Accountability report, Apr. 2003

ACCOUNTABILITY REPORT
April 2003
Areport by the Board of Regents of the University System of Georgia to Governor Sonny Perdue and the Georgia General Assembly relating progress to date on the special funding initiatives and other projects funded through state appropriations and the Lottery Fund.
Board of Regents of the University System of Georgia Creating A More Educated Georgia

Produced by the Office of Media & Publications Board of Regents of the University System of Georgia 270 Washington Street, S.W. Atlanta, Georgia 30334
(404) 656-2250
website: www.usg.edu

Accountability Report
Table of Contents Overview A Partnership Approach
to Meeting Georgia's Challenges . . . . . . . . . . . . .1 Accountability Plus . . . . . . . . . . . . . . . . . . . . . . . .5 Cooperative Ed.D. Program . . . . . . . . . . . . . . . . . .5 Georgia College & State University Mission . . . . . . .6 Georgia GLOBE . . . . . . . . . . . . . . . . . . . . . . . . .6 Georgia Tech Regional Engineering Program . . . . . . .7 Taking Graduate Education to the Next Level . . . . . .8 Hispanic Task Force Initiative . . . . . . . . . . . . . . . .14 Investing in Excellence
in Historically Black Universities . . . . . . . . . . . .15 ICAPP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 MCG/UGA Biomedical Collaborative . . . . . . . . . .19 P-16 Partnerships . . . . . . . . . . . . . . . . . . . . . . . .21 Teacher Preparation Initiative . . . . . . . . . . . . . . . .25 Technology Initiatives . . . . . . . . . . . . . . . . . . . . .26 Water Policy Research . . . . . . . . . . . . . . . . . . . . .27 Yamacraw . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Enhancing Access: Programs Targeted
to Non-Traditional Students and African-American Males . . . . . . . . . . . . . . .30 ICAPP Advantage and Health Professions . . . . . . .32 North Georgia College & State University . . . . . . .33 SREB Doctoral Scholars Program . . . . . . . . . . . . .33 Eminent Scholars . . . . . . . . . . . . . . . . . . . . . . . .34 Equipment, Technology and Construction Trust Fund (ETACT) . . . . . . . .34 Protecting the State's Investment: Renovation and Rehabilitation . . . . . . . . . . . . . .35 Capital Projects . . . . . . . . . . . . . . . . . . . . . . . . .36

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 West Georgia

& State University 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

Accountability Report

University System of Georgia Special Funding Initiatives:
A Partnership Approach to Meeting Georgia's Challenges
Why Special Funding Initiatives?
Now in the seventh year, the development and continued implementation of the University System of Georgia's Special Funding Initiatives has proven to be a successful partnership among the Board of Regents, the Governor's Office and the General Assembly. These Special Funding Initiatives have had a documented impact on the state and benefit all Georgians.
Since FY95, there have been a total of 36 Special Funding Initiatives proposed by the Board of Regents, recommended by the Governor and funded by the General Assembly.While some of these Special Funding Initiatives have concluded, having successfully reached their goals and objectives, many others are still in progress.
The Special Funding Initiatives are successful due to the unique structure that allows public higher education to identify key needs, challenges and opportunities that often have statewide implications, but that fall outside the existing institutional framework and funding mechanisms. In short, Special Funding Initiatives represent opportunities too big for any single institution and require a targeted fund source over and above the regular Funding Formula.
Success The Result of Partnerships
The Special Funding Initiatives represent opportunities for a much larger collaboration and partnership approach. The emphasis on partnerships is a key characteristic of the Special Funding Initiatives whether among the University System's 34 institutions or between the System, private colleges and universities, other state agencies including the Department of Education and the Department of Technical and Adult Education, the business community and other civic entities and organizations.
The Special Funding Initiatives, from inception, have been developed with clear and stated objectives and goals and all have supported the Board of Regents' overall goal of "Creating a More Educated Georgia."
Each year, both continuing Special Funding Initiatives and new initiatives are recommended by the Governor for renewed or new funding by the General Assembly. And each year, the Board of Regents has been faithful in meeting its pledge, made when the Special Funding Initiatives first began, to provide a full accounting for dollars appropriated in the previous fiscal year. This annual "Accountability Report" is the mechanism by which the Board of Regents fulfills this pledge.
Initiatives that Meet Real Needs
What are some of the opportunities seized and goals reached through the Special Funding Initiatives? They promote business growth and strengthen graduate programs. They include educational reform and work to improve teacher and school leader preparation. They increase the research capabilities and reputation of the University System. They address the health needs of Georgians.They seek solutions to the state's water needs and increase access to higher education by historically underserved groups . They strengthen the mission of System institutions and meet the fast-paced technological

needs of the System. They keep the state's investment in valuable real estate and buildings in sound condition. They connect Georgians together in ways undreamed of just a decade ago. And, in many cases, the Special Funding Initiatives set a new national standard for others to emulate. They help Georgia shine.
The Special Funding Initiatives are not exclusively a University System of Georgia program. They represent the ongoing and dedicated work of individuals, groups and agencies across the state, working in partnership to meet needs, seize opportunities and address challenges. The Special Funding Initiatives are a sound investment by the state in its future and that of its citizens an overall effort that reaps diverse rewards with a tremendous impact on people in every corner of Georgia.
Initiative Overview Current Projects and Key Successes
Here are highlights of current Special Funding Initiatives. Additional details can be found on each of these initiatives in the following sections of this Accountability Report.
Accountability Plus
This initiative has as its primary goal the establishment of a comprehensive accountability reporting system for use by the System and other state agencies.
Key priorities/accomplishments:
g Website databank, "USG by the Numbers" debuts in fall 2002 provides the public with online access to University System of Gerogia data.
Cooperative Ed.D. Program
This initiative has as its primary goal making doctoral study in education available to middle Georgia residents.
Key priorities/accomplishments:
g To date, 56 students have enrolled and 31 have graduated in this partnership doctoral program between the University of Georgia and Fort Valley State University.
Georgia College & State University
This initiative has as its primary goals the development of Georgia College & State University as Georgia's designated public liberal arts university and the establishment of a student/faculty ratio of 17:1.
Key priorities/accomplishments:
g In fall 2002, 85 new faculty were hired to help lower student/faculty ratios to the 17:1 goaland the academic quality of entering freshmen continued to rise.
Georgia Tech Regional Engineering Program (GTREP)
This initiative has as its primary goal increasing access to engineering education through distance education in areas of the state with a documented need for key engineering fields.
Key priorities/accomplishments:
g Fall 2002 enrollments for undergraduates in GTREP programs was 340 students; there also were 33 juniors and 31 seniors enrolled.
g GTREP graduated 18 students between December 2001 and August 2002.

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g Development of permanent hub facilities at the Technology and Engineering Campus near Savannah has begun, with groundbreaking in June 2002.
Taking Graduate Education to the Next Level
This initiative has as its primary goals the strengthening of the quality of the University System's research universities and select graduate programs at the research universities and the Historically Black Universities.
Key priorities/accomplishments:
g At Albany State University, special initiative funds supported student assistantships and the accreditation process in the Colleges of Business and Education and the Departments of History, Political Science and Public Administration, as well as clinical sites for graduate students in Nursing.
g At FortValley State University, the Master of Science in Animal Science was added, along with support facilities and labs. Special initiative funds also supported new projects at the Agricultural Research Station and the Cooperative Extension Program.
g At the Georgia Institute of Technology, special initiative funds supported the continued expansion of nanoscience and nanotechnology programs, including hiring of needed faculty, construction of clean room facilities, the purchase of equipment and the development of partnerships with other research universities.
g At Georgia State University, special initiative funds supported two programs: Strengthening the Interdisciplinary Approach to Policy Dialog and Research and Atlanta Teacher Education co-reform.
g At the Medical College of Georgia, special initiative funds supported the Institute of Molecular Medicine and Genetics and the key core facilities required for interdisciplinary work in the areas of basic cellular research. In addition, funds supported a second MCG program, the Inter-Institutional Biomedical Graduate Program.
g At Savannah State University, special initiative funds supported needed faculty positions and accreditation efforts. The Master of Public Administration program was accredited in 2002.
g At the University of Georgia, special initiative funds supported the Doctor of Pharmacy program.
Hispanic Task Force Initiative
This initiative has as its primary goal the development of programs that support and improve the educational attainment of Hispanic students at both K-12 and postsecondary education levels.
Key priorities/accomplishments:
g The Hispanic pilot project trained 12 University System instructors in online programs to train teachers who are certified to teach English to Speakers of Other Languages (ESOL).
g There are currently 137 Georgia educators enrolled in the ESOL endorsement program.
g The "Steps to College" program for middle- and high-school students whose first language is not English reached approximately 400 students in 2002.

