Accountability report, Feb. 2001

FY 2001
Accountability Report
February 2001
A report by the Board of Regents of the University System of Georgia to Governor Roy E. Barnes and the Georgia General Assembly relating progress to date on the special funding initiatives, capital projects and other key programs funded during the 2000 legislative session
Board of Regents University System of Georgia

Produced by the Office of Media and Publications Board of Regents University System of Georgia 270 Washington Street, S.W. Atlanta, Georgia 30334
(404) 656-2250

FY2001 Accountability Report
Table of Contents
University System of Georgia - Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 1 Accountability Report - At-A-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 3 Special Funding Initiatives - FY95-FY01 1. GALILEO - One Statewide Electronic Library and (GALILEO Next Phase) Initiative . . . . . . . . . . . . . . . . . . . . . . . . .page 14 2. Connecting Teachers and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 15 3. Connecting Students and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 17 4. Protecting the State's Investment: Renovation and Rehabilitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 20 5. Professional Development: Serving Our Students and the State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 22 6. Facilities Master Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 24 7. P-16 Partnerships (P-16 Initiative, PREP program, Prognostic Math Test, P-16 Database, Advanced Academies) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 25 8. The Next Step: Taking Graduate Education to the Next Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 33 9. Patterns of National Excellence and Program Collaboration Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 40 10. Statewide Distance Learning Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 65 11. Governor's Initiative - Internet Connectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 68 12. Teacher Preparation Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 69 13. Cooperative Ed.D. Program Between the University of Georgia and Fort Valley State University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 73 14. Georgia Tech Regional Engineering Program (GTREP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 74 15. YAMACRAW Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 76 16. Georgia G.L.O.B.E. (Global Learning Online for Business and Education) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 78 17. Campus Electronic Crossroads (CEX) and Local Campus Network Upgrades . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 80 18. Investing in Excellence in Historically Black Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 81 19. Hispanic Program Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 83 20. ICAPP -- Georgia's Intellectual Capital Partnership Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 85 Other Funding Capital Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 93 Education, Technology & Construction Trust Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 99 Eminent Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 100

The University System of Georgia
SoSuttahtGeereAonUoftrnlPTagioevniaclDteyharatnselMoitctolhyoeInnngtsiryScFottlipotauoytCStSeldoietotlCaaClueGotnotgelhellSelewoeUtCgrogaKneogefetUieslivUeuaWtnnGeenmnUirvreieeUvsbnnesosiueinttrrvaSsrysigvewGsBtiGiStraieaeatyseCttrFPSyoiiaeSsonoottertityCrbalrgtUrelagtyoretiimtnaiielgVadelieeevgagteelelerersyiCtylaSytGatotoDenrGadNCUCraooonoCCtinlroniloolvlteSneeCllheAlgltsgoeeraeMvlGelggUsbtliieeeeeaSlan&tlgoynetci&UvCaeorygeontneiSrilavlsteeiagtUrtyAesenbioMAitGvrfygaGieedGSrhreoditseacoraliuomegtrtlrygietaguBiaiUraaCanClodliolvwlCleeloegirnlgselVeiet&agUylednoivsetarsSiStEtoyaaCuCstototelhllGleeGgMegeeoeeordgrgiicAWaiaaGuClageoCyuoloclsrreltgolgaeisaegsSeStCaoootCufaetoGshmUteeaSnmorlanirvUuGvgeUnneiarainiontsvAyirnivetrgaSyreCmihstaroasistlSttilyteretyoagUnteegniAvetlrasnittyic
--i--

FY2001 Accountability Report
Overview
Once again the University System of Georgia Board of Regents stands before the citizens of Georgia ready to account for the investment the Governor and General Assembly have made in public higher education. This sixth annual "Accountability Report," like previous reports, details progress made in special funding initiatives and other key areas. As Governor Roy E. Barnes moves all state agencies into a higher level of public accountability, the annual publication of these Accountability Reports will continue to ensure that the University System is a responsible steward of the state's public assets and resources.
In this Accountability Report - as in all previous such reports - the theme has been one of service to the state's students and citizens. The board has proposed, the Governor has recommended and the General Assembly has funded initiatives that support the board's 1994 Vision Statement and Guiding Principles. It is this adherence to developing initiatives and programs to support this Vision Statement that has created a strong sense of common purpose among the state's educational agencies and elected leadership and the business community and helped propel Georgia to new levels of academic excellence and a growing position of national prominence in higher education. For that reason, it is appropriate here to reprint several key passages from the document, "Access to Academic Excellence for the New Millennium:"
" ... The University System of Georgia and its component colleges and universities will sustain close contact with the people of Georgia, be responsive to the needs of Georgians first and foremost while raising their aspirations, and generate a more highly educated populace throughout the state. ... The University System of Georgia will hold itself accountable to the citizens of Georgia for the effective and efficient use of every available resource, new technology, and human insight and activity to achieve access to academic excellence for all citizens, and to charge its collective intellectual power on behalf of the state."
The strength of the overall program is directly related to the board's strict adherence to close evaluation of all proposals to ensure they support the Vision Statement and other initiatives.
The initiatives reviewed in this report include all initiatives funded since the 1995 legislative session that still have continuation funding. Special Funding Initiatives that have been completed and are no longer receiving funding are not included. Also included in this accountability document are reports on the Equipment, Technology & Construction Trust Fund, the Eminent Scholars Program, and capital projects.
Here are a few key highlights from this year's report.
g GALILEO - the state's One Statewide Electronic Library -- celebrated its fifth birthday in September 2000. In honor of this milestone, the Georgia General Assembly declared that September 21, 2000 be dubbed GALILEO Day. Gov. Roy E. Barnes presented the keynote address to attendees at a commemorative reception that launched a weeklong, statewide celebration of GALILEO. Earlier in the year, home access to GALILEO became possible with the distribution of passwords to each public library for use by individuals who are registered borrowers of that library.
g Georgia Hire -- an online program that connects System students and alumni with Georgia employers through the Georgia Hire website: www.GeorgiaHire.com -- has proven to be a tremendous asset to the System's students and alumni and the state's employers. Approximately 4,000 employers have accessed the resume search engine since February 2000 and in September 2000 there were more than 19,000 resumes posted on the site.
g GA EASY (Georgia Applications and Electronic Advisor System) -- the online college search and admissions application tool for university system schools -- www .usg.edu/ ga~easy - is making access to the System's 34 institutions by prospective students easy, fast and affordable. All University System institutions are participating in this program. Since it's inception, GA EASY has had approximately 35,000 hits by prospective students, parents and guidance counselors. There have been almost 25,000 applications received by University System institutions since its inception.
g Post-Secondary Readiness Enrichment Program (PREP) -- Since the inception of PREP in FY96, approximately 30,400 middle school students in at-risk situations have participated in supplementary academic enrichment programs developed between the 25 University System institutions that coordinate specific PREP programs, technical colleges, and
--1--

FY2001 Accountability Report

115 school districts, representing 200 middle schools and 115 high schools. In addition, 409 businesses and nonprofit organizations are PREP partners throughout the state. During FY00 approximately 15,000 middle and high school students participated in the year-round and/or summer programs in PREP. During the FY01 Summer program, 3,200 PREP students and 289 college student tutors implemented eighty-nine community service projects. Approximately 750 college students are serving as tutor-mentors during the current year.

of Yamacraw to achieve its objectives. In FY00, the Continuing Education programs at the Georgia Institute of Technology and Southern Polytechnic State University offered more than 25 courses in Yamacraw areas. More than 200 people completed these courses. Currently, 13 companies have signed on as industry members to the Design Center. The ATDC Seed Capital Fund supporting Yamacraw was enabled in April 2000 by legislation passed in the 2000 General Assembly. To date, two companies have been funded.

g Preparing Tomorrow's Teachers to Use

g A college degree became more accessible to a

Technology -- In September 1999, Georgia was award-

potentially huge audience with the September

ed a $1.85 million Preparing Tomorrow's Teachers to

debut of eCoreTM - the University System's online "core

Use Technology State Catalyst Grant from the U.S.

curriculum" program. The first five Web-based freshman

Department of Education. The purpose of the grant is to

and sophomore "eCoreTM" courses are just the beginning

support teacher preparation programs that are integrat-

of an effort to eventually place the System's entire "core

ing modern technologies into the curriculum to meet the

curriculum" online. eCoreTM is marketed through the

nation's "Technology Literacy Challenge" over a three-

University System's Georgia G.L.O.B.E. initiative --

year period. The target population is the middle grade

Global Learning Online for Business & Education. The

teacher preparation faculty, pre-service students, and

Georgia G.L.O.B.E. Website (www.georgiaglobe.org)

student teachers.

became operational in April 2000. Since early October

g The System's redesign of its Teacher Preparation programs continues to move forward. Programs have been redesigned and refinements are under way in all 15 University System institutions that prepare teachers. Reading endorsement is now available to current classroom teachers in all subjects and grade levels (jointly funded with the P-16 Initiative). Expanded access to Ed.D. programs to strengthen school leadership are under way at a number of System institutions. All University System institutions that prepare teachers have entered into partnership with the public schools to cre-

2000 when marketing commenced, 925 persons have voluntarily provided information to Georgia G.L.O.B.E. via the Web or by telephone to enable them to be considered for future enrollment in online courses. Website traffic has increased from an average of 136 users per day in August 2000 to 664 in November and the percentage of persons making more than one visit to the site is nearly 20 percent. In a three-month period in fall 2000, Georgia G.L.O.B.E. banners on the AccessAtlanta site generated 1.6 million impressions and more than 3,600 actual visits.

ate "partner schools." The graduating class of teachers g Georgia's growing Hispanic population offers

in May 2002 will each have completed the equivalent

great potential to the state - but only if its educational

of a full academic year of field experiences in the public

needs are met. With that in mind, the System launched

schools.

an Hispanic Task Force Initiative to help ensure the

g The Georgia Tech Regional Engineering Program, or GTREP, is a proven success story in meeting the identified needs for specific engineering graduates in south Georgia. As of Fall 2000, there were 145 students enrolled as GTREP students, 47 of whom are taking Georgia Institute of Technology courses at the participating institutions: Armstrong Atlantic State University, Georgia Southern University and Savannah State University.

state can provide the resources the state's Hispanic population needs to become full and active player's in Georgia's economic growth. A University System consortium consisting of four USG institutions (the University of Georgia (lead), Dalton State College, Gainesville College, North Georgia College & State University) will implement a pilot project focusing on a strategy to increase the number of K-12 personnel qualified to teach English as a Second Language; and an outreach/marketing strategy to encourage more

g The Yamacraw Initiative's Educational Programs

Latino youth to pursue higher education in the

had a highly successful first year of operations. During

University System of Georgia

FY00, Yamacraw universities hired 22 new Yamacraw faculty. In FY01, specially designed or modified courses were offered in Yamacraw areas at Armstrong Atlantic State University, Georgia Southern University, Georgia State University, Georgia Institute of Technology, Kennesaw State University, Southern Polytechnic State University, and the University of Georgia. USG institutions created two consortiums and a faculty-mentoring program to enhance the ability

g

ICAPP (Georgia's Intellectual Capital Partnership Program) has a direct economic benefit of a greater than 15:1 return on the State's investment. ICAPP Advantage projects announced since November 1999 include: Med-Rite Technologies of Albany; Core Management Resources Group, Inc. of Macon; Lockheed-Martin AERO (Marietta; and ISP Alliance, Inc. of Alpharetta.

--2--

FY2001 Accountability Report

Accountability Report -- At a Glance

Initiatives Funded FY95-01
1. GALILEO - One Statewide
Electronic Library and (GALILEO: Next Phase)
Appropriated: $9,922,000 (FY95, FY96);
$3,822,000 (FY97); $5,822,000 (FY98) (includes
$2,000,000 for GALILEO Interconnected Libraries);
$5,530,000 (FY99) (includes $1,500,000 for GALILEO
Interconnected Libraries); $9,290,136 (FY00) (includes
$5,000,000 for GALILEO Interconnected Libraries); and
$3,701,849 (FY01).
GALILEO recorded 22,045,748 logins, 30,406,074 keyword searches, and 12,217,778 full-text articles from its Sept. 1995 launch through October 31, 2000. On September 28, 2000, GALILEO recorded 639 simultaneous logons. As of October 31, 2000, 34 University System institutions -- including the System office and eight off-campus resident centers -- the Governor's office, three legislative research offices, 57 public library systems (includes a library in 157 Georgia counties), 34 technical institutes and colleges -- including the central office -- 192 K-12 school systems/training centers, and 38 private higher educational institutions subscribe to the system.
Milestone events include 1) the distribution of passwords to each public library for use by individuals who are registered borrowers of that library and 2) the declaration by the Georgia General Assembly that September 21, 2000 be dubbed GALILEO Day. Gov. Roy E. Barnes presented the keynote address to attendees at the commemorative reception.
GALILEO Interconnected Libraries (GIL), a multi-year project to implement a single library automation system in University System libraries, is progressing on schedule. GIL was implemented in 17 libraries during FY99; 12 libraries went live in FY00; and the remaining 6 libraries in will be installed by January 2000. The addition of a library automation system to GALILEO makes on-line access easier for patrons and staff. It integrates in one system a web-based online union catalog of all the book collections of the University System (over six million volumes) and provides required business functions. Users are able to initiate requests for books from other libraries directly from their computers at home, residence halls, or within the libraries.

2. Connecting Teachers and Technology
Appropriated: $9,900,000 (FY96), $7,900,000 (FY97),
$8,003,500 (FY98), $7,891,607(FY99),
$7,997,783 (FY00), $7,997,783 (FY01)
The goal of this initiative is to increase the number of courses which integrate technology into the instructional process by preparing teachers to use various technologies, to teach via distance learning networks, and to explore the contributions of technology to instruction. Efforts are focused in six broad areas: faculty development, campus instructional technology support (which places support specialists on all 34 campuses), a mobile lab to test and demonstrate emerging instructional technologies, funding for upgrades of instructional technology on all campuses, the creation and expansion of instructional programming, and the Governor's Teaching Fellows program.
3. Connecting Students to Services
Appropriated: $5,848,000 (FY96); $1,300,000 (FY97);
$1,338,056 (FY98); $1,372,000 (FY99);
$1.376,734 (FY00); $1.376,734 (FY01)
The goals of this initiative are: to improve student movement through academic programs and into careers, by increasing student access to advisors' and advisors' access to relevant student information; to improve the System's capability for tracking student transitions from school to college, through college, and from college to work, by insuring comparable data collection from unit to unit, and compatible systems for sharing it; to provide students with accurate and timely information about required college preparations courses, transferability of college credit, and career opportunities; and to allow students to acquire college admission information electronically. This initiative continues to enhance and debut key programs that have significantly increased access to the University System by students, alumni and others. Key among these programs are:
g the Georgia Career Information System (GCIS), that is available at all 34 System institutions and online at: at http://www.gcic.peachnet.edu. The GCIS online database includes information on educational opportunities, employment and career profiles.
g Georgia Hire - an online program that connects System students and alumni with Georgia employers through the Georgia Hire website: www.GeorgiaHire.com. 3,928 employers have accessed the resume search engine since February 2000.

--3--

FY2001 Accountability Report

g GA EASY (Georgia Applications and Electronic Advisor System), the online college search and admissions application tool for university system schools -- www .usg.edu/ ga~easy. All University System institutions are participating in this program. GA EASY is a web site that provides one-stop shopping for Georgia public college information, current admission standards, current HOPE information, current financial aid information, and access to career information through GCIS all via the world wide web. Since its inception, GA EASY has had approximately 35,000 hits by prospective students, parents and guidance counselors. There have been almost 25,000 applications received by University System institutions since its inception.
4. Protecting the State's Investment:
Renovation and Rehabilitation
Appropriated: $32,756,147 (FY95), $36,662,323 (FY96),
$38,924,444 (FY97), $41,124,444 (FY98), $46,730,826
(FY99), $50,530,286 (FY00), $52,106,610 (FY01)
The goals of this initiative are: to place higher priority on protecting the State's enormous capital investment in University System Facilities; to reduce significantly the backlog of needed repair and rehabilitation of facilities System wide; and to address major renovation and infrastructure projects that have gone unfunded. For FY01, $49,310,097 has been allocated to 34 campuses and Skidaway Institute to fund 293 necessary and urgent major rehabilitation and repair projects. A contingency amount of $2,796,513 is available for contingency or emergency use through June 30, 2001. This accounts for the total $52,106,610 appropriated for FY01.
5. Professional Development:
Serving Our Students and the State
Appropriated $1,000,000 for each FY 97, 98, 99, 00, 01
The goals of this initiative are: to encourage or enhance the improvement of teaching and learning activities; to designate an area as a staff development training resource center; to establish or improve a continual program of computer technology training for all mid-level managers and staff; to develop a training program for managing/understanding diversity in the workplace; to provide a preventative training program for legal issues and/or legal obligations for all university employees, particularly for administrators and faculty with personnel responsibilities; and to develop a leadership development program for division/department chairs and directors of non-academic units. The Professional Development Initiative is a unique program in that the leadership in Georgia had the foresight to recognize the benefits of what System-wide planning and coordination of professional development activities could do for the implementation of the agenda in higher education. Only a small number of States capitalize on this planning strategy, and an even smaller number implement it amongst 34 public institutions. The University System's Professional Development Initiative has

served as a model for other Systems to emulate.
Implementation of the Professional Development Initiative in FY01 involves expenditures and efforts in the following areas:
g a University System of Georgia Teaching and Learning Conference -- "Impacting Student Learning," a two-day, system-wide conference on teaching and learning that was held in Atlanta, Georgia, on October 26-27, 2000;
g USG Grants to Academic Advisory Committees -- This year, approximately $25,000 was allocated through a competitive process to fund faculty development efforts to three University System academic advisory committees;
g Mandala Cultural Diversity Program;
g Co-Reform of Education Opportunities -- Funded by this initiative are faculty development activities for University System faculty and administrators who are currently working with K-12 faculty and administrators to achieve one of the major goals of the P-16 Initiative, the co-reform of education at all levels within Georgia;
g PACTS Teaching-to-Standards Workshop -- A twoday "train-the-trainers" workshop designed to help faculty to begin thinking about how teaching strategies must be modified in order to teach in a standards-based environment;
g Regents' Teaching Excellence Awards -- Six awards for teaching excellence are made annually to University System faculty or staff and to departments or programs;
g Regents' Research in Undergraduate Education Awards -- Six awards are made annually to University System faculty or staff and to departments or programs. The purpose of these system-wide awards is to recognize both individual faculty/staff and departments/programs that consistently focus on the importance of the scholarship of teaching in undergraduate education;
g USG Faculty Associate Position -- One University System faculty member is presently working in the Office of Academic Affairs as a faculty associate;
g USG Faculty Development Advisory Committee -- This Committee met for the first time in December 2000, and has been asked to address two important tasks over the next 8-12 months. The first is to make recommendations for system-level faculty development initiatives for FY02-03. The second is to make recommendations for and help develop a long-range faculty development strategic plan for the System that is responsive to the anticipated needs of the faculty 5-10 years from now.

--4--

FY2001 Accountability Report

6. Facilities Master Planning
Appropriated: $ 450,000 (FY97), $1,000,000 (FY98),
$450,000 (FY99), $450,000 (FY99 Amended);
$0 (FY00) -- initiative completed
The goal of this initiative is to develop up-to-date facilities master plans, based on mission and academic program needs, for every University System institution by the year 2000. In order to facilitate assessing these campus master plans and to ensure that they are analytically (not advocacy) based, the Board has adopted a Physical Master Planning Template. The template has a dual purpose: to assist institutions in preparing physical master plans which support their educational missions and to provide information which will guide the Board of Regents in decision making. It is a guideline that defines the content, methodology, information sources and level of detail of the data that is anticipated for the physical master plans. The template can be viewed on the world wide web at the following address: http://www.peachnet.edu/admin/capres/plantemp/. This initiative includes all 34 System institutions as well as the Skidaway Institute of Oceanography and the new Gwinnett Center. Twenty-six master plans have been completed and presented to the Board of Regents. It is anticipated that eight more institution master plans will be presented through 2000 and 2001. Currently seven institutions are involved in the campus master planning process.
7. P-16 Partnerships --
P-16 Initiative, PREP Program, Prognostic
Math Test, P-16 Database, Advanced Academies
Appropriated: $300,000 (FY `97); $450,000 (FY `98)
(includes $150,000 for P-16 Data Base);
$3,833,209 (FY `99) (includes $150,000 for P-16
database, $800,000 for Advanced Academies, $703,209
for local P-16 councils and program costs, $2,000,000 for
PREP, and $180,000 in lottery funds); $3,833,209 (FY `00)
(same as FY `99); $3,963,209 (FY01)
The goals of this initiative are: the Georgia Pre-School-PostSecondary Education (P-16) Initiative is designed to reduce systemic problems in public education; to increase the academic readiness for post-secondary education of students who are in at-risk situations; and to increase post-secondary options for high school students who are gifted academically or technically. It represents the core effort of the University System to increase significantly what is expected of students while helping them raise their aspirations and improve their academic readiness and achievement. It involves the commitment and efforts of the heads of four public education agencies, key legislators, educators, business leaders, and youth advocates.
There are three strands of work: 1) alignment of expectations, curriculum, and assessment for students, pre-school through post-secondary; 2) teacher quality -- having a qualified teacher in every Georgia public school classroom; and

3) supplemental programs for students in at-risk and gifted situations.
Various statewide P-16 committees are promoting voluntary changes in public education (e.g., higher requirements, alignment of what students must know and be able to do to progress from one level of education to the next, and student progression based upon performance). Local P-16 councils -- through schools, colleges, and technical colleges -- are developing seamless pathways for students from pre-school through post-secondary education, and focusing teacher preparation and teacher development on practices that will lead to improved student achievement in schools.
There are two pre-college components to the P-16 Initiative: The Post-Secondary Readiness Enrichment Program (PREP), a statewide supplemental academic program offered to 7-12 grade students in at-risk situations to facilitate their access to post-secondary education; and academies for gifted high school juniors and seniors, that make it possible for participants to earn high school and college credit while enrolled full-time in college courses.
Fifteen local P-16 councils, nine school-college-technical institute PREP sites, two gifted academies, and a statewide network provide the infrastructure necessary to build grass-roots support, to offer programs, and to pilot new directions. A P-16 linked student database to support evaluation is in place.
g Post-Secondary Readiness Enrichment Program (PREP) -- Since the inception of PREP in FY96, approximately 30,400 middle school students in at-risk situations have participated in supplementary academic enrichment programs developed between the 25 University System institutions that coordinate specific PREP programs, technical colleges, and 115 school districts, representing 200 middle schools and 115 high schools. In addition, 409 businesses and nonprofit organizations are PREP partners throughout the state. During FY00 approximately 15,000 middle and high school students participated in the year-round and/or summer programs in PREP. During the FY01Summer program, 3,200 PREP students and 289 college student tutors implemented eighty-nine community service projects. Approximately 750 college students are serving as tutor-mentors during the current year.
g Gifted and Talented Academies -- There are two gifted and talented academies. Both are full-time residential programs on a college campus for some of the most talented and academically competitive high school students in Georgia. Students enrolled in the academies take a full load of regular college courses and earn credit towards both high school graduation and college. The Georgia Academy of Mathematics, Engineering, and Science (GAMES) at Middle Georgia College had, 57 students enrolled for FY01. The Advanced Academy of Georgia at the State University of West Georgia had 71 high school juniors and seniors enrolled in Fall 2000.
g State and local pre-school--post-secondary education (P-16) councils -- At both state and local levels

--5--

FY2001 Accountability Report

the work is designed to put into place the conditions

g Reading Consortium -- the University System of

necessary to increase student achievement at each level

Georgia Reading Consortium has as its purpose to better

of education and to ensure readiness for the next level of

prepare teachers at all grade levels to strengthen their

education, occupational training, or work. P-16 councils

effectiveness in improving students' level of reading.

work to raise standards and align expectations and cur-

Courses are delivered through two delivery models: the

ricula for students, from pre-school through post-second-

Summer Institute and Teaching Reading via Distance

ary levels, and to improve teacher quality. The ultimate

Learning. Each model emphasizes classroom application

goal is to insure that all graduates from high school and

and utilizes Web-CT. Currently there are 14 institutions

post-secondary institutions become contributors to the

participating in the delivery of this program. The sum-

citizenship and economic vitality of Georgia and the

mer institute completion/enrollment figures have

nation. At the local level to date, 19 challenge grants

reached 250 and the distance learning model comple-

have been awarded to help implement P-16 goals.

tion/enrollment figures have reached 118.

g Performance Assessment for College and

g Georgia's Plan for Having a Qualified Teacher in

Technical School (PACTS) -- The goal of the PACTS

Every Public School Classroom -- In July 1999, the

project is to ensure that all students who graduate from

Georgia P-16 Council published Georgia's Plan for

high school are prepared for entry into technical college,

Having a Qualified Teacher in Every Public School

two and four-year college, and/or work and to close the gap between what is expected of students graduating

Classroom by 2006. Based on the belief that the single greatest factor in students' academic achievement is the

from high school and entering the post-secondary world.

quality of the teachers who are teaching them, the goals

Four local P-16 councils are participating in the PACTS

of the plan are to improve teacher quality in order to

project. The project has three phases:

improve student achievement. Georgia's Plan provides

1. To develop content and performance standards that

for the P-16 partners at the state level to work toward an

define the level of work necessary for admission

integrated phase-in of all elements of the policy frame-

into technical, two and four-year college, and

work and ensure that the local schools, colleges, and

entrance into the workforce.

universities have the resources, support, and assistance

2. To develop an assessment plan and performance assessments that are valid measures of student work in relation to the content and performance standards.
3. To pilot test the standards and assessments as a

to implement current and proposed policies. A major priority during FY01 has been to tightly link the direction of the P-16 Teacher Quality Plan with the work of the Education Personnel Committee of the Governor's Education Reform Study Commission.

route for admission into participating colleges and g Preparing Tomorrow's Teachers to Use

for entry into the workforce.

Technology (PT3) -- In September 1999, Georgia was

g P-16 Linked Student Database -- The purposes of the Georgia multi-agency linked student database are: 1) to monitor student progress from pre-school through postsecondary education, and eventually, into the labor market; and 2) to provide information to Georgia's educational agencies, institutions, and state and local P-16 councils on the success of various initiatives in improving student learning. In order to address these purposes, bilateral agreements to link student databases among the Office of School Readiness (OSR), Department of

awarded a $1.85 million "Preparing Tomorrow's Teachers to Use Technology State Catalyst Grant" from the U.S. Department of Education. The purpose of the grant is to support teacher preparation programs that are integrating modern technologies into the curriculum to meet the nation's "Technology Literacy Challenge" over a three-year period. The target population is the middle grade teacher preparation faculty, pre-service students, and student teachers. Preparing tomorrow's teachers to use technology is externally funded.

Education (DOE), Department of Technical and Adult g Common Core Curriculum in English and

Education (DTAE), the University System (USG), and

Mathematics (DTAE, USG) -- Faculty in mathematics

the Professional Standards Commission (PSC) have

from the University System and the Department of

been signed. In addition, the Georgia Student Finance

Technical and Adult Education have reached agreement

Commission has been added to the list of organizations

on the course content of four math courses for transfer

participating in the linked database. Discussions are

between the two systems (only those courses in DTAE

under way with the Department of Labor (DOL) to link

degree programs). The courses are: trigonometry.

their database with that of DOE, DTAE, and USG to

college algebra, pre-calculus, and introduction to

track students into the workforce. Action on this is await-

mathematics modeling.

ing data decisions of the new Office of Education

Accountability. The Office of Information Technology

Outreach Services (ITOS) and the Carl Vinson Institute

of Government at the University of Georgia has the

contract for the P-16 database.

--6--

FY2001 Accountability Report

8. The Next Step -
Taking Graduate Education to the Next Level
Appropriated: $3,887,370 (FY97), $4,015,968 (FY98),
$4,015,968 (FY99), $4,121,383 (FY00);
$4,123,383 (FY01)
The goals of this initiative are: to improve the quality of the University System's research universities; to strengthen selected graduate programs; to strengthen the Historically Black Colleges; to strengthen links between the System's institutions; and to contribute to the State's economic development. Programs are under way at Albany State University, Fort Valley State University, Georgia State University, Georgia Tech, the Medical College of Georgia, Savannah State University, and the University of Georgia.
9. Patterns of National Excellence
and Program Collaboration Awards
Appropriated: $4,300,000 (FY96), $4,274,731 (FY97),
$4,241,849 (FY98), $4,241,849 (FY99),
$4,300,000 (FY00); $4,300,000 (FY01)
The goals of this initiative are: in FY96 to redirect 18 percent of new formula funding on a competitive proposal basis under two general categories: National Patterns of Academic Excellence and Program Collaboration; to develop programs that go beyond the traditional parameters of research and scholarship; and devise, plan and implement creative and unique approaches to creating educational programs which should result in nationally recognized academic achievement and service; and to develop programs that meet state needs through collaborative efforts that are effective and efficient.
In FY96 the University System, for the first time, held a competitive grants process to solicit proposals from institutions for innovative projects with two different thrusts: collaboration and national patterns of excellence. The Board of Regents hoped that this special funding, reallocated from regular state funding, would encourage institutions to focus on the two of the board's most important goals: increased efficiency and effectiveness resulting from collaborative efforts within and outside of the University System and enhancing excellence among institutions by raising program quality to the next level. Grants were awarded in two areas: National Patterns of Excellence and Program Collaborations.
National Patterns of Excellence programs are: Floyd College - AMERICAN SIGN LANGUAGE IMMERSION TRAINING PROGRAM FOR INTERPRETERS; Medical College of Georgia EFFECTIVE TELEMEDICINE - MENTAL HEALTH SYSTEM SERVICE, RESEARCH AND EDUCATION (THE TELEPSYCHIATRY PROGRAM); and the University of Georgia - INTERDISCIPLINARY PROGRAM IN ENVIRONMENTAL TOXICOLOGY.
The Program Collaboration part of this initiative identified institutional programs demonstrating a successful combination of the following eight factors: collaborative energy, quality of initiative, enhancement of student access, respon-

siveness to significant state need, innovation combined with practicality, appropriateness to institutional mission and System planning priorities, reasonable costs in relation to likely benefits, and ability to be assessed. Initially, 20 awards were made for Program Collaboration for a three-year period.
Thereafter, all programs were evaluated for effectiveness in achieving stated objectives. Following this evaluation, 16 of the programs were recommended for refunding; four were discontinued. Last year the System funded 11 new projects based on identified areas of board interest and state need. Ten of these projects were related to the board's priority to enhance foreign language instruction and to provide more opportunities for students to study about other cultures. A separate project allowed several institutions in central Georgia to reduce the cost of rented facilities by consolidating programs on the Macon State College campus. This effort will also assist the institutions in improved collaborative in the offering of academic programs. These program collaborations (and the lead institution for the program) are:
g TEACHER PREPARATION FOR MILITARY RETIREES: A COLLABORATIVE EFFORT -- Armstrong Atlantic State University;
g THE PREPARATION OF MINORITY TEACHERS - A COLLABORATIVE EFFORT -- Armstrong Atlantic State University;
g INNOVATIVE DELIVERY OF THE DENTAL HYGIENE COLLEGE CURRICULUM -- Armstrong Atlantic State University;
g EXTENDING EDUCATIONAL OFFERINGS IN HEALTH SERVICES ADMINISTRATION, PUBLIC ADMINISTRATION AND ALLIED HEALTH VIA DISTANCE LEARNING: A COLLABORATIVE EFFORT TO MAXIMIZE ACADEMIC EXCELLENCE AND MINIMIZE DUPLICATION -- Armstrong Atlantic State University;
g ENHANCING COLLABORATIVE SCIENCE ASSOCIATED DEGREE PROGRAMS -- East Georgia College;
g EXTERNAL DEGREE PROGRAM IN PHYSICAL THERAPY -Medical College of Georgia;
g STRATEGIC INITIATIVE FOR PROGRAM COLLABORATION IN GEOGRAPHIC INFORMATION SYSTEMS -- Georgia Institute of Technology;
g THE TEACHER INDUCTION PROGRAM (PROJECT TIP) COLLABORATIVE MENTORING FOR FIRST YEAR TEACHERS -Armstrong Atlantic State University;
g PRE-ENGINEERING TECHNOLOGY BRIDGE PROGRAM -Atlanta Metropolitan College;
g DISTANCE LEARNING PARTNERSHIP IN GERONTOLOGY -- the University of Georgia;
g ENHANCING THE PRESENCE OF MINORITY GRADUATE STUDENTS IN MATHEMATICS AND THE NATURAL SCIENCES -the University of Georgia;
g MAINTAINING STUDENTS IN THE ACADEMIC PIPELINE: MINORITIES IN THE BIOLOGICAL SCIENCES -- Georgia State University;
g INCREASING MINORITY ADMISSIONS AND ENROLLMENT IN THE HEALTH PROFESSIONS -- Fort Valley State University;

--7--

FY2001 Accountability Report

g GLACTONE: A NETWORK OF SHARED RESOURCES FOR CHEMISTRY AND BIOCHEMISTRY -- Georgia State University;
g EDUCATIONAL PREPARATION FOR THE EMERGING ROLE OF THE ASSOCIATE DEGREE NURSE IN RURAL COMMUNITIES VIA THE MOBILE CLINIC -- South Georgia College;
g CENTRAL GEORGIA PROGRAM COLLABORATION -- Georgia College & State University; and
g FOREIGN LANGUAGES AND INTERNATIONAL STUDIES: DEVELOPING GLOBAL COMPETENCE -- Fort Valley State University, North Georgia College & State University, Augusta State University, the University of Georgia, Gainesville College, Kennesaw State University, and Valdosta State University.
10. Statewide Desktop Learning Network
Appropriated: $2,000,000 (FY99) $3,500,000 (FY00)
$3,500,000 (FY01)
The goal of this initiative is to prototype an effective, scalable, and sustainable infrastructure for the development and delivery of on-line courses and programs to meet degree, credit, and non-credit needs of Georgia citizens. Focusing on meeting the education needs of working professionals unable to participate in higher education offerings because of time and location conflicts, this initiative plans, implements and tests a coordinated infrastructure model for developing and delivering instruction to the learner's desktop via the Internet. This coordinated model establishes four primary elements: 1) a process for the development of quality online courses, 2) the technology infrastructure to deliver courses anytime/anyplace, 3) services for faculty and students, and 4) project coordination and management.
Many of the elements of this initiative support System participation in Georgia Global Learning Online for Business & Education (G.L.O.B.E.) launched by the Board late in FY99 to meet the state's higher education and workforce demands via electronic delivery systems. In particular, the desktop initiative funds the development of electronic core courses (eCoreTM) that meet the learning outcomes of the first two years of a college education. Together with institutional partners, the Desktop Learning Project (DLP) oversees the design, development, delivery, and evaluation of these courses that are then marketed through Georgia G.L.O.B.E.
11. Internet Connectivity
Appropriated: $ 1,845,000(FY99); $1,845,000 (FY00);
$1,845,000(FY01)
The goals of this initiative are: to provide for support of the transition of the K-12 school districts and public libraries from service by the Board of Regents through PeachNet to a commercial provider. This transition requires reconfiguration of the PeachNet network to focus on University System institutions; to provide for installation and equipment necessary to reconfigure the PeachNet network to reflect the change in

focus to University System institutions; and to provide support for the "A Plus Education Reform Act of 2000," especially the transition of the public libraries from DTAE to the Board of Regents. In addition, some DOE sites continue to obtain service through PeachNet. Following the final transition of the K-12 (DOE) sites and Public Libraries away from the University System's PeachNet data network completed this summer, 17 hub sites within the University System were identified for reconfiguration of equipment. Work is being completed on the new design for each location to be followed by equipment acquisition and installation. The funds provided by this initiative will make possible reconfiguration of approximately one half of these sites not only to better support University System-centric services but will prepare each location for future capacity (bandwidth) upgrades.
12. Teacher Preparation Initiative
Appropriated: $3,000,000 (includes $996,200 for
strengthening teacher preparation, $773,800 for linking
schools and teacher preparation in University System
institutions, $800,000 for the preparation of school
leaders, and $430,000 to end out-of-field teaching) FY00);
$3,000,000 (FY01)
The goals of this initiative are: (1) to ensure that every teacher prepared by University System institutions: has deep content knowledge in every subject included on teaching certificate; can manage classrooms and can use information technology effectively; and is accomplished in helping students from diverse groups achieve at high levels. (2) to ensure that every school administrator and school counselor prepared by University System institutions is successful in putting in place in the schools those conditions that support teacher success in improving student learning. (3) to ensure that every classroom teacher who receives a graduate degree from University System institutions is prepared for the option of seeking National Board Certification. (4) to hold colleges of education and colleges of arts and sciences jointly responsible for the quality of teachers prepared. (5) to increase partnerships with public schools for the purposes of improving student learning in the schools, increasing and strengthening field experiences for prospective teachers, continuing professional development of school and university faculty, and improving both the schools and teacher preparation. (6) to collaborate with the Governor's Office, Georgia Department of Education, Professional Standards Commission, Office of School Readiness, and Georgia Partnership for Excellence in Education: to balance teacher supply and demand by subject field and geographic region; and to end out-of-field teaching. (7) to increase the priority given to teacher preparation within University System institutions. Programs have been redesigned and refinements are under way in all 15 University System institutions that prepare teachers. Plans for FY01 focus on continuing to implement all aspects of the principles with emphasis on meeting expectations related to reaching the desired outcomes of partner schools, and on verifying teacher candidates' accomplishments in improving student learning in the schools. Reading endorsement is now available to current classroom teachers

--8--

FY2001 Accountability Report

in all subjects and grade levels (jointly funded with the P-16 Initiative). Expanded access to Ed.D. programs to strengthen school leadership are under way at a number of System institutions. At the state level the Educator Preparation Academic Advisory Committee is in place. This committee is charged with facilitating implementation of the Regents' 1998 Policy on the Preparation of Educators for the Schools and resolving issues that require agreement among the colleges and universities. All University System institutions that prepare teachers have entered into partnership with the public schools to create "partner schools." The graduating class of teachers in May 2002 will each have completed the equivalent of a full academic year of field experiences in the public schools.
Balancing Teacher Supply and Demand and Ending Out-of-Field Teaching -- through the P-16 Initiative, the University System (in partnership with the Governor's Office, Professional Standards Commission, Georgia Department of Education, Office of School Readiness, and the Georgia Partnership for Excellence in Education) is coordinating implementation of Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom by 2006. Two key objectives of this plan are to balance teacher supply and demand and to end out-of-field teaching. Two key dimensions of this plan are creation of the: 1) Georgia Teaching Force Center, and 2) Business-to-Teaching Program.
13. Cooperative Ed.D. Program between the
University of Georgia and Fort Valley State
University
Appropriated: $500,000 (FY98); $500,000 (FY99);
$500,000 (FY00); $500,000 (FY01)
The University of Georgia (UGA)/Fort Valley State University (FVSU) Cooperative Doctoral Program was initiated in August 1997 through an agreement signed by the authorized representatives of both institutions and endorsed by the University System Central Office. The purpose of the program is to provide graduate study for adults in central Georgia that leads toward the completion of a Doctor of Education degree in adult education, educational leadership, or occupational studies. Core courses and some electives are offered by UGA; FVSU provides cognate and statistics courses. While UGA faculty chairs advisory committees, each advisory committee is to have up to two faculty members from FVSU. Classes are scheduled at Macon State College and are delivered by face-to-face and by interactive video (GSAMS) formats. To date 53 students have enrolled in the cooperative doctoral program:
14. Georgia Tech Regional
Engineering Program (GTREP)
Appropriated: $2,000,000 (FY00); $2,000,000 (FY01)
The goals of this initiative are: to produce more engineering graduates to meet the need for well-qualified engineers over the next decade, especially in the areas of computer and electrical engineering; to enhance access to engineering education in areas of the state with cyclical shortages in key engi-

neering fields; and to increase the number of engineers with graduate degrees by offering innovative distance learning programs to professionals currently in the workforce.
The Georgia Tech Regional Engineering Program (GTREP) was conceived as a program that would unite education, industry and technology to help Georgia prepare for the future. By serving as a cornerstone for industry and technology in Southeast Georgia, GTREP is creating a program where students and professionals think and work together, where researchers and business leaders discuss ideas, and where traditional boundaries between education and industry do not exist.
As of Fall 2000, there are 145 students enrolled as GTREP students, 47 of whom are taking Georgia Tech courses at GTREP partner institutions: Armstrong Atlantic State University, Georgia Southern University and Savannah State University. Eleven undergraduate courses were offered through GTREP in Fall 2000 (six in Civil Engineering and five in Computer Engineering). Fourteen courses are scheduled to be offered in Spring 2001 (six in Civil Engineering and three in Computer Engineering). The program hired seven faculty members in FY01, bringing the total number of faculty members in GTREP to eight. The Savannah office of GTREP is relocating to Chatham Center and occupies 6,500 square feet of office and research space. GTREP recognizes the importance of community outreach to southeast Georgia as part of its mission. GTREP works with local groups including the Business, Education and Technology Alliance (BETA) and the Savannah Economic Development Authority (SEDA) to assist in planning and developing educational and economic initiatives.
15. YAMACRAW Initiative
Appropriated: $14,075,000 (FY2000);
$17,686,890 (FY01)
The goals of this initiative are: to recruit and hire new faculty; to begin curriculum changes; and to begin continuing education efforts. Yamacraw's Educational Programs had a highly successful first year of operations. During FY00, Yamacraw universities hired 22 new Yamacraw faculty, one at Georgia Southern University, three at Georgia State University, 15 at Georgia Institute of Technology, one at Southern Polytechnic State University, and two at the University of Georgia. An additional 18 faculty have been hired to begin their appointments in FY01, two at Armstrong Atlantic State University, one at Georgia Southern University, three at Georgia State University, seven at the Georgia Institute of Technology, one at Kennesaw State University, two at Southern Polytechnic State University, and two at the University of Georgia. All eight Yamacraw universities, these seven plus Savannah State University, have recruiting efforts under way for Yamacraw's second year. Yamacraw has as one of its objectives the education and recruitment of 2,000 electrical and computer engineers, software engineers, and computer scientists by 2005. In FY00, specially designed or modified courses were offered in Yamacraw areas at Armstrong Atlantic State University, Georgia State University, Georgia

