Accountability report, Feb. 2002

OARD OF REGE

VERSITY SYSTE

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FY 2002
ACCOUNTABILITY REPORT
NTS OF THE UNI OF GEORGIA
February 2002
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FY 2002 Accountability Report
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 2001 legislative session.

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TABLE OF CONTENTS
University System of Georgia - Map Overview Accountability Report - At a Glance Special Funding Initiatives - FY95-FY02 Introduction - Technology-related Initiatives 1. GALILEO - One Statewide Electronic Library 2. Connecting Teachers and Technology 3. Connecting Students and Services 4. Statewide Desktop Learning Network 5. Governor's Initiative - Internet Connectivity 6. Georgia G.L.O.B.E. (Global Learning Online for Business and Education) Other Initiatives 7. Protecting the State's Investment: Renovation and Rehabilitation 8. Facilities Master Planning 9. P-16 Partnerships (P-16 Initiative, PREP, Prognostic Math Test, P-16 Database, Advanced Academies) 10. The Next Step: Taking Graduate Education to the Next Level 11. Patterns of National Excellence and Program Collaboration Awards 12. Teacher Preparation Initiative 13. Cooperative Ed.D. Program between the University of Georgia and Fort Valley State University 14. Georgia Tech Regional Engineering Program 15. YAMACRAW Initiative 16. Investing in Excellence in Historically Black Universities 17. Hispanic Program Initiative 18. ICAPP -- Georgia's Intellectual Capital Partnership Program New Initiatives for FY02 19. Georgia College & State University - Fulfilling its Mission as Georgia's Public Liberal Arts University 20. MCG/UGA Biomedical Collaborative 21. Accountability Plus Other Funding Capital Projects Education,Technology & Construction Trust Fund Eminent Scholars Program

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The University System of Georgia

Dalton State College Dalton
Floyd College Rome

North Georgia College & State University Dahlonega

Kennesaw State University Kennesaw

Gainesville College Gainesville

Southern Polytechnic State University Marietta Georgia Institute of Technology Atlanta
Atlanta Metropolitan College Atlanta

Georgia Perimeter

College

University of Georgia

Decatur

Athens

Georgia State University Atlanta

Augusta State University Augusta

Clayton College

State University of & State University

West Georgia

Morrow

Carrollton

Medical College of Georgia Augusta

Gordon College Barnesville

Georgia College & State University
Milledgeville

Macon State College Macon

East Georgia College Swainsboro

Fort Valley State University

Columbus State University

Fort Valley

Columbus

Middle Georgia College Cochran

Georgia Southern University Statesboro Savannah State University Savannah

Georgia Southwestern State University
Darton College Americus Albany

Albany State University Albany

South Georgia College Douglas

Abraham Baldwin Agricultural College
Tifton

Waycross College Waycross

Armstrong Atlantic State University Savannah
Coastal Georgia Community College
Brunswick

Bainbridge College Bainbridge

Valdosta State University Valdosta

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OVERVIEW
This seventh edition of the annual Accountability Report prepared by the University System of Georgia Board of Regents for FiscalYear 2002 to date bears witness to not only continued progress in the Special Funding Initiatives, but also to a period of challenge and opportunity.
The progress is the result of the continued support by the Governor and the General Assembly for these initiatives that support the Regents' 1994 Vision Statement and Guiding Principles.The Regents and the University System are deeply appreciative of this support. More importantly, the Regents are mindful of the responsibility to be accountable to the Governor and the General Assembly for this support and the investments that have been made.Thus the annual Accountability Report, with its detailed reports on the progress made in the Special Funding Initiatives and in other key areas, will continue to play an important role in providing a clear measure of accountability to the state.
Challenges and Opportunities
Challenge and opportunity also have marked this year.The Regents are committed to continuing to advance their goal of creating a more educated Georgia.
The first opportunity to present itself to the Regents came in May, when the Board convened to discuss and revise its 1994 Vision Statement and Guiding Principles.This process has resulted in a new Vision and Mission Statement, which will guide the development of the Regents' revised Strategic Plan.This plan, in turn, will help guide the Regents in the formulation of an action plan and supporting policies.
The new Vision and Mission Statement also will help guide the Regents and the University System in the continued evaluation and assessment of existing Special Funding Initiatives, to ensure they still support the Regents' vision, mission and plan.
Another significant transition in the life of some of the special funding initiatives came with the General Assembly's approval in the FY02 Budget of the establishment of a new "technology factor" in the University System's funding base.This technology factor recognizes the increasing role of technology in higher education, and provides a secure and steady funding source for technology needs and operations.Thus, a number of special funding initiatives that were created as a response to technology needs no longer require annual requests for funding, but have seen all or a significant part of their activities funded through the technology formula. In addition, a number of the initiatives will continue to receive Lottery funding.
The special initiatives affected by this funding change and reported herein are: GALILEO - One Statewide Electronic Library, Connecting Teachers and Technology, Connecting Students and Services, Professional Development: Serving Our Students and the State, Statewide Desktop Learning Network, Internet Connectivity, Georgia GLOBE, and Campus Electronic Crossroads.
Even though these initiatives have been moved into the general program budgets of the System's institutions, in the spirit of accountability that underlies the System's efforts, activities and progress in each of these areas will continue to be reported in these Accountability Reports.
A challenge that demands creativity and adaptability came with the current economic downturn. Responding to the Governor's call for a 2.5 percent reduction in the FY02 budget, the Special Funding Initiatives will be reduced by $866,062.While this reduction may impact the timing and scope of some of these initiatives, the commitment in the University System is to continue to move these programs forward to achieve the established goals set for each initiative.
Progress Made
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 -- recorded lifetime usage statistics of 34,282,381 logins to databases, 44,222,733 keyword searches, and 19,746,844 full-text articles displayed on October 31. GALILEO Interconnected Libraries (GIL), a multi-year project to implement a single library automation system in University System libraries, was implemented in 17 libraries during FY99; 12 libraries went live in FY00; and the remaining 6 libraries were installed by January 2001 and in production by May 2001.

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g GEORGIAHIRE -- an online program that connects System g The fledging eCoreTM program -- the University System's

students and alumni with Georgia employers through the

online "core curriculum" program - continues to grow. In

GeorgiaHire website: www.GeorgiaHire.com -- has

2001, 142 students registered for 237 courses in the spring

proven to be a tremendous success. More than 117,000

semester; 148 students registered for 225 courses in the

students and alumni have registered their resumes on

summer semester, and 209 students registered for 376

GeorgiaHire.com from its beginning in February 1999

courses in the fall semester, an all-time high. eCoreTM is

through November 2001. Employers searched resumes of

marketed through the University System's Georgia

USG students and alumni more than 10,400 times from

G.L.O.B.E. initiative -- Global Learning Online for Business

February 2000 to December 2001. Students and alumni

& Education.The Georgia G.L.O.B.E.Website

searched job listings more than 144,650 times during the

(www.georgiaglobe.org) became operational in April

same time.

2000. Georgia GLOBE markets and/or supports some 487

g POST-SECONDARY READINESS ENRICHMENT PROGRAM (PREP) -- Since the inception of PREP in FY96, approximately 40,000 middle school students in at-risk situations have participated in supplementary academic enrichment programs; i.e. tutoring/ mentoring, academic readiness,

academic/for credit distance learning offerings plus continuing education/professional development opportunities of System institutions. Georgia GLOBE also markets the WebMBATM, an online ten-course graduate program that leads to a Master of Business Administration degree.

career exploration, leadership development, conflict resolu- g ICAPP (GEORGIA'S INTELLECTUAL CAPITAL PARTNERSHIP

tion, community service and technology skill development.

PROGRAM) -- has a direct economic benefit of a greater than

These programs continue to be implemented through posi-

15:1 return on the State's investment. Recent ICAPP

tive working relationships that have been developed between

Advantage projects are: Robins Air Force Base, Gulfstream,

the 29 University System institutions that coordinate specific

and UPS.

PREP programs, 20 technical colleges, more than 400 middle and high schools, and 200 businesses and community organizations located in 111 counties.

This year, three new special funding initiatives were funded by the General Assembly.

g One new initiative will help GEORGIA COLLEGE & STATE

g The System's redesign of its TEACHER PREPARATION

UNIVERSITY fulfill its Mission as Georgia's Public Liberal

programs continues to move forward. Programs have been

Arts University. A combination of state funding, private

redesigned and refinements are under way in all 15

dollars and student tuition will help lower the University's

University System institutions that prepare teachers. Reading

faculty to student ratio to a level necessary to fulfill this

endorsement is now available to current classroom teachers

important mission.

in all subjects and grade levels (jointly funded with the P-16

Initiative). Expanded access to Ed.D. programs to strengthen g The second new initiative is a BIOMEDICAL COLLABORATIVE

school leadership are under way at a number of System insti-

between the Medical College of Georgia and the

tutions. All University System institutions that prepare teach-

University of Georgia. This initiative is designed to foster

ers have entered into partnership with the public schools to

collaborative research aimed at recognizing, treating, curing

create "partner schools." The graduating class of teachers in

and preventing diseases that impact the health of Georgia cit-

May 2002 will each have completed the equivalent of a full

izens and ultimately to establish a stateside Biomedical

academic year of field experiences in the public schools.

Services Network for collaboration among USG and private

g THE GEORGIA TECH REGIONAL ENGINEERING PROGRAM, or GTREP, is a proven success story in meeting the identified

entities to benefit research and education. g The third new initiative -- the ACCOUNTABILITY PLUS

needs for specific engineering graduates in south Georgia.

program -- will establish a comprehensive accountability

GTREP graduated its first 8 students in December 2001

reporting system, in cooperation with the Governor's Office

with B.S. degrees in Engineering. GTREP's Spring 2002

of Educational Accountability.

enrollment is approximately 170 freshmen, 100 sophomores,

35 juniors and 20 seniors.

g The YAMACRAW INITIATIVE'S Educational programs had a highly successful first year of operations. In FY01, 725 Yamacraw-ready graduates were produced,Yamacraw universities hired 17 additional Yamacraw faculty and Continuing Education programs at Georgia Tech and SPSU offered more than 25 courses inYamacraw areas.Currently, 16 companies have signed on as industry members to the Design Center.

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ACCOUNTABILITY REPORT AT A GLANCE
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); $3,701,849 (FY01); and $3,701,849 (FY02).
The goals of the initiative are: to provide universal access to materials and information services for Georgia citizens; and to establish an information infrastructure which will place the University System in the forefront of information technology, enhancing its reputation, along with PeachNet and distance education.
GALILEO recorded lifetime usage statistics of 34,282,381 logins to databases, 44,222,733 keyword searches, and 19,746,844 full-text articles displayed on October 31. On October 17, 2001, GALILEO recorded 491 simultaneous users. As of July 31, 2001, 34 University System institutions-including the System office, eight off-campus resident centers, the Governor's office, three legislative research offices, 58 public library systems (includes a library in 157 Georgia counties), 35 technical institutes-including the central office, 192 K-12 school systems/training centers, and 40 private higher educational institutions subscribe to the system.
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 were installed by January 2001 and in production by May 2001.
The Digital Library of Georgia, a GALILEO initiative based at the University of Georgia Libraries, provides access to the cultural and historical resources of the state of Georgia through the ongoing development, maintenance, and preservation of digital collections and online digital library resources.
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); and $5,234,834 (FY02)
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.
Over six years of funding the Connecting Teachers and Technology initiative has funded professional development pro-

grams, course development projects, campus technology infrastructure upgrades, and personnel.The focus of the initiative has been to increase the number of courses that utilize technology to create meaningful learning experiences for students.
The Connecting Teachers and Technology initiative was comprised of both state funds and lottery funds.The lottery portion of the initiative continues in FY02.These funds are used to support expansion of technology infrastructure that will directly benefit instruction. Campuses continue to receive an allocation ranging in amount from $133,550 for the research and regional universities, $99,032 for state universities and state colleges, and $64,516 for all colleges with the exception of one college. Georgia Perimeter College, because of its size and number of campuses, receives $99,032. Skidaway Institute of Oceanography receives $20,000.These funds support the purchase of specialized equipment for use in the classrooms, expansion of access to the Internet for students, and support for faculty development of online course materials. At the System level, $875,000 of the lottery funds support software and hardware solutions that facilitate faculty use of technology for instruction, simplify student use of technology to access instructional materials, and encourage institutional sharing of courses and course materials.
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); and $607,000 (FY02)
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.
Because of the change in the funding formula, which rolled the state portion of this initiative into the technology factor, this report will focus on the lottery portion of that initiative now and in the future.The lottery portion of this initiative for FY02 is $527,000.
One of the projects historically supported by this initiative includes GaEASY, which provides a single point of entry for prospective students to obtain information about the program offerings of the System institutions and to apply for admission online.This year, the Professional Standards Commission has asked the University System to provide a web application that would support a student-initiated request for a transcript to be sent elecronically to the Commission as part of the process of
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application for state teacher certification. Additionally, the lottery funds this year will provide $100,000 for an upgrade to the uninterruptible power supply for the servers that provide these services. Specifically, other uses of these funds during this fiscal year include:
g Design, development, testing and implementation of the PSC transcript mentioned above;
g Research, design, development, testing and implementation of alternative methods for providing GaEasy functionality;
g Research, testing and implementation of middleware to enhance the integration of the Banner student administration system with WebCT's web course content and course management system and with CampusPipeline's student web portal product; and
g Consulting services to assist in the assessment and design phase of the Banner model project, which consists of a program assessment for that application product's implementation.
4. Statewide Desktop Learning Network
Appropriated: $2,000,000 (FY99); $3,500,000 (FY00); $3,500,000 (FY01); and $497,916 (FY02)
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.
Over three years of funding, the Statewide Desktop Learning Network initiative has produced online course development models; a technology infrastructure supportive of anytime, anyplace learning; an initial array of support services for faculty and students; preparation of personnel to support faculty and students involved in distance education; and an initial research agenda for evaluating and assessing statewide distance education issues.The focus of the initiative has been to prototype an effective, scalable, and sustainable infrastructure for the development and delivery of online programs and courses to meet the needs of Georgia citizens.The eCoreTM and WebMBATM, both developed and supported with initiative funds, have been marketed through Georgia GLOBE.
In FY02, a portion of the funds have been included in the technology factor for use by institutions to sustain online course development activities and the development of services to support the delivery of the courses.
5. Internet Connectivity
Appropriated $ 1,845,000(FY99), $1,845,000 (FY00), $1,845,000 (FY01): and $1,500,000 (FY02)
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; to provide for installation and equipment necessary
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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.
The transition of the K-12 (DOE) sites and Public Libraries away from the University System's data network, known as PeachNet, has been completed. Reconfiguration of the hub sites has also been completed.
BOR/OIIT has provisioned network bandwidth and installed network equipment to facilitate the Georgia Institute of Technology Regional Engineering Program (GTREP). Planning has begun to deploy network monitoring and diagnostic equipment at all the University System locations.
6. Georgia G.L.O.B.E. (Global Learning Online for Business & Education)
Appropriated: $1,461.500 (FY01); and $800,000 (FY02)
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 "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; to complete development and establishment of a single "full-service"Web "portal;" and 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.
Georgia GLOBE markets and/or supports some 487 academic/for credit distance learning offerings plus continuing education/professional development opportunities of System institutions. Georgia GLOBE also markets the WebMBATM, an online ten-course graduate program that leads to a Master of Business Administration degree, in addition to distance education degree offerings from the Georgia Institute of Technology, Southern Polytechnic State University, Clayton College & State University and Columbus State University. In addition, Georgia GLOBE enjoys a close working relationship with the Southern Regional Education Board's (SREB) Electronic Campus and its access to more than 5,000 online courses and 250 degree programs from certificates to doctorates from 325 colleges and universities. Georgia GLOBE's Web site was expanded in 2001 to include a comprehensive listing of distance education offerings from System institutions. Georgia GLOBE markets and provides registration and other services for eCoreTM. In 2001, 142 students registered for 237 courses in the spring semester; 148 students registered for 225 courses in the summer semester, and 209 students registered for 376 courses in the fall semester, an all-time high.

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In October 2000, a customer information center was established to respond via telephone and email to prospective students interested in online learning.
Georgia GLOBE has undertaken an advertising campaign designed to promote distance education opportunities to residents in virtually all corners of the state. In 2001, Georgia GLOBE purchased newspaper advertising to promote eCoreTM, WebMBATM, professional development and other distance education opportunities. Georgia GLOBE markets its Web site on major search engines to give the site guaranteed high rankings within the search engines.
7. 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); and $54,290,521 (FY02)
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.
On October 16, 2001, Office of Planning and Budget (OBP) was authorized by Governor Roy Barnes to freeze spending for Major Repairs and Rehabilitation (MR&R) at all institutions until further notice. Projects where funds were already encumbered were allowed to proceed. Unallocated funds totaling $12, 185,482 have been cut from the FY02 MR&R budget, leaving total MR&R funds for the fiscal year at $42,105,039.
Prior to this budget reduction, $49,973,776 was identified for renovations and modernization, re-roof and roof repair, mechanical, electrical and regulatory needs. A reserve of $2,532,079 was to have been held to address emergency/ contingency projects that arise during the course of FY02 - this emergency fund now stands at zero.
8. Facilities Master Planning
Appropriated: $450,000 (FY97); $1,000,000 (FY98); $450,000 (FY99); $450,000 (FY99 Amended); $0 (FY00) - initiative funding 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.Twenty-nine master plans have been completed and presented to the Board of Regents. It is anticipated that the remaining five institution master plans will be presented in 2002.

9. P-16 Partnerships (P-16 Initiative, PREP Program, Prognostic Math Test, P-16 Database, Advanced Academies)
Appropriated: $300,000 (FY97); $450,000 (FY98); $3,833,209 (FY99); $3,833,209 (FY00); $3,963,209 (FY01); and $3,963,209 (FY02)
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.The overall goal is to improve student success.
There are three strands of work within the initiative: 1. Development of P-16 seamless education: aligning
expectation, curriculum and assessments for students. 2. Academic enrichment programs for students in grades
7-12: PREP, PREP II, and Advanced Academies. 3. Teacher Quality: having a qualified teacher in every
Georgia public school classroom by 2006.
Local P-16 councils-through schools, colleges, and technical colleges-are developing seamless pathways for students from preschool 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 I and PREP II), statewide supplemental academic programs 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, 29 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.
10. 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); and $4,121,383 (FY02)
The goals of this initiative are: improving the quality of the University System's research universities; strengthening selected graduate programs; strengthening the Historically Black Universities (HBUs); strengthening links between the System's institutions; and contributing to the State's economic development. Programs are underway at the four research institutions and the HBU's.
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11. 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); and $4,300,000 (FY02)
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; 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 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. 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 programs are: Floyd College, American Sign Language Immersion Training Program for Interpreters; Medical College of Georgia, Effective Telemedicine Medicine Mental Health System Service, Research, and Education "The Telepsychiatry Program" and the University of Georgia, Interdisciplinary Program in Environmental Toxicology.
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.The System maintained funding for the existing projects which continued to have 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. From a financial perspective, most, if not all of these projects have been subsumed within the institutional operating budgets.This was due to the collaborative quality and economic impact of the projects on various regions of the State.
These program collaborations (and the lead institution for the program) are:
1. TEACHER PREPARATION FOR MILITARY RETIREES: A COLLABORATIVE EFFORT, Armstrong Atlantic State University.
2. THE PREPARATION OF MINORITY TEACHERS - A COLLABORATIVE EFFORT, Armstrong Atlantic State University.
3. THE INNOVATIVE DELIVERY OF A DENTAL HYGIENE CURRICULUM, Armstrong Atlantic State University.
4. EXTENDING EDUCATIONAL OFFERINGS IN HEALTH SERVICES ADMINISTRATION, PUBLIC ADMINISTRATION AND ALLIED HEALTH VIA DISTANCE LEARNING, Armstrong Atlantic State University.
5. ENHANCING COLLABORATIVE APPLIED SCIENCE ASSOCIATE DEGREE PROGRAMS, East Georgia College.
6. EXTERNAL DEGREE PROGRAM IN PHYSICAL EDUCATION, Medical College of Georgia.
7. STRATEGIC INITIATIVE FOR PROGRAM COLLABORATION IN GEOGRAPHIC INFORMATION SYSTEMS, Georgia Institute of Technology.
8. THE TEACHER INDUCTION PROGRAM (PROJECT TIP) COLLABORATIVE MENTORING FOR FIRST YEAR TEACHERS, Armstrong Atlantic State University.
9. PRE-ENGINEERING TECHNOLOGY BRIDGE PROGRAM, Atlanta Metropolitan College.
10. DISTANCE LEARNING PARTNERSHIP IN GERONTOLOGY, the University of Georgia.
11. ENHANCING THE PRESENCE OF MINORITY GRADUATE STUDENTS IN MATHEMATICS AND THE NATURAL SCIENCES, the University of Georgia.
12. MAINTAINING STUDENTS IN THE ACADEMIC PIPELINE: RECRUITMENT AND RETENTION OF MINORITIES IN THE BIOLOGICAL SCIENCES, Georgia State University.
13. INCREASING MINORITY ADMISSIONS AND ENROLLMENT IN THE HEALTH PROFESSIONS, FortValley State University.
14. GLACTONE: A NETWORK OF SHARED RESOURCES FOR CHEMISTRY AND BIOCHEMISTRY, Georgia State University.
15. EDUCATIONAL PREPARATION FOR THE EMERGING ROLE OF THE ASSOCIATE DEGREE NURSE IN RURAL COMMUNITIES VIA THE MOBILE CLINIC, South Georgia College.

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16. CENTRAL GEORGIA PROGRAM COLLABORATION, Georgia College & State University.
17. FOREIGN LANGUAGES AND INTERNATIONAL STUDIES: DEVELOPING GLOBAL COMPETENCE, 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, FortValley 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
12. Teacher Preparation Initiative
Appropriated: $3,000,000 (FY00); $3,000,000 (FY01); and $3,000,000 (FY02)
The goals of this initiative are:
1. To ensure that every teacher prepared by the University System institutions; d Has deep content knowledge in every subject included on teaching certificate; d Can manage classrooms and can use information technology effectively; d Is accomplished in helping students from divers 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 purposed 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; d To balance teacher supply and demand by subject
field and geographic region d 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 underway in all 15 University System institutions that prepare teachers. Plans for FY02 focus on continuing to implement all aspects of the Principles.
All University System institutions that prepare teachers are working in 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 experience in the public schools.
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, the Georgia Partnership for Excellence in Education and the Georgia Teacher Center) 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 of $9.7 million to support implementation of this plan.
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); and$500,000 (FY02)
The goals of this initiative are: the University of Georgia and FortValley State University have entered into a partnership to offer three doctoral programs in education in middle Georgia; and to make doctoral study in education available to residents in middle Georgia.The distribution of these funds between the two institutions is worked out cooperatively between parties on both campuses. UGA has offered all three programs for some time. Students in the program will earn the UGA degree. Fifty three students have enrolled to date.
14. Georgia Tech Regional Engineering Program (GTREP)
Appropriated: $2,000,000 (FY00); $2,000,000 (FY01); and $3,000,000 FY02
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

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engineering; to enhance access to engineering education in areas of the state with cyclical shortages in key engineering fields; and to increase the number of engineers with graduate degrees by offering innovative distance learning programs to professionals currently in the workforce.
GTREP's initial focus was on implementing the undergraduate computer engineering and civil engineering degree programs. This has been successfully accomplished as shown by GTREP's spring 2002 enrollment of approximately 170 freshmen, 100 sophomores, 35 juniors and 20 seniors. GTREP graduated its first eight students in December 2001 with B.S. degrees in engineering. Additional electives are being added to undergraduate instructional programs to broaden opportunities.Thirty courses are being taught in Spring 2002.
GTREP stresses interaction with organizations such as the Business and Education Technology Alliance and Savannah Economic Development Authority to attract companies to southeast Georgia through incubator and other initiatives. GTREP also provides the educational component of an ICAPP project between the State of Georgia and Gulfstream Aerospace Corporation (GAC) in Savannah.
GTREP currently leases 18,000 square feet at Chatham Center, which serves as GTREP's hub. A memorandum of understanding with the Savannah Economic Development Authority about a gift of land at the Technology and Engineering Campus will be signed in January 2002.The groundbreaking date for this facility is spring 2000. The target for move-in is August 2003.
15. YAMACRAW Initiative
Appropriated: $14,075,000 (FY2000); $17,686,890 (FY01); and $21,210,944(FY02)
The goals of this initiative are: to create worldwide recognition of Georgia as a global center for the design of broadband systems, devices and chips; to develop at least 2,000 new jobs in Georgia for computer scientists and computer, electrical and software engineers in broadband product design companies; to increase by at least 2,000 the supply of computer scientists and computer, electrical and software engineers with training appropriate for broadband product design; to help at least 10 companies to establish broadband product design operations in Georgia by startup, expansion, relocation or creation of new divisions; and to establish a venture capital fund enabling startup broadband product design companies to grow in Georgia.
The education goals of this initiative are: to recruit and hire new faculty; to continue curriculum changes; aaand to continue professional education efforts
Building on a strong start in year one (FY00),Yamacraw's Education Program had a highly successful second year of operations. In FY01, 725Yamacraw-ready graduates were produced. During FY01,Yamacraw universities hired 17 additionalYamacraw

faculty. In FY01, the Continuing Education programs at Georgia Tech and Southern Polytechnic State University (SPSU) offered more than 25 courses inYamacraw areas.
On June 4-8, 2001, SPSU hosted 10 math, science, and technology teachers from Cobb County high schools for a five-day enrichment program.
In the Focused Research area of Yamacraw activity, System Prototyping received $1.2 million forYear 2; 18 faculty and 16 graduate students participated. High-Speed Access Devices received $1.85 million forYear 2; 16 faculty and 70 graduate students participated. Embedded Software received $1.95 million forYear 2 with 45 faculty and 50 graduate students participating.
Currently, 16 companies have signed on as industry members to the Design Center with various projects directed to each of the three research areas. In addition,Yamacraw has eight emerging companies - five of which were funded by theYamacraw Seed Capital Fund and three that were not. Collectively, the Yamacraw companies have committed to hire more than 3,000 design professionals within the next five years; more than 1,000 positions already have been filled.
16. Investing in Excellence at Historically Black Universities
Appropriated: $2,640,000 (FY01); and $2,640,000 (FY02)
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 FortValley State University in its role as a designated 1890 land grant institution and to strengthen the university's agricultural research and extension programs.
Albany State University
The primary focus of Albany State University was the development of the University's Image Enhancement Communication Network.The Image Enhancement Communication Network includes the use of radio publicity, inhouse television station and targeted degree offerings. Central in the network was the plan to enhance and/or improve the image of Albany State University.
Fort Valley State University
The funding supports three programs: the Center for Academic Excellence, the Global University. and the Mass Communications Degree Program
Savannah State University
The focus areas include: enhancement of the College of

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Business Administration, Urban Studies, Mass Communication, Institutional Advancement and establishment of the Integrated Pipeline Program
17. Hispanic Task Force Initiative
Appropriated: $375,000 (FY01); and $375,000 (FY02)
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 post-secondary 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 of Georgia 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 in the northern third of the state is implementing 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.
Two new pilot programs are being undertaken 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.
Three projects will provide information and support for Hispanic students and their parents to encourage pursuit of postsecondary 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.
18. 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); and $6,309,348 (FY02)
ICAPP works to support Georgia's economic development by leveraging University System assets to:
g attract high-quality jobs and strategic new industry;
g support the growth of Georgia's established businesses;
g prepare Georgians as knowledge workers to meet the present and emerging needs of business and industry;
g 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 was funded in five parts in FY02:

1. ICAPP Advantage:
ICAPP Advantage projects announced since November 2000 include: (newly announced projects) Robins Air Force Base (Georgia College & State University); Gulfstream (Armstrong Atlantic State University, Georgia Southern University, Savannah State University, and Georgia Institute of Technology); UPS (Georgia State University and Kennesaw State University); (continuing projects) ZCorum (North Georgia College & State University and Georgia College & State University); Lockheed-Martin AERO (Southern Polytechnic State University);Total System Services (Columbus State University); (recently completed projects) ComputerLogic, Inc. (Macon State College); and Core Management (Macon State College)
2. ICAPP Access
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.
d GeorgiaHire.com: More than 117,000 students and alumni have registered their resumes on GeorgiaHire.com from its beginning in February 1999 through November 2001.
d Employers searched resumes of USG students and alumni more than 10,400 times from February 2000 to December 2001.
d Students and alumni searched job listings more than 144,650 times during the same time.
d GeorgiaHire.com began partnerships with eight private Georgia colleges in 2001.
3. ICAPP Needs Assessment
ICAPP Needs Assessment works to match the programs of the University System's colleges and universities with the workforce needs of Georgia employers.
4. ICAPP Strategic Response Initiatives
The ICAPP Strategic Response Initiative creates model academic programs to address the shortages of specific professionals in Georgia.
5. ICAPP Regional Programs
Georgia Southern University directs the pilot project for ICAPP Regional Programs with a core purpose 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. More than 50 projects were completed during the past year
The second ICAPP Regional Programs project, the Southwest Georgia Economic Development Consortium (formerly Regional Economic Development Partnership - REDP)

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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.
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, tests new ideas and conducts research for solutions to Georgia's rural development challenges.
19. Georgia College & State University Fulfilling its Mission as Georgia's Public Liberal Arts University
Appropriated: $1, 500,000 (FY 02) plus $600,000 raised from private sources, April 1 - Sept. 1, 2001
The goals of this initiative are: to enable Georgia College & State University to achieve its mission as Georgia's designated public liberal arts university, consistent with similar institutions nationally; and to lower student/faculty ratio from 22:1 to 17:1 by hiring 68 new faculty which will make Georgia College & State University comparable to other public liberal arts institutions in the country.
The search process has begun to identify the best possible faculty in the country for these positions. A tuition increase to the same levels as the research universities also will allow GC&SU to hire more faculty.The university has raised private funds to help this effort as well. Sixty-eight new faculty were hired for the fall semester and more are expected next year.
20. MCG/UGA Biomedical Collaborative
Appropriated: $1,150,000 to be matched by $1,000,000 from the Board of Regents (FY02)
The goals of this initiative are: to link the expertise and resources of the University of Georgia and the Medical College of Georgia in collaborative research aimed at recognizing, treating, curing and preventing diseases that impact the health of Georgia citizens; to recruit key faculty to conduct biomedical research and expand related educational programs; to expand the flow of national biomedical research funds to the State of Georgia; ultimately to establish a stateside Biomedical Services Network for collaboration among USG and private entities to benefit research and education.
This initiative will address four key objectives: 1. Small grants for collaborative research. 2. Program development for a jointly run MCG/UGA
School of Public Health. 3. Georgia Center for the Prevention of Obesity and
Related Disorders.

