The University System of Georgia strategic plan FY 2010: an annual report on the University System's contributions to Georgia [2010]

The University System of Georgia STRATEGIC PLAN FY 2010
An Annual Report of the University System of Georgia

The University System of Georgia STRATEGIC PLAN

The University System of Georgia STRATEGIC PLAN

FY10 YEAR IN REVIEW
AN ANNUAL REPORT ON THE USG

During Fiscal Year 2010 (July 1, 2009 June 30, 2010) the University System of Georgia saw significant growth in student enrollment; and a simultaneous decline in state appropriations. Both are related, as the slow economic recovery dampened state tax revenues and in-part encouraged individuals to return to college for additional education.
Despite the budgetary challenges, the Board of Regents and the System's institutions continued to make progress on a number of goals related to the board's Strategic Plan. Specifically, milestones were reached with respect to the System's core curriculum, teacher quality, academic advising, retention and graduation rates, distance learning, meeting the state's need for health professions graduates, STEM education, system efficiencies through Shared Services, leadership development, and energy management.
While the Strategic Plan continues to provide focus and direction from the board to the System's 35 institutions, the economic challenges prompted the board to approve in March a set of seven "Principles to Guide Innovation", which is listed on the next page.
The principles were developed following remarks made by Chancellor Erroll B. Davis Jr. during his annual "State of the System" address. In those remarks, Davis noted that the changing economic environment means that for a number of years, states, including Georgia, will deal with structural issues that will act as a damper on state revenues.

As a result, higher education cannot continue to do business as usual, Davis said. In response, the University System of Georgia must be proactive in addressing the long-term effects of reduced state funding by changing its business model and creating a stronger culture of innovation throughout the USG.
Davis noted there were three main drivers for this change:
the "collective brainpower of this great System," primarily campus-based leaders on both the faculty and staff;
the Board of Regents, through their leadership in "setting parameters and principles under which the innovation of our faculty and staff at our institutions can operate and be successful"; and,
the ability of the System's leadership to "create an environment where institutions are both empowered and encouraged to experiment with new ways of accomplishing their mission."
Following the board's approval of these innovation principles, the call has been issued to campuses to develop innovation projects. The Annual Report for Fiscal Year 2011 will include several examples of innovation on our campuses. This Annual Report picks up the innovation concept as its theme and in some of the sidebar stories featured in these pages.

1

The University System of Georgia STRATEGIC PLAN

FY10 YEAR IN REVIEW
AN ANNUAL REPORT ON THE USG
A culture of innovation, as Davis noted, is one that both creates some "stunning successes" as well as failures, as individuals are encouraged to create new ways of fulfilling the System's missions of teaching, research and service.
PRINCIPALS TO GUIDE INNOVATION
1 Give priority to innovations that enhance and hone their present mission.
2 Consider innovations that increase student learning, research and faculty productivity. For example, activities such as novel and innovative uses of technology, the assessment of curriculum and the evaluation of accelerated degree programs would be potential areas for innovation.
3 Investigate innovations that strengthen existing student life, academic and academic support structures.
4 Consider innovations that reprogram existing infrastructure use, including maximizing the use of facilities throughout the entire calendar year, the entire academic week and the entire academic day while fully utilizing academic related technology. This would also include expanded internships and study abroad opportunities.
5 Give priority within the limits of their mission to academic programs that meet demonstrated state and/or regional need.
6 Utilize the collective power of the University System and other educational institutions and organizations in Georgia. This would include collaboration with other System institutions, collaboration with entities outside of the USG, the development of pilot programs that could be implemented throughout the System, and new initiatives built upon transferable "best practices" from within the System or beyond.
7 Be prepared to take measured risks in the process of innovation.
2

The University System of Georgia STRATEGIC PLAN

BUDGET
The board's primary challenge during FY10 related to budget issues. A continuing decline in state revenues meant ongoing budget reductions for the USG.
At its August 2009 meeting, the regents approved a FY 2011 budget request that included dollars to support new students as well as the regents' strategic thrust to expand medical education. The budget request totaled $2.2 billion, a 6.8 percent increase, or $140.7 million, over the original FY 2010 base budget of $2.08 billion.
Separately from the request for new dollars, the board also took action to approve measures to meet ongoing budget reductions including employee furloughs and changes to employee health benefit plans to help meet a five percent withholding by the Governor's Office of Planning and Budget (OPB) of the System's FY10 state cash allotments, which totals $115 million.
Along with all other state agencies, the USG was instructed by OPB to include with its budget request three reduction plans of four, six and eight percent. The three reduction plans totaled $94 million at the four percent level, $134 million at the six percent level and $176 million at the eight percent level.
The final FY11 budget approved by the regents in May 2010 was $1.946 billion for both formula funds (for teaching and instruction) and line items. This represented a cumulative decrease of $227 million, or 10.4 percent, from the regents' original FY10 budget.

These significant reductions in state funds at a time of increasing enrollment presented a difficult challenge for the System. To offset reductions, institutions have eliminated staff and faculty positions, reduced the number of course offerings, increased class size and decreased services such as student advising. Operating and travel expenditures were reduced, and more maintenance projects were deferred across the 35 institutions, while many reduced library holdings. All employees of USG institutions and the System Office were required to take six furlough days during FY10.
The board called upon students to help with the reductions, by doubling in spring 2010 the special institutional fee first imposed in late 2008 to $200 per semester at research universities and special mission institutions; $150 at comprehensive universities; and $100 at two-year and state colleges. This fee is expected to sunset on June 30, 2012.
Another time-limited source of revenue has been federal stimulus funds, which were used to offset state funding reductions. In FY10, the original budget included $92.6 million in federal stabilization funds from the state, which increased first by $447 million, and then by $117 million that was originally intended for FY11.

3

The University System of Georgia STRATEGIC PLAN

FY10 YEAR IN REVIEW
AN ANNUAL REPORT ON THE USG

ACADEMICS AND ACADEMIC QUALITY
Despite the reductions in state funding, the board continued to focus on the core instructional and research missions of the System and to explore various means to maintain and preserve academic quality.
The board's academic oversight was vested in its Academic Affairs Committee, led by Regent Ben Tarbutton. During FY10, the committee tackled some major academic issues with long-term implications for the System.
In October 2009, the regents approved a major revision of the USG core curriculum, which will be fully implemented across the state by 2012. (Please see Goal One, page 12 of this report for more details on the core curriculum revision.)
In January 2010, the board revised its policy on the Regents' Reading and Writing Skills requirement the Regents' Test to allow an institution to petition the board for an exemption to administering the Regents' Test.
The policy change, which will only allow exemptions for institutions that satisfy the board's criteria, is a

companion piece to the core curriculum overhaul. The new core curriculum requires all USG institutions to develop learning outcomes and assessment measures in multiple subject areas, a requirement that could make the current Regents' Test redundant.
In order to be granted a waiver to giving the Regents' Test, institutions must demonstrate that they have in place a rigorous learning assessment program that uses methods superior to the Regents' Test.
Over the past five years, the Board of Regents has evaluated the effectiveness of the Regents' Test, which was first required in 1973. The decision is the culmination of that process.
Yet another academic focus of the board was the System's retention and graduation rates. During FY10, Board Vice Chair Willis Potts led a board-level review of both retention and graduation rates. This review included meetings with leadership at all 35 institutions as the board explored ways in which institutions can boost these rates. (Please see Goal One, page 14 of this report for more details.)

4

CHAIRMAN HATCHER SETS GOALS

The University System of Georgia STRATEGIC PLAN

In addition to a focus on budget and academic quality, over the course of the fiscal year the board addressed eight specific initiatives set forth by Chairman Robert Hatcher. Major progress was made on five of these in the areas of enterprise risk management, health insurance, leadership development and cash flow management. On the remaining three institutional academic mission review, board accountability and the creation of a special committee on performance review some limited progress was made; a reflection of the challenging budget climate as well as the need to address other opportunities. The five initiatives are:
1. Enterprise Risk Management During the year, the board made significant progress in moving to an enterprise risk management thrust across the System. This effort was led by Regent Kessel Stelling and his chairmanship of the Committee on Internal Audit, Risk and Compliance. The committee developed a draft Risk Management policy that will lay the groundwork for a system-wide risk management program.
2. Creation of Personnel and Benefits Committee The rising costs of health insurance required the board's continued focus, enhanced by the creation of a new Standing Committee on Personnel and Benefits, chaired by Regent Wanda Yancey Rodwell.
The committee continued an extensive review of the System's health care plans in preparation for additional plans changes for the 2011 calendar year.
Over the course of the year, the System saw increased numbers of USG employees moving to lower cost health care programs such as the high deductible program. Enrollment in this cost effective plan saw an increase of over 120 percent from 2,800 enrolled employees in 2009 to over 6,200 enrolled in 2010.
This movement was promoted by the board's creation of a new Health Care Savings Account, with the System providing seed money to the accounts of individuals who signed up for the high deductible plans.

3. Health Plan Audit Regent Rodwell's committee oversaw an audit of the System's health care plans, including a first ever dependent audit that will provide approximately $6.7 million in annual savings to the System and its employees.
4. Leadership Development Over the past several years, the board has moved to create a stronger human resources function for the USG, beginning with the establishment of a human resources office led by a vice chancellor.
A key part of the human resources strategy has been the development of leadership training. During FY10, this effort was under the direction of Regent Dink NeSmith who chaired a leadership development task force.
The System launched a new Executive Leadership Institute with an inaugural class of 61 faculty and staff representing 34 USG institutions and the System office. Class members participated in a yearlong series of seminars and workshops designed to provide leadership training. The goal is to develop a new cadre of future leaders within the USG.
During the fiscal year, the System also rolled out new leadership development programs for faculty and staff and through an inventory of student level leadership programs identified 19 such programs around the System.
During the year the USG launched the Professional Development Consortium, a means for institutions to share professional development programs and to allow those institutions without programs to tap into expertise and resources.
5. Financial During FY10, the board conducted a study on the level of commitment of the System's cash flow to determine trends and limits. This effort was a joint effort of Regent Stelling's committee and the Business and Finance Committee, led by Regent Felton Jenkins.

5

FY10 YEAR IN REVIEW
AN ANNUAL REPORT ON THE USG

The University System of Georgia STRATEGIC PLAN

ENROLLMENT UP NEARLY 7 PERCENT
Enrollment in the USG continued its record pace in FY10. Fall 2009 USG enrollment reached an all-time high of 301,892 students. This is an increase 6.7 percent, or 18,914 students, from fall 2008 to fall 2009. The number of first-time freshmen rose 5.7 percent, to 7 percent in fall 2009.
Closer analysis indicates that the regents' strategic goal accommodating student growth in the state-college and two-year college sectors is producing results state college enrollment grew by 10.4 percent, and two-year college enrollment grew by 10.4 percent also, both well above the System-wide average increase of 6.7 percent (for more, see page 18).
Increasing the diversity of the USG student population also is central to the board's strategic plan, and the Fall 2009 enrollment report reflected progress in increasing access to the USG by underserved groups.
African-American enrollment increased by 14.6 percent, or nearly 10,205 additional students, from Fall 2008 to Fall 2009. African-American enrollment now stands at 79,976 students, or 26.5 percent of the total USG enrollment.
Likewise, the report showed Hispanic enrollment up 29 percent in Fall 2009 over the previous year, to a total of 12,734 students. Hispanics now represent 4.2 percent of all USG students.
The enrollment of Asian students increased by 8.1 percent, or 1,451 students, from Fall 2008 to Fall 2009, to a total of 19,256 students. This group represents 6.4 percent of all students.
For more information on enrollment, please see Strategic Goal Two, page 18 of this report.