--9--

FY2001 Accountability Report

Institute of Technology, Southern Polytechnic State University, and the University of Georgia. Kennesaw State University and Georgia Southern University are also offering such courses in FY01. USG institutions created two consortiums and a faculty-mentoring program to enhance the ability of Yamacraw to achieve its objectives. The first consortium joins Atlanta-area universities in planning education and research in Yamacraw areas. The second includes Armstrong Atlantic State University, Georgia Southern University, Savannah State University and the Georgia Institute of Technology. In FY00, the Continuing Education programs at the Georgia Institute of Technology and Southern Polytechnic State University offered more than 25 courses in Yamacraw areas. More than 200 people completed these courses. There are currently 20 Georgia Tech faculty, four Southern Polytechnic State University faculty, six Georgia State University faculty, three University of Georgia faculty, and 58 graduate research assistants at these schools actively working in the area of embedded software. There are currently 13 Georgia Tech faculty and 30 graduate research assistants participating in the broadband access area. There are currently 13 Georgia Tech faculty and 13 graduate assistants actively being work on the system prototyping initiative. Currently, 13 companies have signed on as industry members to the Design Center. The ATDC seed capital fund supporting Yamacraw was enabled in April 2000 by legislation passed in the 2000 General Assembly. To date, two companies have been funded.
16. Georgia G.L.O.B.E. (Global Learning
Online for Business & Education)
Appropriated: $1,461,500 (FY01)
The goals of this initiative are: to develop Web-based courses at the freshman-sophomore levels (to provide a start on a college degree) and at the junior-senior levels, especially in fields of strategic importance to the state's economic growth; to complete development and establishment of a single "fullservice" Website from which prospective students can obtain up-to-date, accurate information about online courses and programs of study offered by institutions of the University System; to complete development and establishment of a single "full-service" Web "portal." Students will utilize this portal to carry out the exchange of information as well as financial transactions needed to complete successfully courses and programs of study leading to baccalaureate and graduate degrees from one of Georgia's existing colleges and universities within the University System; to provide leadership for and coordination of System-wide implementation of the Regents' June 1999 strategic vision, principles and plan of action for the use of technology.
Results achieved or pending include: course/learning developed and delivered, including - delivery of initial five Webbased freshman and sophomore "eCoreTM" courses in Fall 2000 and two additional courses in Spring 2001 with enrollments expected to double from Fall to Spring; four Webbased courses, one at the sophomore level and three at the junior and senior level in information technology from Macon State College in Spring 2001; four fully enrolled

courses from the WebMBA degree program developed jointly by five University System institutions; five telecourses for broadcast delivery via Georgia Public Broadcasting, and a variety of Web-based professional development and training courses in computer skills and other critical fields from 20 University System institutions' continuing education programs. The Georgia G.L.O.B.E. Website (www.georgiaglobe.org) became operational in April 2000. Since early October, 2000 when marketing commenced, 925 persons have voluntarily provided information to Georgia G.L.O.B.E. via the Web or by telephone to enable them to be considered for future enrollment in online courses. Website traffic has increased from an average of 136 users per day in August 2000 to 664 in November and the percentage of persons making more than one visit to the site is nearly 20 percent. In a three-month period in fall 2000, Georgia G.L.O.B.E. banners on the AccessAtlanta site generated 1.6 million impressions and more than 3,600 actual visits.
17. Campus Electronic Crossroads
Appropriated $ 7,000,000 (FY00 Amended);
The goals of this initiative are: to provide for adequate connectivity so that each University System campus can fully participate in the use of new technologies that require network services. Funds will be used to increase bandwidth across the University System. These projects are critical to the continued effectiveness of the GALILEO project and campus distance education efforts. With the support provided by this initiative, the University System was able to install major upgrades in capacity for connections at three of its major hub sites, Savannah, Macon and Albany and to two of its regional university campuses, Valdosta State University and Georgia Southern University. In addition, the University System established two new high-speed/high capacity connections to the general Internet; one at Georgia State University (Sprint) and the second at Georgia Tech (SoX/NetRail). Funding also was provided to the University of Georgia to support its deployment of project VENUS, the new fiber-optic backbone network that replaces the venerable broadband backbone activated in 1989.
18. Investing in Excellence
at Historically Black Universities
Appropriated: $2,640,000 (FY01)
The goals of this initiative are: to enhance the ability of the state's three Historically Black Universities to develop, attract, enroll and retain diverse students through the creation of new or strengthening of existing high quality academic programs at the graduate level, the improvement of institutional infrastructure and the implementation of programs targeted to student access and success; and to match federal funds provided to Fort Valley State University in its role as a designated 1890 land grant institution and to strengthen the university's agricultural research and extension programs.
Participating institutions in this initiative are: Albany State University, Fort Valley State University and Savannah State University. Albany State University has identified

-- 10 --

FY2001 Accountability Report

academic programs as an area of focus. Fort Valley State University has identified marketing and publicity, academic programs, internationalizing the curriculum, center of excellence, enhancing technological infrastructure and support for the land grant research and extension programs plan of work as areas of focus. Savannah State University has identified star academic programs, infrastructure issues and capacity enhancements as the areas of focus.
19. Hispanic Task Force Initiative
Appropriated: $375,000 (FY01)
The goals of this initiative are: to increase the numbers of Hispanic students who are (a) informed about the advantages of a high school diploma and post-secondary education and (b) that earn a high school diploma and continue on to postsecondary education; to support campus-based initiatives and pilot programs that are responsive to the needs of Hispanic students; and to coordinate efforts within the University System and with other state and community agencies that ensure the most effective support for Hispanic students in Georgia. A University System consortium consisting of four USG institutions (the University of Georgia (lead), Dalton State College, Gainesville College, North Georgia College & State University) will implement a pilot project focusing on (1) a strategy to increase the number of K-12 personnel qualified to teach English as a Second Language; and (2) an outreach/marketing strategy to encourage more Latino youth to pursue higher education in the University System of Georgia. This effort began in Fall 2000 with planning sessions to determine what programs and services are currently in place at each institution, what programs and services could be expanded, and what new programs and services could be added. The consortium has identified five specific projects that will address the two primary goals of this initiative. These projects will be pursued in close collaboration with K-12 school districts and community organizations. As the success of these projects is demonstrated, the pilot project will be expanded to include other institutions for replication in other parts of the state. The five projects are: two programs to increase the number of English as a Second Language (ESOL)-certified teachers in Georgia, and three projects to provide information and support for Hispanic students and their parents to encourage pursuit of post-secondary education.
20. ICAPP Georgia's Intellectual
Capital Partnership Program
Appropriated: $4,500,000 (FY97), $3,214,000 (FY98),
$4,120,357 (FY99), $4,120,357 (FY00),
$5,340,357 (FY01)
The Board of Regents' economic development programs are organized under an umbrella called Georgia's Intellectual Capital Partnership Program (ICAPP ). ICAPP works to support Georgia's economic development by leveraging University System assets to: attract high-quality jobs and strategic new industry; support the growth of Georgia's established businesses; prepare Georgians as knowledge workers

to meet the present and emerging needs of business and industry; develop active partnerships with business and industry, government, cultural, and social organizations in order to analyze, project, and respond to changing state and regional needs. ICAPP , which was started in FY97, was funded in five parts in FY01: ICAPP Advantage , ICAPP Access, ICAPP Needs Assessment, ICAPP Strategic Response Initiatives, and ICAPP Regional Programs.
f ICAPP Advantage's direct economic benefit of a greater than 15:1 return on the State's investment through salary increases was documented in a 1998 study "Analysis of Georgia's Intellectual Capital Partnership Program" by the Economic Forecasting Center at Georgia State University. Since its inception in 1996, 6,600 jobs have been created in Georgia through ICAPP and 2,400 Georgians have been educated through ICAPP programs. ICAPP Advantage projects announced since November 1999 include: Med-Rite Technologies of Albany; Core Management Resources Group, Inc. of Macon; Lockheed-Martin AERO/Marietta; ISP Alliance, Inc. of Alpharetta.
f ICAPP Access provide easy Web access to the vast resources of the University System for Georgia businesses at (www.icapp.org), which was launched in 2000. Other ICAPP Access services include GeorgiaHire (www.GeorgiaHire.com) -- an online database of USG student and alumni resumes and Georgia job listings. From February through November 2000 more than 4,000 employers used the resume search engine, students and alumni viewed job opportunities 55,725 times and more than 18,000 jobs were listed. The ICAPP Catalog of University System of Georgia Centers, Institutes and Special Programs, which highlights the research, services, and areas of expertise for each institution in the USG, is being converted to a database that can be continually updated by USG institution and center staff. In partnership with the Georgia Power Foundation, ICAPP began funding the SBIR Resource Program in June 1999 to help Georgia companies with less than 500 employees get Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) grants available from federal agencies for high-risk research. SBIR has helped three Georgia companies get more than $1 million for research.
f ICAPP Needs Assessment works to match the programs of the University System's colleges and universities with the workforce needs of Georgia employers.
f The ICAPP Strategic Response Initiative creates model academic programs to address the shortages of specific professionals in Georgia -- primarily in the critical information technology fields. Programs are under way at: Abraham Baldwin Agricultural College, Clayton College & State University, Coastal Georgia Community College, Darton College, East Georgia College, Georgia Institute of Technology, Georgia Southern University, Macon State College, Middle

-- 11 --

FY2001 Accountability Report

Georgia College, Southern Polytechnic State University, and Valdosta State University. Many of these programs involve the use of distance learning technology and are collaborative efforts among System institutions.
f ICAPP Regional Programs -- Georgia Southern University directs the pilot project for ICAPP Regional Programs. The core purpose of the Regional ICAPP program at GSU remains focused on economic development initiatives in three areas: 1) assist with the promotion and development of tourism; 2) increase the competitiveness of existing business; and, 3) support efforts to improve the quality and efficiency of rural health care.
The second ICAPP Regional Programs project, the Southwest Georgia Economic Development Consortium (formerly Regional Economic Development Partnership - REDP) includes Abraham Baldwin Agricultural College, Albany State University, Bainbridge College, Darton College, Georgia Southwestern State University, the University of Georgia and Valdosta State University.
East Georgia College created the Georgia Rural Economic Development Center (GREDC) to focus on meeting unique business needs of rural Georgia.
ICAPP helped North Georgia College & State University secure federal funds to create the Georgia Appalachian Development Center. The Center builds the intellectual capital of local entrepreneurs, small business owners, and members of the workforce by teaching e-commerce, Web design and other courses.
Other Funding
Capital Projects
Appropriated: $82,295,000 (FY96-97); $146,298,000 (FY98);
$205,250,000 (FY99); $161,851,903 (FY99 Amended);
$937,551 (FY00); $148,162,000 (FY00 Amended);
$1,147,208 (FY01)
The General Assembly funded 30 capital projects totaling $148,162,000 in the FY2000 Amended budget. An additional 5 projects were funded in the FY01 budget. Since FY95, the Board of Regents' Facilities Office has managed 142 state funded capital projects budgeted at over a billion dollars. Over half of these projects are finished and were completed within their respective budgets. Of the remaining projects, 33 are in construction, 2 are being bid and 34 are in design. By careful management of the Regents' design revolving fund, the Facilities Office has been able to proceed with the selection and contracting of consultants to maintain project schedules.

Education, Technology & Construction Trust Fund
Appropriated: $74,221,347 ( FY 94-98); $15,000,000 (FY 99);
$15,000,000 (FY2000);
$15,000,000 (FY 2000 Amended Budget)
The goal of this program is: to allow the University System of Georgia to address equipment, technology and construction needs by leveraging state lottery funds with funds from other sources. The ETACT has provided for the purchase of equipment, installation of infrastructure, renovation and construction of facilities to enable institutions to expose students to technology. Specifically, funds have provided for advanced research equipment, computers and software and some facility retrofits to support the equipment. The ETACT is funded through the Lottery for Education. The system matches these lottery funds with private fund donations on a one-to-one basis, although the private match has exceeded the state contribution in the last several years. In FY00, the $15 million original appropriation in state funds generated more than $75 million in private funds. Matching funds for the additional $15 million appropriated in the amended budget will be reflected in FY01.
Eminent Scholars Program
Appropriated: $500,000 (FY98); $3,000,000 (FY99);
$2,500,000 (FY 2000); $3,500,000 (FY01)
Funds appropriated to the Endowment Trust Fund are used exclusively to endow academic chairs in an effort to attract eminent scholars to join the faculties of University System institutions. A total sum of not less than $1 million is required to endow a chair under this program. Institutional foundations interested in participating in the program are required to contribute not more than 75 percent of that amount, and the fund is required to contribute no less than 25 percent. Dollars appropriated to the Georgia Eminent Scholars Endowment Trust Fund are contractually obligated for the purpose of funding endowed chairs and any dollars remaining in the Fund at the end of the fiscal year do not lapse. Funds appropriated to this program for FY01 resulted in the establishment of chairs at the following institutions: Gainesville College, Georgia College & State University, Georgia Southern University, Georgia Southwestern State University, Georgia State University, Macon State College (three chairs), and North Georgia College & State University.

-- 12 --

Special Funding Initiatives -- F Y95-F Y01

FY2001 Accountability Report
1. GALILEO - One Statewide Electronic Library and (GALILEO: Next Phase)
Appropriated: $9,922,000 (FY95, FY96); $3,822,000 (FY97); $5,822,000 (FY98) (includes $2,000,000 for GALILEO Interconnected Libraries); $ 5,530,000 (FY99) (includes $1,500,000 for GALILEO Interconnected Libraries); $ 9,290,136 (FY00) (includes $5,000,000 for GALILEO Interconnected Libraries); and $3,701,849 (FY01).
The goals of the initiative are: g To provide universal access to materials and information services for Georgia citizens; and g To establish an information infrastructure which will place the University System in the forefront of information technolo-
gy, enhancing its reputation, along with PeachNet and distance education. Coordinator: Jayne Williams; Assistant Vice Chancellor for Library and Customer, Information Services; Academics and Fiscal Affairs Office of Information and Instructional Technology: email address -- jayne_williams@oit.peachnet.edu Initiative update: g GALILEO recorded 22,045,748 logins, 30,406,074 keyword searches, and 12,217,778 full-text articles displayed from its
Sept. 1995 laund through Oct. 31, 2000. On September 28, 2000, GALILEO recorded 639 simultaneous logons. g As of Oct. 31, 2000, 34 University System institutions -- including the System office and eight off-campus resident centers
-- the Governor's office, three legislative research offices, 57 public library systems (includes a library in 157 Georgia counties), 34 technical institutes and colleges -- including the central office --192 K-12 school systems/training centers, and 38 private higher educational institutions subscribe to the system. g A committee comprised of librarians from each GALILEO constituency - the Board of Regents, the Department of Education, the Department of Technical and Adult Education, and private educational consortia -- continue to meet monthly and work collaboratively to make GALILEO the best virtual library in the country. An electronic collections development committee is working to ensure that core materials are selected which will benefit the entire GALILEO community. g Beginning in March 2000, GALILEO passwords were distributed to each public library; passwords are changed quarterly. These passwords, valid for databases that are currently licensed for all Georgia citizens, are available to individuals who are registered borrowers of that library. This new service allows registered library users to access GALILEO from their home computers. g The Georgia General Assembly declared September 21 as GALILEO Day. Gov. Roy E. Barnes presented the keynote address to attendees at the commemorative reception held at the James H. "Sloppy" Floyd Building. The event kicked off a week-long, statewide celebration recognizing GALILEO's milestone achievement. Libraries around the state held open houses with activities to showcase the wealth of information offered by the nationally recognized system. g GALILEO Interconnected Libraries (GIL), a multi-year project to implement a single library automation system in University System libraries, is progressing on schedule. GIL was implemented in 17 libraries during FY 99; 12 libraries went live in FY00; and the remaining 6 libraries in will be installed by January 2000. The addition of a library automation system to GALILEO makes on-line access easier for patrons and staff. It integrates in one system a web-based online union catalog of all the book collections of the University System (over six million volumes) and provides required business functions. Users are able to initiate requests for books from other libraries directly from their computers at home, residence halls, or within the libraries.
-- 14 --

FY2001 Accountability Report
2. Connecting Teachers and Technology
Appropriated: $9,900,000 (FY96); $7,900,000 (FY97); $8,003,500 (FY98); $7,891,607(FY99); $7,997,783 (FY00); $7,997,783 (FY01)
The goal of this initiative is: g To increase the number of courses which integrate technology into the instructional process by preparing teachers to use
various technologies, to teach via distance learning networks, and to explore the contributions of technology to instruction. Coordinator: Kris Biesinger, Assistant Vice Chancellor, Advanced Learning Technologies, Academics and Fiscal Affairs: email address -- kris@oit.peachnet.edu
Initiative Update: g Faculty Development
The institution-based approach implemented in FY00 continues to be funded as an appropriate and sustainable option for preparing faculty to integrate technology into teaching and learning. Connecting Teachers & Technology (CT&T) funds are provided to each campus to support faculty development programs tailored to specific institutional needs, addressing both traditional classroom -based courses and online courses. Professional development experiences include training in formulating and managing online learning communities, designing course materials utilizing course management tools, and acquiring general multimedia skills. The funds also support professional development experiences provided to discipline-oriented, crossinstitutional "learning communities". g Campus Instructional Technology Support
Continuation funding (for salary, benefits, and potential merit increases) sustains the Instructional Technology Support Specialist (ITSS) positions on each campus and at a number of residence centers and off-campus sites to provide support for course development and faculty mentoring activities. The ITSSes provide a variety of services to faculty including instructional, technical, and GSAMS support. g Emerging Instructional Technologies
The mobile lab funded last year has been augmented with additional equipment that supports training activities as well as experimentation with new technologies. Funds have supported the purchase of WebCT server licenses allowing for testing of the software with Windows NT, Windows 2000, and Solaris 7 environments. In addition, software is tested for compatibility with other software packages that students may utilize in the learning process. Software has been purchased and research conducted in support of technology requirements such as the standards-based inclusion of mathematical notation in web-based projects, improved extensible data collection and utilization methods as required by accrediting bodies, and accessibility of web-based information in compliance with the National Department of Education rulings and federal law. Information and standards developed through these research and development efforts are made available as University System of Georgia resources.
A usability laboratory has been constructed to facilitate research into the improved use of technology in instruction. Computer equipment and software typical of that used by students was purchased together with equipment for capturing, processing, and analyzing student usage data. Information gathered through this research is integrated into the design, development, and production standards implemented with the courses funded under the Desktop Distance Learning initiative and also is disseminated to campuses for integration into their professional development programs. g Campus Technology Upgrades
Each campus received a funding allotment to be used toward technology upgrades, renovation for technology integration, or new acquisitions. The research and regional universities received $135,000 each, the four-year schools plus Georgia Perimeter College, Dalton State College, and Macon State College each received $90,000 and the two-year schools
-- 15 --

FY2001 Accountability Report

each received $45,000. The funding supports institutional upgrades of instructional technology, including computers, printers, network connections, video and projection equipment, and support of specialized classrooms needs such as GSAMS equipment, discipline specific software, language labs and science labs. Additionally, funds in this category are used for purchases of instructional software or for special circumstances such as support of desktop videoconferencing and videostreaming development efforts that have Systemwide benefits.
g Instructional Programming
The number of user accounts in online skills instruction has been expanded to 500. ElementK, formerly known as Ziff Davis University, is under contract for these services that are provided to interested USG faculty and support specialists. Each account provides the user access to over 500 online tutorials, leader-led online workshops, and courses.
NovaNET is an online computer-based instructional system that is available to all institutions via PeachNet. Approximately 12 institutions utilize this software in the learning support area to assist students requiring practice in math and reading comprehension. Other uses include foreign languages and education. Access to this software continues to be provided under support from this initiative.
The University System of Georgia was one of the four original state members of the MERLOT Project. MERLOT stands for Multimedia Educational Resources for Learning and Online Teaching. It began as a consortium of four systems and has grown this last year to 23 partners across the United States and Canada. MERLOT provides a number of professional opportunities for faculty who teach with technology. Through MERLOT, faculty can obtain expert reviews of learning modules that they have created, they can easily locate and access materials created by colleagues in related disciplines, and they can obtain learning assignments which explain how particular materials have been used successfully with students. Within the University System, a select number of faculty participate in eight discipline groups that help to formulate the evaluation criteria that are used to review learning modules. Additionally, individuals who coordinate the campus-based professional development experiences for faculty have been provided training in creating quality online teaching and learning experiences offered through the MERLOT organization.
Opportunities for participation by faculty and staff in various satellite broadcasts are provided through initiative funds. Recent programs include Developmental Education: Best Practices and Exemplary Programs from Dallas TeleLearning and Internet Issues in Higher Learning from the Public Broadcasting Service.
g Project Management/Staff Support
Activities described within this initiative are managed and performed through the support of ten positions. These positions range across a variety of roles and responsibilities including management, instructional design, distance educa-

tion coordination, information dissemination, technology testing and administrative support.
The System continues to be a member of the Southern Regional Electronic Campus (SREC), a resource which facilitates access to the offerings of the 16 states that are members of the Southern Regional Education Board. Staff process institutional applications for listing USG courses and programs with this resource. Currently four institutions list a total of nine degree programs and ten institutions offer a total of 137 courses.
Staff interacts regularly with campus representatives who serve as the Institution Distance Education Administrators. These individuals serve as the point of exchange from the System to the campus and reverse for information and issues about distance education. They also serve as the SREC coordinator for the campus.
g Governor's Teaching Fellows
The Governor's Teaching Fellows (GTF) Program, which works with faculty from both public and private higher education institutions in the State, is jointly sponsored by the University of Georgia's Office of Instructional Development and the Institute of Higher Education. Funding supports participation by approximately 40 faculty per year in two types of programs -- Academic Year and Summer Term.

Financial

Lottery General

Faculty Development

Institutional Learning Communities $1,020,000 $255,000

Discipline-based Learning Communities 30,000

5,000

Campus Instructional Technology Support

1,875,846

Emerging Instructional Technologies

175,000

Campus Technology Upgrades

3,000,000

Instructional Programming

350,000

5,000

Project Management/Staff Support

130,000 771,282

Governor's Teaching Fellows

115,000 265,650

Totals

$4,820,000 $3,177,783

-- 16 --

FY2001 Accountability Report
3. Connecting Students to Services
Appropriated: $5,848,000 (FY96); $1,300,000 (FY97); $1,338,056 (FY98); $1,372,000 (FY99); $1,376,734 (FY00); $1,376,734 (FY01)
The goals of this initiative are: g To improve student movement through academic programs and into careers, by increasing student access to advisors'
and advisors' access to relevant student information; g To improve the System's capability for tracking student transitions from school to college, through college, and from col-
lege to work, by insuring comparable data collection from unit to unit, and compatible systems for sharing it; g To provide students with accurate and timely information about required college preparations courses, transferability of
college credit, and career opportunities; and g To allow students to acquire college admission information electronically. Coordinator: Beth Brigdon, executive director, information technology: email address -- Beth_Brigdon@oit.peachnet.edu Initiative Update:
There are a number of projects which are being supported through the funding this initiative provides. The web-enablement of the Georgia Career Information System, assisting with Georgia Hire, the initiation and continuing improvements to Ga EASY, email access for students, advising systems, and on-line access to registrations, grading, and other students services are some of the accomplishments this initiative has enabled. All of these systems were initially supported through an infusion of funding for start-up and they continue to be maintained and enhanced through on-going support. More than $160,000 is allocated directly to the institutions. Specifics about some of these are included below. g Georgia Career Information System: Connecting Students to GCIS Services
Connecting Students to Services funding supports access to the Georgia Career Information System (GCIS) at all University System of Georgia (USG) institutions. Students, faculty, and staff are using the GCIS program through GCIS for Windows or Macintosh and now, thanks to the Initiative funding, online at: http://www.gcic.peachnet.edu.
Connecting Students to Services funding also helps to support the Georgia Career Information Center with the ongoing development of GCIS on the Web. All of the GCIS database is now online. The data files include: g Occupational Information:
d DESCRIPTIONS - comprehensive descriptions of Georgia and national occupations, including state and national wage data;
d PREPARATION - occupational preparation and planning information; d BIBLIOGRAPHY - bibliographic references to additional resources; and d MILITARY - information on more than 165 military occupations. g Educational Information: d PROGRAMS OF STUDY AND TRAINING - comprehensive program descriptions for schools in Georgia; d APPRENTICESHIPS - information about apprenticeships in Georgia, including entry requirements; d GEORGIA SCHOOLS - information on over 185 universities, colleges, technical institutes, and private proprietary
schools in the state; d NATIONAL SCHOOLS - information on more than 2,200 four-year and more than 1,600 two-year post secondary
institutions including professional, public, and private schools in the United States and its territories; and d FINANCIAL AID - information on federal and state aid programs and comprehensive coverage of more than 1,200
scholarship, grant and loan sources offering over 42,000 awards representing over $300 million.
-- 17 --

FY2001 Accountability Report

g Employment Information: d CAREER STUDIO - career exploration tool based on Georgia's School-to-Career clusters; d INDUSTRY - national industry information, including size, and outlook; d JOB SEARCH - information on job applications, rsum preparation and interviewing; d KEEP THAT JOB - information about good job habits; and d SELF-EMPLOYMENT - information about owning your own business.
g Learning Exercises: d PRACTICAL LEARNING ACTIVITIES - over 500 projects, worksheets, and activities designed to infuse career information and career development concepts.
Two GCIS access strategies also are available on the web: d ASSESSMENT LINK -- matches the results of vocational tests with corresponding GCIS occupations; and d SCHOOL SORT -- a national search identifying colleges and universities that meet specific criteria, such as degrees offered, tuition and fees and admissions requirements.
New for this fall: d CAREER PROFILES -- informal perspectives of what an occupation might be like.
And two more access strategies will come on line this year: d OCCUPATION SORT -- a self-assessment tool that matches your interests and abilities with corresponding occupations; and d FINANCIAL AID SORT -- a national aid search that matches educational plans to a list of scholarships and loans
g GeorgiaHire-- www.GeorgiaHire.com: "Pride and Progress Report" -- January - October, 2000
Georgia's e-FAIR was sponsored in the spring of 2000 to showcase the first graduates of the new century. The inaugural event was held May 1st - June 30th through the collective efforts of GeorgiaHire.com and the JOBTRAK partners. Key indicators of success were:
d 118 companies participated; d 322 jobs posted; and d 1,601 students and alumni participated, of which 387
submitted resumes.

The number of times the student site was accessed show patterns that indicate the significant success of the Job E-Fair and on campus marketing during peak periods of student traffic.

Month

Website "hits"

February

4,226

March

4,280

April

3,979

May

7,203 e-fair success

June

5,733 e-fair again

July

5,188

August

7,497 school starts

September

7,042

October

6,027

Another historical "snap shot" of the progress of GeorgiaHire

Month

Registered Resumes Online

February 1999 13,33

47,02

(Intro to BOR)

November 1999 22,831

13,244

January 2000 24,021

14,039

April 2000

26,530

15,912

August 2000 30,262

17,984

September 2000 31,803

19,311

180 Day Expiration timer on resumes set in October

October 2000 7,349

7,274

The average number of job listing available daily to the University System of Georgia students and alumni was:
Month Job Listings

January

1,555

February 1,725

March

2,107

April

2,104

May

2,505 fits with "graduation" cycle

June

1,858

July

1,754

August

1,831

September

-na- average number of jobs for September is unavailable

October

1,220

-- 18 --

FY2001 Accountability Report

Number of times the employer search page was accessed:

Month

Times Page Accessed

February

182

March

431 Atlanta Journal-Constitution article

February 4, 2000.

TechLINKS featured GeorgiaHire in March-April edition.

April

394

May

310

June

312

July

603

August

473

September 361

October

862

3,928 employers have accessed the resume search engine since February 2000

g GA EASY, (Georgia Applications and Electronic Advisor System), the online college search and admissions application tool for university system schools -- www .usg.edu/ ga~easy

All University System institutions are participating in this college search and on-line admissions application system. GA EASY is a web site that provides one stop shopping for Georgia public college information, current admission standards, current HOPE information, current financial aid information, and access to career information through GCIS all via the world wide web. Since it's inception, GA EASY has had approximately 35,000 hits by prospective students, parents and guidance counselors. There have been almost 25,000 applications received by University System institutions since its inception. Every college and university in the University System is linked to the GA EASY online application system. Information a student enters on one system application is electronically transferred to any other system application completed by the student.

In a continuing effort to make people aware of the services offered by GA EASY, University System staff presented numerous programs promoting GA EASY. Some of these groups include: the state Principals Association, the State Counselors Association, the Admissions and Records Advisory Committee, the Board of Regents, the state media and library associations, numerous high school parent nights, district counselor workshops and various other groups and organizations. High school counselors and students have made many positive comments about the GA EASY web site and are using it as their web college selection tool of preference. Representatives from the university system have been representing GA EASY by manning a table at numerous

PROBE fairs and have gained additional exposure to thousands of high school students across the state. New literature on GA EASY was developed for high school guidance counselors to use in their counseling sessions with juniors, seniors and parents.
GA EASY is currently in the testing phase of a download interface that will allow the electronic application data to be directly loaded into each school's BANNER student information system. Georgia Tech, Kennesaw State University, Floyd College and Georgia College & State University are all working together in the development of the GA EASY web application electronic download to BANNER.
The next phase of GA EASY will involve the electronic transmission of reference letters and transcripts from high schools to a holding area in GA EASY that will be accessible by all University System institutions with the appropriate pass code. Reference letters and transcripts will only need to be sent by high schools to one location where they can be downloaded by every system school on the student's application list.
Georgia HIRE plans to use GA EASY as a reference source and GLOBE plans to use GA EASY as its electronic application. Future plans also include using GA EASY as an automated messaging system designed to provide feedback to guidance counselors who has submitted an application to a USG school. Possible future enhancements to GA EASY include developing a partnership with the Georgia Student Finance Commission as they plan the new eHOPE application.

-- 19 --

FY2001 Accountability Report

4. Protecting the State's Investment: Renovation and Rehabilitation

Appropriated: $32,756,147 (FY95); $36,662,323 (FY96); $38,924,444 (FY97); $41,124,444 (FY98); $46,730,826 (FY99); $50,530,286 (FY00); $52,106,610 (FY01)

The goals of this initiative are:

g To place higher priority on protecting the State's enormous capital investment in University System Facilities;

g To reduce significantly the backlog of needed repair and rehabilitation of facilities System wide; and

g To address major renovation and infrastructure projects that have gone unfunded. Coordinator: Judy Wilder, senior contracts administrator: email address -- jwilder@mail.regents.peachnet.edu

Initiative Update:

For FY01, $49,310,097 has been allocated to 34 campuses and Skidaway Institute to fund necessary and urgent major rehabilitation and repair projects.

The following table summarizes the number of projects that have been completed or are under way using funds provided during the last legislative session. A contingency amount of $2,796,513 is available for contingency or emergency use through June 30, 2001. This accounts for the total $52,106,610 appropriated for FY01.

Summary of 2001 Major Repair and Renovation Projects

Type of Project

# of Projects

#of Campuses

Funds Allocated

General renovation and modernization

83

28

$16,359,950

Building envelope (reroofing and repairs) 32

18

4,815,534

Mechanical and electrical repairs

87

29

18,800,541

Regulatory

90

33

9,234,072

Technical and cost benefit review

1

1

100,000

Total

293

$49,310,097

Emergency

$2,796,513

Total Appropriation

$52,106,610

The following represents some highlights of the types of projects (and specific examples) funded through the FY 2001 MRR program:
GENERAL RENOVATION & MODERNIZATION - to meet the needs of higher education today, is taking place across the system. Columbus State University is undertaking a sizable modernization of their Academic Building. Georgia Southern University is in the process of renovating and upgrading portions of Rosenwald and Marvin Pittman Art Building and Georgia College & State University is in the final phases of the renovation/modernization of Herty Science Building Auditorium and Parks Administration Building. Atlanta Metropolitan College, East Georgia College and Fort Valley State University continue to upgrade labs and classrooms. The State University of West Georgia will undertake an extensive renovation to Martha Munro Building this year.

BUILDING ENVELOPE (REROOFING /WATER PROOFING & SEALING OF BUILDING EXTERIORS) - Reroofing projects make up a significant portion of MR&R projects in this category as noted in the chart above. In addition, over time, the walls of buildings need to be resealed as well. South Georgia College is brickpointing two buildings and Atlanta Metropolitan College, Floyd College and Valdosta State University each have several roof projects in progress. Georgia Southern University is expending approximately $1,000,000 to repair and replace their campus sewer system.

-- 20 --

FY2001 Accountability Report
MECHANICAL/MAJOR HEATING, VENTING, AND AIR CONDITIONING (HVAC) REPLACEMENTS - HVAC Systems have a typical anticipated life span of approximately 30 years. Some campuses that were built in the 1960's and `70s as community colleges are now faced with a comprehensive need to upgrade these systems in all of their buildings. Armstrong Atlantic State University and Coastal Georgia Community College are both initiating major system replacements in their academic buildings. Older campuses also have a backlog of HVAC System upgrades needed. The Georgia Institute of Technology and Fort Valley State University are upgrading systems in several buildings. ELECTRICAL/MAJOR UNDERGROUND SYSTEM UPGRADES Aging and deteriorating electrical distribution systems must be replaced to provide safer more dependable power to meet the growing needs of our campuses -- especially the increasing demands of technology. These new systems require less maintenance and are more energy efficient. Georgia College & State University and the Medical College of Georgia are both implementing phased programs to upgrade their system Campus wide. REGULATORY REQUIREMENTS - As required in Life Safety Regulations and the Georgia Code, issues are being addressed at all 34 campuses. Examples of these projects include a campus wide upgrade of the fire alarm system at Savannah State University. More stringent life safety requirements are being addressed at East Georgia College in improvements/modernization of chemistry labs. Darton College, Dalton State College and Armstrong Atlantic State University are proceeding with implementation of their "Transition Plan" to systematically make improvements necessary to provide accessibility in their restrooms in several buildings in accordance with the Americans with Disabilities Act and associated upgrades in the Georgia Code. The installation of backflow preventers on several campuses continues to be funded as a part of a regulatory upgrade.
-- 21 --

FY2001 Accountability Report
5. Professional Development: Serving Our Students and the State
Appropriated $1,000,000 for each FY97, `98, `99, `00, `01
The goals of this initiative are: g To encourage or enhance the improvement of teaching and learning activities; g To designate an area as a Staff Development Training Resource Center; g To establish or improve a continual program of computer technology training for all mid-level managers and staff; g To develop a training program for managing/understanding diversity in the workplace; g To provide a preventative training program for legal issues and/or legal obligations for all university employees, particu-
larly for administrators and faculty with personnel responsibilities; and g To develop a Leadership Development Program for Division/Department Chairs and Directors of non-academic units. Coordinator: Dorothy Zinsmeister, senior associate for Academic Affairs: email address -- dzinsmei@mail.regents.peachnet.edu
Initiative Update: The Professional Development Initiative is a unique program in that the leadership in Georgia had the foresight to recog-
nize the benefits of what system-wide planning and coordination of professional development activities could do for the implementation of the agenda in higher education. Only a small number of states capitalize on this planning strategy, and an even smaller number implement it amongst 34 public institutions. The University System of Georgia's Professional Development Initiative has served as a model for other systems to emulate.
Implementation of the Professional Development Initiative in FY 2001 involves expenditures and efforts in the following areas:
USG TEACHING AND LEARNING CONFERENCE -- "Impacting Student Learning " was the theme chosen for a two-day, system-wide conference on teaching and learning that was held in Atlanta, Georgia, on October 26-27, 2000. Each institution within the System was invited to send a team of four faculty members to attend this conference. Team members attended two workshops on Thursday given by the nationally recognized Director of the Assessment Center at DePaul University, Dr. Tom Angelo. One of the workshops focused on classroom assessment techniques and the other on their application to the scholarship of teaching. Friday featured concurrent presentations given by Georgia faculty who provided proven strategies for enhancing teaching and student learning on college and university campuses. Highlights of the conference included presentations on the development of effective learning communities, the effective use of technology in the teaching and learning process, teaching for deep student learning, increasing students' responsibility in the assessment process, and the scholarship of teaching. Several times during the conference, each team was provided the opportunity to develop a proposal for a project that could be implemented once they returned to their campuses. The culminating event of the conference was a presentation by Chancellor Stephen Portch entitled "Higher Education in the Next Decade."
USG GRANTS TO ACADEMIC ADVISORY COMMITTEES -- A collaborative grant to fund faculty development efforts was awarded through a competitive process to three University System academic advisory committees. These disciplinary committees are composed of one representative from each institution where a particular discipline is taught, e.g., chemistry, political science, biology, etc. This year, approximately $25,000 was allocated jointly to the committees on biology, chemistry, physics, and geology/geography for faculty development activities. Next year, proposals will continue to require the collaboration of two or more committees. It is anticipated that this change in emphasis will result in proposals that initiate discussions, system-wide, on approaches to improved teaching and student learning.
MANDALA CULTURAL DIVERSITY PROGRAM -- This program is held on the Abraham Baldwin Agricultural College campus, and has three System staff members involved this year. Funds are used to cover registration and lodging costs for the workshop attendees.
-- 22 --

FY2001 Accountability Report

CO-REFORM OF EDUCATION OPPORTUNITIES -- Funded by this initiative are faculty development activities for University System faculty and administrators who are currently working with K-12 faculty and administrators to achieve one of the major goals of the P-16 Initiative, the co-reform of education at all levels within Georgia. This year, development opportunities will be provided for faculty at institutions who prepare students for admission and/or transfer into teacher preparation degree programs. The purpose of these faculty development activities is to assist institutions in the development, alignment and implementation of programs that reflect the emerging features of national reform in the preparation of teachers. Arts and sciences and education faculties are working collaboratively and sharing the responsibility for the preparation of teachers in Georgia. Not only is this an important part of the State's Education Commission, it is also a major component of the Board of Regents-approved "Principles and Actions for the Preparation of Educators for the Schools."
PACTS TEACHING-TO-STANDARDS WORKSHOP -- A twoday "train-the-trainers" workshop designed to help faculty to begin thinking about how teaching strategies must be modified in order to teach in a standards-based environment.
WORKSHOP FOR USG ACADEMIC ADMINISTRATORS -- A two-day workshop is being planned for March 28-29, 2001 for new and experienced department/division chairs and other administrators at the 34 institutions in the University System. Approximately 120 administrators will hear presentations and participate in small group discussions. Training and leadership development will help chairs and other administrators become more effective agents for institutional change.
REGENTS' TEACHING EXCELLENCE AWARDS -- A request for proposals was sent to all campuses, and in February 2001, six awards for teaching excellence will be made to University System faculty or staff and to departments or programs. Each institution is asked to nominate one faculty/staff member and one department/program for these awards. Three faculty/staff -- one from each institutional sector (research, regional and state universities, and two-year colleges) -- will be chosen to receive the Regents' Teaching Excellence Awards. Three departments/ programs, one from each institutional sector, also will be chosen as recipients. In addition to recognition by the Board of Regents, each award recipient will receive $5,000.
REGENTS' RESEARCH IN UNDERGRADUATE EDUCATION AWARDS -- A request for proposals was sent to all campuses, and in February 2001, six awards will be made to University System faculty or staff and to departments or programs. The purpose of these system-wide awards is to recognize both individual faculty/staff and departments/programs that consistently focus on the importance of the scholarship of teaching in undergraduate education and therefore foster the learning of undergraduate students at system institutions. Each institution has been asked to nominate one faculty/staff member and one department/program for these awards. Three faculty/staff -- one from each institutional sector

(research, regional and state universities, and two-year colleges) -- will be selected to receive the Regents' Research in Undergraduate Education Awards. Three departments/programs -- one from each institutional sector - also will be selected as recipients. In addition to recognition by the Board of Regents, each award recipient will receive $5000.

USG FACULTY ASSOCIATE POSITION -- One University System faculty member is presently working in the Office of Academic Affairs as a faculty associate. This position provides the faculty member with an opportunity to learn about the operation of the Office of Academic Affairs by participating in its work, and at the same time provide leadership and expertise in planning and implementing System office priorities and interests. The faculty associate participates fully in deliberations and actions about the current academic priorities of the University System.

USG FACULTY DEVELOPMENT ADVISORY COMMITTEE -- This Committee met for the first time in December 2000, and has been asked to address two important tasks over the next 8-12 months. The first is to make recommendations for system-level faculty development initiatives for FY 20022003. The second is to make recommendations for and help develop a long-range faculty development strategic plan for the System that is responsive to the anticipated needs of the faculty 5-10 years from now.