4. Additional degree programs.
Funds appropriated in FY02 will also support research symposia and workshops with the outcome of creating new collaborative arrangements, as well as staffing and faculty release time to develop all of these initiatives.
21. Accountablility Plus
Appropriated: $1,000,000 (FY02)
The goals of this initiative are: to assure the establishment of a comprehensive accountability reporting system, in cooperation with the Governor's Office of Educational Accountability, which monitors the effective and efficient delivery of university and college programs in accordance with benchmarking criteria; to assure the establishment of an accountability reporting system that facilitates access for critical decision-makers to USG management information.
The System has initiated several distinct undertakings to improve its data and information for accountability purposes. First, it has begun to develop a data warehouse. Second, to assist in the effort, a director of data warehouse development has been hired.Third, a search is underway for a mega-data data base manager. Fourth, at the operational level, student surveys are being developed and will be administered later this year to enable the System to develop data and information that will be required for accountability purposes by the Office of Educational Accountability. Finally, also at the operational level, a search is underway for a data base administrator.
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); $206,068,000 (FY01 Amended)
The General Assembly funded 35 capital projects totaling $206,068,000 in the FY01 Amended budget. In addition, the Board of Regents was given responsibility for the Tier 3 Cancer Center at Grady Hospital, with funding of $28,350,341 as part of the Governor's new Cancer Initiative.
Since FY95, the Board of Regents Facilities office has managed 155 state funded capital projects budgeted at almost 1.5 billion dollars. Over half of these projects are finished and were completed within their respective budgets. Of the remaining projects 37 are in construction and 39 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.

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Education, Technology and Construction Trust Fund
Appropriated: $74,221,347 (FY94-98); $15,000,000 (FY99); $15,000,000 (FY00); $15,000,000 (FY00 Amended); and $15,000,000 (FY01 Amended)
The goal of this program is to allow the University System of Georgia to address equipment, technology and construction trust fund needs by leveraging state lottery funds with funds from other sources.
ETACT 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 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 generated more than $75 million in private funds.The ETACT has had an integral part in the modernization of institutions throughout the University System.
Eminent Scholars Program
Appropriated: $500,000 (FY98); $3,000,000 (FY99); $2,500,000 (FY 2000); $3,500,000 (FY01); and $500,000 (FY02)
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 provided in FY02 allowed the creation of one new endowed chair at Dalton State College.The College has established an endowed chair in Management Information Systems. The nationwide search will begin Fall 2001.The anticipated date of filling the position is Fall 2002.

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Special Funding Initiatives --
FY95-FY01
Initiatives with funding through the Formula Technology Factor

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SPECIAL FUNDING INITIATIVES AND THE TECHNOLOGY FACTOR
Information Technology's importance has increased rapidly over the last two decades. During this same period the principle method for deriving funding for the University System known as the Funding Formula has remained relatively silent on how to provide funding for technology. Consequently, most technology improvements were funded by repeated annual Special Funding Initiatives ("SFI") requests whose descriptions have been the subject of past Accountability Reports.
For the FY02 budget a revision in the formula was approved that includes funding for technology on an ongoing basis. A Technology Factor was implemented based on a fixed percentage of the total funds provided by the formula. In this first year the amount approved, $22,619,788, represents 1.70 percent of the formula yield.Therefore, while SFI programs continue, it will no longer be necessary to submit these each budget cycle for approval. In addition, a number of the initiatives will continue to receive Lottery funding. Even though these initiatives have been moved into the general program budgets of the System's institutions, in the spirit of accountability that underlies the System's efforts, activities and progress in each of these areas will continue to be reported in these Accountability Reports.
The special initiatives affected by this funding change and reported herein are: GALILEO - One Statewide Electronic Library, Connecting Teachers and Technology, Connecting Students and Services, Professional Development: Serving Our Students and the State, Statewide Desktop Learning Network, Internet Connectivity, Georgia GLOBE, and Campus Electronic Crossroads.

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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); $3,701,849 (FY01); and $3,701,849 (FY02).
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 technology, 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 Technolog: email address -- Jayne.Williams@usg.edu
Initiative update:
g GALILEO recorded lifetime usage statistics of 34,282,381 logins to databases, 44,222,733 keyword searches, and 19,746,844 full-text articles displayed on October 31. On October 17, 2001, GALILEO recorded 491 simultaneous users.
g As of July 31, 2001, 34 University System institutions -- including the System office, eight off-campus resident centers, the Governor's office, three legislative research offices, 58 public library systems (includes a library in 157 Georgia counties), 35 technical institutes -- including the central office, 192 K-12 school systems/training centers, and 40 private higher educational institutions subscribe to the system.
g A committee comprised of librarians from each GALILEO constituency-Board of Regents, including the University System of Georgia institutions and the Office of Public Library Services; Department of Education; Department of Technical and Adult Education; and private educational consortia-continue to meet bi-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 Annually GALILEO staff conduct a user satisfaction survey. Eighty-four per cent of GALILEO survey respondent agreed or strongly agreed that GALILEO is a valuable service that they would recommend to a friend.While the results are very positive, the GALILEO staff use these data and comments to further improve the virtual library.Work is underway to develop a new homepage which should make navigation even easier for some users.
g The funding for GALILEO communities has been flat for this last year as prices for databases with additional enhancements has risen. A one-time grant from federal funds allocated through Georgia Public Library Service allowed GALILEO to continue its offerings without a reduction in its collection for FY02. Additional federal funding allowed GALILEO to provide a Spanish language database.
g GALILEO Interconnected Libraries: 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 FY 00; and the remaining 6 libraries were installed by January 2001 and in production by May 2001.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.
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g Digital Library of Georgia: The Digital Library of Georgia, a GALILEO initiative based at the University of Georgia Libraries, provides access to the cultural and historical resources of the state of Georgia through the ongoing development, maintenance, and preservation of digital collections and online digital library resources.The Digital Library of Georgia also provides digital library, photographic, and micrographic services, and supports the instructional, research, and service missions of GALILEO and the University System through collaboration with university and college communities, public libraries, and participation on local and national levels in the development of digital library standards, practice, and technology. The Digital Library facilitates cooperative ventures with other organizations and provides leadership for cooperative digital initiatives throughout the state.

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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); and $5,234,834 (FY02)
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.Biesinger@usg.edu
Initiative Update:
Over six years of funding the Connecting Teachers and Technology initiative has funded professional development programs, course development projects, campus technology infrastructure upgrades, and personnel.The focus of the initiative has been to increase the number of courses that utilize technology to create meaningful learning experiences for students.
The Connecting Teachers and Technology initiative was comprised of both state funds and lottery funds.The state funds were used to support System-provided and institution-provided faculty development activities and instructional technology support specialists for each institution and recognized residence centers.These funds have become part of the technology factor. Additionally, a portion of the activities of the Governor's Teaching Fellows Program, jointly sponsored by the University of Georgia's Office of Instructional Development and the Institute of Higher Education, has been funded from this initiative.These funds have been incorporated into the base budget of the University of Georgia to sustain this program.
Also funded from this initiative are personnel who provide instructional technology and distance education support to the institutions, online course materials for student use (NovaNET) and faculty and support staff use (ElementK), and System participation in the international MERLOT Project.The MERLOT project provides a number of professional development opportunities, facilitates faculty adoption of already created course materials, and promotes recognition of teaching as a scholarly activity.
The lottery portion of the initiative continues in FY02.These funds are used to support expansion of technology infrastructure that will directly benefit instruction. Campuses continue to receive an allocation ranging in amount from $133,550 for the research and regional universities, $99,032 for state universities and state colleges, and $64,516 for all colleges with the exception of one college. Georgia Perimeter College, because of its size and number of campuses, receives $99,032. Skidaway Institute of Oceanography receives $20,000.These funds support the purchase of specialized equipment for use in the classrooms, expansion of access to the Internet for students, and support for faculty development of online course materials.The Governor's Teaching Fellows Program at the University of Georgia continues to receive $115,000 to support technology purchases integral to the functioning of the program.
At the System level, $875,000 of the lottery funds support software and hardware solutions that facilitate faculty use of technology for instruction, simplify student use of technology to access instructional materials, and encourage institutional sharing of courses and course materials.The remaining $650,000 supplements the GeorgiaBEST project which is targeted at providing superior services to students through technology, developing standards for delivery of student services at all USG institutions, and improving the efficiency and effectiveness of Banner application.

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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); and $607,000 (FY02)
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 college 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:
Since the fiscal year that ended June 1996, there have been several projects that have been supported through this initiative funding and which will need to continue to be provided for through the technology factor in the appropriation, now that the initiatives are included in that new line item and no longer line items themselves. Some of this funding has been provided directly to the institutions and some retained and used by the System Office. Because of the change in the funding formula, which rolled the state portion of this initiative into the technology factor, this report will focus on the lottery portion of that initiative now and in the future. The lottery portion of this initiative for FY02 is $527,000.
One of the projects historically supported by this initiative includes GaEASY, which provides a single point of entry for prospective students to obtain information about the program offerings of the System institutions and to apply for admission online. GaEASY made it easy for prospective students to apply for multiple institutions and to apply for admission to another System institution if they were denied admission at another System institution. GaEASY also provides an interface to the Banner Student Information System to process those admission applications.This reduces office staff data entry. As a result of the GaEasy project a dialogue has begun with the Georgia Student Finance Commission about creating an interface with the eHOPE program and a method of processing applications for financial aid, including eHOPE, in much the same way as applications for admission are processed.
The Georgia Career Information System and GeorgiaHire receives funding through this initiative and facilitates students finding work and employers finding employees online.
This year, the Professional Standards Commission has asked the University System to provide a web application that would support a student-initiated request for a transcript to be sent elecronically to the Commission as part of the process of application for state teacher certification. Preliminary requirements definition and design discussions on this application have begun.The design, development, testing and implementation of this application will be supported through this fund source.
Additionally, the lottery funds this year will provide $100,000 for an upgrade to the uninterruptible power supply for the servers that provide these services. Funds totaling $50,000 will provide for upgrades and refreshment of the servers themselves. Funds totaling $50,000 will provide per diem and fees for a faculty consultant to work with the Student Advisory Council to help to refine existing and define new and needed services.This effort also is supported with $45,000 for supplies and materials.
Specifically, other uses of these funds during this fiscal year include:
g Design, development, testing and implementation of the PSC transcript mentioned above;
g Research, design, development, testing and implementation of alternative methods for providing GaEasy functionality;
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g Research, testing and implementation of middleware to enhance the integration of the Banner student administration system with WebCT''s web course content and course management system and with CampusPipeline's student web portal product; and
g Consulting services to assist in the assessment and design phase of the Banner model project, which consists of a program assessment for that application product's implementation.

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4. STATEWIDE DESKTOP LEARNING NETWORK
Appropriated: $2,000,000 (FY99); $3,500,000 (FY00); $3,500,000 (FY01); and $497,916 (FY02)
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.Biesinger@usg.edu
Initiative Update:
Over three years of funding, the Statewide Desktop Learning Network initiative has produced online course development models; a technology infrastructure supportive of anytime, anyplace learning; an initial array of support services for faculty and students; preparation of personnel to support faculty and students involved in distance education; and an initial research agenda for evaluating and assessing statewide distance education issues.The focus of the initiative has been to prototype an effective, scalable, and sustainable infrastructure for the development and delivery of online programs and courses to meet the needs of Georgia citizens.The eCoreTM and WebMBATM, both developed and supported with initiative funds, have been marketed through Georgia GLOBE.
In FY02, a portion of the funds have been included in the technology factor for use by institutions to sustain online course development activities and the development of services to support the delivery of the courses. Funds that were retained at the System are divided into two funding categories: 1) those that provide for the personnel and materials in the support of System-level services, infrastructure, standards, assessment strategies, and research that benefit all USG institutions, and 2) funds that support faculty participation in System coordinated course development activities and program development. Additionally, this year these funds support the System-level Southern Association of Colleges and Schools Substantive Change Review for Distance Learning.
System-Level Infrastructure and Initiatives
The System funded instructional infrastructure that supports the delivery of the online courses is located at Georgia State University. Support for management of this service has become a part of the base budget of that institution.Thirty-one institutions use the System server, 13 of them hosting all or a significant portion of their coursework centrally. Seven institutions have become certified server locations thus allowing them to benefit from System provided training and support services. Funds will continue the provision of a student and faculty help desk to support use of the WebCT learning management system, the software used by faculty at all System institutions for providing access for students to online materials for distance and traditional face-to-face courses.
In collaboration with the University of Georgia, a laboratory for testing the usability of online courses was established. Additionally, working with the Institute of Higher Education, a research agenda for distance education has been developed. Studies conducted this year include predicting barriers for retaining distance students and an analysis of critical thinking in online courses.
A test-proctoring pilot is expanding its services to address the needs of an increased number of courses, and a pilot for providing services for distance education students with learning disabilities is being established. Funds also support a one-year pilot of technology for delivery of diagnostic-quality medical images in an online environment regardless of student's connection speed.
The Teaching and Learning with Advanced Technologies conference, begun in 1999, will continue again this year.The conference has become an annual forum for sharing implications of new technologies for administration, instruction, services, and research. Some support will be provided for participation by keynote speakers with national recognition.
System-Coordinated Course & Program Development Activities
The Desktop Distance Learning initiative has funded the development of twelve eCoreTM courses, engineering courses at Georgia Institute of Technology, course development activities associated with the European Union online certificate program, the training of
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faculty to develop online courses for the WebMBATM program, and development of several student and faculty support courses over its three year duration. In FY02, funds will provide at least nine additional eCoreTM courses and assistance to the WebMBATM program to make the existing courses comply with accessibility standards. Several student and faculty support courses including a Library Learning Center and a course on Accessibility in the Online Environment have been added to the list of offerings. SCOUT, Sharing Content for Online University Teaching, a website that was released early this year, facilitates easy access to a library of courses and resource materials that were created by faculty in the System and are available for adoption by their colleagues.
Funds that support the actual programming of the collaboratively developed courses that comprise or support eCore(tm) have been provided in the base budget to UGA.The Web Instructional Development unit of the Georgia Center for Continuing Education provides this service for the System.
System Substantive Change Review for Distance Education
As part of its ongoing efforts to improve the quality and accountability of System distance education programs, Advanced Learning Technologies coordinated a statewide visit for substantive change in distance education by the Southern Association of Colleges and Schools (SACS) Commission on Colleges.Twentysix SACS team members from eight states reviewed 11 USG institutions with over 45 distance education programs.This visit was unique in several ways. SACS reviewed multiple degree sectors -associate, baccalaureate and graduate -- offering programs through distance delivery methods in a single statewide review for the first time. Additionally, the University System of Georgia piloted a completely electronic substantive change review. Rather than visiting campuses, the committee members reviewed programs through webpages, e-mail and telephone. As part of the electronic review pilot, the USG also facilitated the review of faculty credentials online.This new and untried approach to assuring the quality of faculty required the unprecedented cooperation of faculty with System and institutional IT staff and administrators.

FY2002 ACCOUNTABILITY REPORT

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5. INTERNET CONNECTIVITY
Appropriated $ 1,845,000(FY99); $1,845,000 (FY00); $1,845,000(FY01); and $1,500,000 (FY02)
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.
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:
The transition of the K-12 (DOE) sites and Public Libraries away from the University System's data network, known as PeachNet, has been completed. Reconfiguration of the hub sites has also been completed.
BOR/OIIT has provisioned network bandwidth and installed network equipment to facilitate the Georgia Institute of Technology Regional Engineering Program (GTREP).This program is attempting to provide course material and content mainly through live and streaming video to the region surrounding the Savannah area.
Planning has begun to deploy network monitoring and diagnostic equipment at all the University System locations.This is the first phase of a more comprehensive network management plan that will increase the System's abilities in the major areas of network monitoring/reporting, security, bandwidth management and capacity planning.

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FY2002 ACCOUNTABILITY REPORT

6. GEORGIA G.L.O.B.E. (GLOBAL LEARNING ONLINE FOR BUSINESS & EDUCATION)
Appropriated: $1,461.500 (FY01); and $800,000 (FY02)
The goals of this initiative are:
g 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;
g 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;
g 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;
g 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 Board of Regents established Georgia GLOBE (Global Learning Online for Business & Education) in June 1999. In recent years the University System of Georgia has undertaken a series of successful technology initiatives, some System-wide and some campus-based, and the Regents determined that the time was right to focus efforts in the use of technology, leveraging existing assets and experience, and see to expand and improve access to technology-based learning.The roles of Georgia GLOBE are as follows:
g In conjunction with the University System's Intellectual Capital Partnership Program (ICAPP), to identify and monitor strategic needs within Georgia that can be addressed effectively and efficiently through technology-based learning.
g To ascertain if one or more of the 34 campuses of the University System, individually or in collaboration with others, currently offers the learning online or through other technological means.
g If the needed learning is not available, to work with campuses to determine means for developing or otherwise making available through other sources such learning in as efficient a manner as possible.
g To communicate and market the availability of the learning to targeted persons and organizations throughout Georgia (and beyond).
g To provide services that support technology-based learning, particularly in those situations where a centralized approach makes sense and/or when multiple campuses are the providers.
The "digital divide" and market research One of Georgia GLOBE's goals has been to close the so-called "digital divide" that was perceived to have existed within the state
during the advent of the Internet. Recent distance education figures released by the University System and market research conducted by Georgia GLOBE indicates more Georgians of all ages and backgrounds are connected to the Internet than ever before, increasingly using the technology to learn.
Georgia GLOBE's research indicates that 78 percent of Georgians now have Internet access from home, work or both.While 87 percent of Atlantans now have Internet access (an all-time high), the residents of north, middle and south Georgia report 65-76
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percent access -- significant increases from all previous surveys. Of particular interest to Georgia GLOBE were impressive numbers in categories related to distance learning. The latest results reveal that 59 percent of Georgians now have heard that college credit, degrees, certificates and non-credit professional development courses are offered on the Internet by the USG's 34 institutions, and some 12 percent of respondents indicated they actually have taken a class or course online, a 100 percent increase in just eight months.
Distance education and online course offerings
Real numbers released by the University System corroborate the market research. In FY00, for example, USG numbers indicate enrollment in distance education courses system-wide was 20,245, representing a total of 59,593 credit hours taken. In FY01, the enrollment increased to 32,234 (a one-year jump of more than 59 percent) with 94,531 credit hours taken.
Georgia GLOBE markets and/or supports some 487 academic/for credit distance learning offerings plus continuing education/professional development opportunities of System institutions. Georgia GLOBE also markets the WebMBATM, an online ten-course graduate program that leads to a Master of Business Administration degree, in addition to distance education degree offerings from Georgia Institute of Technology, Southern Polytechnic State University, Clayton College & State University and Columbus State University. In addition, Georgia GLOBE enjoys a close working relationship with the Southern Regional Education Board's (SREB) Electronic Campus and its access to more than 5,000 online courses and 250 degree programs from certificates to doctorates from 325 colleges and universities.
Macon State College is the first institution of what is expected to be a consortium of University System campuses offering online degree programs in information technology. Information about this program and links to Macon State are part of Georgia GLOBE's marketing efforts.
Georgia GLOBE's Web site was expanded in 2001 to include a comprehensive listing of distance education offerings from System institutions.The site features searchable course catalogs that provide information on college-level courses, professional development and continuing education opportunities or industry certification training. Prospective students may search by title or description, category, primary delivery method, or offering institution and follow easy links to information on admissions, financial aid, and other services located at each institution.
eCoreTM
Georgia GLOBE markets and provides registration and other services for eCoreTM, or electronic core curriculum, which consists of freshman- and sophomore-level courses taught on the Web. Enrollment numbers for eCoreTM have steadily climbed throughout the history of the program. In 2001, 142 students

registered for 237 courses in the spring semester; 148 students registered for 225 courses in the summer semester, and 209 students registered for 376 courses in the fall semester, an all-time high.
Student service
In keeping with its original purpose, Georgia GLOBE has sought to identify and facilitate some needed services. In October 2000, a customer information center was established to respond via telephone and email to prospective students interested in online learning. From January 1, 2001 through November 30, 2001, the Georgia GLOBE customer information center responded to some 2,235 inquiries representing 304 cities and towns from virtually every corner of the state of Georgia, as well as 40 states and 31 different countries, including Egypt, Indonesia, Brazil, Singapore,Thailand, China, Japan and India.
Armstrong Atlantic State University provides Georgia GLOBE with enrollment counseling services via telephone for prospective distance learning students unsure of how to proceed with admissions, financial aid or other college-attending processes.Through an arrangement facilitated by Georgia GLOBE, Floyd College has provided book-purchasing services to students enrolled in eCoreTM courses, and the University of Georgia has undertaken a project to provide for proctored tests for distance learning students.
Georgia GLOBE - community service and outreach
Georgia GLOBE personnel are credited by Representative Larry (Butch) Parrish and local officials with having played an important role in assisting the Swainsboro/Emanuel County Development Authority to persuade BellSouth-Georgia to become a partner in a comprehensive plan for providing highspeed telecommunications capabilities to business and residence customers throughout Swainsboro and Emanuel County. As a result of this plan, this rural community was able to attract its first "high-tech" industry and 300 new jobs.
Furthermore, Georgia GLOBE and Southern Regional Education Board (SREB) personnel are working with BellSouthGeorgia, the Swainsboro/Emanuel County parties and others on a pilot project that would provide an online learning experience whereby Georgia teachers could satisfy their technology certification requirement.
Representatives from Georgia GLOBE have analyzed online learning courses and content to identify offerings from commercial vendors that meet Georgia standards and provide teachers with access and convenience that accommodates their work- and life-styles by virtue of its availability via the Internet. Georgia GLOBE has secured the support and participation of three county school districts in Georgia (Emanuel,Troup and Fulton) as pilot sites for a test of the online learning that would satisfy - subject to prior approval by the Professional Standards Commission as Staff Development Units (SDUs) - the special Georgia Technology

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Certification requirement. If the pilot test of this online learning were to prove successful to all parties, it could serve as a basis for serious consideration of what could be an effective online Master of Education degree offered by the University System.
Along with representatives from the SREB and the UGA Gerontology Center, Georgia GLOBE personnel have been involved in the development of the Alliance for Gerontology Education Delivery (AGED) initiative. AGED's mission is to complement and enhance traditional university-based training programs in the field of gerontology. AGED proposes to harness and leverage available gerontological expertise by having disciplinary experts translate their state-of-the-art aging research into course materials and then train and certify faculty members in distance education course delivery of those materials. AGED is designed to meet the training needs of researchers and front-line professionals who are serving (and will serve) the increasing population of older citizens in the South and the nation.
Georgia GLOBE has undertaken an advertising campaign designed to promote distance education opportunities to residents in virtually all corners of the state. In 2001, Georgia GLOBE purchased newspaper advertising to promote eCoreTM, WebMBATM, Professional Development and other distance education opportunities in Albany, Atlanta, Augusta, Carrollton, Columbus, Macon, Savannah, Rome and Valdosta as well as television advertising on WSB-TV in Atlanta and Internet advertising through Access Atlanta. Georgia GLOBE markets its Web site on major search engines, includingYahoo directory, Excite, Alta Vista, HotBot, Lycos, AOL Web sites, MSN, LookSmart, Open Directory, Google, GoTo, Netscape, Fast All the Web, Direct Hit, Webcrawler, andYahoo Web pages to give the site guaranteed high rankings within the search engines.

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Special Funding Initiatives --
FY95-FY01
Initiatives with funding through State Appropriations

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7. 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); and $54,290,521 (FY02) 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:

Type of Project

# of Projects # of Campuses Funds Allocated

General Renovation & Modernization

79

31 $24,447,880

Reroof and Roof Repair Projects

41

18

4,218,592

Mechanical and Electrical Repairs

83

27

18,307,304

Regulatory

67

31

4,784,666

Total

270

$51,758,442

Funds allocated to institutions 7/02:

$51,758,442

Contingency Remaining

2,532,079

Total FY02 MR&R Funds

$54,290,521

On October 16, 2001, the Office of Planning and Budget (OPB) was authorized by Governor Barnes to freeze spending for Major Repairs and Rehabilitation (MR&R) at all institutions until further notice. Projects where funds were already encumbered were allowed to proceed. Unallocated funds totaling $12, 185,482 have been cut from the FY02 MR&R budget, leaving total MR&R funds for the fiscal year at $42,105,039.

Prior to this budget reduction, $49,973,776 was identified for renovations and modernization, re-roof and roof repair, mechanical, electrical and regulatory needs. A reserve of $2,532,079 was to have been held to address emergency/contingency projects that arise during the course of FY02 - this emergency fund now stands at zero.

The following represents some highlights of the types of projects funded through the FY02 MR&R program:

Abraham Baldwin Agricultural College and Georgia College & State University are initiating a major effort in re-roofing and repairing several roofs on their campuses; Armstrong Atlantic State University is completing a comprehensive renovation of Victor Hall, including a fire alarm and sprinkler system; Augusta State University is doing extensive storm sewer improvements, including replacing several lines; Coastal Georgia Community College is in the final cycle of chilled and hot water loop replacement; Fort Valley State University is modernizing and renovating the Peabody Trades Student Services building; Georgia Institute of Technology is in the final phase of replacing the boilers in the Holland Building.The campuses continue to address regulatory issues: i.e., ADA restroom renovations, improving indoor air quality, safety emergency PA systems, entrance upgrades, egress exit lights and the addition of ADA elevators.

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8. FACILITIES MASTER PLANNING
Appropriated: $ 450,000 (FY97), $1,000,000 (FY98), $450,000 (FY99), $450,000 (FY99 Amended); and $0 (FY00) - initiative funding 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. 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 World Wide Web at the following address: http://www.peachnet.edu/admin/capres/plantemp/
Coordinator: Gita Hendessi: email address - hendessi@placeproperties.com
Initiative Update:
This initiative includes all 34 System institutions as well as the Skidaway Institute of Oceanography and the new Gwinnett Center.Twenty-nine master plans have been completed and presented to the Board of Regents. It is anticipated that the remaining five institution master plans will be presented during 2002.

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9. P-16 PARTNERSHIPS (P-16 INITIATIVE, PREP PROGRAM, PROGNOSTIC MATH TEST, P-16 DATABASE, ADVANCED ACADEMIES)
Appropriated: $300,000 (FY97); $450,000 (FY98); $3,833,209 (FY99); $3,833,209 (FY00); $3,963,209 (FY01); and $3,963,209 (FY02).
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 postsecondary 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 within the initiative: 1. Development of P-16 seamless education: aligning expectation, curriculum and assessments for students. 2. Academic enrichment programs for students in grades 7-12: PREP, PREP II, and Advanced Academies. 3. Teacher Quality: having a qualified teacher in every Georgia public school classroom by 2006.
Local P-16 councils-through schools, colleges, and technical colleges-are developing seamless pathways for students from preschool 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 I and PREP II), statewide supplemental academic programs 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, 29 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.
Coordinator: Jan Kettlewell, Associate Vice Chancellor for Georgia P-16 Initiatives: email address - jkettlew@mail.regents.peachnet.edu
Initiative Update:
Pre-College Programs
Post-Secondary Readiness Enrichment Program (PREP)
Since the inception of PREP in FY96, approximately 40,000 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 implemented through positive working relationships that have been developed between the 29 University System institutions that coordinate specific PREP programs, 20 technical colleges, more than 400 middle and high schools, and 200 businesses and community organizations located in 111 counties. During FY01 approximately 13,000 middle and high school students participated in the year-round and/or summer programs in PREP.
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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. 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. During FY01 over 800 tutors and mentors worked with PREP students.
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, (40,000 in FY01) 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 FY02 is to maintain this high level of middle school student participation on the campuses.
The community service component of PREP started in 1997, funded by a grant from an anonymous foundation. Each summer the number of participants has grown. More than 4,000 students participated in service projects during FY01.The types of agencies that received the services were nursing homes, preschools, food banks, churches and 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.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.
PREP II
Due to the success of PREP I additional funds were appropriated for implementation in FY02. PREP II funds are designated for institutions with a high percentage of minority students to provide additional support to increase college readiness of students from minority groups. Albany State University, Fort Valley State University, Savannah State University, and Atlanta Metropolitan College are in the process of implementing PREP II.

Budget
$1,171,000 support for local PREP programs
600,000 support for the mentoring program
229,000 personnel and operations
These state funds made it possible for the University System to leverage an additional $550,000 in external funding for PREP for FY 2001.
Gifted and Talented Academies
There are two gifted and talented academies that fall within the P-16 Initiative. 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 FY02, 63 students are enrolled; 29 are new "college freshmen"; 34 are returning students.Two of the returning students have graduated from high school and are completing their associate degree. Fall 2001 freshmen entered GAMES with an average high school GPA of 3.88 and an average SAT score of 1306. Students returning to the GAMES program in Fall 2001 earned an average college GPA of 3.47 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 Director of Student Life, a full-time dorm mother, a full-time Director of Admissions, 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.The Director of GAMES and the Director of GAMES Admissions have offices in the GAMES residence hall.
Budget
$72,000 instructional program
12,000 student services
209,000 personnel (admissions, instruction; and student services)
107,000 promotional materials/travel to promote the program
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The Advanced Academy of GeorgiaThe State University of West Georgia

Fifty-six academically talented high school juniors and seniors enrolled in The Advanced Academy of Georgia in fall 2001. Twenty-two of these students are returning, and 34 are new recruits.