g A bilingual website targeting Hispanics has been developed: www.uga.edu/hispanicproject/
Historically Black Universities Initiative
This initiative has as its primary goals the enhancement of the ability of the state's three Historically Black Universities to attract and retain a diverse student body and to match federal funds provided to Fort Valley State University in its 1890 land grant institution role.
Key priorities/accomplishments:
g At Albany State University, special initiative funds supported the development of the Image Enhancement Communication Network. Thirty-seven students were enrolled in the Masters of Communication program, broadcasting about Albany State was continued on local cable television, the student newspaper published for the first time in four years, and a marketing plan for the University was completed.
g At FortValley State University, special initiative funds supported efforts in four areas: the development of a marketing plan; centralized student advising through an Academic Success Center; the upgrade of technology infrastructure; and international curriculum programs through the African World Institute.
g At Savannah State University, special initiative funds supported continued accreditation efforts for the College of Business Administration, enhancement of the Master in Urban Studies program, the hiring of staff for advancement efforts in donor relations and fund raising, and the Summer Pipeline program. During 2002, three new students enrolled at Savannah State as freshmen through the pipeline program.
Georgia's Intellectual Capital Partnership Program
This initiative has as its primary goals the attraction of high-quality jobs and strategic new industries to Georgia, the support of Georgia's established businesses, and the preparation of Georgians as knowledge workers.
Key priorities/accomplishments:
g Since 1997, ICAPP has helped secure 7,026 Georgia jobs.
g In July the ICAPP Health Professionals Initiative was launched (see relevant section on page 4).
g New ICAPP Advantage projects were announced in 2002 with VeriSign and STI Knowledge totaling 190 jobs in Savannah and Americus.
g Since its inception in 2000, more than 165,000 resumes have been posted on the ICAPP GeorgiaHire website. During 2002, Georgia employers searched the 8,500 active resumes of students and alumni an average of 400 times each month.
g As a result of a Georgia Department of Labor Grant, almost all of Georgia's private institutions have joined the 34 University System institutions in participating in GeorgiaHire.
g In 2002, NCR Corp. donated software, equipment and training valued at more than $3 million to Georgia Southern University and Georgia Southwestern State University. More than 200 graduates of programs at these two institutions will be hired by NCR over the next decade in Statesboro and Americus.
g Through ICAPP, the University System staged the "Knowledge is Power" tour to the state's 12 economic regions in 2002. The tour introduced Chancellor Thomas C. Meredith to

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the state's business leaders, spotlighted how the System can help Georgia businesses succeed and collected insights on what next steps the System can take to boost regional and statewide economic development.
MCG/UGA Biomedical Collaborative
This initiative has as its primary goals the development of new collaborative research between MCG and UGA targeting health and diseases in Georgia; increasing biomedical research grants to Georgia; and ultimately establishing a statewide Biomedical Services Network.
Key priorities/accomplishments:
g Collaborative grants were approved for funding five projects.
g Four studies are underway dealing with obesity and related diseases.
g The Center of Disaster Medicine and CLEARMADD was approved in April 2002. The Center will engage in research and foster training in the science of disaster medicine.
g Models are being developed for a future Georgia School of Public Health.
P-16 Partnerships
This initiative has as its primary goal increasing the academic readiness of students for post-secondary education through a coordinated series of programs and efforts.
Key priorities/accomplishments:
g The Postsecondary Readiness Enrichment Program (PREP) reached 15,000 middle-school students through programs at 300 middle and high schools, 28 University System institutions and 200 businesses and community organizations located in 111 Georgia counties.
g Funds were allocated for increased PREP efforts at institutions with a high percentage of minority students.
g A statewide P-14 Science and Mathematics Initiative is being developed.
g A pilot project is underway to develop an alternative admissions route to college (PACTS Performance Assessment for College and Technical Schools).
g A statewide Reading Consortium has developed a reading endorsement program for P-12 teachers 595 teachers have participated and 280 teachers have received the reading endorsement.
g "Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom" continues to make progress, including: redesign of teacher preparation programs, development of a "Business-to-Teaching Consortium" to prepare second-career professionals as teachers, development of Praxis test preparation strategies, and implementation of support programs for new teachers.
g A program to help teachers integrate technology into the classroom, Preparing Tomorrow's Teachers to Use Technology, was distributed to all colleges and universities in Georgia in FY03.
g Creation and start-up of Georgia's Leadership Institute for School Improvement continued. In April 2002 an executive director was hired and by May, most staffing completed. In September and October, the first cohort of 70 educational

leaders attended the Institute's core workshop. The second cohort began the Institute program in December 2002.
Teacher Preparation Initiative
This initiative has as its primary goal the strengthening of teacher preparation efforts in the University System and support for teachers in K-12 schools.
Key priorities/accomplishments:
g The first class of new teachers prepared in University System institutions under revised teacher preparation programs entered the schools in the fall of 2002.
Water Policy Research Initiative
This initiative has as its primary goal the creation of a statewide institution to assist policy makers in the management of the state's water resources.
Key priorities/accomplishments:
g The formation of the Coastal Rivers Water Planning & Policy Center at Georgia Southern University enabled work to begin on water issues in eastern Georgia.
g Faculty, staff and board members from the Georgia Water Planning & Policy Center consortium serve in advisory roles to a legislative study committee to examine Georgia's water planning process.
g A number of works were produced to help provide policy focus in areas such as water rights, the metering and enforcement of systems of water management, and desalination technologies.
YAMACRAW Initiative
This initiative has as its primary goal the recruitment and hiring of new faculty and curriculum revisions to support Georgia's overall YAMACRAW Mission objectives through the increase in the number of graduates in the fields of electrical and computer engineering, software engineering and computer scientists.
Key priorities/accomplishments:
g In year three of the program, there were 835 graduates with Yamacraw-oriented degrees, keeping the program on track to meet its goal of 1,000Yamacraw-ready graduates per year.
g Twenty-seven newYamacraw faculty were hired.
Enhancing Access Initiative
This initiative has as its primary goals the increase of access for non-traditional students to public higher education and increasing access for and marketing of post-secondary education to all Georgians, particularly African-American males.
Key priorities/accomplishments:
g Access grants were awarded in August 2002 to nine four-year System institutions to collaborate with 10 two-year colleges and three satellite centers to offer select high-demand, four-year degree programs in areas of the state where students are currently underserved. In addition, selected two-year colleges will offer two-year degree programs in two communities currently underserved.
g A task force was formed and began its work in September 2002 to address college enrollment by African-American males and to make recommendations on ways in which the University System can seek to increase African-American male collegegoing rates. The task force is composed of statewide business,