Financial Report

Faculty Associate

$ 30,000

Administrative Support

159,000

USG Teaching and Learning Conference

51,000

USG Grants to Academic Advisory Committees

22,000

Mandala Cultural Diversity Program

2,000

PACTS Teaching-to-Standards Workshop

35,000

P-16 Network Meeting

15,000

Co-Reform of Education Opportunities (Faculty Development)

490,000

Workshop for USG Academic Administrators

30,000

Regents' Teaching Excellence Awards

30,000

Regents' Research in Undergraduate Education Awards 30,000

Regents' Awards Administration

10,000

USG Faculty Development Advisory Committee

26,000

Post-tenure Review Workshop

15,000

Scholarship of Teaching Initiative

30,000

Professional Travel

25,000

Total

$1,000,000

-- 23 --

FY2001 Accountability Report
6. Facilities Master Planning
Appropriated: $ 450,000 (FY97); $1,000,000 (FY98); $450,000 (FY99); $450,000 (FY99 Amended); $0 (FY00) -- initiative completed
The goal of this initiative is: g To develop up-to-date facilities master plans based on mission and academic program needs, for every University System
institution by the year 2000. In order to facilitate assessing these campus master plans and to ensure that they are analytically (not advocacy) based, the Board has adopted a Physical Master Planning Template. The Template has a dual purpose: to assist institutions in preparing physical master plans which support their educational missions and to provide information which will guide the Board of Regents in decision making. The Template is a guideline that defines the content, methodology, information sources and level of detail of the data that is anticipated for the physical master plans. The Template can be viewed on the web at the following address: http://www.peachnet.edu/admin/capres/plantemp/ Coordinator: Gita Hendessi, Director of Facilities Planning: email address - ghendess@mail.regents.peachnet.edu Initiative Update: This initiative includes all 34 System institutions as well as the Skidaway Institute and the new Gwinnett Center. Twenty-six master plans have been completed and presented to the Board of Regents. It is anticipated that eight more institution master plans will be presented through 2000 and 2001. Currently seven institutions are involved in the campus master planning process.
-- 24 --

FY2001 Accountability Report
7. P-16 Partnerships (P-16 Initiative, PREP program, Prognostic Math Test, P-16 Database, Advanced Academies
Appropriated: $300,000 (FY97); $450,000 (FY98) (includes $150,000 for P-16 Data Base); $3,833,209 (FY99) (includes $150,000 for P-16 database, $800,000 for Advanced Academies, $703,209 for local P-16 councils and program costs, $2,000,000 for PREP, and $180,000 in lottery funds); $3,833,209 (FY00); $3,963,209 (FY01)
The goals of this initiative are: The Georgia Pre-School-Post-Secondary Education (P-16) Initiative is designed to reduce systemic problems in public
education; to increase the academic readiness for post-secondary education of students who are in at-risk situations; and to increase post-secondary options for high school students who are gifted academically or technically. It represents the core effort of the University System to increase significantly what is expected of students while helping them raise their aspirations and improve their academic readiness and achievement. It involves the commitment and efforts of the heads of four public education agencies, key legislators, educators, business leaders, and youth advocates. The overall goal is to improve student success, defined as:
"The successful student has met high standards and demonstrated achievement at each level, and is ready to advance to the next level of: work, occupational training, and/or education; resulting in productive employment and responsible citizenship." There are three strands of work: 1) alignment of expectations, curriculum, and assessment for students, pre-school through post-secondary; 2) teacher quality -- having a qualified teacher in every Georgia public school classroom; and 3) supplemental programs for students in at-risk and gifted situations. Coordinator: Jan Kettlewell, assistant vice chancellor - Academic Affairs and co-facilitator of the Georgia P-16 Initiative: email address - jkettlew@mail.regents.peachnet.edu
Initiative Update: Various statewide P-16 committees are promoting voluntary changes in public education (e.g., higher requirements, align-
ment of what students must know and be able to do to progress from one level of education to the next, and student progression based upon performance). Local P-16 councils -- through schools, colleges, and technical colleges -- are developing seamless pathways for students from pre-school through post-secondary education, and focusing teacher preparation and teacher development on practices that will lead to improved student achievement in schools.
There are two pre-college components to the P-16 Initiative: The Post-Secondary Readiness Enrichment Program (PREP), a statewide supplemental academic program offered to 7-12 grade students in at-risk situations to facilitate their access to postsecondary education; and Academies for gifted high school juniors and seniors, that make it possible for participants to earn high school and college credit while enrolled full-time in college courses.
Fifteen local P-16 councils, nine school-college-technical institute PREP sites, two gifted academies, and a statewide network provide the infrastructure necessary to build grass-roots support, to offer programs, and to pilot new directions. A P-16 linked student database to support evaluation is in place. PRE-COLLEGE PROGRAMS g POST-SECONDARY READINESS ENRICHMENT PROGRAM (PREP)
Since the inception of PREP in FY96, approximately 30,400 middle school students in at-risk situations have participated in supplementary academic enrichment programs; i.e. tutoring/ mentoring, academic readiness, career exploration, leadership development, conflict resolution, community service and technology skill development. These programs continue to be imple-
-- 25 --

FY2001 Accountability Report

mented through positive working relationships that have been developed between the 25 University System institutions that coordinate specific PREP programs, technical colleges, and 115 school districts, representing 200 middle schools and 115 high schools. In addition, 409 businesses and nonprofit organizations are PREP partners throughout the state. During FY00 approximately 15,000 middle and high school students participated in the year-round and/or summer programs in PREP.
The PREP program was redesigned in some sites for FY01 to conform to the results of the external evaluation of the program that was conducted last year. The evaluators developed a list of best PREP practices through a comparison with other pre-college programs in the nation and from research findings. Some of the exemplary practices were: (1) senior faculty and administrators serve as PREP institutional coordinators, thus facilitating the support of the program by all segments of a campus, (2) the curriculum of the Summer program is a reflection of a sensitivity to the increasing diversity of the students, i.e. many Hispanic students in the Gainesville College PREP summer program attend ESOL classes, (3) some projects include an academic enhancement and enrichment component that links the Academic Year Program with the Summer Program, (4) business partners are used for career education programs, (5) orientation sessions teach students the value of community service and clearly establish the goals for the community service project. Best practices identified in the tutoring/mentoring component, the hallmark of the PREP program, are: (1) provision of ongoing tutor training opportunities throughout the school year, (2) written letters of agreement with individual schools to perform tutorial services, (3) sufficient time for tutoring in individual and small groups, (4) continuous management and supervision of tutors by the coordinating teacher at a school site, and (5) sufficient tutor compensation to make the job competitive with other part-time employment.
Although the comprehensive year-round PREP programs are designed for a select group of students, the Middle School Visitation Day Project affords the opportunity for many more students, (30,000 in FY00) to experience life on a college campus at one of the 34 University System institutions and some technical colleges. Students sit in "real" college classes, interact directly with college students, and learn about the new admissions. The goal for FY01 is to maintain this high level of middle school student participation on the campuses.
PREP Seeks to Reclaim and Retain High School Students
Because high school students have the highest inactive rate in the program, the major program goal for FY01 is "Reclaiming and Retaining Our High School Students." One day of a two-day coordinators Fall retreat was devoted to such topics as retention strategies for high school students, parent involvement at the high school level, standardized test preparation, and innovative high school programs such as

the Advanced PREP Saturday Academy.
The Academy is an intensive academic enrichment program provided for high school students in the metro Atlanta area through a collaborative effort of the four participating institutions: Atlanta Metropolitan College, Georgia Institute of Technology, Georgia Perimeter College, and Georgia State University. Students in the Academy must have been actively involved in PREP throughout middle school. In the FY00 program there are 250 high school students representing 46 high schools. The Academy meets on alternating Saturdays from 9:00 a.m. to 3:30 p.m. and classes are offered in the following disciplines: mathematics (algebra I, II, geometry, pre-calculus and calculus and trigonometry), language arts, (reading, comprehension and writing, science, (biology, physical science and physics) and social studies with an emphasis on geography. Students also attended classes on preparation for the Georgia Graduation High School Test, and the SAT. The curriculum is designed to ensure that the students have the opportunity to master the subjects they are taking at their grade level. The instructors for the Academy are certified high school teachers and college or university faculty members. Additionally college students are placed in each classroom to work as teacher assistants and provide tutoring services. As a result of the presentation on the Academy at the FALL retreat, several other PREP programs will implement some phases of this program during FY01.
Community Service, a Highlight of the FY01 program
The community service component of PREP stated in 1997, funded by a grant from an anonymous foundation. Each summer the number of participants has grown. During the FY01 Summer program, 3,200 PREP students and 289 college student tutors implemented 89 service projects. The types of agencies that received the services were nursing homes, preschools, food banks, service organizations such as the Salvation Army St. Vincent DePaul Society, Habitat for Humanity, libraries, and outreach centers. Several groups of students assisted in developing conservation projects, nature trails and cleaned the grounds in their neighborhoods. Students and tutors were required to participate in orientation and training sessions related to service giving. Additionally, sessions were held in some of the academic classes such as mathematics and English on the service-learning concept. Students and tutors wrote descriptions of the service projects and reflections of their feelings about helping others.
There have been three major results of this successful PREP component. First, most of the PREP students and the tutors expressed high satisfaction about helping people in need. Second, the agencies and organizations that received the help stated that the students had given needed services that would not have been available to their clients. Third, the service projects have expanded into the regular school year program. In FY00 PREP students participated in 220 service projects during the Summer Enrichment and Academic Year Programs. It is expected that this number will increase by the

-- 26 --

FY2001 Accountability Report

end of FY01.

College Students Mentoring of PREP Students

The relationship between college students and PREP students continues to be a most vital and enjoyable experience for both groups of students. Many PREP students emulate their tutor/mentors and a number of college students have changed their majors to Education as the result of their participation in the program. During the FY01 Fall Retreat an entire day was devoted to the topic, "Achieving Excellence in Tutoring Programs." Five coordinators with exemplary tutoring programs gave presentations on recruiting, training, placing, and assessing tutors. A guidebook is under development that includes these exemplary programs. The key aspects of the tutoring program for this fiscal year are as follows:

d Training for tutors has been expanded and follow up sessions are given on a scheduled basis,

d Small group and individual tutoring sessions continue to be the primary methods of service,

d PREP students in 11th and 12th grades have become junior tutors.

Approximately 750 college students are serving as tutormentors during the current year.

Budget Mentoring Program costs at participating institutions $1,171,000

Hiring mentors and tutors

600,000

(each of the 25 participating colleges and universities received

$24,000 to hire college students to mentor and tutor PREP students)

Administrative and support-staff salaries and operational costs of the Office of Pre-College Programs 229,000

Total:

$2,000,000

These state funds have made it possible for the University System to leverage an additional $550,000 in external funding for PREP for FY01.

g Gifted and Talented Academies

There are two gifted and talented academies that fall within the Office of Pre-College Programs. Both are full-time residential programs on a college campus for some of the most talented and academically competitive high school students in Georgia. Academically talented high school juniors and seniors are eligible to apply. Students enrolled in the academies take a full load of regular college courses and earn credit towards both high school graduation and college. Accomplishments for both academies are described below.

Georgia Academy of Mathematics, Engineering, and Science (GAMES)--Middle Georgia College

Students who enroll in GAMES generally plan on obtaining college degrees leading to careers in mathematics, engineering, the sciences, computing, or the health fields. In FY01, 57 students are enrolled; 43 are new "college freshmen"; 14 are returning students (a 19 percent increase in enrollment over last year). Three of the returning students

have graduated from high school and are completing their associate degree. Fall 2000 freshmen entered GAMES with an average high school GPA of 3.83 and an average SAT score of 1240. Students returning to the GAMES program in Fall 2000 earned an average college GPA of 3.32 during their first year in the program.

The students are enrolled in regular college classes. Coordination with the high schools ensures that the courses will satisfy their high school graduation requirements as well as the requirements for an associate degree from Middle Georgia College.

GAMES is coordinated by a full-time director, a full-time student activities director, a full-time dorm mother, an admissions coordinator, and eight student resident assistants (RAs) who are college sophomores. The student activities director, dorm mother, and RAs live in the residence hall with the students.

Budget Instructional program

$72,000

Student services

12,000

Personnel

209,000

Promotional materials/travel

107,000

Total

$400,000

The Advanced Academy of GeorgiaThe State University of West Georgia

Seventy-one academically talented high school juniors and seniors enrolled in The Advanced Academy of Georgia in Fall 2000. Twenty-nine of these students are returning, and 42 are new recruits, creating an increased enrollment of 11 percent from the previous year.

The average SAT composite score of the current class is 1245 (for most students the SAT was completed when they were sophomores in high school); the average high school GPA is 3.99.

Most of the entering Academy scholars earned placement scores that allowed them to begin their university work beyond freshman level courses and to become active participants in the University's Honors College. Approximately 70 percent of new Academy students exempted freshman English requirements; 37 percent enrolled in advanced mathematics courses; and 24 percent gained entry to the accelerated honors chemistry class.

The young scholars in the 2000-2001 class have engaged in original projects and research in association with the departments of chemistry, physics, and psychology. Four Academy students delivered presentations of their work at the National Collegiate Honors Conference held in Washington, D.C. this year. Four other scholars attended meetings of the American Chemical Society hosted in Boston and San Francisco. Academy students attend weekly lectures/concerts presented by faculty members of the State University of West Georgia or guest speakers/performers

-- 27 --

FY2001 Accountability Report

through the lecture/concert series.

The continuing seniors performed well above a traditional freshman class in academics, earning an average cumulative college GPA of 3.21. These high school seniors are enrolled in accelerated University honors classes. These seniors are approaching their last semester as Academy students while making significant progress on their undergraduate degrees.

The program began in the fall of 1995. All students who entered the program have continued with their undergraduate degree programs at prestigious institutions in Georgia and across the nation.

Budget

Student leadership and enrichment activities

$90,000

(special programs for Academy students, e.g. speakers, orchestras,

field trips, and travel for students to present their original research

at regional and national conventions)

Salaries

215,000

Computers and technology support

40,000

Marketing

32,000

Student/parent orientation

7,000

Academy staff professional development

16,000

Totals:

$400,000

STATE AND LOCAL PRE-SCHOOL---- POST-SECONDARY EDUCATION (P-16) COUNCILS

At both state and local levels the work is designed to put into place the conditions necessary to increase student achievement at each level of education and to ensure readiness for the next level of education, occupational training, or work. P-16 councils work to raise standards and align expectations and curricula for students, from pre-school through post-secondary levels, and to improve teacher quality. The ultimate goal is to insure that all graduates from high school and post-secondary institutions become contributors to the citizenship and economic vitality of Georgia and the nation.

At the state level, accomplishments include:

1. Completion of The Status of Teaching in Georgia, a comprehensive status report of teacher preparation, teacher licensure, teacher induction, teacher mentoring and professional development;

2. Development of new policy and specific requirements for strengthening the preparation of new teachers in University System institutions, consistent with the recommendations contained in The Status of Teaching in Georgia;

3. Draft academic standards in English, mathematics, science, social science, second languages, and fine arts have been developed as to what students need to know and be able to do to graduate from high school and for admission into college, technical institute or entry into

the work force (see separate section below on Performance Assessment for College and Technical School);
4. The development of a P-16 linked student database in order to monitor student progress from pre-school through post-secondary education (see separate section below);
5. Development of a comprehensive five-year strategic work-plan;
6. Development of the University System Reading Consortium (14 universities) to coordinate the offering statewide of a four-course sequence in the teaching of reading to current classroom P-12 teachers in all subject areas and grade levels (available through distance technology and through a teacher institute). Teachers receive an endorsement in reading added to their teaching certificate (see separate section below);
7. Completion of Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom, a comprehensive implementation plan based on the recommendations in the Status of Teaching in Georgia (see separate section below);
8. Implementation of programs to prepare tomorrow's teachers to use technology (see separate section below); and
9. Development of a common core curriculum in English and mathematics between DTAE and USG (see separate section below).
g LOCAL P-16 COUNCILS
At the local level to date, 19 challenge grants have been awarded to help implement P-16 goals. The local councils are developing seamless pathways for students from pre-school through post-secondary education, and focusing teacher preparation and teacher development on practices that will lead to improved student achievement levels. Eight of these councils are piloting the Standards-based Teacher Education Programs (STEP), which is designed to use K-12 academic standards as a framework for the redesign of their teacher preparation programs. In addition, northwest Georgia and west Georgia are part of a national network of 10 sites, funded by the DeWitt Wallace Foundation, to redesign preparation programs for school counselors in ways that focus the role of the counselor on improving student achievement.
During FY 2001, the primary foci of local P-16 councils are:
1) Continued refinement of teacher preparation programs by faculties from colleges of arts and sciences and education in partnership with P-12 schools (15 councils), and
2) A pilot to develop academic and performance standards and assessments of what students need to know and be able to do to enter college, technical institutes and colleges, or work (at level 12) (four councils).

-- 28 --

FY2001 Accountability Report

Performance Assessment for College and Technical School (PACTS)
The goal of the PACTS project is to ensure that all students who graduate from high school are prepared for entry into technical college, two and four-year college, and/or work and to close the gap between what is expected of students graduating from high school and entering the post-secondary world. The project has three phases:
1. To develop content and performance standards that define the level of work necessary for admission into technical, two and four-year college, and entrance into the workforce.
2. To develop an assessment plan and performance assessments that are valid measures of student work in relation to the content and performance standards.
3. To pilot test the standards and assessments as a route for admission into participating colleges and for entry into the workforce.
Four local P-16 councils are participating in the PACTS project including the Metropolitan Atlanta P-16 council, the Middle Georgia P-16 council, the South Georgia P-16 council and the Southeast P-16 council. Committees were set up to do the work of PACTS. A steering committee has representatives from the K-12 sector including DOE and public schools, from both postsecondary systems (DTAE and USG) and from the business community. Subject committees have developed standards and assessments in six subject areas: language arts, mathematics, social sciences, sciences, foreign languages and fine/performing arts. These subject committees include faculty from technical, two and four year colleges and universities, high schools, as well as members from business and the community. An admissions committee is made up of admissions officers from colleges and technical schools, high school counselors and a human resources representative. A national advisory council, with members having expertise in assessment and admissions, provides guidance for the PACTS work.
Phase I
Subject committees completed the development of standards during the 1998-1999 academic year. Complete sets of content and performance standards are available for all sixsubject areas. This academic year additional work is under way to align the standards with national standards and to do a final edit of the performance standards to ensure that they reflect Level 12 benchmarks and that they provide sufficient guidance for assessing a collection of student work.
Phase II
During the 1999-2000 academic year, the six subject committees developed and pilot tested performance assessments ("common assessment tasks") to determine student proficiency on the standards. This work continues with more assessments being developed, tested, and revised. In addition, the committees have developed guidelines for "student work collections" that will include student performance on

common assessment tasks, additional classroom work that addresses student performance on a given standard, and, where appropriate, existing test data (e.g., the Georgia High School Graduation Test scores). Cross grading of student work collections will take place to establish reliability in the system.
Phase III
During the 2000-2001 academic year, participating schools are identifying high school students who will participate in the admissions phase of the pilot. The admissions committee has developed an initial draft PACTS transcript, to report student performance on PACTS standards. This year, preliminary admissions criteria will be determined for the participating postsecondary institutions. It is anticipated that the first real cohort of students will apply for admission using the PACTS process in the fall of 2002. Students will submit both PACTS transcripts and traditional admissions applications (e.g., high school transcript, SAT). The postsecondary performance of students with complete PACTS transcripts who enter Georgia's public postsecondary institutions (regardless of whether they are admitted based on PACTS or traditional admissions criteria) will be monitored in order to determine if the PACTS system is a better predictor of postsecondary success.
P-16 Linked Student Database
The purposes of the Georgia multi-agency linked student database are: 1) to monitor student progress from pre-school through post-secondary education, and eventually, into the labor market; and 2) to provide information to Georgia's educational agencies, institutions, and state and local P-16 councils on the success of various initiatives in improving student learning. In order to address these purposes, bilateral agreements to link student databases among the Office of School Readiness (OSR), Department of Education (DOE), Department of Technical and Adult Education (DTAE), the University System (USG), and the Professional Standards Commission (PSC) have been signed. In addition, the Georgia Student Finance Commission has been added to the list of organizations participating in the linked database. Discussions are under way with the Department of Labor (DOL) to link their database with that of DOE, DTAE, and USG to track students into the workforce. Action on this is awaiting data decisions of the new Office of Education Accountability.
The Office of Information Technology Outreach Services (ITOS) and the Carl Vinson Institute of Government at the University of Georgia has the contract for the P-16 database. These offices have an inventory of core technology that is unsurpassed and have considerable experience managing large databases. The plan of action includes:
1. Building strong working relationships with the participating agencies.
2. Data specification to guide participating agencies in extracting data from their operation systems to meet project requirements.

-- 29 --

FY2001 Accountability Report

3. Cleaning up the data to identify and remedy inconsistencies and problem areas.
4. Modeling of the linking of databases using standard keys that are common across databases (e.g., social security number and institution identification code).
5. Development of linked databases.
6. Deployment of the system using the Windows environment and on CD-ROM for easy distribution to the participating agencies.
7. Using the data to answer specific research questions specified in the RFP.
Currently, databases from all participating agencies have been submitted to ITOS. This includes student databases from OSR, DOE, DTAE, USG and the Student Finance Commission (HOPE scholarship data). Teacher certification data have been transmitted from PSC. In addition PREP data have been added to the student-linked database. Data have been linked across agencies and several model reports have been developed. These reports have linked individual student high school data from the DOE database with student information from DTAE and USG. The types of reports that have been provided include data showing technical and college retention rates for students by type of diploma, race/ethnicity and gender.
ITOS has developed models and demonstrated success in all of the areas specified above. ITOS has developed security guidelines and a Non-Technical Guide to Data Collected for the P-16 Georgia Multi-Agency Linked Student Database.
Reading Consortium
In the spring of 1998, faculty from 12 institutions, classroom teachers, and representatives from the Department of Education, Professional Standards Commission, and Board of Regents came together to form the University System of Georgia Reading Consortium. The purpose of this consortium is to better prepare teachers at all grade levels to strengthen their effectiveness in improving students' level of reading.
In the fall of 1998, the Professional Standards Commission (PSC) approved the Georgia Reading Endorsement developed by the Reading Consortium. The Endorsement is comprised of three strands:
d Understanding Readers and the Reading Process: Emphases include major theories underlying reading and the teaching of reading, current topics and issues in the literacy field and related teaching approaches, and an introduction to past and present literacy scholars and their contribution to the field of reading.
d Linking Literacy Assessment and Instruction: Emphases includes understanding and applying diverse assessment techniques and organizing instruction in light of the analysis of assessment information.
d Instructional Strategies in the Content Areas Across PreK-12: Depending on the teachers' content areas and/or

grade levels, emphases include early reading in the intermediate grades, reading in middle/secondary school, and reading in the content areas.
Courses are delivered through two delivery models: the Summer Institute and Teaching Reading via Distance Learning. Each model emphasizes classroom application and utilizes Web-CT.
The Reading Consortium established the Center for the University System of Georgia Reading Consortium. This center provides opportunities for statewide collaboration among professionals. The mission of the center is to design and promote professional development in literacy instruction for classroom teachers. Goals of the Center are:
d To monitor the effectiveness of the Consortium efforts at improving literacy in the state of Georgia.
d To provide a yearly conference that links statewide participants in reading endorsement programs.
d To increase public awareness and understanding of effective approaches that can improve the reading abilities of all P-12 students in Georgia.
d To conduct and disseminate research on the effective teaching of reading.
d To promote dialogue and collaboration on the effective teaching of reading across consortium members.
Currently there are 14 institutions participating in the delivery of this program. The summer institute completion/enrollment figures have reached 250 and the Distance Learning Model completion/enrollment figures have reached 118.
Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom
In July 1999, the Georgia P-16 Council published Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom by 2006. Based on the belief that the single greatest factor in students' academic achievement is the quality of the teachers who are teaching them, the goals of the plan are to improve teacher quality in order to improve student achievement. A qualified teacher is defined as one who knows all of the subjects he/she teachers and is successful in helping students from diverse groups achieve at high levels.
Georgia's Plan requires tightening the connections among current policies and ensuring that policies are working together. Eight objectives fall under three priorities: 1) reducing qualified teacher shortages and turnover, 2) reforming state teacher certification requirements, and 3) strengthening accountability for teacher preparation by higher education and the public schools. This plan is closely aligned with and moves forward the agenda set forth in the Board of Regents' Principles and Actions for the Preparation of Educators for the Schools, approved in April 1998.
Georgia's Plan provides for the P-16 partners at the state level to work toward an integrated phase-in of all elements of

-- 30 --

FY2001 Accountability Report

the policy framework and ensure that the local schools, colleges, and universities have the resources, support, and assistance to implement current and proposed policies. Because shared responsibility and dedication to specific outcomes is necessary, implementation is managed by a team consisting of Ron Newcomb from the Governor's Office, Jan Kettlewell from the University System, Carolyn Trammel, from the Office of School Readiness, F.D. Toth, from the Professional Standards Commission, Tom Upchurch of the Georgia Partnership for Excellence in Education, and Peyton Williams from the Department of Education.
This management team reports to the Georgia P-16 Council and the Governor's Office, who suggest redirection of the team's work, as appropriate, to ensure satisfactory progress. The P-16 Teacher Quality Advisory Committee of the State P-16 Council serves as the advisory council to the management team. Implementation of Georgia's Teacher Quality Plan is co-directed by Hannah Tostensen and Edward Pajak.
In August 1999, Georgia was awarded a $9.7 million "Title II Teacher Quality Enhancement Program State Grant" from the U.S. Department of Education to support the implementation of Georgia's Plan. This award was the second largest award granted nation-wide.
A call for proposals and invitations to participate was issued in November 1999 to Georgia's Pre K-12 schools, colleges, universities, and partnerships, inviting and encouraging them to apply for the first round of Teacher Quality grants. The focus of the grant program is increased student learning through enhanced teacher quality. The grants provided funds to facilitate needed changes and innovative initiatives in Georgia's educational agencies and institutions. Grantees who made sufficient progress in Year I received additional funding for Year II. Pending the reallocation of funds for Year III, Year II grantees will be eligible for re-application.
The 72 grant recipients funded in Year I:
d Launched academies for school principals and future teachers
d Launched a Business-to-Teaching Consortium to encourage individuals considering second careers to enter the teaching profession
d Provided professional development opportunities for Pre-K and middle school teachers
d Increased collaboration between universities and K-12 schools to improve student learning and the preparation and professional development of educators
d Redesigned programs that prepare school leaders to focus more on the conditions needed to support teacher success in improving student learning
d Established mentoring programs for student teachers, new teachers and those new to teaching in Georgia
d Redesigned teacher preparation programs to ensure that new teachers have sufficient knowledge of the subjects

they are teaching to hold students to high academic standards.
A new request for proposals entitled "Induction of Beginning Teachers" will be issued in the FY01. The purpose of this initiative is to increase university involvement, as well as cooperation between universities and Pre-K-12 schools, in providing support to new teachers during their first two years of employment. The target beneficiaries in the Induction of Beginning Teachers initiative will be universities working in partnership with Pre-K-12 schools.
Priorities for this initiative will be the development of models for mentoring beginning teachers through a collaborative model involving school and university faculty.
A major priority during FY01 has been to tightly link the direction of the P-16 Teacher Quality Plan with the work of the Education Personnel Committee of the Governor's education Reform Study Commission.
Preparing Tomorrow's Teachers to Use Technology (PT3)
In September 1999, Georgia was awarded a $1.85 million Preparing Tomorrow's Teachers to Use Technology State Catalyst Grant from the U.S. Department of Education. The purpose of the grant is to support teacher preparation programs that are integrating modern technologies into the curriculum to meet the nation's Technology Literacy Challenge over a three-year period. The grant was developed under the P-16 umbrella with members of the Department of Education, Professional Standards Commission, Southern Regional Education Board, public and private post-secondary institutions and the University System. The University System serves as fiscal agent.
The project focuses exclusively on one target audience for treatment, field test and evaluation. The target population is the middle grade teacher preparation faculty, pre-service students, and student teachers. In FY00 the four partner institutions (two public and two private) worked collaboratively to meet the project's goals. These institutions adopted and adapted the conceptual design of the Georgia Framework for INtegrating TECHnology: Classroom Module (InTech). This pilot program will: 1) ensure the immediate technology proficiency of all middle grade teacher candidates by implementing middle grade Pre-service InTech; 2) provide post-secondary middle grade faculty technology professional development courses; and 3) allow for collaboration with P-12 and college of education/arts & sciences colleagues to upgrade teacher education curricula and field-test model technology lessons in real-world classroom settings.
Model technology rich classrooms have been constructed on each campus and appropriate software has been purchased in order to implement the goals of the project. Valdosta State University and Columbus State University have partnered with Thomas University and Brenau University, respectively, to provide the necessary training to enable these institutions to "get up to speed" with the InTech model. Triads have been formed from members

-- 31 --

FY2001 Accountability Report

of the education and arts & sciences faculty and middle grade InTech trained teachers.
Georgia's PT3 website went online in December 1999. Middle grades faculty members are in the process of developing and implementing lesson plans utilizing appropriate technology. These "best-practices" lesson plans are posted on the website. The Post-secondary InTech Manual Committee has begun developing an InTech manual for college level faculty. Plans are to disseminate the manual throughout the University System.
The grant has provided funds for two training sessions for higher education institutions and a third is planned for 2001.
Preparing tomorrow's teachers to use technology is externally funded.
Common Core Curriculum in English and Mathematics (DTAE, USG)
Faculty in mathematics from the University System and the Department of Technical and Adult Education have reached agreement on the course content of four math courses for transfer between the two systems (only those courses in DTAE degree programs). The courses are:
d Trigonometry
d College Algebra
d Pre-Calculus
d Introduction to mathematics Modeling.
The recommendations developed by these faculty members have been sent to the USG academic advisory committee on mathematics and to the vice presidents for instruction (DTAE) for distribution to the mathematics faculty.
A similar process is in the works for courses in English.
By January 2001, agreement is anticipated on the course content in both English and mathematics. Then the focus will shift to agreement between the two systems on use of common placement tests.
If agreement on placement tests is reached, a recommendation will be advanced to accept these courses system-wide for transfer between the two post-secondary education systems.

Budget Program

General Appropriation

Lottery Funds

Support to local P-16 councils

$291,000

Professional development and evaluation of progress toward P-16 goals among local P-16 councils 190,400

Georgia P-16 Linked Student Database pilot

150,000

Personnel

160,000

Operating expenses

46,209

Development of the common core

curriculum in English and mathematics

between DTAE and USG

15,600

Funding for institutions participating

in the Reading Consortium to support

implementation of the Distance Learning

delivery of courses to strengthen current

teachers' knowledge and skills in the

teaching of reading (an additional

$80,000 from the Teacher

Preparation Initiative)

100,000

Computing and related equipment

80,000

Totals:

$853,209

$180,000

These state funds have made it possible for the University System to generate $4.5 million in external funds for work of the state and local P-16 councils for FY 2001.

-- 32 --

FY2001 Accountability Report
8. The Next Step - Taking Graduate Education to the Next Level
Appropriated: $3,887,370 (FY97); $4,015,968 (FY98); $4,015,968 (FY99); $4,121,383 (FY2000); $4,121,383 (FY01)
The goals of this initiative are: g improving the quality of the University System's research universities; g strengthening selected graduate programs; g strengthening the Historically Black Colleges; g strengthening links between the System's institutions; and g contributing to the State's economic development. Coordinator: David M. Morgan, assistant vice chancellor, Academic Affairs: email address: dmorgan@mail.regents.peachnet.edu Initiative Update:
Programs are under way at Albany State University, Fort Valley State University, Georgia State University, Georgia Tech, the Medical College of Georgia, Savannah State University, and the University of Georgia. These programs are: Medical College of Georgia Project: Inter-Institutional Biomedical Graduate Program Funding: $612,370 (FY97); $162,000 (FY98); $650,000 (FY99); $174,269 (FY00); $174,269 (FY01) Program Narrative: I. MCG Education Priority - goal 2: This year's funding of $166,709 allocated for the inter-institutional biomedical graduate
program was used to continue the operations of the University System-wide M.D./Ph.D. program. This funding was used for eight stipends, $18,000 each, half the salary and fringe benefits of the Program Administrator, $17,166 and the remaining for student travel, recruitment, and operating expenses. The majority of the graduate program participants received their undergraduate degrees at universities in Georgia. II. MCG Education Priority B goal 4: The program administrator, Rebecca Click, maintains a worldwide website for the program, which contains links to biographical and research program information on the entire faculty who are participating in the program at the four campuses. The four campuses are: Georgia Institute of Technology, Georgia State University, the University of Georgia, and the Medical College of Georgia. Last year, ten people interviewed for the M.D./Ph.D. Program and four slots were filled. III. M.D./Ph.D. Program Representatives have attended recruitment functions at Emory and Morehouse and Spelman colleges and UGA in the month of October 2000. Three students have interviewed for academic year 2001, and both the School of Medicine and the M.D./Ph.D. program have accepted one of the students. Two current MCG students have expressed an interest in the program. M.D./Ph.D. students in the IMMAG attended the IMMAG Retreat in October and two of them won awards. Two M.D./Ph.D. students also won awards at the MCG Graduate Student Research Day in October. Two students are scheduled to present posters in San Francisco at the Cell Biology 2000 Annual Meeting in December and one student is scheduled to present a poster in Orlando at Experimental Biology 2001 in April. One student successfully defended in May 2000 and three students have passed their second exams and have been accepted for Ph.D. candidacy
-- 33 --

FY2001 Accountability Report

Medical College of Georgia
Project: Institute of Molecular Medicine
and Genetics, Core Facilities
Funding: $650,000 (FY97); $650,000 (FY98);
$650,000 (FY99); $687,003 (FY00);
$687,003 (FY01)
Program Narrative:
Basic cellular processes (like gene manipulation, gene transcription, intracellular protein, membrane traffic regulation, signal transduction machinery, and cellular differentiation) are considerably more complex than had been assumed by past research. Accordingly, the ability to identify and ultimately manipulate the functional components underlying diverse cellular functions requires an interactive set of colleagues with multiple interests and distinct methodological approaches.
These interdisciplinary laboratories are organized around particular thematic programs by groups of collaborating investigators who come from diverse backgrounds, in terms of training and research experience. These investigators are supported by core research facilities that include state of the art equipment and information processing capabilities. The vast array of available methodologies, instrumentation, and potential strategies is beyond the expertise of any one investigator. Hence, core facilities are critical to the success of multi-disciplinary and sophisticated approaches to molecular research projects. These core facilities help to recruit new scientists, train M.D.-Ph.D. students and enhance postdoctoral training.
This initiative provides the skilled technical personnel to operate research equipment funded from public and private sources in the following core facility areas; Molecular Biology/Gene Chip, Cell Imaging, Electron Microscopy/Histology, Transgenic Zebrafish, Transgenic Mouse, Embryonic Stem Cell, Cytofluorimetry (Cell Sorting), Cell Production, and Molecular Morphology/Pathology. A new Mass Spectrometry/Proteomics Core Facility will be established in FY 2001.
Funds from this initiative are necessary ingredients for the continuing development of the research enterprise at the Institute of Molecular Medicine and Genetics, the flagship for biomedical research at MCG. In FY 2001, funds provided from this initiative will be used to continue to support and expand the services provided by the core facilities administered by the Institute. As the flagship for the renaissance of the biomedical research enterprise at MCG, the Institute has a special responsibility to ensure that the core facilities continue to provide state-of-the-art technical services to all of MCG and other researchers in the state of Georgia. Specifically, funds for FY01 will be used to continue to support operating/personnel costs, to replace and service existing equipment, and to expand existing services by purchasing new equipment.

Program Accomplishments and Update:
Mass Spectrometry/Proteomics Core - The Mass Spectrometry/Proteomics core will be equipped with a QTOF mass spectrometer, a MALDI-TOF mass spectrometer, and other accessories. It is complementary to the Molecular Biology Core and is devoted to the structural analysis of proteins, glycoconjugates, and other biomacromolecules. The services provided include the following: a) identification of unknown proteins and glycoconjugates based on exact molecular masses, b) structural analysis of oligosaccharides, glycoproteins, and glycolipids, c) sequencing of proteins /glycoproteins and identifying the site and type of post-translational modifications, and d) determination of non-covalent interactions between proteins, proteins-carbohydrates, proteins-nucleic acids, carbohydrates-nucleic acids, and other complexes.
Cell Production Core Facility - This new core facility was established effective 7/1/00. It provides MCG investigators with the advantage of existing facilities and equipment, quality control over reagents, and economies of large scale purchasing. The goal is to help investigators overcome barriers in the area of cell culture. Services have been extended to include protein overexpression. This core facility is directed by Dr. Mark Anderson and is managed by Ms. Nancy Miller.
Molecular Biology Core - The Molecular Biology Core Facility (MBCF) is administered through both the Department of Biochemistry and Molecular Biology and the Institute of Molecular Medicine and Genetics. The MBCF offers DNA synthesis, DNA sequencing, Mass spectrometry, Peptide synthesis and Peptide sequencing. The core facility has increased to five personnel. During the past fiscal year our DNA sequencing has remained constant and DNA synthesis increased slightly. The peptide synthesis has also increased slightly. The protein sequencing remains underutilized. The facility offers mass spectral analysis on all synthetic peptides. The Affymetrix gene chip analysis system was purchased, which is completely operational. The instrument allows for measuring the changes in expression of RNA synthesis in up to 12,000 genes simultaneously. The instrument has been well received by the faculty, and experiments are being performed for individuals both on and off campus. The core facility has analyzed over 100 chips in the last five months.
Imaging Core - The imaging core was established in 1997 and is housed on the second floor of the Sanders Research and Education building. The core is directed by Dr. Steven Vogel and managed by Dr. Boris Baibakov. This facility currently maintains and offers training and access to six basic imaging resources. A Zeiss 510 NLO multi-photon microscope, a Molecular Dynamics confocal microscope, Two Zeiss fluorescent microscopes with grayscale (Photometrics) and color (Spot-II) cooled CCD cameras, an Eppendorf microinjection device attached to an inverted Zeiss microscope, and a Delta vision wide-field deconvolution microscope. The core also has Silicon Graphic,

-- 34 --

FY2001 Accountability Report

Macintosh, and Windows NT based computational capabilities for data processing, analysis, deconvolution, and presentation. The facility is well equipped to image fluorescent probes for co-localization and 3D reconstruction. Optical sections can be generated by multiphoton microscopy, confocal microscopy, or by wide field deconvolution microscopy. The Core is also well equipped for documenting 2D and 3D dynamic changes in living cells such as ion fluxes, pH changes, or membrane trafficking. A state-of-the-art multiphoton imaging system was designed specifically to produce fluorescent images from deep in living cells and tissues and has been used to image living zebrafish, sea urchin eggs, parietal cells, T-cells, skeletal muscle, and hippocampal neurons. A fee-for-service policy is in place on four of the six microscopes. The imaging core facility has been utilized by members of six departments and two academic centers at the medical college as well as by a biotechnology company based in Athens, Georgia, and researchers from Emory University and the University of South Carolina. Data generated in the imaging core has been published in several academic journals including Science, the Proceedings of the National Academy of Science (USA), the Journal of Cell Biology, the Journal of Cell Science, and the Journal of Biological Chemistry.
Electron Microscopy/Histology Core - The electron microscopy and histology core facility is housed on the sixth floor of the VA Medical Center and continues to be staffed by two technicians, one full time and one part time. Services of the core have been augmented with recent training of the head technician in sectioning of clinical sample cells embedded in methacrylate. The laser capture microdissection microscope workstation is now fully functioning and is available under the direction of Dr. Jeffrey Lee of the Department of Pathology and the IMMAG. Investigators have been successful in obtaining microdissected samples for production of mRNA and are developing technologies for the use of microdissection RNA in the probing of gene microarrays. The instrument is now available to all MCG investigators on a feefor service basis in collaboration with the core personnel. Over the past six months, the facility processed 40 specimens for electron microscopy yielding over 200 thin sections. Over 300 specimens have been processed for conventional microtomy with over 2000 sections cut and over 1200 hematoxylin and eosin stained slides. Presently 20 percent of the core's work comes from investigators outside the Institute.
Transgenic Zebrafish Core - The MCG transgenic zebrafish core was established by Dr. Shuo Lin and has been fully operational since 1996. The work being done there has attracted national and international attention and a number of articles have been published reporting transgenic zebrafish from this facility. The zebrafish core currently has three NIH grants (PI: S. Lin) that support the transgenic-related work. Since FY 1999, a fee-based service has been established. The facility has provided academic researchers, industries and museums transgenic zebrafish for various uses. It has also played a positive role of promoting the formation of a biotech start-up company in Georgia.

Molecular Morphology and Pathology Core (formerly Transgenic Analysis Core) - This core's initial mission was to establish a facility for phenotypic morphologic analysis of mice, avians, and fish. It has now become the centerpiece of a much larger institution-wide initiative; the Biological Systems Analysis Consortium led by the new Vice President for Research, Dr. Matthew Kluger. The Biological Systems Analysis Consortium consists currently of five components: Molecular Morphology/Pathology, Cardiovascular Function, Immune Function (murine), Biotelemetry and Neuroscience/Excitable Cells. These components will be altered in response to perceived need. The Core is now a component of the larger Biological Systems Analysis Consortium providing molecular morphology and pathology. In spite of advancing knowledge about the functions of individual genes, manipulation of a single gene leads to unexpected phenotypic changes. These changes can provide valuable information about the function of the altered gene. Frequently, the individuals who have the expertise to produce animals with targeted mutations do not have the skills necessary for analysis of the resulting phenotype and outside help must be enlisted. The Medical College of Georgia in collaboration with the Veterinary Pathology Department at the University of Georgia offers the only fee-for-service facility providing complete analysis of genetically altered mice, chickens and fish in the world. The molecular morphology and pathology core lab is housed on the 4th floor of the Interdisciplinary Research Center and is fully equipped for high volume morphological analysis at several different levels based on the clients' needs. The core is directed by Dr. Margaret Kirby and is managed by Mr. Rennie Wolfe. A state-of-the-art telecommunications station links the facility at MCG to the Veterinary Pathology Department in Athens in order to share visual images and information. The facility is fully operational and offers a variety of services. This core facility began billing for services in February 1998. A description of services offered as well as pictorial samples of work produced by the Core can be seen in a color brochure or e-mailed by contacting: rwolfe@mail.mcg.edu . The Core's off-campus client base includes: Princeton University, Department of Molecular Biology; University of Alabama at Birmingham, Department of Cell Biology, Cystic Fibrosis Research Center; University of California San Diego, Biology Department; and the Veterans Administration (Augusta, Georgia) Departments of Neurology, General Psychiatry and Neurobiological Psychiatry Research. On the campus of MCG, the core has provided services to the following departments: Department of Cellular Biology and Anatomy, Clinical Pharmacy, Department of Physiology and Endocrinology, Department of Ophthalmology, Department of Surgery-Plastic Surgery, Department of Surgery-Urology and the Vascular Biology Center as well as investigators within the Institute of Molecular Medicine and Genetics.
Transgenic Mouse Core - The MCG Transgenic Unit was established by Dr. Andrew Mellor, and created after extensive refurbishment of animal holding facilities in the Research and Education building. The Unit is fully barriered with an independent air-handling unit designed to protect

-- 35 --

mouse-breeding colonies from common pathogens. Breeding colonies to generate mice for oocyte and blastocyst production and their fostering after genetic manipulation were achieved by the end of 1997. Dr. Levent Keskintepe is now the director for the Transgenic Mouse and Embryonic Stem Cell Core. The facility and program are accredited by the American Association of Laboratory Animal Care (AAALAC), is a registered facility with the United States Department of Agriculture, and has an OPRR Assurance Statement (A-330701; dated July 10, 1990) on file. To date, a total of 83 new lines of transgenic mice have been generated and collaborative work among UGA, the University of Maryland, Purdue University and MCG has been inaugurated. The ability to produce new lines of transgenic mice has been a major factor in attracting new investigators to MCG. Due to the presence of the facility a substantial grant donation has been received from the Carlos and Marguerite Mason Trust, which will partially support this facility in addition to research on animal models of human disease. After the pilot experiments in 1998 to establish cryopreservation of mouse gametes the unit has already started to cryopreserve mouse embryos and sperm to secure valuable mouse colonies. The Unit increased blastocyst production in early April 1998, and the first mice carrying genetically induced mutations were born in May 1998. Current collaborative efforts have extended to UGA, Emory University, Purdue University, University of South Carolina, Xtytex Corporation, and Metamorphix Inc.
Embryonic Stem Cell Core - This facility functions with the transgenic mouse core to provide gene-targeting services to investigators. Gene targeting in embryonic stem cells is used to produce mice with specific engineered genetic modifications, allowing researchers to study gene function in the context of the whole organism. The facility is under the direction of Dr. Levent Keskintepe. Drs. Brian Condie and Nancy Manley serve in an advisory capacity for faculty who wish to have a mutant mouse produced. Karen Norris, Suzanne Morris, and Nurgun Kose provide technical support for the facility. In 1998, the facility-supported investigators by providing mouse embryonic fibroblast cells, embryonic stem cells, and embroid bodies. Efforts to generate a chimeric mouse were intensified, and the first genetically altered mouse was produced in September 1998. Since then, the unit has produced three new knockout lines for Investigators at MCG. Eighty-four chimeras were generated in 1999 and 36 of them are currently in breeding. The ES Cell Core completed 12 electroporations in 2000.
Cytofluorimetry Core Facility (FACS Core Facility) - The FACS Core facility, supervised by Dr. Meral Keskintepe and directed by Dr. David Munn, consists of four Becton-Dickinson flow cytometers: a FACS Vantage for cell sorting and three FACS Caliburs for three- and four-color analysis. Drs. Keskintepe and Munn provide training, methods development, advice and technical assistance for investigators using the cytometers. The FACS-Caliburs is available to all MCG investigators after attending a brief training course. Dr. Keskintepe has currently trained over 40 postdoctoral fellows and graduate students in the use of the machines. The

Accountability Report analyticalFiYns2t0ru0m1ents can be used to analyze complex cell
populations stained with up to four monoclonal antibodies linked to fluorochromes, or to analyze DNA content and cell death via apoptosis. The FACS-Vantage can be used to physically sort cell populations based on immunofluorescent labeling, or expression of transgenic fluorescent protein markers such as GFP. Analysis software is also available to users on five off-line computers. Use of the cytometers is charged on a fee-for-service basis, with a fee structure significantly more competitive than that charged at comparable facilities at other institutions. Both FACS Caliburs and FACS Vantage receive heavy use; currently the facility is used by 32 principal investigators from within the Institute and from various other departments on campus (IMMAG, Biochemistry & Molecular Biology, Pharmacology & Toxicology, Cellular Biology & Anatomy, Surgery & Neurosurgery, Pathology and School of Dentistry). Data from the facility have appeared in numerous publications from MCG.
Savannah State University
Project: Special Initiative funding
for Graduate Education
Funding: $150,000 (FY97); $150,000 (FY98);
$154,962 (FY99); $159,003 (FY00);
$159,003 (FY01)
Program Narrative:
This initiative funds faculty positions in the MSW and MPA programs. Extra funds are used to fund graduate assistants for both programs. The University's wise use of the funds has enabled the two graduate programs to focus on accreditation by their respective professional accrediting bodies, as well as re-accreditation by the Southern Association of Colleges and Schools in March, 2001.
On February 14, 2000, the CSWE accredited the MSW program for four years. The successful review is the result of a four-year self-study process that included a feasibility study in 1995, admission to candidacy in 1996, three Commissioner visits in 1996-1998, and a site team visit in 1999. The special graduate funding provided by the Board of Regents ensured that the graduate program in Social Work could meet the high standards for accreditation. Since receiving its accreditation, the number of applicants to the MSW program has increased by 50 percent, and a part-time program has been added to meet the growing demand and community needs for trained social work professionals.
On August 30, 2000, the Master of Public Administration Program submitted its application for peer review and Self-Study Report to the Commission on Peer Review and Accountability (COPRA) of the National Association of Schools of Public Affairs and Administration. The full commission reviewed the application and Self-Study Report at its annual meeting in Richmond, Virginia in October, 2000. At this point, the MPA faculty and staff are waiting to receive the report from the Commission's review of its self-study document.