ECONOMIC IMPACT OF USG TOPS $12.7 BILLION
An updated economic impact report released in June 2010 confirmed that even in the midst of a severe economic downturn the USG continued to be one of the state's key economic engines. Together, the 35 institutions of the system had a $12.7 billion economic impact on the state's economy during FY09, up from $12.1 billion in FY08.
The study was commissioned by the Intellectual Capital Partnership Program (ICAPP), an initiative of the Board of Regents' Office of Economic Development, and conducted by the Selig Center for Economic Growth in the University of Georgia's Terry College of Business.
In addition to the dollars generated, the study determined that the USG was responsible for 112,336 fulland part-time jobs 2.8 percent of all the jobs in the state.
USG FOUNDATION GIVES TRUETT CATHY LIFETIME ACHIEVEMENT AWARD
The leadership of the USG gathered in March with members of the USG Foundation to honor Chick-fil-A founder S. Truett Cathy with a "Lifetime Achievement Award" for his strong support of higher education in Georgia through student scholarships both he and his corporation award annually. More than 900 guests were in attendance to honor Cathy and the alumni and faculty of the System.
Cathy's "Elridge McMillan Lifetime Achievement Award," is named for the longest-serving member of the Board of Regents, Elridge McMillan, who served from 1975 through 2009.
The proceeds of this annual event fund the Regents' President's Choice Scholarship and the Regents' Foundation Scholarship. Currently, 74 students are attending USG institutions with the aid of USG Foundation scholarships.
The USG Foundation raised more than $1.1 milliion in FY10, despite the shape of the economy.

6

The University System of Georgia STRATEGIC PLAN

The Sixth Annual Regents Awards for Excellence in Education Celebration also recognized outstanding USG faculty and alumni and the 2010 Customer Service Champion. The three USG alumni recognized were: Brigadier General David Grangem U.S. Army (retired), a graduate of North Georgia College & State University; State Rep. Roger B. Lane, a graduate of College of Coastal Georgia; and C.L. Morehead, Jr., a graduate of the University of Georgia.
The Regents' Hall of Fame Faculty Awards were presented to four outstanding USG faculty. The recipient for the Regents Scholarship of Teaching and Learning Awards was Dr. Laura Regassa, professor of biology at Georgia Southern University. The three recipients for the Regents Teaching Excellence Awards were: Dr. Candace Timpte, associate professor of biology at Georgia Gwinnett College; Karen Robinson, associate professor of theatre and performance studies at Kennesaw State University; and Dr. Matthew Baker, associate professor of mathematics at Georgia Institute of Technology.
New in 2010 was the presentation of a Customer Service Award to highlight the University System's commitment to delivering superior customer service. Fran Mohr was named the University System's 2010 Customer Service Champion.
OTHER SYSTEM HIGHLIGHTS
Regents Revise Governance Among Medical College of Georgia, Teaching Hospitals, Physicians Group In June 2010, the board approved a new governance structure for the Medical College of Georgia (MCG) and its associated hospitals, clinics and physicians in Augusta, effective July 1, 2010.

USG Receives Funding for Energy Conservation Improvements The USG received funding under the State Facilities Retrofit Program to fund 71 energy-conservation measures totaling $27.3 million at 25 colleges and universities across the state. The Georgia Environmental Facilities Authority (GEFA) provided the funding through the American Recovery and Reinvestment Act (ARRA). The energy-conservation measures to be funded consist of lighting retrofits, mechanical/HVAC upgrades and installation of control systems in classrooms, libraries, science buildings and other stateowned facilities. Sub-metering and re-commissioning are also key components of the program.
National Report Gives Georgia Higher Education High Marks for Accountability Georgia is one of only 10 states in the U.S. that was commended in an education report for measuring how well its college students perform, using this tracking data to drive policy decisions and providing the information gathered in a useful format to students, their parents, the news media and others.
Education Sector, a Washington-based think tank promoting education reform, analyzed educational accountability systems across the nation at the request of a number of respected education foundations and found varied results in its report, "Ready to Assemble: Grading State Higher Education Accountability Systems."
Regents Facilitate Transfer of State Museum of Agriculture In May 2010, the board took action to facilitate the transfer of assets, including land and buildings, from the Georgia Agrirama Development Authority at the State Museum of Agriculture to the University System of Georgia. The museum will become a part of the campus of Abraham Baldwin Agricultural College.

Out of the board's actions, a new, private, non-profit tax-exempt corporation, named MCG Health System, Inc. (MCGHS) was formed. This new corporation provides governance for MCG, MCG Health, Inc. (MCGHI), which is the corporate entity for the hospitals and clinics, and the Medical College of Georgia Physicians Practice Group Foundation (PPG).
7

The University System of Georgia STRATEGIC PLAN

FY10 YEAR IN REVIEW
AN ANNUAL REPORT ON THE USG

LEADERSHIP CHANGES
During FY10, Gov. Sonny Perdue appointed four new members to the Board of Regents. Frederick E. Cooper was appointed in January 2010 and serves the Fifth U.S. Congressional District; Larry R. Ellis was appointed in August 2009 to serve at-large; C. Thomas Hopkins Jr., MD was appointed April 2010 and serves the Third District; and Larry Walker was appointed August 2009 to serve at-large.
There were six presidential changes during FY10:
Dr. Brooks A. Keel, vice chancellor for research and economic development and professor of biological sciences, Louisiana State University was named president of Georgia Southern University in October 2009, succeeding Dr. Bruce Grube, who retired in December 2009.
Dr. Tim Hynes, provost and vice president for academic affairs at the University of West Georgia, was given a permanent appointment as president of Clayton State University in February 2010 after having served as interim president of the college since June 2009.
Shelley C. Nickel, associate vice chancellor for Planning and Implementation for the Board of Regents, was named to serve as Gordon College's interim president, succeeding Dr. Lawrence V. Weill, who led Gordon College for the previous eight years.
Dr. James N. Thompson, an otolaryngologist and former medical school dean who has served as chief executive officer of the Federation of State Medical Boards, was

named in September 2009 to serve as the Medical College of Georgia's (MCG) interim president. He succeeded Dr. Daniel W. Rahn who stepped down after eight years as president to accept a position as chancellor of the University of Arkansas for Medical Sciences.
Dr. Ricardo Azziz, professor and chair of the Department of Obstetrics and Gynecology and director of the Center for AndrogenRelated Research and Discovery at CedarsSinai Medical Center in Los Angeles, was named president of the Medical College of Georgia in March 2010, succeeding Dr. James N. Thompson.
Bainbridge College's president since 2005, Dr. Thomas A. Wilkerson, announced he would retire at the end of 2010. (As of Jan. 1, 2011, Richard A. Carvajal, former vice president for student success services at Cascadia Community College in Bothell, Wa., is president of Bainbridge College.)
In the University System Office, John M. Fuchko III was appointed chief audit officer and associate vice chancellor of Internal Audit in Dec. 2009. Dr. Curtis A. Carver, Jr. was given a permanent appointment as Vice Chancellor and Chief Information Officer in May 2010 after serving on a part-time basis since November 2009 upon the retirement of Dr. Thomas L. Maier.

8

The University System of Georgia STRATEGIC PLAN

Members of the Fiscal Year 2010 Board of Regents
(Standing left to right) Wanda Yancey Rodwell, Allan Vigil, Benjamin Tarbutton III, James R. Jolly, William NeSmith Jr., Frederick Cooper, Larry Ellis, Donald Leebern, Jr., Richard Tucker, and Kenneth Bernard, Jr. (Seated left to right) James A. Bishop, Doreen Stiles Poitevint, Willis J. Potts (Vice-Chair), Robert F. Hatcher (Chair), Erroll B. Davis Jr. (ex-officio), W. Mansfield Jennings, Jr., Larry Walker, and Felton Jenkins (Not pictured) Kessell Stelling, Jr.
9

The University System of Georgia STRATEGIC PLAN

THE STRATEGIC PLAN
TRANSFORMING THE SYSTEM CHANGING LIVES
STRENGTHENING THE STATE
It has been three years since the Board of Regents adopted the current University System of Georgia Strategic Plan. This marks the third year of reporting the annual progress on each of the plan's six goals. When the current plan was adopted in August 2007, few anticipated either the length or depth of the national economic recession. This recession has affected Georgia and has tested the state's ability to sustain key areas of public service, including public higher education. The University System has taken its share of budget reductions, which in turn have caused the regents, the chancellor and the 35 institutional presidents to focus closely on the System's core missions of teaching, research, and service. This renewed focus on core missions has benefited from the board's Strategic Plan. The Plan is the framework that enables the board to prioritize the use of available resources. While resources may be limited, progress continued throughout FY10 on all six plan goals. This progress is built around the twin goals of maintaining educational access and academic quality. The results include revision of the core curriculum, strengthening USG faculty, and placing at the board level a high emphasis on retention and graduation rates. Progress also continued on the strategic goal of creating enrollment capacity, as 19,000 additional students entered the System in fall 2009. Strategic efforts to encourage students to attend two-year and state colleges resulted in these sectors showing the largest enrollment gains. Continued strong gains also were posted in both the numbers of students taking and the number of credit hours offered in distance learning, another means of creating capacity. In the areas of research and economic development, progress continued with the management of Federal stimulus stabilization funds. Through the Intellectual Capital Partnership Program (ICAPP), the number of health professions graduates produced by the System continued to grow. In addition, the System was a key player in business development efforts with major corporations such as GE and NCR. Georgia continued to make good progress in efforts to develop a more seamless education structure the focus of the regents' strategic goal four. Whether it was the development of common core standards, new assessment tools, the P-20 Longitudinal Data System, improving access to college or teacher quality, STEM education, on every level progress was made during FY10. The recession has made the issue of college affordability more critical for families and individuals. In response, the regents instituted a need-based aid program for eligible students at the four research universities. The
10

The University System of Georgia STRATEGIC PLAN

System's involvement in Georgia's "Apply to College Week" also provided support to students from either families where they would be the first to attend college, or of low income. The board's focus on philanthropic giving was important to institutions in minimizing a nationally recorded drop in giving. Finally, progress continued in FY10 on goal six, which looks at increasing efficiency of System operations. This timely goal in the midst of the budget cuts saw the implementation of a shared payroll system and the opening of the system's new Shared Services Center in Sandersville. The system also rolled out comprehensive efforts in enterprise risk management, including a board-approved ethics policy. The system also launched the first class of the new Executive Leadership Institute, to develop future leaders for the USG. Under the goal of increasing energy efficiency, the System Office managed $27.3 million in American Recovery and Reinvestment Act funding to implement 70 energy conservation measures at 25 institutions. Clearly, the board's vision in developing and adopting its current Strategic Plan continues to provide the structure and the mechanism to strengthen the USG, even in difficult economic times. What follows is a more comprehensive review of progress under each of these six plan goals during FY10.
STRATEGIC PLAN GOALS
1 STRATEGIC GOAL ONE Renew excellence in undergraduate education to meet students' 21st century educational needs.
2 STRATEGIC GOAL TWO Create enrollment capacity in the University System to meet the needs of 100,000 additional students by 2020.
3 STRATEGIC GOAL THREE Increase the USG's participation in research and economic development to the benefit of a global Georgia. Enhance and encourage the creation of new knowledge and basic research across all disciplines.
4 STRATEGIC GOAL FOUR Strengthen the USG's partnerships with the state's other education agencies.
5 STRATEGIC GOAL FIVE Maintain affordability so that money is not a barrier to participation in the benefits of higher education.
6 STRATEGIC GOAL SIX Increase efficiency, working as a System.
11

STRATEGIC GOAL

www.usg.edu/strategicplan/one

1

Renew excellence in undergraduate education to meet students' 21st century educational needs.

