Board of Regents Chairman Thomas Allgood set

In addition, it encouragcs a commitment to

the stage for the work to be done by charging Regent

increasing the number of studcnts, faculty and

Donald Leebern, chair of the Strategic Planning

staff from minority groups and other groups his-

Committee, with the cxpected results. The planning

torically lllldersen"ed by higher education.

-8

ENROLLMENT TARGETS: 1998-2002
A cornerslOllc of cominUOllS improvement is comprehensil'c planning for the future, :md p:ITt of the comprehensive planning for the University System of Georgi:l is strategic enrollment planning. Following arc (h"c proposed institution:ll enrollmellt largets. Each target represents :1 range of plus or minus two percent of the target. For an institution to meet its enrollment tllrgct, its enrollment for any gh"en YC:IT must remain within the corridor created by that year's wrger number plus or minus two percent. These targets will be rolling, fiw~year targets; each year a new year will be added and the remaining four years reviewed to insure they lIrc still appropriate.

Planning Period

Institution

1998

1999

2000

2001

2002

Research Universities Georgia Institute of Technology Georgia State University Medical College of Georgia University of Georgia

13,377 24,750 2,545 30,388

13,552 25,250 2,606 30,838

13,827 25,650 2,627 31,288

14,227 26,000
2,635 31,838

14,802 26,250 2,640 32,500

Regional Universities Georgia Southern University Valdosta State University

14,393 10,215

14,228 10,419

14,310 10,523

14,440 10,523

14,689 10,623

State Colleges and Universities Albany State University Armstrong Atlantic State Augusta State University Clayton College & State University Columbus State University Fort Valley State University Georgia College & State University Georgia Southwestern State Kennesaw State University North Georgia College & State University Savannah State University Southern Polytechnic State University State University of West Georgia

3,292 5,576 5,700 4,883 5,616 3,182 5,717 2,696 13,038 3,424 2,800 4,200 8,984

3,374 5,601 5,800 4,932 5,693 3,263 5,720 2,788 13,560 3,595 2,957 4,300 9,245

3,433 5,666 5,950 5,031 5,796 3,357 5,722 2,883 14,102 3,786 3,007 4,400 9,506

3,535 5,684 6,100 5,132 5,895 3,422 5,785 2,981 14,525 3,952 3,061 4,500 9,767

3,640 5,778 6,250 5,234 6,002 3,535 5,848 3,082 14,961 4,093 3,111 4,600 10,028

Two-Year Colleges

Abraham Baldwin Agricultural College

2,635

2,682

2,700

2,730

2,773

Atlanta Metropolitan College

2,050

2,122

2,196

2,284

2,375

Bainbridge College

1,160

1,170

1,180

1,190

1,190

Coastal Georgia Community College

1,939

1,946

1,952

1,975

2,498

Dalton College

3,065

3,125

3,200

3,275

3,350

,

Darton College DeKalb College

2,771 16,379

2,862 15,894

2,911 16,772

2,987 17,558

3,030 18,344

East Georgia College

1,186

1,209

1,258

1,308

1,360

Floyd College

2,900

3,300

3,585

3,924

3,959

Gainesville College

2,661

2,666

2,671

2,731

2,792

Gordon College

2,455

2,578

2,707

2,842

2,984

Macon State College

4,187

4,432

4,692

5,000

5,000

Middle Georgia College

2,150

2,265

2,355

2,435

2,485

South Georgia College

1,155

1,160

1,170

1,180

1,200

Waycross College

870

885

890

900

910

System Total

212,339

216,017

221,103

226,321

231,916

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"A REPORT TO OUR PARTNERS AND STAKEHOlDERS

Highlights from Academic Program

Development

During the next five to seven years, the primary

mode of delivery of academic instruction will

continue 10 be t1culty in a classroom setting.

However, this means of instruction will be com-

plemented by new technologies which enhance

delivery and promote innovation, particularly

distance learning technologies, which will be

used increasingly to deli\'cr instruction and

services to more remote areas of the sUIte.

Technology-based educmion delivery will

increase student tlexibility and choice, increase

competition ~tmong those who prOVide academic

programs, :md within five years lead to the begin-

nings of new struCtures for delivery.

As a result of comprehcnsive planning, Unil'ersity Highlights from Workforce Planning

System of Gcorgia academic programs now will The Unil'ersity System's new workforce planning

be considered for approl'al and evaluation based

goals arc aimed at better linking :lIItieipared

not only upon institutional initiative but also

labor supply and demand projections with

state and regional needs. The Board of Regents

institution:tl aC:ldemie ofierings, particularly in

also mny now initiate it call for new programs.

critical shortage are:lS and high-growth fields.

Institulionalmissions and enrollment goals

will be expected to addrcss high-demand work-

force trends and the assessed needs of external

partners and customers.

The System's efforts include expanding outreach

to students regarding career opportunities and

how such opportunities are impacted by the stu-

dents' choice of degrecs and majors.

Institutions also are being prompted to expand

student work-bascd learning experienccs and

to encourage faculty to place learning in a

work context or to usc workplaces as IC:lrning

lubor:norics.

The University System, :IS an intcgral part of the

state's eflon to attract and retain high-quality

busincsscs :md industry, is prepared to respond

;

creatively and aggressivcly to cmerging needs.

The Univcrsity System is committcd 10 support-

ing the rising expcctation that postsccondary

cduc:Hion is vital to the economic success, COlll-

pctitivcness and well-being of Gcorgians in the

future. (Sec also: Partncrship with Busincss and

Industry. Pages 32 - 33)

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Highlights from Capital Planning

Construction or acquisition of new space to ~lccommod:lIe existing enrollment has been

deemed by the BO:lrd of HegcllIs to take prcce-

dCllC'e over the construction or acquisilioll of

facilities to serve future enrollment t:lrgets;

however, space for future enrollments is also :1

high priority.

In setting priorities for the WiC of State resources, the board h:ls delCrrnincd that weight will be

sh'ell first 10 instructional f:1Cilitics (i.e" class-

rooms, laboralOries), followed by academic sup-

port facilities (libr:lries, computer centers), stu-

dent support facilities (Le., housing, recreation

and slUdclJ( activities centers), and finally

administrative facilities and infrastructure needs.

Special considemion will bc given to the unique

resc:lrch missions of certain institutions.

In el"aluating capital projects, the Board of

Regents considers: (i) the efficient use of existing

faCilities, (ii) wheliler the campus' existing utility,

road, parking and pedestrian infrastruclllrc will

accommodate the new project, (iii) quality-of-

life-issues, (iv) impact on the local comlllunity,

(v) general cost effectiveness of the projects,

including operating costs, ;llld (vi) where appro-

priate, reduction of lcased sp,lce usage.

[II keeping with its goals of expanding the state's

distance education capacity, the Board has man-

dated that new eonslnlction and building renova-

tions should incorporate modern instructional

delivery systems.

[n cstablishing and annually amending the five-

,

year capital outlay plan for thc University
System, consideration will bc givcn by the Board

of Regents to the timely completion of program-

ming and design of capital projccts, as well as the

the maintenance of projects within budgets.

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----,-,-~:_:_:_:~~cc:_E!JL-~~~_:_:_::~"A REPORT TO OUR PARTNERS AND STAKEHOLDERS

ACADEMIC STANDARDS: "RAISING THE BAR" IN GEORGIA

Admissions Policy Direction
With a goal of preparing students to respond to the challenges of a 21st century society and workplace, the Board of Regents has engaged in a vigorOllS effort to enhance the academic preparation of students who will attend the state's 34 public colleges and universities in and after the year 2001. Too many under-prepared students have been entering the University System in lleed of remedial and developmental coursework. The new Admissions Policy Direction ofiers strategies to reverse that trend.
The Board of Regents' Policy Direction on Admissions - viewed as perhaps one of the most far-reaching policy initiatives ever tackled by the 16member body - sets very clear expectations for future students. The ncw admissions policies, currently being phased in at system institutions, should enhance student success, retcntion and graduation rates, The ultimate goal is to raise the educational attainment level of Georgia's citizens, preparing them to be viable contributors to an increasingl}' competitive marketplace.