-- 36 --

FY2001 Accountability Report

The Next-Step funding has also been an important source of funds to attract and retain the most promising graduate students to the Social Work and Public Administration programs. Since the initial funding of the SFI in FY97, four students who received graduate assistantships from the Special Initiative funds have gone to Ph.D. degree programs (North Carolina State University, Florida State University, Texas Southern University, and Northeastern University). Two of these students have completed all course work and are now writing their dissertations.
Further, in the current fiscal environment, the funds provided under the Special Initiative for Graduate Education have been particularly important in augmenting the operating budgets of the MSW and MPA programs. The funds have been used to provide travel for faculty development and field supervision of graduate students.
Georgia Institute of Technology
Project: Nanotechnology
Funding: $1,575,000 (FY97); $1,575,000 (FY98);
$1,627,103 (FY99); $1,669,813 (FY00);
$1,669,813 (FY01)
Program Narrative:
During FY01 the nanoscience and nanotechnology program has been expanded and enhanced in order to position Georgia Tech at the forefront of national and international work in this area. A major portion of new funds for this initiative has been allocated to support faculty in several different departments with a focus in nanoscience and nanotechnology. Significant strides have been made in the development of a world-class capability in the study of nanostructures and the application of this new knowledge in the development of significant new very small devices for a variety of applications. The Georgia Tech Center for Nanoscience and Nanotechnology has been created. This Center includes research faculty from engineering, sciences and computer sciences. The first Georgia Tech Conference on Nanoscience and Nanotechnology took place at Georgia Tech in October 2000 to bring together researchers from around the country. In addition, Georgia Tech continues a leadership role in materials/nanoscience/nanotechnology workshops with Oak Ridge National Laboratories, the University of Virginia, the Virginia institute of Technology, North Carolina State University, Florida State University and the University of Tennessee. The micoelectronics laboratory in the MIRC building has been enhanced with additional clean room space and the acquisition of equipment necessary for the fabrication of these devices. The remaining funds will be used to add new faculty in mechanical engineering to augment efforts in MEMS and BIOMEMS technology. During the past four years the faculty associated with nanoscience and nanotechnology have been awarded approximately $36 million in grants and contracts. Shown below is the schedule of how the funds have been spent on the graduate initiative in nanotechnology. The majority of these funds have been allocated to add new faculty in several different departments, whose

focus is in the area of nanotechnology.

The list of faculty involved in this initiative is shown below along with their salaries and schools:

Name

School

Salary

DeHeer

Physics

$117,913

Chapman

Physics

62,210

Sa'de Melo

Physics

61,794

Schatz

Physics

61,391

First

Physics

66,193

Trebino

Physics

115,487

You

Physics

63,584

Zhang

Chemistry

59,622

Hess

Chemical Engineering 143,000

Total salaries:

$751,194

In addition, these funds will be used to support approximately 50 percent of Tom Gaylord's salary in electrical and computer engineering as his work is in the mainstream of applications of nanotechnology. Also, $500,000 per year is being used to meet cost-sharing commitments in the Microelectronics Research Center. The remaining $384,488 will be directed toward meeting remaining commitments for nano faculty start-up equipment.

Georgia State University Project: Strengthening the Interdisciplinary Approach to Policy Dialogue and Research Funding: $225,000 (FY97); $225,000 (FY98); $225,000 (FY99); $233,544 (FY00); $233,544 (FY01)

Program Narrative:

Faculty positions that have been supported include two joint positions between Economics and Public Administration and Urban Studies in the Andrew Young School of Policy Studies (AYSPS) and a joint position between Economics and Social Work in the College of Health & Human Sciences (CHHS). Contributions by these faculty members include articles about measuring school quality and external benefits of education, holding schools accountable, contractor management of public schools, how families choose schools, and the effects of school choice. A faculty member currently serves on the staff of the accountability panel of the Education Reform Commission of Governor Roy Barnes. Another faculty member is engaged in research focused on the relationship between health and labor market choices for various sectors of the population, including workers in their 50s and 60s as well as patients with potentially terminal illnesses. In addition, this faculty member is involved in an evaluation of PeachCare, Georgia's health insurance program for children. The third faculty member teaches courses in economics for public policy, nonprofit administration, and entertainment

-- 37 --

FY2001 Accountability Report

economics. He has published articles on issues regarding consumer demand for non-profits, strategic management in the entertainment industry, and the relationship between philanthropic giving and government funding.
Georgia State University
Project: Atlanta Teacher Education Co-reform
Funding: $225,000 (FY97); $225,000 (FY98);
$225,000 (FY99); $233,544 (FY00);
$233,544 (FY01)
Program narrative:
A math educator, a science educator, a social science (history) educator and an English educator have been hired in the College of Arts & Sciences to provide a greater liaison with the College of Education (COE) in teacher preparation. Several faculty members whose primary responsibility is interaction with a partner school have been hired in COE. The Middle-Secondary Education and Instructional Technology department has initiated Alternative M.Ed. programs in mathematics education and science education for teachers with provisional certification in these high demand areas. The Literacy Scholars program based at Walden Middle School, a partner school was awarded the A-Plus Award for Innovative Collaborative Programs. This Literary Scholars program involves faculty from Georgia State teaching reading on site to prospective teachers, current teachers, and middle grade students.
Fort Valley State University
Project: Establish an Agricultural Experiment Station
and An Extension Program
at Fort Valley State University
Funding: $300,000 (FY97); $300,000 (FY98);
$309,925 (FY99); $318,00 (FY00); $318,000 (FY01)
Program Narrative:
The purpose of this project is to establish, in cooperation with the University of Georgia, an agricultural experiment Station and Cooperative Extension Program at Fort Valley State University.
FY97 - Interim FY00 (August) activities continue under this project. Likewise, work under the initial project continues to be focused on production systems and market options for selected agronomic and horticultural crops and cropping systems and on production, processing, and utilization of small ruminants as food sources. Resources continue to be allocated to the food science component of the small ruminant program and are supportive of animal selection (species) studies, product development, food quality, and food safety. Four positions have been established to carry out this work. Those are: extension animal scientist, food microbiologist, food scientist, and animal scientist.
Further undergirding the establishment of an Agricultural Experiment station and an Extension Program at Fort Valley

State University has been the development of a state-wide Research and Extension Plan of Work for FY00-04, which was approved by the United States Department of Agriculture/Cooperative State Research, Education and Extension Service (USDA/CSREES). This plan outlines five specific goals for the joint efforts of Fort Valley State University and The University of Georgia research and extension (outreach) programs to provide Georgians:
f An agricultural production system that is highly competitive in the global economy;
f A sage and secure food and fiber system;
f A healthy, more well nourished population;
f Greater harmony between agriculture and the environment; and
f Enhanced economic opportunities and quality of life.
Each of the above goals has built in accountability measures which include: a statement of issue, a performance goal, output indicators, income indicators, program proponents, internal and external linkages, target audiences, program duration, allocated resources, and an identification of existing educational and outreach programs.
In furtherance of the overall goal and inclusive of previous funding for this project, land-grant matching funding has been allocated to the research and extension functions to further focus and put into operation the Center of Excellence in Small Ruminants and enhance educational outreach, technical assistance, and technology to citizens and rural communities in Georgia. Additional funding is being allocated for new research/extension support personnel (molecular biologist, physiological chemist, and research biometrician), operational cost of the Center of Excellence and developing a Technology Development and Transfer Center (concept), a Mobile Technology Laboratory, related equipment, and travel.
Specific (but not all encompassing) updated accomplishments include:
f Research and product development utilizing the small ruminant as a food source;
f Education and technical assistance to the goat and sheep industry through direct contact with the Georgia Dairy Goat Breeders Association, the Georgia Sheep and Wool Growers Association, and the Goat and Sheep Commodity Committee of the Georgia Farm Bureau;
f Developed specialty product labeling for small ruminant meat and milk products;
f Provided in-service training for small plant owners and professional extension agents; and
f Provided day-to-day educational outreach in some 40 plus headquarter and multi-county offices.

-- 38 --

FY2001 Accountability Report

University of Georgia
Project: College of Pharmacy
Funding: $150,000 (FY97); $150,000 (FY98); $150,000 (FY99); $158,970 (FY00); $158,970 (FY01)
Program Narrative:
Funding continued to enhance the Doctor of Pharmacy degree program, including further expansion of statewide training sites for clinical clerkships. The half-time regional program director position in Savannah was upgraded to a full time position. A temporary faculty member was hired in Athens to develop the College's Wellness Clinic as an experiential site for students. Upgrades in the GSAMS room enhanced instruction both on campus and in distance education and enhanced communication with students off-campus.
University of Georgia
Project: Graduate School Assistantships
Funding: $100,000 (FY97); $100,000 (FY98); $100,000 (FY99); $106,001 (FY00); $106,001 (FY01)
Program Narrative:
During FY01, these funds were added to the graduate assistantship budget and used to award additional highly competitive University-wide graduate assistantships, bringing superior students to UGA's graduate programs.
University of Georgia
Project: Enhancement of Selected Graduate Programs
Funding: $200,000 (FY97); $200,000 (FY98); $200,000 (FY99); $212,118 (FY00); $212,118 (FY01)
Program Narrative:
This project has permitted significant enhancement of graduate programs in four units of the University of Georgia -- the College of Family and Consumer Sciences, the College of Journalism and Mass Communication, the School of Social Work, and the College of Veterinary Medicine. To date six positions have benefited from these funds. New disciplines and new courses have been added to the graduate curricula available in these units. The occupants of these positions have secured extramural funding for research and for subsidy of graduate students. The stature of each program has been elevated, since these faculty are highly productive -- not only in grants but in journals, books and in national and international meetings. In the case of the School of Social Work, distance learning improvements funded by this project have materially enhanced graduate instruction. In the College of Journalism and Mass Communication, media writers and graduate students have become more sensitive to issues of gender, race and class. In the College of Family and Consumer Sciences, programs of the Department

of Child and Family Development have benefited, as have courses in the interdisciplinary Center for Gerontology. The College of Veterinary Medicine has reinforced programs in anesthesiology and dermatology, and has added nuclear scintigraphy/radiology with the assistance of this project.
Albany State University
Project: Strengthening Graduate Education
through the Achievement or Reaffirmation
of National Accreditation
Funding: $150,000 (FY97); $150,000 (FY98);
$154,962 (FY99); $159,030 (FY00);
$159,030 (FY01)
Program Narrative:
Albany State University's Graduate School, in collaboration with the Colleges of Arts and Sciences, Business, Education and Health Professions, used approximately 40 percent of the FY01 Graduate Initiative Funds to support ten assistantships for graduate students, who are primarily parttime and who are assisting faculty with special projects in the four colleges and the graduate school. A second priority in the use of the funds during the 2000-2001 academic year was the support of general accreditation activities, including accreditation fees, dues and membership fees for relevant accrediting bodies. Faculty in the Colleges of Health Professions and Education focused their efforts on preparation for and maintenance of accreditation; the College of Business was admitted to candidacy for AACSB accreditation, a major step toward the achievement of its second national accreditation; and the College of Arts and Sciences MPA Program initiated plans for achievement of NASPAA accreditation. Funds were also used for advertising and recruitment to increase enrollment in the university's graduate programs. As in the past several years, too, funds were used to acquire equipment and software to support and increase graduate faculty research, and the graduate school awarded small research grants to faculty to promote or assist in the completion of research projects and publications. Some funds supported professional consultants in the Colleges of Business and Health Professions and the continuation of site licensing for SPSS-PC on the ASU campus. Support was also provided for publication of the College of Education Journal of Educational Leadership and the Journal of Southwest Georgia History and the Journal of Public Administration and Issues in the College of Arts and Sciences. Funds were used to strengthen instructional development activities and to provide opportunities for faculty development and travel to select professional conferences. Library holdings for the university's graduate programs were also enhanced.

-- 39 --

FY2001 Accountability Report
9. Patterns of National Excellence and Program Collaboration Awards
Appropriated: $4,300,000 (FY96); $4,274,731 (FY97); $4,241,849 (FY98); $4,241,849 (FY99); $4,300,000 (FY00); $4,300,000 (FY01)
The goals of this initiative are: g in FY96 to redirect 18 percent of new formula funding on a competitive proposal basis under two general categories:
National Patterns of Academic Excellence and Program Collaboration; g develop programs that go beyond the traditional parameters of research and scholarship; and devise, plan and implement
creative and unique approaches to creating educational programs which should result in nationally recognized academic achievement and service; and g develop programs that meet state needs through collaborative efforts that are effective and efficient. Coordinator: David M. Morgan, assistant vice chancellor, Academic Affairs: email address: dmorgan@mail.regents.peachnet.edu
Initiative Update: In FY96 the University System, for the first time, held a competitive grants process to solicit proposals from institutions
for innovative projects with two different thrusts: collaboration and national patterns of excellence. The Board of Regents hoped that this special funding, reallocated from regular state funding, would encourage institutions to focus on the two of the board's most important goals: increased efficiency and effectiveness resulting from collaborative efforts within and outside of the University System and enhancing excellence among institutions by raising program quality to the next level. Based on System assessments, each of the following projects continues to make a significant contribution toward raising program quality in the state, as specified below.
National Patterns of Excellence
Floyd College American Sign Language Immersion Training Program for Interpreters Appropriated: $113,000 (FY96), $100,000 (FY97), $100,000 (FY98), $100,000 (FY98), $100,000 (FY00), $100,000 (FY01)
The purpose of the establishment of the American Sign Language Immersion Training Program for Interpreters (ASL ITPI) at Floyd College was to utilize new technology to meet the tremendous need for training of qualified persons to serve as interpreters for persons who are deaf, particularly in educational and agency settings. The original funding was for $313,000 over a three-year period to establish the training program beginning in July of 1995. A Director was hired in October of 1995 and classes began in January of 1996. The program was designed to have two tracks: a one-year track leading to a certificate of completion of the ASL ITPI, or a two-year track that added additional courses to the ASL ITPI curriculum to earn the A.S. degree in Human Services, Interpreter Training Option.
Upon receipt of applications to the program, it was determined that the majority of applicants were non-traditional students who were seeking the training to better their positions or to seek new positions as interpreters for persons who are Deaf. An original requirement of the program was that students would spend at least one quarter in residence at the dormitory that houses the students who are deaf or hard of hearing that attend Floyd College, a dormitory operated by the State Division of Rehabilitation Services. It was soon determined that the ASL ITPI applicants would not be able to meet this criteria since many were married and had families, and some also were working full-time and going to school full- or part-time. This requirement was changed to desired but not required. In addition, the original proposal required that students spend 300 hours per quarter in communication with persons who are deaf. After careful consideration, this amount was reduced to 210 hours to comply with students' already busy schedules and the awarding of appropriate credit for these laboratory hours according to
-- 40 --

FY2001 Accountability Report

the guidelines of the institution. It was also noted during the first year that two courses had been designed as three-credit hour courses and should have been five-credit hour classes, and this was taken to the Curriculum Committee and the faculty and they were approved to be changed.
During the first year, hardware, software, print and video supplies were purchased and utilized by the students in every class. A laboratory was set up exclusively for use by the ASL ITPI students, and in this lab were placed four Macintosh computer systems that were connected to laser disc players, along with a complete set of BurtonVision discs, an innovative sign language learning program. This lab is used by ASL ITPI students at their leisure and is required for some of the classes. An additional back up Macintosh system is housed in the director's office. An extensive library of print materials and videotape and CD-ROM materials was also established in the director's office, and students frequently check out these materials to use for classes. In addition, the library at Floyd College purchased over $10,000 worth of ASL and interpreter-training materials from their budget at the director's suggestion during the first year of the program.
One flaw in the establishment of the ASL ITPI is that students are required to be fluent in ASL prior to admission to the program. The Sign Communication Proficiency Interview, (SCPI), a tool for measuring communication ability in sign language, is offered quarterly at no cost to applicants. The director and one other staff member, as well as local persons in the community, have been trained and certified in this system, and these community volunteers donate their time to give and evaluate the interviews. Reciprocally, the ASL ITPI also donates interviews and rates SCPI's for others outside the applicant pool for the program, at the request of these schools or agencies. Because the requirement of fluency (a rating of "intermediate" or above) is required, this limits the number of applicants to the program. Persons desiring to be trained as interpreters from one language to another must be fluent in both languages, and therefore, these skills must be acquired before beginning the ASL ITPI. Persons usually acquired these skills from other classes or from persons who are deaf. Floyd College traditionally had offered two basic communication classes in ASL, but these were generally not enough to acquire fluency in the language. Therefore, the director proposed an additional two classes, and the curriculum committee and faculty approved these two classes to give Floyd College a four-course ASL sequence leading to admission to the ASL ITPI. This allowed Floyd College to now offer a feeder program into the ASL ITPI, a factor that had been missing in the original design.
The Spring semester of 2000 added three more students, and sites were added in Toccoa and Warner Robins, joining the present sites in Augusta, Columbus, Atlanta, Savannah and Rome. ASL II was broadcast to Jesup and Carrollton, as well as the class in Rome, with Greg Reese returning as instructor. There were a total of 13 students enrolled in ASL II.
Summer semester of 2000 brought the return of

Rebecca Mullins as the instructor for the two theory courses, and she taught them over GSAMS for the first time. Some students had completed all of the courses by summer, or had dropped from the program, so while there was a drop of three students, overall 20 students remained in the program. Greg Reese continued as the ASL III instructor, and there were 12 students in this class, continuing to broadcast to Jesup and Carrollton. At the end of the semester, Reese advised that he would be unable to continue as instructor in the fall.
The fall semester of 2000 brought a new instructor to the ASL ITPI, Benje Estes, a native speaker, a graduate of Gallaudet University and is the husband of instructor Dinah Estes. He took over the instruction of the ASL Vocabulary class, and the Tuesday schedule was altered somewhat so that both this and the English to ASL class were taught on the same night. Carla Berghult was hired to replace Greg Reese, teaching the ASL I and IV classes, which continued to be broadcast to Jesup and Carrollton. She has a degree in education and works full-time as instructor for students who are deaf in Bartow County, and she is a native speaker. She has been a very positive addition to the stable of instructors. The ASL I class enrolled more students than ever before, 15, and the ASL IV class also had more students than ever before with a total of 10.
Twelve SCPI evaluations are being done today for admission to the program in January. These interviews will be rated the next week and admission will be determined if the rating received is "Intermediate" or above.
The original plan for measuring effectiveness was to see how many students entered the program versus how many students secured national certification or full time employment as interpreters after completing the program. National certification is costly and requires many more years of field experience prior to testing. It is the goal of all of the students to one day pass the national certifying examination. In the meantime, graduates are securing valuable experience as interpreters in the field as they strive toward the goal of national certification. To date 20 students have graduated from the program. All students are now working full-time as interpreters, and 11 additional students completed the degree in human services. An additional 12 students have completed the requirements of the program and are now working as interpreters, while at the same time seven students are completing the requirements of the degree. Ten students have taken some of the courses of the program and may return to complete the program at a later date. Therefore, of the 15 students who have completed the program, 14 (81 percent) have been hired as interpreters, above the 80 percent required in the plan to measure effectiveness. Three students have passed the rigorous state Quality Assurance testing and have been granted the privileges of this screening by the state Georgia Registry of Interpreters for the Deaf. Several are presently studying for the national certification test by the Registry of Interpreters for the Deaf.
The budget of the program was $113,000 the first year,

-- 41 --

FY2001 Accountability Report

and $100,000 for each of the subsequent years. The program can be acceptably continued with the same allocation of $100,000 per year, divided into an anticipated $78,000 for salaries and $22,000 for annual operating expenses.
The mailing list now contains over 640 names, and these persons are sent updates three times per year on deadlines for application and scheduling of the SCPI. Several school systems are sponsoring or have expressed an interest in funding students in the program, and this will lead to more highly qualified interpreters in the schools and the agencies in which interpreters find employment. In the year 2003, all working interpreters in the Georgia Department of Education will be required to be quality assurance screened and passed in both areas of interpreting and transliterating in order to work as interpreters in Georgia schools. This new ruling from the state has shown increased interest in the program since its announcement last year. The director has also been involved on a committee with DOE to help establish a four-year degree program in interpreting at Valdosta State University, which is began classes in the Spring of 2000. Some of these classes will also be available over distance education through GSAMS.
The objective of the ASL ITPI at Floyd College from the beginning has been consistent: to provide highly qualified interpreters in educational and social agencies that serve deaf Georgians. Now that the program is available to persons statewide, the program is even more crucial to be continued in subsequent years. As evidenced by the first several quarters, students are not able to travel to Floyd College, or even to Georgia Perimeter College, to seek this training, although some students have commuted as much as two and 1/2hours each way twice per week for classes. Classes are offered in the evenings on Tuesdays and Thursdays from 6:00 p.m -- 10:15 p.m., with some additional work done independently on the student's own time. Continuation of the program will support availability of interpreter training to those needing qualifications in Georgia. The technology being utilized will only improve through the coming years.

Summary of Students and Faculty

Quarter/Semester Number of Students

Winter 1996(quarter) 4

Spring 1996

5

Summer 1996

7

Fall 1996

7

Winter 1997

6

Spring l997

3

Summer 1997

6

Fall 1997

15

Winter 1998

27

Spring 1998

27

Summer 1998

21

Fall 1998 (semester) 18

Spring 1999

19

Summer 1999

14

Fall 1999

20

Spring 2000

23

Summer 2000

20

Fall 2000

14

Number of Faculty
2 4 5 3 3 3 1 2 3 3 2 4 3 2 3 3 2 4

Medical College of Georgia
Effective Telemedicine - Mental Health System
Service, Research, and Education
("The Telepsychiatry Program")
Appropriated: $500,000 (FY96), $495,000 (FY97),
$498,000 (FY98), $498,000 (FY99),
$498,000 (FY00), $433,099 (FY01)
I. Objective:
The Telepsychiatry Program at the Medical College of Georgia (MCG) has as its overall objective the creation, development, and maintenance of a mental health program designed to reach and provide for the underserved mentally ill through use of advanced telecommunication technologies. The project fosters interdisciplinary collaboration with agencies and organizations such as the Georgia Department of Human Resources (DDHR) Division of Mental Health, Mental Retardation, and Substance Abuse (MHMRSA), the Emory University Wesley Woods Fuqua Center for Late Life Depression, the Waycross GA Community Mental Health Center, and MCG.
II. Background:
The MCG Telemedicine Center hired Dr. Rhonda Vought as the programs lead psychiatrist in July1997. Enhanced by her leadership, the program grew rapidly. It has become one of the nations most active civilian sector telepsy-

-- 42 --

FY2001 Accountability Report

chiatry programs.It includes clinical service, a strong educational component that targets professionals throughout Georgia as well as at MCG, and a creative research effort. Personal circumstances required Dr. Vought to relocate with her family to Gainesville in July 1999. In order to retain her leadership and expertise, and after careful review by MCG officials, the program was restructured, taking advantage of the very telecommunication network that is used to serve patients. Now, the program is under the co-leadership of Dr. Vought (Gainesville) and Lydia Weisser, DO (Augusta). Of interest, the relocation of Dr. Vought provided a unique stimulus and opportunity to explore new methods of program development and management. It also offers a natural test bed for exploring the use of different levels of technology in support of telepsychiatry.
III. Accomplishments
A. Clinical Service
Psychiatry remains the most requested specialty within the GeorgiaStatewide Telemedicine Program (GSTP). Despite the transition in Telepsychiatry Program leadership, the total volume of telepsychiatry encounters has more than doubled since last years report to 1,421 (1,130 Adult; 291 Pediatric). Clinical encounters now occur in Athens, Eastman, Waycross, Wrightsville, Warrenton, and Albany (Child and Adolescent Clinics: Johnson County Center for Community Health, Wrightsville; Athens Family Counseling Services, Athens; Tri-County Health Systems, Inc., Warrenton; Southeast Health Unit, Waycross - serving the Community Service Board; Dodge County Hospital, Eastman. Adult Clinics: Johnson County Center for Community Health, Wrightsville; Athens Family Counseling Services; Tri-County Health Systems, Inc., Warrenton; and Dodge County Hospital, Eastman). Wrightsville remains the most active site with five clinics per month. An additional two Wrightsville clinics per month will begin in January 2001, serving residents from an adjacent nursing home.
Forty three percent of the patients seen through Telepsychiatry are seeing a psychiatrist for the first time. In other words, services are rendered where they were previously unavailable and/or to whom they were previously unavailable.
Many patients have been followed for two to three years for on-going psychotherapy, as well as for medication management. Some patients state their satisfaction in terms of dollars saved by convenience and by not having to lose workdays for appointments. Others simply indicate satisfaction by continuing to follow-up on a regular basis. No patient has refused to be seen a second time over the system.
Pediatric multi-disciplinary clinics, where several clinicians see the patient at the same time, improve efficiency for both patients and providers. Coordinated professional interaction takes less time and produces more integrated recommendations and management plans as attested to by patient families and consultants. The Community Mental Health Center Daisy Youth Center in Waycross is the most active

pediatric telepsychiatry site.
For several months in 1997 a psychiatry clinic connected Atlanta and Augusta to serve non-English speaking Vietnamese refugees. The MCG-based Vietnamese-speaking psychiatrist provided services because such a resource was not available in Atlanta. This telepsychiatry effort demonstrated the provision of access to resources not locally available regardless of the size of the community providing or requiring the services. Rural communities are not the only under served communities. Smaller communities may have unique resources not available in larger communities. Telemedicine allows resources, wherever they are located, to be networked to serve needs, wherever they are located.
At present, there is a critical shortage of psychiatrists in Georgia's public sector. For example, MCG currently sends four psychiatrists to augment the clinical staff at the Augusta area CMHC. As a result, its Executive Director, Campbell Peery, is exploring the possibility of using telepsychiatry to cover remote rural clinics for which staffing is an immediate and growing problem. Dr. Peter Buckley, MCGs new Chairman of the Department of Psychiatry and Health Behavior, has approached the Telemedicine Center to explore collaborative efforts for furthering MCGs participation in the public mental health sector.
Dr. Vought's Gainesville site is being used to provide regular clinics in Athens and Wrightsville, and there are plans for additional clinics in Clayton. Additionally, private child psychiatrists in Gainesville may use the Gainesville site for second opinion consultation from MCG faculty and from MCGs Pediatric Neuropsychiatry multidisciplinary team.
The Telepsychiatry Program is exploring collaboration with Emory University's Wesley Woods Fuqua Center for Late Life Depression. The Fuqua Center is developing a statewide program for geriatric depression and plans to use the GSTP as one of its tools.
The MCG Telemedicine Center is a participant in the grant awarded to the Southeast Health District by the federal Office for the Advancement of Telehealth. The grant includes provisions whereby the Telepsychiatry Program will provide expert child psychiatry care to the greater Waycross and Southeast Georgia area.
B. Education
Education remains a high priority within the Telepsychiatry Program. Since a trial resident rotation in telepsychiatry was initiated in 1997, the psychiatric resident elective at MCG has continued to be one of the more popular senior resident elective rotations. Patient, resident, and preceptor satisfaction was so great that the Department of Psychiatry and Health Behavior and its Residency Training Director determined that beginning July 1, 1998, all second year residents would be able to spend time in supervised telepsychiatry. Residents may spend one half day per week under the supervision of a telepsychiatrist seeing patients at remote sites. This elective receives high marks from the residents because of its incorporation of the technology, the

-- 43 --

FY2001 Accountability Report

unique patient population served and available direct supervision. Positive points stressed by these clinicians in training included: (a) 1:1 supervision with immediate feedback (which does not occur in any other outpatient clinic setting), and (b) excellent oral board preparation (since patients must be interviewed in the presence of others and interviews must be both focused and time-limited while obtaining comprehensive information). Currently, the Department of Psychiatry and Health Behavior is the only clinical department on the MCG campus that offers telemedical training to its residents. The department's plans for the coming year include expansion of their educational component to include introductory seminars for interns and hands-on experience in the Telemedicine Centers Laboratory and Learning Center for lower level residents. Dr. Vought will use the Gainesville site to deliver didactic sessions to psychiatry residents on the MCG campus.
C. Clinical Research
Research opportunities for faculty and trainees also abound in the program. The results of a patient satisfaction survey, scheduled for completion in early 2001, will be presented at the American Telemedicine Associations Annual Meeting.
The Telepsychiatry Program is also participating in a nationwide study sponsored by the American Psychiatric Association that examines treatment outcomes of depression in various practice settings. This study will allow comparison of outcomes for depressed patients treated with and without the asset of telemedicine. Much has been written about validity, acceptance, and reliability of telepsychiatry, but this study will be the first that actually examines the efficacy and practice methods of telepsychiatry.
In collaboration with researchers at the Center for Signal and Image Processing (CRISP) at the Georgia Institute of Technology, investigations have begun on features that can be measured in the human voice and that may prove valuable in assessing the speaker's mental state. In this project, CRISP engineers are working with MCG Telepsychiatry personnel to train a computer to have a Doctors ear. This kind of analysis may be helpful to telepsychiatry in several ways: (1) additional data to help perform clinical evaluation, particularly when visual feedback is poor or absent, (2) a statistical tool to help quantify an evaluation, (3) objective analysis that will improve over time based upon clinician input, (4) an assistance to on-call clinicians attempting to evaluate patients they have not met before, and (5) the possibility of relating specific voice analysis patterns to specific mental states. Voice analysis will never replace the clinician and expectations must be kept realistic. However, voice analysis could become a valuable tool to complement patient evaluation.
D. Service to State, Regional and Larger Constituencies
The Telepsychiatry Program continues its presence on the World Wide Web as the Georgia Mental Health Network (GMHN). The GMHN site itself contains more that 200 pages and links to about 600 other relevant mental health sites. Each of Georgia's 13 regional boards of the Division of

MHMRSA has its own page with relevant contact information, schedules of upcoming meetings, and other items of interest.
The GMHN site now experiences more than 100 hits per day of which 74 percent originate from within the United States and 48 percent from the Southeast. Fourteen percent of users access the site multiple times per month.
E. Technology Evolution for Service Enhancement
Program expansion through the use of new technologies continues to be explored actively. Mental health services rarely involve the use of medical instrumentation for patient examination, as is routine for other clinical consultations that use the existing GSTP system. It is therefore desirable to identify equipment and telecommunication technologies that will meet provider and patient mental health needs through lower cost solutions. These options will permit expanding the program to other MHMRSA regions through access to ISDN, rather than T1, telecommunication service.
During the past year, new technologies have been implemented to facilitate the Telepsychiatry Programs activities. These technologies are being seamlessly integrated into the existing GSAMS/GSTP network facilitated by installation of telecommunication switching devices, purchased with FY99 funds.
The first innovation was the installation of NetMeeting, a free product software application for videoconferencing, on several computers. Installed in conjunction with Canon VCC1 cameras and microphones the Center already owned, it enables Dr. Vought to perform live resident supervision from Gainesville to Augusta, and also to allows her to maintain regular contact with Dr. Weisser and other colleagues on the MCG campus. Initially piloted over a telephone line internet connection, transmission speed and audio/video quality were unreliable and therefore unsuitable for supervision. The connection has now been upgraded to ISDN whose faster, reliable transmissions support both conferencing and supervision.
The second innovation addressed Dr. Vought's need to be able to see patients over the GSTP from her office without having to install a full GSTP system. In order to accomplish this, a set-top videoconferencing unit was installed in her office.
IV. Professional Communication
The success of the program has generated recognition and respect in the field of telepsychiatry. Dr. Vought serves as a reviewer of telepsychiatry articles for the professional journal, Psychiatric Services. The Telepsychiatry Program consistently ranks in the top ten telemental health programs, as published by the American Telemedicine Association.
Regular requests for presentations and information are received from regional, national and international sources. For example, Telepsychiatry is one of the MCG programs scheduled to participate in the December 2000 "Every Child Deserves the Best Health Care" pediatric conference, a

-- 44 --

FY2001 Accountability Report

world-wide internet-based collaborative effort, coordinated in Tel Aviv, Israel. Participants throughout the world, gathering simultaneously through telecommunication, will focus on meeting the global health care needs of children.
University of Georgia
Interdisciplinary Program in Environmental Toxicology
Appropriated: $241,000 (FY96), $248,000 (FY97),
$250,000 (FY98), $790,000 (FY99-01)
Program Accomplishments and Update:
Under the University System of Georgia's Patterns of National Excellence, an internationally recognized interdisciplinary program in toxicology has been developed at the University of Georgia (UGA). One of the most complete focused curricula in toxicology in the country is now firmly established. While most other toxicology programs are exclusively in either human or environmental toxicology, the UGA program offers both tracks: (1) human/animal toxicology and (2) environmental toxicology.
Graduate student support has steadily increased over the last five years and is a major goal of the toxicology program. There are currently 28 graduate students in the program, with approximately ten students entering the program each year. Minority recruitment has been successful, with three African-American students currently enrolled. Six students graduated in 1998-1999, with four more graduating over the last year. In the initial three-year period of support under the National Patterns of Excellence Initiative, six students in the program received graduate stipends in the first year (19951996), and nine in each of the second and third years (19961998). These students also received $5000 each year for their research support. Toxicology program support of graduate students continued to increase in the next three-year period of support, with 18 students in 1998-1999, 20 students in 1999-2000, and 21 students in 2000-2001 receiving stipend support. Additionally, many toxicology graduate students have received support from extramural grants, such as the highly competitive EPA STAR grant, DOE research fellowships, and the DOD National Science and Engineering Grants.
Over the past five years, development of the UGA as a regional leader in toxicology has been facilitated by a series of meetings on the Athens campus of toxicologists from surrounding states. Four out of six of the regional meetings of the Southeastern Branch of the Society of Toxicology have been in Athens, sponsored through the Patterns of National Excellence Initiative. In each of these years, a member of this program has been elected president of the chapter, another indicator of the increasing predominance of the UGA as the regional leader in toxicology. In these meetings and in other toxicology program-supported research seminars, the students, faculty, and staff have interacted with leading scientists, administrators, and industrial representatives in the field. This fall, for instance, the Interdisciplinary Toxicology Program has sponsored two separate symposia on chemical

and biological terrorism, including the leading national experts in the field. Competitions for toxicology graduate student research presentations are conducted regularly, with opportunities for students to practice their oral and written communication skills. A toxicology program brochure, graduate manual, newsletter, toxicology faculty and student meetings, and an annual retreat now aid communication between the members of the toxicology program.
There are now more than 40 faculty at the UGA who are participating in the interdisciplinary toxicology program, including the fostering of nationally and internationally recognized research in toxicology. A number of these faculty have well established, extramurally funded research projects which include graduate training. In an effort to encourage collaboration between faculty members and to enable projects to be undertaken that will lead to new opportunities for extramural funding, approximately $190,000 has been used for "seed money" small grants over the course of funding by the Patterns of National Excellence initiative.
There are a number of collaborative research projects now under way with the Department of Energy (DOE). These include studies at the Savannah River Site in South Carolina, where the University of Georgia has a permanent laboratory with abundant opportunities for graduate training. This group now receives an annual contract from the U.S. DOE of over $8 million in research funds. The international reputation of the toxicology program is also being enhanced as the studies of the environmental consequences of the Chernobyl nuclear accident continue. Over $1 million has been received from the U.S. DOE for the construction of a modern UGA laboratory at Chernobyl. Other international activities include the participation of UGA toxicologists in investigating the high level cyanide and heavy metal toxicity in the Tisza River basin in Hungary. A state-of-the-art transgenics aquatic toxicology facility at UGA has also been built with another $2 million from the Georgia Research Alliance. In addition to federal funding such as that from DOE and NIH, a number of research and training projects for the toxicology program are funded by private industry. With the nationally and internationally recognized research in the toxicology program and a sufficient track record of successful doctoral graduates, an application for a NIEHS training grant is also under way.
Long distance learning has been utilized to expand toxicology training capabilities from UGA to additional distant sites. The Interdisciplinary Toxicology Program is now offering the first degree at UGA to be available entirely by distance learning. This program is now in its second year, with the first distance learning students due to complete the M.S. degree in environmental toxicology next summer. A new, larger class of distance learning students at the U.S. DOEoperated Savannah River Site has started this fall, and it is expected that a new group will start each successive year. This is also the first toxicology graduate degree program in the country to be available by interactive distance learning. A course in radioecology has been taught with connections between UGA, Colorado State University, the Savannah

-- 45 --

FY2001 Accountability Report

River Site, and Georgia Tech. Introductory Toxicology has been taught by UGA faculty to Georgia Tech using this telecommunication system. In this manner, the regional and national leadership of the UGA in toxicology education is being established.
Program Collaborations
The Program Collaboration initiative identified institutional programs demonstrating a successful combination of the following eight factors: collaborative energy, quality of initiative, enhancement of student access, responsiveness to significant state need, innovation combined with practicality, appropriateness to institutional mission and System planning priorities, reasonable costs in relation to likely benefits, and ability to be assessed. Initially, 20 awards were made for Program Collaboration for a three-year period. Thereafter, all programs were evaluated for effectiveness in achieving stated objectives. Following this evaluation, 16 of the programs were recommended for refunding; four were discontinued. Last year the System funded 11 new projects based on identified areas of board interest and state need. Ten of these projects were related to the board's priority to enhance foreign language instruction and to provide more opportunities for students to study about other cultures. A separate project allowed several institutions in Central Georgia to reduce the cost of rented facilities by consolidating programs on the Macon State College campus. This effort will also assist the institutions in improved collaborative in the offering of academic programs.
1. Teacher Preparation for Military Retirees:
A Collaborative Effort
Appropriated: $68,500 (FY96), $67,000 (FY97),
$69,000 (FY98), $69,000 (FY99),
$69,000 (FY00), $69,000 (FY01)
Participating Institutions: Armstrong Atlantic State University, Coastal Georgia Community College, Liberty County Schools, Fort Stewart
Program Accomplishments and Update:
The Troops to Teachers (TTT) initiative continues to provide a second career opportunity to retiring military personnel and to provide the teaching profession with needed personnel in critical shortage areas. During this calendar year, approximately 50 individuals requested and received a total of 135 programs of study. Thirty additional military personnel were counseled at CGCC from Kings Bay Naval Station. Even though major deployments of the 22,000 soldiers stationed at Hunter Army Airfield and Fort Stewart have reduced the number of military personnel in Savannah, it has only modestly affected the numbers of retiring military seeking advisement. At the close of this calendar year, 13 individuals earned their teacher certification. This number continues the trend of 10 to 15 prior military earning their certification each calendar year.
Outstanding program distinctions this year include the

successful transition into the classroom of a retired Trident nuclear submarine commander, who begins his internship in Broadfield Science during Spring Semester, 2001. Another military retiree, a certified middle grade teacher recruited through the TTT program, has been promoted to assistant director of Frederica Academy on St. Simons Island after three years of successful teaching.
The TTT Director and a colleague from Brunswick advise military on site at Fort Stewart and Kings Bay Naval Base on a regular schedule. Ten to 15 prospective students are counseled each session. The Troops to Teachers Web Page continues to elicit dozens of inquiries each month. Many of these are from active duty personnel located at bases in Korea, Turkey, Japan, Bosnia, Kosovo, Germany, and elsewhere in Europe who are planning to retire in coastal Georgia. In addition, there is an average of five Internet email requests per week from local and overseas locations from military personnel seeking information about the Troops to Teachers program. In fact, much of the operational activity of this program is now carried out via the Internet.
Statewide and national recognition of AASU's successful Troops to Teachers Program is confirmed by the director's invitation to speak at both regional and national conferences. In the May, 2000 World Wide 2000 Education Symposium in Dallas, Texas held by the Department of Defense, the program director (1) served as a symposium panelist, "The Teacher Crisis: Alternative Teacher Certification," attended by about 125 individuals, and (2) presented a program, "Troops to Teachers: Second Careers in Education," attended by about 165 participants. Overall conference attendance totaled 4,500.
An important development currently under way is the creation of a masters in middle grades education that does not require teacher certification at the time of initial admission into the degree program. This means that a baccalaureate-holding soldier or sailor seeking certification can do so by following a seamless path in which certain, carefully selected education and content-based courses leading to certification can be taken concurrently. Once this masters degree program is available, it will make it possible for military personnel to earn their teacher certification and their master's degree at the same time.
2. The Preparation of Minority Teachers -
A Collaborative Effort
Appropriated: $145,000 (FY96), $137,000
(FY97), $69,000 (FY98), $69,000 (FY99),
$69,000 (FY00), $69,000 (FY01)
Participating Institutions: Armstrong Atlantic State University, Savannah State University
Program Accomplishments and Update:
The collaborative effort between AASU and SSU continues to address the shortage of minority teachers. This program provides a valuable service to students at SSU who

-- 46 --

FY2001 Accountability Report

want to become teachers by allowing them to seamlessly fulfill the requirements for their SSU degree and their teacher certification from AASU at the same time. A full-time education faculty member and a full-time education advisor/recruiter serve the campus. Approximately 14 classes are scheduled on the SSU campus each semester taught by 45 additional AASU education faculty. The Preparation of Minority Teachers collaborative effort at SSU continues to grow each year as reflected in the numbers of students enrolled in the program. The program has grown from 65 students enrolled in one or more classes in the 1996-97 academic year to 131 students enrolled in one or more classes in 19992000. Fall semester 2000 figures reflect 59 additional students enrolled in education classes at SSU. The collaborative program at SSU meets the needs of many different types of students: students who want to earn middle grades certification, secondary education students who attain their content degree from SSU and their teacher certification recommendation from AASU, students who want to complete an education minor, students who want to enhance their content areas with education courses, and students who have completed their baccalaureate degrees from SSU and return to take education courses to earn their teacher certification.
The most recent change has been the increase of advisement hours during the fall 2000 semester. Previously, the education advisor spent 1-2 days advising students on the SSU campus; currently, the education advisor spends 5 days each week at SSU. This addition of advisement time is already having an affect on enrollment because students can count on a consistent presence. The focus of this year's efforts will be on recruitment. Recruitment plans include visitation to local area high schools; presentations to SSU freshman about the program; advertisements in newsletters, radio, and billboards; and distribution of flyers and brochures.
Accomplishments to date include the advisement of over 500 students, continued revision of programs of study, a minimum of 54 office hours each week, continued communication between registrars' offices, continued communication with SSU department heads, and revision of class schedules. In addition, the program coordinator presented the collaborative model at a national conference and wrote an article which was included in the best practices monogram of the "The Alliance Project" at George Peabody College of Vanderbilt University.
3. Innovative Delivery of the
Dental Hygiene College Curriculum
Appropriated: $73,000 (FY96), $72,000 (FY97),
$102,000 (FY98), $102,000 (FY99), $102,000
(FY00), $102,000 (FY01)
Participating Institutions: Armstrong Atlantic State University, Coastal Georgia Community College
Program Accomplishments and Update:
The Department of Dental Hygiene at AASU began a collaborative effort with CGCC in the fall of 1995 to deliver

the curriculum for the Associate in Science in Dental Hygiene degree through distance learning and on-campus courses. This program has attracted and accommodated working dental assistants and college students in rural Georgia interested in pursuing a career in dental hygiene. This collaborative effort has allowed location bound students to conveniently further their education by combining distance learning technology and classes on both campuses, which minimizes the commute required to attend a two year traditional on-campus curriculum.
All of the Brunswick area students are non-traditional with full and/or part-time employment positions. The two students who graduated in 1998, the five students who graduated in 1999, and the three students who graduated in 2000 are currently working as dental hygienists in the Brunswick area. Three students are scheduled to graduate in 2001. Currently, seven of the on campus students are from the CGCC and East Georgia College sites and six students are enrolled at the off campus sites. The small number of students at each site and graduates will adequately serve the dental hygiene needs of those areas without over-saturating the field.
Because of the success of this program, the Department has developed a similar collaborative program with East Georgia College. Currently, three students are enrolled in this program. Armstrong Atlantic State University has a very strong collaborative relationship with both Coastal Georgia Community College and East Georgia College. Additionally, joint advisement missions between institutions have occurred. The Department has offered one Web CT augmented GSAMS course and is in the process of using Web CT to augment all courses offered in this manner. Faculty members advise, counsel, and tutor students via GSAMS, email, and telephone. Students are invited to one on-campus session Fall Semester for orientation to computerassisted learning, advisement, and a tour of the facilities. Students who have matriculated into this program have expressed continued gratitude for the opportunity to receive a dental hygiene education they might otherwise have not been able to attain. To date, the learning experiences have been quite positive.
These two outreach programs, coupled with the AASU on-campus program, have allowed the System to continue to meet the dental hygiene needs of this area of the state. Continued funding will allow one established program to provide educational access to underserved populations across the state resulting in tax savings by reducing the number of dental hygiene programs needed in Georgia.