The University System of Georgia STRATEGIC PLAN

Undergraduate education is the instructional heart of the University System. It should be a transforming experience for students. Each generation anew must re-examine and define the value of the liberal arts tradition to contemporary circumstances. It is critical at this moment to determine whether undergraduate students are learning what they need to lead full lives and to become productive citizens. As a result of its strategic actions, the University System will re-examine its general education curriculum, renew its commitment to a liberal arts education for this century, and improve the quality of undergraduate teaching and learning.

PROGRESS REPORT

Goal One is at the core of what the USG is all about providing an excellent undergraduate education for all students. This goal is transformative. It is about instruction, but it also is about the educational experience, how students move through college, how good the faculty are, how safe the campus is, how helpful staff are.

As a result of its strategic actions, the University System will re-examine its general education curriculum, renew its commitment to liberal arts education for this century and improve the quality of undergraduate teaching and learning.

Strengthening Undergraduate Education A key to meeting Georgia's education needs of the 21st century is a revised Core Curriculum. Implementation of the new Core Curriculum policy, approved by the board in October 2009, began in FY10. A Systemwide committee will provide assistance as institutions implement the new policy at the campus level. A web site (http://core.usg.edu/) has been launched to facilitate the development, submission, and approval of institutional curricula.

Institutional implementation will occur in three key areas:

1. Development of General Education Learning Outcomes. Currently, institutions are developing institutional learning outcomes for each of the Core's five areas (A-E): communication skills; quantitative skills; human-
12

ities/fine arts and ethics; natural sciences, mathematics and technology; social sciences; institutional options; and lower division major requirements.
2. Development of "Overlays" which Focus on Global and U.S. Perspectives, as well as, Critical Thinking. Three new learning goals, US Perspectives (US), Global Perspectives (GL), and Critical Thinking (CT), are added to the core. The US and GL are incorporated as overlay requirements. Each institution would designate some courses in Areas A-E as US courses and some courses in Areas A-E as GL courses. In fulfilling the Area A-E requirements, every student must take at least one US course and at least one GL course. CT is added by requiring each institution to develop a plan to insure that students who complete Areas A-E acquire foundational critical thinking skills.
3. Alignment of Core Areas with Institutional Missions. One of the USG's strengths is in the diversity of its institutions, and the new Core will enhance that diversity by providing institutions the freedom to concentrate on specific areas of the Core that closely fit their individual missions. Though the new Core policy does offer institutions the opportunity to "tailor" the general education experience, it also requires that all Core

courses must transfer, even if a core area is not completed and even if it means giving transfer credit across areas.
Preparing Students to Function Effectively in a Global Society Advancing international education continues to be a goal in the University System's Strategic Plan. In 20092010, after the closing of the USG Office of International Education, the Office of Academic Affairs began the redesign of the System Council on International Education. This advisory committee drafted new bylaws and renewed campus commitments to advancing global learning. One of the 2009-2010 USG Faculty Development Series Workshops focused specifically on Assessing Global Learning. Several campuses completed their final year of funding from the Internationalizing the Campus grants and used these resources to significantly advance global initiatives at their institution.
The System's goal to increase the number of students who graduate with a study abroad experience to 25 percent in 2012 continues to be a target for USG institutions. Likely due to the economic recession and the elimination of student scholarships (STARS funding) to support study abroad participation, overall USG study abroad rates dipped somewhat in the past year (from 6,076 in 2008 to 5,505 in 2009). However, the number of study abroad programs grew in the past year and included programs to 92 countries around the world. 13

The University System of Georgia STRATEGIC PLAN

1 STRATEGIC GOAL
PROGRESS REPORT

The University System of Georgia STRATEGIC PLAN

Valuing and Rewarding Teaching Excellence During the 2009-2010 academic year, the new Office of Faculty Development (OFD) revised its mission and strategic goals to better promote faculty and student success through the increased use of 21st century teaching and learning pedagogies. The OFD will primarily support and expand System-wide faculty development initiatives.
The second annual USG Faculty Development Monthly Series included seven workshops which addressed critical topics such as academic dishonesty, assessing global learning, creating effective learning environments, teaching with classroom response Systems ("clickers"), and responsible conduct in research. Nearly 150 USG faculty attended these sessions onsite, and all sessions were recorded and posted online in the iTunes USG site http://itunes.usg.edu/.
OFD staff conducted a number of campus-based workshops in response to specific campus professional development needs. Several campus workshops targeted leadership development for department chairs and deans.
To reward its most outstanding faculty and programs, the Board of Regents bestowed five Regents' Teaching Excellence Awards. Created in 1996, the Regents' Awards program recognizes the finest among USG's full-time instructional faculty for their demonstrated excellence in teaching and in the scholarship of teaching and learning.
Five awards are given to individual faculty: one for faculty from research universities; one for faculty from regional and state universities; one for faculty from two-year and state colleges; and two awards for faculty in the Scholarship of Teaching and Learning. One award is also given to an outstanding department or program. For past winners, see http://www.usg.edu/ faculty_affairs/awards/.

With funding from the Violence Against Women Act, training for violence prevention teams was conducted in May, with the goal of establishing teams at most USG institutions by the end of FY12.
Enhanced Advising Processes (EAP) Academic advising is a key to improving retention and graduation rates. In the past few years, the Enhanced Advising Processes (EAP) Implementation Team, under the leadership of Kennesaw State University President Daniel Papp, developed a System-wide scorecard to measure University System progress on achieving advising objectives.
As the scorecard reports, 33 institutions have finalized advising mission statements, with one in process and the Medical College of Georgia (MCG) having been waived because of its unique curriculum; 33 institutions have academic advising structures in place, with two in process; all 35 institutions have mandatory advising for all or a targeted portion of their students; 26 have advising handbooks, with 8 in process and MCG's waived; all 35 institutions have advising training programs for faculty, although 19 have been cut back due to budget reductions; and 28 have written advising plans, with seven in process.
By the end of 2010, 33 institutions will post two-year course schedules on-line, with one posting its schedule by the end of Spring Semester 2011 and MCG's requirement waived because of its unique curriculum.
Finally, budget cuts and operational difficulties have delayed attainment of the goal of implementing webbased academic advising programs until 2011 at the earliest. The final report of the Regents Task Force on Graduation, due at the October 2011 board meeting, will move forward the System's direction in student advising. Effective advising has long been considered a key component to retention and graduation in higher education.

Safety on Campus Although budget constraints slowed efforts to reach all of the Fiscal Year 2010 targets, they did not dampen institutions' focus on emergency planning and preparedness efforts. Institutions continued to review and revise their emergency operations plans, participate in training for mass notifications, conduct effective tabletop exercises and coordinate planning efforts with local first responders.

Retention and Graduation Rates Initiative Building on the USG's system-wide project focused on improving retention and graduation rates, this past year a task force comprised of Board of Regents members, campus representatives and System Office staff was established to provide the board with more indepth information on efforts to improve retention and graduation taking place at each USG institution. The Task Force met throughout the year, with each institu-

14

tion making a presentation to the Task Force on its current retention and graduation initiatives as well as its three-year plan for improvement in this area. The Task Force's final report is due in October 2010.
Also, please see Goal 4, page 28, whose many activities support college persistence and graduation, especially among low-income youth and adults with some college but no degree.

Federal Stimulus Stabilization Funds The University System of Georgia received a total of $274.4 million in federal stimulus stabilization funds as of March 31, 2010. These funds were used to supplant state funds during a time of declining state revenues. Stabilization funds were instrumental in retaining the faculty and staff necessary to meet increased enrollment demands during this economic downturn. More than 2,900 jobs were retained as a result of these funds.

The University System of Georgia STRATEGIC PLAN

(left) Mara Holley of Wells Fargo presented (right) Matthew Baker, Associate Professor of Mathematics at the Georgia Institute of Technology, with a Regents' Hall of Fame Faculty Award during the Regents' Awards for Excellence in Education held March 20, 2010.
15

The University System of Georgia STRATEGIC PLAN

INNOVATOR: ABRAHAM BALDWIN
AGRICULTURAL COLLEGE

In 102 years of existence, Abraham Baldwin Agricultural College (ABAC) had never received a grant from the National Science Foundation (NSF). With declining state revenues, ABAC administrators were looking for ways to bolster the budget as well as open new avenues to meet the educational needs of students.
The timing of two NSF grants in the summer of 2010 could not have been better.
The NSF made two awards to ABAC, one for $600,000 to offer Science, Technology, Engineering, and Mathematics (STEM) scholarships, and another for $204,435 to bring cutting edge technology to create an ABAC Agricultural Learning Laboratory.
Dr. Ray Barber, Dean of the School of Science and Mathematics, said the STEM scholarships will allow ABAC to attract academically strong students who have an interest in the science and mathematics field.
"The grant will allow us to fund the scholarships as well as to institute new student support functions such as clubs, field trips, enhanced tutoring, and internship opportunities," Barber said. "The extracurricular activities will add value to the scholarships and enrich the lives of these students."

Students who receive the scholarships will be a part of the Achievement through Student Support and Experiential Training in Science (ASSETS) program at ABAC. The scholarships will be awarded over a five-year period.
The second NSF grant will transform the 200-acre J.G. Woodroof Farm at ABAC into an Agricultural Learning Laboratory with the aid of real-time sensor and monitor technologies. The purpose of the grant is to enhance the effectiveness of the ABAC programs through context-based experiential learning.
"There is a lot of focus on technology in the bachelor and graduate levels of agricultural education," Dr. Renata Elad, professor of agricultural economics at ABAC, said. "Through this grant, we want to bring this technology to the associate degree programs so our students can compete globally in the job market, and we can send out more technologically inclined graduates into the agricultural field."
Elad said the students will not only learn about the inner workings of the technology but will also examine the cost benefit ratio of that technology to crops, livestock, and the business of agriculture as a whole.

16

The University System of Georgia STRATEGIC PLAN

17

STRATEGIC GOAL

www.usg.edu/strategicplan/two

2

Create enrollment capacity in the University System to meet the needs of 100,000 additional students by 2020.

In order to meet the needs of a growing Georgia, the USG will need to expand its capacity by up to 40 percent to serve an additional 100,000 students by 2020. This is a unique opportunity to shape the USG for the new century, focusing on planned, targeted growth, the optimal use of facilities and other resources, and the proper alignment of resources with programmatic needs. As a result of its strategic actions, the University System will increase capacity to accommodate targeted, programmatic growth.