The bO:lrd also has mandated that by 2001, all 34 of the University System's institutions will require a minimum of 16 specific courses of College Preparatory Curriculum (epe) from regularly admitted freshmen. The policy represents a change from the currently re<luired 15 units of
crc credit. The additional unit will be requircd
in math, cited as a factor in increasing student success in college. Prospective students must meet even more rigorous requirements to be considered for admission into the Univcrsity System's universities, including the completion of additional College Prep courses beyond the minimulIl 16 units required for all regularly admitted freshmen. Students also will be required to meet a specified Freshman Index (FI),:I fOnIlula based on the combination of a student's standardized test score and grade point average. Minimum Fls will be required for consideration :It e:lCh of the four levels of University System institutions: two-year colleges, state unil'ersities, regional universities and rcsearch universitics.

Raising the Bar of Expectations

A key goal of the Board of Regents' admissions

policy is to reduce the number of "learning

support students" - those in need of remedial or

developmental studies. Campus presidents and

admissions officials have been instmcted to

reduce the number of learning suppOrt students

by five percent annually, significantly limiting

the llumber of under-prepared students who

will be admitted to the University System's

four-year institutions. Two-year institutions

)

will be positioned as access points into the

University System.

)

-12

_ _ _ _ _ _----'rmI'-

_

-A REPORT TO OUR PARTNERS AND STAKEHOLDERS'

P-16

The oo.1rd's P-16 Illitilltivc im"okes officials

from the Unhocrsity System, tile Department of

Educ:nion, the Department of Technical and

Adult Education and the Office of School

Readiness in policy-setting discussions aimed

:u :lChic,ing educational reform throughout

the state.

Launched in 1995 by Governor ZeU ~Iiller and

administered by the Board of Regents, the

statewide P-16 Council is aimed :It dc,oeloping

and implementing policies and procedures

(through the rcspccti"c gG"cming bodies

involved in the Council's cifons) which enhance

slUdclII success.

An oloer-arching g<h11 is to ensure students' suc- During Ihe 19% Lcgislali\'e Session, the Board

cessful mo\emcm from one educationallc\'cl to

of Regcms received $300,000 in funding 10 sup-

the next, beginning with pre-kindergarten and

pori the P-16Initiativc, which was leveraged to

mo\<ing through to college, university or \"Dca-

g<mlCr significant cxtern.t! funding.

tiollaVtcchnical study 10 the world of work. Fourtccnlocnl P-16 Councils h.lve been estab-
lishcd :Iround thc statc, many of which received

Thc Robcrt W. Woodnlff Found.1lioll provided the initial M million gift to the University Systcm, and idcntificd thc donation as split fund-

funding during the past year to implcment grass-

ing to support thc Univcrsity Systcm's cducation-

roots educational reform cfforts.

al reform and :lcadcmic cnrichmcnt initiativcs

During I996-9i, the P-16 Council also worked

through P-16 and PREP. Thc gift en:lblcd thc

with the Depllrtlllcnt of Education to link high

PREP progr:nn to !:lunch four pilot silcs in August

school grndu:ltion requirements with the :ldmis-

of 1996 :md thc P-16 Initi:ltil'e to establish a

sions requircments cst:lblished by thc Bonrd

statewidc prcscncc via lOC:llly fundcd councils

of Rcgents.

and sponsored programs.

FUNDRAISING SUCCESSES

The Piltulnclt Fnundatioll also helped to laullch the systcm's PREP initialivc wilh a

Chancellor Portch cOllvcyed to thc IllXlrd his

$50,000 dOllation.

willingncss to pursuc pri\'ilte scctor and philanthrop- An anonymous i\CII" York donor contriblllcd

ic monics for P- 16 and PREP in ordcr to cnsurc

$7-10.000 carnl3rked for the PREP program.

dlcir implcmcnt:ltion and success. IIe receivcd Ihe

board's supporl to pursue sueh funding, and during

MOSI recently, the Georgia Power Company contributed I'll million to supporl the PREP

J

an IS-month period, g.1rnercd generous gifts for the

outrcach efforts.

IWO programs totaling more than 86 million.

In addition, BcllSoulh conveyed its supporl for

thc Board's efforts with a 8500.()()() gifl alloc,I(OO

to bolil PREP and P-16.

-14

--------:-c-~~:_:_:_::_'I'i!!I'_:_:_:_:___:_:_:___:_:_:_::_,_,__-THE UNIVERSITY SYSTEM OF GEORGIA

SPREADING THE WORD: SllJDENTS

cighth,graders, along with a lcttcr signed by

GET THE MESSAGE TO "PREP IT UP,"

State Superintendent of Schools Linda

Another highlight of winter 1997 was the

Schrcnko (who appeared in thc \'ideo) :and

launching of the Board of Regents' on-going

Chancellor Portch encouraging students to

statewide marketing campaign, tagged "PRP IT

meet the incrc:lsed expcclutions.

UP!" Developed with private sector support, lhe

Principals:lt morc th:llI 400 schools :lround the

uPREP [T UP!" campllign - which will colltinue each

st:lte received the video and brochure p:lCkagcs,

year through 2001- rnrgc\.s sCI'cmh- ,1Ild cighth-

along with an open letlcr from the chancellor.

graders 10 increase theiT awareness of the Unll'crsity The Georgia Association of Broadcasters

System's ne\\' ,ldmissiollS policies. Because students

embraced the communications camp:lign as:1

who entered cigtllh grade in the Fall of ]996 arc

public service project, distributing copies of

members of the first class to be impacted by the

Ihc PSA to 270 mdio sltltions :llId 36 television

heightened expectations, the campaign is aimed :It

stations stmewide, with a letter encouraging

ensuring that those students have ample notice and

airing during kcy brO:ldcasl periods to increase

time 10 complclC the required coursework. Kef

student awareness.

communications efforts in FY '97 included:

Developed by thc Board of Regents' Ofiiee

A call by Uni\"crsil)" S~1ilelll Chanccllor Stcphcn

of Media and Publications, the campaign also

Partch for an uncom-entional marketing

recei,-ed pro bono support from Atlant:l's

approach to incTC.'lSe the campaign's effecti\'ness,

W58-n', Channel 2 (which produced the PSA),

saying: "By speaking to young people in their

Georgia Power Colllpan~-, and the public rela-

O\m voicc. we are more likely to get our message

tions and marketing fiml Gel/Atlanta.

across," he said. Accordingly, a student "ideo and

PSA grab students' attention with rap and rock

music rind colorful, youth-Oriented design.

Dcvelopmcnt of a 30,second, "rnp" Public Service

Anllouncemcnt (!'SA) that crcativcly communi

cutes the new expectations of middle schoolcrs,

Production of twO lO-minute vidcos for studcnt

and adult :mdiences, detailing the need for stu-

dents to take required academic courses. The

t:lpes also cxtol the benefits of the state's HOPE

(lielping Outstanding Pupils Educ:liollall~')

Program and prOVides infonn:ltion about the

Board of Regents' PREP initiative.