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Accountability Report
civic and academic leaders and is divided into six subcommittees, each charged with specific areas of study and evaluation. g The Study to Increase Participation of African-American Males in the University System was launched in September with the support of two external consulting firms. Twenty focus groups were convened in October, November and December to provide data for the research study. ICAPP Health Professionals Initiative This initiative has as its primary goal the increase in the number of graduates in the healthcare professions in Georgia specifically 500 new graduates over the next two years. Key priorities/accomplishments: g In July 2002 a $4.55 million public/private partnership was announced, involving 13 University System institutions and 19 Georgia communities. Currently 11 programs are underway and the remaining two programs began in January 2003. North Georgia College & State University This initiative has as its primary goals the strengthening of North Georgia College & State University's mission as Georgia's military college and the increase in opportunities for leadership development. Key priorities/accomplishments: g Faculty and staff have been identified to support leadership training. g Additional military personnel and support have been provided. g Cadet recruitment efforts have been funded and increased. g New linked classes and summer transition programs for cadets were developed and begun. SREB Doctoral Scholars Program This initiative has as its primary goal the strengthening of a diverse faculty throughout the University System. Key priorities/accomplishments: g The Southern Regional Education Board has identified eight doctoral students for program participation.
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Existing Special Funding Initiatives
Accountability Plus
Appropriated: $1,000,000 (FY02); $800,000 (FY03)
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 bench marking criteria;
g To assure the establishment of an accountability reporting system that facilitates access for critical decision makers to University System management information.
Coordinator: Daniel S. Papp, senior vice chancellor for Academics and Fiscal Affairs: email address Dan.Papp@usg.edu
Initiative Update:
Program Background:
The Accountability Plus project was originally designed as a threeprong effort to improve the quality and accessibility of management information within the University System of Georgia.
The three parts consist of:
1. The development of a data warehouse which would provide online accessibility to financial, student, curriculum, facilities and personnel data in the University System of Georgia and link data for the purpose of producing standardized reports and ad hoc query capability;
2. The addition of institutional research staff at select colleges and universities with the University System of Georgia to collect, manage and analyze information; and
3. The development of standardized survey instruments to gather information which would meet the state requirements regarding the performance of the University System on key indicators.
Funding provided in FY02 and FY03 enabled the implementation of only the first part of this project - the design of the data warehouse and limited that implementation to only the first two phases of the project: to gather information to meet requirements for System-level financial reporting, and to put both these data and additional academic data into a form that was easily accessible to the general public on the Internet.
Program Achievements:
The first phase of this project has been successfully completed. The University System now has the capability to provide, through packaged reports, a consolidated annual financial report that meets state reporting needs in accordance with new Governmental Accounting Standard Board (GASB) guidelines and to provide the Board of Regents with regular reports on the financial performance of the System.
In addition, these data and other academic data have been placed in a databank called "USG by the Numbers," available on the Internet: http://info.usg.edu/ "USG by the Numbers" provides the public online access to all available public University System data, and offers to University System personnel and other state-level constituencies,

including the Office of Planning and Budget, the Legislative Budget Office, the Office of Educational Accountability, the State Data Research Center, and other agencies, online, secured access to the University System's data.
Continuation funding is required to implement other data elements including student, curriculum, facilities and personnel data; to develop and introduce external data gathered through survey instruments and other sources to the Warehouse; and to develop a system through which constituencies can customize data queries and reports.
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); $340,000 (FY03)
The goals of this initiative are:
g To offer three doctoral programs in education in middle Georgia via an existing partnership between the University of Georgia (UGA) and FortValley State University (FVSU);
g To make doctoral study in education available to residents in middle Georgia.
Coordinator: Jan Kettlewell, associate vice chancellor for P-16 initiatives: email address - Jan.Kettlewell@usg.edu
Initiative Background:
The University of Georgia/Fort Valley State University cooperative doctoral program was initiated in August 1997 through an agreement signed by the authorized representatives of both institutions and endorsed by the University System Office.The purpose of the program is to provide graduate study for adults in central Georgia leading toward the completion of a doctor of education degree in adult education, educational leadership, or occupational studies. Core courses and some electives are offered by UGA; FVSU provides cognate and statistics courses.While UGA faculty chair advisory committees, each advisory committee is to have up to two faculty members from FVSU. Classes are scheduled at Macon State College and delivered both face-to-face and by interactive video (GSAMS) formats.
Initiative Update:
To date, 56 students have enrolled in the Cooperative Doctoral Program:
g Educational Leadership: 40 have enrolled; two have dropped out; and 21 have graduated.There are 17 active students in the program.
g Adult Education: 11 have enrolled; two have dropped out; and the nine remaining have completed coursework, and eight have completed the comprehensive examination.
g Occupational Studies: five have enrolled. One graduated this past spring semester and the other four are in the dissertation proposal stage.
g Fort Valley has hired a new graduate dean to help shepherd development of graduate programs at Fort Valley. The employment of additional faculties for the three program areas will be

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Accountability Report

considered once enhancements are made to the curricula of the

technical institutes that has proved quite effective, and faculty

programs.

decided to begin developing courses for this program in this

g Faculty and administrators from FVSU joined faculty and

format, where appropriate.

administrators from UGA in hooding some of the first doctoral Initiative Future Plans:

students in the program at the December UGA commence-

g The faculties from both institutions anticipate that they will

ment.The spring graduates were hooded at the FVSU com-

continue to work together in this cooperative program with

mencement by faculty and administrators from both institu-

continued funding at current levels.

tions.

g FVSU intends to focus program development on strengthening

g UGA faculty visited superintendents in the Fort Valley/Macon

existing master's programs and adding a master's level program

area to discuss the needs of educational leaders. As a result, the

in educational leadership, and developing greater capacity in

curriculum will be enhanced to better meet the needs of princi-

adult education course work.

pals and superintendents in middle Georgia and the marketing

area will be expanded to include students in the Albany area

Georgia College

who have earned the educational specialist degree from Albany State University. A curriculum that serves educational special-

& State University Mission

ist as well as doctoral students will also be implemented.

Appropriated: $1,500,000 (FY02);

g During the Fall 2002 semester, UGA faculty made two trips to

$1,500,000 (FY03)

Macon State College to participate in meetings related to the collaboration. Three UGA faculty and the Graduate Dean at FVSU met for the first meeting. The agenda included a) the development of a revised program of study for the doctoral degree and the adoption of a program of study for the EdS

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

degree; b) the need to use FVSU faculty members who are

g To lower student/faculty ratio from 22:1 to 17:1 by hiring 68

interested in the program; c) the identification of FVSU faculty

new faculty, which will make Georgia College & State

members who could be nominated for UGA Graduate Faculty

University comparable to other public liberal arts institutions in

status; d) a discussion about an orientation session for applicants

the country.

to the next cohort; and e) a discussion about how to assist stu- Coordinator: Rosemary DePaolo, president, Georgia College &

dents in scheduling oral defenses that involve faculty members State University: email address - rdepaolo@gcsu.edu

from two institutions.

Initiative Update:

The second meeting involved two UGA faculty members and the Graduate Dean at FVSU. The purpose of this meeting was to conduct an orientation session for prospective applicants for the sixth cohort.

g Sixty-eight new faculty were hired for FY02. This fall, a total of 85 new faculty were hired, 68 of whom were made possible with the additional funding and and an increase in student tuition which was designed to help lower the student/faculty

g FVSU and UGA agreed to receive applications for the sixth

ratio. However, the popularity of the University and the

cohort to start in the spring 2003 semester. The agreement

emphasis on lower class sizes has led to an unexpected increase

provides for courses leading to the Specialist in Education

in enrollment.The academic quality of students entering the

degree and Doctor of Education degree. The EdS was added for

University has improved, with the SAT average for entering

this cohort on the basis of previous feedback that offering only

freshmen this year at 1061. Although the addition of new facul-

the EdD for applicants who already hold the EdS degree was

ty has been beneficial, in light of increased enrollment, addi-

too severe a limitation for the higher education needs of adults

tional faculty will be needed to achieve the initiative goal of

in central Georgia.

lowering class sizes.

g The marketing efforts to enter the sixth cohort have resulted in
23 applicants, all seeking the EdD degree. Given the existing Georgia GLOBE (Global Learning

doctoral advising load of UGA faculty, enrollment will be

Online for Business & Education)

capped at 15 students. This figure is two and a half times higher

than the number of students admitted for the last cohort.

Appropriated: $1,461,500 (FY01); $800,000

g A new feature of the admissions process is a joint interview.