-- 47 --

FY2001 Accountability Report

4. Extending Educational Offerings
in Health Services Administration, Public
Administration and Allied Health via Distance
Learning: A Collaborative Effort to Maximize
Academic Excellence and Minimize Duplication
Appropriated: $240,050 (FY96), $183,800
(FY97), $191,000 (FY98), $191,000 (FY99),
$191,000 (FY00), $191,000 (FY01)
Participating Institutions: Armstrong Atlantic State University (AASU), Savannah State University (SSU), the Medical College of Georgia (MCG)
Program Accomplishments and Update:
Since the inception of this grant, AASU has been authorized to offer the entire MHSA degree externally at MCG. Since fall 1997, the full compliment of courses for this degree has been offered at MCG. Both AASU and MCG faculty teach courses. As of the December 2000 graduation, 56 MHSA degrees were awarded (18 to students from the MCG site and 34 to students from the AASU site). AASU and SSU have expanded the original collaboration to include a cadre of courses in public health administration, which are being taken by Masters of Health Science (MPH) students from AASU and Master of Public Administration (MPA) students from SSU. More than 800 students at the three participating institutions have taken advantage of courses offered. Since fall semester 1998 (the onset of semester conversion) over 17,000 semester hours have been generated by this initiative. The student mix continues to be composed primarily of health administrators, nurses and physicians. Student evaluations of faculty and course instruction do not show any significant differences between on-site and off-site students.
5. Enhancing Collaborative Science
Associated Degree Programs
Appropriated: $74,100 (FY96), $46,206 (FY97),
$48,438 (FY98), $48,438 (FY99), $48,438
(FY00), $48,438 (FY01)
Participating Institutions: East Georgia College, Ogeechee Technical College, Southeastern Technical College, Swainsboro Technical College, Heart of Georgia Technical College, Sandersville Regional Technical College
Program Accomplishments and Update:
This project was developed to enable East Georgia College to provide the general education component of a collaborative Associate of Applied Science program initially with Ogeechee Technical College, Southeastern Technical Institute and Swainsboro Technical Institute with subsequent expansion to Heart of Georgia Technical Institute and Sandersville Regional Technical Institute. The program, which began in January 1995, has grown to 75 students in the Spring Semester 2000. East Georgia has awarded 85 A.A.S.

degrees in the five years of the programs existence. Adjustments were made to expand the number of options available in the programs over the years. This year, the general education curriculum provided by EGC was increased to conform to guidelines of the Southern Association of Colleges and Schools.

The program has provided opportunities for local students to increase their level of education and local employers to increase the education level of employees. In addition, it has enhanced and facilitated a strong relationship between EGC and the area technical colleges and institutes. The A.A.S. program continues to grow and has become a well-recognized, essential component of the overall program of EGC.

6. External Degree Program in Physical Therapy Appropriated: $281,500 (FY96), $224,500 (FY97), $221,000 (FY98), $221,000 (FY99), $221,000 (FY00), $221,000 (FY01)

Participating Institutions: Medical College of Georgia, Albany State University
Program Accomplishments and Update:

The Masters in Physical Therapy (MPT) program began in Fall 1996 at MCG and, at the same time, it was initiated as an external degree program with Albany State College (now Albany State University) (ASU).

To date four classes have been admitted to the ASU campus for a total of 49 students of whom 15 have graduated, four have withdrawn, three have changed campuses, and 27 are currently enrolled on that campus. Seventeen students are expected to graduate between December 2000 and April 2001. Of the 15 students who graduated, 14 have passed the licensure examination and are currently practicing as physical therapists. (Due to a reporting problem within the Federation of State Boards, no information is available about licensure examinations since March, 2000.) Of the 14, 10 work in southwest/rural Georgia.

Year admitted Enrolled Graduated Passed licensure exam

1996

6

5

4

1997

11

10

10

1998

17 *na

1999

15

**

na

2000

0***

* All 17 students are currently enrolled and are expected to graduate

between December 2000 and April 2001.

** Two students have withdrawn, two students have changed campuses, and

one student restarted the program at the MCG campus in 2000. Of the

remaining 10 students on the ASU campus, all are progressing appropriately

through the program and have successfully completed one clinical experience

*** A class could not be seated due to a lack of applicants.

The program has had a reduced enrollment, and in fact this year did not accept a class. This dramatic change in phys-

-- 48 --

FY2001 Accountability Report

ical therapy enrollments is closely related to the reimbursement practices of the federal government as dictated by the Balanced Budget Act of 1997. This act reduced reimbursements for rehabilitation services and resulted in the lay-off of hundreds of physical and occupational therapists. If the need does not appear to change, then MCG will close the Albany program and determine if thre is a need at other sites within Georgia.
The program has been awarded full accreditation for eight years at both institutions (MCG and ASU).
7. Strategic Initiative for Program Collaboration
in Geographic Information Systems
Appropriated: $499,700 (FY96), $495,875
(FY97), $499,044 (FY98), $499,044 (FY99),
$499,044 (FY00), $499,044 (FY01)
Participating Institutions: Georgia Institute of Technology, University of Georgia
Program Accomplishments and Update:
Introduction
The Geographic Information Systems Strategic Initiative has produced extensive collaboration between Georgia Tech and the University of Georgia in the development and application of geographic information system (GIS) technology. This collaboration entails significant improvements in teaching, innovative use of distance learning and collaborative networking technologies and cutting edge research. By working together, these two institutions have created programs of national excellence and are engaged in activities that disseminate the benefits of this collaboration throughout the University System.
GIS technology can be applied to all disciplines in which location plays an important role, including geography, ecology, climatology, civil and environmental engineering, city and regional planning, architecture, real estate, economic development, political science, international affairs and marketing. Using advanced computing and networking technology the collaboration between Tech and UGA has significantly lowered the entry barriers for using this advanced technology throughout the University System. The Strategic Initiative has supported faculty training, site licenses for state-of-the-art software and access to rich sources of digital data. This combination places the University System at the forefront in incorporating spatial analysis technology into its curriculum.
In July 2000, the Center for Geographic Information Systems at Tech was recognized with a "Special Achievement in GIS" award from Environmental Systems Research Institute, a leading developer of GIS software. In August 2000 the Georgia GIS Data Clearinghouse received an "Exemplary Systems in Government" award from the Urban and Regional Information Systems Association (URISA). These awards highlight the excellence of the programs that the Strategic Initiative has created and continues to sustain.
The Strategic Initiative for GIS continues to support the

adoption and utilization of GIS technology throughout the University System. This initiative provides access to advanced digital mapping and spatial analysis technology for a wide variety of students who take courses that use Initiative-supported hardware, software and data resources.
Teaching
As a result of the GIS Strategic Initiative the number of GIS classes and the number of students enrolled in them has increased steadily at the two lead institutions and throughout the University System. The number of students enrolled in GIS courses at Tech in 2000 spring and fall semesters was 114. And today, UGA is recognized as one of the premier GIS universities in the country and has over 300 students enrolled in GIS courses, a large increase from just over three years ago. Just considering courses that focus on GIS, however, understates the impact of this technology on the curriculum. Students who have basic GIS skills utilize them in a wide variety of courses from political science to wetland ecology to traffic engineering. Thanks to the Strategic Initiative, University System students now use advanced spatial analysis technology to investigate a wide variety of problems in their own substantive areas.
At UGA, the Strategic Initiative created the Institute of Ecology's Natural Resources Spatial Analysis Laboratory, NARSAL. NARSAL serves as a resource for the natural resources research community throughout the University System and has acted as a catalyst to increasing the use of GIS in teaching and research throughout the natural resource area at UGA.
In concert with the regent's strategic plan, both lead institutions have begun to offer GIS course material in a distance learning format. In 1998, UGA began delivering GIS seminars via GSAMS. In the past year Tech has developed web-based course materials to support basic GIS instruction throughout the system (see, for example, http://www.arch.gatech.edu/~cpgis/cp4510.html.). To date these on-line materials have supported GIS instruction at Tech and Kennesaw State University and are currently being used by the National University of Rwanda. These distance learning materials are currently being used to extend GIS instruction to a wider audience of students and are available to support GIS courses at other units within the system and for continuing education.
The Strategic Initiative has also been instrumental in supporting the development of continuing education courses in GIS. In calendar year 2000, Tech offered seven continuing education courses, while UGA maintains three ESRI-certified instructors. These instructors have generated over 2,000 hours of instruction to students from the local government agencies, the private sector, and System institutions. With its traveling laboratory, Information Technology Outreach Services (ITOS) has provided training to students who are not able to come to the training sessions offered in Athens.
Research
The Strategic Initiative has created the critical mass of

-- 49 --

FY2001 Accountability Report

expertise that allows the University System to bring GIS technology to bear on a wide range of research projects. Without the foundation created by the Strategic Initiative, the University System would not be competitive for research projects that require sophisticated GIS expertise and analysis.
In collaboration with the Georgia Center for Advanced Telecommunications Technology (GCATT), Tech's Center for Geographic Information Systems developed the Georgia High Speed Telecommunication Atlas. This atlas supports the economic development of the state by providing firms with information on the high-bandwidth telecommunication infrastructure necessary to support e-commerce and other advanced technology firms. This atlas has won praise from the legislature as well as a number of economic development agencies for helping make Georgia more competitive in attracting high tech business.
Meanwhile, UGA, in cooperation with the P16 council, DOE, DTAE, PSC, USG and others, has developed an online database on a secure server, which links eight years of social security based data for all Georgia students. Data can be queried across agencies and analyzed and aggregated in a wide variety of ways including by location.
Ga. Tech Initiative personnel are developing a 1.2 million parcel database for the Atlanta metropolitan region. Georgia Department of Transportation (GDOT), Georgia Regional Transportation Authority (GRTA) and the Atlanta Regional Commission (ARC) will use this data to support critical policy decisions regarding Atlanta's transportation and air quality problems. University of Georgia personnel are working with the Department of Revenue to place their entire statewide parcel database on the worldwide web.
At UGA, ITOS is engaged in a myriad of research contracts that include in state, out-of-state, federal government and international agency grants as well as private-public sector initiatives. With a staff of over 100, ITOS conducts GIS outreach throughout the state. Representative state entities include DOT, DOR, DOE, DNR, GEMA, USG, DTAE, Georgia FC, Georgia General Assembly, GTA and the P16 Council. Representative federal entities include DOT, FEMA, US Geological Service, US Parks Service, US Army, FGDC, NOAA, NRCS, US Forestry Service. Work is also done for many Georgia county and municipal governments and regional development centers.
Service
The collaboration supported by this initiative led directly to the creation of the Georgia GIS Data Clearinghouse. This effort has created or collected 12,000 GIS data sets that would otherwise be unavailable to state agencies, students and faculty and private firms over the worldwide web. (http://gis.state.ga.us). The Clearinghouse improves communication and reduces redundancy among state agencies. The Clearinghouse continues to play a strategic role in Georgia in making GIS data readily available.
The University of Georgia provides free access to the Georgia 2000 WEB site (http://ga2000.itos.uga.edu),

which includes hundreds of mappable datasets for the state organized by block, block group, census tract, school district, county, senate district and house district. Thousands of Georgians access this site monthly.
Strategic Initiative personnel at tUGA have lead the distribution and installation of ArcView and ArcInfo GIS software products under the Environmental Systems Research Institute, Inc. (ESRI) Site License. Appendix A lists the institutions and departments currently using this software.
In FY01 the Strategic Initiative contributed $100,000 in cash and in-kind services to fulfill the University System's commitment to the Statewide Base Map. This commitment was divided evenly between the two lead institutions.

Table 1 -- Budget Expenditure, FY2000

Georgia Tech

Personnel (including benefits) $124,160

Supplies and Materials

35,463

Travel

10,849

Equipment

29,050

State Base Map Contribution

50,000

Total

$249,522

Univ. of Georgia $99,741 61,001 5,744 82,829 *
$249,315

* in kind contribution; over $50,000 of the University of Georgia's equipment was purchased to improve the Archaeological and Historical data layers for the State Base Map. A further $20,000 was used to distribute state map data over the WEB.
Conclusion
By pooling resources the Strategic Initiative has made possible the advancement of GIS throughout the State of Georgia. This has produced significant academic, economic and environmental benefits to the state.

8. The Teacher Induction Program (Project TIP)
Collaborative Mentoring for First Year Teachers
Appropriated: $61,110 (FY96), $59,425 (FY97),
$61,425 (FY98), $61,425 (FY99) $61,425
(FY00), $61,425 (FY01)
Participating Institutions: Armstrong Atlantic State University, Chatham County Schools, Effingham County Schools, McIntosh County Schools
Program Accomplishments and Update:
The director of Project TIP briefed prospective teachers from AASU, SSU, and CGCC during their final student teacher seminar about the services of the Teacher Induction Program. Principals and superintendents in the P-16 service area were contacted by mail at the beginning of the school year about the program and asked to identify new teachers in their schools. The TIP director also made presentations to AASU, SSU, and CGCC students about new teacher induction support activities.

-- 50 --

FY2001 Accountability Report

During spring semester of 2000, the director spoke at a meeting of approximately 34 Chatham County administrators to review services that were provided during the year to their induction level teachers. In anticipation of hiring many new teachers, individual principals made appointments with the director to discuss induction programs within their schools during the 2000-2001 year. These plans included 15 sessions conducted by the TIP director with new teachers and their mentors at area schools. More than 100 teachers have attended these sessions this fall.
This past year the Savannah/Chatham County Board of Public Education and the AASU Teacher Induction Program planned and conducted the Teacher Induction Program Institute, which proved to be a valuable resource for new teachers. Institute sessions were held on Saturdays and several Wednesdays throughout the year for first year teachers and pre-service teachers. Attendance ranged from 15 to 60 teachers per meeting. Sessions were conducted by mentor teachers and AASU faculty on topics of interest and special needs, which were selected from survey responses. The sessions also included time for colleague dialogue and questions. Video clips of new teachers produced this year showcase effective teaching strategies.
The TIP director has visited approximately 60 new teachers in their schools during fall 2000 to provide support, design development activities, and supply supplemental video and printed resource materials. These visits included: individual conferences with new teachers to discuss their concerns and questions about the profession; support meetings with new teachers and their building teams to assist with problem solving; and observations of new teachers to encourage them to reflect on their skills. The director also taught a methods and curriculum course and supervised 42 students' practicum assignments in a local inner city school. Finally, the director communicates information on a regular basis to the university faculty about the successes and needs of our new teachers to facilitate improvement of the teacher education program.
9. Pre-Engineering Technology Bridge Program
Appropriated: $64,724 (FY96), $131,617 (FY97),
$131,617 (FY98), $131,623 (FY99), $131,623
(FY00), $131,623 (FY01)
Participating Institutions: Atlanta Metropolitan College, Southern Polytechnic State University
Program Accomplishments and Update:
The Pre-Engineering Technology (PET) Bridge Program, co-sponsored by Atlanta Metropolitan College (AMC) and Southern Polytechnic State University (Southern Poly) has reached a milestone in terms of meeting program goals. By the Summer 2001, 17 PET participants will have successfully navigated the four-year pipeline of pre-college activities. These activities include yearly involvement in a fiveweek summer program and monthly Saturday sessions. This year's summer program was conducted on the AMC campus

between June 19th and July 17th 2000. The primary focus of the summer program was to strengthen the preparation of the sixty-seven participants for the science, math and writing courses that they will take in the fall.
The curriculum in which the rising ninth, tenth, eleventh and twelfth graders were engaged during the five week summer session, included intensified instruction in the science and math subjects specific to their respective grade levels. Nineteen 9th graders, for example, were provided a preview of geometry or algebra I and physics or biology while 17 tenth graders were prepared for algebra II or geometry and biology or chemistry. The curriculum for these students also included classes in computer applications, career explorations, and writing with an emphasis on grammar and composition. Twenty rising eleventh graders were also prepared for future classes in biology or chemistry, precalculus or algebra II as well as computer-assisted drawing (CAD). The eleventh graders were also provided opportunities to prepare for the forth- coming PSAT and Georgia Graduation Test (GGT). This year, 17 rising twelfth graders participated in the summer program. These students studied physics, C programming, calculus I and technical writing. A primary focus for this group was preparation for the SAT as well as preparing college admissions applications. In keeping with the objectives of the collaborative, students who met admissions requirements per the joint enrollment/post secondary options (PSO) program were encouraged to enroll at AMC during the summer. Three students took advantage of this aspect of the PET program. These students registered for two courses during the summer (college algebra and introduction to computers). Four PET students subsequently registered for three courses under the auspices of the PSO Program at AMC during the Fall Semester (2000). Others (including eleventh graders), are very interested in the opportunity to take college credit courses as a part of their high school curriculum. Additionally, three seniors requested and were granted leave from the summer program to participate in pre-college programs at Xavier University and Spelman College.
Over 96 percent of the students participating in the Summer Program gave it a rating of excellent to good on a survey administered in July, 2000. Similarly, the PET Program has earned a stellar reputation among pre-college programs in the service community of the College. As a result of its notoriety, the number of applications as well as requests for applications this year, far exceeded the number of slots available. Few, if any participants, are willing to give up their slot in the program. The Colleges (AMC and Southern Tech) have thereby received significant benefit from the program in terms of recruiting and positive public relations. Many parents as well as students have come to know the college by way of the PET Program as a "SMART PLACE TO START" as a recruitment logo suggests. Likewise, many have come to know of the opportunities for study afforded at Southern Poly.
Five AMC students were supported by the college component of PET during the 1999-2000 academic term. Two of these students graduated with honors at the end of the spring

-- 51 --

FY2001 Accountability Report

(2000) semester. One of these students graduated Summa cum Laude and participated in a ten-week summer research program for undergraduates at the Naval Research laboratory in Washington, D.C. This student was also awarded a Gates Millennium Scholarship. He is currently matriculating at Georgia Tech. The second PET graduate was accepted at Howard University. The remaining students have returned to AMC this fall to complete graduation requirements. To ensure the successfully matriculation of PET College Students, they are paired with AMC instructors in the area of their major. They assist these instructors and are also tutored by them when the need arises. The college students meet one Saturday per month to discuss and review problems that have occurred. They also assist pre-college instructors by aiding high school students with practice work.
To-date, 275 students (250 pre-college students and 25 AMC students) have reaped the benefits of the PET Program. Of the two groups of high school seniors (1997 and 1998) involved in the PET pre-college program, 26 (89.6 percent) of the 29 high school participants have gone on to college. With respect to AMC transfer rates, 100 percent of the AMC PET Students transferred to Southern Tech during the Winter Semester of 1998. Eighty percent of the students involved in PET at the college level in 1999 transferred to four-year institutions. Following this pattern of success, 100 percent of the PET students graduating from the college and/or transferring, enrolled in four-year institutions. Eleven AMC Students who have received academic and financial support through the PET program have transferred to six different institutions with majors in engineering or related fields. Three have transferred to Southern Poly, two to Tech, one to Savannah State University, one to North Carolina A&T University, one to Tennessee State University and one to Howard University. The remaining students will return to AMC this fall to complete graduation requirements.
Former PET students overwhelmingly point to their involvement in the program as a significant factor in their successful transfer and matriculation to the baccalaureate level. Their endorsements acknowledge the contribution of the PET program towards increasing the number of under-represented minorities successfully completing Science, Mathematics, Engineering and Technology (SMET) programs.
For an investment of less than $2,000 per student this year, the Georgia stands to reap a significant gain in terms meeting future needs for a diverse, technically trained workforce; a workforce needed to attract business and industry to the State. Statistics show that in 1995, the median annual earnings of workers with a bachelors degree (or higher) was $33, 637 while the median annual earnings of their counterparts having a high school diploma was $21,965 (http://nces.ed.gov/pubs/ce/c9733aol.html). Thus, each of the 275 college-tracked, participants in the PET Program represents a valuable contribution to the economy of the State and Nation.

10. Project: Distance Learning
Partnership in Gerontology
Appropriated: $165,800 (FY96), $224,800
(FY97), $224,800 (FY98), $224,800 (FY99),
$224,800 (FY00), $224,800 (FY01)
Participating institutions: the University of Georgia, Georgia State University, Columbus State University, State University of West Georgia, Georgia Southern University, Georgia Institute of Technology, Georgia Southwestern State University, Georgia College and State University, Armstrong Atlantic State University, and North Georgia College and State University.
Program Accomplishments and Update:
Ten USG institutions have now collaborated in sharing resources for four core courses in gerontology using GSAMS, WEBCT and other instructional technologies.
Years 1 and 2: In the first year of this project, four teams of instructors from partner institutions worked together in planning courses on the biology, psychology and sociology of aging, as well as on a survey of gerontology. The goal of this project is to share the teaching by some of the best gerontology instructors in Georgia among students in the University System. The four courses were initially taught in the second year, beginning fall quarter 1996. Three technical reports were issued and distributed on the teaching readiness of the faculty as well as documentation of the project review. On the basis of extensive evaluation of the effectiveness of this teaching program, one symposium was conducted at the Association of Gerontology in Higher Education and one peer-reviewed paper was accepted from gerontologists and education specialists alike as it is the first of its kind in the country.
Year 3: After modifications based on the quantitative and qualitative reviews after the second year, the partnership offered the four courses again.
Year 4: The partnership received continued funding and was expanded to include two additional institutions.
Year 5: WEBCT was incorporated into project instruction to supplement GSAMS, thereby increasing student preparedness and interaction within and across classrooms. Techniques to increase team teaching effectiveness will be addressed in the annual retreat.
Year 6: Besides the continued offering of the four core gerontology courses, the program has been expanded to provide USG faculty and student development opportunities in gerontology. Enrollment across the courses has continued to increase and reached an all time high. A master teacher workshop in teaching the psychology of aging was held. Special instructional technology training workshops for the teaching faculty have been added. A seed grant program to support faculty and students conducting aging research was initiated. A noteworthy milestone was reached at Columbus State University, which fledged its own gerontology program as a

-- 52 --

FY2001 Accountability Report

result of its participation in this program. Faculty teaching the 4 core courses, continue to refine the pedagogy and test the limits of the available instructional technologies to maximize the learning experiences of USG students and to further their professional development. Active learning models are increasingly emphasized, and the students receive mentored training opportunities in the use of these technologies as part of their course experiences.
11. Enhancing the Presence of Minority Graduate
Students in Mathematics and the Natural Sciences
Appropriated: $102,000 (FY96), $158,000
(FY97), $158,000 (FY98), $158,000 (FY99),
$158,000 (FY00), $158,000 (FY01)
Participating Institutions: the University of Georgia, Albany State University, Fort Valley State University, Savannah State University
Program Accomplishments and Update:
Since the summer of 1995, the University System has funded a collaborative Summer Undergraduate Research Program administered by the UGA Graduate School. Ten undergraduates are selected from each institution to spend eight weeks of the summer participating in intensive laboratory research under the mentorship of selected UGA faculty members. Daily work in the laboratories will be supplemented by a series of workshops to allow all program participants to meet as a group and to exchange information on their research and other experiences.
Students are provided with the opportunity to become familiar with topics pertaining to graduate education which include the following: (1) the standard entrance examinations required for admission to graduate and professional schools (GRE, GMAT, MCAT, etc.), (2) graduate admission application procedures, procedures for obtaining financial support (such as loans, assistantships, fellowships), and (3) the various aspects of the academic life of a professor.
SURP 2000 lasted from June 12 through August 4. A total of 37 minority undergraduate students from 3 of the 4 participating institutions (Albany State University, Fort Valley State University and the University of Georgia) were selected to this research opportunity, working in mathematics, natural and physical sciences. All participants were selected on the basis of academic record, research interests, and recommendations of the faculty advisors and deans of their respective institutions. They worked with 30 UGA faculty members representing the departments or clinics of: Agricultural Economics, Animal Science, Biochemistry and Molecular Biology, Biological and Agriculture Engineering, Cellular Biology, Center for Ultrastructural Research, Chemistry, Clinical and Administrative Sciences, Complex Carbohydrate Research Center, Crop and Soil Sciences, Exercise Science, Food Science Technology, Forest Resources, Geology, Marine Sciences, Mathematics, Medical Microbiology and Parasitology, Pharmaceutical and Biomedical Sciences, Physiology and Pharmacology,

Veterinary Pathology. The faculty members served as mentors to the SURP participants, some working with more than one participant.
12. Maintaining Students in the Academic Pipeline:
Minorities in Biological Sciences
Appropriated: $130,000 (FY96), $147,500
(FY97), $147,500 (FY98), $147,000 (FY99),
$147,000 (FY00), $147,000 (FY01)
Participating Institutions: Georgia State University, State University of West Georgia, Fort Valley State University, Georgia State University
Program Accomplishments and Update:
Introduction
The Pipeline project is designed to attract talented students from under-represented minorities into graduate studies in biology and related fields. Promising undergraduates identified in their sophomore and junior years are invited to participate in an intensive 8-week summer research program at GSU while living in the GSU dormitories. Through the program, we identify undergraduates from FVSU who show particular aptitude in the sciences and invite them to participate in an intensive 8-week summer laboratory session at GSU.
Continued Development of the Program
This summer the Pipeline program sponsored seven FVSU students in biology and chemistry. In addition, the program activities included three students from Tuskegee University (who received support from an independent source). Six of the students were hosted by biology and four by chemistry. The chemistry students conducted individualized research projects in the laboratory of their choice with assistance from designated graduate students. The biology team, under the guidance of three graduate student mentors, conducted a microbiological, biochemical and molecular genetic analysis of Georgia waterways. They identified several multiply drug-resistant bacterial strains in various water sources in Atlanta area. At the end of the summer, all participants in the program gave formal oral presentations of their research results to their peers, to graduate students, and to interested faculty. The FVSU students are planning to attend GSU's annual Student Science Day to be held on February 24, 2001. In addition, they intend to present their results at the annual meeting of the National Institute of Science (a meeting highlighting undergraduate research) to be held in the Spring of 2001.
Progress of Program Participants
A vital component of the Pipeline project is the continued support of minority students in the graduate programs. Through their assistance with the summer program and their interaction with FVSU visitors to the campus, these students serve as strong role models for the undergraduate Pipeline participants. Furthermore, many of these students would not be able to pursue their studies without the support that the Pipeline project has provided. This year, eight of the

-- 53 --

FY2001 Accountability Report

Pipeline-supported graduate students successfully completed their programs and received their graduate degrees from GSU.
A crucial element of the Pipeline program has been the positive impact of the program's mentoring experience on the mentors themselves. The sense of satisfaction gained through guiding younger colleagues has been cited by many of the mentors as a critical factor in their decision to pursue careers combining teaching and research. The Pipeline program celebrated a milestone this year in seeing three of the original African-American graduate student mentors (Gregory Buck, Judy Noble, and Deanine Grace) receive their doctoral degrees in biology at GSU. Each of these students began graduate school in the MS programs and, after completing their MS degree requirements, continued in the doctoral program at Georgia State. The students were supported with Pipeline funds at various stages of their MS and doctoral studies and, in addition, received funding through the GAANN grant (Graduate Assistance in Areas of National Need) that was awarded to the Department of Biology by the U.S. Department of Education. Drs. Buck, Noble, and Grace are all continuing their careers in research. Dr. Buck, in fact, applied for and received a National Science Foundation post-doctoral fellowship to expand his research experience into the field of eukaryotic molecular genetics.
During the past year, recruitment efforts have expanded to include pupils in the K-12 arena. Graduate and undergraduate students have been recruited to ride with GSU's Bio-Bus, a mobile instructional laboratory that brings exciting science experiences to children in the public schools. Under the auspices of the Inner City Games program, graduate students spent two afternoons a week presenting science activities on the Bio-Bus to children at three at-risk inner city schools. The lead graduate student in this endeavor was James Webb, one of the original FVSU summer program participants. On the basis of his initial experience in the Pipeline program, Webb joined the MS program three years ago. He completed his MS degree this past summer and is currently continuing his education at Emory University in their graduate program in Public Health.
Plans for the Future
The objectives of the program continue to be to increase the numbers of African-American doctoral students in Georgia and in seeing successfully complete their graduate studies. For the coming summer, plans are to extend recruitment efforts to reach more under-represented minority students in the state. The "team" approach to the summer program will be maintained for those students who will benefit from it, but will also encourage those students with previous research experience to develop individual projects in the laboratories of GSU faculty mentors. The Bio-Bus will be used to attract talented K-12 students.

13.Increasing Minority Admissions
and Enrollment in the Health Professions
Appropriated: $99,950 (FY96), $99,960 (FY97),
$99,981 (FY98), $99,981 (FY99), $99,981
(FY00), $99,981 (FY01)
Participating Institutions: Fort Valley State University (FVSU), the Medical College of Georgia (MCG)
Program Accomplishments and Update:
This project, which was designed to increase the number of minority students entering into the health professions, was begun during 1995-96. The program began with two components (high school and college). However, a middle school mini-component was added during 1998-99 to increase interest in science at an earlier age. Middle grade activities have included monthly visits to Fort Valley Middle School by a professor and six (6) college students wherein hands-on lessons, demonstrations/experiments were conducted within selected classes. College students also served as consultants and assisted in judging science fair projects.
Major activities for high school students have included Independent SAT programs (August - September), Saturday bi-monthly SAT Preparatory, Science and Computer Literacy sessions (January - May), a three-week summer program on campus of FVSU, and field trips to MCG, the Center for Disease Control, Morehouse School of Medicine, Tuskegee University and the Carver Museum, and other local trips. A total of 431 high school students from middle and south Georgia have participated since the inception of the program.
College activities included monthly seminars at FVSU presented by MCG professional students from the five health professional schools, MCG faculty members and administrators, and Middle Georgia area health professionals. Examples of topics discussed were: "How to Select a Health Professional School," "Making a Good Impression in an Interview," "Selecting Courses and Enhancing Coursework with Extracurricular and Volunteer Experiences," "Transition From Undergraduate to Professional Study," etc.
Other college activities were: attendance at Closer Look Tours and a Graduate Research/Health Professions Seminar at MCG; visitations to health professional and graduate schools (e.g., MCG, Mercer University Schools of Pharmacy and Medicine, Georgia State University, Tuskegee University, the University of Georgia School of Pharmacy and Veterinary Medicine, Meharry Medical College), a trip to a national meeting at Nashville, Tennessee where 19 FVSU students presented scientific papers (April, 2000) and participation in MCAT, DAT, VCAT, GRE and other standardized test preparatory workshops and sessions.
Major accomplishments have included:
High School
f A 20.3 percent increase in SAT scores by high school students who participated in the program for the complete program year during 1999-2000.

-- 54 --

FY2001 Accountability Report

f Of the 111 high school graduates who have participated in the program (1996-2000), 53 (48 percent) have enrolled at FVSU.
f A follow-up survey of the 14 1996 high school graduates, the first participants in the program, revealed that 12 of the 14 attended college; 6 enrolled at FVSU; 8 pursued degrees in the sciences; and 3 of the 8 are presently enrolled in health professions programs (Master of Public Health, Nursing, Dental Hygiene). A follow up of the 36 1997 graduates who participated in the program is in progress.
College
f The number of FVSU graduates enrolled in professional or graduate programs during 1995-96 was 27, whereas the number enrolled during 1999-2000 was 51, marking a 47 percent increase.
f Nineteen former FVSU students received their professional/graduate degrees during the 1999-2000 school year.
f Nine former FVSU students are presently enrolled in programs at MCG.
f Five students have applied for admission to the School of Medicine at MCG for 2001-2002.
f Thirty-two FVSU students participated in summer programs, internships, and other co-ops during the Summer 2000.
14. GLACTONE: A Network of Shared
Resources for Chemistry and Biochemistry.
Appropriated: $100,000 (FY96), $100,000
(FY97), $100,000 (FY98), $100,000 (FY99),
$100,000 (FY00), $100,000 (FY01)
Participating Institutions: Georgia State University, Albany State University, Armstrong Atlantic State University, Augusta State University, Fort Valley State University, Georgia Southern University, Kennesaw State University, Macon State College, Savannah State University, Valdosta State University
Program Accomplishments and Update:
The Glactone Project continues to provide hardware and software support for the chemistry and biochemistry undergraduate curricula throughout the State. Dr. Don Harden (Georgia State) serves as the Glactone Administrator, providing technical as well as scientific support for the Project. Dr. Dabney Dixon continues to serve as director of the Project.
At the national level, participants in the Glactone Project have made a number of presentations on their work in Georgia. A paper on the use of visualization in the biochemistry curriculum has been published: Steven W. Weiner (Armstrong State), Paul F. Cerpovicz (Georgia Southern), Dabney W. Dixon (Georgia State), Donald B. Harden

(Georgia State), Donna S. Hobbs (Augusta State), and Donna L. Gosnell (Valdosta State), "RasMol and Mage in the Undergraduate Biochemistry Curriculum," Journal of Chemical Education, 2000, 77, 401-406. Dr. Steve Weiner gave a lecture at the 16th Biennial Conference on Chemical Education at the University of Michigan in summer, 2000: "Applications of RasMol and Mage Across the Chemistry Curriculum" and ran a workshop where each participant received a copy of the Glactone CD-ROM. Dr. Weiner has also been invited to give a lecture at the 221st National American Chemical Society Meeting (San Diego, April 2001) "Teaching Structure-Function Relationships in Proteins with RasMol and Mage." Finally, Dr. Ellen Verdel (Georgia State) gave a presentation entitled "Are Lessons using Interactive Molecular Visualization Superior to Traditional Lessons in Biochemistry?" (E. Verdel, E. Breyer, G. Gadda, and P. O'Hern) at the American Chemical Society meeting in December 2000 (New Orleans).
The Glactone web site (http://chemistry.gsu.edu/glactone/) is now listed on the World Index of BioMolecular Visualization Resources http://molvis.sdsc.edu/visres/. PDB files from the Glactone Project are also at http://www.biologia.pl/http://www.biologia.pl/, a noncommercial service created for high school and college students studying Biology and Medicine in Poland.
In related work, the CAISER site, organized by Dr. Emilita Breyer (Georgia State) is now located at Georgia State (http://chemistry.gsu.edu/CAISER/). CAISER is a network of faculty working together in the development of chemistry and biochemistry teaching modules including lectures, experiments and tutorials, and in the formation of interinstitutional research. Resources from different universities are available to encourage multi- and interdisciplinary research and education between faculty and students. VideoCom, Web pages, research software for visualization, modeling and numerical analyses are used to facilitate collaboration between these schools.
Within Georgia, Dr. Kathryn Grant (Georgia State) has organized the Georgia Chem Club in conjunction with her CAREER award from the National Science Foundation. The Georgia Chem Club involves a series of seminars in bioinorganic chemistry on the GSAMS network. Topics for spring, 2001 will include platinum-based anticancer drugs, biological resistance to heavy metals and electron transfer in DNA. Colleges and universities in Georgia are invited to participate.
Bioinformatics refers generally to information management in biology and biochemistry with specific emphasis on the creation and accession of databases of biological information and the use of algorithms to facilitate biological analyses. New courses are being developed at Georgia State in bioinformatics. The visualization tools taught in conjunction with Glactone are an integral part of these new courses.
Outreach to high schools in Georgia continues. At present this is being organized largely by Dr. Katherine

-- 55 --

FY2001 Accountability Report

Hopkins, Science Coordinator for the Fernbank Science Center. Dr. Hopkins has loaded RasMol on the computers at high schools in the Atlanta region and run workshops for students and teachers on the use of the program. Other Glactone staff continue to work in this area; in particular, Dr. Dixon is working with Dr. Leila Tarazi (Grady High School) on the project "Atlanta Public Schools Professional Development Standards-Based Teaching of Advanced Level Courses in Science and Mathematics."
15. Educational Preparation for the Emerging Role
of the Associate Degree Nurse in Rural
Communities via the Mobile Clinic
Appropriated: $250,000 (FY96), $128,000
(FY97), $131,000 (FY98), $131,000 (FY99),
$131,000 (FY00), $131,000 (FY01)
Participating Institutions: South Georgia College, Waycross College
Program Accomplishments and Update:
The Nightingale mobile nursing clinic was funded as a collaborative venture between South Georgia College and Waycross College by a grant from the Board of Regents in Fiscal Year 1996. The fully equipped clinic became a reality in April, 1996 and serves a 12-county area that has been federally designated as medically underserved. Two major goals for the project are: (1) to provide clinical experience for nursing students in the community, and (2) to provide community service. An exciting bonus has been the excellent opportunity for faculty practice. All nursing faculty are master's prepared, two physicians provide support for the clinic, and referrals are made as indicated. Clients are not charged for services.
In rural southeast Georgia, many of the problems faced by adults and children in this area are related to a high level of poverty and lack of health insurance or under insurance. The migrant population is increasing, resulting in a culturally diverse group of clients with special health care needs. Most hospitals have 40-50 beds, and some counties have few or no physicians. About fifty percent of deaths are from cardiovascular disease or cancer. There is a high incidence of teen pregnancy, low birth weight babies, and infant mortality.
Services provided by the clinic, such as physical exams, laboratory studies, EKG's, and pap smears, would represent a considerable expense for clients. Adult cardiovascular clinics screen clients by means of physical exams, EKG's, urinalysis, hemoglobin, serum glucose, and total cholesterol, LDL, and HDL. Children's clinics include physical exams and lab work plus hearing and vision screening. Children are referred to health department clinics or to private physicians for problems or for immunizations. The clinic has been used for the past four summers as part of a collaborative Migrant Health Project with Georgia State University in rural Colquitt County.
Arrangements for clinics have been made through hospitals, community agencies, schools, churches, civic organiza-

tions, businesses, and industries. Numerous client health problems have been identified. For some clients there have been initial findings; however, quite a few have chronic illnesses (such as diabetes or hypertension) that have been previously diagnosed but poorly controlled. Over 1,000 seventh graders in local PREP program were screened, with high incidences of anemia, hypertension and vision problems.
Nursing faculty and students at several community health fairs used the mobile nursing clinic. The Nightingale also served as an emergency/first aid station for the host of evacuees who came to SGC during the Hurricane Floyd crisis and for the 1000+ visitors of Bike Ride Across Georgia (BRAG).
The Nightingale was featured this year in an article by nursing faculty, Carol P. Hurst and Linda B. Osban in the national journal, Nursing and Health Care Perspectives, and was previously featured in an article in the Los Angeles Times citing the collaborative services of Georgia State University and SGC in providing badly needed health care to migrant workers in South Georgia.
16. Central Georgia Program Collaboration
Appropriated: $237,366 (FY99), $382,366
(FY00), $382,366 (FY01)
Participating Institutions: Georgia College & State University, Macon State College
Program Accomplishments and Update:
During spring and fall semesters 2000 Georgia College & State University (GC&SU) had approximately 700 students accounting for over 1200 enrollments in classes offered on the Macon State College campus. This included graduate courses in business and both undergraduate and graduate courses in education, nursing, and public administration/criminal justice programs. The collaboration effort has increased enrollment on the MSC location and has brought challenges pertaining to the added usage of classroom, lab, and office space available at MSC. This increased usage has been addressed and some improvements have been made. During the fall semester, the new Student Services building came on line and provided additional classroom space. During the year, representatives from both GC&SU and Fort Valley State University (FVSU) have been working with MSC and the planning staff of the regents' office to develop plans for the new Science Health Outreach Center that will house these programs on the MSC campus. This new building will provide new classrooms and much needed additional office space for GC&SU and FVSU faculty and staff located in Macon.
This collaborative effort may lead to other agreements that will help each institution develop their new mission and provide new and much needed programs for the central Georgia area. During the past year, a proposal was submitted to the system office to move GC&SU's undergraduate program in criminal justice from the MSC campus and have GC&SU begin offering a masters degree in criminal justice.

-- 56 --

FY2001 Accountability Report

MSC and FVSU would offer a joint undergraduate program in public service with a track in criminal justice. This collaboration would provide a seamless approach to meeting the educational needs of students in the middle Georgia region. The proposed graduate program would support the need of the increased correction facilities in central Georgia. This proposal is under consideration by the regents' office. In addition, GC&SU has received approval to begin offering a master of accountancy program. This program will begin in the spring semester of 2001 on the MSC campus and will provide an opportunity for students in the central Georgia area that have a bachelors degree in accounting to take the extra hours in accounting they are now required to take the CPA exam. Also, this program will provide a seamless opportunity for MSC students receiving the new bachelors of science in business and information technology with a specialization in accounting (provided for under this collaboration agreement) to continue their education and take the required courses needed for the CPA exam and pursue a graduate education.

GC&SU's share of the collaboration funding for FY01, $177,366, is being spent in the following manner:

Continued operation of GC&SU administration

and faculty office at MSC

$ 88,370

Loss revenue due to transferring undergraduate business programs to MSC

88,996

Total

$177,366

In addition to the collaboration funding listed above for the operation of the administrative and support services on the MSC, the following expenditures are planned to support these activities during FY01:

Additional Operating

$ 16,049

Graduate Assistantships

16,396

Overhead projectors

1,500

Signage

18,500

Total

$52,445

This collaboration has resulted in better curricular offerings while it provides a full range of student support services (advising, health and wellness facilities, extracurricular student activities, library, computer labs, cafeteria, etc.) for all Macon area students in a traditional campus setting.