Two brochures also support the campaign, one

det:J.iling the boards' 200J Admissions

,

Requirements and the other highlighting the

PREP initiative. Also targeted at middle-school

students and their parents, the brochures were

distributed to more than 200,000 sc\'enth- and

-15

~

Iiii1l--~~~~~_

"A REPORT TO OUR PARTNERS AND STAKEHOLDERS

MISSION DEVELOPMENT AND REVIEW
Developing vision and mission statements to guide the University System and iLS indh'idual campuses has been a key focus for the Board of Regents, in order to effectively shape the future direction of the System's 34 colleges and universities. As regents sharpen their focus on preparing the Uni\'ersit~' System for future impacts and challenges, institutional mission statements have become viable and critical tools in decision making and strategic planning by the board.
A year-long mission review process by the board in\'olving external rc\'iews of campuses resulted in the publicmioll of an IS-page report, Recommendations on Implementing the Mission 1)e,"cIOpmenl and RC\'icw Polic~' Direction. That rcport focused on defining the mission and unique characteristics of the System and its 34 public colleges and univcrsities. The report's recommencb tions impacted three key areas of operation: thc Unh-ersity System's and institutional missions; thc nomenclature and identity of thc System <Iud its institutions; and how the Univcrsity System will further extend its programs in central Georgia and mctropolitan Atlantll.
Among othcr actions, the committee's asscss lllcnts led to the appointment by the chancellor of an Ad\'isory Committee 011 Nomenclature :Iud Identity, which recommended llame ehangcs for System institutions to more nppropriatcly reneet their missions :md national trends_ That process moved forward with cnthusiasm during 1996-97, pushed by the momcntulll of institutions seeking heightened recognition for their programs.
Name Changes
While many of the institutions \\ithin the University Systcm offered comprehensive master's dcgree programs among their academic offcrings, the nomenclature at these institutions did not rencet their status as unh-ersities in line with their national peers.

Nomenclature and identity recommencbEions cmanating from the ~Iission Review process resulted in name changes for the system's 13 institutions pre\-iously referred to as four-year colleges, renaming thcm as "statc unh-crsitics."
The name changcs, which beg:m in July 1996 and continued until Novcmber of 1997, acknowledged the master's dcgrecs-granting missions of the 13 institutions.
Thc changcs also aligncd the nomenclature of Unh-crsity Systcm institutions with that of other systems nationally, pro\iding Georgia graduates with the enhanced markctability of a "unh-ersity" degree_
The process resulted in the establishment of two new special purpose institutions within the University System; Georgia College & State University (fonnerly Georgia College) was named as the state\\idc libernl arts university with a gool of expanding its mission in the liberal arts arena; and Fort Valley State Unh-crsity (fonnerly Fort Vallcy College) was tapped to expand on its land-grant statUS to further cmphasize that unique mission_
Most of the System's twoycar colleges retained thcir current names. Bnlllswick College, however, changcd its name to Coaswl Gcorgia Community Collcge to renect its joint USG and DTAE missioll. DcKalb Collcgc's upcoming namc change to Gcorgia Pcrimeter College \\ill rcncet its cxpanding mission beyond thc DeKaib County borders. Macon Collcge changed its name to Macon State College 10 rcncet its new mission of dclh-ering specialized baccalaureate degree programs_ Thc previous and current lIames of the
Univcrsity Systcm institutions that have undergonc mlmc changes arc cited on thc next page_

-16

_ _-----::-::~~~Ia'_:_:~:_::_::_:~--THE UNIVERSITY SYSTEM OF GEORGIA

Former and New Names

Albany State College

Georgia Southwestern College

Albany State University

Georgia Southwestern State University

Armstrong Stale College

Kennesaw State College

Armstrong Atlantic State University

Kennesaw State University

,

Augusta College Augusta State University

Macon College Macon State College

Brunswick College

North Georgia College

Coastal Georgia Community College Clayton State College

North Georgia College & State University Savannah Slate College

Clayton College & State University

Savannah State University

Columbus College

Southern College of Technology

Columbus State University

Southern Polytechnic State University

DeKalb College

West Georgia College

Georgia Perimeter College (as of July 1, 199B!

State University of West Georgia

Fort Valley Siale CoUege

Fort Valley State University Georgia College

.= New Name

Georgia College & State University

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-17

_ _ _ _ _ _ _filJ'-cc------:----,--,--

_

"A REPORT TO OUR PARTNERS AND STAKEHOLDERS"

NEW CAMPUS PRESIDENTS BRING 21ST CENTURY LEADERSHIP

The Board 01 Regents and University System

Adams has held numerous lcadcrship roles in

Chmlcellor Stephen Portch recruited several leading educators into the presidential posts at

the nmional higher education arena, including: trustee for the Council of Advancement and Support

\

three University System colleges and universities during the past ye:IT. In each case, the top choice

of Education, vice chair of Division 111 of the NCAA PresidetllS Commission, and member of thc board of

J

candidate cnthusiastic,llly accepted the opportunity thc Nntion:ll Association of Independent Colleges

to come to Georgia and join the nation's iourth-

and Universities, including one ye:lr :IS its chairman.

largest and increasingly prominent system of public In addition, he sen'cs as a member of Ihe Board of

higher education.

Dircctors of thc Amcrican Council on Education.

Dr. Michael E Adams was lIaIlled presidclll of The Ullivcrsit) of Georgia 011 June 11, 1997. He joined the university as its 21st president on September 1,1997. Adams served as president and professor of government at Centre College, ill Danville, Kentllcky, from Dcccmbcr 1988 uncil :lCcepting his appointment at UGA.
Prior to joining Centre Collegc, Adams scrvcd :IS vice presidcnt for unil'ersity affairs and profcssor

Adams carned his Ph.D. from Ohio Statc University in 197J, widl a major in political communiemions and a minor in cducational :ldmillistration; and his M.A. in communication research lllClhodologics in 1971. lie received his B.A. from Lipscomb Collegc in N:lslwillc, Tenncssce, in 1970, m:ljoring ill speech and history and minoring in economics. lie attended public schools in Atl:1tI1:1, Albany :llld Macon, Ga.

of political commtmicmioll ill Pepperdine Unil'crsity Or. Carlton E. Brown was named the 11th presi-

in M:llibu, California, a position he hcld from 1982- dent of Sarallnah Statc Unil"crsity on ~larch 12,

1989. From 1980-82, he served as a senior advisor 1997, and was requested to IC:ld the institution ovcr

to Tennessee GOl'ernor L:llllar Alcxander. From

at least the next fivc YC:lrs. Dr. Brown, who bcg:m

1974-79, hc served as an assistant to U.S. Sen:lte

his appointmcnt on July I, 1997, had scn'cd :IS vice

minority leader, Iloward Baker, serving Ihe last three prcsidcnt for planning :lIId dean of the Graduate

years as Scn. Baker's chief of staff.

Collcge of !lamptoll Unhcrsity since 1996.