The average SAT composite score of the current class is 1261 (for most students the SAT was completed when they were sophomores in high school); the average high school GPA is 3.94.

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 59 percent of new Academy students exempted freshman English requirements; 75 percent enrolled in advanced mathematics courses; and 23 percent gained entry to the Accelerated Honors Chemistry class.

The young scholars in the 2001-2002 class have engaged in original projects and research in association with the departments of chemistry, math, physics, and psychology. Five Academy students delivered presentations of their work at the National Collegiate Honors Council Conference held in Washington, D.C. this year. Other scholars attended the Georgia Collegiate Honors Council Conference. Academy students attend weekly dinners with lectures presented by faculty members of the State University ofWest Georgia or guest speakers/performers brought to the Carrollton community by the Academy's artist/lecture series.

Academy scholars perform well above the traditional freshman class in academics, earning an average cumulative college GPA of 3.20.These high school juniors and seniors are enrolled in accelerated University honors classes; high school 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. Students who enter the program continue with their undergraduate degree programs at prestigious institutions across the state and nation.

Budget

$246,000 salaries and benefits

103,000

student leadership and enrichment activities (special programs for Academy students, e.g. speakers, orchestras, field trips, and travel for students to present their research at regional and national conventions)

16,000 computers and technology support

35,000 marketing

7,000 new student orientation

13,000 professional development

State and Local Pre-School Postsecondary 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 postsecondary education (see separate section below);
5. Development of the University System Reading Consortium to coordinate the offering statewide of a three-course sequence in the teaching of reading to current classroom P12 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);
6. 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);
7. Implementation of programs to prepare tomorrows teachers to use technology (see separate section below);
8. Development of a common core curriculum in English and mathematics between DTAE and USG (see separate section below); and

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9. The Georgia Pre-School - Post-Secondary Education (P-16) Council was reconstituted at the Education Coordinating Council (ECC).The ECC meets quarterly, is chaired by Governor Barnes and it includes the CEO and board chair of all state education agencies, pre-school through college.
Local P-16 Councils
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. Four councils are participating in standards-based projects at level 12, 14 and 16. 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. Seven councils are participating in projects for preparing tomorrow's teachers to use technology.
During FY02, 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 or go to work (at level 12) and develop standards for entrance into the college major (at level 16) (four councils).
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 K12 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.
Subject committees completed the development of standards during the 1998-1999 academic year. Complete sets of content and performance standards are available for all six-subject areas.
During the 1999-2000 and 2000-2001 academic years, 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 developed guidelines for "student work collections" that 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.
During the 2001-2002 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.
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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 underway 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.
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
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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:
1. 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.
2. Linking Literacy Assessment and Instruction: Emphases includes understanding and applying diverse assessment techniques and organizing instruction in light of the analysis of assessment information.
3. Instructional Strategies in the Content Areas Across Pre-K-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 WebCT.
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:
g To monitor the effectiveness of the Consortium efforts at improving literacy in the state of Georgia.
g To provide a yearly conference that links statewide participants in Reading Endorsement programs.

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g To increase public awareness and understanding of effective approaches that can improve the reading abilities of all P-12 students in Georgia.
g To conduct and disseminate research on the effective teaching of reading.
g To promote dialogue and collaboration on the effective teaching of reading across consortium members.
Currently there are 13 institutions participating in the delivery of this program.The Summer Institute completion/enrollment figures have reached 172, the Distance Learning Model completion/enrollment figures have reached 274, and on-campus/field-based courses have reached 266, for courses delivered to a total of 712 teachers. For FY01, 172 teachers completed all three courses needed for the Reading Endorsement.The second University of Georgia Reading Forum featured Secretary of Education Richard Riley as the keynote speaker and was attended by 165 Reading Institute participants. In addition to maintaining a website, participants in the Consortium increased public awareness of effective approaches to improve student reading abilities by presenting at seven literacy conferences, two in-service meetings, and three university seminars.
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 teaches 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.The Refinements to the Regents' Principles, effective August 2001, reflect progress towards this agenda.
Georgia's Plan provides for the P-16 partners at the state level to work toward an integrated phase-in of all elements of the policy framework and ensure that 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 of Georgia, Carolyn Trammell from the Office of School Readiness, F.D.Toth from the Professional Standards Commission,Tom Upchurch from the Georgia Partnership for Excellence in Education, Peyton Williams from the Department of Education, David Watts from the Georgia Teacher Center, and Cyndy Stephens from the Georgia Educator Workforce Research and Development Division.
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. Implementation of Georgia's Teacher Quality Plan is co-directed by Jan Kettlewell and Hannah Tostensen and managed by Patricia Paterson.
In August 1999, Georgia was awarded a $9.9 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 state award granted nation-wide.
In support of Georgia's Plan, grants were issued to Georgia's PreK-12 schools, colleges, universities, and partnerships to facilitate needed changes and innovative initiatives.The focus of the grant program is increased student learning through enhanced teacher quality. Grantees who made sufficient progress inYear I received additional funding for Year II.
The 49 grant recipients funded inYear II:
g Developed Advanced Academies for Future Teachers which provided courses to 276 highly qualified high school students at 16 high schools and which trained and supported 85 teachers and university faculty in developing and implementing programs to recruit and prepare future teachers;
g Expanded a Business-to-Teaching Consortium to encourage individuals considering second careers to enter the teaching profession by phasing in additional subject areas; the program now incorporates five critical-need areas, has produced 76 program completers, and has 254 current students;
g Provided professional development opportunities for Pre-K teachers in 10 high priority schools;
g Provided four courses in math and four courses in science at 25 locations, either at traditional sites or through on-line courses, to 893 middle school teachers;
g Increased collaboration between universities and K-12 schools to improve student learning and the preparation and professional development of educators;
g Redesigned programs that prepare school leaders to focus more on the conditions needed to support teacher success in improving student learning;

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g Trained first cohort of 16 first year principals and 10 second year principals of high priority schools from the Academy of School Principals and incorporated lessons learned into design of Leadership Institute;
g Redesigned teacher preparation programs and revised course content to ensure that new teachers have sufficient knowledge of the subjects they are teaching to hold students to high academic standards;
g Developed models at six teacher preparation institutions for mentoring beginning teachers through their first two years of teaching through collaboration of school and university faculty;
g Provided workshops to support students in preparing for PRAXIS I and PRAXIS II exams;
g Provided data on teacher supply and demand for all subject fields, grade levels, and geographic regions of the state;
g Developed models to assess the ability of teacher candidates to bring students to high levels of learning; and
g Realigned and supported mentoring partnerships between three Next Generation Schools and four high priority schools.
A major priority begun in FY01and continued in FY02 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) work 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 profes-

sional 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 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 developed an InTech manual for college level faculty.The Post-secondary InTech model will be field-tested and piloted during FY02.
Preparing Tomorrow's Teachers to Use Technology is externally funded.
Common Core Curriculum in English and Mathematics (DTAE, USG)
In May 2000, the University System of Georgia (USG) and the Department of Technical and Adult Education (DTAE) inaugurated negotiations that have come to be called the Mini-Core Project. Focusing on freshman courses in English and mathematics, the Mini-Core Project had two goals:
1. For faculty in both Systems to come to agreement on content alignment for English 1101/191 and 1102/193 (Rhetoric and Composition I and II) and Math 1101/190 (Mathematical Modeling), Math 1111/191 (College Algebra), and Math 1113/194, (Pre-calculus) and
2. To ensure transferability of these courses between the DTAE and the USG institutions.
The project was prompted by Governor Barnes' Education Commission where conversations centered around the premise that students need to be prepared to advance to the next level of course work, and if they are prepared, to remove barriers for transfer. "Access with preparation" was the Governor's challenge, and both University System Chancellor Stephen Portch and Department of Technical & Adult Education Commissioner Ken Breeden supported the concept.
Discussions between DTAE and the University System continued through FY01. Agreement between the two Systems was reached on the three mathematics courses in February, 2001, and on the two English courses in September, 2001. At the October 16, 2001 meeting of the Administrative Committee on Academic

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Affairs, the chief academic officers voted to endorse the following recommendation:
"The English and mathematics courses conforming to the agreedupon provisions will be transferred from the DTAE, COC accredited institutions to all USG institutions. It is recommended that this be effective for students who enroll in English and mathematics courses beginning January 2002, and who meet the minimum test score requirement for exemption or exit from developmental studies/learning support."
Budget
The State Budget for the Georgia P-16 Council and Local P-16 Councils: $853,209 in state funds and $180,000 in lottery funds was appropriated in FY01 to support the work of the state and local P-16 councils. These funds were used as follows:
State
$95,000 local P-16 councils support
157,500 PACTS Project support
150,000 Georgia P-16 Linked Student Database support
202,240 personnel
69,469 operating expenses
75,000 Clayton/Floyd bailout
Lottery
100,000 Reading Consortium support
30,000 Business-to-Teaching program support
50,000 match for the Title II Grant
These state funds have made it possible for the University System to leverage $4.7million in external funds for work of the state and local P-16 councils for FY 2001.

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10. 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); and $4,121,383 (FY02)
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 Universities;
g strengthening links between the System's institutions; and
g contributing to the State's economic development. Coordinator: Frank Butler,Vice Chancellor for Academic, Faculty and Student Affairs: email address -- Frank.Butler@usg.edu
Initiative Update:
Programs are under way at Albany State University, FortValley State University, Georgia State University, Georgia Tech, the Medical College of Georgia, Savannah State University, and the University of Georgia.
These programs are:
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); $159,030 (FY02)
Program Narrative:
The Graduate Initiative Funds (GIF) allocated to Albany State University (ASU) support critical graduate program needs at the University to insure that the programs are nationally recognized through the accreditation process. Funds for graduate activities include support for the affiliation of ASU's graduate program with nationally recognized bodies that set professional program standards. Such organizations include the American Association of Colleges of Teacher Education (AACTE), National Council for Accreditation of Teacher Education (NCATE), Association of Collegiate Business Schools and Programs (ACBSP), Association to Advance Collegiate Schools of Business (AACSB), National Leagues of Nursing Accreditation Council (NLNAC), and the National Association of Schools of Public Affairs and Administration (NASPAA). The Graduate School is also a registered member of the National Council of Graduate Schools (CGS) and the Council of Historically Black Graduate Schools.The Graduate Initiative Funds (GIF) allocated to Albany State University (ASU) support critical graduate program needs at the University to insure that the programs are nationally recognized through the accreditation process. Funds for graduate activities include support for the affiliation of ASU's graduate program with nationally recognized bodies that set professional program standards. Such organizations include the American Association of Colleges of Teacher Education (AACTE), National Council for Accreditation of Teacher Education (NCTATE), Association of Collegiate Business Schools and Programs (ACBSP), Association to Advance Collegiate Schools of Business (AACSB), National Leagues of Nursing Accreditation Council (NLNAC), and the National Association of Schools of Public Affairs and Administration (NASPAA).The Graduate School also is a registered member of the National Council of Graduate Schools (CGS) and the Council of Historically Black Graduate Schools.
The Graduate Initiative Funds (GIF) are not only used to support accreditation and reaffirmation; they are also used to support those areas that indirectly support this process.The professional development and support of the graduate faculty member is a vital activity in this area.Thus, the Graduate School has established the graduate faculty forum and the graduate faculty mini-grants to sup-
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port this endeavor.The Graduate School has also supported the attendance of six graduate faculty members to attend a regional technology conference at South Carolina State University to support the integration of technology in the teaching and research process.The Graduate School continues to affiliate with the Council of Graduate Schools.
Through the use of GIF, the Graduate School has been able to support nine graduate assistantships during the regular academic year. It has also supported the publication of two journals (Journal of Educational Leadership in the College of Education and the Journal of Public Administration and Issues in the College of Arts and Sciences).The efforts listed above help the University to comply with various standards for graduate programs and provide support to sustain and build capacity for graduate programs at ASU.
For the 2001-2002 academic year, the amount of $66,261 of GIF has been allocated to support graduate assistants.This is approximately 40 percent of the GIF allocation. $26,584 or 17 percent of the GIF funding has been allocated to support fees, membership dues and related accreditation costs.To support graduate faculty research and scholarship endeavors, the amount of $22,100 was allocated in this year's budget. Graduate students also received additional support from GIF with clinical placements and graduate seminars in the amount of $17,355.
The items listed above will consume well over 83 percent of the budgeted funds for the 2001-2002 academic year. The rest of the funds will be used for software, supplies and travel requirements.The GIF program plan is on target and the objectives of the planned activities are being met during the first semester of the 2001-2002 academic year.
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); $318,000 (FY02)
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.
The initiatives begun at the outset of this project continue during the current academic year, designed to accomplish the following five specific program goals to provide to the citizens of the State of Georgia:
g an agricultural production system that is highly competitive in the global economy;
g a sage and secure food and fiber system;

g a healthy, more well nourished population;
g greater harmony between agriculture and the environment; and
g enhanced economic opportunities and quality of life.
Specific activities undertaken to support these goals during the current year include, but are not limited to:
g research and product development utilizing the small ruminant as a food source;
g 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 Committees of the Georgia Farm Bureau;
g development of specialty product labeling for small ruminant meat and milk products;
g provided in-service training for small plant owners and professional extension agents; and
g provided day-to-day education outreach for over 40 headquarter and multi-county offices.
Funds from this program, in the amount of $327,730.00, were redirected to the Master of Public Health (MPH) Program in Environmental Health during the current year, due to the lateness of the approval of the program in the 2000 FiscalYear and the fact that the Board of Regents stated in its approval that the program must be supported through redirection of existing funds. The funds have been used for salaries of the Program Coordinator and faculty, travel, equipment, supplies and other operating expenses.
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); $1,669,813 (FY02)
Program Narrative:
Nano-science and nano-technology is broadly defined as the creation and utilization of materials, devices, and systems through the control of matter on the nanometer-length scale.When characteristic structural features are of a length scale that is between that of isolated atoms and bulk materials, typically in the range of approximately 1-100 nm, the materials/devices display physical attributes that are substantially different from those displayed by either atoms or bulk materials. In April 1998, Neal Lane, Assistant to the President for Science and Technology and former Director of the National Science Foundation (NSF), stated at a Congressional hearing, "If I were asked for an area of science and engineering that will most likely produce the break-throughs of tomorrow, I would point to nano-scale science and engineering." Thus, nano-science

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and nano-technology address the creation of materials, devices

attended by representative of more than 35 universities and

and systems with significantly improved physical, chemical, and

industrial laboratories.

biological properties with direct applications to electronics, telecommunications, advanced computing, bioscience/biotechnology, and environmental science/technology. Research and development activities in this evolving area of science and engineering are geared toward materials, devices and systems that are faster, smaller, and cheaper.This move toward smaller and smaller

g

Georgia Tech continues a leadership role in materials/nanoscience/nanotechnology workshops with Oak Ridge National Laboratories,Virginia Tech, University of Virginia, North Carolina State University, Florida State University, University of Tennessee and Duke University.

devices is posing the challenges that the scientists and engineers g The clean room space in the Microelectronics Research

at Georgia Tech are actively addressing.

Center at Georgia Tech is being expanded to make room for

g During FY'02 the nano-program at Georgia Tech has invested a major portion of the new nano-technology funds to

e-Beam Nanolithography that will become a user-center for industry and other research universities.

support research faculty in disciplines related to nano-sci- g The MEMS and BioMEMS research activity has been

ence and nano-technology.

increased.

Nanotechnology (Graduate Initiatives) FY02 Original Budget

NANO Physics (Salaries/Total DeHeer Chapman Sa'DE Melo Schatz You First Trebino Chemistry (Salaries): Zhang CHE (Salaries): Hess ECE (Salaries): Gaylord Equipment, facilities and faculty start-ups Total

$573,258 122,064 64,798 66,212 63,969 65,618 70,052 120,545
62,305
149,435
86,663 884,488 $1,756,149

g The scientists and engineers continue to make advances in the development of new techniques and methods to study nano-structures that are critical in order to optimize the utilization and the application of the structural information in the development of small devices and systems with potential applications in nano-electronics, bioscience/ biotechnology and environmental science/technology.

g The Georgia Tech Center for Nano-science and Nano-technology was created two years ago and continues to attract outstanding research faculty to Georgia Tech.

During the past 5 years the faculty associated with nano-science and nano-technology have been awarded more than $45 million in research grants.
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); $233,544 (FY02)
Program Narrative:
Faculty positions that have been supported include two joint positions between Economics and Public Administration and Urban Studies in the AndrewYoung 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 continues to work on issues surrounding accountability in schools. 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 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.

g The Second Georgia Tech Conference on Nano-Science and Nano-Technology was held in September 2001 and was

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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); $233,544 (FY02)
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. A Literacy Scholars program based at Walden Middle School, a partner school, involves faculty from Georgia State teaching reading on site to prospective teachers, current teachers, and middle grade students. Other partner schools include Grady High School, a communications magnet.
Medical College of Georgia
Project: Inter-Institutional Biomedical Graduate Program Funding: $162,000 (FY97); $162,000 (FY98); $164,637 (FY99); $165,637 (FY00); $166,709 (FY01); $168,581 (FY02)
Program Narrative:
I. MCG Education Priority - goal 2: This year's funding of $168,581 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, $18,500 each, half the salary and fringe benefits of the Program Administrator, $19,408 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 - 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, University of Georgia, and the Medical College of Georgia. Last year, 18 people interviewed for the M.D./Ph.D. Program. Four slots were filled for the entering class and one slot was filled for the rising second year class due to a student exiting the M.D./Ph.D. Program.
Five of the first and second year students visited UGA on August 10 to meet with faculty to discuss research interests and possible Ph.D. coursework.

III. M.D./Ph.D. Program Representatives attended recruitment functions at Emory and Morehouse and Spelman colleges, GA Tech, and UGA in the fall of 2001. One current first year School of Medicine student has expressed an interest in the program. Early decision interviewing has begun for the 2002-03 academic year.There are 20 applicants so far. Six have scheduled interviews and three students have been accepted to date.
One student presented a poster at the Society for Neuroscience Conference in San Diego, CA during November. Two students are scheduled to present posters in Washington, DC at the Cell Biology 2001 Annual Meeting in December.Three students are scheduled to present at the Experimental Biology Conference in 2002.
Six students passed their Ph.D. first exams and six students have passed their Ph.D. second exam.Three students have returned to the School of Medicine and are currently in clinical rotations.They are preparing to defend their Ph.D. dissertations in spring of 2002. One student will complete her M.D./Ph.D. degree in May 2002 and she is currently interviewing for a residency in ENT surgery.
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); $687,003 (FY02)
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, which 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
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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 was established in FY01.
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 the Medical College of Georgia. In FY02, 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 the Medical College of Georgia, 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 FY02 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, which was established earlier this year, is equipped with a Q-STAR mass spectrometer, a MALDI-TOF mass spectrometer, and other accessories.The Core is currently housed in the CA building and is directed by Dr. Jasna Peter-Katalinic who joined MCG this year. This facility complements the Genomics and Proteomics Core and the Molecular Biology Core, both are presently situated in CB Building.The Mass Spectrometry Core provides cutting-edge research capability in the structural analysis of biomacromolecules, including proteins, nucleic acids, and glycoconjugates. It also provides services in the following specific areas: a) identification of unknown proteins and glycoconjugates based on the exact molecular masses and fragmentation patterns, b) structural analysis of oligosaccharides, glycoproteins, and glycolipids, c) sequencing of proteins and identifying the site and type of posttranslational modifications of proteins, such as phosphorylation and N-glycosylation, d) determination of non-covalent interactions between proteins, proteins-carbohydrates, proteins-nucleic acids, carbohydrates-nucleic acids, and other complexes, and e) determination of gaseous phase reaction kinetics.
Cell Production Core Facility - This core 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 over-expression.This core facility is directed by Dr. Mark Anderson and is managed by Nancy Miller.The facility has a broad user base, having performed services and/or products for approximately 60 labs on campus.Within the past several
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months, it has drawn a great deal of interest from outside sources for use of the facility.
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 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. An operational Affymetrix gene chip analysis system has been purchased.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 300 chips in the last one and a half years.The utilization of the chip facility is increasing steadily.
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 is managed by Dr. Katsuya Miyake.This facility currently maintains and offers training and access to seven 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, a Delta vision widefield deconvolution microscope (housed at the VA), and a new Zeiss wide-field deconvolution microscope (housed in the imaging core proper).The Molecular Dynamics confocal microscope is scheduled to be replaced with a Zeiss 510 confocal microscope in the summer of 2002.The core also has Silicon Graphic, 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-theart 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.This year a temperature regulated stage was installed to this system to expand its capabilities for physiological imaging. The Cell Imaging Core has a fee for service policy on five of the seven microscopes. Alternatively, an annual fee per laboratory can be paid for unlimited use on a first-come-first-serve basis for trained users.The annual fee has been doubled this year to $2000 per lab.

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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 major 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 - Histology services have now been consolidated in the facility housed at the Augusta VAMC and is staffed by two certified histologists with abilities in both histology and electron microscopy.The facility has been approved for all tissue sources including human and animal.The facility has established protocols for dealing with CJ disease, hepatitis and HIV.The facility also has reconditioned equipment in a histology equipment core at MCG which houses embedding and cutting equipment for use by investigators on animal tissues.The facility maintains this equipment and investigators using the Core equipment pay a yearly fee of $500.The Electron Microscopy facility remains at the Augusta VAMC.When renovations to space in Cellular Biology and Anatomy are completed in the Sanders Building, the JOEL 1210 microscope will be relocated to MCG. Since the consolidation of the histology cores, there has been a 200 percent increase in Core business for both paraffin and frozen sectioning. Nevertheless, a maximum 7day turnaround timetable for embedding and sectioning requests has been maintained.
Transgenic Zebrafish Core- The MCG transgenic zebrafish core was established by Dr. Shuo Lin and has been fully operational since 1996; offering fee-based service since FY 1999. Dr. Lin assumed a position with the University of California at Los Angeles on August 1, 2001. A new director of this facility, Dr. David Kozlowski, was recruited with an appointment beginning November 1, 2001. Dr. Baozheng Yuan is the core manager.The facility consists of 800 tanks (1 and 8 liter size) with a total capacity of 15,000 adult zebrafish. The core houses several generations of wild-type, transgenic and mutant (inner ear, hindbrain) lines of fish that are used by a number of investigators, including Drs. Kozlowski, Nahid Mivechi, and Dorothy Tuan. Zebrafish embryos grow externally of the mother and are optically transparent: features amenable to experimental manipulation and live embryo imaging.To this end, the facility is equipped with inverted (AxioVert100) and upright (AxioPlan2) Zeiss compound microscopes equipped with epifluorescent optics and a digital camera for data acquisition. Many experimental manipulations (transgenics, gene overexpression or misexpression) involve embryo microinjection and this facility has a Sutter P-97 horizontal needle puller and a Zeiss Stemmi SV11 dissecting microscope that will accommodate a nitrogen driven pressure injection system (Harvard Apparatus). It is anticipated that the facility soon will provide new fee-based microinjection services.The work done in this facility already has attracted

national and international attention and a number of articles have been published reporting on transgenic zebrafish from this facility.The zebrafish core has provided academic researchers, industries and museums with transgenic zebrafish for various uses. It has also played a positive role of promoting the formation of a biotech start-up company in Georgia.
Transgenic Mouse/Embryonic Stem Cell Core - The MCG Transgenic Unit was 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 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.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-3307-01; dated July 10, 1990) on file. The facility provides mouse surgical support for investigators as well as helping with superovulation and animal husbandry questions. ICSI is currently under development as a possible future service as well as freeze drying sperm for long-term storage. To date, a total of 110 new lines of transgenic mice have been generated and collaborative work among the University of Georgia, the University of Maryland, Purdue University, University of Missouri 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 from the Carlos and Marguerite Mason Trust has been obtained, 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 generated 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, University of Missouri, Moorehouse School of Medicine, Instituto de Biotecnologia at Iniversidad Nacional Autonoma de Mexico, and the FDA.
The Embryonic Stem Cell core 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 specifically engineered genetic modifications, allowing researchers to study gene function in the context of the whole organism. The facility supports investigators by providing mouse embryonic fibroblast cells, embryonic stem cells, and ES cell clone expansion. 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 17 new knockout lines for investigators at MCG and at other institutions. The core has already established six different ES cell lines (LK1,
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LK2, LK3, LK4, LK5, and LK6) from C57/B6 colonies. Initial karyotyping and injection experiments have been completed. At this time, LK-1 and LK-2 have both successfully contributed to germ-line transmission. Genomic DNA is being prepared from the C57/B6 lines for investigators to purchase because a compatible clone is necessary for transfection of this cell line.They will start being used for investigators at MCG for generating mutant mice. Using C57/B6 ES cell line will provide investigators direct knock-out mouse line for their experiments.
Cytofluorimetry Core Facility (FACS Core Facility) The FACS Core facility is now being directed by Dr. Meral Keskintepe.The core 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 FACSCaliburs are 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 analytical instruments 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.
Cytofluorimetry Core Facility (FACS Core Facility) The FACS Core facility is directed by Dr. Meral Keskintepe and managed by Jeanene Pihkala.The core consists of four Becton-Dickinson flow cytometers: a FACS Vantage for cell sorting and three FACS Caliburs for three- and four-color analysis. The facility provides training, methods development, advice and technical assistance for investigators using the cytometers.The FACS-Caliburs are available to all MCG investigators after attending a brief training course. Dr. Keskintepe has currently trained more than 57 postdoctoral fellows and graduate students in the use of the machines.The analytical instruments 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
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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 generated the FACS Core facility have appeared in numerous publications from MCG. In early 2002 the facility is looking forward to adding a new instrument, the Cytomation "MoFlo" 8-color, 4-way cell sorter.
Savannah State University
Project: Special Initiative Funding -Graduate Education Funding: $150,000 (FY97); $150,000 (FY98); $154,962 (FY99); $159,003 (FY00); $159,003 (FY01); $159,003 (FY02)
Program Narrative:
The Special Initiative Funding for Graduate Education to Savannah State University is used primarily to fund faculty positions in the Master of Social Work (MSW) and the Master of Public Administration (MPA) degree programs. The MPA program and the Master of Science and Urban Studies (MSUS) have been merged to form the Department of MPA/MSUS.This decision protected the educational integrity of the programs while reducing administrative costs and making the best use of faculty resources. Graduate programs have also focused on the re-accreditation review of the university by the Southern Association of Colleges and Schools.
Accreditation continues to be a priority issue for the MPA and the MSW programs. The National Association of Schools of Public Affairs and Administration (NASPAA) have used funds to support revision of the MPA self-study report for accreditation. The accredited MSW program used funds to support its required interim report for the Council on Social Work Education (CSWE).These funds also made it possible for both programs to have access to and fully utilize consultation to insure readiness for external review.The MPA faculty benefited from assistance in structuring the program mission and setting goals that could be linked to all aspects of the curriculum. In the MSW Program, consultation was used to assist in developing an evaluation methodology to meet accreditation requirements. Summary data accompanied the interim report. A decision on the acceptance of the report is expected from CSWE in February 2002.The MPA self-study has been accepted by NASPAA, and a site visit is being scheduled for spring, 2002.
The Special Initiative Funding for Graduate Education provided opportunities for students to receive stipends for work as graduate assistants. Four MPA students and two MSW students

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were able to focus on their studies with supervision and guidance from faculty role models.The MPA/MSUS Department operates a graduate computer laboratory. Funds were used to provide student employment for coverage of the lab to facilitate access to graduate students.
The graduate programs at Savannah State University are expected to experience continuing growth and expansion.The enrollment in MSW program is increasing because of the popularity of the part-time program. These increased numbers are expected to generate the need for additional faculty. Alumni of the graduate programs are securing professional positions and are going on for advanced degrees. A recent graduate of the MPA program is attending the University of Pittsburgh School of Law on a full scholarship.These funds are essential for attracting the most promising graduate students to Savannah State University.

Veterinary Medicine. Six positions have benefited from project funds. New disciplines as well as new courses have been added to the graduate curricula of 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.

University of Georgia

Project: College of Pharmacy Funding: $150,000 (FY97); $150,000 (FY98); $150,000 (FY99); $158,970 (FY00); $158,970 (FY01); $158,970 (FY02)
Program Narrative:

Funding continues to enhance the Doctor of Pharmacy degree program by insuring adequate numbers and types of clinical clerkship experiences and preceptors.
Clerkship sites are located throughout the state with clusters in Athens, Augusta, Savannah, Albany, Columbus, Atlanta, and north Georgia.

University of Georgia

Project: Graduate School Assistantships Funding: $100,000 (FY97); $100,000 (FY98); $100,000 (FY99); $106,001 (FY00); $106,001 (FY01); $106,001 (FY02)
Program Narrative:

During FY02 these funds enhanced the graduate assistantship budget.They enabled additional highly competitive Universitywide graduate assistantships, attracting superior students to UGA 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); $212,118 (FY02)
Program Narrative:

This project has significantly enhanced graduate programs in four units of the University of Georgia -- the College of Family and Consumer Science, the College of Journalism and Mass Communication, the School of Social Work, and the College of

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11. 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); and $4,300,000 (FY02)
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: Frank Butler,Vice Chancellor for Academic, Faculty and Student Affairs: email address -- Frank.Butler@usg.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
Project: 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); $100,000 (FY02)
Program Narrative:
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 twoyear 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
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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 the guidelines of the institution. It was also noted during the first year that two courses had been designed as three-credit quarter 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 backup 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 drawback 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.
By spring 2001, 14 students had enrolled in the program, and the instructors were Benje Estes, Mike Burton and

Wendell Barnes. Carla Berghult continued to teach the beginning ASL II class and had fourteen students in that class, a record for that class.There was a GSAMS site for that class in LaGrange.
Summer of 2001 brought the return of certified interpreter Rebecca Mullins, who taught the two interpreting theory classes once again. Seven students were enrolled this summer as many had completed their requirements in the spring. Berghult taught the ASL III class for the first time and had a record of seven students for that class enrolled in this intermediate ASL class.
Enrollment rose once again in the fall of 2001, with 20 students enrolled in classes in the program. A new site was added in Milledgeville, and continuing sites were Rome, Savannah, Columbus and Atlanta. Benje Estes, Dinah Estes, Burton and Barnes continued as teachers in the program, and Berghult once again taught the ASL I class, this time with a solid enrollment of 14 students, although there were no distance requests, so this class was moved out of the GSAMS room and into a classroom on the central campus.
Seventeen SCPI evaluations are presently being done for admission to the program in January.These interviews will be rated during December 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 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 46 students have graduated from the program with the certificate.Twelve students have completed the requirements and been awarded the AS degree in Human Services, Interpreter Training Option. All students are now working full-time as interpreters. An additional twelve 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 forty-six students who have completed the program, a minimum of 34 (73 percent) have been hired as interpreters, near the 80 percent required in the plan to measure effectiveness. Four (eight percent) of the students who have completed the certificate requirements are still in school at the present time, working on the requirements of the degree, and are sure to become employed as interpreters in the coming year, which will make the total 81 percent, meeting the requirement of the plan to measure effectiveness.Three students have passed the rigorous state

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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 for the program was $113,000 the first year, 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 620 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 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 in 2000.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 Georgians who are deaf. 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 students have commuted as much as 2 and 1/2hours each way twice per week for classes. Classes are offered in the evenings on Tuesdays and Thursdays, generally between the hours of 5:00 -10:30 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 around the state.The technology being utilized will only improve through the coming years.