(FY02); $768,284 (FY03)

On December 10-12, 2002, three UGA faculty members and The goals of this initiative are:

the FVSU Graduate Dean interviewed those applicants who have submitted complete folders. The interviews were conducted through GSAMS with the UGA faculty members assembling in Athens and the FVSU Graduate Dean and applicants connected at Macon State College.
g A new feature of the program going forward is that faculty will begin revising some courses to a blend of face-to-face meetings once a month with additional work on the Web. This is the format used in a related program for executive leadership in

g To develop Web-based courses at the freshman-sophomore levels (to provide a start on a college degree) and at the juniorsenior levels, especially in fields of strategic importance to the state's economic growth;
g To complete the development and establishment of a single fullservice website from which prospective students can obtain upto-date, accurate information about online courses and programs of study offered by institutions of the University System of Georgia;

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g To complete development and establishment of a single fullservice 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: Kris Biesinger, Assistant Vice Chancellor, Advanced Learning Technologies; email address - kris.biesinger@usg.edu
Initiative Update:
In 1999, the University System of Georgia (USG) formed Georgia GLOBE (Global Learning Online for Business and Education) to actively promote distance education, including marketing, providing select services, and initiating innovative projects. It was planned as a short-term project, designed to last no more than three years. An internal review conducted in 2002 of GLOBE and its accomplishments led to the conclusion that the program had successfully accomplished its intended purpose.
The key progress indicator to support this conclusion is:
g Institution participation in distance education course development and delivery has increased dramatically over the last four years.The number of online courses offered by USG institutions has increased more than 177 percent, while the number of students enrolled has increased more than 136 percent.
Given the original timeline envisioned for Georgia GLOBE and the significant increase in distance education programs and enrollment, coupled with the University System's efforts to streamline its distance learning operations during a challenging economic and budget situation, Georgia GLOBE as an initiative was discontinued as of January 1, 2003.
Existing units of the System Office will assume many of the functions performed by Georgia GLOBE. Notably, the marketing of distance education activities will be coordinated through the University System Office of Media and Publications. Management of the searchable database of distance education courses and coordination of special projects will become the responsibility of the University System Office of Advanced Learning Technologies.
Georgia Tech Regional Engineering Program (GTREP)
Appropriated: $2,000,000 (FY00), $2,000,000, (FY01), $3,000,000 (FY02), $2,775,000 (FY03)
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 work force.

Coordinator: Daniel S. Papp, senior vice chancellor for 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), now in its fourth year of operation. This unique academic partnership, led by Georgia Tech, includes Armstrong Atlantic State University (AASU), Georgia Southern University (GSOU) and Savannah State University (SSU).
The GTREP undergraduate Computer Engineering and Civil Engineering degree programs have continued to grow, as shown by the Fall 2002 enrollment of approximately 340 freshmen and sophomores taking GTREP engineering curricula courses at the partner institutions as well as 33 juniors and 31 seniors enrolled as Georgia Tech students.This enrollment is greater than originally projected and attests to the continued strong interest in the program.
GTREP graduated 18 students between December 2001 and August 2002 with B.S. degrees in Computer Engineering or Civil Engineering. Of these, eight graduated with an Honors designation or higher. About one-third of the graduates have taken the Fundamentals of Engineering (EIT) exam with a 100 percent success rate. Additional electives continue to be added to the undergraduate programs.
Twenty-seven undergraduate engineering courses were taught in fall 2002. Master degree instruction in Electrical & Computer Engineering, Mechanical Engineering, and Civil & Environmental Engineering commenced in January 2001using on-line and traditional instructional methods. Both the Computer Engineering and Civil Engineering programs went through an ABET accreditation review in October 2002.
GTREP has hired 15 faculty to date (eight in Electrical/Computer Engineering and seven in Civil Engineering). An additional four Atlanta-based FTE are participating in undergraduate instruction.
Externally funded research projects totaling more than $1 million have been secured, with several proposals pending. 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 remains a primary GTREP objective.
GTREP also stresses interaction with the Business and Education Technology Alliance and Savannah Economic Development Authority (SEDA) to attract companies to Southeast Georgia through incubator and other initiatives. GTREP also provides the educational component of the Intellectual Capital Partnership Program (ICAPP) project between the State of Georgia and Gulfstream Aerospace Corporation (GAC), which is designed to enable GAC to fill its need for electrical engineers with expertise in Aviation Electronics. The second year of the initiative has just begun.
GTREP leases approximately 28,000 gross square feet at the Chatham Center, which serves as the program hub for operations. Extensive utilization of space at partner institutions continues. The hub facility has faculty and staff offices, instructional and research labs, facilities for videoconferencing and graduate instruction, and the offices of the recently established Advanced Technology Development Center of Savannah and the southeast regional office of the Georgia Tech Economic Development Institute.

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Development of permanent hub facilities at the Technology and Engineering Campus (TEC) has begun. Site clearing and grading work is completed. A contract has been let by Chatham County for paving of roads with financial support of $1.35 million from the Georgia Department of Transportation. Sewer and water supply installation is nearing completion.The official groundbreaking for the first building took place in mid-June 2002, with a target move-in date of August, 2003.
The Next Step - Taking Graduate Education to the Next Level
Appropriated: $3,887,370 (FY97); $4,015,968 (FY98); $4,015,968 (FY99); $4,121,383 (FY00); $4,121,383 (FY01); $4,121,383 (FY02); $2,622,904 (FY03)
The goals of this initiative are:
g To improve the quality of the University System's research universities;
g To strengthen selected graduate programs;
g To strengthen the Historically Black universities;
g To strengthen links between the System's institutions; and
g To contribute 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 underway 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.
Albany State University Project: Strengthening Graduate Education through the Achievement or Reaffirmation of National Accreditation
Appropriated: $150,000 (FY97); $150,000 (FY98); $154,962 (FY99); $159,030 (FY00); $159,030 (FY01); $159,030 (FY02); $159,030 FY03) Program Narrative:
The use of the Graduate Initiative Funds (GIF) was in accord with the overall program objectives to advance graduate education at Albany State University and to sustain and support the accreditation efforts of graduate programs.The following information will provide a brief summary of the major program initiatives:
g More than 35 percent of the funds were used to support student assistantship and provide direct services to students.
g The accreditation process in the College of Business, College of Education and the Department of History, Political Science and Public Administration was supported by GIF.
g Clinical sites for graduate students in Nursing were supported by GIF.
g Faculty development opportunities and research mini-grants were provided to 15 faculty members.
g Support was provided for NCATE Coordination, a site visit by the Professional Standards Commission, Educational Leadership

Journal and Graduate Leadership Conference for education majors.
g Ten prospective graduate students participated in the Annual Graduate Leadership Conference sponsored by the University System of Georgia Committee on Graduate Work.
g The ASU Faculty Research Directory was produced and the Graduate Faculty Symposiums were assisted with GIF.
g Support was also provided to the College of Business to develop two online graduate courses, and equipment was purchased to aid in faculty presentations.
g In sum, all of the initiatives above were focused toward improving the capacity of the Graduate School to effectively sustain the quality of graduate programs at Albany State University and to satisfy the national standards for offering high quality graduate options at ASU.
Fort Valley State University Project: Establish an Agricultural Experiment Station and an Extension Program at Fort Valley State University
Appropriated: $300,000 (FY97); $300,000 (FY98); $309,925 (FY99); $318,00 (FY00); $318,000 (FY01); $318,000 (FY02); $0 (FY03) offset by $375,000 funded for land grant status
Program Narrative:
The state of Georgia in 1949 designated Fort Valley State College as the 1890 Land-Grant Institution of the state.The Board of Regents reaffirmed this status in 1996 when it renamed the institution "Fort Valley State University, a State and Land-Grant University."
Since its original designation in 1949 as a land-grant institution, agricultural research and extension activities have been supported almost exclusively by federal funds through the United States Department of Agriculture specifically, the Cooperative State Research, Education and Extension Service (CSREES). This project, designed to "establish an Agricultural Experiment Station and a Cooperative Extension Program at Fort Valley State University," now allows for the University to participate more fully in the land-grant system of the state as well as nationally.
Initiative Update/Accomplishments:
Teaching:
g New degree Master of Science (M.S.) in Animal Science this new instructional program has been added to the curriculum, which has expanded degree offerings. This degree is designed for both traditional and nontraditional students in agricultural and life sciences. Areas of specialization include: Animal Nutrition, Reproductive Biology, and Animal Products Technology. Eleven of the 13 students originally projected for the program are now enrolled. Four new jointly appointed faculty have been employed to support this program.
g Enhanced and added facilities supporting the M.S. degree program which include: f The newly opened Small Ruminant Processing/Meat Technology Building has been equipped to process meat animals and develop value-added products; f The previously existing Dairy Technology Building (completed in 1985) has been updated to process dairy products into nutritious, value-added products;