Dr. Michael F. Adams

Dr. Carllon E. Brown

-18

_ _ _ _ _ _---.JIiiiIL--

_

THE UNIVERSITY SYSTEM Of GEORGIA

From August 1990-1996, Brown sen'cd :1$ dean

Shields' career with I[O\\'llrd encompasscd a

\

oi the School of Liberal Arts arid Education :1t llamptoll, a restructured unit of the University

numbcr of faculty and adll1inistralil'c postS in thc School ot" Education. Prior to scn'ing as dCHn, she

I

formed in response to educational reforms thai morc servcd as director of ~[edical Education and

closcl~' integrate tcuchcr education with central aca- Biomedical ComllluniclltiollS in the Collegc of

demic disciplines. From July 1987-1990, he served ~Iedicine, from Deccmber 1989 to July 1993. lIer

:IS dean of the University's School of Education.

previous positions in the School of Education

From 1979 until joining I-Imnptoll in 1987, Brown

included: chair of thc Dcpartmcnt of Curriculum

served on the f:lculty and in key administr:lti\'c

and TCllching, dircctor of the Undcrgraduate TCllchcr

posts within the College of Education :'It Old

Education Progrlllll, coordinator of thc Di:lgnostic

Dominion Ul1i\'crsit~ in Norfolk, Va.

and Prescriptive Lcarning Center, and coordinator of

A native of ~Iacoll, Ca., Browll reech"cd both

Graduate Elemclllary EduCHtioll Programs.

his bachelor of nTis and his dOClOnl1C from the

Shields earned her Ph.D. in ellrl~ childho()(Vclc-

University of ~[assachtlsctts, Amherst. lIe earned his mentary educ:ltion, with a specialty in rC:lding and

doctorate in multicultural education ill 19i9, and

Illllgwige development, from the University of

his bachelor's degree in English and American

Maryland, College P:lrk. She earned hcr m:ISIcr's

Studies in 19i1.

dcgrec ill educalion from Gcorgc W:lshington

Universit~ in Washington, DC, and hcr B.S. in cdu-

Dr. Portia Ilohncs Shiclds was mUlIcd presidcllt c,ition from thc District of Columbia Tc,lchers

of Alball~ St:lte Univcrsity on July 9, 1996. Whcll

College, also in Washington. Shields launched her

she assumcd her post on Septcmber J, J996, Shields cnrecr in academe first as II teacher, thell as a

bccame the institution's sevcnth prcsident. Before

reading SPCCillHst for kindcrg,mners to twelfth

joining Albany State, Shiclds scn'ed as dean of the graders in the District of Columbia's public schools.

School of Education at 1l0lrlmi Unhersity, in

Washington, D.C., sincc July 1993.

Dr. Portia Holmes Shields

-'9

_---:-:-:::-:-:-:~___=_=~Ei!J':_:____:_~~~:_::_::_:_-A REPORT TO OUR PARTNERS AND STAKEHOLDERS

TECHNOLOGY HIGHUGHTS: BUILDING 21ST CENlURY CAMPUSES
Aoyd College end Cleyton College & State University Push Technology's Edge
Two Unil'crsity System institmions raced [Q Ihe front of Ihe educmioll3.1 technology pack during 1996-9i, when they received approval from the Board 01 Regents to equip all of their studctlls with notebook computers. More thnn 8,000 students :Ire expected to benefit from the joint prototype project, which is expected to serve as a model ior future initiath'cs throughout the Unil'crsity System.
Clayton College & Sf:IIC Unh'crsilY bcc:1I11C the third U.S. public university - :lIlt! the first in the Southeast - to proVide rhe laptop computers to all of its students; Floyd College became the first Iwo-ycar college in the nation 10 do so - propelling both inslilutions into an elite corps of high-technology centered campuses. Only two Olhcr notebook computcr programs for studcnts exist at public univcrsities at the University of ~linncsot,'lT Crookston, and at Valley City Statc Unh'crsity in I'orth Dakota. About a dozen prinltc institutions hare programs that supply nOlcbooks to somc students.
The two-prongcd initiative is rcfcrred to as the Infonulltionlll Tcchnology Project. or ITP, and is

aimed at imprO\'ing student learning by increasing producth'ity, ensuring career readiness, accommodating the needs of older students, and by making life-long learning a practical reality. Thc project was conceived by Floyd College Prcsidcnc Lynn Cundiff :md CCSU President Rick Skinner,
The notebook computer componem of the projcct is designated as UPITA, or UniverS1l1 Personal Information Technology I\cees..~. Evcr)' faculty member lit both institutions is provided with :1 laptop comptlCer, along with Floyd College's 3,000 students and CCSlJ's 5,000 students. UPlTA also includes unlimited, remote Internet access, walk-up and telephone user assistance, an e-mail accoullI and onc,'.mpus computer repair services, The project is administered as an aUXiliary clllerprise through the AlL"iliary Senices units of the two campuses.
The program is supported by a special 8200 per quarter fee for lease of the laptops. In addition to UPITA, ITP, includes a unh'crsal "smart card" to access the services of thc campus' Auxiliary Sen'ice units, All re\'enucs generated by ITP will be utilized to make the projcct self-sustaining, which should ocellI' within four years.

-20

------:c~~__,__,_____,-IiiIL.-,______----THE UNIVERSITY SYSTEM OF GEORGIA

THE UNIVERSITY SYSTEM OF GEORGIA'S GAULEO INITIATIVE
The Unil'ersity System's high-tech crown jewel, GALILEO (Georgia Libr.try Leaming Online), epitomizes the vision, collaboration and outreach being employed to position Georgia at the forefront of educational technology usage.
GALl LEO has expanded far beyond the efficient and cost-effective tool for networking the library holdings and databases of the University System's 34 colleges and universities that it was first designed as in 1995 by the Office of Informational and InstnlCtional Technology. It now encompasses a broad-based and ,Ictive partnership with the Department of Education, the Depnrtment of Technical and Adult Education (managers of the st.1te's public library system), and [\ consortium of private sector colleges and universities and has revolutionized access to the stale's libnl!)' resources.
Universit}' System officials are cOlltinuing to strengthen the virtual library created by the system's visionary information technology employees, as GALl LEO rapidly becomes a national model for electronically accessing academic journals, periodicals, information resources and databases. Enhancements are planned to better serve GALl LEO's internal and external customers. Most importatllly, this innovative tool is fostering uinfor_ mational equity" within every corner of Georgia by placing the stale's vast libmry holdings at the fingertips of every citizen able to access a public library.
Key GALILEO facts: [n FY '96, nearly $10 million was appropriated to
launch GALILEO. In FY' 97, another $3.8 million was allocaled in
continued funding to maintain the hugely successful project. In June 1997, GALILEO recorded its 2.7 millionth "hit" or access by a customer. Also in June 1997, GALILEO received national recognition as the recipient of a Computerworld Smithsonian Award, recognizing innovative uses

of inform:ltion technology that benefit society. GALl LEO ofiicials were formally recognized at a ceremony in Washingtotl, DC., and information Oll the intlovative initiative h:IS been formally placed in the Smithsonian Institute's Perm:ll1ent Research Collection as a result of receiving that honor. Currcnt GALILEO uscrs now include:
- The Governor's ofiice - The libraries of the 34 Univcrsity System
colleges and unil"ersities - 3 legislative research offices - 60 public libraries and the he:ldquarters ofiice - 33 technical institutes and the headquarters
offiee - 33 priwne cducational institutions Future additional partners in 1997-98 win include: - 101 additional public libraries -1,818 K-12libraries

-21

_ _ _ _ _ _~IiiiI'----

_

"A REPORT TO OUR PARTNERS AND STAKEHOLDERS

GSAMS AND TECHNOLOGY IN THE CLASSROOM
The Georgia Stltcwidc Academic and Mediclli Systcms satellite nellvork is the nation's largest distance learning network and the electronic core of a rapidly expanding method of academic instruction for the University System. Besides earning recognition as a nntiollally recognized telemedicine program, GSAMS provides an impressive telecommuni cations systcm that allows thc University System's colleges and universities to receivc and send classroom instruction to sister institutions via satellite programming. The result is cost and time efficiencies for faculty and students alike.
University System officials recognize tbat distance learning is JUSt one of m;IIlY emerging technologies being employed by f;lculty in academic program delivcry - including on-line courses and fullfledged degree programs that integrate various forms of electronic and classroom instruction. Plans now are being shapcd to cnhance tracking of the varicty of new dclivery methods being uscd by faculty to ascertain just how wide the University System's cybersp;lce web has been woven. Meanwhile, campuses hm'e been equipped, faculty are being trained, and students have come to expcet that tomorrow's technologies arc already being integrated into the classrooms of today.
Key GSAMS/Educational Technology facts: At least two GSAMS installations have been
inst:llled at each one of the University System's 34 campuscs and at lcast one classroom is equipped at all of the system's off-site centers. In addition, all 34 of the institutions have a digit:llly capable downlink.