Medical College of Georgia
Project: Effective Telemedicine Medicine 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); $446,363 (FY02)
Program Narrative:
I. Objective:
The objective of the "Telepsychiatry Program" is to create, develop, and maintain a mental health program that reaches and provides for the underserved mentally ill through the use of advanced telecommunication technologies.The project fosters interdisciplinary collaboration with agencies and organizations such as the Georgia Department of Human Resources (DHR) Division of Mental Health, Mental Retardation, and Substance Abuse (MHMRSA), the Waycross Community Mental Health Center, the Emory University Wesley Woods Fuqua Center for Late Life Depression, Southeast Telehealth Partners, the Northeast Georgia Center Community Service Board, and the Medical College of Georgia.
II. Background:
The MCG Telemedicine Center hired Dr. Rhonda Vought as lead psychiatrist in 1997.Through her leadership the program grew to become one of the nation's most active civilian sector telepsychiatry programs, including strong projects in clinical service, professional and clinical trainee education, and applications research and development. In 1999, when personal circumstances required her to relocate to Gainesville, the program was restructured: Dr.Vought (Gainesville) and Dr. Lydia Weisser (MCG) assumed co-leadership roles.This partnership continued for two years during which these psychiatrists provided clinical tele-services while simultaneously exploring new methods of program development and management as well as the effectiveness and potential for operational cost savings of levels of technology other than that of the Georgia Statewide Academic and Medical System's Georgia Statewide Telemedicine Program (GSTP) with which the Telepsychiatry Program had been initiated. In 2001, Dr.Weisser assumed sole leadership of the Telepsychiatry Program when Dr.Vought resigned in order to pursue other professional opportunities.This adjustment of Telepsychiatry Program leadership occurred at about the same time that the newly formed Georgia Technology Authority assumed GSTP management responsibilities previously carried out by the MCG Telemedicine Center.The two events have given Dr.Weisser and Center Director Dr. Max Stachura a propitious opportunity, now underway, to re-examine, refresh, and expand the program's projected focus and scope.

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III. Accomplishments:
Clinical Service:
Psychiatry is the most requested telemedical specialty within the GSTP, with more than 1700 (Adult - 1402; Pediatric - 305) consultations/encounters having taken place since the program began. During FY01, adult and child telepsychiatry services were delivered through GSAMS telemedicine sites in Athens, Savannah, Warrenton,Waycross, and Wrightsville. Drs.Weisser and Elizabeth Sunde are currently expanding adult and child mental health services into three additional Georgia locations (Douglas, Jesup, and the Ware County health departments).
Forty-three percent of patients seen through Telepsychiatry are seeing a psychiatrist for the first time, documenting the fact that the program is rendering services where and/or to whom they were previously unavailable. Many of these patients now have been followed for several years for on-going psychotherapy and medication management. Patients identify the program's benefits to them in terms of travel cost savings, avoidance of loss of workdays, and regularity of follow-up.They speak of services received that might not have been accessed had those barriers been in place. Acceptance is reflected by the fact that 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, can improve efficiency for both patient and provider.When this technique is utilized, both patient families and consultants agreed that less time is required to produce more integrated recommendations and management plans.
Specific mental health needs can be addressed in a timely fashion. For example, in 1997 an MCG-based Vietnamese-speaking psychiatrist provided services to a group non-English speaking Vietnamese refugees who had no service source in Atlanta. Local lack of timely access to services is not exclusively related to community size. Rural communities are not the only under served communities, and in fact, smaller communities may, for various reasons, have unique resources that are unavailable in larger communities. Telemedicine allows resources, regardless of location, to be networked to serve needs, wherever they are located.
There is increasing recognition of the fact that telehealth technologies, selected to suit the particular needs of the local site/community, can cost-effectively provide mental health services that otherwise cannot be supported locally.This awareness is leading to expanded revenue-generating service opportunities.
The Telemedicine Center is negotiating to deliver clinical mental health services to students at Georgia Southern University (GSU), supplementing currently available support. Because of current successful experience with the GSAMS system, GSAMS Telemedicine (MCG) and Distance Learning (GSU) facilities will be employed to make the service operational initially. Once operational, this model will broaden the scope of potential clinical care delivery to numerous other GSAMS sites, includ-

ing the University System. In addition, GSU and MCG will explore the value of simpler, more easily deployable, and less costly technology alternatives.
The Northeast Georgia Center Community Service Board has requested assistance with mental health services to outpatients in Region III community mental health centers (Clarke, Jackson, Barrow,Walton, Madison, Oconee, Morgan, Elbert, Oglethorpe, and Greene counties).
MHM (Mental Health Management) Correctional Medicine has requested support for psychiatric services in three state facilities (Arrendale, Autry, and Metro State Prisons). Eleven state prisons, including Metro, are equipped with GSAMS systems, and are thus potential sites for further service expansion.
The MCG Telemedicine Center is negotiating the renewal of a service agreement with the Southeast Health District funded by their grant from the federal Office for the Advancement of Telehealth.The grant and the Telepsychiatry Program leverage each other to provide expert child psychiatric care to greater Waycross and Southeast Georgia.
Discussions are underway with unique groups concerning model demonstrations that have great potential for scaling if successful: St. Joseph Home Hospice -- for the support of the terminally ill and their family caregivers; Beulah Grove -- an urban faith community that has assumed responsibility for supporting the health of its parishioners and is seeking ways to provide those services more cost-effectively; a liberal arts college that has a special focus on the education and health support of the significantly physically challenged young; a community clinic whose only current resource is an Advanced Practice Nurse.
Reimbursement for telepsychiatry services, enabled by the signing into federal law of HR 5661 and its taking effect on October 1, 2001, should prove a strong stimulus to programmatic development, and may in fact already be doing so. An upward trend in the number of child psychiatric encounters in FY02 may provide initial evidence of this anticipated effect.
Education:
The Telepsychiatry Program continues to expand its educational activities. In collaboration with the MCG Department of Psychiatry and Health Behavior, the Telepsychiatry Program initiated a trial senior resident rotation in 1997. Patient, resident, and preceptor satisfaction has been high.Two MCG Psychiatry Residents now each spend a half-day each week conducting telepsychiatry clinics.These clinicians-in-training stress: (a) oneto-one supervision with immediate feedback -- a circumstance that does not occur in any other outpatient clinic setting, and (b) excellent preparation for oral board examinations, since in these circumstances patients must be interviewed in the presence of others, and the interviews must be both focused and time-limited while obtaining comprehensive information.
An elective rotation for fourth year medical students at

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MCG will be initiated in January 2002.The first student enrolled is pursuing a career in psychiatry and views the rotation both as an educational opportunity and as the chance to participate in educational program development.
The Telemedicine Center and its Telepsychiatry Program have joined with Southern Illinois University in the submission of a grant whose purpose is the development of a four year curriculum for medical students (hopefully to be expanded to other health professional trainees in the future) in which they will be exposed to practical ways that telecommunications technologies can be integrated into their practices for the benefit of their patients and themselves. Separate from that effort, the Center's Telemedicine Tutorial program at MCG is undergoing revision to provide introductory and advanced training to defined constituencies, i.e. health care consumers/lay public, health professional trainees, and health professionals.
Applications Research:
Dr.Weisser continues her collaboration with researchers at the Center for Signal and Image Processing (CRISP) at the Georgia Institute of Technology.The study examines measurable features of the human voice that may prove valuable in assessing the speaker's mental state. CRISP and MCG Telepsychiatry personnel are training computers to have a physician's ear for the purpose of developing: (1) additional data for clinical evaluation when visual feedback is poor or absent, (2) a statistical tool to help quantify clinical evaluations, (3) objective analysis capabilities that will improve over time based upon clinician input, (4) an assistance to on-call clinicians attempting to evaluate patients they have not previously met, and (5) the possibility of relating specific voice analysis patterns to specific mental states.While voice analysis will never replace the clinician and expectations must be kept realistic, voice analysis could become a valuable tool to complement patient evaluation through objective documentation.
A recently completed patient satisfaction survey provided evidence of growing success in the delivery of psychiatric services over a telemedicine system: (a) 84 percent of psychiatry patients reported that they were satisfied with the services received and would turn to telepsychiatry again, (b) 84 percent of psychiatry patients felt that "most or almost all" of their needs had been met by the tele-encounter, (c) 92 percent of participants felt that the care they received was no different from seeing the psychiatrist in person, and (d) what they most appreciate about telepsychiatry is the ability to receive care that is either unavailable locally, or difficult to access because of the cost and disruption of travel.
Chronic disease management, in contrast to diagnosis, involves the long-term support of patients with clinical conditions that cannot be cured/eliminated. Access to management enables the afflicted patient to cope with/manage that chronic clinical condition during the conduct of productive lives at home, at work, and in school. Because of the ease of establishing contact for brief encounters, and because of the low cost of each

encounter, this approach affords an economically appropriate supplement to conventional care models. Mental health management and support represents a large population segment that would benefit from easier access to services in settings away from the physician's office and the hospital.The simplicity and low cost of the equipment involved allows its employment in long-standing chronic conditions as well as in relatively brief interventions. Depending on the level of service/communication required, even standard telephone line service is an option in some circumstances.The Telepsychiatry Program has initiated exploration of service capabilities in this arena. (Clinical protocols are never implemented without full review by, and approval from, the MCG Human Assurance Committee as well as fully informed consent from the patient.)
The Telemedicine Center is seeking funding for two unique programs with significant mental health aspects.The first program involves a liberal arts college in the southeast that encourages matriculation by students with significant physical disabilities.The college's mission is to educate these challenged students who are at the early stages of lives they hope to be fulfilling and productive, despite their challenges.The Center was approached to consult on the development of a plan to support the health of these students through telemedical technologies. Clearly, their mental health, as well as support for their families from whom they are separated, will be a significant issue.The second program evolves from a contract the Center holds with the US Department of Energy to develop, assemble, and install a pilot telemedicine system in the Russian Nuclear City of Sarov. Once the equipment is installed and validated (Spring, 2002), the Center and its Russian clinical partners have requested follow-on funding to develop clinical telemedicine programs and evaluate their outcomes. Russian colleagues have placed high priority on telepsychiatry and mental health problems.
Service to State, Regional, and Larger Constituencies:
The Telepsychiatry Program's presence on the World Wide Web as the Georgia Mental Health Network (GMHN) continues its growth as a widely respected and used resource. Currently it consists of just over 90 pages (more than 200 files).There are now more than 2000 external hyperlinks, more than a third of which are to mental health sites.The GMHN now experiences an average of more than 375 hits per day (more than 600 on some days). Most originate from within the United States.
While maintaining and expanding current activities, the Telepsychiatry Program receives and responds to inquiries concerning collaborative opportunities for programmatic expansion and broadened participation. Although not all explorations will mature, it is important that all inquiries be met with interest in order to determine their potential role in the development of a comprehensive inventory of tele-mental health services within the Telepsychiatry Program. Representative recent examples include:

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g Emory University Fuqua Center for Late Life Depression and Augusta VA Medical Center (VISN-7 telemedical lead site): Geriatric/Hospice/Mental Health services for homebound patients, Adult Day Care Centers, nursing homes, residential retirement villages, education/support services to caretakers of Alzheimer's patients. Dr. Stachura is now a Consultative Member of the Fuqua Center's Advisory Board and a full member of the Augusta VA Medical Center's Telematics Steering Committee.
g Statewide Child Abuse network: Dr. R. Alexander at Morehouse College of Medicine
g Telepsychiatric services by mid-level providers: M. Killeen, Professor Emeritus, UGA and MCG
g Psychiatric services for hearing/speech impaired patients through video links to a sign interpreter
g Broadband links to emergency treatment facilities to enable hold/transfer evaluation of acutely decompensated psychiatric patients
g In-home support for patients and family members of patients with Chronic Fatigue Syndrome.
Technology Evolution for Service Enhancement:
The Telepsychiatry program continues to explore and exploit the use of new and alternate technologies. Delivery of mental health services rarely involves the use of medical instrumentation for patient examination. Videoconferencing is the norm. It therefore becomes possible to deliver mental health services using less expensive equipment and less bandwidth, thus meeting provider and patient mental health needs through lower cost solutions. Simpler systems that are easier to deploy and less costly to maintain permit expansion of the Telepsychiatry Program to facilities and regions not previously serviced (see A. Clinical Services, above).
Working with Dr.Vought at her Gainesville location, before her departure from the Program, NetMeeting was installed with Cannon VC-C1 cameras and microphones to enable live remote resident supervision at MCG. Initially piloted over a telephone line Internet connection, transmission speed and audio/video quality and reliability proved inadequate necessitating that the connection be upgraded to an ISDN line.The ability to deliver mental health services to patients over the GSAMS network without installation of a full GSTP system was demonstrated successfully using a set-top videoconferencing unit.
Low cost technologies for providing access to telehealth services and education from the home have appeared. An innovator in the field through a partnership with the Georgia Institute of Technology's Biomedical Interactive Technology Center, the Telemedicine Center has begun to develop protocols for mental health services into the home, both in chronic settings and to assist/support needs of a limited temporal duration. Further,

experience has suggested that in many other mental health service settings, these lower cost/relatively low bandwidth solutions may be applicable. Examples include, but are not limited to, community centers, nursing homes, assisted living facilities, emergency rooms. Development of specific demonstration projects in these areas will be a major focus of the Telepsychiatry Program in the coming year.
IV. Professional Communication:
The success of the program has generated recognition and respect in the field of telepsychiatry.This, in turn, results in regular invitations for presentations and requests for information from regional, national and international sources. Examples include:
g Telepsychiatry in Georgia, Lydia Weisser, presentation to the national meeting of the American Psychiatric Association's Institute for Psychiatric Services, Orlando FL, 2001
g Telepsychiatry Outcomes Results, Lydia Weisser and Rhonda Vought, presented at the 6th Annual Georgia Statewide Telemedicine Conference, Savannah GA, 2000
g Telepsychiatry Outcomes Results in Children, Rhonda Vought, Lydia Weisser, and Elizabeth Sunde, presented to the live World Pediatric Teleconference: Every Child Deserves the Best Healthcare, coordinated in Tel Aviv, Israel, linked from Atlanta GA, 2000
g Children with Special Needs, Iverson Bell and Max Stachura, presented to the live World Pediatric Teleconference: Every Child Deserves the Best Healthcare, coordinated in Tel Aviv, Israel, linked from Atlanta GA, 2000
g Telepsychiatry:Addressing Mental Health Needs in Georgia, Rhonda Vought, Kevin Grigsby, Laura Adams, Stewart Shevitz, Community Health Journal, 36: 525, 2000
g Patient Satisfaction with Telepsychiatry vs Traditional Outpatient Psychiatric Care, Lydia Weisser, Rhonda Vought, Peggy Salter, Dora Norton, Laura Adams, Krinna Patel, and Max Stachura, poster presentation to the 6th Annual Meeting of the American Telemedicine Association, Ft. Lauderdale FL, 2000
g Keynote International Speaker (Max Stachura) at the Second International Conference on Telemedicine and Telehealth to be held at the Galil Center for Telemedicine and Telehealth, Haifa, Israel, 2002.
University of Georgia
Project: Interdisciplinary Program in Environmental Toxicology Appropriated: $241,000 (FY96), $248,000 (FY97), $250,000 (FY98), $790,000 (FY99-01); $790,000 (FY02)
Program Narrative:
With the completion of the sixth year as an interdisciplinary program at the University of Georgia, the Toxicology Program has now been firmly established with an expansive curricula focused in toxicology, research grant support, quality and quanti-
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ty of graduates, and continuity of program funding. An interdisciplinary educational, research and service program in toxicology has been developed at the University of Georgia that is regarded as a regional and national leader in the field. One of the largest focused curricula in toxicology in the country is now well established, with seven courses specifically in toxicology taught at the graduate level.While most other toxicology programs are exclusively either in human or environmental toxicology, the UGA program offers both tracks: 1) human/animal toxicology and (2) environmental toxicology, with appropriate interdisciplinary overlaps that augment each approach.The graduate students major in toxicology, and receive the degree through the home department of the major professor.
Since 1995, this has been the only program at UGA to be funded by the Academic Strategic Allocations Initiative Program through the Board of Regents.The program was designated the "Academic Excellence Program in Toxicology at the University of Georgia." There have now been two, three-year funding cycles through this initiative (1995 - 1998) and (1998 - 2001). Since 1995, the Program has received $1.75 million through the Chancellor's program for National Patterns of Academic Excellence.
Starting in July of 2001, there is now an annual budget from the Chancellor's Office for the Toxicology Program for succeeding years, with $250,000 awarded annually to the program through the University's budget to the College of Pharmacy. In May, a $1.33 million, five year training grant application was made to NIEHS, in order to extend toxicology training support to extramural federal sources in the future.
Since its inception in 1995, the administration of the Toxicology Program has been centered within the College of Pharmacy, with a coordinating committee comprised of toxicology faculty from different disciplines across the UGA campus, helping to administer the program.The director of the program, who chairs this committee, is Dr. Cham E. Dallas, of the College of Pharmacy.There is also a policy advisory committee comprised of the deans of each of the colleges (i.e. College of Pharmacy, College of Veterinary Medicine, College of Agricultural and Environmental Sciences, College of Arts and Sciences, School of Ecology, College of Family and Consumer Science, and the College of Forest Resources) in which members of the faculty of toxicology hold appointments.The role of the policy advisory committee is to provide input to the program director and coordinating committee, and to support the campuswide activities of the program.
After steady increases in graduate student support during the first years of the program, a stable equilibrium has now been attained in the level of support and enrollment in the last two years. A unique aspect of toxicology program support is that the students receiving program support get half of their support from the program, with the host departments or the individual profes-

sors making up the other half. In this way, it is arranged that the hosting laboratory and mentor must provide the rest of the support mechanism for the student, and the program is able to help a maximum number of students.This helps to encourage the students and the faculty mentors to expedite their research and academic training so as to minimize the time enrolled before graduation.
During the last academic year, 2000-2001 (the third year of the second three year funding cycle), five graduate students received their degrees through the toxicology program. In the first three-year cycle of funding from the Academic Strategic Allocations Initiative Program, six students in the program received stipends in the first year (1995-1996), and nine in each of the second and third years. In the second three-year cycle of funding (1998-2001), the program achieved a stable equilibrium, with 17, 19, and 20 students, respectively, in the toxicology program receiving stipend support. In the coming academic year, there will be 18 students supported by the toxicology program. Looking at total program enrollment, there were 28, 30, and 29 students in the program over a three period (1999-2002).
A number of the most productive and well known scientists at UGA have been recruited into the program.There are now 48 UGA faculty participating in the program, including the fostering of nationally and internationally recognized research in toxicology. A number of the faculty have developed well established, extramurally funded research projects, which include graduate training.There are a number of collaborative research projects that are now underway with the Department of Energy (DOE). These include studies at the Savannah River Site in South Carolina, where UGA has a permanent laboratory with abundant opportunities for graduate training. In the last year, this support from DOE included a $1.6 million grant for FY01 for environmental toxicology, and a $2.3 million grant for FY01 for radioecology.These grants had toxicology program scientists as principal investigators and co-investigators.The international reputation of the toxicology program is also being enhanced as the studies of the environmental consequences of the Chernobyl nuclear accident continue, including the construction of a $1,000,000 UGA laboratory at the site. Another $800,000 in DOE funds was received for conducting research at the site for FY02. In addition to federal funding such as DOE and NIH, a number of research and training projects for the program are funded by private industry. For instance, the Georgia Research Alliance Georgia Biotechnology Center has funded a $1,285,000 Aquatic Biotechnology and Environmental Laboratory.There also have been a series of successful NIH grants within the toxicology program, including studies of the toxicity mechanisms of botulinum toxin (one of the main biological warfare toxins) and the neurotoxicity of mycotoxins.
The distance learning component of these strategic initiatives has had significant success.The UGA Interdisciplinary Toxicology Program is the first program at UGA to successfully offer a

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degree completely by distance learning. Graduate students from the Savannah River Site in South Carolina have taken two years of classes by distance learning which will lead to receiving a M.S. degree in toxicology.These students are employees of the Department of Energy and of the Westinghouse Corporation, most of whom are middle-level environmental managers, and allows UGA to be the primary educational component associated with this facility.There are currently nine graduate students enrolled in the toxicology distance learning program.This effort follows previous distance learning classes that we have given over the last several years. A course in radioecology was taught with connections between UGA, Colorado State University, the Savannah River Site, and Georgia Tech. Introductory Toxicology has been taught by UGA faculty to Georgia Tech using this telecommunications system.
There have been very fruitful interactions with faculty members and students with state and regional health professionals in symposia, seminars, journal clubs and research projects. In this way, more directly relevant training has been incorporated into the Program. Students in the program have had a number of opportunities to hear and meet leading scientists, administrators and industrial representatives. A seminar series of distinguished intra- and extra-mural speakers is ongoing, and symposia have been presented and funded by the program. Three highly successful regional symposia have been held on the toxicity of the components of weapons of mass destruction, including a laptop computer exercise simulating the release of a biological terrorism weapon on the UGA campus.
Representatives of the CDC, military, FBI, GEMA, FEMA, and various hospitals and emergency response groups across the state have interacted with program personnel, which has been invaluable in preparing not only students but the state's public and private institutions for the possibility of mass casualties from the use of terrorist weapons of mass destruction.
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.The System maintained funding for the existing projects which continued to have 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. From a financial perspective, most, if not all of these projects have been subsumed within the institutional operating budgets.
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); $69,000 (FY02)
Participating Institutions: Armstrong Atlantic State University, Coastal Georgia Community College, Liberty County Schools, Fort Stewart
Program Narrative:
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 disciplines. During this calendar year, the director advised 50 individuals and prepared 145 programs of study in addition to counseling 20 military personnel from the Kings Bay Naval Station located in St. Mary's.Ten individuals earned their teacher certification this year. Middle Grades Education now allows candidates who hold an earned baccalaureate degree to earn their master's degree and teacher certification concurrently.
Outstanding distinctions include the successful transition into the classroom of Dan Snope, a former U.S. Army helicopter pilot whose sixth grade math students won AASU's 18th Annual Middle School Math Bowl that attract teams from throughout Georgia. The Savannah Morning News featured the story, "From Battle Plans to Lesson Plans," September 9, 2001.
The Troops to Teachers Web Page continues to solicit dozens of inquiries each month. Many of these are from active duty personnel located at bases in Korea,Turkey, Japan, Bosnia, Kosovo, Germany, and other locations in Europe who are planning to retire in coastal Georgia. Indeed much of the operational activity of the program is now carried out via Internet communication.
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); $69,000 (FY02)
Participating Institutions: Armstrong Atlantic State University, Savannah State University
Program Narrative:
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 want to become teachers by allowing them to seamlessly fulfill the requirements

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for their SSU degree and their teacher certification from AASU at the same time. One full-time education faculty member and a full-time education advisor/recruiter serve the campus. There has been a concerted effort this year to improve the sequence of classes scheduled on the SSU campus, which has allowed the students to plan accordingly and resulted in a reduced number of class cancellations. Having a full-time advisor/recruiter on campus has also resulted in increased advisement hours and a consistent presence on campus.
The focus of this year's efforts has been on recruitment in the FreshmanYear Experience classes and upper level secondary classes on campus as well as at local area high schools, recruitment fairs, high school visitation days, and at the Liberty Center in Hinesville. Newsletters were published and advertisements were placed in the SSU alumni newspaper. A new brochure for the joint program was also produced in November along with public service announcements, which aired on three of Savannah's popular radio stations. These combined recruitment efforts have increased enrollment in the program by 30 percent. Since October 2000, 12 post baccalaureate students, 32 undergraduate secondary education students, 8 early childhood education students, and 7 middle grades students have enrolled in the teacher education program. Since the program's inception in 1996, 356 non-duplicated SSU students have taken education courses through Armstrong on the SSU campus.
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 Savannah State and return to take education courses to earn their teacher certification.
3. The Innovative Delivery of a Dental Hygiene Curriculum Appropriated: $73,000 (FY96); $72,000 (FY97); $102,000 (FY98); $102,000 (FY99); $102,000 (FY00); $102,000 (FY01); $102,000 (FY02)
Participating Institutions: Armstrong Atlantic State University, Coastal Georgia Community College, East Georgia College
Program Narrative:
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.The 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 campus-

es, minimizing 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, the three students who graduated in 2000, and the three 2001 graduates are all currently working as dental hygienists in the Brunswick area. Four students are scheduled to graduate in 2002; two of those graduates will practice in the Statesboro area, while the other two will secure positions near Swainsboro.The small number of students and graduates at each site adequately serves the dental hygiene need of those areas without over-saturating the field.
Because of the success of the program, the Department has developed a similar collaborative program with East Georgia College (EGC). Currently, three students are enrolled as a result of this program. Armstrong has strong collaborative relationships with CGCC and EGC and joint recruitment missions and advisement have been conducted. Additionally, the department has expanded its course offerings to these two locales.
These two outreach programs coupled with the AASU oncampus program have assisted in meeting the dental hygiene needs of this area of the state. Continued funding will allow one established program to provide educational access to the underserved population of the state, thereby reducing the number of dental hygiene programs needing state funding.
4. Extending Educational Offerings in Health Services Administration, Public Administration and Allied Health via Distance Learning Appropriated: $240,050 (FY96); $183,800 (FY97); $191,000 (FY98); $191,000 (FY99); $191,000 (FY00); $191,000 (FY01); $191,000 (FY02)
Participating Institutions: Armstrong Atlantic State University (AASU), Savannah State University (SSU), the Medical College of Georgia (MCG)
Program Narrative:
At the inception of this grant, AASU was authorized to offer selected courses from the MHS degree externally at MCG. Since fall 1997, the full compliment of courses for the MHSA degree has been offered at MCG. As of December 2001, 62 MHSA degrees will have been awarded (21 to students from the MCG site and 41 to students from the AASU site). 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 onsite and off-site students. Additionally, AASU and SSU have expanded the original collaboration to include a cadre of courses in public administration, which are being taken by Master of Public Health (MPH) students from AASU and courses in public health administration which are being taken by Master of Public Administration (MPA) students from SSU. More than 900 hun-

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dred students (duplicated headcount) at the three participating institutions have taken advantage of courses offered.
5. Enhancing Collaborative Applied Science Associate Degree Programs Appropriated: $74,100 (FY96); $46,206 (FY97); $48,438 (FY98); $48,438 (FY99); $48,438 (FY00); $48,438 (FY01); $48,438 (FY02)
Participating Institutions: East Georgia College, Ogeechee Technical College, Southeastern Technical College, Swainsboro Technical College, Heart of Georgia Technical College, Sandersville Regional Technical College
Program Narrative:
Beginning Fall 1995 the University System has funded a special initiative in which East Georgia College partnered with the five technical colleges to provide a collaborative associate of applied science degree program. This project was developed to enable EGC to provide the general education component of a collaborative Associate of Applied Science program initially with Ogeechee Technical College, Southeastern Technical College and Swainsboro Technical College with subsequent expansion to Heart of Georgia Technical College and Sandersville Regional Technical College.The program has enrolled 435 students at various times through the Fall Semester 2001. East Georgia has awarded 112 A.A.S. degrees in the six years of the programs existence. Adjustments were made to expand the number of options available in the programs over the years.
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.
6. External Degree Program in Physical Education Appropriated: $281,500 (FY96); $224,500 (FY97); $221,000 (FY98); $221,000 (FY99); $221,000 (FY00); $221,000 (FY01); $221,000 (FY02)
Participating Institutions: Medical College of Georgia, Albany State University
Program Narrative:
In 1996 MCG converted the physical therapy educational program to a Master of Physical Therapy (MPT) degree. At the same time the MPT degree from MCG was offered as an external degree program in cooperation with Albany State University. Both of the programs have received accredited status from the Commission on Accreditation in Physical Therapy Education.The next accreditation review will be in the year 2008.
When the final ten students from the 2001 class graduate in December 2001 there will be no students on the Albany State campus.The 2000 and 2001 recruiting years did not result in any qualified students applying for the ASU program.