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f Animal housing facilities are now equipped with computerized instrumentation for data collection and advanced analysis;
g Eight laboratories have been equipped with updated scientific instruments to advance physiology, nutrition, and intermediary metabolism research; and
g Enrollment targets in the program have been made and are expected to substantially exceed enrollment projects for fall 2002.
g Small ruminant, equine, and beef cattle herds are now available for hands-on experience and graduate research activities.
Research:
As a part of the expanded effort to establish the full range of programs expected within a state Agricultural Research Station, scientists employed by the station at Fort Valley State University have established specialized research in programs emphasizing physiology, nutrition and biotechnology of specialty crops (asparagus, Asian gourds, etc.), tropical fruits (papayas, mangos), sustainable agriculture, and small ruminant production systems that offer the potential for significant impact for enhancing the nutritional status of the general public.
Results of research activities conducted by the Fort Valley State University Agricultural Research Station, in collaboration with the Georgia Conservation Tillage Alliance, include assisting Georgia's farmers to reduce the cost of cotton production by reducing land preparation and lowering nitrogen fertilization. In addition, the adaptation of biological insect control is further reducing production costs. Other facets of this research work are being carried out through on-farm demonstrations as a part of a funded research grant entitled "Enhancing the sustainability in cotton production through reduced chemical input, cover crops, and conservation tillage."
Other added research initiative updates include:
g A series of workshops/training involving Hazard Analysis and Critical control Points (HACCP), a science-based food safety program, now enroll small meat plant operators, producers, students, and processors in Georgia and neighboring states. Food safety and microbiology research programs have been significantly enhanced. Contract work for USDA is now being performed;
g Value-added goat meat (chevon) and milk products have been developed.These includes an enhanced milk for expanded human consumption and "Monterey Jack" cheese products now being evaluated by panelists and the general public;
g Custom slaughtering of food animals is now routinely performed in the newly completed Small Ruminant Slaughter/ Processing Plant.This activity is also being utilized to strengthen the instructional program as well as agricultural research. Likewise, as provided for in the funding of this new facility, the Agricultural Research Station is helping to establish the small ruminant industry in Georgia by performing this service for farmers and producers. All carcasses slaughtered are evaluated for yield and grade quality by meat scientists.
g The operations of the Agricultural Research and Extension Technology Development Center have been strengthened with the installation of a complete irrigation system.This system is designed to enhance plant science research, conservation, and

the adoption of other forage field production research being developed around the world and adapted for utilization by farmers and other agricultural enterprises in Georgia. During the summer semester 2002, the University sponsored its first stand alone Agricultural Showcase and Field Day.
Extension:
The Cooperative Extension Program is now functioning as a more established partner in the Georgia Extension Service (Fort Valley State University Cooperative Extension Program/University of Georgia Cooperative Extension Service) under the state's 2000-2004 USDA Cooperative State Research, Education and Extension approved Plan of Work.
This plan outlines both state and institutional efforts in achieving the following goals for Georgia: (1) an agricultural production system that is highly competitive in the global economy; (2) a safe and secure food and fiber system; (3) a healthy, more well-nourished population; (4) a greater harmony between agriculture and environment; and (5) enhanced economic opportunities and quality of life for Georgians.
Fort Valley State University Cooperative Extension Program now operates as part of the statewide Georgia Extension Service. Offices are established in 23 counties. Those include: Sumpter, Lee,Terrell, Irwin, Ben Hill, Berrian, Coffee, Emanuel, Burke, Jefferson, Bulloch, Chandler, Jenkins, Screven, Lowndes, Houston, Monroe, Marion, Talbot,Twiggs, Macon, Peach, Schley, and Lowdnes. Twenty-four other counties are desirous of a collaborative partnership with the university.
The following highlights have further enhanced the extension outreach/engagement position of the University:
g Three new professional positions added during the previous year have been filled: publications editor, coordinator of educational partnerships and outreach, and county extension agent. The first two positions are jointly staffed between teaching, research, and extension, and all three filled mission-critical positions as the university moves toward realizing its full extension and research potential.The publications editor has enhanced the research/extension publication program by shortening the time between manuscript submission and publication delivery.
During academic year 2002, six additional professional positions were identified and developed. Those are: director-Center for Aquaculture; agricultural marketing; resource management; family housing specialist; family life specialist; and 4-H and youth development specialist.
g Land-Grant Focus, a quarterly/annual publication, is now published by the Cooperative Extension Program as a collegewide publication as a means for sharing a comprehensive accounting of the teaching, discovery, and extension of the knowledge base of the university.
g The Mobile Information Technology Center is a modern day vehicle for "taking the University to the people." This 47-foot mobile classroom allows the University to place high technology in communities (including limited resource and rural) across Georgia to assist public agencies and community-based organizations in learning to apply appropriate technologies to achieve their various missions and responsibilities.

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g A Cooperative Extension program specialist conducted a Georgia Farm Bureau annual meeting small ruminant (sheet and goat) herd seminar/update.
g Sunbelt Agricultural Exposition Small Ruminant Exhibit (including workshops and breed promotions) is managed by research scientists and extension program specialists.
Additional new faculty and specialist positions in Poultry Science, Food Microbiology, and Physiological Chemistry are currently being developed to further strengthen Fort Valley State University in carrying out its land-grant mission of instruction, discovery, and engagement.
Georgia Institute of Technology Project: Nanotechnology
Appropriated: $1,575,000 (FY97); $1,575,000 (FY98); $1,627,103 (FY99); $1,669,813 (FY00); $1,669,813 (FY01); $1,669,813 (FY02); $1,149,828 (FY03)
Program Narrative:
During FY02 Georgia Tech continued the expansion of its programs in nanoscience and nanotechnology through (1) the hiring of worldclass faculty, (2) the construction of clean room facilities, (3) the acquisition of state-of-the-art instrumentation, and (4) the development of strategic partnerships with other research universities, industry and national laboratories.The Georgia Tech Center for Nanoscience and Nanotechnology, created three years ago, has been active in sponsoring international conferences and workshops. In particular, the 2nd International Nanoscience/Nanotechnology Conference was held at Georgia Tech in September 2001. Participants from 60 universities, ten industrial companies and three national laboratories attended. The Center held the third conference this past fall at Georgia Tech. The Center, under the leadership of Professor Z. L.Wang, participated with Oak Ridge National Laboratories in obtaining federal funding for a Center for Nanophase Materials building to house a joint center between ORNL, Georgia Tech and several other universities in the Southeast $60 million was awarded for this initiative.
The Georgia Tech Microelectronics Research Center, under the leadership of Professor James Meindl, led the Georgia Research Alliance Planning Group in Nanoscience/Nanotechnology. This particular initiative aims at combining the expertise of all the Georgia research universities in the nano-research arena so that proposal development for a federally funded national center can be initiated. Essential to many aspects of nano-research is the availability of adequate clean room facilities.
The expansion of the Microelectronics clean room is almost complete and the purchase of the equipment necessary for electron-beam nanolithography (EBNL) has been initiated under the leadership of Professor James Meindl.
This expanded facility will be a "user center" for the research universities in Georgia, industry, national laboratories and academic research organization throughout the Southeast. The EBNL facility will serve the nanoscience and nanoresearch needs of all the GRA universities. This includes direct hands-on access to the EBNL facility and the entire MiRC cleanroom by GRA university researchers. The facility will be used to provide user training, and organization of workshops to generate collaboration across institutional lines and cross fertilization of ideas.