Each institution has been provided with at least one instructional technology support specialist to provide assistance and each technologist has been trained by OIlT staff to use the campus equipment.
Faculty representatives from each institution have been trained in an intensive instructional technology workshop by University System onT staff. These Faculty Development Workshops sen'ed as "train the trainer" sessions, and were replicmed at the campus level.
Data suggests that over 300 University System coursCl> have been redesigned to integrate technologies and that over 700 technology-centered presentations have been presented to faculty colleagues.
The number of academic courses offered via GSAMS within the Unil'ersity System increased by 350% betwcen 1994-97, with 338 courscs beingoffcred by 18 institutions in 1997.
PEACH NET: EDUCATION'S INTERNET AND E-MAIL CONNECTION
The lntcrnct and gMail have become so central to society's lexicon that one wonders what business did before Ihe adl'ent of these trailblazing technologies. In Gwrgia's educational circles, PeachNct is the vehicle that provides centralized and linked computer sen'ices that include the Internet, E-mail, database sharing resources and other technology capabilities - services increasingly in demand. PeachNct is managed by the University System's Office of Information and Instructional Technology, and the staff of that operation (who also manage GSAMS and GALl LEO), are responding to the call.

-22

_ _ _ _ _ _---.JriiiI

_

THE UNIVERSITY SYSTEM OF GEORGIA

Key PeachNet facts: 1997 marked the three-year anniversary of
PeachNet's expansion into Georgia's educational
institutions.
34 new sites were added 10 PeachNet during 199697; 25 new K-12 sites were funded by the Distance Learning and Tc1emedicinc Project and 9 existing 56k sites were upgraded to Tl speed.
Funding was received for PeachNct connections, GAULEO access and CampusJMCllntemet dialup service to 181 public school systems and 101 public library systems.

Current PcachNct siles now include: - 49 University System of Georgia sites - 50 Dep:lrtmem of Education sites (7 serve as tollchpoints for systemwide access to PeachNet) - 61 DTAElOffice of Public Library Services sites ~ 14 Private I1igher ~~ducation sites (all provide campus-wide access, and some remote access as well) - i Additioll:ll PeachNet Sites (including at
Blue CrossIBlue ShielO, a usa health
care provider)

-23

_---,--,----:-:-:-:---:-:-:~__,____,_____=_I'i!i1'--~~~~~"A AEPORT TO OUR PARTNERS AND STAKEHOLDERS

HONORARY OEGREES: EXCELLENCE IN ACHIEVEMENT ANO SERVICE
Since the spring of 1996, as a part of a threeyear pilot effort, the University System of Georgia's four-year and research institutions have been encouraged to award honorary degrees to persons "who ideas and life work exemplify the highest standards of human achievement." The initiatil"c is aimed at "highlighth14 the University System's national prestige and its academic and sen'ice priorities." It is expected that by bringing outstanding leaders onto system campuses to recch-c such awards, a continuing bond and long-term relmionships will be developed with award recipients leading 10 their return as potential speakers, guest lecturers, cOllsu!tmHs, etc, Thesc continuing benefits should impact and dignify institutional priorities and achievements.
All honorary degrccs must be 11pproved by the Board of Regents. The basic criteria for a recipient is ~notable achievement in an ncademic field, the arts and letters, the professions, or public service."
The University System's four research and two rcgional universities lire permitted to confer up to

two honorary degrees per ~'ear; state unil'ersities have the option of aw.lrding one honorary degree annually. An individual may not receive more than one degree from any of the University System's institutions, and all recipients !l1ust be present to receive their award,
The following list retlcets those honorary degrees awarded since the inception of the pilot program through the end of the report year.

HONORARY DEGREES AWARDED AS OF JUNE 30, 1997

Institution

1996

Clayton College & State University Columbus State University

Harmon M. Born
81B196

Fort Valley State University Georgia Institute of Technology Georgia Southern University
Georgia State University
Kennesaw State University

Catherine W. LeBlanc 81B196
Ivan Allen, Jr. 8IB196
Carl Sanders 6/11196
Betty Sanders 6/11196
Deen Day Smith 8/31196
Robert Shaw 8/31196

University of Georgia Valdosta State University State University of West Georgia

Andrew Young {shown above} 6/15196
John W. Langdale 6/12/96
Roy Richards 6/14196
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1997
James O. Yancey 6/15/97
Allen Paulson 6/14197
Clarice C. Bagwell 6/14/97 William Porter ~Billy Payne 6114/97
Dr. Julian Stanley 6115/97

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POUCY OIRECTlONS STATUS REPORT

INmATIVE
Technology Initiatives (Sept. 1994 Budget)
Mission Development and Review (Dec. 1994)
Student-Centered Collaboration in Public Post Secondary Education IDec. 1994)
Managing Access (Jan. 1995)
Semester Conversion (Feb. 1995)
Faculty and Staff Development (March 1995)
Internationalizing Education March 1995)
Pte-School to College Education
(March 1995)
Tuition (April 1995J
Strategic Allocations (April 1995J
Capital Priorities and Master Plan (May 1995)
Admissions (June 19951
Honorary Degrees
(June 1995)
Hiring Incentives and Procedures (July 19951
Alternative Dispute Resolution (Summer 1995)
Board Authority and Responsibilities (Feb. 1995)
Academic Program Reviews (Fall 19951
Financial & Operational Audits (Feb. 1996)
Accountability Program (Oct. 1995)
Retention and Graduation (July 1995)
Partnership with Business lAugust 1995)

IMPlfMENTATION/OUTCOMES
July 95 - Present lGALILEO, Banner, Model Classrooms, Connecting Teachers and Technology, Connecting Students and Technology, PeopleSoft)
Fall 1995 - Fall 1997lRevised Mission Statements for all institutions and System, nomenclature/name changes, off-eampus centers, regional needs)
Dec. 1994 Present (New Associate of Applied Science, Associate of Applied Technology, Bachelor of Applied Science degrees)
Fall 1996 - Summer 1997 (InstitutionsIBoard develop guidelines, adopt new student enrollment targets for all 34 institutions to manage growth)
Fall 1995 - Fall 1999lConversion from quaner to semester calendar, curriculum redesign completed in just eight months, conversion occurs Fall 1998 [Ga. Tech - FaU 19991)
Spring 1996 Present lRetraining and development program for faculty and staff, tuition reimbursement program for faculty/staff, post-tenure review process for faculty)
Fall 1995 - 2000 (Council on International Education, targets to increase studenVfaculty study abroad, curriculum infusion)
Fall 1995 2001 lState, 15 local P16 Councils formed, Post Secondary Readiness Enrichment Program !PREP) initiated and currently serving more than 6,000 students)
Spring 1995 Fall 1998lTuition adjusted for two-year colleges, out-of-state students, graduate and professional schools)
April 1995 - Present (Funds redirected from System budget to suppon programs of collaboration and national pre-eminence. Twenty-three programs selected for three-year funding)
Fall 1996 2000 lJune 1997 - Board develops capital priorities list based on new planning procedures; 20 institutions funded and in development of master plans)
Winter 1996 - Fall 2001 (Revised admissions requirements for all institutions; new requirements currently being phased-in with fuU implementation in Fall 2001, major communications program (Spring 1997 Fall 2001) to inform students/parents)
Summer 1996 - Present (Honorary degrees now permitted for exceptional individuals with Board review and approval - first degrees awarded June 1996, 18 awarded as of Dec. 1997)
July 1995 - Present (New policies/procedures for hiring of institutional presidents; first three presidents hired under new policy, Summer 1996)
Fall 1995 - Present lAdvisory Committee develops guidelines, all 34 institutions currently utilizing ADR)
May 1995 (Board Policy Manual revised, Board committees restructured)
Fall 1995 - Present (Board review and approval of all existing (old and new) academic programs - all programs now on three-year review cycle)
Winter 1996 - Present lAudit Committee formed at Board level; funding secured to expand and enhance audit capabilities)
Fall 1995 - Present (-Days of Accountability- held on all 34 campuses, -Accountability Reports- included in budget request documents, reports to General Assembly)
Summer 1995 - Spring 1997 (Sytemwide study conducted; report on -Best Practices in Retention- published, presented to Board/lnstitutions in Spring 1997)
Summer 1995 Present lOffice of Economic Services established at Board level, Intellectual Capital Partnership Program (lCAPP) initiated; Total Systems project first success, 1996; Statewide workforce needs assessments)