The combination of students graduating from the external physical therapy degree at ASU and the Balanced Budget Act of 1997 decreased the number of job opportunities in the southwestern region of the state.These two factors accomplished one of the major goals of the program, which was to provide physical therapists to the southwestern region of Georgia.The second goal, to increase the diversity of students in the physical therapy educational program and in the professional workforce has not been accomplished. This remains as a major interest and concern of the Department of Physical Therapy.
In an effort to meet the diversity goal, the Physical Therapy Department has proposed that the emphasis of the external degree program be refocused on the recruitment of minority students. It is proposed that the Physical Therapy Department develop a working relationship with the SOWEGA and Three Rivers AHEC programs. The relationship would enlist the assistance of the AHEC's in recruitment and job placement. There is a template for the program in the physician's assistant program at MCG.This program has proven to be very successful and should serve as a good model for the Physical Therapy Department.
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); $499,044 FY02
Participating Institutions: Georgia Institute of Technology, University of Georgia
Program Narrative:
Introduction:
The Geographic Information Systems Strategic Initiative has created a critical mass of GIS expertise within the University System.The Strategic Initiative's impact is clearly visible in curriculum, research and service.While the initiative is centered at Georgia Tech and UGA, it provides benefits to other units within the System and to a wide array of government agencies and private firms across the state.The collaboration between Tech and UGA has significantly improved the ability of faculty and students to incorporate advanced spatial analysis technology into classes and projects throughout the System, and GIS technology is beginning to be applied in a wide range of disciplines across the System.The GIS Initiative has provided the faculty training, site licenses for state-of-the-art software and access to rich sources of digital data needed to support the adoption of this technology. This support provides students at the two lead institutions and across the system with access to powerful spatial analysis tools to enhance exploration and learning in a variety of disciplines.
Teaching:
As a result of the GIS Strategic Initiative the number of GIS classes and the number of students enrolled in them has increased substantially at the two lead institutions and throughout the
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System.The number of students enrolled in GIS courses at Tech in 2001 (spring and fall semesters) was 117.These students come from a variety of disciplines, including City and Regional Planning, Public Policy, Civil and Environmental Engineering, International Affairs, and Earth and Atmospheric Sciences. In 2001, UGA enrolled more than 300 students in GIS courses.This however, understates the full 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 architecture to wetland ecology.Thanks to the Strategic Initiative, System students are now using advanced spatial analysis technology to investigate spatial problems in a wide variety of disciplines.
The Strategic Initiative has also been instrumental in supporting the development of continuing education courses in GIS. In FY01 Tech offered 14 continuing education courses that enrolled 123 students. In the area of continuing education, UGA has taught 12 courses thus far to those needing updating of their GIS skills. Six student courses have been taught, averaging 60 attendees per class.Three ESRI-certified instructors at UGA have generated more than 2,500 hours of instruction to students from the local government agencies, the private sector, and USG institutions.With its traveling laboratory, Information Technology Outreach Services (ITOS) provides training to students who are not able to come to the training sessions offered in Athens. During FY02, ITOS has provided such on-site instruction in nine counties to date, with addition instruction planned for 24 additional counties.
In concert with the Board of Regent's Strategic Plan, both lead institutions have begun to offer GIS course material in a distance learning format. Since 1998 UGA has been delivering GIS seminars via GSAMS. In 1999 Tech developed web-based course materials to support basic GIS instruction throughout the system (http://www.arch.gatech.edu/~cpgis/cp4510.html.). 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.
Research:
The Strategic Initiative has created the critical mass of expertise that allows the System to bring GIS technology to bear on a wide range of research projects.Without the foundation created by the Strategic Initiative, the System would not be able to compete for research projects that require sophisticated spatial analysis.
The Tech GIS Center is widely recognized as a center of excellence with respect to GIS applications and development. The Center is currently engaged in research projects with a wide range of organizations including the Savannah River Site (USDOE/Westinghouse), the Georgia Department of Transportation, Georgia Regional Transportation Authority (GRTA), the Georgia Conservancy, and Trees Atlanta. Tech
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Initiative personnel are currently working with the newly created North Georgia Metropolitan Water Planning Authority to develop techniques to estimate impervious surface using remote sensing imagery.
The Center has several large continuing projects that form the core of its research effort.
g Under contract to the Georgia Technology Authority the Center is producing Color Infrared Digital Orthophotography from 1999 aerial photography. At this point imagery has been produced for approximately 60 percent of the state.
g As a part of the SMARTRAQ research program the GIS Center has produced a 1.2 million parcel Land Use Database for the 13-county Atlanta region. This database is being used to support the planning activities of the Georgia Regional Transportation Authority (GRTA), the Atlanta Regional Commission (ARC) and the Georgia Department of Transportation.The Center is currently developing a procedure to enhance the database and keep it updated.
g The Center has a continuing series of risk analysis projects with the NSF-sponsored Mid-America Earthquake Center. The current project uses advanced remote sensing and data mining technologies to create inventories of transportation and building stocks at a regional scale.
The Strategic Initiative has also provided significant support for the development and maintenance of the Georgia High Speed Telecommunication Atlas. This atlas supports the economic development by providing firms with information on the high-bandwidth telecommunication infrastructure necessary to support ecommerce and other advanced technology activities.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.
At UGA, ITOS is engaged in several research contracts that include in-state, out-of-state, federal government and international agency grants as well as private-public sector initiatives. Significant among these are the following initiatives:
g United Nations (UN) OCHA - in this collaborative project involving seven UN agencies, USAID and the Joint Research Center of the European Union, ITOS is creating a central data repository for the Afghanistan region and for West Africa. This repository provides the countries of Afghanistan and surrounding countries as well as Sierra Leone, Guinea, Liberia, and Cote d'Ivoire with GIS pertaining to food aid, food distribution and refugee management.
g Utilities Protection Center (UPC) - UPC is a non-profit association, which operates a communication system that advises excavating contractors and the general public of the location of underground utilities. ITOS, in collaboration with UPC and the Georgia Department of Transportation is

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updating this system through incorporation of current U.S. census data.
g U.S. Department of Agriculture (USDA), and the Georgia Department of Agriculture - ITOS has secured a research grant to map, through use of GIS technology, outbreaks of contagious diseases in Georgia farm animal populations.
g Georgia Department of Community Health - ITOS integrated designated healthcare facilities inventory and healthcare data into the Georgia 2000 system. ITOS is providing continuing support to such federal entities as DOT, FEMA, US Geological Service, and the US Forestry Service. Work is also done for many Georgia county and municipal governments.
Service:
The Georgia GIS Data Clearinghouse is perhaps the most significant single result of the collaboration between Tech and UGA.This web-based data repository makes thousands of GIS data sets available to state agencies, students and faculty and private firms. (http://gis.state.ga.us).The Clearinghouse improves communication and reduces redundancy among state agencies. In August 2000, the Clearinghouse received an "Exemplary Systems in Government Award" from the Urban and Regional Information Systems Association (URISA). Since the creation of the Georgia Technology Authority the future of this service activity has become less clear. Continued support for the Clearinghouse beyond FY02 is uncertain unless significant costrecovery can be achieved by selling data.This approach may undermine many of the benefits that come from the free exchange of GIS data over the past five years.
The University of Georgia provides free access to the Georgia 2000 WEB site (http://ga2000.itos.uga.edu), which includes hundreds of mapable datasets for the state organized by block, block group, census tract, school district, county, senate district and house district. Four thousand new datasets have been collected and added to the website. During the redistricting process of August of 2001, the WEB site recorded 1,200,000 data inquires.
Strategic Initiative personnel at UGA have led the systemwide distribution and installation of ArcView and ArcInfo GIS software products under the Environmental Systems Research Institute, Inc. (ESRI) Site License.Twelve System institutions are currently using GIS software acquired thorough this program.
In 2001 personnel at Tech developed a site license program to provide ERDAS software to System insitutions at deeply discounted prices. ERDAS is the premiere software package for processing and analyzing satellite imagery. Access to this software allows faculty to incorporate the latest remote sensing technology into their courses.

Budget Allocation:

The Strategic Initiative budget allocation in FY01 is shown in Table 1.

Table 1. Budget Expenditure FY01

Personnel (including benefits) Supplies and Materials Travel Equipment Total

Georgia Tech $129,831
87,891 2,657 27,471 $247,850

Univ. of Georgia $212,308
29,423 6365
$248,096

Conclusion

The GIS initiative has been central in moving the University System to the forefront in the application of spatial analysis technologies.The Initiative has provided students and faculty with access to state-of-the-art GIS hardware and software as well as training and curriculum support to use this new technology.The Initiative has provided the foundation from which this technology has been disseminated throughout the system.The impacts of this Initiative can be seen not only within the System. By engagement with state and local government agencies as well as private firms Initiative personnel have played an important role in advancing the use of GIS throughout the state.The adoption and use of this technology 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); $61,425 (FY02)

Participating Institutions: Armstrong Atlantic State University, Chatham County Schools, Effingham County Schools, McIntosh County Schools

Program Narrative:

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 also 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.

This past year the AASU Teacher Induction Program Director planned and conducted a Pre-Service Teacher Induction Program Institute which proved to be a valuable resource for teacher candidates. Approximately 30 students participated in the workshops during 2000-01. Sessions were conducted by the TIP director on topics of interest and special needs, which were

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selected from survey responses. Requested topics included classroom management strategies, effective communication skills, approaches to dealing with individual differences in the classroom, managing the burdens of clerical work, and time constraints.The participants indicated that the aspects of the workshops that were most helpful were the handouts, the one-on-one sessions, the follow-up consultations, the question and answer sessions, and the existence of the Teacher Induction Program for future assistance.
The TIP director presented "Introduction to Induction" to 170 new teachers at 20 different sites within Armstrong Atlantic's service area.This workshop provided induction teachers with information, helpful hints, and handouts to ease their transition into the education profession. In addition, the TIP director observed new teachers and provided feedback as well as clinical type development activities for those experiencing difficulty.
This past summer, the College of Education participated in an intensive alternative preparation program to address the teacher shortage in Savannah.The TIP director conducted workshops for the teacher interns, visited their classrooms, and provided individual feedback to them about their teaching effectiveness.The director was also responsible for consulting with the coordinators of the teacher apprentice guides who were hired by the school district to mentor the teacher interns.
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); $131,623 (FY02)
Participating Institutions: Atlanta Metropolitan College, Southern Polytechnic State University
Program Narrative:
The Pre-Engineering Technology (PET) Bridge Program, cosponsored by Atlanta Metropolitan College (AMC) and Southern Polytechnic State University (SPSU), provides a plethora of activities designed to strengthen the academic preparation of promising students interested in careers in computer science, engineering, math, science, etc. During the summer of 2001, 70 rising ninth, tenth, eleventh and twelfth graders from metro area high schools, participated in the five week non- residential PET Bridge Program.This year's summer program was conducted on the AMC campus between June 11th and July 13th, 2001. Program activities are extended throughout the school year and include monthly Saturday sessions.
The PET summer program curriculum offers participants instruction in the science and math subjects specific to their respective grade levels. Fifteen rising twelfth graders participated in the summer program. These students studied Advanced 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.
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Fourteen rising eleventh graders were prepared for 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 Tests (GGT).The eleventh and twelfth graders are very interested in the opportunity to take college credit courses through joint enrollment at AMC. Five PET students in the 2001 senior class participated in the PSO/Joint Enrollment Program.
Twenty 9th graders were prepared for geometry or Algebra I and physics/advanced physical science or biology, while 21 tenth graders were provided instruction in 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.
The Summer Program culminated with an awards program and the annual cultural trip.The trip this year included visits to points of interest in North Carolina, NewYork, Boston, Maryland and Virginia. Students visited such sites as Harvard University, Historic Boston, Broadway, North Carolina A&T University and Hampton University in Virginia.
The PET Program has earned the accolades of both participants and their parents. Parents have come to play an important role by providing Saturday lunches, paying a portion of the cost of the cultural trip, serving as chaperones on the trip, lending clerical support to the PET Coordinator and assisting with career exploration sessions.
Over 95 percent of the students participating in the Summer Program gave it a rating of excellent to good on a survey. As a result of its reputation for excellence, the number of applications and requests for applications continues to exceed the number of slots available. Few, if any participants, are willing to give up their slot in the program.The collaborating institutions have thereby benefited from the program as a recruitment and public relations tools. A significantly higher number of students (with higher grade point averages and SAT scores) as well as their parents and friends have come to learn about the programs available at these institutions through PET Bridge.
Seventeen PET participants "graduated" from the program this year after having successfully completed the four year "pipeline of pre-college activities." Each of these students is currently matriculating at a college or university. Eighty-two percent are pursuing majors (e.g., computer science, engineering or the sciences) that are consistent with PET goals and objectives. One of the 2001 PET graduates is enrolled at SPSU. Others are matriculating at the State University ofWest Georgia, Spelman College, Morehouse College, Clark Atlanta University,Tennessee State University and Xavier University.
Three former AMC/ Pet Students are currently matriculating at SPSU. One former PET student graduated from Poly Tech, at the end of the fall semester with a degree in computer science.

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One hundred sixty-three students (135 pre-college students and 28 AMC students) have participated in the PET Bridge Program over the past six years. Of the three groups of high school seniors (1997, 1998 and 2001) progressing through the PET pre-college program, 99 percent have gone on to college.
With respect to AMC transfer rates, 92 percent of the students involved in PET at the college level transferred to four-year institutions; 33 percent transferred to SPSU.
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.
The participants in the PET Program represent a significant, potential contribution to the economy of the State. For an investment of $131,000 per year (approximately $2,147 annually per student), the Georgia stands to reap a significant gain in meeting future needs for a diverse, technically trained workforce. As college graduates, each PET participant can be expected to contribute at least $33,000 annually to the State's per capita income.
10. Distance Learning Partnership in Gerontology Appropriated: $165,800 (FY96); $224,800 (FY97); $224,800 (FY98); $224,800 (FY99); $224,800 (FY00); $224,800 (FY01); $224,800 (FY02)
Participating institutions: 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 & State University
Program Narrative:
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 were 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 result of its participation in this program. Faculty teaching the four 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.
Year 7: This inter-institution collaborative program continued employing both GSAMS and WebCT in joint course delivery. Georgia Global Learning Online for Business and Education (GLOBE), a program of the USG, was invited to evaluate and consult on the improvement of pedagogical and course delivery methods for the partnership.With the assistance of Georgia GLOBE and the distance learning partnership External Advisory Committee, a plan of action was formulated for the improvement of distance learning gerontology program in terms of new course development. In the spring 2002 semester, a workshop is planned to address course development issues as well as inter-institutional collaborative issues in distance education. A student convention was conducted and cosponsored by six USG universities (UGA, Georgia State,Armstrong Atlantic State University, North Georgia College & State University, State College ofWest Georgia, and Georgia Southern University).The Medical College of Georgia will be a new sponsor of the convention in the spring semester. A master teacher workshop was conducted at Armstrong Atlantic State University on nutrition and healthy aging. Fourteen universities from six states attended this work-

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shop.The Seed Grant Program funded 15 research projects from five USG institutions -- eight faculty and seven student grants.
Distance Learning Partnership in Gerontology:
The number of elderly in the United States is rapidly increasing. In response to these demographic changes, Columbus State began the development of gerontology course work in the fall of 1997 and entered into a partnership with GSAMS. Four courses were taught here, and in conjunction with GSAMS, during the 1997 - 2000 academic years.Those courses were Survey of Gerontology, Sociology of Aging, Psychology of Aging, and Biology of Aging. The decision to withdraw from CSU's partnership with GSAMS was based primarily, though not exclusively, on increased costs associated with that partnership. Enrollment in gerontology courses, as they were taught in conjunction with GSAMS, was relatively low and not judged to be cost-effective. In addition, students often reported they did not care for aspects of distance learning such as the GSAMS program (e.g., technical problems, not truly an asynchronous course, intimidation by being on camera, etc.).
In late spring of 2000, the Board of Regents officially granted permission for CSU to launch the Graduate Certificate Program in Gerontology.The decision to offer a graduate program in gerontology resulted from (a) local and national demographic data, clearly showing significant changes in the proportion of elderly, and (b) a local area needs assessment.The first courses to be taught as part of the graduate certificate program in gerontology were offered fall 2000. Course enrollment figures, which had always been low during CSU's association with GSAMS, significantly increased from previous levels after the graduate certificate program was established. However, undergraduate students still make up the bulk of those enrolled in gerontology courses taught on campus and thus most are not pursuing the certificate.
Faculty of gerontology are effectively in the third stage of program development.The program currently is in transformation to better accommodate the needs of post-baccalaureate students who are currently working in the field of gerontology, wish to enhance their knowledge of gerontological issues, and earn the Graduate Certificate in Gerontology. An online format for the presentation of course material was chosen as the best means to accommodate the needs of those students; this also broadens the student base from local to national. E-college was selected as the best vehicle for delivering courses to students.To date, four courses have been modified to an online format and are now available online through E-college (i.e., Survey of Gerontology, Social Research Methods I, Sociology of Aging, and Psychology of Aging).Two more courses, Psychological Issues in Death and Dying and Biology of Aging, are scheduled to be online and available to students by summer 2002. Together, and along with Gerontology Internship and Social Research Methods II, both of which are offered on an arranged basis, these satisfy course requirements for the graduate certificate program.
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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); $158,000 (FY02)
Participating Institutions: the University of Georgia,Albany State University, FortValley State University, Savannah State University
Program Narrative:
The Summer Undergraduate Research Program (SURP) provides undergraduate students from historically underrepresented groups eight weeks of intensive hands-on research experience with faculty mentors at the University of Georgia. Daily work in the laboratories is supplemented by a series of workshops to allow program participants to meet as a group and to exchange information on their research and other experiences. Students become familiar with the standard entrance examinations required for admission to graduate and professional schools, graduate admission application procedures, procedures for obtaining financial support and the various aspects of graduate education and the academic life of a professor. Each participant gives an oral presentation and submits a written report of his/her research project at the conclusion of the eight-week program.
Last year the graduate school fully evaluated SURP and made significant improvements to the program including (1) active recruitment of students through the development of a brochure and campus visits, (2) an increase in the number of participants from 40 to 50 through additional funding from the graduate school with the additional students coming from institutions including Clark Atlanta University, Morehouse College, Paine College, Southern University, Spelman College, (3) a Student Handbook and a Faculty Handbook were developed to assist SURP participants and mentors, (4) the seminars and weekly meetings associated with SURP were organized with more structure and pertinence to the students, (5) students learned how to construct a research manuscript with the assistance of a writing coordinator, (6) SURP students participated in science oriented field trips to the State Botanical Gardens and the Atlanta Fernbank Planetarium and Museum, and (7) a live in residence coordinator assisted students during nonworking hours.
SURP 2000 ran during the full summer semester at UGA. All participants were selected on the basis of their academic record, research interests, and recommendations of faculty advisors, and deans at their respective institutions. SURP 2001 participants were placed in research laboratories working with forty UGA faculty mentors from the Departments of Agricultural Economics, Agronomy, Animal Science, Biochemistry and Molecular Biology, Biological and Agriculture Engineering, Botany, Cellular Biology, Chemistry, Clinical and Administrative Sciences, Computer Science, Crop and Soil Sciences,

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Entomology, Environmental Health Sciences, Exercise Science, Food Sciences, Food Science Technology, Forest Resources, Geology, Marine Sciences, Mathematics, Medical Microbiology and Parasitology, Pharmaceutical and Biomedical Sciences, Physics and Astronomy, Physiology and Pharmacology and Veterinary Pathology.
Based on the responses from student assessment of the program, SURP 2001participants felt that the program provided them the opportunity to explore and learn about graduate education. Many commented that the experience afforded them the experience to do research in fields that they would have never considered. Also, several indicated that they were now interested in attending graduate school after earning their baccalaureate degree. Most felt that the program was well organized and gave them beneficial experience in a laboratory setting.
12. Maintaining Students in the Academic Pipeline: Recruitment and Retention of Minorities in the Biological Sciences Appropriated: $130,000 (FY96); $147,500 (FY97); $147,500 (FY98); $147,000 (FY99); $147,000 (FY00); $147,000 (FY01); $147,000 (FY02)
Participating Institutions: Georgia State University, State University ofWest Georgia, FortValley State University, Georgia State University
Program Narrative:
The ultimate objective of the Pipeline project is to increase the representation of African Americans and other minority groups in the biological sciences.Toward this end, the project seeks to identify promising students from underrepresented racial and ethnic groups and encourage them to continue their studies at the graduate level. The project sponsors an intensive eightweek summer research program at Georgia State University (GSU) designed to give participants hands-on experience with new breakthroughs in biotechnology. In addition, the project supports the summer program participants during their academic year, and provides research assistantships to minority graduate students.This year, 12 Pipeline-supported students in the Department of Biology successfully completed their graduate programs and received their degrees (10 M.S. and 2 Ph.D.).
During the summer, six undergraduates from FortValley State University participated in a program focused on bioinformatics and genomics. A primary goal of this year's summer program was to impart an appreciation for the global threat of emerging and re-emerging bacterial pathogens.Toward this end, students were asked to PCR amplify, clone, and sequence previously unknown genes from the recently discovered human pathogen Bartonella henselae. B. henselae is a bacterium that causes Cat Scratch Disease, a severe and long-lasting fever that afflicts up to 25,000 Americans (primarily children) every year. Each participant in the Pipeline program was given the opportu-

nity to focus on a gene whose product was of interest to them. After reviewing the literature, they searched the DNA data base for sequences of proteins of similar function in other organisms, prepared DNA primers designed to maximize the potential amplification of the corresponding gene from B. henselae, and attempted to isolate the gene sequences from isolated Bartonella DNA. In all cases, students were successful in their amplification and sequence characterization of genes from this pathogen. During the early part of the summer, the students also toured the research facilities at the Centers for Disease Control and Prevention (CDC). One of the Pipeline students was subsequently offered (and accepted) the opportunity to conduct an individualized project at the CDC for the remainder of the summer.
g five students were supported by Pipeline funds; the sixth was supported by the McNair program.
Effect of Pipeline support on other GSU science initiatives:
The support of students through the Pipeline program has contributed significantly to the ability of the Biology Department to secure funds from federal sources. In 1997, the Department received a GAANN (Graduate Assistance in Areas of National Need) award from the Department of Education that provided more than $350,000 in doctoral fellowship funds. Reviewers of the proposal cited the support structure provided by programs already in place at GSU, including the Pipeline project, for particular praise. Pipeline-supported graduate students have also been instrumental in the success of GSU's Bio-Bus project.The Bio-Bus is a 30-foot mobile instructional laboratory purchased by GSU in 1999 that provides hands-on science experiences to pupils in the K-12 sector. During its first two years of operation, the Bio-Bus project relied predominantly on graduate student volunteers (many of whom received research funding from the Pipeline project) who were willing to share their enthusiasm for science with children. Last spring the project was awarded a $1.3 million "GK-12" grant from the National Science Foundation that provides graduate and undergraduate fellowships for teaching on the Bio-Bus.The grant is designed to bring science specifically to regions of Georgia that are under-served by existing resources. A primary criterion for the determination of awards by the GK-12 program is the diversity of the population served by the award as well as the graduate student population eligible for fellowships. This criterion was readily met by the GSU biology graduate program, as indicated by the Pipeline project's commitment to minority representation.
New directions: The success of the Pipeline project will ultimately be measured by its effect on the numbers of minority students choosing science as a career. At the present time, one of the most urgent needs for trained scientists is in the area of science education. It is imperative that the excitement and fascination of a scientific career be conveyed to children in public schools, so that promising students are not lost as they make their way up the academic ladder.The need for role models and mentors is particularly acute for minority children, who often attend
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schools without the resources to develop state-of-the-art scientific programs.
The Pipeline project as it currently exists focuses on recruiting undergraduate students directly into graduate programs. It is proposed that the program tap into a new pool of potential graduate students who could have a dramatic impact on science in Georgia. Specifically, plans are to advertise the Pipeline program to middle school and high school science teachers from underrepresented minorities who wish to increase their content knowledge by pursuing a graduate degree.These teachers will be provided with the same opportunities as current Pipeline participants. Like the undergraduates, teachers will have the opportunity to apply for the summer program at GSU, where they will spend eight weeks experiencing directly the life of a research scientist.Those who successfully complete the program will be encouraged to enroll as MS students in biology, where they will receive support to take evening and/or summer classes applicable to the graduate degree.The Bio-Bus program will be used to extend the opportunities open to these teachers and to the children in their classes. During the summer, teachers will be given exposure to all activities provided by the Bus, while in the academic year, the Bus will travel to their schools to present the activities to their 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); $99,981 (FY02)
Participating Institutions: FortValley State University, the Medical College of Georgia
Program Narrative:
This project, which was designed to increase enrollment of minority students in the health professions, continued into its sixth year during 2001-2002.The program targets three groups of students: middle school, high school, and college. Since its inception, 141 middle, 527 high school, and more than 650 college students have participated.
Middle grade activities have included mentoring, demonstrations and directing hands-on science/discovery experiments in selected seventh grade classes by college professors and students. Twenty-three middle graders and three teachers accompanied high school and college students on a trip to the School of Dentistry of MCG in March, 2001.They interacted with MCG personnel, visited laboratories and made impressions of their teeth. Increased motivation in the health sciences was an outcome, especially for the middle schoolers. A visit to the Department of Physical Therapy is scheduled for next year.
Major activities for high schoolers included an Independent SAT Study Program, an on campus bi-monthly Science Enrichment Program (January - May), a three-week summer program at FVSU, and field trips to MCG and other institutions and
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laboratories. Major benefits have been an increase in SAT scores and an increase in FVSU enrollment of graduates of the program. Participants of the Independent SAT and the Enrichment Program showed a 16.7 percent increase in their scores. Fiftyseven percent of the 157 graduates between the period of 19962001 have enrolled at FVSU.
College Activities:
During 2000-2001, activity and participation in the college program increased. In addition to monthly seminar presentations by MCG health professional students and local professionals, during 2000-2001, MCG faculty members from different departments of the five schools at MCG led discussions on topics of interest to pre-health students.The average number of monthly participants was 39. Examples of topics discussed were: "Selecting a Health Professional School" and "The Pre-Health Curriculum." A major emphasis of the program was placed on preparation for taking standardized tests. Outside consultants as well as on-campus professors of English, science, and mathematics conducted workshops and study sessions. Seven students attended a fall Pharmacy Admissions Test Workshop at UGA.
Other college activities included shadowing of health professionals, volunteer and paid internships at pharmacies, rehabilitation centers and clinics, Closer Look Tours at MCG, visitation to health professional institutions, participation in research apprenticeships and attendance at a national scientific meeting.
Major Accomplishments
g 13 former FVSU students completed health professional/graduate programs during 2000-2001.
g 47 former FVSU pre-health science students attended graduate/professional schools during 2000-2001.
g 23 new students were accepted for professional/graduate study for 2001-2002.
g 49 former FVSU students are enrolled in professional/ graduate school for 2001 2002.
g 9 former students are enrolled in programs at MCG during 2001-2002.
g The number of students who took the MCAT Test increased from 8-15 between the years 1999-2000 and 2000-2001, a 53 percent increase. An MCAT study club was organized.
g 29 FVSU pre-health science students participated in summer programs, internships during summer 2001.
g 33 FVSU participants presented scientific papers at a national scientific meeting, March 28-April 1, 2001. Six students received awards for outstanding research and presentations.

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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); $100,000 (FY02)
Participating Institutions: Georgia State University,Albany State University,Armstrong Atlantic State University,Augusta State University, FortValley State University, Georgia Southern University, Kennesaw State University, Macon State College, Savannah State University,Valdosta State University
Program Narrative:
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 University) 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.
The Glactone web site -http://chemistry.gsu.edu/glactone/ -- has now been linked to by more than 140 other web sites as a molecular modeling teaching resource.
Glactone sponsors an "interactive" seminar series entitled "The Georgia Chem Club" that is broadcast to state colleges in Georgia by means the GSAMS network.The seminars for 20012001 focus on bio-inorganic chemistry. The following institutions are participating: Albany State University (Dr. Granville E. Wrensford), Georgia College & State University (Dr. Douglas G. Pohl), Georgia Southern University (Dr. James M. Lo Bue), Kennesaw State University (Dr. Marina Koether), State University ofWest Georgia (Dr.Vicky Geisler), and Valdosta State University (Dr. Donna Gosnell).
The CAISER (Collaborative Approach in Improving Science Education and Research) web site (http://chemistry.gsu.edu/CAISER/) is organized by Dr. Emilita Breyer with technical assistance from the Glactone staff.Teaching modules developed at several different institutions are currently available on Amino Acid Structure, Electron Microscopy, Enzyme Immunoassay, Determination of the Structural Conformation of Ubiquitin using Mass Spectrometry, Point Group Tutorial, Kinetic Study of Lactase Enzyme, LigandReceptor Analysis using NMR, Mass Spectrometry - Virtual Mass Spectrometry, Nuclear Magnetic Resonance, Reverse Transcriptase, and Transporter Proteins.
Glactone has provided computer support services for The Center for Workshops in the Chemical Sciences (CWCS), a national program supported by the NSF Division of Undergraduate Education, which has run six workshops over the period May - August, 2001. Approximately 64 participants from 51 institutions representing 25 states attended these activities.