The collaboration agreement has been very successful in helping both GC&SU and MSC accomplish their new missions. By moving GC&SU classes from the relatively high cost CIGNA Center to the MSC campus, student access has been enhanced to both graduate and undergraduate programs. The centralization of the University System program offerings in one location has allowed it to better serve the needs of the Central Georgia area. Accomplishments to date:

g All GC&SU programs offered in the CIGNA building have been moved to MSC. This includes approximately 700 students and over 1200 enrollments.

g GC&SU's undergraduate bachelor of business administration program has been phased out in Macon and MSC is offering the Bachelor of Science in business and information technology.
g Helped reduce GC&SU's student/faculty ration from 24:1 (fall 1998) to 21:1 (fall 2000).
g Began offering the masters of accountancy program that will provide the coursework for MSC graduates from the bachelor's of science in business and information technology (specialization in accounting) program to take the CPA exam.
g Developed a collaborative program where MSC and FVSU will begin offering a joint undergraduate program in public service with a target in criminal justice and GC&SU will phase out the undergraduate program in criminal justice offered in Macon. (This program would begin fall 2001 pending Board of Regents approval.)
g Provided "one-stop shopping" for all University System higher education programs in Macon.
Macon State College
During the academic year, 1999-2000, Macon State College hosted on the main campus a total of 152 classes offered by Georgia College & State University and 57 classes offered by Fort Valley State University. Both institutions have an administrative presence on the Macon State campus in the University System Graduate Center. Students from both institutions have library and limited student services available to them while on the Macon State campus.
17. Foreign Languages and International Studies:
Developing Global Competence
Appropriated: $127,500 (FY99), $150,000
(FY00), $150,000 (FY01)
Participating institutions: Abraham Baldwin Agricultural College, Albany State University, Armstrong Atlantic State University, Augusta State University, Bainbridge College, Clayton College & State University, Coastal Georgia Community College, Columbus State University, Dalton State College, Darton College, East Georgia College, Floyd College, Fort Valley State University, Gainesville College, Georgia College & State University, Georgia Perimeter College, Georgia Southern University, Georgia Southwestern State University, Georgia State University, Kennesaw State University, Macon State College, Middle Georgia College, North Georgia College & State University, Savannah State University, South Georgia College, State University of West Georgia, University of Georgia, Valdosta State University
Program narrative:
The program collaboration consists of projects initiated to strengthen the System's programs in foreign languages and international studies. The projects address the state's need for linguistic and cultural expertise that supports economic devel-

-- 57 --

FY2001 Accountability Report

opment in a global environment. The initiative promotes joint planning, resource sharing and strategic design to maximize the impact and value of international efforts across the System.
The following specific program collaborations have been developed: African Languages and Area Studies, Upper Division Foreign Languages (French), Lower Division Foreign Languages (Japanese), Spanish Language and Latin American Studies, US-Mexico Partnership: Spanish Language, English as a Second Language, Survival Spanish & Hispanic Cultures, Russian Language and Area Studies, European Union Center Certificate Program, and Survival Language Skills for Traveling Professionals.
17(a) African Languages and Area Studies
Participating Institutions: Fort Valley State University, Kennesaw State University, Savannah State University, University of Georgia
Program Accomplishments and Update:
This project is intended to develop a common strategy among collaborating institutions for a viable program of African languages and area studies. The project connects African Studies faculty and students at four campuses to share academic resources and initiate coursework and programs that could not be sustained by a single institution. The project identified over twenty areas of potential collaboration. Following is a brief listing of activities that have resulted for the initial meeting and strategic planning activities that took place in West Africa during the summer of 1999.
The continuation grant seeks to bring West African partners to Georgia in the near future (once schedules and programs can be coordinated).
g A study abroad program sponsored by Kennesaw State University to University of Cape Coast, Ghana was initiated in the summer of FY00.
g The FVSU sponsored study abroad program in Senegal was again offered during the summer of FY00.
g The USACC consortium partners submitted a grant application (Instructional Technology for Basic Education in Ghana) to the Association Liaison Office for University Cooperation in Development (ALO) with funds provided by USAID. Notification has been received that the grant application has been recommended for funding. The grant application/project is designed to develop a professional development program to serve teacher education faculty at the University of Cape Coast, Ghana.
g A Global Partners proposal, as a follow-up to the efforts of the USACC, SADIT was submitted in January of FY00 and funded to develop a teacher education exchange project with the University of Cape Coast and the USG institutions (consortium partners) FVSU, GC &SU, GSU, and KSU.
g The USACC submitted a grant application to the Department of Education, Title VI for the development

of African Studies and African Languages at the four institutional partners. Notification was received that the project was not recommended for funding.
g Fort Valley State University has submitted a grant application to USDA entitled: "A Systems Approach for Medicinal Plants as Cash Crops to Improve Efficiency of Family Farms." The University of Cape Coast, Ghana will be involved in the project as the overseas partner, pending funding.
g Plans are under way to co-sponsor an African Studies conference with the Southern Center for International Studies that will involve representatives of overseas partners in West Africa.
g Dr. Isaac Awua-Boateng, School of Business, University of Cape Coast lectured at several of our consortium partner institution. Dr. Boateng's visit was sponsored by KSU.
17(b) Upper-Division Foreign Language (French)
Participating Institutions: North Georgia College and State University, Georgia College and State University, Georgia Southwestern State University, Valdosta State University
Program Accomplishments and Update:
History:
The French Collaboration project involves four geographically disparate state universities: Georgia College & State University, Georgia Southwestern State University, North Georgia College & State University, and Valdosta State University. The universities initiated a program of collaboration in response to declining enrollment in upper level French courses at each institution. Given the enrollment problems in their French degree programs, yet cognizant of Georgia's persistent and critical shortage of certified P-12 foreign language teachers, the universities have sought to collaborate in ways which would allow degree programs to remain viable in the regions that the various institutions serve. The collaboration allows the four participating universities to offer in common one distance learning course each semester. This practice results in each programs having fewer duplicated upper level French courses, with increased enrollment in those courses offered.
Progress:
To enable professors to develop distance learning/online courses, each university received computer hardware and software as well as technical support that allowed faculty to begin the process of course development. The first distance-learning course, French 3000 (Intermediate Grammar) was offered during spring semester 2000 as an on-line WebCT course. Students from the four collaborating institutions participated. Valdosta State University French professor, Dr. Moses Hardin, team leader in development of the course, taught the course.
During the spring 2000 semester, the deans, department

-- 58 --

FY2001 Accountability Report

heads, and French faculty from the four institutions met for a two-day conference/workshop on the Georgia College & State University campus. At this meeting, the faculty entered a detailed discussed of curriculum and scheduling and chose as the current program coordinator, Dr. James Chesnut, Professor of French at North Georgia College & State University. They also received a general training in the use version 2 of WebCT.
To enable faculty to develop online courses more effectively, during the spring and summer semesters, additional software and hardware, was purchased for the collaborative, and in particular for Dr. Brian Mann, who was scheduled to teach a collaborative course this academic year.
Also during the summer 2000 semester several French faculty participating in the collaborative attended the WebCT conference in Athens and received intensive training on version 3 of WebCT.
During the fall semester 2000, the collaborative offered a French 3010, French Civilization, Part I. One challenge in course delivery has been to include synchronous verbal language interaction. To address this delivery issue, French 3010 course combined GSAMS delivered lecture and discussion (two times per week) with online WebCT, version 3, instruction. The course was taught by Dr. Brian Mann, who was among those receiving advanced training at the WEBCT conference in Athens.
In addition to the courses being offered, the program has developed a web page and is the process of linking participating universities. The program also has developed a draft of a brochure, which is scheduled for completion and publication in the early winter.
With its second course under way, the collaborative has moved from a largely planning and piloting stage to an implementation stage. During October 2000, the deans at each university communicated with the faculty of French, and together, the two groups decided upon the following:
g a mutually agreed upon sequence of four upper collaborative courses to be offered on each campus;
g a two-year cycle of upper level course offerings proposed for each campus;
g a brochure describing the collaborative; and
g a Web site should be created for the collaborative.
At this time, the French faculty has responded by developing a partially complete two-year schedule of courses, a web page, which is currently online, and the brochure that in draft form. The French faculty also has agreed upon a winter meeting to continue discussion of issues related to publicity, recruitment, and scheduling. In addition, the faculty has decided to produce publicity that targets high school teachers called upon to teach foreign language courses yet who remain in need of additional foreign language course work.
In an effort to overcome persistent distance learning scheduling and facilities problems, the program has decided

to schedule collaborative courses on each campus on Tuesday-Thursday, 3:30- 4:45 and to reserve GSAMS rooms on each campus and for every semester at that time.
Among other items of interest, Dr. Linda Noble, dean of Humanities and Social Sciences at Kennesaw State University indicated an initial interest in the possibility of participating in the collaboration.
17(c) Spanish Language and Latin American Studies
Participating Institutions: Augusta State University (lead), Kennesaw State University, University of Georgia
Program Accomplishments and Update:
This project, under the auspices of the Americas World Council, is intended to develop stronger expertise in Spanish language and Latin American studies among USG faculty and students.
Fourteen USG faculty participated in the Summer Institute for Faculty in Panama 2000. A major focus of the Summer Institute for Faculty is to both develop and strengthen collaborative research projects between USG faculty and faculty at Panama University.
These initiatives resulted in:
g translation of the International Arbitration Statute;
g a proposal to create a teaching, research and study platform at the University of Panama focusing on the phenomenon of International Commercial Arbitration, an alternative means of dispute resolution which eschews reliance upon conventional courts in favor of private dispute resolution in a judicially enforceable form;
g collaborative research focusing on evaluating problem solving skills in college algebra classes;
g a proposal to engage in a joint entomological study which will involve sampling tabanid populations for the presence of spiroplasma;
g Initiation of collaborative research to be executed in two phases: (1) stratigraphic testing to determine the age of archeological sites in El Valle, Panama and the ceramic chronology and typology, and (2) horizontal excavations to search for prehistoric features such as house plans, trash pits and/ or burials. This project will also include student researchers; and
g Facilitation of an inter-institutional collaborative research project involving four faculty and approximately 30 students from Augusta State University and East Georgia College. The "Cataloguing and Surveying of Biodiversity, Including Wildlife, Plants and Other Organisms Indigenous to the Alvin W. Vogtle Electric Generating Plant" is a yearlong project undertaken once every decade. The last survey was completed in 1990.
The Third Annual Conference on the Americas, held at Armstrong Atlantic State University, April 13-14, 2000, hosted over 100 participants. Forty-five faculty, 11 undergradu-

-- 59 --

FY2001 Accountability Report

ate and 2 graduate students presented research papers on a wide range of topics.
Supplemental funding for continuing faculty and student research projects initiated in the Summer Institute for Faculty in Mexico, 1999-2000, facilitated the work of 9 USG faculty and 13 students from Kennesaw State University, Augusta State University, Georgia Southern University, Georgia Perimeter College, Darton College, and Valdosta State University.
This project also provided supplemental funding for the Kennesaw State University-based Xalapa, Mexico 2000 Nurse Practitioner Practicum which was an unqualified success. Two KSU faculty and 7 graduate nursing students participated in the two-week practicum.
The Certificate in Latin American Studies has been approved and is scheduled for integration in participating USG colleges and universities beginning fall, 2001. The curriculum includes two upper division language courses beyond the 1000-2000 level, and 12 hours of area study. The Certificate also offers an honors option for those students achieving an overall 3.5 GPA in Latin American Studies courses and who submit a Senior Honors Paper. The paper must also receive a B+ to be acceptable. Supplementary funding will be provided for the inaugural integration of the Certificate Program at Armstrong Atlantic State University, the State University of West Georgia, Albany State University, Valdosta State University, Georgia College & State University, Augusta State University, Macon State College, Fort Valley State University, Columbus State University, and Dalton State College. Faculty representatives will attend a curriculum development and certificate integration workshop scheduled for January 2001.
Twenty-eight USG-Universidad Veracruzana faculty and students have submitted papers for publication in the 20002001 Latin American Monograph Series.
17(d) US-Mexico Partnership: Transcending Borders:
US and Mexico in the 21st Century
Participating Institutions: the University of Georgia (UGA), Fort Valley State University (FVSU), Georgia Southern University (GSU), and the University of Veracruz (UV) in Mexico.
Program Accomplishments and Update:
This multidisciplinary project addresses key economic, educational, and social issues facing the US and Mexico. Project activities focus on a replicable and cost-effective program that will better prepare graduates of System schools to compete in the global work force, provide opportunities for faculty development, contribute to the internationalization of System institutions, and assist communities to respond to the challenges of globalization. The participating institutions represent diverse communities in Georgia -- Athens in north Georgia, Fort Valley in the central part of the state, and Statesboro in the south, all facing similar challenges of inter-

nationalization.
The growing economic ties between Georgia and Mexico have meant an increasing movement of Latinos to the state. Though Georgia's economy is prospering, in part due to the new Latino work force, the state is woefully unprepared to meet the social challenges associated with the influx of Latinos into its communities. The problems and issues associated with the rapid influx of Hispanics into Georgia are reaching crisis proportions. As the number of Mexican and other Hispanic immigrants continues to rise, the pressure on local social service providers, extension agents, health professionals, and K-12 teachers has grown. These professionals (many educated at University System of Georgia institutions) have been thrust into the complicated business of assisting individuals from Mexico with the problems of daily life in the US. The institutions of the University System must respond to the growing challenges associated with Georgia's internationalization by bringing to bear their resources and expertise to address these critical issues. Through outreach programs to the local community, enhanced academic programs for students, and targeted faculty development programs, we can effectively address these challenges. This project aims to increase the number of graduates who are bilingual, culturally competent, able to effectively work with the growing number of Latinos in the US, and, most importantly, who can compete in the global work force. By more closely linking System universities with schools, social service organizations, non governmental organizations, and local governments in their own country and in the partner country, the program will create a collaborative partnership that is responsive to the needs of citizens of both countries. Specifically this project will:
(1) Increase the number of bilingual (English and Spanish) and culturally competent students by providing internships and work experiences abroad for qualified University System undergraduate and graduate students; and
(2) Provide faculty development opportunities through a cost-effective exchange program to facilitate cooperative research, joint publications, and technical cooperation programs. The participating institutions are working closely with the World Council of the Americas to coordinate activities and maximize the impact of all funded Global Partnership projects.
A study abroad and cultural immersion program for University System students was held during May 2000. The two-week intensive program took place at the Universidad Veracruzana and provided 22 System students with total immersion in Mexican culture and the Spanish language. The highly successful program included field trips, Spanish language courses, courses on Mexican history and culture, and homestays with Mexican families.
Funding also supported a conference in Statesboro on the emerging relationship between Georgia and Mexico. Approximately 500 people attended the conference, and speakers included the Consul General of Mexico, the head of

-- 60 --

FY2001 Accountability Report

the Mexican Trade Commission, System professors, and the press attache from the Mexican Consulate. Topics addressed included "NAFTA and Georgia," "Mexican Migration to Georgia," "Building a Better Understanding Between Mexico and Georgia," "Investment and Trade Between Georgia and Mexico," and "The Challenges and Promises of International Education."
The project supported a variety of public service and outreach initiatives involving students and faculty across the System. At Georgia Southern, the project provided opportunities for System students and faculty to work with and learn more about the Hispanic community, to practice their language abilities, and to help address critical problems of the Latino population. Regents Global Partnership funding supported the development of courses and workshops, including civic education courses and a migrant youth mentorship program that were developed and coordinated by undergraduate and graduate students. In addition, funding was used to sponsor a one-day community educational forum to bring together health care workers, police, social service providers, and local government officials to meet with the Georgia Southern and southeast communities project representatives to discuss the unique challenges related to Latino farm workers. Similarly, at UGA funding was used by the School of Law's Legal Aid Clinic to improve its outreach and services to the Latino community in Clarke and surrounding counties. As part of their project, students developed culturally sensitive, Spanish language materials on many aspects of the law in Georgia. Finally, faculty and students from Fort Valley's Department of English and Foreign Languages Department assisted the local school district with educating non-English speaking students, most of whom are Latino. With funds from the Global Partnership program, FVSU developed an ESL Mini Language Camp designed to address the problem of school age Hispanic children who are not English speakers but who are required to attend the same classes as students who are native English speakers, covering the same subject matter.
Finally, funding will be used to hold a statewide conference in summer 2001 on Latino issues in Georgia. The conference will be hosted by UGA's Office of the Vice President for Public Service and Outreach.
17(e) English as Second Language
Participating Institutions: Gainesville College, North Georgia College and State University, Dalton State College
Program Accomplishments and Update:
Gainesville College (GC) designed and will provide a two-day workshop (1 Staff Development Unit, or SDU) for Forsyth County mainstream, subject-area teachers of limited English proficient (LEP) students. There are 14 participants in this pilot effort. The intent is that this SDU can be used to provide immediate assistance to classroom teachers unaccustomed to having LEP students in their classes for the period before these teachers can complete the three ESOL-endorse-

ment courses. The objectives of these sessions are to assist participants in assessing their ESOL students' abilities, adapting teachers' existing teaching materials and techniques, and evaluating ESOL student progress and the effectiveness of the materials they develop. After participants have had time to put into practice the concepts introduced in the workshop, teachers will be surveyed as to the effectiveness of the SDU sessions. The workshop was planned and hosted by Gainesville College ESL; the instructor for this pilot project is Dr. Mary Jane Nations, ESL consultant.
Gainesville College conducted a "Best Practices" Conference for ESOL teachers highlighting tried-and-true lessons and activities. Gainesville College ESL instructors planned and hosted the gathering, while the conference presenters were area ESOL instructors. Feedback on the first "Best Practices" Conference for ESOL teachers has been very positive. The 20 participants at the first gathering asked that the conference become an annual affair. Instructors of prospective ESOL teachers at two USG universities reported that those of their students who participated brought back examples of lessons and activities and shared them with their classes.
In February, College ESL faculty will host an ESOL Roundtable for area teachers to provide an opportunity for them to establish professional connections, exchange ideas, and discuss common interests and issues.
Online Classes and Resources:
g A major component of the Virtual Resource Center, created in 1999 through Board of Regents funding through the North Georgia Initiative, continues to be the Web site listing ESOL/ESL resources in north Georgia. This online site was developed by GC and can be accessed at this Web address: http://troy.gc.peachnet.edu/ www/human/esol/index.htm. These four Web pages provide information, addresses and Internet links to community, teacher, and student resources and make available information on the College ESL Program. Gainesville staff and ESL instructors maintain this Web site, which is accessible from the GC homepage.
The ESOL Resource Page has received more than 900 hits. Through this Web site, GC ESL faculty receive an average of five to ten telephone calls and at least four email messages per week requesting information on the availability of English language classes, community services for immigrants and refugees, and the possibility of college enrollment. Interested parties are referred to the most appropriate educational option.
The College ESL Resource Center continues to add to teaching resources for area teachers. Materials available from the Virtual Resource Center include teaching videos, audiotapes, software, sample texts, and CDs.
g Also accessible from the ESOL Resource Page is "JumpStart for Teachers," an online collection of ready-for-theclassroom lessons ESOL teachers can download for their use. These teaching units have been collected from

-- 61 --

FY2001 Accountability Report

ESOL teachers and from the Center for Applied Linguistics' Computer-Assisted Language Learning resource (CALL). GC staff and ESL instructors designed and implemented the site. It is a part of the Virtual Resource Center accessible from the GC home page. Gainesville ESL instructors will be providing onsite demonstrations for area teachers who are potential users. This teaching resource will be maintained and added to by College ESL instructors; GC is providing the host server.
g Two online ESOL-endorsement courses for K-12 teachers have been developed through collaboration between NGCSU, Dalton, and Gainesville. The Methods and Materials course will be taught through NGCSU and hosted on its server. The Linguistics and Language Acquisition course will be offered through Dalton College and hosted on its server. Both are being taught spring 2001. These courses are in great demand and instructors anticipate that they will be fully subscribed each time they are offered. In addition to the two ESOLendorsement courses, an Advanced Writing/Grammar course for ESL students was developed in collaboration between GC and NCSU. This course will also be available online spring 2001. The ESL Advanced Writing/Grammar course, ESOL 0099, will be available through SREC for spring 2001. Online ESL writing courses are typically filled shortly after being listed. Work on the online Academic Vocabulary for ESL, ESOL 0051, will be continued during spring 2001 semester, with an anticipated completion time of summer 2001. This course will also be offered online.
17(f) Survival Spanish & Hispanic Cultures
Participating Institutions: Kennesaw State University, Georgia Southern University
Program Accomplishments and Update:
In January 2000, the Center for Hispanic Studies at Kennesaw State University (a collaborative effort with the Ministry of Education and Culture of Spain, and the University of La Serena, Chile) was awarded $14,000 for the continuation of the "Survival Spanish and Hispanic Cultures" project. Three components were envisioned in this project: the development of a web site, professional development for P-12 teachers, and student/faculty/teacher exchanges. The funds were/are to be used as follows:
g $8,000 dedicated to support for USG faculty to participate in exchange and study programs. These programs are to be negotiated between the University System of Georgia and the Ministry of Education and Culture of Spain.
g $2,000 dedicated to support faculty exchanges with the University of La Serena, Chile.
g $4,000 allocated to develop a web site for the Center.
I. Development of Web Site: The consultant to design and develop the proposed web site has been selected. The

consultant will present his recommendations to the Center of Hispanic Studies members as well as the chair of the Foreign Language Department in the second week of December, 2000. At the present time, no funds have been encumbered to pay the consultant.
II. Professional Development of P-12 Teachers: The grant award for FY00 and FY01 did not provide funds for professional development.
III. Faculty, Teacher, Student Exchanges: In Spring Semester 2000, a teacher exchange program was established between public school teachers in Cobb County Schools and La Serena, Chile. This program was coordinated by Dr. Anja Bernardy, assistant professor of Spanish and foreign language education in the department of foreign languages and coordinator of foreign language education programs for the Center for Hispanic Studies. Ten teachers from Cobb County Schools visited La Serena, Chile, in an effort to promote teacher exchanges and professional development. These teachers were paired with their Chilean counterparts in an intensive two-week program where they visited urban and rural schools. The US teachers experienced different views on methodologies as well as differing approaches to dealing with cultural and language issues while in La Serena. In return, the US teachers will host the teachers from La Serena in January 2001.
At the present time there are no encumbered funds for faculty, teacher, or student exchanges.
IV. Spanish for Specific Purposes: The Center for Hispanic Studies has a strong commitment, in collaboration with the Ministry of Education and Culture of Spain, to develop courses and, where appropriate, programs which teach the Spanish language in a specialized context, such as Spanish for the health professions or Spanish for social services. Dr. Audrey Garca, director of the Center for Hispanic Studies, has developed a certificate program in legal and court interpretation that is presently awaiting approval by the various curriculum committees at KSU. Dr. Garcia and Lucia Ribeiro also presented the certificate proposal as a conference paper at the VII International Conference On Law and Language in San Juan, Puerto Rico, in May 2000. As a result of this presentation, they received important feedback on issues involving the use of two languages by governments of other countries.
Travel and conference registration for two presenters: $2, 383.96.
V. Publications and Printing: Stationary, Center for Hispanic Studies: $ 242.00
VI. Total expenditures: $ 2, 625.96
Balance of FY00 funds: $11, 374.04 N.B. In April 2000 an additional $14,000 was added to the original award of $14,000, bringing the total grant award in FY00 and FY01 to $28,000.00.
VII. Encumbered Funds: FY 01. Promotional materials are critical in the dissemination of information concerning

-- 62 --

FY2001 Accountability Report

the initiatives and activities of the Center.
Design and printing of brochure and posters: $775.00 encumbered.
Balance of FY 01 funds: $13, 225.00
17(g) Russian Language and Area Studies
Participating Institutions: Valdosta State University, Armstrong Atlantic State University, Bainbridge College, Columbus State University, Kennesaw State University
Program Accomplishments and Update:
Implementation Items
1. Recruitment campaign at each institution: flyers were sent to each participating institution to be used to recruit students into the Russian language classes. This campaign coincided with advisement and registration at each institution.
2. Hardware and software purchases for the participating institutions: Kodak DVC325 video cameras and Labtec Clearvoice Headset/Boom Mic (LVA - 8450) were purchased for each participating institution to facilitate videoconferencing.
3. Russian Instructor: funding for approximately 67 percent of the Russian language instructor's salary ($22,400). Dr. Ludmilla Isakova of the Institute of International Educational Programs of St. Petersburg State Technical University was hired as Visiting Temporary Assistant Professor of Russian at Valdosta State University for FY01. Dr. Isakova teaches Russian language courses at VSU and also offers elementary Russian language courses to students at participating institutions via GSAMS.
4. Courses delivered to participating institutions fall 2000: Dr. Ludmilla Isakova is delivering on the VSU campus and via GSAMS the following courses from VSU: RUSS 1001; RUSS 2001; and Russian language for faculty (preparation for faculty planning to participate in exchange programs in Russia and for personal and professional development) Dr. Isakova made visits to the participating institutions to meet with the students, supported by travel funds from the Russian Studies grant. Establishment of personal contact made both instructor and students more comfortable when communicating through GSAMS. Facilitators at each site have been essential to the delivery of instruction as students find they need assistance at times with the technology in the GSAMS classrooms.
5. Refinement of system for registration, class scheduling, hiring of facilitators, test administration, reporting of grades, tuition payment, and cost-sharing
The problems related to the indicated areas were identified during the previous fiscal year. They were primarily related to the destination of tuition and FTE from students taking distance-learning courses. (Does tuition and FTE stay with the home institution or do they go to the

sending institution? If tuition and FTE are transferred to the sending institution, is it a full or partial transfer? Which institution pays for facilitators in the distancelearning classrooms on the receiving campuses?)
Meetings with registrars and other key personnel on participating campuses related to the administration of the distance-learning classes were held, and an agreement among the participating USG institutions has resolved most of the issues.
6. Study abroad and internship options: exchange agreements with the Institute for International Educational Programs and the University of the Humanities and Social Sciences in St. Petersburg completed during FY00 and the ongoing agreement with Syktyvkar State University in Syktyvkar offer expanded opportunities for faculty and student exchanges from participating USG institutions. The European Council summer study program in St. Petersburg will be restructured in summer 2001 to allow students to participate in the IIE summer study program and for USG faculty members to be involved as faculty associates. Funding from the Russian Studies grant ($3000) supports the work of the administrative coordinator of the European Council in connection with the Russian summer program. Study abroad, exchange, and internship options for students, including those in underrepresented disciplines like business, education, social work, and physical education, are available in St. Petersburg and Syktyvkar. The linkage between Syktyvkar State University and VSU has been broadened on both sides to include five institutions in Syktyvkar and seven institutions in the USG. All consortium members have signed a formal agreement.
7. Elaboration of multi-institutional Russian Studies certificate program: work on the creation of a Russian Studies certificate program is ongoing. Projects of the committee include the development of the curriculum for the Russian Studies Program drawing as much as possible from existing courses and relying on faculty with specialization in Russian-related areas at the various institutions, the creation of an introductory course to the program, and the establishment of a tentative schedule for the delivery of the courses and organization of the administrative structure for the collaborative agreement. A European Council-sponsored Faculty Development Seminar in Russia in summer 2002 is anticipated. Plans for additional exchanges and new internship opportunities in Russia will be initiated.
17(h) European Union Center Certificate Program
Participating Institutions: North Georgia College & State University, Abraham Baldwin Agricultural College, Albany State University, Armstrong Atlantic State University, Augusta State University, Clayton College & State University, Coastal Georgia Community College, Columbus State University, Dalton State College, Darton State College, East Georgia College, Floyd College, Fort Valley State University,

-- 63 --

FY2001 Accountability Report

Gainesville College, Georgia College & State University, Georgia Perimeter College, Georgia Southern University, Georgia Southwestern State University, Georgia State University, Kennesaw State University, Macon State College, Middle Georgia College, South Georgia College, State University of West Georgia, University of Georgia, Valdosta State University
Program Accomplishments and Update:
The grant was received to support the development of the European Union Studies certificate. The program involves 27 units of the University System that represent every institutional level research university (3), regional comprehensive university (2), state university (11), state college (2), and two-year college (9). Indeed, the program was recipient of the Chancellor's Award for Collaborative Excellence in 1999. This in-state consortium is enhanced by the participation of universities in Europe, with a program goal of enlisting one partner institution in each of the 15 member states of the EU. The University of Munich in Germany is the initial partner to pilot the project.
The EU Studies certificate was officially launched in Spring Semester, 2000. The certificate, offered at the undergraduate level, must be taken in tandem with a formal degree program. Students from all academic majors are eligible to participate. The certificate is composed of 6 courses: Introduction to the European Union, four discipline-specific courses, and a capstone seminar. The discipline areas of the EU Studies curriculum are the following: social sciences, humanities and fine arts, business, and natural and health sciences. Students are required to complete a course from three of these disciplines to ensure that they obtain an integrated overview of the EU.
In the 1999-2000 cycle, the grant sponsored two workshops in collaboration with the Universities of Munich and Pittsburgh designed to develop curricular materials for the certificate program. The success of these workshops was leveraged to secure an additional grant of $375,000 to create twelve web-based courses focused on the EU. Once completed, the largest catalog of courses on the EU in the United States will be owned by the University System of Georgia.
The grant will be used in the 2000-2001 academic year to assist two workshops related to the design of the web courses. The courses will be prepared by three person teams composed of one faculty member from the university system, one faculty member from the University of Munich, and an outside expert. University system faculty was recruited through an open competition. The first workshop occurred on October 18-19 in cooperation with the Southern Center for International Studies. The faculty teams were trained on the use of web development software and discussed the structure of each course. A second workshop shall be held in March 2001 in which the faculty teams will again be assembled. The purpose of this workshop shall be to transform each course into a web-based format. All courses are scheduled for completion by the conclusion of the summer semester, 2001.

17(i) Survival Language Skills
for Traveling Professionals
Participating Institutions: the University of Georgia, Georgia State University
Program Accomplishments and Update:
In support of the Regents' goal to send increasing numbers of students and faculty overseas, the System has developed a central website for universal access to on-line language learning programs that are available on the Internet or through computer-assisted instructional products. The primary objective of this project is to provide students, faculty, and other professionals preparing for overseas travel with immediate, simple, and self-paced exposure to basic elements of language acquisition. It is designed for those without prior language skills who wish to gain some minimal competence in the language and culture of their target destination.
The website currently provides links to introductory instruction in eight languages: Chinese, French, Italian, Japanese, Korean, Portuguese, Russian, and Spanish. Other languages will be added as the site grows and as new Internet resources are discovered. The website serves as a portal to a variety of other Internet locations that host appropriate materials and programs. Each has been screened and evaluated by a faculty reviewer. The site also provides links to a range of useful foreign language tools including on-line bilingual dictionaries, translation programs, and pronunciation guides. The website has been made broadly accessible through connectivity from the Regents' Office of International Education homepage: http://www.usg.edu/oie. The Regents System Office has assumed responsibility for maintaining and supporting this website; as a result, no National Collaboration monies were used to support this project in FY01.

-- 64 --

FY2001 Accountability Report
10. Statewide Desktop Learning Network
Appropriated: $2,000,000 (FY99); $3,500,000 (FY00); $3,500,000 (FY01)
The goal of this initiative is: g To prototype an effective, scalable, and sustainable infrastructure for the development and delivery of on-line courses
and programs to meet degree, credit, and non-credit needs of Georgia citizens. Coordinator: Kris Biesinger, Assistant Vice Chancellor, Advanced Learning Technologies, Academics and Fiscal Affairs: email address -- kris@oit.peachnet.edu
Initiative Update: Focusing on meeting the education needs of working professionals unable to participate in higher education offerings
because of time and location conflicts, this initiative plans, implements and tests a coordinated infrastructure model for developing and delivering instruction to the learner's desktop via the Internet. This coordinated model establishes four primary elements: 1) a process for the development of quality online courses, 2) the technology infrastructure to deliver courses anytime/anyplace, 3) services for faculty and students, and 4) project coordination and management.
Many of the elements of this initiative support System participation in Georgia Global Learning Online for Business & Education (G.L.O.B.E.) launched by the Board late in FY99 to meet the state's higher education and workforce demands via electronic delivery systems. In particular, the desktop initiative funds the development of electronic core courses (eCoreTM) that meet the learning outcomes of the first two years of a college education. Together with institutional partners, the Desktop Learning Project (DLP) oversees the design, development, delivery, and evaluation of these courses that are then marketed through Georgia G.L.O.B.E. g PROJECT MANAGEMENT/STAFF SUPPORT
Project management encompasses all personnel expenses associated with coordination of initiative elements, work performed by institutional partners, and management of hardware/software vendor relationships. Activities described within this initiative are managed and performed through the support of 13 positions located at System level and partner institutions. On the System level, funding provides for 10 full-time positions ranging across a variety of roles and responsibilities including project management and coordination, curriculum development, instructional design, technical expertise, faculty training, and administrative support. Additionally, consultants and graduate students contribute to project activities. Three staff positions at partner institutions (two at Georgia State University and one at Georgia Institute of Technology) are funded to support the goals of the initiative. The staff at Georgia State provide for administration of the USG WebCT server and coordination of all activities and services which are extended to institutions with WebCT servers meeting a set of standards. Staff at Georgia Tech manage and maintain the USG Video Server that provides streaming media capabilities to support initiative activities. Additionally, faculty associates from various USG institutions contribute to the support of faculty learning how to teach online. g INSTRUCTIONAL DESIGN AND CURRICULUM DEVELOPMENT
Web-based curriculum development is accomplished through two approaches: production and facilitated-support. The production approach involves direct collaboration among members of faculty/staff teams to produce entire web-based courses in specific disciplinary areas. The facilitated-support model enables campus-based efforts to receive support to develop webbased courses and programs.
Production activities this year are focused upon the eCoreTM, an electronic core curriculum comprising the first two years of a college education. The eCoreTM seeks to expand access to a college education through the development and delivery of a high quality, easy to use, highly accessible, online courses. Six courses were completed by teams of faculty, instructional designers/group facilitators, programmers, and technical experts and offered fall 2000. These courses are designed as cohort based, instructor led, multimedia rich learning communities and include English composition I and II, mathematical modeling, college algebra, U.S. history, and American government. Two additional courses, philosophy and psychology, are added for
-- 65 --

FY2001 Accountability Report

spring semester 2001. By summer semester 2001, a total of 12 courses will be available to students. The entire core curriculum will be comprised of approximately 40 courses. This core is designed as an integrated collection of learning experiences that address a unified set of student learning outcomes, ensuring that students who complete the entire eCoreTM are as prepared as if they completed the core curriculum at any individual USG institution. The courses are marketed by Georgia G.L.O.B.E and offered for credit by five System institutions that are recognized as eCoreTM affiliate institutions.
Additionally, these course products will be shared with faculty across the System who may be interested in incorporating portions of the collaboratively developed materials in their traditional or distance courses. This increases the pool of quality resources available to faculty across the System and reduces the likelihood of expense associated with duplicative efforts.
The facilitated-support approach has been implemented with a number of projects. Access to strategies, templates, production methodologies, web tool training and/or fiscal support are provided to campuses and multi-campus groups to facilitate their efforts and to ensure a uniform high quality approach to course development. Most recently, training and support have been provided for the European Union (EU) certificate program. This program seeks to create 24 courses and 92 modules online. Development teams, led by faculty from the USG and involving premier scholars from other EU Centers in the US and partner institutions overseas, will create these interdisciplinary courses with an international curriculum focus.
The WebMBA Program involving five USG institutions (Georgia College and State University, Georgia Southern University, Kennesaw State University, State University of West Georgia, Valdosta State University) is supported from this initiative. All WebMBA courses are hosted on the USG WebCT server and benefit from the support services accompanying this hosting service. Additionally, faculty training, program administration support, and guidance regarding the development of a functional user interface have been provided centrally.
Consulting and training support are provided for other projects upon request. Examples include 1) training and support for Macon State College faculty as they develop a bachelor's degree in information technology, 2) professional development collaborative exchange for USG foreign language faculty developing online courses with colleagues in the California State System, 3) expansion of the Asynchronous Banner Learning Environment (ABLE) which provides online training in the Banner Student Information System, and 4) participation in planning activities to provide similar online training for the PeopleSoft financial system. Funds continue to be provided to the Georgia Institute of Technology as it expands the number of online engineering courses leading toward the master's degree in mechanical engineering and the master's degree in electrical engineering.

g TECHNOLOGY INFRASTRUCTURE
The distribution, activation, ongoing maintenance of and upgrades to equipment and software in three major categories of technology support continue to be furnished by the project: video services, course development and distribution, and network bandwidth. The video technologies include video servers for campus use with copies of server software for distribution of video (RealNetworks), video servers for testing operating systems and other video distribution technologies (Windows Media Server, Apple Quicktime), and upgrades for the encoding and storage of digitized video at UGA (Silicon Graphics), and the centralized video servers at Georgia Tech (Silicon Graphics and Dell). Required upgrades to existing two-way interactive video systems (VTEL) were coupled with the installation of network capable video interface units (RadVision) to continue serviceability and to enable two-way interactive sessions over an IP network at thirty-eight locations.
The WebCT servers located at Georgia State (primary and backup Sun systems) provide hosting services for courses from 28 USG institutions as well as the courses which are developed through support from this initiative. Currently there are 561 courses and 8,306 accounts hosted on the System server. To meet increased demand, the number of processors, memory and storage capacity of these machines was upgraded. Disk space and system performance are [O1][O2]monitored regularly with enhancements provided as needed to sustain quality service.
Keeping an eye toward technology futures is a key component of the project. Additional software products are continually reviewed and some purchased as appropriate for the online courses. A product under review this year is a sophisticated online testing program that manages secure banks of test items and provides controlled management of test delivery and reliable and valid analyses of results.
A robust and reliable wide-area network infrastructure remains an essential component in the ability of video and course distribution services to function. Therefore, the initiative continues to invest in improvements to the System's wide area network, PeachNet.
g SUPPORT SERVICES
Establishing comparable services for students and faculty to those available on campus is a critical component of delivering accredited distance education programs. A WebCT support desk for faculty and students has been established with extended hours of service - averaging 18 hours a day/7 days a week. The support desk serves all faculty and students with courses on the University System WebCT server. The services are also provided to all USG institutions with "certified servers," WebCT servers meeting a defined set of criteria. Georgia State, as the administrator of the USG server, was the first institution to be added to this service. The number of institutions applying for "certified" status numbers approximately five following the invitation to apply issued in October of this year. Two institutions, Fort Valley State

-- 66 --

FY2001 Accountability Report

University and Clayton College & State University have been granted "certified" status at this time.
Students participating in on-campus instruction participate in an orientation to library resources. A tutorial providing the same types of information but for the online student is under development through collaborative teams including librarians, instructional designers, and programmers.
Faculty teaching online for the first time benefit from experiencing online instruction as a student. An Online Teaching and Learning course has been created and is offered every term by a faculty associate with experience teaching online. Faculty and staff involved in the development and/or teaching of the eCoreTM, the WebMBA, the European Union certificate, and other special campus courses are enrolled in this online program. The course lasts four weeks and centers on the theme of creating online learning communities.
An online resource, the WebCT Primer, provides a highly scalable faculty development strategy. It requires no instructor and serves as a guide to developing web-based courses from a pedagogical perspective. It will be made available to each faculty member who requests a course site on the USG WebCT server and will be distributed to USG institutions for deployment on their campus WebCT servers.
Training opportunities are provided to institutional personnel to expand knowledge and implementation of software tools that have been adopted at the System level. These include training in WebCT and RealNetworks as well as other products that come available for institutional adoption.
The Teaching and Learning with Advanced Technologies Conference, formerly called the Video Exploratorium, will be held for a third year in February 2001. The conference involves institutions in a coordinated planning process focusing upon integration of technology into instructional activities. Each campus sends a team of individuals representing administration, instruction, and technology to exchange information about new technologies, System and institutional resources and services, and plans for future developments.
g EVALUATION
A division of the Advanced Learning Technologies unit entitled Assessment and Public Information has been established and an associate director hired. Two additional positions will be filled during this calendar year. This division will be responsible for 1) assessment of the online courses - development process, product, and delivery; 2) assessment strategies employed within the eCoreTM courses with special attention to instrument reliability and validity; 3) the development and implementation of a System substantive change review process in collaboration with the Southern Association for Schools and Colleges; and 4) the dissemination of information regarding standards, processes, tools, etc. to the institutions. Funds from the initiative support the acquisition of statistical packages, costs of consultant support for development of evaluation tools, and expenses associated with preparation for the System substantive change accreditation review.

The USG participated in a pilot project to develop a technology costing methodology associated with the development and delivery of distance education courses. This pilot was part of an investigation conducted by the Western Interstate Commission on Higher Education in order to formulate an approach to costing applicable across multiple institutions and across multiple delivery modalities. Information learned from this pilot investigation will be implemented as the USG reviews the tuition and revenue sharing strategies being tested with the offering of the eCoreTM courses.

A number of presentations regarding the Desktop Distance Learning Project have been conducted at national meetings of professional organizations. In addition, sessions with visitors from other states and countries have been held to share information regarding our course development process, the eCoreTM concept, and the policies and procedures that are being piloted with this program.