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_ _ _ _ _ _--'I'iii1'::-::-:-~~::-::-::-:-_:_::_:_:~~ -A REPORT TO OUR PARTNERS ANO STAKEHOlOERS-

IMPACT ON OUR STAKEHOLDERS

The Unhersily System of Georgia's increasing success o\'er the pasl fel\' years has largely been ffi3de possible via the generosity and commitment of Governor ZeU Miller and Georgia's General Assembl~', and thc dedic3tion of the Bo3rd of Regents 10 effective strategic pl3nning and budgeting. Still, our :Iccomplishmcnts could not be achieved indcpcndcnt of our many partners and stakcholdcrs, Thcsc collrlbomtors sharc our common agcnda and strh'c with us to achicvc mutual goals. Individually, thc lcadcrship of the Uni\'crsity Syslem is cnsuring progrcss by emphasizing accountability alld results. Collectivcly with m3ny partners, wc are pursuing a critical agenda Ihat will propel our educational systcm, the slate of Georgia, and our cilizens to grealer prominence.
PARTNERSHIP WITH THE GOVERNOR AND THE IGISLATURE: THE FACTS Thc Unh'crsity Systcm of Georgkl'S budget
increased by 3.9 percent in FY 199710 8l.4 billion, up from 81,3 billion in FY 1996. For three years straight, Gov. Miller and thc Gcncral Asscmbly havc fundcd 6 percent mcritbased salary incrcllscs, aimcd at moving Georgia to thc forcfrom of the Southcrn rcgion in faculty pay. In Fiscal Year 1997 nlonc, thc appropriation totaled 864.8 million. The incrcascs were distributcd to facult~' and Stllff b:lscd on performance mcrit, not across thc board. Thc Gencrn! Assembly funded 12 capital projects lOlaling more than 882 million during 1996-97, In addilion, 11 projects tOialing morc Ihan 879 million wcrc funded in Ihe H 1996 Amcnded Budget, As Ihe statc'S Iargcst man3ger of real CStatC, Ihc Uni\'ersily System has extensi\'e responsibility for thc mainlenance, repair and rchabililalion of Ihe \'3st array of facilities and property thnt exisl on our 34 Campuses. Accordingly, the legislnture respondcd to It funding priority requcst by allocming ncarly S39 million in funding in thc FY '97

budget for major repair and rehabilitation projects. Another 8450,000 was allocated 10 Facilities Maslcr Plallning. Georgia spotlighted its rich infraslmcture to the entirc world during thc summcr of 1996, and the Unhersity System W:IS a kcy player in hosling thc Ccntenni:tl Olympic Gallles on sevcral campuses. Georgia's HOPE program continucs to be a vital componcnt in providing nccess to thc University S)'stem of Georgia, and thc Unh'crsity Systcm has panncred widt IlOPE officials to raise thc national visibility of the scholarship program.
THE SUCCESSES Georgia's commitment 10 compelithc teacher
sal3ries is resulting in imprO\'cd ranking; 3mong thc 15 sttlles Ihm compose Ihe Soulhem Rcgional Education Bo.'lrd. In 1995 and 1996, Ihc University Systcm held Ihc fourth place posilion among the SREB region for facullY salaries at four-year institutions and held Ihc second place rank for salaries at two-ycar institutions. In 1994, the Systcm had rankcd fifth for avcragc salaries :it four-~'car institutions, SalrlT:" go.'lls are aimcd at achicving first place in the SltEB rcgion m thc cnd of the Governor's four-ycllr commitmenl to this initiativc.

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_

THE UNIVERSITY SYSTEM OF GEORGIA

The $39 million in funding allocated to "Protecting the Stlltc's IIl\"CSlmcnl: Hcno\'alion lind Hch:lbilitation" supported 254 necessary and urgent major repair and rehabilitation projects during FY 1997.
Of the 20 campuses th:lI have received funding for Master Planning in line with goals that link such plans to institutional mission and academic program needs, three campuses have totally completed their plans. Three additional institutions are IIcaT completion, and 14 lldditional institutions have effort" undcnvay. By the year 2000, all University System institutions will have completed the master pl:mning process.
In a wonderful disphly of collaboration, workers from Southern Polytechnic State Unil'crsit)', Slate Unilersity of West Gl;.'Orgia, Clayton College and St:lte University, Kennesaw State Unil'ersity and DeKalb Collcgc assisted Georgia Tech in their final preparations for the Olympic Village, modeling truc Olympic teamwork In addition, 247 Univcrsity SyslCm officers from 15 colleges and universities assisted SOLEC, thc State Olympic Law Enforcement Command, in managing the security needs associated with the games. And the Georgia Tech team that created the Olympic Torch was honored for their achievement by the American Society of Mechanical Engincers.

Not since Roosevelt has a sitting president chosen Georgia as a sitc for a major policy announcement, and nevcr unril Januar)' 1997 had a president come to a university system institution to announce education as the national priority. The visit of President Bill Clinton to Augusta State Unil'ersity to salute Georgia's heraldcd scholarship initiative and to unveil his national HOPE scholarship program changed that historical record.

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~~::-:-:-::--::-::-::-~~--::-,I!!!I~~~,--,--:-::-::-::-:c-,------"A REPORT TO OUR PARTNERS AND STAKEHOLDERS

PARTNERSHIP WITH OUR FACULlY AND STAFF: THE FACTS
The Unh'ersity System has 31,790 full-time employees.
More than S1.3 million was approprialCd by the legislmure in 1996-97 co fund the Board of Regents' Distinguished Ttmchcr Progmm, designed to identify and reward excellence in teaching at the regiomll and Sliltc universities and at the two-ye:1T colleges. Distinguished teachers arc charged with improving the overall quality of teaching instruction, particularly in the usc of technology.
During FY 1996, the University System reech'cd a 89.9 million allocation to fund the COIUlcctillS Teachers and Tcchnolog.\' special funding iuitiath'c; anOlhcr 87.9 million was allocated in H' 1997. Its goal is 10 increase the number of courses which integr:lte technology into the instructional process through teacher preparation.
The Model Classrooms initiati\'e for regional and state unh'ersities and two-year colleges was fund ed with 83 million during FY 1997, \\~th a gool of creating "21st cclllury classroomsn that provide students and faculty with advanced instructional and laboratory technology.
The Governor and the legisillture allocated 81 million during 1996-97 for "Professiollal Development: Sen,jng Our Students and the State." directed at three areas: retraining of faculty and staff, cvtlluation of tenured faculty (post-tenure rC\'icw) and curriculum redesign,