Additionally, the nanofabrication expertise of the MiRC will be available to create nanostructures designed by other researchers. Special attention will be paid to identifying, alerting, training and serving members of the research community that traditionally have not used micro- and nano- fabrication as a research tool. Already, efforts have been made at Georgia Tech to identify areas of interest (e.g. biotechnology, materials, environmental sciences) and researchers at other institutions that would be part of a state-wide nanotechnology and nanoresearch initiative.

This plan will closely follow the method that the MiRC has successfully used to develop and serve its current multidisciplinary base of users. On site usage will be complemented by Web-based connections to these instruments so researchers at other GRA campuses can also have convenient remote access to the nanofabrication facility.

Funds have been used to add faculty in the School of Mechanical Engineering to build on existing MEMS and BioMEMS programs. During the past four years the faculty associated with nanoscience and nanotechnology have been awarded approximately $40 million in grants.

Shown below is the schedule of how the funds have been spent on this initiative. The majority of these funds have been allocated to add new faculty in several different schools whose focus is in the nanoresearch areas.

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

Faculty member/focus area

Salary

DeHeer (physics)

$122,064

Chapman (physics)

$64,798

Sa de Melo (physics)

$66,212

Schatz (physics)

$63,969

You (physics)

$65,618

First (physics)

$70,052

Trebino (physics)

$120,545

Zhang (chemistry)

$62,305

Hess (chemical engineering)

$149,435

Gaylord (electrical and computer engineering)

$86,663

Of the allocated funds, $500,000 annually goes to meet cost sharing commitments in the Microelectronics Research Center.The remaining dollars are directed toward meeting the remaining commitments for nano faculty start-up equipment.

Georgia State University Project: Strengthening the Interdisciplinary Approach to Policy Dialogue and Research

Appropriated: $225,000 (FY97); $225,000 (FY98); $225,000 (FY99); $233,544 (FY00); $233,544 (FY01); $233,544 (FY02); $243,560 (FY03)

Program Narrative:

Supported faculty positions 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).

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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.
A 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.
Georgia State University Project: Atlanta Teacher Education Co-reform
Appropriated: $225,000 (FY97); $225,000 (FY98); $225,000 (FY99); $233,544 (FY00); $233,544 (FY01); $233,544 (FY02); $243,560 (FY03)
Program Narrative:
A math educator, a science (geology) 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 the COE.
The Middle-Secondary Education and Instructional Technology department continues an initiative in alternative M.Ed. programs in mathematics education and science education for teachers with provisional certification in these higher 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 school.
Medical College of Georgia Project: Institute of Molecular Medicine and Genetics, Core Facilities
Appropriated: $650,000 (FY97); $650,000 (FY98); $650,000 (FY99); $687,003 (FY00); $687,003 (FY01); $687,003 (FY02); $861,272 (FY03)
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 sources in the following core facility areas; Molecular Biology/Genomics, Cell Imaging, Histopathology,Transgenic Zebrafish,Transgenic Mouse, Embryonic Stem Cell, Cytofluorimetry (Cell Sorting), Cell Production, and Mass Spectrometry/Proteomics.
Funds from this initiative are necessary ingredients for the continuing development of the research enterprise at the Medical College of Georgia. In FY03, 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. These 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 FY 2003 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 VOYAGER mass spectrometer, a Ciphergen Protein Chip 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 Proteomics Core, the Molecular Biology Core and the Genomics Core, the latter core facilities are presently situated in CB Building.
The Mass Spectrometry Core provides cutting-edge research capability in the structural analysis of biomacromolecules, including proteins and their post-translational products, 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- and O-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 Ms. Nancy Miller. The facility has a broad users base, having performed services and/or products for approximately 60 labs on campus.Within the past several months, there has been a

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great deal of interest from outside sources for the use the facility.
Molecular Biology /Genomics (Gene Chip) Core Facility (MBGCF) This core is administered through both the Department of Biochemistry and Molecular Biology and the Institute of Molecular Medicine and Genetics.The MBGCF offers DNA synthesis, DNA sequencing, Mass spectrometry, Peptide synthesis and Peptide sequencing. The core facility personnel size has decreased to four people. During the past fiscal year DNA sequencing and DNA synthesis each have increased five percent. The peptide synthesis has increased ten percent. The need for protein sequencing is increasing, but underutilized. The facility offers mass spectral analysis on all synthetic peptides. Gene Array on the AffyMetrix system has seen a large increase from around 300 chips last year to over 500 chips this year. The MBGCF has initiated a series of informative seminars with the intent of developing a users group and workshops. The addition of new chips to the product line has allowed this to remain a very desirable and versatile technique.
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 six basic imaging resources. A Zeiss 510 NLO multi-photon microscope, a Zeiss 510 Meta confocal microscope,Two Zeiss fluorescent microscopes with grayscale (Photometrics) and color (Spot-II) cooled CCD cameras, an Eppendorf microinjection device attached to an inverted Zeiss microscope, and a new Zeiss wide-field deconvolution microscope (housed in the imaging core proper). 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. The 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. A temperature regulated stage to this system has been installed to expand its capabilities for physiological imaging.
The Cell Imaging Core has a fee for service policy on five of the six 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 is $2000 per lab. 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.
Histologypathology Core The Histopathology core is housed on the 6th floor, B wing of the VA Medical Center. Dr. Jeffrey Lee

has been appointed as the new director of the core.
The goal of the core is provide quality service that will meet each investigators own needs. The core is staffed by a registered technician and serves both on and off campus personnel. The core is approved for both human and animal tissues and has established protocols for dealing with CJ Disease, Hepatitis and HIV. The Core also maintains equipment, provides assistance and hands on training for a Histology Users lab located in the CA building.
A yearly fee of $500.00 is billed for unlimited access to the lab. A registered technician also staffs the Electron Microscopy Core. When renovations in the Department of Cellular Biology and Anatomy are completed in the Sanders Building, the JOEL 1210 microscope will be relocated to MCG. In 2003 plans are to expand services and offer a wider variety of testing.
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 FY99. 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 appointed on 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. David 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), 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.

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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 the Medical College of Georgia has been inaugurated.
The ability to produce new lines of transgenic mice has been a major factor in attracting new investigators to MCG. The presence of the facility has served to attract a substantial grant donation from the Carlos and Marguerite Mason Trust, which will partially support this facility in addition to research on animal models of human disease.
After the pilot experiments in 1998 to establish cryopreservation of mouse gametes the unit has already started to cryopreserve mouse embryos and sperm to secure valuable mouse colonies. The Unit generated the first mice carrying genetically induced mutations that were born in May 1998. Current collaborative efforts have extended to the University of Georgia, Emory University, Purdue University, University of South Carolina, University of Missouri, Morehouse School of Medicine, Instituto de Biotecnologia at Iniversidad Nacional Autonoma de Mexico, FDA and University of California at Santa Cruz.
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 19 new knockout lines for investigators at MCG and at other institutions. The core has already established 6 different ES cell lines (LK1, 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. These ES cells are now available to investigators at MCG for KO mouse (mutant mice) generation. 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 directed by Dr. Leszek Ignatowicz and managed by Jeanene Pihkala. The core consists of five flow cytometers, one DakoCytomation MoFlo high speed, nine-color cell sorter, the most recent addition, and four Becton Dickinson flow cytometers; one FACSVantage cell sorter and three FACSCalibur instruments for three- and four-color analysis.
The facility provides training, methods development, advice and technical assistance for investigators using the instruments. The FACSCaliburs are available to all MCG investigators after attending a brief training session. The facility has currently trained over 68 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, to determine expression of transfected or transgenic fluorescent protein markers such as GFP and EGFP and to analyze