Workshop topics included: Laser Technology (James Madison University), Molecular Modeling (University of California at Riverside), Forensic Science (Williams College), Molecular Genetics (GSU and the Georgia Tech), Laboratory Learning (University of Illinois at Chicago), and Nuclear Magnetic Resonance Spectroscopy, NMR (Washington State University). The participants in these workshops were primarily faculty and staff from undergraduate institutions although at least one graduate student attended the NMR workshop that included solid-state theory and experiments. All workshops featured both a lecture period and some form of "hands on" experience usually in the form of laboratory work. Participants were provided with predeveloped material for incorporation into the relevant courses at their institutions.The program provides a subsistence per diem for qualified participants; limited travel assistance to host institution sites is also available. Additional information concerning the CWCS program, policies, admission procedures, and workshops scheduled to begin in the spring of 2002 may be found at: www.chemistry.gsu.edu/cwcs.
Bioinformatics involves the integration of mathematical, statistical and computer methods in the analysis of biological, biochemical and biophysical data. New bioinformatics courses are being developed at GSU as a joint project among the Biology, Chemistry, and Computer Science Departments.The visualization and mathematical tools taught and supported by Glactone are an integral part of these new courses.
Outreach to high schools in Georgia continues; presentations have been given in 2001 at Grady, Harper-Archer, Carver and Woodward Academy High Schools.
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); $131,000 (FY02)
Participating Institutions: South Georgia College,Waycross College
Program Narrative:
The Nightingale Mobile Clinic, which is a collaborative undertaking between South Georgia College and Waycross College, became a reality in 1996.The Board of Regents has continued the funding at $131,000 (FY01).The funding has allowed students at SGC the opportunity to work in the area of health promotion and the direct provision of care to underserved clients in rural South Georgia. Services have been taken to the client at their place of work.This has provided services to groups who may not have transportation and little in the way of money or insurance. It has been used also to promote a heart healthy lifestyle. Heart and vascular disease is the number one cause of death in the South Georgia area.The mobile clinic continues to provide students and faculty a unique opportunity in health care.
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This past year the mobile clinic has focused on the growing population of migrant workers in the area. Migrants may come from Mexico, Guatemala, Honduras, or Haiti. Georgia has experienced 120 percent increase in migrant population from 1990 to 1999 (The Atlanta Business Chronicle, August 2000).These groups of clients are twice as likely to report no health insurance.Their children begin working at early ages to help support the families. Also, because of the legal obstacles, most will not seek care in established health care facilities.
The Nightingale Mobile Clinic went to the farms with translators, and clients were more likely to appear for care. Students not only provided services but also were immersed into another culture.They experienced working with clients who spoke little or no English. Many began to learn rudimentary Spanish.This also allowed the employer to be involved with the clients health promotion activities. Most employers were supportive of the Clinic because it helped to provide a healthy work force.
South Georgia's group of Georgia Association of Nursing Students collaborated with the Georgia Nursing Association and the Satilla Health District personnel to provide a seminar that was titled, "The Hispanic Culture in the Health Care Setting."
The Clinic also has been involved in promoting a healthy lifestyle by providing clinics that examine the risk for cardiac and vascular disease.The clinic provides diagnostic laboratory tests for cholesterol, blood sugar, hemoglobin, and EKGs. These clinics have embraced a more heterogeneous group of clients.
Arrangements for these clinics continue to be made with the collaboration of community agencies, schools, churches, civic organizations, businesses, and industries.This provides the students with knowledge of community agencies.This is information that will be valuable as registered professional nurses.
The Clinic continues to find ways of providing services for both students and faculty. Faculty has the opportunity to practice and mentor in community settings.The Nightingale continues to be used in collaboration with Georgia State University in rural Colquitt County to provide services to their large migrant population. Advanced practice nursing students provide services as the GSU Nursing Program mentors them.
16. Central Georgia Program Collaboration Appropriated: $237,366 (FY99); $382,366 (FY00); $382,366 (FY01); $382,366 (FY02)
Participating Institutions: Georgia College & State University, Macon State College
Program Narrative:
The collaboration effort with Macon State College (MSC) is progressing well. During the spring and fall Semesters 2001, Georgia College & State University (GC&SU) had approximately 650 students accounting for more than 1,100 enrollments in classes offered on the MSC 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 campus. During Fall Semester 2000, the newly completed Student Services building opened providing additional classroom space. Representatives from both GC&SU and Fort Valley State University (FVSU) have worked 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 collaboration effort led to an additional agreement that will help each institution develop their new mission and provide new and much needed programs for the central Georgia area. During the year, a new Masters of Science in Criminal Justice program was approved for GC&SU and a joint undergraduate program in Public Service with a track in Criminal Justice was approved for MSC and FVSU. Beginning Fall Semester 2001, GC&SU started phasing out the undergraduate program in Criminal Justice and began offering the new Masters of Science in Criminal Justice on the MSC campus. Also during Fall Semester, MSC and FVSU began the new undergraduate program in Public Service in Macon.This collaboration will provide a seamless approach to meeting the educational needs of students in the middle Georgia region.The new graduate program will also support the increased needs of the numerous correctional facilities in central Georgia. GC&SU received approval and began offering a Masters of Accountancy at the MSC campus during Spring Semester 2001.This program provides an opportunity for students in the central Georgia area that have a bachelor's degree in accounting to take the extra accounting hours now required to take the CPA Exam.This program will also provide a seamless opportunity for MSC students receiving the new B.S. in Business & Information Technology with a Specialization in Accounting degree (provided for under this collaboration agreement) to continue their education by taking the required courses needed for the CPA Exam and to pursue a graduate education without leaving the MSC campus.

GC&SU's share of the collaboration funding for FY02

$177,366

Continued operation of GC&SU administration and faculty office at MSC

104,011

Loss revenue due to transferring undergraduate business programs to MSC

73,355

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 FY02:

Additional Operating

$15,208

Graduate Assistantships

16,114

Promotion Activities

19,134

Total

$50,456

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This collaboration has resulted in better curricular offerings while providing a full range of student support services (advising, health and wellness facilities, extracurricular student activities, library, computer labs, cafeteria, et.) for all Macon area students in a traditional campus setting.
This arrangement has also 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, students' access to both graduate and undergraduate programs has been enhanced.The centralization of 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 650 students and over 1100 enrollments.
g GC&SU's Bachelor of Business Administration undergraduate program has been phased out in Macon and MSC is offering the Bachelor of Science in Business & Information Technology.
g GC&SU's student/faculty ratio was reduced from 24 (Fall 1998) to 20 (Fall 2001).
g GC&SU began offering the Masters of Accountancy program in Spring Semester 2001, providing the coursework needed for MSC graduates from the B.S. in Business & Information Technology (with a Specialization in Accounting) program to take the CPA Exam.This degree will also assist others with an accounting degree to take the extra courses needed for the CPA Exam.
g A collaborative program was developed and approved by the Regents Office where MSC and FVSU will begin offering a joint undergraduate program in Public Service with a track in Criminal Justice, and GC&SU will phase out the undergraduate program in Criminal Justice offered in Macon. As part of this initiative, GC&SU received approval and began offering the M.S. in Criminal Justice at the MCS campus during Fall Semester.These new programs should lead to a more seamless approach to meeting the educational needs of students in the Central Georgia region.
g This has provided "one-stop shopping" for all University System Higher Education programs in Macon.
Macon State College
GC&SU and FVSU offered, through the existing cooperation agreement, 86 sections of classes in Spring 2001, 52 sections of classes during Summer 2001, and 74 sections of classes in Fall 2001 at MSC. Macon State offered support services for all students from both institutions, access to library services on the MSC campus, and the use of existing GSAMS compressed video technology.

17. Foreign Languages and International Studies: Developing Global Competence Appropriated: $127,500 (FY99); $150,000 (FY00); $150,000 (FY01); $150,000 (FY02)
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, FortValley 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 ofWest 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 development 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, USMexico 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: Kennesaw State University (lead), Fort Valley State University, Savannah State University, University of Georgia
Program Narrative:
This project constructs a common approach to African languages and area studies among participating institutions, as well as providing opportunities for USG faculty and students at other institutions. African Studies faculty and students at four campuses share curriculum and programmatic resources, enabling each institution to participate in activities that could not be sustained in institutional isolation.
Accomplishments and Anticipated Projects:
g FortValley State University hosted the fourth annual
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Southeast Model of African Unity (SEMOAU) conference,

Treetops in the Kenya highlands and to Olduvai Gorge, the

attended by over 150 students from USG institutions and

site of the earliest human species.

other colleges and universities in the Southeast. Fourteen students from SEMOAU qualified for the National Model OAU in Washington, D.C.The fifth SEMOAU conference was held in November 2001, with 63 student and 12 faculty

g Two faculty from University Cape Coast and five KSU faculty participated in faculty exchanges between the two institutions.

participants from 10 institutions.

g UGA's African Studies program has been awarded a two-year

g Georgia College and State University,Albany State University and Kennesaw State University are establishing a collaborative literacy program with the University of Cape Coast (Ghana).Ten USG students in Summer 2002 will travel to Ghana to work with primary school students who are learning English. Upon success of the Summer 2002 program, the project will become a permanent study abroad option for USG students.

grant from the Department of Education to strengthen its undergraduate African Studies and African languages programs. UGA offers a certificate in African Studies and regular courses in Swahili,Yoruba and Zulu. UGA Studies Director Dr. Lioba Moshi visited Ghana, Nigeria, Kenya and Tanzania to initiate new institutional alliances and collaborative projects with leading universities in each country. In FY01, 67 students were enrolled in the certificate program, and seven students completed the certificate requirements.

g Savannah State University offers a BA, Georgia Southern University and KSU both offer minors, and the University of Georgia offers a certificate in African Studies. Seventy students took UGA's "Introduction to Africa" course during 2000-2001. This course is required for all African Certificate students.

g Kennesaw State sponsored "TheYear of South Africa" during the 2000-2001 academic year. Activities included development of four new courses focused on South Africa and 31 public events (films, lectures, demonstrations). Eighty-seven students enrolled in one of the four courses, and more than 1100 students, faculty/staff and community members

g Kennesaw State and six other USG institutions received a

attended the public events.

two-year grant from the U.S. Agency for International Development/Association Liaison Office (ALO) to partici-

17(b) Upper-Division Foreign Language (French)

pate in a project focused on instructional technology training Participating Institutions: Valdosta State University (lead),

for basic education in Ghana. In November 2000, eight facul- Columbus State University, North Georgia College and State

ty from University of Cape Coast in Ghana trained in four University, Georgia College and State University, Georgia

USG institutions. In March 2001, two USG faculty super- Southwestern State University

vised these eight faculty in teacher training workshops with Ghanaian teachers. In November 2001, eight additional

Accomplishments and Anticipated Projects:

Ghanaian faculty trained at seven USG institutions. A

This project provides a model for offering small enrollment

Reference Guide to Instructional Technology will be compiled in upper-division courses that are not sustainable by a single institu-

Spring 2002 and distributed to teachers in Ghana. Additional tion. Using interactive distance learning technologies, required

information about the ALO project is available at

courses for French majors and minors are taught by a faculty

http://www.kennesaw.edu/internationalcenter/gh member from one institution but taken by students at all five par-

ana/aloproject/index.html.

ticipating schools.

g The University System Africa Council will host a three-week g Columbus State University, which offers a minor in

faculty development seminar to Tanzania and Kenya in May

French, joined the French Collaboration Project in fall 2000.

2002. The East African seminar is designed to introduce participants to the history, arts, culture, economy, politics, and

g The French Collaborative website has been developed, and is online at: http://www.ngcsu.edu/Academic/Arts_

ecology of the region.The program will include visits and

Let/LangLit/FRENCH/Collaborative/Main.html

lectures to the University of Nairobi and Egerton University.

Participants will also visit national institutions including

g Four courses are currently offered collaboratively. One class

Parliament, the Central Bank, a hospital and Nairobi's City

is offered in each semester; each class is offered once in a

Hall.Visits to national parks and game reserves will include

two-year cycle. Each course has an on-line computer compo-

the world-famous Maasai Mara,Tsavo, Amboseli, Serengeti,

nent (WebCT), plus a live satellite connection component

Marine, Hells Gate, and Ngorongoro.There will also be lec-

(GSAMS). Nine students successfully completed the fall

tures on women's issues, health, and AIDS, as well as a visit

2001 offering.

to a large-scale farm. One lecture will be given by leader of the Green Belt Movement, conservationist, and community activist Ms.Wangari Maathai.There will also be visits to

g Eight faculty are participating in the collaborative, representing all five project member institutions.

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g In cooperation with the Western Interstate Consortium for Higher Education (WICHE), this project underwent a costbenefit analysis as part of WICHE's effort to determine more accurately the costs for developing and delivering distance education.That study found that the French Collaborative was demonstrably more cost-effective than classroom instruction at separate institutions.
17(c) Spanish Language and Latin American Studies
Participating Institutions: Augusta State University (lead), Kennesaw State University, University of Georgia
Accomplishments and Anticipated Projects:
g 12,876 USG students were enrolled in a Spanish class in fall 2000, representing 6.3 percent of all USG students. USG institutions currently offer 26 degree programs in Spanish language and Spanish language education (21 undergraduate, 5 graduate).
g The Americas World Council sponsored a faculty development seminar to Panama in summer 2000 for 14 USG faculty. In summer 2001 the Council sponsored a similar seminar in Cuba for 20 faculty, with the goal of developing collaborative research projects and faculty/student exchanges with Cuban universities.
g The Americas World Council has initiated a collaborative Certificate in Latin American Studies, currently administered through the Center for Latin American Studies at Augusta State University.The certificate is interdisciplinary, requiring a minimum of 12-18 hours of language instruction and 12 hours of Latin American area studies courses. Courses are available to all USG students through cross-listing and GSAMS course offerings.The certificate also includes an honors option, a system-wide internship program and study abroad options.
g 94 faculty and students from USG institutions and Mexican universities are engaged in on-going collaborative research, representing 22 subject areas.This research corps has grown dramatically in the last three years, from 19 faculty participating in the 1999 Summer Institute to the nearly 100 researchers involved today.
g The Americas World Council sponsored the creation of an Archaeological Field School in collaboration with the University of Veracruz.The Field School, first opened in 2000 is a unique opportunity available to all qualified USG students.
g Five USG institutions offer an institutional minor, certificate or concentration in Latin American Studies.

17(d) US-Mexico Partnership: Transcending Borders: US and Mexico in the 21st Century
Participating Institutions: University of Georgia (lead), FortValley State University, and Georgia Southern University
Accomplishments and Anticipated Projects:
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 -- the University of Georgia in north Georgia, FortValley State University in the central part of the state, and Georgia Southern University in the south, all facing similar challenges of internationalization.
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 institutions) have been thrust into the complicated business of assisting individuals from Mexico with the problems of daily life in the US. 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, these challenges can be addressed.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, nongovernmental 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:
g 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
g provide faculty development opportunities through a costeffective exchange program to facilitate cooperative
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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 Partnership projects.
A study abroad and cultural immersion program for System students was held during Maymester 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 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 GSU, 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 GSU 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 FSVU'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.
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Finally, funding was used to hold a statewide conference in Summer 2001 on Latino issues in Georgia.The conference was hosted by UGA's Office of the Vice President for Public Service and Outreach.
17(e) English as Second Language
Participating Universities: Gainesville College (lead), North Georgia College and State University, Dalton State University and University of Georgia
Accomplishments and Anticipated Projects:
This is a pilot program to increase Hispanic undergraduate enrollment and equip more teachers with English as a Second Language training (see new Hispanic Task Force SFI Initiative on page 79). A key part of the initiative is the "English for Speakers of Other Languages Teacher and Student Resource Site" -http://troy.gc.peachnet.edu/www/human/esol/index. htm -- which was developed under this project.The site provides resources for students and teachers, as well as links to community-based resources.
17(f) Survival Spanish and Hispanic Cultures
Participating Institutions: Kennesaw State University (lead) and Georgia Southern University
Accomplishments and Anticipated Projects:
g The Center for Hispanic Cultures at Kennesaw State University is negotiating an agreement with the Spanish government to develop faculty and student exchanges, cultural programming and collaborative research. In summer 2002, USG faculty will be able to participate in faculty development institutes; the Spanish Ministry of Education and Culture and the Center for Hispanic Cultures will both offer travel subsidies to USG faculty participants selected through a competitive process.
g In spring 2001 KSU and the University of Salamanca signed an agreement of cooperation that will help expand advanced training opportunities for Georgia's public school teachers of Spanish language.
17(g) Russian Language and Area Studies
Participating Institutions: Valdosta State University (lead), Armstrong Atlantic State University, Bainbridge College, Columbus State University, Kennesaw State University
Accomplishments and Anticipated Projects:
g In 2001, the University System received a four-year grant from the U.S. Department of Defense's National Security Education Program (NSEP) to fund foreign language education online.The USG project, titled "On-Line Interactive Multimedia Instruction in Russian, Japanese, and Chinese," was among seven grant recipients selected from among nearly 100 initial applications.

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g The European Council will sponsor the 2002 European Council Faculty Seminar in Russia, with four days spent in Moscow and 16 days in St. Petersburg.
g 206 USG students enrolled in a Russian language or literature class in Fall 2000, representing a 65 percent increase in enrollment since Fall 1996.
g 16 students attended the European Council Summer Study Abroad program in St. Petersburg (June 2001).
g Valdosta State University has a visiting Russian scholar, Irina McClellan, teaching both on-campus and on-line courses. In fall 2001, 16 students at VSU were enrolled in Russian, and six students are enrolled in the distance learning course (three students from Columbus State University and three students from Georgia College & State University).Twenty-eight students are enrolled for the spring 2002 Russian courses (both on-campus and on-line). McClellan also maintains a website of on-line resources for Russian language and culture at: http://www.valdosta.edu/~ibmcclel/.
17(h) European Union Center Certificate Program
Participating Institutions: North Georgia College & State University (lead), 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 College, East Georgia College, Floyd College, FortValley 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, South Georgia College, State University ofWest Georgia, the University of Georgia, Valdosta State University
Accomplishments and Anticipated Projects:
The European Union Studies Certificate is reaching a point of maturation after years of development.The program is housed at the European Union Center of the University System of Georgia and involves 26 System institutions. On October 29, 2001,Vice Chancellor Frank Butler signed a formal "memorandum of understanding" with the University of Munich to become the program's first European partner. Similar partnership relationships with universities in other member states of the EU in the upcoming academic year are envisioned.The program consists of six courses that culminates in a certificate jointly conferred by the partner institutions.
The certificate received a grant of $370,000 to create nine web courses in the current year, with 15 courses planned over the next two years. An additional $60,000 was provided in a second-

ary grant for administrative support to the project. In terms of course development, content is prepared by teams composed of one faculty member from the System, one from the University of Munich, and an outside expert.The courses, and their faculty designers, are the following:
g Introduction to the European Union: Carol Glen (Valdosta State University) and John Van Oudenaren (Library of Congress)
g EU-US Relations: Paul Harris (Augusta State University), Nicole Schley (University of Munich), and Roy Ginsberg (Skidmore College)
g European Monetary Union: Linda Cooper (Macon State College), Andreas Kiessling (University of Munich), and Kate McNamara (Princeton University)
Each course is externally assessed by the Council of European Studies at Columbia University to make certain that quality is in accordance with professional standards. Recommended changes from this evaluation are incorporated prior to the initial offering of a course.The introductory course was taught on-line in the spring semester, 2000 and was fully subscribed.Two courses (European Monetary Union and EU-US Relations) were offered during the fall semester, 2001 with students enrolling from both the University System and the University of Munich.
A second set of seven courses was launched last year and most courses are nearing completion.These courses and their faculty designers are the following:
g Federalism and Multilevel Governance: Christos Bourdouvalis (Albany State University) and Claus Giering (University of Munich)
g Environmental Policy: Richard Reiman (South Georgia College) and Doris Fuchs (University of Munich)
g Science and Technology Policy: Nydia Hanna (Georgia State University), Ramon Maruhn (University of Munich) and Juergen Turek (University of Munich)
g Communications and the Media: Frank Barnas (Valdosta State University) and Benno Siebs (University of Munich)
g Law and Legal Systems: Hank Edmondson (Georgia College & State University), Franz Kohout (University of Munich), and Kurt Peter Merk (University of Munich)
g Doing Business in the EU and the U.S.: Karin Roland (Valdosta State University) and Joerg Ramel (University of Munich)
The goal is to have these courses available for Spring Semester, 2002.
Aside from the web course initiative, three System institutions offered an introductory course on the European Union dur-

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ing the fall semester 2001. It is significant that none of these institutions had a previous course on the EU until the program. In an effort to elevate awareness of the certificate, program director Brian Murphy visited 17 campuses last year to meet with faculty, students, and administrators and he is arranging similar visits for the Spring Semester.This outreach initiative was followed by a steering committee meeting on October 22 in which representatives from most participating campuses reviewed the certificate's status. Since the program is a collaborative undertaking, a decision was made to delegate responsibilities among the various institutions to demonstrate the system-wide character of the certificate.To date, six institutions have volunteered to shoulder key aspects of the program:
g Curriculum development (GSU)
g Internship coordination (ASU)
g Student advisement (CSU)
g Two-year institutions (Middle Georgia College)

sionals 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 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 World Wide Web resources are discovered.The website serves as a portal to a variety of other World Wide Web 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 broadly accessible through connectivity from the Regents' Office of International Education home page: http://www.usg.edu/oie.

g Study Abroad opportunities (VSU)

g Model EU program (KSU)

This "buy-in" illustrates a high level of institutional support and should solidify the certificate as an integral element of the University System.

In a significant step, a retreat was conducted for students involved in the certificate. Each institution in the consortium was requested to send a student delegate and 22 complied. From March 29-30, 2001, the students participated in a series of events that included discussions with faculty, an academic conference, and a half-day program designed to launch the nation's first student association on the EU.The organization -- named the European Union Student Association (EUSA) -- elected a set of officers, drafted a constitution, and formulated a tentative schedule of activities for the upcoming year (2001-2002). EUSA is in the process of uploading a website and laying the foundation for an EU simulation competition.The level of student enthusiasm is reflected in the attendance of EUSA's president and vice president at the biannual conference of the European Community Studies Association in Madison,Wisconsin.

17(i) Survival Language Skills for Traveling Professionals

Participating Institutions: University of Georgia (lead) and Georgia State University

Accomplishments and Anticipated Projects:

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 World Wide Web or through computer assisted instructional products.The primary objective of this project is to provide students, faculty, and other profes-

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12. TEACHER PREPARATION INITIATIVE
Appropriated: $3,000,000 (FY00); $3,000,000 (FY01); $3,000,000 (FY02).
The goals of this initiative are:
1. To ensure that every teacher prepared by the University System institutions; d Has deep content knowledge in every subject included on teaching certificate; d Can manage classrooms and can use information technology effectively; d Is accomplished in helping students from divers 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 purposed 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; d To balance teacher supply and demand by subject field and geographic region d To end out-of-field teaching.
7. To increase the priority given to teacher preparation within University System institutions.
Coordinator: Jan Kettlewell, Associate Vice Chancellor for Georgia P-16 Initiatives: 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 underway in all 15 University System institutions that prepare teachers.
Effective with the graduating class of 2002, the University System will "guarantee" that: d All early childhood teachers will have 12-semester hour concentration in both reading and mathematics; d All middle school teachers will have two 12-semester hour concentration from among English, mathematics, science and
social studies; d All high school teachers will have an academic major; d All teacher candidates have demonstrated effective performance in the use of technology and in classroom management; d All teacher candidates have demonstrated success in helping students from diverse groups achieve at high levels; d All school administrators and school counselors have demonstrated success in putting in place those conditions that support
teacher success in improving student learning; and d All current teachers who receive graduate degrees are prepared (if they choose to do so) to seek National Board
Certification.
Progress to date:
During FY00 strong progress was made in reaching the following expectations:
g Increased requirements for majors and minors;
g Increased hours field experiences for teacher candidates;
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g Higher admission requirements; and
g Collaborative responsibility for the preparation of educators by education, arts and science, and school faculty.
During FY01 strong progress was made in reaching the following expectations:
g The 98 Principles were refined with special emphasis on preparation programs for educational leaders;
g Campuses increased their marketing efforts to increase the number of candidates who qualify for HOPE scholarships;
g Mentoring programs were developed for graduates during their first two years of teaching (begins with graduating class of 2002);
g Plans were implemented to ensure that teacher candidates are able to demonstrate sufficient depth of knowledge in all subjects included on teaching certificate to bring students from diverse groups to high levels of learning; to use technology effectively; to manage classrooms effectively; and to diagnose difficulties in reading and mathematics and know what to do about them.
Plans for FY02 focus on continuing to implement all aspects of the Principles.
2. Joint Accountability for Teacher Preparation: Colleges of Arts and Sciences, Colleges of Education:
Teacher education is no longer the responsibility of colleges of education. All 15 University System institutions that prepare teachers 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 outcomes listed above for the "guarantee".
3. University System Reading Consortium (jointly funded with the P-16 Initiative):
Through the Reading Consortium, current classroom teachers in all subject fields and grade levels have access to three reading courses through 13 University System institutions.These courses are available to teachers in two formats: summer institutes and distance education. Currently there are 13 institutions participating in the delivery of this program.The Summer Institute completion/enrollment figures have reached 172, the Distance Learning Model completion/enrollment figures have reached 274, and on-campus/field-based courses have reached 266, for courses delivered to a total of 712 teachers. For FY01, 172 teachers completed all three courses needed for the Reading Endorsement.The second University of Georgia Reading Forum featured Secretary of Education Richard Riley as the keynote speaker and was attended by 165 Reading Institute participants. In addition to maintaining a website, participants in the Consortium increased public awareness of effective approaches to improve student reading abilities by presenting at 7 literacy conferences, 2 in-service meetings, and 3 university seminars.

4. Expanded access to Ed.D. programs to strengthen school leadership:
d A new Ed.D. program at the State University of West Georgia;
d The University of Georgia and Fort Valley State University are collaborating in the implementation of Ed.D. programs in central Georgia;
d Georgia Southern University and Augusta State University are collaborating in the implementation of Ed.D. programs in the Augusta area;
d Valdosta State University, Columbus State University, and Albany State University are collaborating in the implementation of Ed.D. programs in the Columbus area.
Partnerships with Public Schools
All University System institutions that prepare teachers are working in partnership with the public schools to create "partner schools" (or to seek approval for an alternative to meet the following goals). A partner school is a regular P-12 schools, with no change in mission and governance, that chooses to enter into partnership with a university to work on at least 4 goals: 1. Preparation of new educators (teachers, counselors, adminis-
trators); 2. Increased learning of P-12 students; 3. Professional development of school and university faculty; 4. A focus on continued improvement of the school and educa-
tor preparation programs.
The graduating class of teachers in May 2002 will each have completed the equivalent of a full academic year of field experience 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, the Georgia Partnership for Excellence in Education and the Georgia Teacher Center) 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 of $9.7 million to support implementation of this plan.This plan moves forward the Regents' 1998 and 2001 Policy on the Preparation of Educators for the Schools.
Two key dimensions of this plan are: 1) Creation of Georgia's Educator Workforce Research and Development Division (EWRADD), (formerly the Georgia Teaching Force Center), and 2) Business-to-Teaching Program:
1. The EWRADD is charged with the following:

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Analysis and Forecasting:
d Teacher supply and demand by subject field, grade level, and geographic region;
d Supply and demand for mentor teachers and master teachers;
d Changes in population and distribution of school-aged children and youth;
d Utilization of the HOPE scholarships; d Attrition rates of teachers and administrators; d Projections to governor of funding issues related to
Georgia's teaching force. Clearinghouse to School Districts:
d For all qualified applicants for teaching positions; d For access to a qualified teacher through distance
technology;
d For "back-up" personnel when full-time qualified teachers are not available.
Marketing Teaching as a Profession: d To sophomores who score well on PSAT; d To individuals in other fields who may wish a second
career as a teacher; d To paraprofessionals; d To minorities; d Concept of using part-time teachers and sharing teach-
ers among schools. Marketing School Administration: d To managers from the private sector; d To nationally board certified teachers with an interest in
school administration. Coordinating a Statewide Program Modeled after the Teacher Cadet Program: d To increase the college pool of teacher candidates.
2. Business-to-Teaching Program
The University of Georgia, in partnership with other University System institutions, has developed Georgia's Businessto-Teaching Program to attract second career individuals (particularly from the corporate sector) into teaching in critical shortage fields.The program began fall 2000 and includes the following dimensions:
g Diagnostic assessment and individual advisement of each candidate;
g Electronic technology-based delivery, with some faceto-face interaction;
g Nontraditional packaging of instruction; g Weekend learning opportunities; and g Marketing of the program.
Business-to-Teaching courses went online in: g FY00 in Occupational Studies and Special Education.
(These students have now completed their program.)

g FY01 in Science and Mathematics Education g FY02 in Early Childhood, English as a Second Language
(ESOL) and English/Language Arts
Currently 370 students are enrolled in various programs offered through the Business-to-Teaching program.
Teacher Preparation as High Priority in the University System
All presidents in universities that prepare teachers are required to submit written verification of institutional policies that:
g Support increased participation of teacher preparation faculty in the public schools;
g Support the efforts of faculty to model effective teaching; and
g 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 FY02 in three categories:
1. Strengthening teacher preparation in reading, mathematics and other core areas: g $916,200 was allocated to system institutions that prepare teachers to hire 26 faculty members in these areas to strengthen the content preparation of teachers, with emphasis at the early childhood and middle grades levels. g $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 P-12 teachers.This consortium is jointly funded through the Teacher Preparation Initiative and the P-16 Initiatives.
2. Linking Schools and Colleges in Teacher Preparation: g $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.
3. Expanded Access to Doctor of Education (Ed.D.) Programs: g $800,000 has been allocated to the University of Georgia to offer the Business-to-Teaching Program.This amount has been matched by $400,000 in external funding through Georgia's Title II grant. g $30,000 has been allocated to support development of the Georgia Teaching Force Center.This amount has been matched by $327,983 in external funding through Georgia's Title II grant.
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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); $500,000 (FY02) The goals of this initiative are:
g The University of Georgia and FortValley State University have entered into a partnership to offer three doctoral programs in education in middle Georgia.
g To make doctoral study in education available to residents in middle Georgia. Coordinator: Jan Kettlewell, Associate Vice Chancellor for Georgia P-16 Initiatives: email address - jkettlew@mail.regents.peachnet.edu
Initiative Update:
The distribution of these funds between the two institutions is worked out cooperatively between parties on both campuses. During FY01, UGA received $200,000 and FVSU received $300,000.
g UGA has offered all three programs for some time. Students in the program will earn the UGA degree.The programs offered are: d Educational Leadership (for school leaders); d Adult Education (for instructors in adult literacy education programs, and other education programs for adults); d Occupational Studies (for career educators in secondary schools and technical colleges).
g UGA provides courses on-site, via distance education technology, and at FVSU sites in the Macon area, FVSU faculty offer some of the courses.
g UGA graduate faculty comprise the majority of doctoral committee members. FVSU faculty serve on committees, participate in advising, and take an active role in recruiting students into the program.
g FVSU and UGA share resources for costs associated with distance education technology, library and instructional support. g FVSU has hired a new graduate dean to help shepherd development of graduate programs at FVSU. g Fifty-three students have enrolled to date.