THE SUCCESSES
During FY 1997, 26 Unh'ersity System institutions appointed distinguished teachers, recei\1ng 845,000 in appropriations which had to be matched with 825,000 from thc institution. Three institutions opted for intensive faculty training courses. The goal of this initi:ltive is to rew:lrd excellence in teaching :lI1d to improve the overall quality of teaching instruction, partieularl~' in the use of technology,
Evcry campus of the Univcrsity System has been provided \\~th at least OIlC instructional technology support specialist. All institutions also ha\'e a digitally capable downlink to receive satellite programming. All faculty also have been provided with access to the World Wide Web to support course development and deli\'el)', via 820,000 campus grams to establish WWW scn'crs,
Throughout 1997,23 basie multimedia classrooms wcre being created throughout thc University Systcm, along \\~th onc presentation classroom, four specializcd tcchnology classrooms and three portablc networked classrooms. Funded with SI00,OOO grams to 30 institutions from the J\lodcl Classrooms initi:ui\'e, the classrooms are expected to scn'c 13,233 students each quarter. By July '97,16 of the clnsses wcre operational; the remaining 14 rlre schedulcd for complction in PY '98, pending renovations,
The Professional Oc\'c1opmcnt special funding initiativc resultcd in 45 grants to Unil'crsity System institutions or acadcmic advisory comminces. In addition, regional workshops were sponsored on faculty cmlu.1tion and mentoring along \\ith intensive three-day workshops for new department heads. Also, 8500,000 was distributed among all 34 institutions to support curriculum re\~sion,

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_

THE UNIVERSITY SYSTEM OF GEORGIA

Professor Anne Hudson Professor Jim Oliver

Professor Anne Hudson of Armstrong Atlllntic State University was named one of four ]996 winners of the National Professor of the Year awnrds, given by the Carnegie Foundation for the Advancement of Teaching. Until her recent retirement, Dr. Hudson taught nearly all of the math at Armstrong Atlantic, and trained students for competition. In 1994, she directed a high school U.S. Mathematics Olympiad team that won the world competition in Hong Kong,
Dr. Jim Oliver, Georgia Southern University's Callaway Professor of Biology, received a ~Ierit Award from the Nationallllstitutes of Health, likened to a lifetime achievement award which recognizes a record of research so "distinctly superior" that the scientist is above competing with others for NIH grants in his area of research through the year 2005. Professor Oliver serves the Universit}' System as a teaching professor as well as an international star in his field of entomolog~'.
Valdost:l State University Professor Ronald Barnette has been featured in several local and national publications regarding his Philosophy 390 class, in what may be the world's largest classroom. His "Virtual Classroom" is conducted totally via e-mail and the World Wide Web and consists of students from 11 countries from Malaysia to Great Britain.

Professor Ronald Barnette
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_

>A REPORT TO OUR PARTNERS AND STAKEHOLDERS

PARTNERSHIP WITH OUR STUDENTS: THE FACTS
In the fall of 1996, the Unh'crsity Systcm of Georgia enrolled 204,332 full-timc and part-time students. Nearly, 167,000 of those studcnts were enrolled full-time.
Female students represented 57.6% of the enrollment population.
Among those enrolled, 43,609 students or 21.3% were African-Amcrican, 146,607 or 71.7% were white, and 14,116 or 6.9 %wcre classified as other.
The avcrage agc of a Univcrsity System student is 24.4 years old. At thc rescarch universities, the al'erage age is 23.l; :It the regional universities, the average age is 22.2; at the state univcrsities, the avenlge age is 25.3; :It the two-ycar collcgcs, it's 25.6.
Business, nursing, and educ:ltion continucd to rank the highest as majors for those students who had declared :1 m:ljor in Fall 1996.
The Univcrsity System drew 9].8 percent of ilS students from Georgi:l in Fall 1996. Florida lind South Carolina ranked :IS distant second :md third as statcs of legal residcncc for System students, at 1.6 and 1.0 perccnt, respectively>
More than 87.J million was appropriatcd hy thc Gencral Assembly during the last two fiscal yCars to fund Connccting Studcnts mul Senk-cs, a special initiati'>e :lillled at enhancing the usc of !Cchnology to meet sludcnl's, necds electronically.

;-karl~' 83.9 million W:lS received from the legisl:!ture in FY 1997 to fund >'The !\cxt Step: Taking Gradullte Education To thc 1\ext Level," a special funding initiativc aimcd at improving the quality of the Univcrsity System's rescarch uni,'ersities and at strcngthcning selected graduate programs with a goal of contributing 10 the state's economic devclopment.
Tuition :llld fees for Georgia residents at Georgia's public oolleges :md universities arc in thc middle among the Southern Regional Education Board's S(;ltcs :llld :Ire well below thc national :wcragc, making Georgia :1 "low tuition" statc. In 1995-96, a national study found that college tuition in Goorgia consumed only 6.6 percent of thc median household income oomp:lred to the national Hvcrage of 8.9 pcrcent.
THE SUCCESSES Gcorgia Tech's School 01 Industrial :md Systems
Enginccring graduate program was ranked #1 by US Ne<ws & World Report. The school was :lIsa ranked # I by thc National Academy of Sciences. Black Issues ill Higher EduClltioll r:lnked Georghl Tech #1 for awarding thc most doctoral :md master's degrees to Afric:m Americans in thc areas of engineering, computer scicncc nnd mathematics.

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_ _ _ _ _ _-----..JEiJ

_

THE UNIVERSITY SYSTEM OF GEORGIA

UGA Rhodes Scholar
Scott Hershovitz
The pereenwge of Georgi:l high sehool graduates enrolling in college h:IS increased from less than 50 percent in 19S8 to 59 pereent in 199-1, no\\' exceeding the nation:l] nveragc.
At the Unil'ersity of Georgia, more than 9i percent of the incoming rCl;ident freshmen :lrc receiving HOPE scho!:lrl;hips. At Georgia Tech, 99. i percent of fim-time in-state freshmen arc receiving IIOPE.
Georgia Tech became one of the lllOSt high-tech enmpuses in the nation with more than S-Imillion in funding from the General Assembly's FY 1995 Amended budget, During FY 1996, ~-uttlrcNe(s infrastructure allowed dormitories and el:lssrOOlll buildings to he wired so that Slllderus and faculty could :lceess high-speed dat:l, graphics and video irom anywhere on campus.
The ~[edieal College of Georgi:l's pass rate in August and ~[nrch 1996 for the firsl attempt of N:ltional Board of ~[edical Examiners tes{ takers was 96%, compnred 10 93% n:ltionally.

Of particular note is that these students elllered ;\[CG with medical college ndmissions test scores tlwt did not exceed the nntional :Iver:lgc. The Advanced Academy oi Georgi:l, a program for academically superior high-sehooljuniors and seniors in its second ye:lr at State University of West Georgi:l, has douhled its enrollment to 43 s!tIdents. The average SAT score for students participating in the acndemy progrmn is J288. Scver:tl new gradunte programs have been del"eloped within the University System :IS :1 result of thc "Taking Gnldlwte Edue:ltiol\ to the :"'cxt Step" funding initiative. NOI:lbly, Georgia State Ulliversit~' hilS launched :1 new School of Policy Studies, and Sal":lnnah State University is implcmenting it~ rccentl~' appro'"ed ~Iastcr of Public Administration :Illd ~Iaster of Social Worl, programs.