Financial

Project Management/Staff Support

System

$720,000

Institutions

270,000

Instructional Design and Curriculum Development

Production

755,000

Facilitated Support

360,000

Training

120,000

Technology Infrastructure

Hardware

200,000

Software

125,000

Telecommunications (bandwidth and support) 500,000

Support Services

Student/Faculty Support

250,000

Training and Conferences

110,000

Evaluation

90,000

Total

$3,500,000

-- 67 --

FY2001 Accountability Report
11. Internet Connectivity
Appropriated: $1,845,000(FY99); $1,845,000 (FY00); $1,845,000(FY01)
The goals of this initiative are: g To provide for support of the transition of the K-12 school districts and public libraries from service by the Board of
Regents through PeachNet to a commercial provider. This transition requires reconfiguration of the PeachNet network to focus on University System institutions; g To provide for installation and equipment necessary to reconfigure the PeachNet network to reflect the change in focus to University System institutions; and g To provide support for the A Plus Education Reform Act of 2000, especially the transition of the Public Libraries from DTAE to the Board of Regents. In addition, some DOE sites continue to obtain service through PeachNet. Coordinator: Beth Brigdon, Assistant Vice Chancellor Enterprise Systems and Services, Information and Instructional Technology, Office of Academics and Fiscal Affairs: email address -- Beth_Brigdon@oit.peachnet.edu Initiative Update: Following the final transition of the K-12 (DOE) sites and public libraries away from the University System's PeachNet data network completed this summer, 17 hub sites within the University System were identified for reconfiguration of equipment. Work is being completed on the new design for each location to be followed by equipment acquisition and installation. The funds provided by this initiative will make possible reconfiguration of approximately one half of these sites not only to better support University System-centric services but will prepare each location for future capacity (bandwidth) upgrades.
-- 68 --

FY2001 Accountability Report
12. Teacher Preparation Initiative
Appropriated: $3,000,000 (includes $996,200 for strengthening teacher preparation, $773,800 for linking schools and teacher preparation in University System institutions, $800,000 for the preparation of school leaders, and $430,000 to end out-of-field teaching) (FY00); $3,000,000 (FY01)
The goals of this initiative are: 1. To ensure that every teacher prepared by University System institutions:
f has deep content knowledge in every subject included on teaching certificate; f can manage classrooms and can use information technology effectively; and f is accomplished in helping students from diverse groups achieve at high levels. 2. To ensure that every school administrator and school counselor prepared by University System institutions is successful in putting in place in the schools those conditions that support teacher success in improving student learning. 3. To ensure that every classroom teacher who receives a graduate degree from University System institutions is prepared for the option of seeking National board Certification. 4. To hold colleges of education and colleges of arts and sciences jointly responsible for the quality of teachers prepared. 5. To increase partnerships with public schools for the purposes of improving student learning in the schools, increasing and strengthening field experiences for prospective teachers, continuing professional development of school and university faculty, and improving both the schools and teacher preparation. 6. To collaborate with the Governor's Office, Georgia Department of Education, Professional Standards Commission, Office of School Readiness, and Georgia Partnership for Excellence in Education: f to balance teacher supply and demand by subject field and geographic region; and f to end out-of-field teaching. 7. To increase the priority given to teacher preparation within University System institutions. Coordinator: Jan Kettlewell, assistant vice chancellor - Academic Affairs and co-facilitator of the Georgia P-16 Initiative: email address - jkettlew@mail.regents.peachnet.edu Initiative Update: PREPARATION OF NEW TEACHERS, SCHOOL ADMINISTRATORS, SCHOOL COUNSELORS, GRADUATE DEGREES FOR TEACHERS AND SCHOOL LEADERS 1. Programs have been redesigned and refinements are under way in all 15 University System institutions that prepare teachers. Effective with the graduating class of 2002, the University System will "guarantee" that: f all early childhood teachers will have 15-semester hour concentrations in both reading and mathematics; f all middle school teachers will have two 15-semester hour concentrations from among English, mathematics, science,
and social studies; f all high school teachers will have an academic major (a major and at least a 15-semester hour concentration in each
discipline included under broad-field certification, e.g., science); f all teacher candidates have demonstrated effective performance in the use of technology and in classroom manage-
ment; f all teacher candidates have demonstrated success in helping students from diverse groups achieve at high levels;
-- 69 --

FY2001 Accountability Report

f all school administrators and school counselors have demonstrated success in putting in place those conditions that support teacher success in improving student learning; and
f all current teachers who receive graduate degrees are prepared (if they choose to do so) to seek National Board Certification.
During FY00 strong progress was made in reaching the following expectations:
f increased requirements for majors and minors; f increased hours field experiences for teacher candi-
dates; f higher admission requirements; and f collaborative responsibility for the preparation of
educators by education, arts and science, and school faculty.
Progress is also evident in improving the performance at both the institution level and the individual teacher candidate level. Institutions have developed plans to:
f mentor graduates during their first two years of teaching (beginning with the class of 2002);
f guarantee that graduates meet all expectations of the regents' principles;
f increase the number of high quality applicants, individuals from minority groups, and individuals desiring to teach in shortage fields;
f increase by 10 percent the number of teacher candidates who qualify for HOPE Promise; and
f Teacher candidates will be expected to demonstrate sufficient depth in all subjects included under teacher certificate to bring students from diverse groups to high levels of learning, use technology effectively, have appropriate classroom management skills and be able to diagnose difficulties in reading and mathematics and know what to do about them.
Plans for FY01 focus on continuing to implement all aspects of the Principles with emphasis on meeting expectations related to reaching the desired outcomes of partner schools, and on verifying teacher candidates' accomplishments in improving student learning in the schools.
2. Reading endorsement is now available to current classroom teachers in all subjects and grade levels (jointly funded with the P-16 Initiative): f fourteen universities are collaborating in offering three courses to current classroom teachers in all subject fields and grade levels. These courses are available to teachers in two formats: summer institutes and through distance education. Teachers statewide now have access to these courses; and f teachers who complete all three courses earn a reading endorsement added to their certificate through the Professional Standards Commission.

3. Expanded access to Ed.D. programs to strengthen school leadership: f a new Ed.D. program has been approved at the State University of West Georgia; f the University of Georgia and Fort Valley State University are collaborating in the implementation of Ed. D. programs in central Georgia; f Georgia Southern University and Augusta State University are collaborating in the implementation of Ed. D. programs in the Augusta area; and f Valdosta State University, Columbus State University, and Albany State University are in the planning stages for a collaborative Ed.D. program.
JOINT ACCOUNTABILITY FOR TEACHER PREPARATION: COLLEGES OF ARTS AND SCIENCES, COLLEGES OF EDUCATION
All 15 University System institutions that prepare teachers now have in place a "functional unit" of faculty from the college of arts and sciences and the college of education that is responsible for preparing educators for the schools and for meeting the list of assurances listed above for the "guarantee."
At the state level the Educator Preparation Academic Advisory Committee is in place, consisting of all education deans, arts and sciences deans (in institutions that prepare teachers), and the vice presidents for academic affairs at twoyear colleges. This committee is charged with facilitating implementation of the Regents' 1998 policy on the preparation of educators for the schools and resolving issues that require agreement among the colleges and universities.
PARTNERSHIPS WITH PUBLIC SCHOOLS
All University System institutions that prepare teachers have entered into partnership with the public schools to create "partner schools" (or have an approved alternative to meet the following goals). A partner school is a regular P-12 school, with no change in mission and governance, that chooses to enter into partnership with a university to work on at least four goals:
1. Preparation of new educators (teachers, counselors, administrators);
2. Professional development of school and university faculty;
3. Full support for increased student learning in the school;
4. Research on best practices that improve both schools and teacher preparation.
The graduating class of teachers in May 2002 will each have completed the equivalent of a full academic year of field experiences in the public schools.

-- 70 --

FY2001 Accountability Report

BALANCING TEACHER SUPPLY AND DEMAND AND ENDING OUT-OF-FIELD TEACHING
Through the P-16 Initiative, the University System (in partnership with the Governor's Office, Professional Standards Commission, Georgia Department of Education, Office of School Readiness, and the Georgia Partnership for Excellence in Education) is coordinating implementation of Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom by 2006. Two key objectives of this plan are to balance teacher supply and demand and to end out-of-field teaching. The University System serves as fiscal agent for a state Title II grant (total to approximate $9.7 million over 3 years) to support implementation of this plan. This plan moves forward the regents' 1998 policy on the preparation of educators for the schools.
Two key dimensions of this plan are: 1) creation of the Georgia Teaching Force Center, and 2) Business-to-Teaching Program.
1. The Georgia Teaching Force Center is charged with the following:
Analysis and Forecasting f Teacher supply and demand by subject field, grade
level, and geographic region; f Supply and demand for mentor teachers and master
teachers; f Changes in population and distribution of school-
aged children and youth; f Utilization of the HOPE scholarships; f Attrition rates of teachers and administrators; f Projections to governor on funding issues related to
Georgia's teaching force.
Clearinghouse to School Districts f For all qualified applicants for teaching positions; f For access to a qualified teacher through distance
technology; f For "back-up" personnel when full-time qualified
teachers are not available.
Marketing Teaching as a Profession f To sophomores who score well on PSAT; f To individuals in other fields who may wish a sec-
ond career as a teacher; f To paraprofessionals; f To minorities; f Concept of using part-time teachers and sharing
teachers among schools.
Marketing School Administration f To managers from the private sector; f To nationally board certified teachers with an inter-
est in school administration.
Coordinating a Statewide Program Modeled after the Teacher Cadet Program f To increase the college pool of teacher candidates.

2. Business-to-Teaching Program
The University of Georgia, in partnership with other University System institutions, is developing Georgia's Business-to Teaching Program to attract second career individuals (particularly from the corporate sector) into teaching. The program began fall 2000 and includes the following dimensions:
f diagnostic assessment and individual advisement of each candidate;
f electronic technology-based delivery, with some face-to-face interaction;
f nontraditional packaging of instruction; f weekend learning opportunities; and f marketing of program.
TEACHER PREPARATION AS HIGH PRIORITY IN THE UNIVERSITY SYSTEM
Chancellor Portch requires all presidents in universities that prepare teachers to submit written verification of institutional policies that:
f support increased participation of teacher preparation faculty in the public schools;
f support the efforts of faculty to model effective teaching; and
f support the efforts of faculty to focus their research on ways to improve classroom teaching and student learning in P-12 schools.
BUDGET:
$3,000,000 was appropriated in FY01 in four categories:
1. Strengthening teacher preparation in reading, mathematics, other core areas ($996,200): f $916,200 was allocated to System institutions that prepare teachers to hire 26 new faculty members in these areas to strengthen the content preparation of teachers, with emphasis at the early childhood and middle grades levels. f $80,000 was allocated to the System institutions participating in the University System Reading Consortium, a collaborative of 14 universities that are implementing two models of professional development in the teaching of reading for practicing preK-12 teachers. The Reading Consortium is jointly funding through the Teacher Preparation Initiative and the P-16 Initiative.
2. Linking Schools and Colleges in Teacher Preparation ($773,800): f $773,800 was allocated to system institutions that prepare teachers for development of partner schools. This amount has been partially matched with $120,000 in external funding through Georgia's Title II grant.

-- 71 --

3. Expanding Access to Doctor of Education (Ed.D.) Programs ($800,000):
f $800,000 has been allocated to System institutions listed above under "expanded access to Ed.D. programs."
4. Ending Out-of-Field Teaching ($430,000):
f $400,000 has been allocated to the University of Georgia for the Business-to-Teaching Program. This amount has been matched by $400,000 in external funding through Georgia's Title II grant.
f $30,000 has been allocated to support development of the Georgia Teaching Force Center. This amount has been matched by $231,417 in external funding through Georgia's Title II Grant and an additional $96,566 in carry over funds from the previous year.

FY2001 Accountability Report

-- 72 --

FY2001 Accountability Report
13. Cooperative Ed.D. Program between the University of Georgia and Fort Valley State University
Appropriated: $500,000 (FY98); $500,000 (FY99); $500,000 (FY00); $500,000 (FY01)
The goals of this initiative are: f The University of Georgia/Fort Valley State University cooperative doctoral program was initiated in August 1997
through an agreement signed by the authorized representatives of both institutions and endorsed by the University System office. The purpose of the Program is to provide graduate study for adults in central Georgia that leads toward the completion of a doctor of education degree in adult education, educational leadership, or occupational studies. Core courses and some electives are offered by UGA; FVSU provides cognate and statistics courses. While UGA faculty chairs advisory committees, each advisory committee is to have up to two faculty members from FVSU. Classes are scheduled at Macon State College and are delivered by face-to-face and by interactive video (GSAMS) formats. Coordinator: Jan Kettlewell, assistant vice chancellor - Academic Affairs and co-facilitator of the Georgia P-16 Initiative: email address - jkettlew@mail.regents.peachnet.edu
Initiative Update: To date 53 students have enrolled in the cooperative doctoral program: f Educational leadership: 37 have enrolled; 2 dropped out; and 10 have graduated. f Adult education: 11 have enrolled; 0 have dropped out; most are at the dissertation stage. f Occupational studies: 5 have enrolled. Recently, UGA conducted an evaluation of the cooperative doctoral program. A summary of the results follows: f Generally, students are quite satisfied with the program. University System resources are meeting a need for doctoral study in central Georgia. Many students emphasized the accessibility of the program in their evaluation. In addition, they noted that it had helped them achieve their career objectives. f Faculty from both institutions like the idea of a collaborative program, but agree that there has not been sufficient interaction. A retreat was held November 15th with faculty from FVSU and UGA to begin to strengthen this collaboration to include not only shared teaching and doctoral committee responsibility, but also working together to develop new courses and programs at Fort Valley; and to foster future research collaboration among both faculties. Fort Valley has hired a new graduate dean to help shepherd development of graduate programs at Fort Valley. In addi-
tion, faculty will be hired to create courses in the three program areas that are part of this cooperative doctoral program. Faculty and administrators from FVSU will join faculty and administrators from UGA in hooding some of the first doctor-
al students in the program at the December UGA commencement. In June, some of the spring graduates will be hooded at the FVSU commencement by faculty and administrators from both institutions. FUTURE PLANS: f The faculty from both institutions anticipates that they will continue to work together in this cooperative program with
continued funding at current levels. f FVSU intends to focus program development on strengthening existing master's programs and adding a master's level
program in educational leadership, developing greater capacity in adult education course work. f Faculty research efforts including research collaborations and exchanges, a possible joint research project on recruiting
and retaining minority school leaders, will be emphasized. f UGA will continue to deliver courses in central Georgia and to work with the current doctoral students. f A new cohort of students in educational leadership will be admitted in the fall.
Budget FVSU: $200,000 UGA: $300,000
-- 73 --

FY2001 Accountability Report

14. Georgia Tech Regional Engineering Program (GTREP)

Appropriated: $2,000,000 (FY00); $2,000,000 (FY01)

The goals of this initiative are:

f To produce more engineering graduates to meet the need for well-qualified engineers over the next decade, especially in the areas of computer and electrical engineering;

f To enhance access to engineering education in areas of the state with cyclical shortages in key engineering fields; and

f To increase the number of engineers with graduate degrees by offering innovative distance learning programs to professionals currently in the workforce.
Coordinator: Daniel S. Papp, Senior Vice Chancellor - Academic Affairs: email address - dpapp@mail.regents.peachnet.edu

Initiative Update:

The Georgia Tech Regional Engineering Program (GTRP) was conceived as a program that would unite education, industry and technology to help Georgia prepare for the future. In addition to Tech, partner institutions are Armstrong Atlantic State University, Georgia Southern University and Savannah State University. By serving as a cornerstone for industry and technology in Southeast Georgia, GTREP is creating a program where students and professionals think and work together, where researchers and business leaders discuss ideas, and where traditional boundaries between education and industry do not exist.
STUDENTS:

As of Fall 2000, there are 145 students enrolled as GTREP students, 47 of whom are taking Georgia Tech courses. This includes sophomores at partner institutions taking Tech courses as well as juniors who have become Tech students. It is expected that this will increase by nearly 20 percent for Spring 2001 and more than double by Fall 2001.

Enrollment Numbers, Civil Engineering and Computer Engineering, Fall 2000

Armstrong Georgia Savannah

Class

Atlantic Southern State

Total

Juniors

12

13

0

25

Sophomores

30

41

0

71

Freshmen

14

31

4

49

Total

56

85

4

145

COURSES:

Eleven undergraduate courses were offered through GTREP in Fall 2000 (six in civil engineering and five in computer engineering). Fourteen courses are scheduled to be offered in Spring 2001 (six in civil engineering and three in computer engineering). The program is also working with faculty in Atlanta to develop on-line master's courses. A master's in mechanical engineering has been initiated; a master's in electrical and computer engineering is commencing in Spring 2001 and a master's in civil and environmental engineering is expected to start by Fall 2001.
FACULTY:

The program hired seven faculty members in FY01, bringing the total number of faculty members in GTREP to eight:

Randal Abler, Assistant Professor, Computer Engineering

David Frost, Professor, Civil Engineering and Director, GTREP Joel Jackson, Assistant Professor, Computer Engineering

-- 74 --

FY2001 Accountability Report
Stanley Lindsey, Professor, Civil Engineering Rafi Muhanna, Associate Professor, Civil Engineering Ashraf Saad, Associate Professor, Computer Engineering David Scott, Assistant Professor, Civil Engineering Feodor Vainstein, Professor, Computer Engineering
These individuals were hired following an extensive national search that resulted in applications being received from more than 140 individuals. A new search was initiated in the late Fall 2000 to continue hiring of faculty to meet the growing scope of the GTREP program. It is expected that three-four faculty will be hired in each program area prior to Fall 2001. These faculty searches will place emphasis on identifying individuals who can work closely with industry in the area. FACILITIES:
The Savannah office of GTREP is relocating to Chatham Center and occupies 6,500-sq. ft. of office and research space. Following approval of the lease by the Board of Regents in mid-October, tenant improvements in the space are being completed. It is projected that by Fall 2001 the amount of space required will grow to 15,000 sq. ft and that this will increase by Fall 2002 to approximately 20,000 sq. ft. This expansion will allow for additional faculty and staff offices as well as limited teleconferencing and computer laboratory space for education research and economic development activities.
In 2003, GTREP is scheduled to relocate in Savannah to a new technology campus at Crossroads Business Park. This facility will unite education, industry and technology to create a unique environment. Planning at various levels is currently being undertaken. OUTREACH:
GTREP recognizes the importance of community outreach to southeast Georgia as part of its mission. GTREP works with local groups including the Business, Education and Technology Alliance (BETA) and the Savannah Economic Development Authority (SEDA) to assist in planning and developing educational and economic initiatives. It is working with local industry to explore opportunities for collaboration. Interactions with entities including Gulfstream Aerospace Corporation, Herty Foundation, and Chemtall have been very positive and are continuing. GTREP personnel have also been working to become more involved in the science and technology education of K-12 students through participation in activities such as the Savannah Science Seminar.
-- 75 --

FY2001 Accountability Report
15. YAMACRAW Initiative
Appropriated: $14,075,000 (FY2000); $17,686,890 (FY01)
The goals of this initiative are: f To recruit and hire new faculty; f To begin curriculum changes; and f To begin continuing education efforts Education Director: Richard LeBlanc: email - rich.leblanc@yamacraw.org
Initiative Update: Yamacraw's educational programs had a highly successful first year of operations. The highlights can briefly be summa-
rized under faculty, curriculum modification and change, collaborative efforts, special programs, and continuing education. FACULTY:
During FY00, Yamacraw universities hired 22 new Yamacraw faculty, one at Georgia Southern University, three at Georgia State University, 15 at Georgia Institute of Technology, one at Southern Polytechnic State University, and two at the University of Georgia. An additional 18 faculty have been hired to begin their appointments in FY01, two at Armstrong Atlantic State University, one at Georgia Southern, three at Georgia State, seven at the Georgia Tech, one at Kennesaw State University, two at Southern Poly, and two at UGA. All eight Yamacraw universities, these seven plus Savannah State University, have recruiting efforts under way for Yamacraw's second year. In addition to the Yamacrawhired faculty, the University System has at least 91 other faculty working in Yamacraw areas. This includes two faculty at Armstrong, 79 at Georgia Tech, two at Georgia Southern, three at Georgia State, two at Savannah State, and three at Southern Poly. CURRICULUM MODIFICATION AND CHANGE:
Yamacraw has as one of its objectives the education and recruitment of 2,000 electrical and computer engineers, software engineers, and computer scientists by 2005. Most will be educated in degree programs, although some will be educated in continuing education programs. Newly-hired Yamacraw faculty and other faculty who have been in the USG working in Yamacraw areas have begun to modify the curriculum in electrical and computer engineering, software engineering, and computer science to include education in Yamacraw areas. With all eight Yamacraw universities offering degree programs in computer science, collaborative curriculum modification in this area merits special mention. In FY00, specially designed or modified courses were offered in Yamacraw areas at Armstrong Atlantic, Georgia State, Georgia Tech, Southern Poly, and UGA. Kennesaw State and Georgia Southern are also offering such courses in FY01. COLLABORATIVE EFFORTS:
As part of Yamacraw, the USG emphasized inter-university collaboration. USG institutions created two consortiums and a faculty-mentoring program to enhance the ability of Yamacraw to achieve its objectives. The first consortium joins Atlanta-area universities in planning education and research in Yamacraw areas. The second includes Armstrong Atlantic, Georgia Southern, Savannah State and Georgia Tech. It takes advantage of synergies among these universities created by GTREP. Inter-university collaboration is manifested in a mentoring program between Georgia Tech and state universities under which faculty members at state universities work with Tech faculty to help enhance their knowledge in Yamacraw areas. SPECIAL PROGRAMS:
Two special programs undertaken by Educational Programs in FY00 deserve mention. On April 28, Yamacraw sponsored a luncheon for Governor Roy Barnes and over 100 Yamacraw faculty members. The Governor discussed his views of the importance of Yamacraw for Georgia's future. On May 5, Armstrong Atlantic sponsored the First Savannah Yamacraw Conference. Approximately 80 academics, businesspeople, and political leaders attended the conference.
-- 76 --

FY2001 Accountability Report
CONTINUING EDUCATION:
In FY00, the Continuing Education programs at Georgia Tech and Southern Poly offered more than 25 courses in Yamacraw areas. More than 200 people completed these courses. In August 2000, Georgia Tech's continuing education program also offered the first Yamacraw Broadband and Computing Institute. More than 150 students attended the seven courses that were offered.
FOCUS RESEARCH ($5,000,000):
Goal: to develop a research program that creates a competitive advantage for Georgia to attract a disproportionate share of electronic design center job growth. It focuses on three major thrusts - embedded software, broadband access hardware, and system prototyping.
Update:
Embedded Software: There are currently 20 Georgia Tech faculty, 4 Southern Poly faculty, six Georgia State faculty, three UGA faculty, and 58 graduate research assistants at these schools actively working in this area. Specialized software in support of this area has been acquired and a lab set up.
Broadband Access Hardware: There are currently 13 Georgia Tech faculty and 30 graduate research assistants participating in this research area. Software and hardware to set up the lab for supporting this area has been acquired and is set up.
System Prototyping: There are currently 13 Georgia Tech faculty and 13 graduate assistants actively being work on this initiative. Software radio test bed equipment is set up.
Design Center: Currently, 13 companies (Starcore, Broadcom, National Semiconductor, Wi-LAN, Echostar Data Networks, CIENA, Nortel Networks, Cypress Semiconductor, Integrated Device Technology, Microcoating Technologies, Movaz Networks, Cirrix and Barco) have signed on as industry members to the Design Center with various projects directed to each of the three research areas. More than two dozen other companies have been contacted and offered memberships.
ATDC SEED CAPITAL FUND:
The ATDC Seed Capital Fund supporting Yamacraw was enabled in April 2000 by legislation passed in the 2000 General Assembly. To date, two companies have been funded, and several more are under review. RF Solutions, the fund's first investee, has received a significant follow-on round of financing. All seed fund investments must be leveraged with outside capital, and the Fund is expanding its pool of strategic investment partners at the local and national levels.
-- 77 --

FY2001 Accountability Report
16. Georgia G.L.O.B.E. (Global Learning Online for Business & Education)
Appropriated: $1,461.500 (FY01)
The goals of this initiative are: f To develop Web-based courses at the freshman-sophomore levels (to provide a start on a college degree) and at the
junior-senior levels, especially in fields of strategic importance to the state's economic growth; f To complete development and establishment of a single "full-service" Website from which prospective students can
obtain up-to-date, accurate information about online courses and programs of study offered by institutions of the University System of Georgia; f To complete development and establishment of a single "full-service" Web "portal." Students will utilize this portal to carry out the exchange of information as well as financial transactions needed to complete successfully courses and programs of study leading to baccalaureate and graduate degrees from one of Georgia's existing colleges and universities within the University System; f To provide leadership for and coordination of System-wide implementation of the Regents' June 1999 strategic vision, principles and plan of action for the use of technology. Coordinator: Richard Skinner, President/CEO of Georgia G.L.O.B.E.; email address - richardskinner@georgiaglobe.org
Initiative Update: The advent of Georgia G.L.O.B.E. has: f hastened System-wide consideration of the impact and potential of technology-based learning and services; f promoted critical initiatives such as the eCoreTM and a single in- and out-of-state tuition experiment for the online courses of the eCoreTM; f promoted the delivery of much-needed online learning in the field of information technology; f expedited the cost-effective deployment of the WebMBA courses to serve Georgians' needs and interests in post-graduate business study; and f laid the foundation for enterprise licensing of online content for training and continuing education provided by campuses to meet community and state needs. Results achieved or pending include: f course/learning developed and delivered, including : f delivery of initial five Web-based freshman and sophomore eCoreTM courses in Fall 2000 and two additional courses in Spring 2001 with enrollments expected to double from Fall to Spring; f four Web-based courses, one at the sophomore level and three at the junior and senior level in information technology from Macon State College in Spring 2001; f four fully enrolled courses from the WebMBA degree program developed jointly by five University System institutions; f five telecourses for broadcast delivery via Georgia Public Broadcasting; and f a variety of Web-based professional development and training courses in computer skills and other critical fields from 20 University System institutions' continuing education programs.
Georgia G.L.O.B.E. Website: The Georgia G.L.O.B.E. Website (www.georgiaglobe.org) became operational in April 2000 and has continued to
add services. These services include: f Online information about course and program offerings (see immediately above). This service will be expanded by
January 2001 to include a complete listing of distance education offerings from System institutions. In addition the site will guide prospective students to help them determine whether online learning is likely to be appropriate and effective.
-- 78 --

FY2001 Accountability Report

f The site also will offer (beginning in January 2001) enrollment counseling and a call center (staffed five days/55 hours per week) to provide personal assistance. This is the result of arrangements with Armstrong Atlantic State University.
f The final new website enhancement coming online in January 2001 will be textbook services to support eCoreTM course enrollment through arrangements with Floyd College.
Since early October, 2000 when marketing commenced, 925 persons have voluntarily provided information to Georgia G.L.O.B.E. via the Web or by telephone to enable them to be considered for future enrollment in online courses,
In addition, the Georgia G.L.O.B.E. call center fields as many as 150 telephone inquiries each week.
Website traffic has increased from an average of 136 users per day in August 2000 to 664 in November and the percentage of persons making more than one visit to the site is nearly 20 percent. In a three-month period in fall 2000, Georgia G.L.O.B.E. banners on the AccessAtlanta site generated 1.6 million impressions and more than 3,600 actual visits.
Record-keeping and self-supplied information from persons making inquiry indicate that marketing and communication efforts are successful in reaching Georgians unable to participate in college through more traditional ways of attending.
SREB CONNECTION:
An independent evaluation was made (in cooperation with the Southern Regional Education Board (SREB)), of the technical feasibility for design, development, and implementation of an Internet portal or "gateway." This gateway would leverage the University System's investment in campuses' individual student information systems so that a student can transact a full array of information services from individual and multiple institutions. The conclusion of the resulting analysis was that such a gateway is not only feasible, but can be the basis for a much-needed educational Application Services Provider (ASP). This ASP could ensure that each campus is able to provide its current and prospective students with online services.
SREB and the University System will issue a request for information (RFI) in early 2001 and seek a vendor or alliance of vendors to design, develop, and implement the gateway. Such an Internet portal can serve the needs of both the University System and the Department of Technical and Adult Education. This can be accomplished by taking advantage of the fact that the vast majority of campuses of both systems use the same vendor's student information system software and both systems need to provide students with online services such as admissions, registration, fee payment, and the like. Initial discussions between representatives of the University System and DTAE suggest a good basis for collaboration in this effort.

Financial Data:
Personal Services (Management/Staff Support) Travel Operating Expenses Total:

-- 79 --

$237,486 9,417
724,862 $975,765

FY2001 Accountability Report
17. Campus Electronic Crossroads
Appropriated: $7,000,000 (FY00 Amended)
The goals of this initiative are: g To provide for adequate connectivity so that each University System campus can fully participate in the use of new tech-
nologies that require network services. Funds would be used to increase bandwidth across the University System and allow, for example, UGA to upgrade its fiber and switching network on the main campus. These projects are critical to the continued effectiveness of the GALILEO project and campus distance education efforts. Coordinator: Beth Brigdon, Assistant Vice Chancellor Enterprise Systems and Services, Information and Instructional Technology, Office of Academics and Fiscal Affairs: email address -- Beth_Brigdon@oit.peachnet.edu Initiative Update: With the support provided by this initiative, the University System was able to install major upgrades in capacity for connections at three of its major hub sites, Savannah, Macon and Albany and to two of its regional university campuses, Valdosta State University and Georgia Southern University. In addition, the University System established two new high-speed/high capacity connections to the general Internet; one at Georgia State University (Sprint) and the second at Georgia Tech (SoX/NetRail). The new Internet connections triple the capacity available for use by System institutions and provide a level of redundancy through the use of two separate locations. The total expenditure for this portion of the initiative is approximately $3 million. The remaining $4 million in funding was provided to the University of Georgia to support its deployment of project VENUS, the new fiber-optic backbone network that replaces the venerable broadband backbone activated in 1989. The entire funding allocation was used to purchase chassis, redundant power supplies, 10/100 and fiber switching modules and ATM uplink boards from Enterasys to connect each of 160 buildings to VENUS. The Enterasys devices purchased have performed well in the 22 buildings currently activated on VENUS. The University is moving forward with the deployment of fiber to all buildings on campus where network connectivity is anticipated. However, because of stability problems in the Enterasys ATM core, previously purchased using regular institutional funding, UGA is slowing its deployment of the remaining 138 Enterays devices until these problems have been corrected.
-- 80 --

FY2001 Accountability Report
18. Investing in Excellence at Historically Black Universities
Appropriated: $2,640,000 (FY01)
The goals of this initiative are: f to enhance the ability of the state's three Historically Black Universities to develop, attract, enroll and retain diverse stu-
dents through the creation of new or strengthening of existing high quality academic programs at the graduate level, the improvement of institutional infrastructure and the implementation of programs targeted to student access and success; f to match federal funds provided to Fort Valley State University in its role as a designated 1890 land grant institution and to strengthen the university's agricultural research and extension programs. Coordinator: John T. Wolfe, Jr., Associate Vice Chancellor, Academic Affairs: email address - jwolfe@mail.regents.peachnet.edu
Initiative Update: Participating institutions in this initiative are: Albany State University, Fort Valley State University and
Savannah State University. f ALBANY STATE UNIVERSITY
Albany State University has identified academic programs as an area of focus: 1. Plans to establish an undergraduate mass communications program designed to feed into graduate studies. 2. Program goal is to increase African Americans in journalism. 3. Program proposal to be submitted March, 2001. 4. Will hire two new faculty to support program. 5. Task Force developed to:
A. conduct survey of students and business needs, B. secure letters of support and C. visit campuses with similar programs. 6. Consultant hired to help develop program proposal and meet accreditation requirements 7. Holding meetings with Darton College and Albany Tech. f FORT VALLEY STATE UNIVERSITY Fort Valley State University has identified marketing and publicity, academic programs, internationalizing the curriculum, center of excellence, enhancing technological infrastructure and support for the Land Grant research and extension programs, and development of a plan of work as areas of focus: 1. Web master hired. 2. Links and web pages updated. 3. Ads placed in electronic media, movie theaters and on billboards (Columbus, Albany, Atlanta, Savannah) 4. Mass Communications degree program is preparing for accreditation: A. Equipment required for state-of-the art photography and graphic productions is being acquired. B. Faculty development workshops are being conducted. 5. Faculty dialogue with scholars and educators in England and West African will be conducted to infuse international perspectives into the curriculum. 6. Site visits to England and West Africa are planned to study and observe exemplary in these countries. 7. A one-stop academic advisement, assessment, tutorial and referral center is being created to strengthen the capacity of the University to recruit and retain minority students. 8. The Land Grant plan of work focuses on systems and market options for selected agronomic and horticultural crops
-- 81 --

and cropping systems, with emphasis on production, processing and the utilization of small ruminant as food sources.
9. Resources have been allocated to conduct studies related to product development/quality and food safety and to fill two research positions.
f SAVANNAH STATE UNIVERSITY:
Savannah State University has identified star academic programs, infrastructure issues and capacity enhancements as the areas of focus:
1. Support for the College of Business Administration (COBA) to pursue professional accreditation and to enhance community and business development in the community,
2. Support for the development of a television studio for the mass communications program,
3. Increasing the number of personnel involved with our P-16 initiative,
4. Recruiting and preparing students for graduate study, and
5. Support for a development officer in institutional advancement as the university prepares for planned giving and capital campaigns.

FY2001 Accountability Report

-- 82 --

FY2001 Accountability Report
19. Hispanic Task Force Initiative
Appropriated: $375,000 (FY01)
The goals of this initiative are: f To increase the numbers of Hispanic students who are (a) informed about the advantages of a high school diploma and
post-secondary education and (b) that earn a high school diploma and continue on to post-secondary education; f To support campus-based initiatives and pilot programs that are responsive to the needs of Hispanic students; and f To coordinate efforts within the University System of Georgia and with other state and community agencies that ensure
the most effective support for Hispanic students in Georgia. Coordinator: Rick Sutton, Senior Advisor for Academic Affairs and Director of International Programs: email address - rsutton@mail.regents.peachnet.edu
Initiative Update: Participating Institutions: the University of Georgia (lead), Dalton State College, Gainesville College,
North Georgia College & State University. f OVERVIEW:
A University System consortium consisting of four USG institutions in the northern third of the state will implement a pilot project focusing on (1) a strategy to increase the number of K-12 personnel qualified to teach English as a Second Language; and (2) an outreach/marketing strategy to encourage more Latino youth to pursue higher education in the University System of Georgia. This effort began in Fall 2000 with planning sessions to determine what programs and services are currently in place at each institution, what programs and services could be expanded, and what new programs and services could be added. The consortium has identified five specific projects that will address the two primary goals of this initiative. These projects will be pursued in close collaboration with K-12 school districts and community organizations. As the success of these projects is demonstrated, the pilot project will be expanded to include other institutions for replication in other parts of the state. f TEACHING OF ENGLISH AS A SECOND LANGUAGE:
Two new pilot programs are proposed to increase the number of ESOL-certified teachers in the state of Georgia. These programs focus on current K-12 teachers and current undergraduate education majors (preferably freshman and sophomore students ). These programs were chosen because of their potential to show immediate and long-term results.
The first project will provide web-based certification coursework in the teaching of English as a second language to current K-12 teachers. This project addresses the problem of insufficient numbers of teachers pursuing ESOL endorsement caused by the fact that teachers must commute to a USG institution campus, few incentives are available for teachers to take extra courses, teachers are not aware of courses offered, and courses are not easily accessible. The project will provide solutions to these constraints by offering classes to teachers via the Internet, increasing publicity of courses, and increasing incentives for and marketing to teachers. The project will train faculty at USG institutions to teach WebCT classes in ESOL to K-12 teachers and/or graduate and undergraduate students and will develop additional web-based courses for ESOL certification. "Train-theTrainer" sessions will be held in Spring 2001 to immediately increase the number of web-based course instructors, with the web-based courses to be offered in Summer 2001. A marketing/publicity campaign in Winter 2001 for K-12 teachers will increase awareness of web-based courses to be offered in Summer 2001, and an on-line list serve and discussion group will be created for the support of faculty. Additional web based courses will be developed by the end of Summer 2001.
The second project is designed to increase awareness of the importance of ESOL training among undergraduate students who are pursuing preparation for teaching careers. Many undergraduates often do not see the need for or benefit of taking ESOL while in college. This project addresses this problem by preparing a flexible service learning module that could be incorporated in USG institutions as part of a credit course project (e.g., introduction to education), or as a Service Learning (pre-
-- 83 --

FY2001 Accountability Report

service) requirement. This program will target undergraduate freshman and sophomores and will serve as a tool to increase interest in ESOL through participatory learning experiences. The program will help students see benefits and practical need of taking ESOL through community-based practicum experiences. This project will introduce students to tools needed for future career opportunities, increase the number of ESOL certified teachers, enhance employment opportunities for program graduates because of ESOL training, and decrease the cost of ESOL training to school systems.
f OUTREACH AND MARKETING:
Three projects will provide information and support for Hispanic students and their parents to encourage pursuit of post-secondary education. In addition, an emphasis will be directed to inform K-6 and middle school students on the possibilities and benefits of post-secondary education, building a long-term strategy for educational attainment by Hispanic youth.
The first of these three projects will provide high school counselors and other school administrators with information and training about higher education opportunities for Hispanic students and the particular needs and challenges they face in pursuing those. Many school systems and counselors are not properly trained to guide Hispanic students in preparation of post-secondary education. Often because of language barriers, students can be inadequately advised. Additionally, parents of Hispanic students are not properly informed of the options and resources available for post-secondary education. A one-to two-day seminar for high-school counselors will occur in Spring 2001. This effort will be coordinated by the four partner institutions and held in a central location. Participants will be trained on aspects of cultural sensitivity, offering information in a bilingual format to communicate effectively with the Hispanic population and to promote parental involvement. Information kits will be distributed at the conference to aid participants in working effectively with Hispanic students. A marketing and publicity campaign during Winter 2001 will promote the seminar, and an ongoing on-line list serve and discussion group will be created for the support of counselors statewide. This project will show a connection with lifelong economic and social benefits to post-secondary education and stimulate student interest in post secondary education.
The second project is a "Step-to-College" program for high school students, which builds upon an effort currently under way at Gainesville College. Because many Hispanic students are unaware of the advantages of attending post-secondary institutions and have limited contact with a college environment, this project invites high school students to participate in a weeklong program. The program is designed to acclimate students to the post-secondary environment, establish on-going mentoring relationships, and promote utilization of English language skills. This program will target students from the 9th to 12th grades. Partner institutions will plan and implement "Step-to-College" programs in Spring 2001. Latin

American faculty will mentor high school students, high school students will mentor middle school students, and middle school students will mentor elementary students.
The third project addresses the problem that, due to language barriers, students and parents are not fully aware of opportunities and resources available for higher education. Parents and students do not always recognize the advantages of obtaining post-secondary education as an alternative to immediately entering the workforce. This project will inform the Hispanic population of resources and opportunities available by creating a media effort in the form of a "Kids page" in Hispanic newspapers and bilingual publications. It will include items of cultural interest, a weekly article reinforcing post-secondary education, games, puzzles, etc. The project will also prepare a video for distribution to schools, libraries, and community centers, provide printed bilingual material for the home, develop a bilingual web site targeting Hispanics, with links to post-secondary educational resources, form mentoring programs, and generate public service radio spots for broadcast on Hispanic radio stations.

Financials

Instruction Outreach Totals:

$200,000 175,000 $375,000

-- 84 --

FY2001 Accountability Report
20. ICAPP Georgia's Intellectual Capital Partnership Program
Appropriated: $4,500,000 (FY97); $3,214,000 (FY98); $4,120,357 (FY99); $4,120,357 (FY00); $5,340,357 (FY01)
The goals of this initiative: The Board of Regents' economic development programs are organized under an umbrella called Georgia's Intellectual
Capital Partnership Program (ICAPP ). ICAPP works to support Georgia's economic development by leveraging University System assets to: f attract high-quality jobs and strategic new industry; f support the growth of Georgia's established businesses; f prepare Georgians as knowledge workers to meet the present and emerging needs of business and industry; f develop active partnerships with business and industry, government, cultural, and social organizations in order to ana-
lyze, project, and respond to changing state and regional needs. Coordinator: Annie Hunt Burriss, assistant vice chancellor for Development & Economic Services: email address -- aburriss@mail.regents.peachnet.edu Initiative update:
ICAPP , which was started in FY97, was funded in five parts in FY01: 1. ICAPP ADVANTAGE : $ 2,100,157
Direct results: ICAPP Advantage's direct economic benefit of a greater than 15:1 return on the State's investment through salary increases was documented in a 1998 study "Analysis of Georgia's Intellectual Capital Partnership Program" by the Economic Forecasting Center at Georgia State University. Since its inception in 1996, 6,600 jobs have been created in Georgia through ICAPP and 2,400 Georgians have been educated through ICAPP programs.
In addition to the direct impact of these new jobs, a recent ICAPP study found additional economic benefits: f USG institutions are more entrepreneurial, responding to expressed business needs. f Public awareness of USG technology education offerings are raised significantly by ICAPP Advantage. f USG institutions are more involved in local economic development, and, for some, new regional leadership roles. ICAPP Advantage projects announced since November 1999 include: Med-Rite Technologies - Med-Rite Technologies of Albany will add up to 60 new jobs in medical information and ecommerce by July 2001. Darton College began delivering the first seven-month ICAPP program of study for medical transcriptionists in July 2000 with 10 students graduating in December 2000. Those who accept Med-Rite Technologies' offer of employment will begin work in January 2001 and the next ICAPP session will begin. Core Management - In August 2000, Governor Roy E. Barnes announced in Macon a new downtown Macon investment. Core Management Resources Group, Inc. of Macon will add 200 new medical services jobs in the rapidly growing field of health insurance administration by 2003. Core Management's investments are valued at $615,000, and Georgia is investing nearly $500,000 in this expansion through ICAPP . One hundred of the 200 new jobs will be information technology jobs. As part of this ICAPP project, Macon State College will provide an intensive, six-month program of study jointly designed by the company and the college to prepare 100 Georgians for positions as medical service account executives or claims specialists. Twenty students began the first program of study in October 2000; with their graduation expected in April 2001. Lockheed-Martin AERO - In September 2000, Governor Barnes announced that the ICAPP Advantage project with Lockheed-Martin AERO/Marietta and Southern Polytechnic State University will help protect key jobs in Georgia's avia-
-- 85 --

FY2001 Accountability Report

tion/aerospace industry by preparing at least 80 current Lockheed-Martin AERO employees and other Georgians to fill software engineering jobs at the company's facility in Cobb County.
The two new certificate programs are:
f an undergraduate software systems development certificate (SSDC) program that includes 32 academic credit hours of instruction in an accelerated format; and
f a graduate certificate in software engineering (GCSE) program that further develops software engineering skills among current Lockheed Martin employees and those completing the undergraduate ICAPP certificate.
The first SSDC program began in October 2000. Applications for the program were submitted by 131 individuals for the 20 available slots. The recruitment and selection process begins in January 2001 for the second SSDC class to begin in late May 2001.
Two information sessions were held in November for the GCSE session, which begins in early 2001 with 15 available slots.
ISP Alliance - ISP Alliance, Inc. of Alpharetta will add 250 new programming specialist and network administrator jobs by 2003. ISP Alliance provides business-to-business ecommerce solutions and Internet services, and plans to employ 750 high-tech workers in five data and operations centers in Georgia over the next two years. The Georgians who will fill the 250 new programming specialist and administrator jobs are being educated through ICAPP Advantage. (This is ISP Alliance's second ICAPP Advantage project.)
In the part-time, night program, students attend three hours of classes four nights a week, as well as four required Saturday labs. The course is taught from the North Georgia College & State University campus in Commerce through distance learning to locations in Forsyth and Gordon. North Georgia finished its first session of night classes with six students who are employees of ISP Alliance in December 2000. The spring session is expected to educate at least 20 students.
The full-time e-commerce day program is scheduled to begin with at least 30 participants in March 2001. This program is targeted to give the local rural and predominantly underemployed workforce a chance to succeed in high-tech jobs.
Continuing ICAPP Advantage projects accomplished the following:
CheckFree/ISS/Nortel Networks - The number of bachelor of science graduates from Georgia Tech's College of Computing has more than doubled in the two years since the ICAPP project was announced. (The project goal was to double the number of graduates in four years.)
Number of Graduates from the Georgia Tech College of Computing: FY98 - 102, FY99 - 158, FY00 - 207.

An additional 55 graduated during Summer 2000 and 85 more are on track to graduate in December 2000.
A poll of the members of the Spring 2000 graduating class indicates that 60-75 percent of the graduates who began working immediately after graduation stayed in Georgia (up from 50 percent when ICAPP began).
The number of certificates awarded by Georgia Tech's College of Computing also more than doubled, from 104 in FY99 to 223 in FY00. The College also launched a new series of certificate programs in e-commerce technology, bringing the number of certificate programs from 11 to 16 with new certificate programs such as:
f e-commerce solutions
f e-commerce site administration
f e-commerce technology for managers
f using Linux systems
f Linux systems administration
ISP Alliance - ISP Alliance, Inc. of Alpharetta is strategically placing customer service centers in rural Georgia and needs new, high-end knowledge workers who can design, construct, implement and maintain Web-based applications for wide-area networking and e-commerce. Georgia College & State University is educating 80 Georgians over two years for positions as network administrators, Web product designers, and Web product developers. The ISP Alliance project is a new model for rural economic development in Georgia.
The first class started in January 2000 and graduated 21. All but one of the graduates accepted positions with ISP Alliance. The second class of 10 is expected to graduate in December 2000. The third class will begin in January 2001 with 40 students expected.
The ICAPP funds for equipment also gave the institution leverage for additional grants from Sun Microsystems, Sysco, and other hardware and software companies enabling faculty to equip labs that the traditional IT and MMIS programs can also use. GC&SU was also able to leverage grant money to provide for faculty training on some of the latest technologies.
ComputerLogic - Macon State College is educating Georgians to fill computer programmer positions with ComputerLogic. Nine students have graduated and are working with ComputerLogic. Ten more students graduated in December 2000.
Total System Services - Preparing Georgians to fill high-quality computer programmer positions with Total System Services in Columbus continued in 2000, with 770 having completed the program since it began in 1996. Columbus State University is educating 1,200 Georgians as computer programmers during a three-year period. A new class of about 30 began in January 2001, to finish in June, and two classes per year of 25-40 per class are expected to continue indefinitely.