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14. GEORGIA TECH REGIONAL ENGINEERING PROGRAM (GTREP)
Appropriated: $2,000,000 (FY00); $2,000,000 (FY01); and $3,000,000 FY02
The goals of this initiative are:
g 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;
g To enhance access to engineering education in areas of the state with cyclical shortages in key engineering fields; and
g 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 - Academics and Fiscal Affairs: email address -Dan.Papp@usg.edu
Initiative Update:
Program growth and success continues for the Georgia Tech Regional Engineering Program (GTREP) during its third year of operation.This unique academic partnership, led by Georgia Tech and including Armstrong Atlantic State University (AASU), Georgia Southern University (GSOU) and Savannah State University (SSU), continues its successful collaboration.
GTREP's initial focus was on implementing the undergraduate Computer Engineering and Civil Engineering degree programs. This has been successfully accomplished as shown by GTREP's Spring 2002 enrollment of approximately 170 freshmen, 100 sophomores, 35 juniors and 20 seniors.This enrollment is greater than originally projected and attests to the strong interest in the program and a greater than anticipated pipeline of students.The investment made in bringing engineering education to southeast Georgia has laid the foundation for a success. It justifies continued investment in GTREP, which is expected to grow rapidly in coming years.
GTREP graduated its first eight students in December, 2001 with B.S. degrees in engineering. One student graduated with "Highest Honor," two students graduated with "High Honor," two students graduated with "Honor," and one student graduated with Co-op designation.The grade point average of this first graduating class was 3.29.The computer engineering and civil engineering programs will undergo ABET accreditation review in Fall 2002.
Additional electives are being added to undergraduate instructional programs to broaden opportunities.Thirty courses are being taught in Spring 2002. Master degree instruction in electrical and computer engineering, mechanical engineering, and civil and environmental engineering started in January 2001 using on-line and traditional instructional methods. Research programs started in August 2001.
GTREP currently has 11 faculty, six in computer engineering and five in civil engineering. Eight have $1.5 million in externally funded research projects. Expanding GTREP's applied research activities in conjunction with local industry and other regional academic institutions to enhance existing industry and to attract new industry to southeast Georgia is a primary GTREP objective. GTREP stresses interaction with organizations such as the Business and Education Technology Alliance and Savannah Economic Development Authority to attract companies to southeast Georgia through incubator and other initiatives. GTREP also provides the educational component of an ICAPP project between the State of Georgia and Gulfstream Aerospace Corporation (GAC) in Savannah, which is designed to enable GAC to fill its need for electrical engineers with expertise in aviation electronics;
GTREP currently leases 18,000 square feet at Chatham Center, which serves as GTREP's hub.This facility has faculty and staff offices, research labs, videoconferencing facilities, and graduate instruction facilities. GTREP also continues extensive utilization of space at partner institutions. A memorandum of understanding with the Savannah Economic Development Authority about a gift of land at the Technology and Engineering Campus will be signed in January 2002. Site clearing and grading work is completed.The Georgia Department of Transportation has committed $1.35 million for paving and sidewalks.The groundbreaking date for this facility is Spring 2000. The target for move-in is August 2003.
In conjunction with the Chancellor's Office and Board of Regents, GTREP also plans to conduct an assessment of potential areas for expansion of undergraduate programs.
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15. YAMACRAW INITIATIVE
Appropriated: $14,075,000 (FY2000); $17,686,890 (FY01); and $21,210,944(FY02)
The goals of this initiative are:
g to create worldwide recognition of Georgia as a global center for the design of broadband systems, devices and chips;
g to develop at least 2,000 new jobs in Georgia for computer scientists and computer, electrical and software engineers in broadband product design companies;
g to increase by at least 2,000 the supply of computer scientists and computer, electrical and software engineers with training appropriate for broadband product design;
g to help at least 10 companies to establish broadband product design operations in Georgia by startup, expansion, relocation or creation of new divisions; and
g to establish a venture capital fund enabling startup broadband product design companies to grow in Georgia. The education goals of this initiative are: g to recruit and hire new faculty; g to continue curriculum changes; and g to continue professional education efforts
Coordinator: Daniel S. Papp, Senior Vice Chancellor - Academics and Fiscal Affairs: email address - Dan.Papp@usg.edu
Overview:
Yamacraw is a unique strategic economic development initiative that is making Georgia a world leader in the design of broadband (high-speed) communications systems, devices and chips.The initiative combines the efforts of private enterprise, academia and state government to leverage Georgia's existing high-technology base and its emerging global leadership in broadband technology research.Yamacraw focuses on three targeted areas of broadband technology: broadband access devices, embedded software and systems prototyping.
Initiative Update:
Building on a strong start in year one (FY00),Yamacraw's Education Program had a highly successful second year of operations. The highlights of the year can briefly be summarized under New Graduates, Faculty Hiring, Collaborative Efforts, Special Programs and Continuing Education.
New Graduates Yamacraw has as one of its objectives the education and recruitment of 2,000 new electrical and computer engineers, software
engineers, and computer scientists by 2005. The major part of this goal will be met by increasing the output of graduates with such degrees and specialization courses inYamacraw-related areas.
Prior to the initiation ofYamacraw, Georgia Tech was graduating about 400 students per year with these credentials. A primary goal of theYamacraw education effort is to increase the number ofYamacraw-ready graduates to more than 1,000 per year.This goal will be accomplished through growth in the programs at Georgia Tech and the development of Yamacraw-related specializations in the computer science and software engineering programs at the other sevenYamacraw universities.
Newly hiredYamacraw faculty and other faculty withYamacraw expertise have modified relevant curricula and expanded course offerings inYamacraw areas. Results through the first two years were outstanding. In FY00, the number of graduates grew to 613. In FY01, 725Yamacraw-ready graduates were produced. Significantly, 100 of these FY01 graduates were at universities other than Georgia Tech, showing a substantial return already on the investments made in new faculty at those schools which were not producing
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any graduates withYamacraw specializations only two years earlier.With steady increases in production expected at allYamacraw universities, the goal of 1,000 graduates per year appears within reach.
Faculty
During FY01,Yamacraw universities hired 17 additional Yamacraw faculty, joining the 22 hired during FY00.Three of these new faculty were hired at Georgia State University, seven at Georgia Tech, two at Southern Polytechnic State University (SPSU), and two at the University of Georgia. In addition, Armstrong Atlantic State University, Georgia Southern University, and Kennesaw State University each hired their firstYamacraw faculty members.
TheYamacraw team of researchers and professors includes the best in the country. For example:
Professor Bob Cook, Georgia Southern University. Professor Cook is former chair of the University of Mississippi's Department of Computer and Information Science. Prior to Ole Miss, Cook was a researcher at Sun Labs and Microsoft, among other positions held.
Assistant Professor Manos Tentzeris of theYamacraw Broadband Access Devices team received the National Science Foundation CAREER Award in FY02. Two of his students, Nathan Bushyager and Brian McGarvey, received a prestigious "Best Paper" award by the Applied Computational Electromagnetics Society at its most recent annual symposium.
Faculty recruiting efforts at each of the eightYamacraw universities continue asYamacraw officials work toward the goal of adding a total of 85-90 new faculty by the end of the Yamacraw initiative. In addition to theYamacraw-hired faculty, the University System of Georgia (USG) has more than 100 faculty researchers with expertise inYamacraw-related areas.
Collaborative Efforts
To furtherYamacraw's import and reach within Georgia, the USG has emphasized inter-university collaboration by creating two consortiums and a faculty mentoring program.The first consortium joins Atlanta-area universities in the planning of education and research programming inYamacraw areas.
The second, which includes AASU, Georgia Southern University, Savannah State University and Georgia Tech, takes advantage of the synergies among these universities created by the Georgia Tech Regional Engineering Program.
Under the mentoring program, faculty members at state universities have worked and will be working with Tech faculty to help enhance their knowledge and capabilities in Yamacraw areas. In December, for example, Dr. Jim McClellan of Georgia Tech's School of Electrical and Computer Engineering addressed 18Yamacraw faculty from six schools on the topic, "Teaching

Digital Signal Processing with MATLAB."
Special Programs
On June 4-8, 2001, Southern Polytechnic State University hosted 10 math, science, and technology teachers from Cobb County high schools for a five-day enrichment program.This program, funded by theYamacraw Education effort, included presentations by numerous faculty members at SPSU on topics in mathematics, science, computing, and applications ofYamacraw research efforts. Also included were tours and lab sessions.The program received strong positive reviews by the participants, who are key to ensuring a pipeline of well-prepared students who will pursue high-tech careers in computer science, computer engineering, and software engineering in the state of Georgia. This pilot program's success shows the value of building relationships between the University and the area high schools.
Continuing Education
In FY01, the Continuing Education programs at Georgia Tech and SPSU offered more than 25 courses inYamacraw areas. Considerable effort went into developing on-line materials for short courses in a number ofYamacraw areas during the second year.With this preparation, it is expected that SPSU will work closely with member companies to meet their needs by offering courses in innovative ways during the coming year.
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: Research Budget:
System Prototyping received $1.2 million forYear 2; 18 faculty and 16 graduate students participated. High-Speed Access Devices received $1.85 million forYear 2; 16 faculty and 70 graduate students participated. Embedded Software received $1.95 million forYear 2 with 45 faculty and 50 graduate students participating. Research responsibilities, particularly in the embedded software program, were distributed among Georgia Tech, Southern Polytechnic State University, Georgia State University, the University of Georgia, Kennesaw State University and the Georgia Tech Regional Engineering Program.
Of note:Two of Yamacraw's research thrust leaders received academic awards from Georgia Tech in FY02: Vijay Madisetti for Outstanding Doctoral Thesis Advisor and Joy Laskar for Outstanding Faculty Leadership for the Development of Graduate Research Assistants. In addition, Laskar was named Georgia Tech's Pettit Chair of Electronics in FY02.
Design Center
Currently, 16 companies (Starcore, Broadcom, National
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Semiconductor,Wi-LAN, Echostar Data Networks, CIENA, Nortel Networks, Cypress Semiconductor, IDT, BellSouth, Barco, Movaz, MCT, Cirrex, H.O. Systems and Intracom) have signed on as industry members to the Design Center with various projects directed to each of the three research areas.
In addition,Yamacraw has eight emerging companies - five of which were funded by theYamacraw Seed Capital Fund (RF Solutions, Ardext, Quantira, Quellan and iVivity), and three that were not (SecureWorks, Luxcore and Cermet Inc.). State investment in the Seed Fund companies was leveraged at a rate between 3:1 (Ardext) and 98:1 (iVivity).
Collectively, theYamacraw companies have committed to hire more than 3,000 design professionals within the next five years; more than 1,000 positions already have been filled.

FY2002 ACCOUNTABILITY REPORT

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16. INVESTING IN EXCELLENCE AT HISTORICALLY BLACK UNIVERSITIES
Appropriated: $2,640,000 (FY01); and $2,640,000 (FY02)
The goals of this initiative are:
g 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;
g to match federal funds provided to FortValley 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, Faculty Affairs: email address - jwolfe@usg.edu
Initiative Update:
Albany State University Amount Allocated: $500,000
The primary focus of Albany State University was the development of the University's Image Enhancement Communication Network.The Image Enhancement Communication Network includes the use of radio publicity, in-house television station and targeted degree offerings. Central in the network was the plan to enhance and/or improve the image of Albany State University. Development of Proposal for Bachelor of Arts Degree in Mass Communication:
The Board of Regents approved the establishment of the major in Mass Communication under the existing Bachelor of Arts at its August 8, 2001 meeting.The first two courses will be offered during Spring Semester 2002.The University is in the process of readvertising positions for the faculty for the program upon approval by the Georgia Office of Planning and Budget. Other:
The University was able to secure the services of a university web master, a television producer/director, and two communications officers as part of the development of the Image Enhancement Communication Network.
The University is in the process of upgrading the programs that are aired on the local cable Channel 19, enhancing the Albany State University Web site and hiring faculty and other personnel to enhance and/or improve the image of the University.
Fort Valley State University Amount Allocated: $206,000 -- plus $1,434,000 to fulfill land-grant mission
The funding supports the following three programs: f Center for Academic Excellence f The Global University f The Mass Communications Degree Program The Center for Academic Excellence (CAE): Physical space ahs been identified and renovated to house the Center. Five hundred entering freshman registered through the Center during the Fall Semester 2001. Approximately 40 academic advisors and support personnel assisted freshmen with schedule planning, testing and planned workshops that focused on new student orientation. A comprehensive program,The FreshmanYear Experience, has been developed. Fourteen trained mentors have been assigned to work with forty freshmen enrolled in Freshman Orientation classes during Fall 2001. A state-of-the-art Reading Lab has been completed and equipped with up-to-date technology
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The CAE also provides professional development activities for faculty and staff.Two faculty members and one recruiter attended the 15th Annual Noel-Levitz Conference on Student Retention in New Orleans in July 2001. Four faculty members and the Vice President for Academic Affairs attended the Annual Conference on the FirstYear Experience-Students in Transition Held in Houston,Texas, February 2001. Four counselors/advisors and the Assistant Vice President for Academic Affairs attended the Georgia Advisors Drive-In Workshop held at Abraham Baldwin Agricultural College in March, 2001.
The Global University:
Fort Valley State University has undertaken a major initiative to internationalize it curriculum.Ten faculty members participated in a professional development activity in which they traveled and visited four major universities in Nigeria and Ghana. Partnerships were established in several disciplines resulting in innovative collaborative projects in sports development, land management, entrepreneurship, and agricultural research and development. A Memorandum of Understanding has been signed with Abia State University to facilitate faculty and student exchange programs to begin in Spring 2002.
Fort Valley provided partial support for the residency of its first Fulbright Scholar who worked with the faculty in the History Department to development courses leading to a concentration in African Studies. The faculty completed a new program proposal for a baccalaureate major in International Studies. A new degree program proposal, a baccalaureate in Liberal Studies, with an international studies component had also been developed. Both will be submitted to the Board of Regents for approval consideration.

College of Business Administration:
A search is underway to replace an accounting professor.The library holdings specific to business have been enhanced.
Mass Communications:
State-of-the-art equipment has been acquired, therefore, funds will be redirected to hire a second person for Urban Studies and provide operating expenses for the program.
Masters in Urban Studies:
One faculty member has been hired and a search is under way to fill the other faculty position. Library holdings specific to Urban Studies have been enhanced.The program office is now operational.
Institutional Advancement:
A search is underway to replace the director of development. A coordinator of donor relations has been hired. Infrastructure necessary for development and fundraising has been established.
Integrated Pipeline:
The first cohort of 15 students was successful. Planning is underway for second year. Another cohort will be added in 2002.

The Mass Communication Degree Program:

Mass Communication faculty upgraded instructional methods to maintain pace with rapid changes underway in the discipline. Faculty also participated in several faculty development efforts that incorporated state-of-the-art technology into course revisions.

Departmental membership in the Association for Education in Journalism and Mass Communications (AEJMC) is being completed and preparation is being made for a spring 2002, accreditation site visit from AEJMC. One new faculty member has been employed. Equipment required to sustain programmatic offerings has been acquired.

Savannah State University Amount Allocated: $500,000

The focus areas include:
f Enhancement of the College of Business Administration, Urban Studies, Mass Communication, Institutional Advancement and
f Establishment of the Integrated Pipeline Program.

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17. HISPANIC TASK FORCE INITIATIVE
Appropriated: $375,000 (FY01); $375,000 (FY02)
The goals of this initiative are:
g 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;
g To support campus-based initiatives and pilot programs that are responsive to the needs of Hispanic students; and
g 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: Richard Sutton, Senior Advisor for Academic Affairs and Director of International Programs: email address Richard. Sutton@usg.edu
Initiative Update:
Participating Institutions: University of Georgia (lead), Dalton State College, Gainesville College, North Georgia College & State University.
AUniversity System consortium consisting of four USG institutions in the northern third of the state is implementing 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. In early 2001, the consortium initiated five specific projects to address the two primary goals of this initiative.These projects are being 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.
This initiative was originally funded at $375,000 for FY02, but the project budget was reduced in November 2001 by $100,000 (27 percent) as part of mandated cuts in state agency operations. Despite this curtailed level of financial support, all elements of the initiative have continued but at more modest scale.
Teaching of English as a Second Language
Two new pilot programs are being undertaken 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.These programs were chosen because of their potential to show immediate and long-term results.
The goal of the first component is to increase the number of ESOL-prepared K-12 teachers in Georgia by providing web-based certification coursework in the teaching of English as a second language to teachers across the state.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 is providing solutions to these constraints by offering classes to teachers via the Internet, increasing publicity of courses, and increasing incentives for teachers to participate.The project is training USG faculty 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.
In early 2001 the program was publicized to every USG institution and piloted with teachers from Clarke County. A total of 13 (out of the original 14) participants completed the first round of training held over two days in Spring 2001.The follow-up web-based course was conducted in December 2001. In Spring 2002 these trained ESOL instructors will offer endorsement coursework to an
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estimated 50-60 K-12 teachers throughout north Georgia. Additionally, linguistic and cross-cultural training will extend to approximately 200 high school counselors in the GainesvilleAthens area.
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-service) requirement.This program targets undergraduate freshmen and sophomores and will serve as a tool to increase interest in ESOL through participatory learning experiences.The program will help students see the 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. As part of the project, a call for proposals was developed and distributed to System institutions in Spring 2001. More than 40 projects were submitted involving undergraduate students interacting with Latino school children through service learning experiences.The projects range from traditional tutoring or mentoring and literacy development, to drama production, poetry writing, photography exhibitions, and bike riding. Along with involvement of K-12 schools, the projects involve several community organizations such as Girl Scouts, the Hispanic Community Theater, and a local bicycling club. More than 30 service learning projects began in Fall 2001, bring together 200 USG students with over 800 Latino middle- and high-school students in the Dalton-Dahlonega-Gainesville region.
Outreach and Marketing:
Three projects will provide information and support for Hispanic students and their parents to encourage pursuit of postsecondary 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 component of the Outreach initiative is the "Stepsto-College" program for middle school and high school students, which builds upon an effort currently underway 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 students to participate in a five-week program that introduces them to the post-secondary environment, establishes on-going mentoring relationships, promotes utilization of English language skills, and helps them prepare for graduation tests.Two highly successful

Steps-to-College programs were held in June-July 2001 on the campuses of Gainesville and Dalton State College. In Gainesville, 96 students participated in the program and in Dalton, 45 students participated.Year-round follow-up programs were developed and implemented to bring the students back to the campuses for tutoring and mentoring during the school year. Variants of the summer program will be replicated at North Georgia College & State University and the University of Georgia in Summer 2002.
The second project component, Direct School Linkages, is designed to respond to specific educational needs of Latino K-12 students on a school-by-school basis.Through the program, ESOL teachers and counselors collaborate with System faculty to develop modules to enhance ESOL students' academic success, thereby increasing the prospects for these students to graduate from high school and continue with post-secondary education. In Spring 2001 the Direct School Linkages application forms and program guidelines were developed and publicized to school systems of Hall County, Gainesville City, Forsyth County, Lumpkin County, Dalton, and Athens-Clarke County. Public school teachers submitted proposals for Direct School Linkage projects that began in Fall 2001, affecting nearly 1,200 Latino students in elementary, middle, and high schools.
The third component 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 is also developing a bilingual website targeting Hispanics, with links to post-secondary educational resources and mentoring programs. Progress on this project has slowed in light of budget restrictions.

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18. 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), $6,309,348 (FY02)

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 analyze,
project, and respond to changing state and regional needs.

Coordinator: Annie Hunt Burriss, assistant vice chancellor for Economic Development: email address Annie.Hunt.Burriss@usg.edu

Initiative update:

ICAPP, which was started in FY 97, was funded in five parts in FY 02:
1. ICAPP Advantage: $2,671,073
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.

Number of Graduates Projected Graduates Actual Graduates

ICAPP Advantage Graduates -- 2001
K E Y 64 60 50 45

20 20

20 18

20 20

19 19 12 11

In addition to the direct impact of these new jobs, an ICAPP study found additional economic benefits:
g USG institutions are more entrepreneurial, responding to expressed business needs.

Total Zcorum Core Mgt. Zcorum Lockheed MedRite UPS

Systems GCSU Macon St. NGC&SU Martin Darton Ga. State

Columbus

So. Poly.

P r o j e c t

g Public awareness of USG technology education offerings raised significantly by ICAPP Advantage. g USG institutions more involved in local economic development, and, for some, new regional leadership roles.

ICAPP Advantage projects announced since November 2000 include:

Newly Announced Projects:

g Robins Air Force Base (Georgia College & State University) - ICAPP will help prepare 30 Georgians to fill positions as Procurement Officers, with average starting salaries of $30,000.This project strengthens the unique Federal/State partnership that Georgia has with Robins Air Force Base.

g Gulfstream (Armstrong Atlantic State University, Georgia Southern University, Savannah State University, and Georgia Institute of Technology) - ICAPP will help educate at least 60 of the 200 engineers Gulfstream needs over the next four to six years.

g UPS (Georgia State University and Kennesaw State University) - 17 Georgians have been educated as Web Content Developers or Web Software Developers during the program's first year.

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Continuing Projects:

g Employers searched resumes of USG students and alumni

g ZCorum (North Georgia College & State University) - 18 ICAPP graduates

more than 10,400 times from February 2000 to December 2001.

ICAPP Advantage Graduates -- Yearly Total to Date

310 K E Y
273
250 236

200 152

202 195 190 160

to date, 9 have accepted jobs at ZCorum and 9 accepted jobs with other companies.

g Students and alumni searched job listings more than 144,650 times during the same time.
g GeorgiaHire.com began partnerships with eight private Georgia colleges in 2001, and work continues to bring on more private college partners.The new private college partners are Agnes Scott College, Brenau University, Brewton-

Number of Graduates Projected Graduates Actual Graduates

79

70

na

na 15 na

1997 1998 1999 2000 2001 2002 2003 2004

g ZCorum (GC&SU) - 64 graduates to

Parker College, Emmanuel College, LaGrange College, Morris Brown College, Oglethorpe University, and Paine College.

date.The institution reports that the ICAPP project moved labs ahead by 3-4 years in new technology, especially the networking labs, and moved department faculty capabilities ahead by at least 3-4 years in obtaining training and gaining technical expertise.

g Regional Tours -- Knowledge is Power: Planning is underway for a series of meetings statewide during 2002 for local University System personnel in economic development roles (cooperative extension, SBDC, EDI, etc.), local economic developers, community leaders and elected officials.

g Lockheed-Martin AERO (Southern Polytechnic State

The goal is to make the University System more accessible

University) - 20 software engineering graduates to date, all

for economic development and to create regional economic

employed by Lockheed-Martin AREO. 40 students in classes

development networks. More than 80 USG leaders attended

currently. Lockheed-Martin AERO was recently awarded a

an ICAPP-sponsored meeting November 19 to begin this

large federal contract.The ICAPP program continues, with

statewide network of economic development leaders.

30 graduates projected for 2003 and 15 for 2004.

USG Commercialization Study: ICAPP contracted with

g Total System Services (Columbus State University) - 795

The Washington Advisory Group to study USG's research

computer programmers have been educated to date.

commercialization policies and make recommendations to

Another 50 are expected to graduate during next fiscal year.

create an environment that supports commercialization, to

Recently Completed Projects:

stimulate technology development and technology transfer, to increase USG research's contributions to Georgia's eco-

g ComputerLogic, Inc. (Macon State College) - 19 graduates began employment with the company in January 2001.

nomic development, to produce income for inventors and institutions, to help existing companies pursue innovations,

g Core Management (MSC) - 20 graduates; 18 began employment with the company in May 2001.

and to create new technology-based companies in Georgia. The final report is expected in early 2002.

2. ICAPP Access: $ 143,275

SBIR Resource Program: In partnership with the Georgia Power Foundation, ICAPP began funding the SBIR

ICAPP Access provides easy Web access to the vast

Resource Program in June 1999 to help Georgia companies

resources of the University System for Georgia businesses at

with less than 500 employees get Small Business Innovation

www.icapp.org, which was launched in 2000.

Research (SBIR) and Small Business Technology Transfer

g GeorgiaHire.com: At www.GeorgiaHire.com, companies can keyword search the resumes of people educated at Georgia's colleges and universities to target people with the skills and experience they need, then email that targeted list with information about job openings and the company.

(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 Programs involves all 34 institutions of the University System, and is coordinated by Kennesaw State University.

g At any time during the last year, between 7,000 and 8,000 student and alumni resumes were active on GeorgiaHire.com (there is an automatic timer that deactivates resumes after 180 days).

The program has helped three Georgia companies secure more than $1 million in SBIR funding. It also has created several strong partnerships with business incubators and venture groups in Rome, Carrollton, Augusta, Savannah, Atlanta, and

g More than 117,000 students and alumni have registered their

other areas around the state.The program is currently work-

resumes on GeorgiaHire.com from its beginning in February

ing with seven Georgia companies to prepare SBIR grant

1999 through November 2001.

proposals.

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3. ICAPP Needs Assessment: $ 55,000
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:
g 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 USG data for the first time.
g Georgia Small Business Needs Assessment Survey: More 900 surveys received.The final report is complete, and the executive summary was published in "The Georgia Advantage."
4. ICAPP Strategic Response Initiatives: $ 1,120,000
The ICAPP Strategic Response Initiative creates model academic programs to address the shortages of specific professionals in Georgia. Accomplishments since November 2000 include:
g Darton College: Provided skills-assessments and from these assessments, meet the identified training needs of businesses in southwest Georgia, allowing the Division of Contenting Education to form relationships with those businesses for future service. The Continuing Education Division of Darton College was able to bring its training to the areas of southwest Georgia in greatest need.
g Middle Georgia College/Georgia Institute of Technology: ICAPP funds are being used for the start-up of the Georgia Tech Information Technology (IT) Solutions Center and Information Architecture (IA) and Information Technology (IT) associate degree programs in Dublin, Georgia. Achievements to date include:
f Three IT workshops and 11 IT implementation projects were provided to businesses during the first six months of calendar year 2001. Eighty six percent reported that they took action on Georgia Tech's recommendations, 57 percent reported savings and 50 percent reported increases in sales.
f Heart of Georgia Metal Crafters in Eastman reported an anticipated increase in sales of $1 million and creation of 25 new jobs due to assistance from Georgia Tech. Heart of Georgia Metal Crafters manufactures component parts for the aerospace industry. IT workshops covered e-commerce and manufacturing systems.
f The new Best Buy Distribution Center in Dublin announced that, in 2002, it would become a fulfillment center for its e-commerce business.The manager of Georgia Tech IT solutions center used IT decision sup-

port software to help the Industrial Development Authority prepare an offer for Best Buy.
g Clayton College & State University: Information technology student enrollment has far exceeded expectations.The program was launched in fall 1998 with 243 new majors, and has risen steadily to 893 majors in spring 2001.To date, 30 students have graduated with a Bachelor in Information Technology (with 18 more on track to graduate at the end of Fall 2001), 69 have earned the Associate of Applied Science in Information Technology and 168 have earned the Certificate in Information Technology.
g Southern Polytechnic State University and Middle Georgia College: joint project to produce more engineering technology graduates and foster economic development in the middle Georgia area through a joint IET degree program. Southern Poly faculty taught two courses on the MGC campus in Cochran during fall 2001. Plans are for five classes to be taught in spring 2002: three on the MGC, one through GSAMS and one over the Internet.
g Georgia Institute of Technology: is establishing an IT Solutions Center in Albany to help businesses (primarily manufacturers) identify, select, and implement information technology solutions.The new facility, scheduled to open in January 2002, will have a 16-seat computer classroom, a technology demonstration lab, a model manufacturing floor, and several offices. IT workshops are scheduled to begin in April 2002.
5. ICAPP Regional Programs: $2,320,000
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.
More than 50 projects were completed during the past year. For example:
Tourism:
g New Web pages were developed for six Georgia sites, and two Web pages were updated. Eight new Georgia tourism brochures were completed.
Competitiveness:
g Evaluated the feasibility of a specialty foods kitchen and services incubator.Test marketed specialty food products from southeastern Georgia companies at the Moscow Food Show and Polagra (Poland) 2000 Food Show.

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Rural Health Care:

ing an Entrepreneur Start-Up Kit, an Entrepreneur Resource

g Developed a database of grant programs available to rural

Library, and other resources.

hospitals and distributed it on compact disk and on the Web. g In collaboration with the Georgia Tech IT Solutions Center,

b. Southwest Georgia

GREDC researched a six-county area to find ways to reduce

Economic Development Consortium

the cost of bringing telecommunications services and infra-

The second ICAPP Regional Programs project, the

structure to rural areas.

Southwest Georgia Economic Development Consortium (former- g The Technology Literacy Center is being set up to provide

ly Regional Economic Development Partnership - REDP)

public access to computers and rudimentary computer train-

includes Abraham Baldwin Agricultural College,Albany State

ing.

University, Bainbridge College, Darton College, Georgia

Southwestern State University,Valdosta State University and

the University of Georgia. It is a model for how higher educa-

tion institutions can positively impact the communities that they

serve.

g Community Development: Albany State University is working in five locations to provide services to small and minority businesses in the Inner City Community Development Corporation.

g 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.

g Regional Leadership Network: Darton College organizes the Regional Leadership Network, which began its first class program in February 2001.The program consists of five, six-hour sessions, one per month for five months.

g Regional Tourism: Georgia Southwestern State University and Abraham Baldwin Agricultural College coordinate the Regional Tourism project.

g Literacy: Abraham Baldwin Agricultural College coordinates the Tift Area Hispanic Literacy Project.

c. Georgia Rural Economic Development Center

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, tests new ideas and conducts research for solutions to Georgia's rural development challenges.