The University System of Georgia STRATEGIC PLAN

PROGRESS REPORT

During FY10, this goal had two major areas of activity for meeting enrollment demand:

Increase capacity at two-year and state colleges and

Increase access to University System programs through distance learning.

Increasing Capacity at Two-Year and State Colleges to Meet Enrollment Demand

While enrollment has grown in all sectors of the University System, enrollment in the two-year and state colleges has increased more rapidly than in the comprehensive or research university sectors.
Percentage Enrollment Increase Over the Previous Fall by Sector

Fall 2007

Fall 2008

Fall 2009

Two-Year and State Colleges

7.3 %

10.4 %

7.2 %

Comprehensive Universities

4.7 %

5.8 %

3.2 %

Research Universities

2.6 %

4.5 %

2.3 %

Over the course of FY10, the Board of Regents focused its capacity-building activities on two geographic areas greater metropolitan Atlanta and southeast coastal Georgia. In an effort to make it easier for more Georgians to attend college and for USG institutions to accommodate them, the board guided several metro

18

The University System of Georgia STRATEGIC PLAN

Atlanta colleges and universities in establishing satellite campuses, including:
Atlanta Metropolitan College, whose downtown Atlanta site had its first full year of operation;
Dalton State College, whose Ellijay site also had its first full year of operations;
Georgia Highlands College and Kennesaw State University, which opened a satellite location in Paulding County;
Georgia Highlands College and University of West Georgia, which opened a satellite location in Douglasville in summer 2010; and,
Gordon College and Clayton State University, which began offering classes in Henry County in Fall 2009.
In southeast Georgia, the College of Coastal Georgia entered the implementation phase of its new state college mission, which will greatly expand this institution's reach. The college's first three baccalaureate programs enrolled students in fall 2009.
Increasing Access to University System Programs Through Distance Learning (DL)
For FY10, the USG exceeded its strategic goal for DL by increasing the System's total semester hours earned by DL courses to 7.5 percent. Also, 2,229 additional course sections were offered, an increase of 27 percent over 2009; 34,495 additional students enrolled in DL

courses, an increase of 34 percent; and 128,056 additional semester credit hours generated by DL represented a 27 percent increase over 2009.
A new online DL registration system, INGRESS, has been purchased with a startup target of the Spring 2011 semester. This application allows students to register for any online course from their home institutions, and eases the burdens on faculty and administrators in such functions as registration and recording grades and class attendance.
INGRESS will replace Georgia ONmyLine (http:// www.georgiaonmyline.org/) and expand USG's online capabilities with greater interactivity and ties to social media such as Facebook and Twitter.
Georgia ONmyLine has been tremendously successful in developing USG's online information, application and registration functions, receiving over a million hits in the past three years.

19

INNOVATOR: VALDOSTA STATE UNIVERSITY

The University System of Georgia STRATEGIC PLAN

In the past two years, Valdosta State University has experienced its largest enrollment increase since 1993. One of the major impediments to serving the growing student population is the availability of course selections and functional academic space. Through its new Strategic Focus model, the university has redirected scarce funds projects that allow for the construction of new academic facilities, as well as enhance enrollment, recruitment, scholarly activities, development of new academic initiatives, and financial solvency resources.
"The strategic focus planning and budget process, now in the second year, has provided more than $3 million to help ignite Valdosta State's growth," said President Patrick J. Schloss. "The university has developed new online degree and certificate programs, enhanced student services, grown the marching band, and added competitive athletic opportunities for women. Many of our initiatives have broadened our appeal for the young people of Georgia, while others extend our reach to nontraditional students."
With the guarantee to ensure every student is offered a quality schedule that allows them to graduate within four years, VSU has implemented an aggressive plan to offer thousands of course seats, while reducing cost.
Courses at VSU average 25 seats per section. To accommodate more students within introductory courses for each discipline, the university has expanded its offering in "super section" courses to allow 150 plus students per section. In spring 2009, only two super section courses were offered and the following year that jumped to 28 courses. During the 2009-10 academic year, a total of 47 super section courses were offered. Each section generated $200,000 in savings, allowing VSU to create

more than $9 million in reductions.
It has been nine years since VSU constructed an academic facility. The Bailey Science Building was completed in 2001, when enrollment was approximately 9,000 students. Today, with approximately 13,000 students, the need for classrooms, laboratories, and faculty offices are at a critical juncture.
Jennett Hall and the Psychology and Counseling building -- each provide essential space for classrooms that are in close proximity to the main campus -- are currently two construction projects in development that are funded through strategic
focus allocations.
The need for additional auditoriumstyle classrooms is pivotal in VSU's quest to expand the number of super section courses offered. Opening in 2011, Jennett Hall will feature two lecture classrooms that can accommodate 300 students each. The psychology and counseling building will accommodate more than 2,000 students taking core curriculum classes and 700 majors.
Currently, VSU houses 23 percent of its students in residence halls on main campus. The past trends have indicated that a higher number of upperclassmen want to remain living on-campus throughout their college career. A recent housing study indicated the immediate need for 1,000 new beds, both to accommodate the demands of upperclassmen and increasing number of freshmen. VSU is planning the construction of two housing complexes -- providing space for up to 1,200 beds -- on property currently owned by the university.

20

The University System of Georgia STRATEGIC PLAN

21

STRATEGIC GOAL

www.usg.edu/strategicplan/three

3

(1) Increase the USG's participation in research and economic development to the benefit of a global Georgia, and (2) Enhance and encourage the creation of new knowledge and basic research across all disciplines.

The University System of Georgia STRATEGIC PLAN

In an open world with permeable borders, Georgia must increasingly compete not only with 49 states, but also with other countries. It must seek to determine its own future, which entails controlling, creating, directing, and attracting the resources to ensure economic growth and a high quality of life.

PROGRESS REPORT

Leveraging the USG's Assets Through Research Collaboration

The total dollar amount of contracts and grants awarded to the four USG research institutions [Georgia Institute of Technology (Georgia Tech), Georgia State University, Medical College of Georgia and the University of Georgia] for FY10, excluding federal stimulus stabilization funds, was $973.2 million. Of this, $827.3 million was awarded exclusively for research (the balance for public service and instruction). The federal government awarded $609.5 million of these research dollars.

Federal Stimulus Stabilization Funds The University System of Georgia has applied for approximately $686 million in federal stimulus research and other grants. More than $81 million has been awarded and $16 million spent as of March 31, 2010. The majority of the funding is to support vital research activities at USG's four research institutions.

Georgia Tech: Through July 10, 2010 Georgia Tech (Georgia Tech/Georgia Tech Research Corporation) received American Recovery and Reinvestment Act (ARRA) research funding for 64 sponsored projects totaling $43.6 million. Along with funding from the National Institutes of Health (NIH) and the National Science Foundation (NSF), Georgia Tech projects have also been funded by the Department of Energy (DOE), NASA and the Department of Commerce (DOC).

ARRA-funded research, which supported 65 jobs at Georgia Tech included:

22

The University System of Georgia STRATEGIC PLAN

A $2.5 million grant from the NSF's Broaden-

researchers have been awarded a challenge

ing Participation in Computing program for

grant of $1 million from NIH to refine a

the Georgia Tech College of Computing to

prototype device. Challenge grants are part

mitigate the stress of joblessness for unem-

of a new NIH program designed to stimulate

ployed information technology (IT) profes-

rapid advances in focused disease areas.

sionals over the next three years. Operation Reboot, as the project is aptly titled, will transform an initial group of 30 IT workers in Georgia into high school computing teachers.

The U.S. DOC's National Institute of Standards and Technology (NIST) awarded the Georgia Tech Research Corporation $11.6 million to construct a Carbon-Neutral Energy Solutions Laboratory (C-NES). This

Georgia Computes!, a statewide program

award provides funding for the construc-

designed to expand the pipeline of computer

tion of a 45,000-square-foot facility to house

science students and teachers at all educa-

several energy research efforts. The research

tion levels in Georgia, received a $1.4 million

focus of the facility will be sustainable

grant from NSF to extend the program for

energy solutions, including high-efficiency

two more years. Georgia Tech's College of

combustion engines, biomass gasification

Computing has been working to improve

kinetics, biochemical-enzymatic conversion

computing education throughout the state

of biomass materials, and capture of carbon

at all levels with a special focus on develop-

dioxide from power plants and combustion

ing and implementing models for recruit-

engines.

ing, mentoring and retaining students from underrepresented communities. Originally a three-year program, Georgia Computes! engages groups that have not historically participated in IT education at high rates, such as minorities, women and persons with disabilities.

Four Georgia Tech projects were among the 43 green technology initiatives awarded funding by DOE through the agency's Advanced Research Projects Agency-Energy (ARPA-E), supporting research that can deliver breakthrough changes in how the U.S. generates, stores and utilizes energy.

Georgia Tech and Emory University are

These projects generated nearly $5 million

teaming up with Children's Healthcare of

in funding.

Atlanta to develop a kidney replacement device capable of treating children. The

Georgia Tech biomedical researchers are
developing nanofibers to assist veterans who 23

3 STRATEGIC GOAL
PROGRESS REPORT

The University System of Georgia STRATEGIC PLAN

have suffered injuries. Using ARRA support in partnership with Emory, they are designing a polymeric nanofiber sheet that serves as an "engineered scaffold" to help repair nerves.
UGA: As of August 2010, UGA had received 118 ARRA awards totaling $37.5 million from the National Institutes of Health (NIH), the National Science Foundation, the Department of Energy, the Environmental Protection Agency, the National Endowment for the Arts and other sources.
For example, UGA's College of Pharmacy was awarded $500,000 by the NIH to support the acquisition of a mass spectrometer. The instrument will be used by various NIH-funded researchers at UGA who are investigating areas important to drug discovery, including synthetic medicinal chemistry of anti-virals and antibacterials, cancer biology, and neurological disorders.
A $1.3 million stimulus grant to UGA's College of Family and Consumer Sciences will help Georgians reduce their energy bills and carbon footprint, and create jobs in Georgia. This grant will create a sustainable weatherization program that aims at ensuring that, after homes are weatherized, their occupants will be in the best position to realize energy savings and reduce their carbon footprint. The project will help Georgians meet the Governor's Energy Challenge, created by former Governor Sonny Perdue, to reduce energy bills by 15 percent by 2020.
Medical College of Georgia: Medical College of Georgia's Cancer Research Center received $464,440 in stimulus funds to purchase the Amnis ImageStream imaging flow cytometer, which combines the capabilities of a fluorescence/light microscope and a flow cytometer. Thirteen different research projects, some of which are designed to elucidate the mechanisms involved in the development and growth of breast cancer, leukemia, and neuroblastoma, will use this new technology.
Georgia State University: A Georgia State University professor was selected to receive a $1 million grant from the National Science Foundation to improve a computer simulation model that may help firefighters combat wildfires more effectively. This four-year award, part of the Cyber-enabled Discovery and Innovation program, is funded by the recent federal eco-