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---c:-~~~:-::-:-----:-,riiiI~~~~~-,------"A REPORT TO OUR PARTNERS AND STAKEHOLDERS

PARlNERSHIP WITH BUSINESS AND INDUSTRY: THE FACTS
The legislature appropriated S4.5 million in FY 199i to launch the Boord of Regents Intellectual Capital Partllership Progrdlll (ICAPP), a special funding initiative aimed at supporting Georgia's economic development by le\'eragirtg University System assets to auract and help creme new industry; supporting the growth of existing business and industry and preparing Georgia's work force to meet the present and emerging needs of business and industry.
While certain units of the University System had long played support roles in Georgia's economic development effon, the assets of the entire Unh'ersity System ha\"c now been linked and Ic\eraged to have greater impact.
In FY 1997, the Uni\-ersily System and ICAPP became recognized as new members of Georgi3'S economic development te.:tm, serving as strategic means to aur3ct high.quality jobs and investments to Georgi3.
ICAPP's efforts are managed under three components: ICAPP providcs funds for classrooms, technology, and tcachcrs to crealC an accelcrated workforce to rcspond to critical workforce demands. Workforce devclopment analyses are conducted under the auspices of the leAP Needs Assessments leg to monitor supply and demand trends. ICAPP Al.'CCSS develops products to cnable greater nccessibility to the University System's intellectual capital nnd expertise.
THE SUCCESSES
ICAPP was a critical factor in the state's cultivation of a 8100 million im'estment by Total System Scn'ices in Columbus, by de\'eloping a program to expeditc the education of 1,200 computer systems 3n3lysts, which resuJted in thc company making the decision to stay in Georg.i3, During FY 1997, 213 students particip.1ted in ICAPP; enrolling in one of three roUing,

six-month programs. Of those 213, 1-12 graduated between July 1996 and June 1997. Another 61 students' particip3tion continued, and they are expected to graduate in FY 1998, Only 10 participants did not complete the program, Of the 84.5 million allocated to meet the needs of business and industry, S-I,I was dedicated to the Total Systems Project. Columbus State Uni\'ersity is leading the implementation of that program, A second phase of the ICAPP project began in mid-January 1997, preparing highly educated workcrs who lost their jobs at the Westinghouse Savannah River project for new jobs as computer programmers for Georgia companies. The rcmaining S400,OOO in [CAPP's FY '97 funding was dedicated to twO special initiatives: ICAPP's Needs Assessment program, which will help anticipate acadcmic, rcsearch and scn'ice program development needed \\'ithin higher education to enhance Georgi3'S economic de\'elopment; and ICAPP Access. Business sun'ers, focus troup sessions and workforce assessments being conducted under lCAPP's auspices will ttack the perceptions of the Unh'crsity System's impact and outreach to business and industry and rcgul:ul)' monitor supply and demand trends.

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THE UNIVERSITY SYSTEM Of GEORGIA

Under the banner of ICAPP Access, the University System has published :1 comprehensive publication, "Catalog of University System Centers. Institutes and Progr::lIl1S of Excellence," identifying the research expertise and intellectual resources available to business and industry within the syslem's 34 colleges and univcrsities. The catalog is available in hard copy and on the World Wide Web [http:www.peachnet.edu/admin licapplcenterslindex. html].
Beginning in November 1995 and continuing through December 1996, business climate listening forums also were conducted throughout the statc under the ICAPP banner. The initiative was laullched with a working breakfast for CEQs of Georgia's largest companies and the presidents

of University System institutions, hosted by Governor Zell Miller at the gO\'crnor's mansion. Additional leAPP successes during 1996-97 include collaboration with the Georgia Department of Industry, Trade & Tourism to suppOrt a number of economic development prospect visitations, which resulted in landing the Phillips headqu,lTterslmanufacwring [.lCility (manufacturers of mobile car phones), bringing with it 30 new jobs; and securing 75 new highpaying information technology jobs through Paysys, a computer software company which relocated their headquarters and research and development center from Orlando to Gwinncn COllnty.

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_ _ _ _ _ _ImI'::--:-~__::_:_:_~~__;:_:__-A REPORT TO OUR PARTNERS AND STAKEHOLDERS

FINANCIAL STATUS

CURRENT FUNDS REVENUES Source

1996-1991

SAmount

Percent

Tuition and Fees SI<llC Appropriations Other Appropriations Gift~, Grants and Contracts In\,cstment Income &,Ies :\Ild Services Revenues Other Sources Auxiliary Enterprises Tol:,1 Current FUllds RC\'CllllCS

.t67,850,612 1,JJ8,95-1,66J
-IO,9i1,-I20 88-1,104.851
5,316,678 264,604,380 16S,US,638 2i2,151,-t60 3.-1-12.3i2.702

J3.6~
38.9'0 1.2'\
25.7' 0.2'10 7.7' 4.""
7.~
HJO.O%

-Oecrease

Increase from 1~1996

$ Amount

Percent

-11,595,818 %,131,937
8.980,750 76,862,217
2.680,97-1 (5,438.848)
8,010,972 )1.621,038
243,444.858

17.l\i 39.5\.
J.1'ii 31.6'.\
1.1'\ (2.2\\0)" 3.3' 6.0% 100.0%

1.2% 0.20/0

State Appropriations Tuition and Fees Auxiliary Enterprises
o Other Sources SaleS/Service Revenues Other Appropriations Gifts. Grants, Contracts In....estment Income

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d

-------'I'iiiI'-::-:-:-:----=-:-::-:-:-::-::c-c---THE UNIVERSITY SYSTEM OF GEORGIA

CURRENT FUNDS EXPENDITURES

By function

1996-1997

$ Amount

Percent

Increase from 1995-1996

$ Amount

Percsnt

Instruction Research Puhlic Service Academic SuPPOrt Student Scrdccs Institutional Support Operation and Maintenance of Plant SchOl:lrships and Fellowships Hospital and Clinics Auxiliary Enterprises Tra11sfers Total Current Funds Expenditures

877,542.346 440.438,942 167,698,876 203,iJ7,383 112,995,279 431,80,742 192,604,317 492,651,080 2-17,027,548 2-10,281,319 24,82-1,003 .1.-131.644.8.16

25.6% 12.8%
4.9% 5.9% 33% 12.6% 5.6% I-!A% 7.2% 7.0% 0.7% 100.0%

44,437,085 40,081,6/i 9,472,664 21,154,828 10,459,977 28,624,007 10,946,-1-14 iJ,071,859 -1,831,672 (17.249,103) (27,066,752) 198.764.358

22.4% 20.2% 4.8% 10.6% 5.3% 14.4% 5.5% 36.8% 2.4% (8.7%)' (13.6%)'
100.0%

Decrcase

12.8%

25.6%

0.7%

o Instruction Transfers Auxiliary Enterprises Hospitals and Clinics Scholarships/Fellowships Plant Operation/Maintenance Institutional Support Student Services Academic Support Public Service
Research

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-A REPORT TO OUR PARTNERS AND STAKEHOLDERS

ACKNOWLEDGMENTS

HA Report To Our Partners And Stillieholders. Annual Report of the Unh'crsity System of Georgia. July J. 1996 to June 30. 1997-

Published by:

Office of Media and Publications Board of Regents of the Unh'crsity System of Gwrgia 270 WashinglOll Street, SW Room 7055 Atlanta, Georgia 30334-9007 (404) 656-2250

WritcrlEditor: Arlcthin Perry-Johnson Assistant Vice Chancellor for Media and Publications

Researchersl Contributors:

John Millsaps Director of Communications/Marketing

Cindy Engler Public Relations Specirllisl

Designer:

Ashlea Davis Ashlea Davis Graphic Design

Printer:

AI Phillips Phoenix Communications, Inc.

Special Thanks:

L:lUra Heath, Photographer for Governor Zel! Miller Public rc1:ltions directors and photographers at the University System institutions who supplied photographs for Ihis publication.

Uni\'crsit)' System of Georgia Intenlct Address: httpilwww.peachnet.edu

The University System of Georgia is commiucd to equal opportunity for all persons in its educ.1tional progmms, acth;ties and employment practices. Inquiries concerning the Boord of Regents' policies in these areas may be directed to:

Office of Legal Affairs Boord of Regents of the University System of Georgia 270 Washington StrCCt, SW Atlanta, Georgia 30334-9007 Phone: (404) 65().2221 or 1-800-255-0056 (TOO).

Printed on recycled pnpcr

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