The GREDC has published the Best Practices and Strategies for Rural Economic Development manual, a compilation of rural best practices and strategies from around the state and the nation, in hard copy and through the GREDC Web site. 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 also collaborates with the University of Georgia's Small Business Development Centers.

g The Entrepreneur Services Program is active in 15 counties and currently serves 24 entrepreneurs.The GREDC is creat-

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New Initiatives

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19. GEORGIA COLLEGE & STATE UNIVERSITY FULFILLING ITS MISSION AS GEORGIA'S PUBLIC LIBERAL ARTS UNIVERSITY
Appropriated: $1, 500,000 (FY 02) plus $600,000 raised from private sources, April 1 - Sept. 1, 2001.
The goals of this initiative are:
g To enable Georgia College & State University to achieve its mission as Georgia's designated public liberal arts university, consistent with similar institutions nationally; and
g To lower student/faculty ratio from 22:1 to 17:1 by hiring 68 new faculty which will make Georgia College & State University comparable to other public liberal arts institutions in the country.
Coordinator: Rosemary DePaolo, President: email address - rdepaolo@gcsu.edu
Initiative Update:
For FY 02, $1.5 million has been appropriated to hire new faculty.The search process has begun to identify the best possible faculty in the country for these positions. A tuition increase to the same levels as the research universities also will allow GC&SU to hire more faculty.The university has raised private funds to help this effort as well. Sixty-eight new faculty are hired for the fall semester and more are expected next year. By fall 2003, the student/faculty ratio will be 17:1.This has also led to an increase in academic quality of students entering the university.The SAT average for entering freshmen this year is 1059.

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20. MCG/UGA BIOMEDICAL COLLABORATIVE
Appropriated: $1,150,000 to be matched by $1,000,000 from the Board of Regents (FY02)
The goals of this initiative are:
g to link the expertise and resources of the University of Georgia and the Medical College of Georgia in collaborative research aimed at recognizing, treating, curing and preventing diseases that impact the health of Georgia citizens;
g to recruit key faculty to conduct biomedical research and expand related educational programs;
g to expand the flow of national biomedical research funds to the State of Georgia;
g ultimately to establish a statewide Biomedical Services Network for collaboration among USG and private entities to benefit research and education.
Coordinators: Dr. Karen A. Holbrook, Senior Vice President for Academic Affairs and Provost, University of Georgia, email address kholbro@arches.uga.edu and Dr. Barry Goldstein, Senior Vice President for Academic Affairs, Medical College of Georgia, email address - BDGOLD@mail.mcg.edu.
Initiative Update:
This initiative will address four key objectives:
1. Small grants for collaborative research - A primary goal for this program is to stimulate collaborative research, which leads to the joint submission of grant proposals to federal funding agencies.The funds also can be used as seed money to leverage additional external funding. In FY01 MCG and UGA initiated a joint grant program that led to the funding of 5 biomedical research proposals, three in FY01 and two in FY02. Plans for FY02 include funding for eight additional projects. In addition, by the end of FY02, it is expected that at least two grant proposals will be submitted to the National Institutes of Health (NIH) or other federal agencies to continue these research collaborations.
2. Program development for a jointly run MCG/UGA School of Public Health - A large working group has been formed to develop an overall plan.The committee is broadly representative of clinicians and researchers in a variety of health-related disciplines. Committee members will be looking at examples of similar programs at other institutions.
3. Georgia Center for the Prevention of Obesity and Related Disorders - This effort will bring research to bear on a significant health problem that affects many of Georgia's citizens. Obesity is believed to be a key link between environmental and lifestyle factors on one hand, and various disease processes on the other. Therefore, research that clarifies the etiology and health consequences of variations in body composition may lead to preventive strategies to reduce the incidence of these diseases. Plans for FY02 include the appointment of a director, faculty and staff, and initiation of research on the causes and consequences of obesity in Georgia families with varying ethnicity, gender, age, geographic location and socio-economic status.The research will address lifestyle, genetic and demographic factors related to obesity, and the relationship of obesity to cardiovascular disease and diabetes.
4. Additional degree programs - In addition to the joint Masters in Public Health degree, UGA and MCG will each develop supporting doctoral and master's degree programs that build on each institution's strengths in support of the School of Public Health.
Funds appropriated in FY02 will also support research symposia and workshops with the outcome of creating new collaborative arrangements, as well as staffing and faculty release time to develop all of these initiatives.
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21. ACCOUNTABILITY PLUS
Appropriated: $1,000,000 (FY02)
The goals of this initiative are:
g To assure the establishment of a comprehensive accountability reporting system, in cooperation with the Governor's Office of Educational Accountability, which monitors the effective and efficient delivery of university and college programs in accordance with benchmarking criteria;
g To assure the establishment of accountability reporting system that facilitates access for critical decision-makers to USG management information.
Coordinator: Daniel S. Papp, Senior Vice Chancellor - Academics & Fiscal Affairs: email address -- Dan.Papp@usg.edu
Initiative Update:
Beginning in FY02, the University System of Georgia requested and received funds to enhance its ability to report accurately data and information required for its own, for state, and for national accountability and reporting purposes. It received $1 million to assist it in the effort.
The System has initiated several distinct undertakings to improve its data and information for accountability purposes. First, it has begun to develop a data warehouse.The University System's Office of Information and Instructional Technology, Office of Finance, Office of Strategic Research and Analysis, and Office of Academic Affairs are deeply involved in this effort. Different specific technologies are being explored to assure that the Data Warehouse will enhance the University System's ability to develop and provide accountability data and information.
Second, to assist in the effort, a director of Data Warehouse development has been hired to assure that the disparate functions and data bases that will be housed in the Warehouse will be integrated.This task will require a multi-year commitment.
Third, a search is underway for a mega-data data base manager.This individual will work toward assuring that data definitions and data basis will in fact be interoperable.This task will also require a multi-year commitment.
Fourth, at the operational level, student surveys are being developed and will be administered later this year to enable the System to develop data and information that will be required for accountability purposes by the Office of Educational Accountability. This effort must be considerably expanded in future years.
Finally, also at the operational level, a search is underway for a data base administrator who will assist the Office of Strategic Research and Analysis in extracting accurate data and information from the System's present data base.Working in conjunction with others hired under the auspices of this initiative, this individual will also be tasked with assuring that USG data definitions and data basis will be inter-operable.
Together, these efforts will enhance the ability of the System to report accurately data and information required for its own, for state, and for national accountability and reporting purposes.

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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); $206,068,000 (FY01 Amended)
The General Assembly funded 35 capital projects totaling $206,068,000 in the FY01 Amended budget. In addition, the Board of Regents was given responsibility for the Tier 3 Cancer Center at Grady Hospital, with funding of $28,350,341 as part of the Governor's new Cancer Initiative.
Since FY95, the Board of Regents Facilities office has managed 155 state funded capital projects budgeted at almost 1.5 billion dollars. Over half of these projects are finished and were completed within their respective budgets. Of the remaining projects 37 are in construction and 39 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.

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Status of FY95-01 Capital Projects
KEY: project complete: = ; project under construction = ; project in design =

Project

Funding Amount

Year

Approp. Status

University of Georgia, Comprehensive Animal Facilities

FY93 31,150,000

FY96 4,672,500

FY97 2,590,000

a. Animal Science Complex (H-28)

b. Poultry Research Center, Phase II (H-29)

c. Renovation & Addition to Poultry Diagnostic Research Center (H-30)

d. Agricultural Services Lab (H-31)

UGA, Biocontainment Research Center (C-85)

FY94 8,250,000

FY96 1,237,500

Georgia Tech, Olympic Village Dorms

FY92 25,000,000

FY94 59,200,000

FY95 8,500,000

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

FY93 3,500,000

FY94 58,000,000

a. University Apartments (G-88)

Medical College of Georgia, Children's Medical Center (H-26) FY94 4,105,000

FY95 42,385,000

Georgia State University, parking deck

FY96 4,400,000

Abraham Baldwin Agricultural College, renovation of

underground hot water distribution system (H-37)

FY95 1,325,000

Albany State University, flood recovery/Health & PE facility FY95 865,000

FY97 7,650,000

FEMA 64,000,000

Insurance53,000,000

Ga. Southern Univ., addition to Math, Physics, Psy. Bldg. (H-62) FY95 3,000,000

FY98 400,000

Augusta State University, Science Building (H-39)

FY95 625,000

FY96 17,267,250

Kennesaw State University, Classroom & Office Building (H-40) FY95 565,000

FY96 15,709,000

Ga. Southern Univ., College of Ed. Bldg. & site devel. (H-41) FY95 630,000

FY96 17,434,000

FY97 3,240,000

South Georgia College, renovation of Industrial Tech. Bldg. FY95 300,000

Georgia Perimeter College, North Campus Classroom

FY95 655,000

& Office Bldg., parking & site development (H-42)

FY96 18,020,500

Armstrong Atlantic State University, Classroom/Law Enf. (H-43) FY95 325,000

FY96 9,941,750

Kennesaw State Univ., addition to Student Center (H-54) FY96 8,000,000

Georgia State University, Student Center (H-53)

FY96 12,000,000

Southern Polytechnic State University, dormitory (H-55)

FY96 855,000

Dalton College, Humanities Building (H-44)

FY97 6,360,000

Southern Polytechnic State University, Academic Bldg. (H-45) FY97 13,435,000

Actual or

Estimated

Notes

Completion

on-going warranty issues Sept.-98

settled 11/01

Sept.-98

June-98

Aug.-97

bldg. unoccupied per AG Aug.-02

contractor claim in AG's office

March-94 Sept.-94 Sept.-95 Feb.-96 April-95 Sept.-95 Jan.-96 Dec.-96
March-96 contractor claim, bldg. occupied March-99 claim in AG's office
Aug.-97
Aug.-97 Jan.-00

May-00
July-99
May-99 ` July-00

June-96 on going HVAC corrections Oct.-98

Sept.-97

contractor defaulted bonding co. completed work

Sept.-99 March-98 Aug.-98 Dec.-99
June-99

91

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FY2002 ACCOUNTABILITY REPORT

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

Project

Funding Amount

Year

Approp. Status

Savannah State University, Athletic,

Recreation & P.E. Complex (H-47)

FY97

North Georgia College & State University,

renovation of Price Memorial Hall (H-46)

FY97

Coastal Georgia Community College, renovation

of Academic Building (H-66)

FY97

Floyd College, Classroom/Student Center Facility (H-68)

FY97

Valdosta State Univ., Biology and Chemistry Building (H-69) FY97

South Georgia College, improvements to

campus drainage system (H-82)

FY97

University of Georgia, Brooks Hall Fire renovation

FY97

Macon State College, Student Services Building (H-83)

FY98

Georgia Tech, Manufacturing Related

Disciplines Complex (H-84)

FY98

Waycross College, Student Services/P.E. Building (H-85)

FY98

Clayton College & State University, Music Education Bldg. (H-86)FY98

Middle Ga. College, Dublin Center & Walker Hall (H-77 & H-95) FY98

Columbus State University, Physical Education Facility (H-87) FY98

Atlanta Metropolitan College, Student Center (H-88)

FY98

Georgia Southern Univ., Cont. Ed. & Co-op Ext. Facility (H-51) FY91

FY95

FY98

Albany State University, restoration of historic structures

FY98

Augusta State University, Central Utility Plant Phase II

FY98

Georgia Perimeter College, complete renovation of Bldg. "C" FY98

Georgia College & State Univ., renovation of Herty Hall (H-98) FY98

Savannah State University, renovation of Payne Hall

FY98

UGA, Rock Eagle sewage and water System (J-1)

FY98

Clayton College & State University, addition to

Maintenance Building (J-2)

FY98

11,800,000
3,045,000
2,210,000 4,855,000 22,885,000
1,725,000 2,500,000 8,757,000
27,260,000 6,060,000 4,305,000 7,885,000 13,305,000 5,815,000 15,500,000 2,300,000 3,100,000 2,000,000 4,975,000 1,100,000 4,800,000 1,750,000 1,200,000
655,000

Darton College, renovation and addition to

Math & Science Building (J-3)

FY98

Kennesaw State University, renovation of Old Science

Building for Nursing (H-74)

FY98

MCG, renovation of Dugas Building for Pediatrics (J-5)

FY98

Skidaway Institute of Oceanography, ocean vessel (J-6)

FY98

UGA, retrofit library ventilation system

FY98

Valdosta State University, Special Education,

Speech/Language Building (J-8)

FY98

East Georgia College, Classroom Learning Resource Center (J-9) FY98

UGA, renovation to Food Science & Technology Building

FY98

UGA, Veterinary Diagnostic Laboratory, Athens

FY98

UGA, parking deck North Campus

FY98

UGA, Agricultural Arena

FY 98

UGA, Fanning Facillity

FY98

FY99s

Floyd College - Bartow Center (land use planning)

FY98

Georgia College & State University - Old Governor's Mansion

(building envelope study)

FY98

Georgia College & State University, renovate Old Governor's

Mansion

2001s

East Georgia College - classroom addition & Activity Center FY98

FY99s

FY00s

92

4,965,000
3,380,000 4,586,000 1,700,000 4,200,000
3,300,000 4,900,000 1,900,000 6,000,000 10,000,000 4,900,000
21,360 4,000,000
50,000
25,000
5,000,000 120,000
4,250,000 250,000

Actual or

Estimated

Notes

Completion

June-00
Aug.-99
Dec.-98 Aug.-99 Nov.-00
June-99 Dec.-96 July-00
Aug.-00 Jan.-00 Jan.-00 9/99 & 7/00 Dec.-00 Aug.-00 Nov.-01

June-98 Oct.-00 Jan.-99 Aug.-00 Jan.-99 June-99

contractor default bonding co. completed

Dec.-00

July-00

Jan.-99 Dec.-00 Sept.-01 March-00

GSFIC contacted bonding co. pre-planning funds only

Nov.-99 Feb.-01 June-99 March-01 April-99 Sept.-01 6/02 June-02 N/A

pre-planning funds only N/A

Feb.-03 July-02

FY2002 ACCOUNTABILITY REPORT

70 1932 - 2002
Board of Regents

tYhear

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

Funding Amount

Project

Year

Approp. Status

Augusta State University - Classroom Replacement, Phase 1 FY99 18,195,000

Georgia State University - Classroom Building

FY99 29,075,000

Armstrong Atlantic State University - Science Building

FY99 28,000,000

Gainesville College - Science Building

FY99 8,850,000

State University of West Georgia - Technology Enhanced

Learning Center Center

FY99 19,350,000

Valdosta State University - Odum Library addition

FY99 14,250,000

Georgia Perimeter College - New Learning Resource Center FY99 8,685,000

Fort Valley State University - Health & Physical Education Bldg. FY99 18,930,000

Georgia Southern University - Ceramics/Sculpture, II

FY99 1,600,000

Southern Polytechnic State University -

School of Architecture Bldg. expansion

FY99 515,000

FY99s 11,666,000

FY00s 1,025,000

Gordon College - Instructional Complex

FY99 600,000

FY99s 14,120,000

FY00s 760,000

Georgia Tech. - Environmental Sciences & Technology Bldg. FY99 1,340,000

FY99s 32,120,000

FY00s 4,500,000

North Ga. College & State Univ. - Health & Natural Science Bldg.FY99 765,000

FY99s 17,470,000

FY00s 1,460,000

University of Georgia - Student Learning Center

FY99 1,710,000

FY99s 38,415,000

FY00s 3,900,000

Clayton College & State Univ. - Univ. Learning Center (I-14) FY99 930,000

FY00s 22,300,000

2001s 2,845,000

Kennesaw State University - Visual & Commercial Arts

Classroom & Office Building

FY99 4,700,000

Middle Georgia College - Dillard Science Hall (I-20)

FY99 4,100,000

Savannah State University - renovation/addition

Drew-Griffith Science Building

FY99 4,100,000

MCG - utilities upgrade - Talmadge Hospital (J-22)

FY99 4,000,000

Dalton College - Library Building addition & renovation

FY99 4,950,000

Abraham Baldwin Agricultural College -

Environmental Horticulture Building

FY99 3,220,000

Georgia Southwestern State University -

renovation of Crawford Wheatley Hall (I-25)

FY99 2,600,000

Clayton College & State University - renovation of Lecture Hall

to Multimedia Information Center

FY99 1,675,000

Southern Polytechnic State University - Plant Operations Bldg. FY99 1,600,000 Georgia Institute of Technology - North Campus Parking Deck FY99 10,000,000

Valdosta State University - Student Recreation Center

FY99 9,750,000

Columbus State Univ. - Technology & Commerce Center (I-31) FY99 880,000

FY00s 14,930,000

2001s 1,100,000

Gwinnett Center - Academic Facility, Phase 1 (I-32)

FY99 880,000

FY99s 19,755,000

FY00s 2,000,000

Georgia Southern University - Science & Nursing Bldg. (I-37) FY99s 985,000

FY00s 22,890,000

FY2001s 2,030,000

Actual or

Estimated

Notes

Completion

Mar-02

April-02

Jan.-02

Aug.-00

new & renov. bid separately

Dec.-00 April-03 Feb.-02 May-03 Feb.-00

Feb.-02

June-02

Aug.-02

Feb.-02

Dec.-02

April-03

rescoped 3/99 rebid 10/00

March-01 April-01
July-02 Aug.-00 March-02
March-01
March-03
Jan.-01 Dec.-01 Feb.-02 Aug.-01 Nov.-02
Aug.-02
June-03

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FY2002 ACCOUNTABILITY REPORT

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

Project

Funding Amount

Year

Approp. Status

Coastal Ga. Community College, Camden Center Facility (I-38) FY99s 700,000

FY00s 16,700,000

FY2001s 950,000

Coastal Georgia Community College, Camden Center

Facility road construction (I-38)

FY2001s 450,000

Georgia College & State University - Russell Library

& Technology addition (I-39)

FY99s 790,000

FY00s 18,460,000

FY2001s 1,370,000

Savannah State University - new residence hall (I-40)

FY99s 609,000

FY00s 13,970,000

2001s 1,000,000

Georgia Tech - Research Reactor decommissioning

FY99s 7,026,903

UGA, Animal Health & Bio, Resources Phase 1 (I-51)

FY99s 150,000

Kennesaw State University - parking decks (I-52)

FY99s 600,000

Georgia College & State University - Central Chiller Plant (I-53) FY99s 150,000

2001s 4,200,000

Georgia Perimeter College, renovation of Building "E" (I-54) FY99s 125,000

FY00s 2,900,000

Georgia Southern University - Fine Arts Phase II (I-55)

FY99s 170,000

FY2001s 4,500,000

Kennesaw State University, classroom expansion (I-56)

FY99s 150,000

FY00s 240,000

FY2001s 4,000,000

Darton College, Academic Services Bldg. renov. & add. (I-57) FY99s 155,000

Gainesville College, underground electrical distribution system (I-58)
Valdosta State University, renovation of University Center for Support Services (I-59)
Georgia Southern University expansion of Georgia Coastal Center (I-61)

FY99s

72,000

FY2000s 1,300,000

FY99s 2,750,000

FY99s 2,340,000

State Univ. of West Georgia - renovate Adamson Hall (I-62) FY99s

UGA - waste site remediation

FY99s

UGA/Gov. Traditional Industries Food Science addititon (I-63) FY98s

FY99s

Georgia Tech/Gov. Traditional Industries,

Food Processing Technology Building (I-64)

FY99s

Georgia Tech/Gov Traditional Industries, renovation

of School of Textile & Fiber Engineering

FY99s

Middle Georgia College - PE Facility,

Haynes Hall renovation & stadium lights

FY99s

Medical College of Georgia/GRA -

expansion of Interdiscipinary Research Center (I-66)

FY99s

Skidaway Institute of Oceanography/GRA -

Technology Development Center

FY99s

Floyd College - building purchase (due diligence $

in lieu of design funds)

FY99s

Georgia Tech, Manufacturing renovation for Job Development

CRT (Advanced Wood Processing Lab)

FY2000

UGA - renovate 4-H facility @ Rock Eagle

FY2000

5,000,000 500,000 187,000
4,200,000
4,110,000
750,000
440,000
150,000
100,000
7,000
512,551 300,000

94

Actual or

Estimated

Notes

Completion

Feb.-03

Dec.-03

April-03

Final NRC inspection-2/02 Feb.-01

June-03

delayed to coincide w/const. fund availability

privatized 6/01

Aug.-02

Oct.-03

May-02

Oct.-02

Oct.-02

rescoped-2/02

N/A

no construction funds available

March-01

Aug.-02
May-03 delayed for Yamacraw scope change
Feb.-04 Sept.-99 March-03

Nov.-03 June-02 March-00 alternative delivery method Dec.-03 Pre-planning funds only N/A Due-diligence funding only N/A Aug.-00 April-00

FY2002 ACCOUNTABILITY REPORT

70 1932 - 2002
Board of Regents

tYhear

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

Project

Funding Amount

Year

Approp. Status

North Ga. College & State Univ., GBI Crime Lab feasibility study FY2000 25,000

Ga. SW. State Univ. - Student Success/HPER facility (I-44) FY2000 100,000

FY2000s 1,144,000

FY2001s 18,590,000

Macon State College - Nursing, H.S. & Outreach Complex (I-41) FY2000s 650,000

FY2001s 15,500,000

Abraham Baldwin Agricultural College -

Agricultural Sciences Building (I-42)

FY2000s 285,000

FY2001s 7,005,000

Darton College - Physical Education Building (I-43)

FY2000s 729,000

FY2001s 12,340,000

Kennesaw State Univ. - Classroom & Convocation Center (I-45) FY2000s 1,425,000

FY2001s 19,000,000

Augusta State Univ. - Classroom Replacement Phase II (I-81) FY2000s 1,202,000

FY2001s 18,890,000

Georgia Tech. - 10th St. Chiller Plant phased expansion ((I-82) FY2000s 4,800,000

Medical College of Georgia - Health Sciences Building

see notes see notes

Floyd College - Bartow Center (I-87)

see notes see notes

UGA - remediation Milledge Ave. site

FY2000s 3,400,000

Georgia State University - renovation of Law Library (I-85) FY2000s 4,400,000

Middle Georgia College - renovation of Dublin Campus

FY2000s 1,200,000

Middle Ga. College - wellness/dorms classroom planning (I-65) FY2000s 590,000

FY2001s 5,000,000

South Georgia College - renovation of classrooms/gym (I-89) FY2000s 252,000

FY2001s 4,800,000

Georgia Southern Univ. - College of Info. Technology I-86 FY2000s 500,000

FY2001s 33,000,000

Atlanta Metropolitan College - property acquisiton

FY2001 370,000

Atl. Metro. College, campus road & entry improvements (J-21) FY2001s 1,000,000

Fort Valley State University - O'Neal Veterinary add. (I-94) FY2001 180,000

FY2001s 3,000,000

Augusta State University - rehabilitate golf course

FY2001 25,000

Skidaway Institute of Oceanography - infrastructure upgrades FY2001 69,911

Georgia Tech. - Center for Rehabilitation Technology

FY2001 502,279

Armstrong Atlantic State University,

upgrade & expand electrical distribution (J-20)

FY2001s 3,000,000

Georgia State University, Library South brick remediation FY2001s 3,700,000

Georgia Tech, GTREP, Savannah building

FY2001s 5,000,000

Georgia Tech, Advanced Computing Technology (J-19)

FY2001s 660,000

MCG, equip & renovate Radiation Therapy Center

FY2001s 2,200,000

N. Ga. College & State Univ., Military Leadership Center. (J-26) FY2001s 5,000,000

UGA, auditorium at Rural Development Center (J-22)

FY2001s 4,900,000

UGA, Vaccine/Pharmaceutical Development Facility (J-23) FY2001s 10,000,000

UGA, Paul D. Coverdell Bldg. (J-27)

FY2001s 50,000

UGA, Internet portals & infrastructure, Law School

FY2001s 3,200,000

Valdosta State Univ., renovation of Nevins Hall (J-24)

FY2001s 240,000

MCG,construction of Athletic Facility

FY2001s 250,000

UGA, expansion of Jekyll Island 4-H Dining Hall

FY2001s 300,000

UGA, Renovate Rock Eagle 4-H Center Auditorium

FY2001s 198,000

Tier 3 Cancer Center at Grady Hospital

FY2001s 28,350,341

Notes
pre-planning funds only

Actual or Estimated Completion
Dec.-99 Oct.-03

bidding-2/02

Oct.-03

bidding-3/02

May-03

Sept.-03

funding reduced/redesign bidding-3/02

Jan.-04 April-04

init. through revolving fund pending construction funding init. through revolving fund pending construction funding
A/E replaced
bidding-3/02

May-01 Dec.-04
April-04
June-02 Dec.-02 Nov.-02 April-03

funds added-scope changed Jan.-03

design-build

July-03

Nov.-03 Dec.-02

June-01 July-00 July-00

preplanning only design build

May-03 Aug.-02 July-03 Jan.-05 Dec.-01 March-04 Dec.-03 Aug.-03
Dec.-02 Jan.-04 Sept.-01 Sept.-02 June-02 March-03

95

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FY2002 ACCOUNTABILITY REPORT

EDUCATION, TECHNOLOGY AND CONSTRUCTION TRUST FUND
Appropriated: $74,221,347 (FY94-98); $15,000,000 (FY99); $15,000,000 (FY00); $15,000,000 (FY00 Amended); $15,000,000 (FY01 Amended)
The goal of this program is:
g to allow the University System of Georgia to address equipment, technology and construction trust fund 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 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 generated more than $75 million in private funds.
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 to illustrate how institutions have used ETACT dollars to create high technology classrooms and research facilities this year:
Georgia State University:
The ETACT allocation was used for the Center for High Angular Resolution Astronomy (CHARA) array. This project consists of five telescopes spread over the grounds of historic Mt.Wilson Observatory and linked together to achieve the image capability of a single telescope nearly a quarter a mile across.With its five telescopes, the CHARA array will mimic the image-sharpening ability of a single 14,000-inch telescope compared to the current giant 400-inch Keck Telescopes in Hawaii.This allows the array to see detail 300,000 times finer than the human eye, a power equivalent to seeing a nickel as a round object from a distance of 13,000 miles. Faculty, staff and students from the Department of Physics and Astronomy who participate in the Center for High Angular Resolution Astronomy will use this facility to embark on research now unavailable to any university scientists in the world. (Total Cost of project: $2,348,516; ETACT funds: $1,348,516; Matching funds: $1,000,000)
Georgia College and State University:
The ETACT allocation was used for several meritorious projects including the acquisition of MAYA licenses to enhance the teaching of animation through Computer Art and Art History,Visual Culture, and Film Studies; acquisition of specialized 3-D animation software and multi-media workstations for the purpose of teaching advanced information and telecommunication technologies; expansion of multi-media and electronic classrooms including remote classrooms at Robins AFB, all of which are designed so that students may explore the types of applications in society and offer students meaningful learning experiences in the application of technology to the solution of societal problems. (Total cost of project: $752,065; ETACT funds: $236,206; Matching funds: $515,859)
Coastal Georgia Community College:
Acquisition of computers for use by students: 18 computers for the Computer Information Technology labs, 14 computers for drafting program, 25 computers for the Manufacturing Maintenance Technology program.The Manufacturing Maintenance Technology program has locations at both Brunswick and Camden. More than 60 students will benefit from new instructional software installed on the equipment, and is critical to delivering state-of-the-art instruction to students. (Total cost of project: $107,229; ETACT funds: $71,486; Matching funds: $35,743)
96

FY2002 ACCOUNTABILITY REPORT
State University of West Georgia:
ETACT funds have been used to install the SmartPanel AV control system in the new Technology Enhanced Learning Center (TELC).The parts of the SmartPanel system purchased includes wiring, controls, and all installation.The purpose for the control system is to give faculty members easy one-touch operation of all the AV equipment that will be installed in the instructional classrooms. The AV devices connected to the control system include computers,VCRs, DVD/Laserdisc Players, LCD Projectors, and Document Cameras.The control system will be an integral part in the instructional operation of the TELC. (Total cost of project: $444,144; ETACT funds: $296,096; Matching funds: $148,048).
Albany State University:
Funds were used to acquire a campus-wide server for upgrading networking equipment, and 28 advanced teaching microscopes for the HBCU Undergraduate Program. As part of the HBCU undergraduate program, the Natural Sciences faculty members are committed to providing current and "cutting edge" experiences to students that involve sound instructional (lecture and laboratory) methodologies.To adequately prepare majors for challenges in academic and professional settings, basic laboratory equipment is required for instructional purposes.The compound microscope is one of the essential items that are utilized extensively in the Biology program in introductory and advanced courses. (Total cost of projects: $271,826; ETACT funds: $181,096; Matching funds: $90,730)

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FY2002 ACCOUNTABILITY REPORT

EMINENT SCHOLARS PROGRAM
Appropriated: $500,000 (FY98); $3,000,000 (FY99); $2,500,000 (FY 2000); $3,500,000 (FY01); and $500,000 (FY02)
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 provided in FY02 allowed the creation of one new endowed chair, at Dalton State College.The following narrative provides detail on the position at Dalton, as well as current activity related to other Eminent Scholar chairs established at other System institutions.
Dalton State College:
Dalton State College has established an endowed chair in Management Information Systems.The nationwide search will begin Fall 2001.The anticipated date of filling the position is Fall 2002.
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, Dr. James J. Lorence was selected as the Eminent Scholar of History Endowed Chair. He comes to Gainesville College from the University of Wisconsin-Marathon County. Lorence is set to join Gainesville College's faculty Fall 2001. He will work on history research activities focusing on the Gainesville-Hall County area and the state of Georgia, and serve as a community liaison.
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.
After the completion of a nationwide search, Dr. Rosalie Richards will join the Georgia College & State University Department of Chemistry and Physics as Associate Professor of Chemistry and the Kaolin Endowed Chair in Science. As the Kaolin Endowed Chair in Science, Dr. Richards will be director of the China Clay Producers Science Education Center. Dr. Richards received her Ph.D. in Bi-Inorganic Chemistry from the University of Southern California and her B.S. in Chemistry with Physics (with honors) from the University of the Virgin Islands. She comes to Georgia College & State University from Spelman College in Atlanta, Georgia where she was an Assistant Professor of Chemistry and the coordinator of The Program in Physical Science Mentoring Program.
Georgia Southwestern State University:
Georgia Southwestern State University is home to the University System of Georgia'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 the University is continuing its nationwide search for the Eminent Scholar in nursing position.This position is expected to be filled Fall 2002.
98

FY2002 ACCOUNTABILITY REPORT
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, the search committee has been formed and the search criteria have been approved by the President in preparation for the nation wide search. It is anticipated date that the search will be completed in time to have a professor in place for the 2003 Academic Year.
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. College officials will begin the nationwide search in Fall 2001 with the anticipation of filling the position in Fall 2002.

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