nomic stimulus package (ARRA).
Increasing the Number of Health-Professions Graduates Since the ICAPP Health Professionals Initiative (HPI) began in FY 2003, its special projects have prepared more than 2,400 Georgians to become licensed health professionals (over and above the number of graduates from USG's traditional programs). These special projects are accelerated educational programs, targeted to produce graduates to fill positions in areas of acute need in Georgia.
During FY 2009 and 2010, ICAPP focused its HPI funding on allied health and behavioral health professions. ICAPP developed and funded projects at Medical College of Georgia (MCG), University of Georgia (UGA) and Valdosta State University (VSU), in which the following 96 additional health professionals have graduated (or are on track to graduate soon): 49 allied health professionals from MCG; 19 physician assistants from a new MCG satellite location at Athens Technical College; 7 psychology pre-doctoral students and 11 social work graduate students at UGA; and 10 psychiatric RNs from VSU.
ICAPP HPI funds were used in areas of critical and immediate state need, where increased demand greatly exceeds the capacity of USG's existing health professions programs. In each of the projects above, ICAPP HPI funds were used primarily to pay for additional faculty to provide instruction and, in the case of the UGA project, to coordinate the students' supervised practice. Some of the projects also received limited amounts of ICAPP funds for supplies and equipment (e.g., the mobile lab for the MCG clinical science program) and stipends for the 10 psychiatric nursing students in the VSU project.
An additional ICAPP HPI project addressed the critical shortage of licensed clinical social workers practicing in public mental health facilities. ICAPP funded stipends for 15 Master of Social Work students to complete an internship at a public mental health facility before graduating, a requirement to becoming a licensed clinical social worker in Georgia. Students at UGA, Kennesaw State, Valdosta State, Georgia State, and Savannah State were enrolled in this program.
Because Georgia has a severe shortage of licensed clinical psychologists, ICAPP HPI funded a study on how additional internship sites could be developed

24

The University System of Georgia STRATEGIC PLAN

in Georgia for students earning a doctorate degree in Psychology. The study proposed expansion of existing internships across the state, along with new internship sites, including one that is a consortium of three state agencies (the Georgia Departments of Corrections, Juvenile Justice, and Behavioral Health and Developmental Disabilities' State Forensic Services).
The shortage of nursing faculty is a major obstacle to graduating more nurses in Georgia. The latest phase of ICAPP HPI developed an innovative approach for USG institutions to prepare new MSN nursing faculty. The proposals submitted by Abraham Baldwin Agricultural College, Clayton State University, Georgia Perimeter College, and Georgia Southwestern State University received ICAPP HPI funding to hire 12 new BSN faculty as they earn their Master's degree in nursing. These faculty will benefit from a revision of the BOR's Tuition Assistance Program that will pay their tuition while earning their MSN degree in return for a two-year teaching commitment to the USG. Clayton State will also offer the MSN with Teaching Certificate completely online for the first time. This will be available to any of the initial 12 new nursing faculty who may prefer an online option. These four participating USG institutions are thus able to increase nursing student enrollment System-wide by 90 students each year.
Workforce Development The ICAPP team brought USG resources to 42 Georgia economic development projects in 2009. ICAPP supports the Georgia Department of Economic Development and provides information and connections to Georgia's higher education resources. For example, ICAPP provided necessary information on specific college-educated talent and research capabilities that were instrumental in Seattle-based Dendreon Corp.'s decision to locate its $70 million manufacturing facility in Union City, bringing 300 new jobs to Georgia.
GE Energy: An ICAPP project gave Georgia Tech the ability to expand its existing Professional Master's Degree in Applied Systems Engineering. Georgia Tech was an important part of the state's incentive package, which contributed to GE Energy's decision to locate its new Smart Grid Technology Center of Excellence in Cobb County. GE Energy's decision will bring 400 new jobs and a $15 million investment to Georgia.
NCR: In FY 2010, ICAPP delivered on several commit-

ments made as part of the State's incentive package to bring NCR headquarters, manufacturing facility, and worldwide customer service headquarters to Georgia. As NCR identified its talent needs, ICAPP staff connected them with the career services offices at nine USG institutions. Specifically, ICAPP brought NCR together with Georgia Tech, Georgia State and UGA faculty to design and deliver executive leadership development training. Georgia Tech created a computer model of the production line at the Columbus facility, which NCR now uses to simulate possible changes to the plant's layout and procedures. Georgia Tech co-op students collected and analyzed assembly line data for NCR.
Increasing the Number of Health Professions Graduates In FY10 the Center for Health Workforce Planning and Analysis focused on expanding the numbers of Georgia's healthcare providers critical to State needs, specifically nursing, behavioral health and public health. The Center also provided support to USG's continuing efforts to expand medical education.
Nursing: The Center's work with nursing continues to mature. Nursing activity focused on grants management, key policy changes within the USG, and aggressive action to address the pending retirement of large numbers of nursing faculty.
In the area of grants management, the Center manages the USG's Nursing Education Funding Initiative. The program distributes $3 million, each year over three years, to 16 select USG nursing programs to increase their nursing graduation numbers by 50 percent or more. FY2010 was the final year of this initiative. Final numbers are not yet available; however, analysis of FY2009 data shows substantial progress has been made. Whereas the USG graduated only 1,713 nursing students in baseline year FY06, by FY09 the USG had graduated 2,262 pre-licensure nursing students, a 33 percent increase in three years.
On the statewide policy front, the Center made inroads toward solving the growing decline of USG nursing faculty numbers. Data suggests that nearly 40 percent of USG faculty could be eligible to retire in the next few years. The board approved revisions to the Tuition Assistance Program to enable part-time BSN nursing faculty to utilize it in return for a commitment to teach full time for two years in any USG nursing program

25

The University System of Georgia STRATEGIC PLAN

3 STRATEGIC GOAL
PROGRESS REPORT

once they receive their advanced nursing degree.
Behavioral Health: In FY 2009, the Center targeted initiatives to develop the behavioral health workforce in Georgia. The initial work in this area concentrated on behavioral health nursing, social work and psychology, and was funded through a partnership between the Center and ICAPP. In nursing, the Center worked with Valdosta State to establish a fast track, second career baccalaureate psychiatric nursing program. The first cohort of 10 students graduated in summer 2010. All are required to secure employment in a Georgia behavioral health-oriented agency or to repay tuition provided through the ICAPP program.

Because Georgia has a low number of licensed psychologists, the Center has explored ways to educate larger numbers of psychologists who will then work in Georgia. One impediment to correcting this is the shortage of internship and supervised practice opportunities required of all licensed psychologists. The Center and ICAPP contracted with UGA faculty to analyze the existing internship and post-doctoral capacity in the state and to develop strategies to expand opportunities with behavioral health-affiliated agencies. When put into place, plans will increase by 30 percent the existing psychology internship capacity in Georgia.

Public Health: USG's main goal in public health is to secure full Council on Education for Public Health (CEPH) accreditation for all six programs. Only one public health program existed in the USG in 2001.

The accreditation status of the six programs are as follows:

School/Program

Accreditation Status

Armstrong Atlantic State Full Accreditation

University

Fort Valley State University In communications with CEPH

Georgia Southern University CEPH site visit scheduled for fall 2010

Georgia State University Full Accreditation

University of Georgia

Full Accreditation

Medical College of Georgia Full Accreditation

Medicine: Another major development in USG's health professions program is the expansion of medical education across the state.
MCG/UGA Medical Partnership Campus: To expand Georgia's capacity to produce physicians, MCG and UGA have established a partnership campus in the Athens area. When fully developed, 240 students will enroll at this location each year. With all the necessary approvals and programs in place, and all faculty required to teach first-year medical students hired, classes commenced in August 2010. All 40 admitted students are from Georgia.
Clinical Campuses: Third and fourth year medical students are required to take clinical rotations in medical facilities. The USG is developing several clinical campuses across the state to accommodate expanded enrollments.
Southwest Georgia/Albany Renovations to all physical structures on this campus have been completed, all faculty and preceptors are in place, and MCG has received approval from the accrediting body (LCME) to open this clinical regional campus in FY 2011. Seventeen students began clinical rotations in the Albany area in July 2010.
Southeast Georgia/Savannah-Brunswick Clerkship sites are in development.
Residency Programs: Additional residency programs are in development at hospitals in the Athens/Gainesville and Savannah/Brunswick areas.
Class Expansion in Augusta: Key to growing the class size at the MCG Augusta campus from 190 per year to 240 by 2020 is a new medical school commons building. Property abutting the MCG campus was acquired in 2009 and prepared for building in 2010.

26

The University System of Georgia STRATEGIC PLAN

INNOVATOR: SKIDAWAY INSTITUTE
OF OCEANOGRAPHY

A very expensive part of conducting oceanographic research is ship time. Scientists must get out on the ocean to make observations and collect samples.
Skidaway Institute operates the 92-foot ocean-going Research Vessel (R/V) Savannah, which is used by Institute scientists, as well as scientists from other institutions. Regardless of the user, the daily rate for the use of the R/V Savannah is $8,673.
While this is considered a very reasonable rate by research vessel standards, the cost is high enough to require grant funding. Scientists cannot react quickly to an unexpected event, such as the recent oil spill in the Gulf of Mexico.
A partial answer has been to share cruises. Skidaway scientists always have looked for opportunities for other organizations and scientists to participate in Institute efforts and cruises, but the current budget situation has made such efforts not just beneficial, but almost essential.
One good example of this occurred this summer. Following the Deepwater Horizon oil spill, there was some concern that oil from that spill might get into the Gulf loop current and work its way around

Florida and into the Gulf Stream off the Georgia Coast. The Gulf Stream is roughly 100 miles off the coast, too far for small boats. Skidaway scientists wanted to get out to the Gulf Stream and take samples for oil.
It happened that the R/V Savannah was taking a group of K-12 teachers on an overnight cruise to the shelf-edge as part of a National Science Foundation-funded joint program between Skidaway Institute and Savannah State University. Skidaway professor Jay Brandes "hitched a ride" on the cruise at no additional expense to collect a series of samples.
This served two purposes:
1. It allowed Dr. Brandes to collect his samples at no significant expense.
2. It also added to the overall cruise experience for the teachers.
Dr. Brandes found no oil in the Gulf Stream, but he did discover small pieces of plastic that had not been seen there before, and which will warrant further research.

2277

STRATEGIC GOAL

www.usg.edu/strategicplan/four

4

Strengthen the USG's partnership with the state's other education agencies.

The University System of Georgia STRATEGIC PLAN

The University System is part of a public education network. The quality of the University System depends, in large part, on the pipeline of students from K-12 systems. The USG has a significant interest in assisting the U.S. Department of Education (DOE) with setting standards that lead to college success, as the USG has responsibility for ensuring the success of college students. As a major source of classroom teachers, counselors, and other school leaders, the USG must play a leadership role in public education at all levels. As a result of its strategic actions, the University System will work with all of Georgia's education agencies to meet national and international benchmarks on student preparation and achievement.

PROGRESS REPORT

The activities of Goal Four depend on the partnership between the USG and other state agencies through the Georgia's Alliance of Education Agency Heads (AEAH). (For more information on AEAH, see http://www. gaeducationalliance.org/.) USG's and AEAH's strategic efforts focus on increasing the high school graduation rate; decreasing the high school drop-out rate while increasing postsecondary enrollment; improving workforce readiness skills; strengthening teacher quality, recruitment and retention; and developing strong educational leaders.