-- 86 --

FY2001 Accountability Report

2. ICAPP ACCESS: $ 238,200
ICAPP Access provides easy Web access to the vast resources of the University System for Georgia businesses at (www.icapp.org), which was launched in 2000.
f With a new 180-day expiration timer on resumes, more than 7,000 resumes of USG students and alumni currently seeking employment are currently posted on the Georgia Hire website. This online database of resumes was initiated to make it easier for Georgia businesses and University System students and alumni to connect, for the benefit of both groups. University System students and alumni can post their resumes on www.GeorgiaHire.com free of charge, and Georgia companies can search for people with the combination of education and experience that they need. For a small fee, Georgia companies can post job openings on the site, and students and alumni can do keyword searches to find jobs of interest (at no cost to students and alumni).
Businesses are very excited about the new expiration timer feature, in which all resumes posted more than 180 days ago are automatically deactivated and must be reactivated by the student or alumnus because it assures that all resumes have been posted by people actively seeking employment.
From February through November 2000:
f More than 4,000 employers used the resume search engine.
f Students and alumni viewed job opportunities 55,725 times.
f More than 18,000 jobs were listed .
The first GeorgiaHire e-fair was held during May and June of 2000:
f 118 companies participated
f 322 jobs posted
f 1,601 students and alumni participated
f 387 submitted resumes
f 2,904 visits to the e-fair web site
f The ICAPP Catalog of University System of Georgia Centers, Institutes and Special Programs, which highlights the research, services, and areas of expertise for each institution in the USG, is being converted to a database that can be continually updated by USG institution and center staff. Georgia businesses use the Catalog to find specialized expertise in a wide range of subjects; economic developers use the Catalog to position Georgia as a research leader.
SBIR Resource Program: In partnership with the Georgia Power Foundation, ICAPP began funding the SBIR Resource Program in June 1999 to help Georgia companies with less than 500 employees get Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) grants available from federal agencies for high-risk

research. The goal is to increase the amount of SBIR funds granted to Georgia companies from its current high of $11 million to over $50 million annually. The SBIR Resource Program involves all 34 institutions of the University System of Georgia, and is coordinated by Kennesaw State University.
SBIR has helped three Georgia companies get more than $1 million for research. SBIR has conducted five full-day workshops, six half-day workshops, and 74 small group orientations. Over 340 people attended workshops and another 400 attended orientations. In addition to training, small business leaders were connected with university researchers, incubators, and investors. SBIR has helped 20 companies apply for SBIR and STTR grants.
3. ICAPP NEEDS ASSESSMENT: $ 67,000
ICAPP Needs Assessment works to match the programs of the University System's colleges and universities with the workforce needs of Georgia employers. New ICAPP Needs Assessment studies include:
Georgia Technology Company Survey: ICAPP commissioned Dr. Roger Tutterow of Kennesaw State University to conduct a survey to learn how well the University System of Georgia is preparing graduates to meet the human resource needs of Georgia's technology businesses. With the cooperation of TAG (Technology Association of Georgia), an Internet-based survey was distributed to its members in May 2000. Nearly 200 Georgia technology companies responded to this first-ever all-electronic ICAPP survey. This was the fourth year that ICAPP has commissioned benchmarking studies, and the first survey focused on technology companies.
Attracting and Expanding E-Commerce Activity Within the State of Georgia: A Research Report: This study expands on Electronic Commerce and the State of Georgia: Analyses and Recommendations, completed last year, and examines Georgia's e-commerce efforts, other states' efforts, and makes recommendations for Georgia policy makers. This study was led by USG Eminent Scholar Dr. Ephraim McLean and was a collaborative effort of Georgia State University and Georgia Southern University.
Georgia Small Business Needs Assessment Survey: In this update of a 1997 study, surveys were mailed to more than 17,000 Georgia businesses with five to 95 employees. This more comprehensive survey will help the University of Georgia Business Outreach Services/Small Business Development Center to design consulting services and continuing education programs to meet the needs of Georgia's small businesses.
Supply, Demand and Migration Study: Georgia Institute of Technology expanded upon prior supply and demand studies for college-educated employees to look at migration patterns within Georgia of college graduates (especially graduates from information technology programs). The study integrated Georgia Department of Labor data with

-- 87 --

FY2001 Accountability Report

USG data for the first time.

North Georgia Industry Information Technology Education Needs: North Georgia College & State University asked area technology corporations about their information technology education needs, which led to the design and development of new and revised day and evening programs in information technology.

4. ICAPP STRATEGIC RESPONSE INITIATIVES: $ 1,315,000

The ICAPP Strategic Response Initiatives create model academic programs to address the shortages of specific professionals in Georgia. Accomplishments since November 1999 include:

Clayton College & State University launched an information technology career ladder program, in which students work toward certificates, associate degrees, and bachelor's degrees in information technology, with each lower degree a stepping stone toward the next higher degree. The information technology program at Clayton is now moving into upper division 3000 and 4000 level courses. Because of high demand for graduates at the bachelor level, a "fasttrack" was established which has produced six bachelor of information technology graduates (even though the program started only two years ago). In addition, laboratory space has been modified to accommodate Web based course development, WebCT and related IT programs objectives. An e-commerce program was introduced to support job market demands. The ICAPP funds were used to add full-time faculty (to be annualized next year).

IT enrollment fall data (unduplicated) is as follows:

Fall 1998

243

Fall 1999

631

Fall 2000

861

Darton College is providing assistance in the areas of skills assessment, information technology, and management. The project was designed to meet the expressed needs of businesses, organizations, and various boards in rural southwest Georgia.

Skills assessment of the workforce is being conducted utilizing Work KeysTM to 1) profile specific job needs, 2) assess individual employees' job skills, and 3) identify specific areas in which the employee needs additional skills training. The concept has been implemented in one local hospital and one local high school. Thus far, over 30 employees and students have taken part in the on-going program.

Information technology training for the workplace is under way in rural Worth County with three 18-hour computer fundamentals courses completed, and three additional courses planned. Dougherty County, as well as rural Colquitt County, will each be provided two computer fundamentals courses in early 2001. Thus far, 34 students have completed the course, with close to another one hundred expected to do so in 2001. As a result of ICAPP support, Darton College

was able to purchase a mobile computer lab with 15 laptops and accessories, which enables them to bring the computer training to the communities in need.
Business management training is the result of a community survey that determined a workforce development problem indicative of the entire region. Darton College, with the assistance of ICAPP funds, accepted an invitation to assist the two rural counties of Colquitt and Worth with a proven 40-hour management course. Students successfully completing the course will earn a certificate in business leadership. The course is currently under way in Colquitt County with 25 students participating. Additional training is being offered in Worth County in early 2001.
Georgia Southern University is establishing a virtual School of Economic Development in which faculty members from numerous disciplines across campus will hold joint appointments while remaining primarily housed in their current home departments. This school will give the program visibility while underscoring the multi-disciplinary nature of economic development. The first first class of seven students began in January 2001 and focuses on meeting the needs of economic development professionals, particularly those serving in rural areas.
Georgia Institute of Technology and Middle Georgia College are establishing a technology center in Dublin to provide information and e-business solutions to southeast Georgia businesses and e-business/advanced telecommunications-based economic development assistance to communities. Georgia Tech's Economic Development Institute (EDI) will operate the center and Middle Georgia will produce academic programs to meet the region's needs for an education work force.
Since July 1, 2000, Georgia Tech's EDI has conducted five community telecommunications assessments and six workshops in central and south Georgia. Information technology assistance was provided to 13 companies in the same region. Middle Georgia is developing a curriculum in information architecture (IA) and in information technologies and internet/electronic commerce (IT).
Information architecture is a new field that has yet to see a specific program. Consequently, this effort is an inaugural event with the potential to improve workforce preparation. Courses are already available for IT and electronic commerce. Middle Georgia will adapt these courses to establish the new IT curriculum. Associate degrees will be offered based on both curricula at the Dublin and Cochran campuses.
East Georgia College surveyed industries in 21 counties to determine IT needs, and held a program for small and medium businesses focusing on manufacturing computer systems. Twenty-seven plant and IT managers attended the program. In addition, East Georgia initiated three academicindustry IT pilot projects, developed a small and medium industries project with Georgia Tech's Economic Development Institute, and enhanced its own IT infrastructure.

-- 88 --

FY2001 Accountability Report

Based on surveys of businesses and pilot projects completed last year, new IT education programs were begun with regional businesses. Surveys of the participants of these programs indicate that individual skill level increases averaged more than 50 percent, with some improvements as high as 75 percent. Management from the companies sending students indicated increases in productivity as a result of training. The program has been revised so that training is subsidized only if the training will create or retain jobs, and then it is subsidized no more than 50 percent.
During FY00, 1,480 training hours were provided to 70 students. In addition, the applied information technology certificate pilot program being conducted jointly by East Georgia and Georgia Tech began February 2000 and concluded in June 2000. There were 46 full days of training throughout the period for 14 participants from industries throughout the region.
Macon State College saw its student enrollment in information technology courses increase 81 percent and the number of class sections grow from 35 to 62 between Spring 1999 and Spring 2000 through the ICAPP Strategic Response Initiative. There were 475 students enrolled in IT courses in Spring 2000.
Since the beginning of the initiative, full-time faculty has increased from eight to 11, and the number of adjunct faculty grew from two to 11. The Macon State student chapter of the Association of Information Technology Personnel is now the largest in the southeast and one of the largest in the country.
In addition to its continuing education offerings, Macon State's Institute for Information Management will hold a "Middle Georgia Technology Summit" in partnership with the City of Macon, and a series of e-commerce seminars. Robins Air Force Base, the region's primary economic engine, will soon begin an in-depth review of its IT education needs as the first step in an active partnership with Macon State for credit and non-credit course delivery.
Southern Polytechnic State University's Georgia Resources for Information Technology in the South (GRITS) program provided for the development and marketing of information technology-related programs offered through the Department of Computer Science (CS) and the Office of Continuing Education (OCE) at SPSU. The project focused on the expansion of program capacity and the development of certificate programs to meet the needs of Georgia's business community as well as individuals wishing to enhance their career opportunities.
Working with the Computer Science Industry Advisory Board (CSIAB), CS expanded certificate programs by introducing the graduate transition certificate in computer science (GTCCS). The GTCCS is designed to provide career transition to individuals who have earned a bachelor's degree in an unrelated field. By taking the six courses included in this certificate, the participant gains a broad-based knowledge of computer science and is prepared to enter the masters in computer science, specialize in a single area of computer sci-

ence, or join the workforce in an entry-level position. The Department of Computer Science at Southern Poly also worked with Lockheed Martin Aeronautics (LM-Aero) to complete a needs assessment for entry level software engineers and develop an ICAPP proposal to provide two levels of certificate study to expand the availability of software engineers for this highly technical industry. One of the certificates in this effort was the newly developed software systems development certificate (SSDC). The department also continued to offer the certificate in programming and the graduate transition certificate in software engineering as developed in the first year of this project. The demand for the CS certificate programs continues to grow.
The Office of Continuing Education continues to offer the very popular certificate programs developed during GRITS' first year. The Web development certificate surpassed all expectations by enrolling more than 580 individuals. In addition to the planned sections, 15 new sections were opened to satisfy customer demand. Additional certificates involved more than 113 participants. OCE also developed the National Media and Fiber Optics Southeastern Training Center and initiated development of an e-commerce and a project management certificate.
Southern Poly's CS and OCE jointly sponsored the first Watts Humphrey Lecture Series in September 1999. The 70 program participants had the opportunity to meet Watts Humphrey, the internationally recognized father of the personal and team software processes. The program also involved seven other industry leaders. Other joint projects included offering a PSP/TSP workshop for faculty in association with the Software Engineering Institute (SEI). This effort better prepared university faculty from many institutions to better prepare students to improve software quality through the implementation of these proven tools.
The purpose of the telecommunications engineering technology (TCET) degree program is to prepare students for employment with companies who must rely increasingly on telecommunications networks as both an internal resource and as an infrastructure for revenue generation. This phenomenon is revolutionizing business models and requires companies to improve the synergy between their departments associated with telecommunications networking, marketing, accounting, and finance.
The approach taken in designing the curriculum was to create a multi-disciplinary program consisting primarily of technical courses within the Electrical and Computer Engineering Technology (ECET) Department plus 12 semester hours of courses from the School of Management. The technical courses give students a strong background in the design and operation of today's telecommunications networks and the applications that utilize them. The management courses show students how to manage people and other corporate resources. The result is a graduate with strong technical skills and a unique perspective as to how companies use these skills in e-commerce applications. Thus, students are well prepared to step into corporate positions where initially their

-- 89 --

FY2001 Accountability Report

technical skills will be valued, but later their management skills will come into play.
The Valdosta State University/Abraham Baldwin Agricultural College/Coastal Georgia Community College consortium are offering courses of study to meet the needs identified in the survey conducted in 1999, including Microsoft Office User certification programs.
5. ICAPP REGIONAL PROGRAMS: $1,620,000
a. Georgia Southern University directs the pilot project for ICAPP regional programs.
Funded by ICAPP regional programs, the core purpose of the regional ICAPP program at GSU remains focused on economic development initiatives in three areas: 1) assist with the promotion and development of tourism; 2) increase the competitiveness of existing business; and, 3) support efforts to improve the quality and efficiency of rural health care.
During 2000, 34 projects that had been funded by the regional ICAPP program were completed. One of the largest of these was a program to assist communities with the development of tourism brochures that were consistent with the new marketing campaign established by the Department of Industry, Trade and Tourism. The focus of the new campaign is on theme- or activity-based travel rather than regional specialization.
Examples of projects in each of the three focus areas are:
Tourism
f Tourism and Economic Development, Phase II: Promotional Materials:
The primary focus during Phase II of assistance with tourism and promotional material development is on the development of a Web site. Where brochures are developed, these are tied to a Web site, reducing future brochure publication costs by eliminating dated materials that are kept current on the Web.
Competitiveness
f Brunswick and Glynn County Development Authority:
Conducted a study of the economic impact of deepening the Port of Brunswick and the construction of the Sidney Lanier Bridge and identified industries that should be targeted for recruitment by the Development Authority.
Rural Health Care
f Assessment of Wellness Program Needs:
The GSU Center for Rural Health will develop an interactive Web page to assess and assist rural hospitals wellness programs. The assessment will look at the hospitals' workplace safety, drug intervention, and teen pregnancy educational efforts.

b. Southwest Georgia Economic Development Consortium
The second ICAPP regional program project, the Southwest Georgia Economic Development Consortium (formerly Regional Economic Development Partnership - REDP) includes Abraham Baldwin Agricultural College, Albany State University, Bainbridge College, Darton College, Georgia Southwestern State University, Valdosta State University and the University of Georgia. It is a model for how higher education institutions can positively impact the communities that they serve. As examples, some of the programs include:
Community Development - Albany State University is working in five locations to provide services to small and minority businesses.
Project Updraft - Bainbridge College coordinates this program to help high school students and non-traditional learners (unemployed and underemployed) improve their workplace skills to become highly desired employees. Recently, Bainbridge College selected a high school class to enroll in a 3-credit hour technical course that can go toward any technical certificate.
Regional Leadership Network - 50 people attended a two-day conference in February 2000 that included a teambuilding exercise featuring the Darton College challenge course and a full-day meeting devoted to issues affecting economic development in Region 10. More than 60 attended a luncheon in November 2000 featuring Laura Meadows, executive director of the OneGeorgia Authority. Darton College organizes the Regional Leadership Network, which will begin its first class program in February 2001. The program will consist of five 6-hour sessions, one per month for five months.
Regional Tourism - Now in its third year, the project is expanding by offering driving tours and a passport booklet to keep visitors in the area longer. The project is also developing lesson plans for eighth-grade students about former President Jimmy Carter and the region. These lesson plans will be posted on the Internet. The project's Web site is under revision (www.c-cotton.org). A special tourism project, "Southern Culture, Comfort & Cuisine," now includes seven counties. Annual funding from Sumter, Macon and Dooley Counties for the project has grown from $4,000 to $10,000. Georgia Southwestern State University and Abraham Baldwin Agricultural College coordinate the regional tourism project.
c. Georgia Rural Economic Development Center
Inaugurated in July 2000, East Georgia College created the Georgia Rural Economic Development Center (GREDC) to focus on meeting unique business needs of rural Georgia. This center, funded in a public/private partnership, is a "living laboratory" to test new ideas and conduct research for solutions to Georgia's rural economic development challenges.
The GREDC has published the Best Practices and

-- 90 --

FY2001 Accountability Report
Strategies for Rural Economic Development manual, a compilation of rural best practices and strategies from around the state and the nation.
In conjunction with Georgia Tech's Economic Development Institute Dublin office, the GREDC is working on entrepreneurship and business incubation to increase jobs through homegrown businesses. The GREDC will also collaborate with the University of Georgia's Small Business Development Centers.
The GREDC created an advisory board of representatives from rural Georgia, the director and programs coordinator have visited chambers of commerce and development authorities in rural communities, and the GREDC held an orientation session and GREDC overview that was attended by many rural community and economic development representatives and media representatives.
Other projects in progress include a computer literacy survey of high school seniors for use in recruiting high tech industries, technology literacy center, an artists' incubator as an economic development tool, a regional telecommunications infrastructure study, and training program development for prospective information technology specific industries whose location will have regional employment impact. d. Georgia Appalachian Development Center
ICAPP helped North Georgia College & State University secure federal funds to create the Georgia Appalachian Development Center. The Center builds the intellectual capital of local entrepreneurs, small business owners, and members of the workforce by teaching e-commerce, Web design and other courses to more than 400 participants at six locations, including four technical colleges in the north Georgia service area -- one of the first collaborative efforts for economic development of this scale.
-- 91 --

Other Funding

FY2001 Accountability Report
Capital Projects
Appropriated: $82,295,000 (FY96-97); $146,298,000 (FY98); $205,250,000 (FY99); $161,851,903 (FY99 Amended); $937,551 (FY00); $148,162,000 (FY00 Amended); $1,147,208 (FY01)
The General Assembly funded 30 capital projects totaling $148,162,000 in the FY00 Amended budget. An additional 5 projects were funded in the FY01 budget.
Since FY95, the Board of Regents Facilities office has managed 142 state funded capital projects budgeted at over a billion dollars. Over half of these projects are finished and were completed within their respective budgets. Of the remaining projects 33 are in construction, 2 are being bid and 34 are in design. By careful management of the regents' design revolving fund, the Facilities Office has been able to proceed with the selection and contracting of consultants to maintain project schedules.
On the following pages are charts detailing the status of capital projects funded during the period FY95 - FY201.
-- 93 --

FY2001 Accountability Report

Status of FY95-2000 Capital Projects
KEY: project complete: = ; project under construction = ; project in design =

Project

Funding Amount

Year

Approp.

Status

University of Georgia, Comprehensive Animal Facilities
a. Animal Science Complex (H-28) b. Poultry Research Center, Phase II (H-29) c. Renov. & Addn. to Poultry Diagnostic Research Ctr. (H-30) d. Agricultural Services Lab (H-31) UGA,Biocontainment Research Center(C-85)
Georgia Tech, Olympic Village Dorms
a. Graduate Living Center (G-74) b. Undergraduate Residence Hall (G-73) c. Eighth Street Apartments (G-89A) d. Sixth Street Apartments (G-90) e. Center Street Apartments (G-91) f. Hemphill Avenue Apartments (G-92) g. Fourth Street Houses (G-93) h. Housing Renovations Georgia State, Olympic Village Dorms
a. University Apartments (G-88) Medical College of Georgia, Children's Medical Ctr. (H-26)
Georgia State University, Parking Deck ABAC, Renov. Underground Hot Water
Distribution System(H-37) Albany State Univ., Flood Recovery/ Health & PE Facility
Ga. Southern Univ., Addition to Math, Physics, Psy. Bldg. (H-62)
Augusta State University, Science Building (H-39)
Kennesaw State Univ., Classroom & Office Bldg. (H-40)
Ga. Southern Univ., College of Ed. Bldg. & Site Devel. (H-41)
South Georgia, Renov of Industrial Tech Building Georgia Perimeter College, North Campus
Classroom & Office Bldg, Parking & Site Devel. (H-42) Armstrong Atlantic State University, Classroom/Law
Enforcement (H-43)
Kennesaw State Univ., Add. to the Student Center (H-54) Georgia State University, Student Center (H-53)

FY93 31,150,000 FY96 4,672,500 FY97 2,590,000
FY94 8,250,000 FY96 1,237,500 FY92 25,000,000 FY94 59,200,000 FY95 8,500,000

FY93 3,500,000 FY94 58,000,000

FY94 4,105,000

FY95 42,385,000

FY96 4,400,000

FY95 1,325,000

FY95

865,000

FY97 7,650,000

FEMA 64,000,000

Insur. 53,000,000

FY95 3,000,000

FY98

400,000

FY95

625,000

FY96 17,267,250

FY95

565,000

FY96 15,709,000

FY95

630,000

FY96 17,434,000

FY97 3,240,000

FY95

300,000

FY95

655,000

FY96 18,020,500

FY95

325,000

FY96 9,941,750

FY96 8,000,000 FY96 12,000,000

Actual or Estimated

Notes

Completion

On-going warranty issues Contractor in default
Contractor claim, building unoccupied per AG Claim being handled through AG's office

9/1/98 9/1/98 6/1/98 8/1/97
1/1/99

Contractor claim, building occupied Claim being handled through AG's office

3/1/94 9/1/94 9/1/95 2/1/96 4/1/95 9/1/95 1/1/96 12/1/96
3/1/96
3/99
2/98
8/1/97 1/1/00

5/00 7/1/99 4/1/99
7/1/00
6/96 10/98
11/97 7/1/99 3/1/98

-- 94 --

FY2001 Accountability Report

KEY: project complete: = ; project under construction = ; project in design =

Project Southern Polytechnic State University, Dormitory (H-55) Dalton College, Humanities Building (H-44)

Funding Amount

Year

Approp.

Status

FY96

855,000

FY97 6,360,000

Southern Polytechnic State Univ., Academic Bldg. (H-45) Savannah State Univ., Athlet., Rec. & P.E. Complex (H-47) North Georgia College & State Univ., Renov. of
Price Memorial Hall (H-46) Coastal GA Community College, Acad. Bldg. Renov. (H-66) Floyd College, Classroom/Student Center Facility (H-68) Valdosta State Univ., Biology and Chemistry Bldg. (H-69) South Georgia College, Improvements to Campus
Drainage System (H-82) University of Georgia, Brooks Hall Fire Renovation Macon College, Student Services Building (H-83) Georgia Tech, Manuf. Related Disciplines Complex (H-84) Waycross College, Student Services/P.E. Building (H-85) Clayton College & State University, Music Ed. Bldg. (H-86) Middle Georgia College, Dublin Ctr. & Walker Hall Columbus State Univ., Phys. Ed. Facility (H-87 Atlanta Metropolitan College, Student Center (H-88) Georgia Southern, Con Ed and CoOp Extension Facility
Albany State University, Restoration of Historic Structures Augusta State Univ., Central Utility Plant Phase II (H-96) Georgia Perimeter College, Complete Renov. of Bldg."C" Georgia College & State Univ., Renov. of Herty Hall (H-98) Savannah State Univ., Renovation of Payne Hall (H-99) UGA, Rock Eagle Sewage & Water System(J-1) Clayton College & State Univ., Add. to Maint. Bldg. (J-2)
Darton College, Renov. & Add. to Math & Science Bldg. Kennesaw State Univ., Renov. of Old Science
Bldg. for Nursing (H-74) Medical College of Georgia, Renov. of Dugas Building
for Pediatrics (J-5) Skidaway Institute of Oceanography,Purchase Ocean Vessel UGA, Retrofit Library Ventilation System Valdosta State University, Special Ed., Speech/Lang. Bldg. East Georgia College, Classroom Learning Resource Center
UGA, Renov. to Food Science & Technology Bldg. (J-11) University of Georgia, Vet Diagnostic Lab, Athens (H-90) University of Georgia, Parking Deck North Campus University of Georgia, Agricultural Arena (I-28) University of Georgia, Fanning Facility
Floyd College - Cartersville Campus Georgia College - Update Old Governor's Mansion Plans East Georgia College - Classroom Addition
& Activity Center
Augusta State Univ. - Classroom Replacement , Phase 1 Georgia State University - Classroom Building (I-2)
Armstrong Atlantic State Univ. - Science Bldg. (I-3) Gainesville College - Science Building (I-4)

FY97 13,435,000 FY97 11,800,000

FY97 3,045,000 FY97 2,210,000 FY97 4,855,000 FY97 22,885,000

FY97 1,725,000

FY97 2,500,000

FY98 8,757,000

FY98 27,260,000

FY98 6,060,000

FY98 4,305,000

FY98 7,885,000

FY98 13,305,000

FY98 5,815,000

FY91 15,500,000

FY95 2,300,000

FY98 3,100,000

FY98 2,000,000

FY98 4,975,000

FY98 1,100,000

FY98 4,800,000

FY98 1,750,000

FY98 1,200,000

FY98

655,000

FY98 4,965,000

FY98

3,380,00

FY98 4,586,000 FY98 1,700,000 FY98 4,200,000 FY98 3,300,000 FY98 4,900,000

FY98 1,900,000

FY98 6,000,000

FY98 10,000,000

FY 98 4,900.000

FY98

21,360

FY99s 4,000,000

FY98

50,000

FY98

25,000

FY98

120,000

FY99s 4,250,000

FY99 18,195,000 FY99 29,075,000

FY99 28,000,000 FY99 8,850,000

Notes
Contractor Defaulted Construction completed by bonding company

Actual or Estimated Completion 8/1/98 12/1/99
6/1/99 6/00

8/1/99 8/1/99 8/1/99 11/00

Possible litigation: GSFIC reviewing

6/1/99 12/1/96 7/00 8/00 1/15/00 1/00 7/00 12/00 8/00 7/01

6/1/98 10/00 1/99 8/00 1/1/99 6/99 Contractor in default, bonding company completed work 12/00 3/00

1/99

3/02 Project Completion
GFSIC contracted bonding company 11/00 Project Completion 11/01 Project Completion 6/02 Project Completion

12/00 3/02 3/00 11/1/99
12/00 6/1/99 11/1/00 4/1/99 11/01 6/02

Pre-planning funds only N/A

Pre-planning funds only

N/A

12/01 Project Completion 12/01

8/01 Project Completion 8/01

3/02 Project Completion,

rebid required

3/02

1/02 Project Completion 1/02

8/00

-- 95 --

FY2001 Accountability Report

KEY: project complete: = ; project under construction = ; project in design =

Project State University of West Georgia - Technology Enhanced
Learning Center Valdosta State University - Odum Library Addition (I-6) Georgia Perimeter College - New Learning Resource Center

Funding Amount

Year

Approp.

FY99 19,350,000 FY99 14,250,000 FY99 8,685,000

Fort Valley State University - Health & P.E. Bldg. (I-8) Georgia Southern Univ. - Ceramics/Sculpture, II Southern Polytechnic State University -
School of Architecture Bldg. Expansion (I-9)
Gordon College - Instructional Complex (I-10)
Georgia Institute of Technology - Environmental Sciences and Technology Building (I-11)
North Georgia College and State University - Health and Natural Science Building (I-12)
UGA - Student Learning Center (I-13)
Clayton College and State Univ. - Univ. Learning Center
Kennesaw State University - Visual & Commercial Arts Classroom & Office Building (I-19)
Middle Georgia College - Dillard Science Hall (I-20) Savannah State Univ. - Renov./add. Drew-Griffith
Science Bldg. Medical College of Georgia - Utilities Upgrade -
Talmadge Hospital (I-22) Dalton College - Library Bldg. Add. & Renov. (I-23) Abraham Baldwin Agricultural College - Renov. & Addition
to Old Agricultural Eng. Bldg. (I-24) Georgia Southwestern State Univ. - Renov. of
Crawford-Wheatley Hall (I-25)
Clayton College & State Univ. - Renov. of Lecture Hall to Multimedia Information Center (I-26)
Southern Polytechnic State Univ. - Plant Operations Bldg. Georgia Tech - North Campus Parking Deck (I-29) Valdosta State Univ. - Student Recreation Center (I-30) Columbus State Univ. - Technology & Commerce Center
Gwinnett Center - Academic Facility, Phase 1 (I-32)
Georgia Southern University - Science & Nursing Building
Coastal Georgia Comm. College - Camden Center Facility
Georgia College & State Univ. - Russell Lib. & Tech. Add.

FY99 18,930,000 FY99 1,600,.000

FY99

515,000

FY99s 11,666,000

FY00s 1,025,000

FY99

600,000

FY99s 14,120,000

FY00s

760.000

FY99 1,340,000

FY99s 32,120,000

FY00s 4,500,000

FY99

765,000

FY99s 17,470,000

FY00s 1,460,000

FY99 1,710,000

FY99s 38,415,000

FY00s 2,900,000

FY99

930,000

FY00s 22,300,000

FY99 4,700.000 FY99 4,100,000
FY99 4,100,000
FY99 4,000,000 FY99 4,950,000
FY99 3,220,000
FY99 2,600,000

FY99 FY99 FY99 FY99 FY99 FY00s FY99 FY99s FY00s FY99s
FY00s
FY99s FY00s FY99s FY00s

1,675,000 1,600,000 10,000,000 9,750,000
880,000 14,930,000
880,000 19,755,000 2,000,000
985,000
22,890,000
700,000 16,700,000
790,000 18,460,000

Status Bidding
Bidding

Actual or Estimated

Notes

Completion

12/00

Rebid required

10/02

1/02 Project Completion 1/02

New and renovation bid separately

8/02 Project Completion 8/02 2/00

2/01 Project Completion 2/01/01

8/01 Project Completion 8/01

6/02 Project Completion 6/02

11/01 Project Completion 11/01

4/02 Project Completion 4/02

Project Completion

4/03

delayed to coincide with construction

fund availability

3/01 Project Completion 3/01 4/01 Project Completion 4/01

1/02 rescoped - 3/99

1/02

8/00 6/02 Project Completion 6/02

3/01 Project Completion 3/01

11/01 Project Completion rebid required - 10/00

11/01

1/01 Project Completion 1/01 2/01 Project Completion 2/01 3/01 Project Completion 3/01 8/01 Project Completion 8/01 4/02 Project Completion 4/02

5/02 Project Completion 5/02

2/03 Project Completion 10/02 Project Completion 5/02 Project Completion

2/03 10/02 5/02

-- 96 --

FY2001 Accountability Report

KEY: project complete: = ; project under construction = ; project in design =

Project Savannah State University - New Residence Hall
Georgia Tech - Research Reactor Decommissioning UGA - Animal Health & Bio Resources, Phase I Kennesaw State University - Parking Decks Ga. College & State Univ. - Central Chiller Plant Ga. Perimeter College - Renovation of Bldg. "E"
Georgia Southern University - Fine Arts Phase II Kennesaw State University - Classroom Expansion
Darton College - Academic Services Bldg. Renov./Add. Gainesville College - Underground Electrical
Distribution System
Valdosta State Univ. - Renovation of University Center for Support Services
Georgia Southern Univ. - Coastal Georgia Center Expansion

Funding Amount

Year

Approp.

Status

FY99s 609, 000

FY00s 13,970,000

FY99s 7,026,903

FY99s

150,000

FY99s

600,000

FY99s

150,000

FY99s

125,000

FY00s 2,900,000

FY99s

170,000

FY99s

150,000

FY00s

240,000

FY99s

155,000

FY99s

72,000

FY00s 1,300,000

FY99s 2,750,000 FY99s 2,340,000

State University of West Ga. - Renovate Adamson Hall University of Georgia - Waste Site Remediation UGA - Governor's Trad. Industries Food Science Add.
Georgia Tech - Gov. Trad. Ind. Food Processing Tech. Bldg. Georgia Tech - Governor's Traditional Industries
Renovation of School of Textile & Fiber Engineering Middle Georgia College - PE facility, Haynes Hall
Renovation & Stadium lights Medical College of Georgia /GRA - Molecular Medicine
and Genetics Research Facility Skidaway Institute of Oceanography/GRA -
Technology Development Center Floyd College - Bldg. Purchase (due diligence
dollars in lieu of design funds) Georgia Tech - Manufacturing Renovation for Job
Development CRT (Advanced Wood Processing Lab) University of Georgia - Renov. 4-H facility, Rock Eagle North Georgia College & State University - GBI Crime
Lab feasibility study Georgia Southwestern State University - Student
Success/HPER facility (I-44) Macon State College - Nursing, H.S. & Outreach Abraham Baldwin Agricultural College - Ag. Sciences
Bldg. (I-42) Darton College - Physical Education Building (I-43) Kennesaw State Univ. - Classroom & Convention
Center (I-45) Augusta State Univ. - Classroom Replacement Phase II Georgia Tech - 10th St. Chiller Plant Phased Expansion Medical College of Georgia - Health Sciences Building

FY99s 5,000,000

FY99s

500,000

FY98s

187,000

FY99s 4,200,000

FY99s 4,110,000

FY99s

750,000

FY99s

440,000

FY99s

150,000

FY99s

100,000

FY99s

7,000

FY00 5,112,551

FY00

300,000

FY00

25,000

FY00

100,000

FY00s 1,144,000

FY00s

650,000

FY00s

285,000

FY00s

729,000

FY00s 1,425,000

FY00s 1,202,000

FY00s 4,800,000

see notes

0

Floyd College - Bartow Center (I-87)

see notes

0

UGA - Remediation, Milledge Avenue site Georgia State University - Renovation of Law
Library (I-85)

FY00s 3,400,000 FY00s 4,400,000

Notes 6/02 Project Completion

Actual or Estimated
Completion 6/02

12/01 Project Completion 6/01 Project Completion 7/02 Project Completion 11/02 Project Completion 12/01 Project Completion

12/01 6/01 7/02 11/02 12/01

8/02 Project Completion 8/02 7/02 Project Completion 7/02

10/01 Project Completion 10/01

3/01 Project Completion 3/01

12/02 Project Completion 12/02 2/02 Project Completion 2/02 Delayed for Yamacraw scope change 8/02 Project Completion 8/02
9/1/99 12/01 Project Completion 12/01
11/01 Project Completion 11/01

3/00

8/03 Project completion 8/03

Pre-planning funds only

N/A

Due-diligence funding only
Pre-planning funds only
4/03 Project completion 6/02 Project completion 10/02 Project completion 7/03 Project completion 4/03 Project completion 5/01 Project completion Initiated through revolving fund, pending construction funding Initiated through revolving fund, pending construction funding 6/02 Project completion 9/03 Project completion

N/A
8/00 4/00
12/1/99 3/01
4/03 6/02
10/02 7/03
4/03 5/01
4/04
4/03 6/02
9/03

-- 97 --

FY2001 Accountability Report

KEY: project complete: = ; project under construction = ; project in design =

Project Middle Georgia College - Renov. of Dublin Campus

Funding
Year FY00s

Amount

Approp.

Status

1,200,000

Middle Georgia College - Wellness/Dorms Classroom planning (I-65)

FY00s

590,000

South Georgia College - Renovation of Classrooms/ Gym (I-89)
Georgia Southern Univ. - College of Information Tech.

FY00s

252,000

FY00s

500,000

Atlanta Metropolitan College - property acquisition Fort Valley State University - O'Neal Veterinary
Addition (I-94) Augusta State Univ. - Golf Course rehabilitation Skidaway Institute of Oceanography - infrastructure
upgrades Georgia Tech - Center for Rehabilitation Technology
Total

FY01

370,000

FY01

180,000

FY01

25,000

FY01

69,991

FY01

502,279

$1,247,936,504

Notes Scope being defined, Feds transferring property

Actual or Estimated
Completion

5/0s Project completion, 5/02 pending construction funding

7/02 Project completion

7/02

Scope being defined, pending

construction funding

7/02 Project completion

7/02

6/01 Project completion

6/01

7/00

-- 98 --

FY2001 Accountability Report
Education, Technology & Construction Trust Fund
Appropriated: $74,221,347 ( FY 94-98); $15,000,000 (FY 99); $15,000,000 (FY2000); $15,000,000 (FY 2000 Amended Budget)
The goal of this program is: f To allow the University System of Georgia to address equipment, technology and construction needs by leveraging state
lottery funds with funds from other sources. Program Update:
The ETACT has provided for the purchase of equipment, installation of infrastructure, renovation and construction of facilities to enable institutions to expose students to technology. Specifically, funds have provided for advanced research equipment, computers and software and some facility retrofits to support the equipment. The ETACT is funded through the Lottery for Education. The system matches these lottery funds with private fund donations on a one-to-one basis, although the private match has exceeded the state contribution in the last several years. In FY00, the $15,000,000 original appropriation in state funds generated more than $ 75 million in private funds. Matching funds for the additional $15,000,000 appropriated in the amended budget will be reflected in FY01.
The ETACT has had an integral part in the modernization of institutions throughout the University System. All of the institutions have benefited from ETACT initiative each year since its inception. Following are a few examples illustrate how institutions have used ETACT dollars to create advanced high technology classrooms and research facilities this year: f Georgia College & State University - Development of state-of-the art classrooms and laboratory facility in the Health
Sciences building which will allow for a new active matrix, an existing network upgrade including four state-of-the-art multimedia classrooms. (Total cost of the project: $ 212,400; ETACT funds: $104,994; Matching funds: $107,406) f Georgia Institute of Technology - Assist small and medium businesses doing business with the Department of Defense (DOD) in converting their business models to use Electronic Data Interchange (EDI) and Electronic Commerce (EC). This project will be accomplished by a combination of training, outreach and technical support activities. (Total cost of the project: $ 1,846,640; ETACT funds: $ 79,790; Matching funds: $1,766,850) f Southern Polytechnic State University - Purchase new computer equipment and software for a new computer lab that will support scheduled laboratory sessions in introductory computer science and software engineering classes. (Total cost of the project: $ 68,000; ETACT funds: $ 34,000; Matching funds: $34,000) f Coastal Georgia Community College - The acquisition of X-ray equipment for the radiologic technology program which will allow training on equipment that will be utilized in medical facilities. (Total cost of the project: $ 40,000; ETACT funds: $20,000; Matching funds: $20,000) f Gordon College - The upgrade of equipment and classrooms in the Georgia Youth Science and Technology Center including telescopes, solar filters and a solid state photometer. (Total cost of the project: $ 134,000; ETACT funds: $58,000; Matching funds: $76,000) f Georgia Southern University - The purchase of new computer equipment and software for National Science Foundation (NSF) sponsored gas chromatograph/mass spectrometer collaborative activity in the College of Science and Technology. (Total cost of the project: $ 97,689; ETACT funds: $ 48,845; Matching funds: $48,444)
-- 99 --

FY2001 Accountability Report
Eminent Scholars Program
Appropriated: $500,000 (FY98); $3,000,000 (FY99); $2,500,000 (FY 2000); $3,500,000 (FY01)
Program Update: Funds appropriated to the Endowment Trust Fund are used exclusively to endow academic chairs in an effort to attract
eminent scholars to join the faculties of University System institutions. A total sum of not less than $1 million is required to endow a chair under this program. Institutional foundations interested in participating in the program are required to contribute not more than 75 percent of that amount, and the fund is required to contribute no less than 25 percent. Dollars appropriated to the Georgia Eminent Scholars Endowment Trust Fund are contractually obligated for the purpose of funding endowed chairs and any dollars remaining in the Fund at the end of the fiscal year do not lapse.
Funds appropriated to this program for FY01 resulted in the establishment of the following chairs: f Gainesville College:
Gainesville College has established the Eminent Scholar of History Endowed Chair. Primary responsibilities will include involvement in research activities focused on the local and state level; development and implementation of educational programs for the entire community; serve as a College liaison to the community and appropriate educational institutions; and to serve to the College's students through the teaching of courses each year. After the completion of a nationwide search, five suitable prospective candidates will be interviewed and hosted on the Gainesville College campus in January 2001. Gainesville College plans to extend an offer February 2001 with an anticipated hire date of Fall 2001. f Georgia College & State University:
In keeping with Georgia College & State University's longstanding commitment to teacher education; the institution along with the Kaolin Industry has established an endowed chair of science within the Department of Chemistry and Physics. The nationally recognized, distinguished professor chosen to fill this chair will be the director of the China Clay Producers Science Education Center. Presently, a nationwide search is being conducted for a suitable candidate. The anticipated hire date is Fall 2001. f Georgia Southern University:
Georgia Southern University's Eminent Scholar funds have been designated to fund The Norman W. Fries Distinguished Lecture Series. The series is designed to enrich the knowledge of students, faculty, and community business leaders through visits to the campus from distinguished scholars in a variety of fields including rural economic development. The lecture series will complement the Rural Economic Development program established in the College of Business whose mission is to recognize and value opportunities to assist in the development of the regional economy. The anticipated implementation date is Spring 2001. f Georgia Southwestern State University:
Georgia Southwestern State University is home to the University System's first eminent scholar position in a school of nursing. The focus of this position is leadership in community-based nursing education and the initiation and coordination of service programs to address the critical local needs (high infant mortality rates, high teenage pregnancy rates, high number of low birth weight infants) in the health of families and children. The Nursing Eminent Scholar funds have been matched and there is a nationwide search under way for the Eminent Scholar in Nursing position. This position is expected to be filled for FY02. f Georgia State University:
Georgia State University's Eminent Scholar position has been designated the Dan Sweat Distinguished Scholar Chair in Educational Policy. The distinguished scholar chair will be jointly shared between the College of Education and the School of Policy Studies named in honor of Dan Sweat. Presently, a joint committee from the department of Educational Policy and
-- 100 --

FY2001 Accountability Report
the Andrew Young School of Policy has been selected to initiate a nationwide search for a suitable candidate. This chair will engage an individual with interest and expertise in policy issues related to education, broadly defined. These interests include issues such as the funding of education, budgeting issues, educational reform, and education production. f Macon State College:
Macon State College has currently established three eminent scholar funds: two Peyton Anderson Chairs in Information Technology and one Eminent Scholar Chair in Business. Drs. E. Michael Staman and David Adams hold the Peyton Anderson Chairs in Information Technology and a search is being conducted for the third chair.
Adams joined the Macon State College faculty in 1998 as a professor of information technology in the Division of Information Technology, and he is the first Peyton Anderson Eminent Scholar in Information Technology. He is a recognized scholar in information technology and the author or coauthor of eight textbooks. His classroom teaching experiences have been in systems analysis, computer programming, software design and Internet/Intranet development. Adams authored a national model curriculum for undergraduate instruction in computer information systems that are in use today.
Staman, one of the nation's leading authorities on the application of information technology in business and higher education and a pioneer in the development of today's Internet, is the second Peyton Anderson Eminent Scholar in Information Technology. He joined the Macon State faculty in January 2000. He is president of CICNet Inc., an organization created by the major research universities in the Midwest, which served as a catalyst in the development of a National Science Foundation project to build a network for all of higher education and a predecessor of today's Internet. f North Georgia College & State University:
The North Georgia College & State University Foundation has established the Harry B. Forester Eminent Scholar Chair in Biological Sciences. The chair holder shall have a national reputation for scholarship in biological science, demonstrated excellence in teaching and a strong interest in students. The anticipated date of filling the position is Fall 2001.
-- 101 --