DNA content and cell death via apoptosis.
The MoFlo and FACSVantage instruments can be used to physically sort cell populations based on immunofluorescent labeling, or expression of transfected or transgenic fluorescent protein markers, with the MoFlo also being able to analyze up to nine fluorochromes simultaneously. Becton Dickinson Cellquest 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. All instruments receive heavy use; currently the facility is used by 30 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 by the FACS Core facility have appeared in numerous publications from MCG.
Medical College of Georgia Project: Inter-Institutional Biomedical Graduate Program
Appropriated: $162,000 (FY97); $162,000 (FY98); $164,637 (FY99); $165,637 (FY00); $166,709 (FY01); $168,581 (FY02); $861,272 FY03
Program Narrative:
I. MCG Education Priority - goal 2: Funds allocated for the inter-institutional biomedical graduate program were used to continue the operations of the University System-wide M.D./Ph.D. program.This funding was used for eight stipends of $19,500 each, half the salary and fringe benefits of the Program Administrator, $23,348 and the remaining for student travel, recruitment, and operating expenses.The majority of the graduate program participants received their undergraduate degrees at universities in Georgia.
II. MCG Education Priority B goal 4: The program administrator, Rebecca Click, maintains a worldwide website for the program, which contains links to biographical and research program information on the entire faculty who are participating in the program at the four campuses. The four campuses are: Georgia Institute of Technology, Georgia State University, the University of Georgia, and the Medical College of Georgia. As of January 2003, there has been a dramatic increase in applications for the 2003 academic year: 19 applications to fill four slots.There are currently 25 students in the program.
III. M.D./Ph.D. Program: Representatives attended recruitment functions at Emory and Morehouse and Spelman colleges, Georgia Tech, Georgia State University and the University of Georgia in the fall of 2002.
Other accomplishments:
g In June 2002, one student attended the Woods Hole neuroscience course.
g In July 2002, one student attended the American Heart Association (AHA) Hypertension Summer School in Williamsburg,VA. She is also a recipient of an AHA fellowship.
g In September 2002, one student presented at the AHA annual conference in Orlando, FL.
g In October 2002, one student presented at the American College of Surgeons meeting.

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g In November 2002, one student attended and one student presented at the Neuroscience Annual Conference in Orlando, FL.
g In December 2002, one student presented at the Annual Society for Cell Biology annual conference in San Francisco, CA.
g In July 2002, the program director and administrator attended the National M.D./Ph.D. Conference in Snowmass, CO.
g Four second year students passed their Part 1 boards in June 2002. Three students passed their Part 2 boards in fall of 2002.
Savannah State University Project: Special Initiative Funding -Graduate Education
Appropriated: $150,000 (FY97); $150,000 (FY98); $154,962 (FY99); $159,003 (FY00); $159,003 (FY01); $159,003 (FY02); $50,229 (FY03)
Program Narrative:
The Special Initiative funding for Graduate Education to Savannah State University has been used primarily to fund faculty positions and to fund accreditation efforts in the Master of Social Work (MSW) and the Master of Public Administration (MPA) degree programs. Both graduate programs are recognized for high quality curricula and have been successful in the recruitment of qualified students and the matriculation of competent professionals. As a result of budget cuts, the original appropriation was reduced from $150,000 to $50,000. This amount was used to pay a part of one salary in the MPA program.
Master of Public Administration:
g Accreditation: The site visit occurred April 2002 and the program was accredited.
g Faculty Salaries:The funds were used to support part of one faculty member in MPA.
Masters of Social Work Program:
g Accreditation:The MSW program submitted an interim report to the Council on Social Work Education. The report was accepted with no additional reporting requests.
University of Georgia Project: College of Pharmacy
Appropriated: $150,000 (FY97); $150,000 (FY98); $150,000 (FY99); $158,970 (FY00); $158,970 (FY01); $158,970 (FY02); $158,985 (FY03)
Program Narrative:
Funding continues to enhance the Doctor of Pharmacy degree program, particularly with regard to laboratory and experiential training. The entering class size was increased, requiring 25 percent more laboratory offerings, and sites for early experience and advanced clerkships. Funds have been utilized to secure faculty for the laboratories as well as for the first- and second-year experiences.

Hispanic Task Force Initiative
Appropriated: $375,000 (FY01); $275,000 (FY02); $275,000 (FY03)
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 C. Sutton, senior advisor for Academic Affairs and director of International Programs: e-mail address richard.sutton@usg.edu
Participating Institutions: University of Georgia (lead), Dalton State College, Gainesville College, North Georgia College and State University.
Initiative Update:
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 Speakers of Other Languages; and (2) an outreach/marketing strategy to encourage more Latino youth to pursue higher education in the University System of Georgia.
In fall 2000, project participants examined the programs and services currently in place at each institution and identified programs and services that could be expanded or 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. Funding has been reduced an additional $13,750 (five percent) for FY03. Despite this curtailed level of financial support, all elements of the initiative have continued but at more modest scale.
Teaching of English to Speakers of Other Languages:
During 2001, the project team developed an innovative,Web-based endorsement series with the goal of increasing the number of ESOL-certified primary- and secondary-school teachers in Georgia.
The Hispanic Pilot Project trained 12 USG instructors in how to teach the online endorsement series, which includes the courses Language and Culture in the Classroom, ESOL in P-12 Settings, and First and Second Language Acquisition and Development.
By providing access to these Web-based courses, a greater number of participants have access to ESOL training at times and locations convenient to them.The online ESOL endorsement series developed by the Project is available in CD-Rom format for use by any USG insti-

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tution. In 2001-2002, 137 primary- and secondary-school teachers took the online ESOL endorsement courses.The Hispanic Pilot Project provides funding for the three-course series.
In 2002, the Hispanic Pilot Project began offering the ESOL endorsement courses to K-12 teachers for Staff Development Unit (SDU) credit.There are currently 137 Georgia educators enrolled in the three-part endorsement series, which began in September 2002. Teachers enrolled in the courses teach in 25 schools throughout 12 Georgia counties: Barrow, Clarke, DeKalb, Elberton, Forsyth, Fulton, Hall, Jackson, Lowndes, Madison, Oglethorpe, and Walton.
Six groups of students are taught onsite at USG institutions in north Georgia, and an online session is available for those unable to attend onsite classes.The courses are being offered though UGA's College of Education.
Outreach:
Steps to College:
The first component of the outreach initiative is the "Steps-toCollege" (STC) program for middle-school and high-school students whose first language is not English. 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 establishes ongoing mentoring relationships, promotes utilization of English language skills, and helps them prepare for graduation tests. In addition, Hispanic students gain a familiarity with a college environment, making them more likely to pursue a college certificate or degree.
Last year's program drew more than 140 student participants to programs at Gainesville College and Dalton State College.The program for Summer 2002 was expanded, and 256 students participated in STC programs at three participating University System of Georgia institutions: 138 students at Gainesville College; 80 students at Dalton State, and 38 students at UGA's new Steps to College Program. A continuation of the summer STC program will take place throughout the academic year, and these program extensions include tutoring and mentoring programs, campus visits, and other campus-oriented activities.
Hispanic Pilot Project Web site:
The second project component addresses the need for a means to publicize the projects and provide resources to both Hispanic students and their families to increase an awareness of opportunities and resources available to them in higher education. A bilingual Web site targeting Hispanics, with links to post-secondary educational resources and mentoring programs, has been developed.This Web site has been designed to provide a central source of information about the many activities of the Hispanic Task Force Initiative. See www.uga.edu/hispanicproject/ for more information on the Hispanic Pilot Project's programs and resources.
College and University Awareness Program:
For the 2002-2003 academic year, the service learning project component was restructured to focus on college preparatory efforts and has been renamed the College and University Awareness Program (CUAP).The goal of CUAP is to provide funding to stimulate the development of innovative projects that are responsive to the needs of Hispanic students in Georgia by linking USG institutions with

local school systems and community organizations and outreach efforts. Specifically, CUAP supports activities designed to increase the numbers of Hispanic students and parents who are informed about the advantages of attaining a high school diploma and pursuing post-secondary education.
The call for proposals was issued in early Fall 2002, and twelve proposals were received for consideration. An independent selection team comprised of Board of Regents staff and Hispanic community leaders reviewed the proposed projects.
Funded projects for the 2002-2003 year include programs to assist Hispanic students with passing the Georgia High School Graduation Test and statewide standardized tests; a program to assist middleschool students with English writing skills; a mentoring program that matches college students with middle- and high-school students; two programs to educate parents and students about the American high school system, the benefits of graduating from high school, and the resources available to them; and two campus-based programs that encourage students to complete college degrees in nursing/health care and family and consumer science fields.
Investing in Excellence in Historically Black Universities
Appropriated: $2,640,000 (FY01); $2,602,500 (FY02); $2,602,500 (FY03)
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 the 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
g To match federal funds provided to Fort Valley State University in its role as a designated 1890 land grant institution and to strengthen the university's agricultural research and extension programs.
Coordinator: John T.Wolfe, Jr., associate vice chancellor, Faculty Affairs: email address - jwolfe@usg.edu
Initiative Update:
Albany State University
Amount Allocated: $487,500
The primary focus of Albany State University's use of these special initiative funds was the development of the University's Image Enhancement Communication Network.The Image Enhancement Communication Network includes the use of radio and television publicity, in-house television and radio stations, and targeted degree offerings. Central in the network is the plan to enhance and/or improve the image of Albany State University.
Selection of Personnel:
Accomplishment:
g Six courses were offered with an enrollment of 37 students in the Masters of Communication program.
g Two new faculty members were hired, beginning fall semester, 2002.
g Continued employment of personnel needed to offer quality