The USG has been designated as the lead collaborative partner in several areas of recognized national and regional P-20 needs. During FY10, the Alliance's work focused on five strategic areas, aided by unprecedented funding opportunities through the federal government.

2010 Alliance's Five Strategic Areas of Focus Development of Common Core Standards: Forty-eight states participated in the landmark Common Core initiative. Governor Perdue served as the co-chair on behalf of the National Governor's Association. States participating in the Common Core initiative will be able to compare their students' achievements with students within and across states. Faculty from USG institutions were engaged in designing the Common Core content and assessments for student achievement. For more information on this national initiative,

28

The University System of Georgia STRATEGIC PLAN

see http://www.achieve.org/achievingcommoncore.
Development of Rigorous, High Quality Assessments: Georgia is one of 21 states collaborating on the development and implementation of assessments aligned with the Common Core standards. USG faculty is working to insure alignment with postsecondary expectations, with the ultimate goal of greatly reducing the need for college-level remediation in Georgia. The Board of Regents' agreement this year to accept the `advanced proficient' score on Georgia's high school language arts graduation test as the System minimum for exemption from remediation was also a major step forward.
Development of P-20 Longitudinal Data System: Data are essential to ongoing improvement and accountability in education, enabling better analysis and decisionmaking around student progression and completion. Collaboration with the Data Quality Campaign (DQC) and the State Higher Education Executive Officers (SHEEO) has supported Georgia's goal of creating a robust and functional longitudinal data system.
Teacher/Leader Quality: The USG's "20,000 x 2020" initiative continues to produce results. Increased emphasis is being placed on measuring and ensuring teacher quality and innovations in teacher preparation.

College Access/Success: The College Access Challenge Grant, awarded to the Alliance agencies and led by the USG, includes communications strategies about the need for a college degree and a focus on adults returning to and completing college.
In addition, the Alliance's commitment to STEM education, which is embedded throughout the five areas, remains a priority. The sections below provide detail about USG's strides in teacher/leader quality, STEM, and college access and completion.
USG Advances Teacher Quality and Production Teacher Education: The goal of USG's "20,000 x 2020" initiative is to meet 80 percent of the state's need for K-12 teachers. Currently there is increased emphasis on measuring and ensuring teacher quality, as well as innovations in teacher preparation.
The USG supports teacher preparation programs at 22 of its institutions, with two additional institutions exploring the viability of teacher education programs in specific disciplines. The three newest programs are located at College of Coastal Georgia, Georgia Gwinnett College and Middle Georgia College.
Major Accomplishments:
Ten new programs for initial teacher preparation were approved by the board (60 percent in STEM fields) in FY10.

29

4 STRATEGIC GOAL
PROGRESS REPORT

The University System of Georgia STRATEGIC PLAN

4,573 teachers graduated during the 2009 academic year (72 percent increase since 2002).
Approximately 25 percent of newly prepared teachers are from ethnic and racial minorities.
The USG aggressively seeks external funding for its teacher preparation programs, and many USG institutions have received competitive grants in this area. Kennesaw State University (KSU) and Georgia State University (GSU) each were awarded multi-million dollar grants in FY10 through the U.S. Department of Education for improving teacher preparation. Georgia Southern University (GSOU) and GSU were awarded Robert Noyce Scholarship Program grants funded through the U.S. National Science Foundation to provide scholarships encouraging STEM majors to enter the teaching profession.
Using data to evaluate and improve teacher preparation programs was a main focus in FY10. USG worked closely with the Georgia Professional Standards Commission in developing better data collection systems for use at the institutional, System, and state levels. Teacher preparation programs continue to be 100 percent accredited by the National Council for the Accreditation of Teacher Education (NCATE) and to have high satisfaction ratings among graduates and the State's public schools principals who hire them. Another indicator of the high quality of USG teacher education programs include the one- and two-year retention rates that average 90 percent or more.
Because one of the most important factors in teacher retention is the quality of the educational leader, it is important to note that USG institutions are key providers of educational leaders for Georgia's districts and schools. During FY10, 11 USG institutions redesigned their educational leadership programs. All USG educational leadership programs sunset their programs in 2008, redesigned their curricula, and formed strategic partnerships with districts to ensure that programs are responsive to local schools' needs. As a result, each USG educational leadership program is developed in partnership with a local school district(s). Programs are offered online, on satellite campuses, in local K-12 schools, or some combination of these options.

USG Teacher Production at All-time High: Campuses are meeting the goals of increased production and increased diversity. Teacher production numbers from 2002-2009 increased 72 percent over seven years. Minority teachers increased 98 percent from 2005-2009.
USG Makes Strides in STEM Education In many areas of public life, a strong STEM (Science, Technology, Engineering and Mathematics) workforce is considered a necessary component to a vibrant economy and global competitiveness. Having citizens educated in STEM fields has been a national priority for some time and a priority in Georgia for over the past decade.
There are now 11 USG institutions seeking to increase the number of college graduates in STEM fields and to increase the number of highly qualified middle and high school STEM teachers. STEM-field enrollment grew by 11.5 percent, and majors increased by 11.9 percent from 2007 to 2009. Also, students are more successful in introductory science and mathematics courses evidenced by a decline in withdrawal and fail rates in biology, chemistry, physics, college algebra, pre-calculus and calculus.
Several USG institutions established Academies for Future Teachers, a summer program designed to attract and prepare talented STEM high school students for the teaching profession. Three hundred and fortytwo high school students are active participants in this program. Other USG institutions established a similar program, Mathematics, Engineering and Science Achievement (MESA), focused on success in STEM fields for students from historically underrepresented groups.
PRISM: Partnership for Reform in Science and Mathematics In FY 10, USG completed its seventh year of a major National Science Foundation grant, which is a statewide collaborative of the USG, Georgia Department of Education and 15 school districts in Georgia.
In order to increase the knowledge base of elementary mathematics and science teachers, PRISM funded the development of online courses by faculty from Georgia Southern University, Columbus State University and Macon State College. Besides acquiring additional knowledge and skills, successful completion of these courses also result in additional certification for the

30

The University System of Georgia STRATEGIC PLAN

teachers (K-5 Science and K-5 Mathematics Endorsements). The six courses developed by the PRISM initiative will be available to all USG institutions with teacher preparation programs.
PRISM also funded USG faculty to provide learning opportunities to state science and mathematics teachers and specialists among regional teaching coordinators (Regional Education Service Agency), local school systems, and Georgia Department of Education. This newly designed instruction helps ensure Georgia's K-12 STEM teachers are using methods that improve Georgia student performance and success in these critically important fields.
USG Promotes College Access, Persistence and Success College Access & Completion: In FY10, USG completed its second year of the College Access Challenge Grant, a statewide collaborative of the Governor's Office, USG, the Georgia Student Finance Commission, the Georgia Department of Education and the Technical College System of Georgia. Other partners include the Georgia Partnership for Excellence in Education and Communities in Schools. See more on the College Access Challenge Grant (CACG) under Goal 5, which addresses college affordability.
The $4 million CACG funding in FY10 targeted students traditionally underrepresented in higher education low income youth and adults with some college but no degree. To date, this collaborative effort has provided information to more than 1.6 million Georgians on the importance of pursuing postsecondary education and assistance in finding information to address their particular financial and academic needs.
The CAC Grant also funded enhancements to GAcollege411, a comprehensive web site that helps Georgia students plan for, apply to, and pay for college. CAC also funded a statewide public awareness campaign in communities across the state, resulting in a 26 percent increase in the number of GAcollege411 accounts, a 31 percent increase in FAFSAs submitted and a 16 percent increase in the number of college applications submitted.
"Georgia Apply to College Week" activities expanded from eight to 44 high schools, with the Governor proclaiming November 9-13, 2009 "Georgia Apply to College Week." The 8,962 college applications submitted across the state during this week represented a 158

percent increase over the 2007 baseline year. "Georgia Apply to College Week" brought more than 200 community and college volunteers into the high schools.
Adult Learning Consortium: The Consortium made notable inroads in serving Georgia's adult learners. Program initiatives in FY10 resulted in offering a broader array of courses on nights and weekends, expedited financial aid responses, and provided additional tuition payment options. One of the Consortium's initiatives is the Prior Learning Assessment. In participating USG institutions, PLA evaluates what adult students have learned in class and the workplace to determine if this knowledge can be used for college credit. Nineteen students at Valdosta State University have completed 44 courses though the Prior Learning Assessment program for 163 credit hours.
Military Outreach: Renewed for a second year is a focus on easing military re-entry into college. A USG military outreach coordinator has connected college admissions offices and institutional services to veteran outreach services in an effort to encourage veteran enrollment and serve the special needs of veterans returning to the classroom.
Early College Initiative: Since 2005, Georgia has partnered with the national Early College High School Initiative. Early College is an intervention strategy designed for low-income students, first-generation college-goers and other underrepresented populations who may not be well served by traditional high schools. Participating students can simultaneously earn a high school diploma and two years of college tuition free. It has been shown that Early Colleges raise the high school graduation and postsecondary success rates of minority, first-generation-college and low-income youth. USG's twelve Early Colleges across the state outperformed schools with similar demographics on attendance, end-of-course tests and high school graduation tests.
The vast majority of Georgia's 2010 Early College graduating seniors graduated with college credits. Carver Early College, a collaboration between GSU and the Atlanta Public School system, graduated its second class of students with two graduates receiving Gates Millennium Scholarships. DeKalb Early College Academy (DECA), a collaboration between GPC and the DeKalb County School system, was the first USG Early

31

4 STRATEGIC GOAL
PROGRESS REPORT
College to achieve the goal of all members of the graduating class receiving an Associate's Degree concurrently with their high school diplomas. Nearly 3,000 students have participated in the Early College Initiative since its inception in Georgia.
Georgia achieved the opportunity to connect with another national initiative when it was selected as one of 22 states to participate in Complete College America (CCA). CCA's mission is to significantly increase the number of Americans with a college degree or credential of value and to close attainment gaps for traditionally underrepresented populations. For more information, go to http://www.completecollege.org/. Participation in this initiative supports USG's and the Alliance goal of

supporting college enrollment, retention and graduation.

The University System of Georgia STRATEGIC PLAN

32

INNOVATOR: KENNESAW STATE UNIVERSITY

The University System of Georgia STRATEGIC PLAN

The Confucius Institute at Kennesaw State University, headed by Dr. Ken Jin, embodies the culture of innovation promoted by the University System of Georgia.
One of only two such institutes in Georgia and among 300 across the globe, the Confucius Institute provides cultural and academic programs for the university and local community.
Opened in August 2009, KSU's Confucius Institute (CI) has rapidly become an international model, having created an innovative programmatic partnership that is now being touted as a best-practice in the global CI network.
Since its conception, KSU's Confucius Institute (CI) has leveraged the funding and resources of its key partners China's Office of Chinese Language Council International (Hanban) --the major administrator of the project --and its Chinese institutional partner, Yangzhou University. The CI program enables KSU to enhance its delivery of global education programs that benefit students, faculty and the community while meeting the key objectives of CI's Chinese partners: promoting Chinese language and culture worldwide and providing opportunities for Chinese students and faculty to study and work in the U.S.
That same spirit of innovation drives the Confucius Institute's first major educational initiative, a rapidly developing and mutually beneficial partnership with Bright from the Start -- the state of Georgia's department of early childhood learning and care. Under a first-of-a-kind partnership, last October the CI program began delivering

instruction in Mandarin Chinese language to preschool children attending lottery-funded Pre-K programs at three centers in Cobb and Hall counties. By the end of 2010, the partnership will offer 17 classes serving 340 preschool children in Cobb, Whitfield, Hall and Fulton counties.
Bright from the Start Commissioner Holly A. Robinson has called the partnership "an innovative and unique opportunity...that will help prepare Georgia's youngest children for the 21st century global economy."
Through its partnerships in China, KSU's CI program recruits highly qualified teachers who are fluent in English and Chinese, and hold at least a master's degree in teaching Chinese as a second language. According to Mary Mazarky, assistant commissioner of Georgia's Pre-K program, it is the caliber of teachers that makes this a "top notch" partnership.
Robinson and Mazarky flew to China in the spring of 2010 at the invitation of the KSU Confucius
Institute director, and the team made a presentation to Hanban officials regarding the success of the innovative program.
"Promotion and support of Chinese language education in Georgia is a top priority for the Confucius Institute at Kennesaw State," said Ken Jin, director of the Confucius Institute at Kennesaw State. "This collaboration with Bright from the Start is a very exciting initiative that will benefit Georgia's children for many years to come."

3333

STRATEGIC GOAL

www.usg.edu/strategicplan/five

5

Maintain affordability so that money is not a barrier to participation in the benefits of higher education.

Through the HOPE Scholarship Program, Georgia is a national leader in providing meritbased financial aid to students. The total cost of attending college remains a challenge to some students and their families. As a result of its strategic actions, University System institutions will remain affordable for students and assist economically disadvantaged students in meeting the cost of college. Objectives of this goal include establishing a need-based financial aid program and diversifying and increasing revenue sources.

The University System of Georgia STRATEGIC PLAN

PROGRESS REPORT

Increasing Alternative Sources of Funding In 2007, in anticipation of a larger, more diverse student population, the University System of Georgia made increasing philanthropic support to their institutions part of their strategic plan. For the first time in 2009, all 35 institutions completed the Voluntary Support of Education survey, an instrument that records philanthropic giving in higher education institutions throughout the United States.

Because of the nation's economy, it was no surprise that total philanthropic contributions to USG institutions in fiscal year 2009 dipped, falling from $283.1 million in FY08 to $260.9 million in FY09, a 7.8 percent decline. However, according to the Council for Aid to Education (CAE), which conducts the survey, philanthropic contributions to institutions of higher education were down 11.9 percent nationwide. CAE reports the 2009 decline as the steepest in the survey's history.

Several USG institutions have recorded a remarkable reversal against this current decline in contributions. Two institutions, Augusta State University and Waycross College, more than doubled their contributions from 2008 to 2009. Other institutions have recorded increases in voluntary giving for the past two years, notably Medical College of Georgia, Valdosta State University, Clayton State University, Kennesaw State University, Georgia Highlands College 34

The University System of Georgia STRATEGIC PLAN

and Waycross College.
Nationally, in 2009, the largest percentage of contributions came from foundations (29.6 percent) and the second largest from alumni (25.6 percent). That breakdown was reversed in the USG: alumni provided 26.5 percent of all contributions to their alma maters and foundations provided 20.9 percent. The USG has redoubled its efforts to earn private support, especially in the form of student scholarships, as state revenues continued to decline.
Improving the Financial Aid Process Two USG institutions made noteworthy improvements in their financial aid processes in FY2010. With the help of a USG Targeted Enhancement Grant, Macon State College (MSC) made two key improvements in the 2009-2010 financial aid year: an additional staff person was hired to improve call center services, and the College designed and implemented an aggressive "Early FAFSA Completion" marketing plan.
MSC hoped for a modest increase of 10 percent in student aid reports for new students, and a 15 percent increase for continuing students. Instead, they saw a 129 percent increase for new students and an 18 percent increase for continuing students. Overall, the number of student aid reports received by April 15th over the previous year increased 55.5 percent.

Kennesaw State University (KSU) financial aid office also continues to make improvements through customer service initiatives and process enhancements. KSU improved communications to their students, re-designed and reorganized the customer service area, implemented an on-going staff training schedule, provided leadership training, made technology enhancements and reacquainted the University with their goal of helping students achieve their educational aspirations.
Consequently, their financial aid applications have increased 24 percent from the FY09 award cycle (Jan. 1 June 21) over the FY10 award cycle. The total amount of financial aid awards increased by 30 percent for this between FY09 and FY10. In FY10, the average wait time for a student who visited the financial aid office also was significantly decreased.
Educating Students and Families on Paying for College The federally funded College Access Challenge Grant (CACG) funds, among other initiatives, "Georgia Apply to College Week," administered by the USG. The focus of the week is to provide Georgia high school seniors, particularly those who would be the first in their family to attend college and low-income youth, with the opportunity to apply to college while receiving assistance from specially trained college and community volunteers.

35

5 STRATEGIC GOAL
PROGRESS REPORT

Forty-four high schools from across the State participated in the second annual "Georgia Apply to College Week," which was held November 9-13, 2009.
CACG also funded enhancements to GAcollege411, a powerful web site that helps Georgia students plan for, apply to, and pay for college (See page 31 for more details on "Georgia Apply to College Week".).
The CACG grant supported development of three 40hour online professional development modules entitled "Creating a College-going Culture: Strategies for School Counselors and Higher Education Enrollment Professionals." Individual Graduation Plan resources were developed to assist school counselors as well as students and families with choosing the right courses to meet college and career requirements and planning steps to take during each year of high school.
The College Access public awareness campaign was launched in October 2009. Four public service announcements were created and aired on WXIA-TV Channel 11 during Operation Football and Operation Basketball as well as on GPTV affiliates across the

state. All these Goal 5 initiatives have been successful in reaching lower income students with more and better information, demystifying the application and financial aid processes to students and families who have little or no college experience.
Although the board approved a tuition increase for FY11 before its summer recess, they also instituted a pilot need-based program at four institutions to offset the increase for the most financially needy students. The Regents called upon the Georgia Institute of Technology, UGA, Georgia State University and Georgia College & State University to provide need-based aid for students on Pell Grants. These four institutions will allocate approximately $2.2 million in private and state funds to provide this additional aid.

The University System of Georgia STRATEGIC PLAN

36

INNOVATOR: GEORGIA INSTITUTE
OF TECHNOLOGY

The University System of Georgia STRATEGIC PLAN

More than 360 students have benefited

ence at

from the G. Wayne Clough Georgia Tech

Georgia Tech

Promise Scholarship Program. In fall

and remain

2010, 71 incoming freshmen represent-

debt free,

ing 36 counties are participating in the

bringing in

program, comprising the largest incom-

students that

ing class in the program's history.

may not have

Launched in 2007, Tech Promise is designed to help academically qualified Georgia students whose families have an annual income of less than $33,300 (150 percent of the federal poverty level)

necessarily have thought Georgia Tech was an option for them."

earn their college degree debt-free. As

Marie Mons,

of July 2010, 93 students have gradu-

director of

ated from Georgia Tech with the support

Scholarships

of the program.

and Financial

Picking up where Georgia's HOPE schol-

arship and other financial aid options

Georgia Tech Junior Chemical

leave off, the program is individually

Engineering Major Jillian Wilms

tailored for each applicant. Assistance

includes scholarships, grants, and job opportunities that allow eligible in-state students to

campus.

Aid, says the program plays an important role in keeping students on

attend Georgia Tech without the burden of student

"If you study hard and get admitted to Georgia Tech

loan debt.

and your family is in a situation where you need the

Jillian Wilms, a junior chemical engineering major from Gainesville, Georgia, believes the program has given her opportunities that she may not have had otherwise.
"I am pretty sure I would not have gone to a major university," said Wilms. "I meet the same qualifications as every other student. Tech Promise gives me the opportunity to have the same experience and not worry about money, but focus on my education."
Wilms is also enhancing her experience on campus by conducting 10-12 hours a week of lab research focused on whether bacterial proteins can inhibit certain receptors on cancer cells as part of a workstudy assignment available through Tech Promise.
"Overall, the Tech Promise program has filled a very necessary hole that often was a roadblock to students ultimately deciding to come to Georgia Tech," said Undergraduate Admission Director Rick Clark. "The program is giving students, like Jillian, the opportunity to have a cohesive four-year experi-

Tech Promise program, then we want to make sure we put together a program that will help students not only get to Tech but to graduate," said Mons. "The key to the Tech Promise program is not only recruitment, but also retention."
According to Mons, those interested in the Tech Promise Scholarship Program must first concentrate on being academically prepared. She's hoping that news of the program will inspire middle school and high school students who are interested in Georgia Tech to study hard and work on their academics. The next step is to apply to Georgia Tech.
An annual application is required for Tech Promise, and individual evaluations are conducted to calculate each candidate's specific financial needs. Students may reapply for up to four academic years (eight semesters) of full-time enrollment. Levels of support/award in subsequent years are based on the student's family's financial situation and academic standing. The funding made available through Tech Promise will cover the published cost of attendance at Georgia Tech.

3377

STRATEGIC GOAL

www.usg.edu/strategicplan/six

6

Increase efficiency, working as a system.

The University System is fortunate to enjoy strong financial support from state leaders. The USG must continue to earn that support by demonstrating accountability for the use of its resources, by maximizing non-state revenues, and by increasing the efficiency of its business operations. The USG must work with state leaders to develop an appropriate business model for current economic trends and conditions. As a result of its strategic actions, the University System will increase its efficiency while increasing academic quality.

The University System of Georgia STRATEGIC PLAN

PROGRESS REPORT

Shared Services The Shared Services concept supports the Board of Regents strategic goal of having the USG operate more efficiently while providing greater risk management of the state's assets and dollars.
During FY10, the Shared Services Initiative reached several key milestones toward its stated goals to unify and consolidate the University System's separate and unconnected business functions throughout its 35 colleges and universities: the consolidation of human resource and payroll functions and the opening of the new Shared Services Center facility.
Consolidation of Human Resources and Payroll: In August 2009, the new consolidated human resources and payroll functions went live for employees at the 32 USG institutions and the Skidaway Institute of Oceanography currently participating in the Shared Services Initiative. This was accomplished through a contract with ADP, a global provider of transaction processing and information-based business solutions for payroll.
Shared Services Center: In April 2010, the System opened the new 21,000 square-foot Shared Services Center Facility in Sandersville. The facility provides the operational backbone for current and future Shared Services activity.
Benefits of HR and Payroll Consolidation: As a result of the progress made, now all payroll processing is electronic and online, including salary, time and atten-

38

The University System of Georgia STRATEGIC PLAN

dance, deductions, retirement plan contributions and filings, quarterly and annual tax filings and garnishment processing.
From an employer standpoint, the payroll and benefits consolidation offers a number of key benefits, including:
Improved manager access to key job and position data;
Improved visibility of and access to comprehensive faculty data;
Reduced reliance on campus shadow systems;
Improved integration with budget management;
Utilization of one employee identifier per Social Security number;
Better management of liability issues; and,
Improved data consistency across USG institutions.
From the employee perspective, the new payroll and benefits consolidation provides:
Improved employee access to key job and position data;
Increased staff availability for consultation and service;

Transmittal of weekly enrollment and eligibility files to vendors;
Transfer of payments for monthly health and life insurance premiums; and,
Execution of COBRA and retiree billing.
Project Governance: The Shared Services Initiative is designed to serve and be accountable to USG institutions. A Steering Committee helped to structure the project and provided guidance through the implementation. A Governing Council has been established to provide oversight and leadership of the initiative going forward.
The Steering Committee for the Shared Services project included co-chairs Mac McConnell, North Georgia College & State University and Levy Youmans, Macon State College. Other members included Ronald Core, Georgia Southern University; Natalie Higley, Skidaway Institute of Oceanography; Randy Hinds, Kennesaw State University; Ed Jolley, Savannah State University; Cody King, Georgia Southwestern State University; and Jerry Rackliffe, Georgia State University.
The new Shared Services Governing Council, is composed of Chief Business Officers, Vice Presidents for Student Affairs, and Vice Presidents for Information Technology from USG institutions. The Governing Council currently includes: chair, McConnell; Core; Hinds; Lynn Hobbs, Middle Georgia College; Jodi Johnson, Dalton State College; Jolley; King; Beth Brigdon,

39

6 STRATEGIC GOAL
PROGRESS REPORT

The University System of Georgia STRATEGIC PLAN

Medical College of Georgia; Rackliffe; Steve Swant, Georgia Institute of Technology; and Rob Whitaker, Georgia Highlands College.
While these are notable achievements, the implementation of the Shared Services strategy has not been without challenges. A midpoint review of the process found that with the implementation of consolidated human resources and payroll functions, some capabilities were lost and additional time was spent in making the transition to new systems. As we continue to move forward, contract compliance will be tightened, and IT and physical security, continuity planning and identity and access management will be improved, based upon recommendations arising from the 2010 review.
The Shared Services implementation and operating costs in FY10 totaled $11 million at the Shared Services Center and for system wide implementation and $3.2 million in additional costs and effort at the institutions. Shared Services has realized savings of $10 million through $7.1 million in avoided upgrade costs and $3 million to date in avoided operational costs. While these savings have not yet resulted in a net savings to the System, some of the centralized IT cost savings should continue beyond FY11.
The Shared Services Governing Council also expects to realize savings from the centralization phase. The extent of the savings ultimately will be determined by the full utilization of e-time, e-PAF, manager self-service and personal action form elements, the standardization and reengineering of multiple processes, standard benefit options, and continued top management and board support.
Accountability Metrics In November 2008, the Board of Regents implemented a unified ethics policy to minimize the potential for misconduct by members of the USG community, and an enterprise risk management project to identify and mitigate significant financial, operational and compliance risks.
As of October 2010, more than 53,000 USG employees, including student employees, have participated in ethics training. Annual re-certification of the USG ethics policy and focused training will be offered going forward.
The Office of Internal Audit and Compliance has facilitated a number of pilot Enterprise Risk Management (ERM) projects. Pilot projects were completed in FY09 at Armstrong Atlantic State University and at the University System Office in FY10. Pilots are also

underway or planned at Georgia Institute of Technology and Georgia State University.
In support of the ERM program, a draft risk management policy has been developed for review and approval by the Board of Regents. This policy details the responsibilities and expected actions for each institution as they review the various risks inherent in their operations. The draft policy would require every institution to develop a campus risk management framework and associated procedures.
Leadership Development Professional Development Consortium (PDC): In FY10, the USG's Human Resources department launched the Professional Development Consortium (PDC) to foster collaboration among USG institutions. Participants in the consortium are human resources and/or organizational development staff from each USG institution. Some of the professional development needs to be addressed by the Consortium are:
System: risk management training (ethics, sexual harassment, right-to-know, campus safety, etc.);
Regional: professional (management and supervisory, administrative professionals, etc.) skills with added focus on leadership; and,
Institutional: computer skills.
The PDC selected six institutions with quality training and professional development programs to serve as a USG Regional Training Center for the System: Georgia Institute of Technology, Kennesaw State University, Medical College of Georgia, University of Georgia, Georgia Southern University and Valdosta State University.
These institutions have strong professional development programs already established. They will assist other institutions in their region to create or enhance professional development programs and share resources where possible. It is expected that this new System initiative will create a more current, thorough, and efficient process of developing USG faculty and staff in critical areas statewide.
Executive Leadership Institute (ELI): The USG Executive Leadership Institute (ELI) is the flagship Systemwide leadership development program. The pilot ELI began October 12, 2009 with 61 scholars, and concluded April 23, 2010. The Institute addresses the need for succession planning by identifying and developing high

40

The University System of Georgia STRATEGIC PLAN

potential employees and equipping them with skills and resources necessary to become the next generation of leaders in the System. The Institute develops capabilities in such critical areas as strategy, execution, collaboration and engagement. Selection of the second class of ELI scholars is complete and class activities began in September 2010.
Sustainable Energy Management During FY10, the Office of Real Estate and Facilities staff continued to support the energy management initiative, with assistance and technical expertise from the University of Georgia's Engineering Outreach Program. The primary focus for FY10 was on managing $27.3 million in American Recovery and Reinvestment Act (ARRA) funding received through the Georgia Environmental Finance Authority's State Energy Program. With this funding, the USG is implementing 70 energy conservation measures (ECMs) at 25 colleges and universities across the state.
Individual ECMs include lighting retrofits, installation of energy controls, upgrades of mechanical equipment, and building re-commissioning. All projects are on a fast track, with completion required by early 2012, and require strict adherence to all ARRA reporting requirements as well as detailed measurement and verification to ensure expected energy reductions are realized.
Collectively these projects are forecast to reduce annual energy usage by at least 8,561 mmBTUs once fully implemented, and to avoid approximately $6 million in annual energy costs. Note that this is cost avoidance, not actual savings, as energy costs continue to rise. As a case in point, Georgia Power has received approval for a base rate increase for 2011 that is currently estimated to increase the USG's annual electricity costs paid to Georgia Power by $3.8 million (4.6 percent).
The implementation of these ARRA-funded energy efficiency projects in conjunction with ongoing efforts

to develop institution-specific energy management plans provide training and the opportunity to share best practices. All projects and initiatives supported the System's endeavors to achieve "best in class" energy usage and meet the Governor's Energy Challenge of reducing energy consumption on a square foot basis by 15 percent by the year 2020.
In late September 2009, Darton College received Conserve Georgia's 2009 Energy Conservation Award for reducing its cost per square foot for utilities by 22 percent, even as its total square footage increased.
Finally, two state-level initiatives occurred during FY10 that will help facilitate future energy use reductions:
The legislature passed new energy performance contracting legislation, as well as a companion constitutional amendment that was approved in November 2010. The amendment and legislation authorize USG institutions and other state agencies to enter into multiyear contracts to fund energy efficiency and other conservation improvement projects, with payments provided through guaranteed cost savings.
The Energy Efficiency and Sustainable Construction Standards, or "Georgia Peach Green Building System," became effective for large state-funded construction and renovation projects entering design as of July 1, 2010. Core requirements include commissioning, use of Georgia-based materials, and 15 percent reduction in water use over the baseline Energy Policy Act of 1992. The standards also include incentives for achieving energy reductions of up to 30 percent over the current industry standard for commercial building energy codes.

41

The University System of Georgia STRATEGIC PLAN

INNOVATOR: SOUTHERN POLYTECHNIC
STATE UNIVERSITY

During the past year, Southern Polytechnic State University (SPSU) has completed more than $100 million worth of energy-efficient facilities and infrastructure improvements, including a new dining hall and new student housing. In concert with the university's strong commitment to environmental responsibility which in turn supports the Board of Regents' Strategic Goal to increase efficiency, specifically with regard to energy conservation the university has also launched an Alternative Energy Innovation Center.
The center is coordinating the integration of sustainability into the SPSU curriculum, in addition to conducting research and promoting good practices in energy conversion, storage and delivery. The new dining hall and two residence halls are on track to earn silver-level Leadership in Energy and Environmental Design (LEED) certification, a rating system developed by the U.S. Green Building Council. And SPSU's first-ever special-interest housing for fraternities, sororities, honors and international students will also be submitted as a candidate for LEED certification.
The dining hall is trayless, conserving the energy needed to wash the trays in hot water. All the new buildings incorporate sustainable or recycled materials, take maximum advantage of daylight to light interiors and are equipped with Energy Star appliances and lights that switch off when rooms are vacated.

In 2007, SPSU president Dr. Lisa A. Rossbacher enthusiastically signed the American College & University Presidents' Climate Commitment, an initiative sponsored by the Association for the Advancement of Sustainability in Higher Education. Ever since then, energy conservation and environmental responsibility have had a campus-wide focus. Under the leadership of Jim Cooper, executive director of strategic marketing and sustainability initiatives, work began this past year on:
a transportation master plan that will reduce the number of single-occupancy vehicles and make the campus pedestrian and bicycle friendly;
a project that will give the Lawrence V. Johnson Library an energy retrofit to qualify it for Green Globe certification;
tracking the campus' greenhouse gas emissions;
single-stream recycling; and,
the creation of a Climate Action Plan for SPSU.
SPSU also started a bike-sharing program, reduced paper usage in its labs by 90 percent by establishing a pay-for-print policy and has instituted a four-day work week during the summer to reduce energy usage.
"We already had academic programs in place that address issues of developing a sustainable environment," said Rossbacher, pointing to several courses in architecture, civil engineering technology and construction management taught by LEED-certified instructors that focus on designing and maintaining environmentally friendly facilities.
"Now, with the opening of our new buildings, we have adopted environmentally-sensitive design as a guiding principle," she said. "Integrating sustainability in the Southern Polytechnic curriculum and in the physical infrastructure of the campus and conducting research in alternative energy through our new center are just three of the ways in which SPSU is maintaining its commitment to the environment."

42

The University System of Georgia STRATEGIC PLAN

ACKNOWLEDGEMENTS

Published by:



Office of Media & Publications



John Millsaps Associate Vice Chancellor, Media & Publications



Sonja Roberts Annual Report Editor Design/Layout



Shelley Nickel Nicola Juricak Associate Editors

Writers/Contributors:



Kris Biesenger



Terry Durden



John Fuchko



Wayne Guthrie



Bruce Holmes



Virginia Michelich



Sandra Neuse



Linda Noble



Usha Ramachandran



Ben Robinson



Melinda Spencer



Rob Watts



Lynne Weisenbach

Photography:



Courtesy of University System



of Georgia Institutions

INNOVATOR Sidebar Stories:



Courtesy of University System



of Georgia Institutions

The University System of Georgia is committed to equal opportunity for all persons in its educational programs, activities and employment practices. Inquiries concerning the Board of Regents' policies in these areas may be directed to:
Office of Legal Affairs Board of Regents of the University System of Georgia 270 Washington Street, SW Atlanta, GA 30334-9007 Phone: (404) 656-2221
43

"Creating a More Educated Georgia" www.usg.edu
Published by the Office of Media and Publications 270 Washington Street, SW Atlanta, Georgia 30334 (404) 656-2250