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broadcast segments on the local cable Channel 19 and enhancement of the Albany State University Web site.
g Professional linkages have been formed with associations.
The student newspaper The Student Voice was published for the first time in four years.
Selection of Equipment:
Accomplishment:
g Continued securing equipment for radio station and television studio.
Supplies and Advertisement:
Accomplishment:
g Completed a marketing plan for the University and continued to update materials used to enhance the image of the University.
Fort Valley State University
Amount Allocated: $487,500
Program Narrative:
g Unified Marketing Plan:
Consistent with ongoing efforts to attract, enroll and retain a diverse student population, initiatives are being taken to develop and project an image of Fort Valley State University and its program that is meaningful and appealing to all students.
g Academic Success Center:
This activity provides for the establishment of centralized advisement services to students. It will serve as an essential prong in a multifaceted effort to improve student retention.
g Information Technology:
Steps are being taken to significantly improve the information technology infrastructure such that information and data collection, retrieval and reporting can be done more effectively and efficiently.
g African World Institute:
This activity focuses upon internationalizing the curriculum and faculty professional development initiatives necessary to sustain improvements to the curriculum. Savannah State University
Amount Allocated: $487,500
Overview:
The Special Funding Initiative has allowed Savannah State University to begin to reposition itself in several areas. A total of $487,000 was allocated for the initiative to advance the following: College of Business Administration, Urban Studies, Mass Communications, Institutional Advancement, and the establishment of the Integrated Pipeline Program.
College of Business Administration ($193,282):
The funds were used to support two assistant professor positions. The College is still going forward with accreditation efforts including the upgrading of library holdings. The College of Business Administration is in the fourth year of a five-year review period for accreditation.There has been no change in the scope of the project.
Master in Urban Studies ($156,148):
A second faculty member was hired for the Urban Studies program this fall. The library holdings for graduate programs have been

enhanced. Students will be graduating annually from this program. The program is fully functional.
Institutional Advancement ($113,554):
A Director of Development is now in place and is able to focus on generating financial support for the core functions of the University. A coordinator of Donor Relations and Annul Funds position has been filled.These appointments will allow for full administrative attention to advanced level fund raising and the ability to attract major gifts. The infrastructure is in place. Fund raising continues to increase in all categories.
VPAA Summer Pipeline from High School to Graduate School Program ($24,516):
Funds were used for textbooks and summer tuition. This is an objective of the pipeline project as it seeks to increase the flow of students from K-12 to graduate school.The Summer Pipeline Program provided book allowances and work-study stipends for thirteen students. Three additional students, prior integrated pipeline project students, enrolled as freshmen.The dual role of expanding learning opportunities for students and enhancing the enrollment at Savannah State University has been made possible through the HBCU Initiative Funding. This successful program is expected to be continued in summer 2003. The goal is to follow those students all the way through graduate school.
Through the HBCU Initiative Funding, Savannah State University has been able to take several steps forward in establishing and maintaining quality academic programs at the graduate and undergraduate levels that, where possible, have been reviewed externally through accreditation. Continued success is anticipated.The funds have made a great difference in the University's ability to meet key institutional needs.
ICAPP Georgia's Intellectual Capital Partnership Program
Appropriated: $4,500,000 (FY97); $3,214,000 (FY98); $4,120,357 (FY99); $4,120,357 (FY99); $5,340,357 (FY01); $6,693,502 (FY02); $4,599,874 (plus ICAPP Health Initiative of $1,530,000 -- on page 32) (FY03)
The goals of this initiative are:
g To attract high-quality jobs and strategic new industry;
g To support the growth of Georgia's established businesses;
g To prepare Georgians as knowledge workers to meet the present and emerging needs of business and industry;
g To 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: Joy DeVries, interim executive director for Economic Development: email address - Joy.DeVries@usg.edu
Initiative Update:
Since its inception in 1997, the Intellectual Capital Partnership Program ICAPP has helped secure 7,026 Georgia jobs, including more than 2,000 jobs for which ICAPP projects at USG institutions are providing career-specific education for Georgians.
In response to Georgia's current economic conditions, ICAPP has

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intensified its focus by streamlining its five programs into three strategic thrusts:
g ICAPP Incentives creating economic development incentives to grow jobs in Georgia;
g ICAPP Innovations improving the leverage of USG resources to improve Georgia's economy in innovative ways; and
g ICAPP Access providing access to the wealth of intellectual capital in Georgia's public college and universities.
ICAPP Incentives
ICAPP Advantage:
Newly Announced Projects:
g ICAPP Health Professionals Initiative Please see "ICAPP Advantage Health Professions" initiative section (page 32).
g VeriSign (Armstrong Atlantic State University, Georgia Southern University) This project to educate 40 Java programmers for employment in the Savannah area was announced in September 2002. The first class began in January 2003 and will end in July 2003.
g STI Knowledge 150 jobs in Americus were announced in September 2002, made possible by a partnership between ICAPP and Georgia Quick Start.
Continuing Projects:
g Gulfstream (Armstrong Atlantic State University, Georgia Southern University, Savannah State University, and Georgia Institute of Technology) This unusual, blended project is preparing electrical engineers who have an avionics background for working with today's increasingly complex aircraft, and developing an electrical engineer pipeline program to meet the specific needs of this critical Georgia industry. The 11 students currently in the program are working towards a BS degree and/or ICAPP certificates through a partnership of four USG institutions.The Board of Regents approved the Georgia Tech Regional Engineering Program (GTREP) to offer the electrical engineering degree in November 2002. By June 30, 2003, projections call for 21 students to have completed one of the program tracks, and an additional 18 students to be in the program.
g ZCorum (East Georgia College) Construction delays at Tech Park in Swainsboro have delayed project implementation. Construction was scheduled for completion in January 2003, and it is expected that ICAPP students will begin in fall 2003.
g Lockheed-Martin AERO (Southern Polytechnic State University) There are 51 software engineering graduates to date, 50 are employed by Lockheed-Martin.Thirteen more students graduated in December 2002. ICAPP funding for the program ended in December 2002, but the program continues with seven students currently enrolled.
g Total System Services (Columbus State University) 1,073 computer programmers have been educated to date. Another 32 are expected to graduate by July 2003.
g Robins Air Force Base (Macon State College) 15 students graduated as software specialists in November 2002. Future courses tentatively are planned to begin in May 2003.

Recently Completed Projects:
g UPS (Georgia State University and Kennesaw State University) 17 Georgians were educated as Web content developers or Web software developers.
g ZCorum (North Georgia College & State University) 41 students were educated as computer programmers.
g Robins Air Force Base (Georgia College & State University) 24 students completed business courses to qualify them for Procurement Officer positions with Robins Air Force Base.
GeorgiaHire.com
Georgia is one of only two states with a statewide database of students and alumni of its colleges and universities (Oklahoma is the other), and Georgia's is by far the largest and most comprehensive. Since its inception in 2000, more than 165,000 resumes have been posted and 12,800 employers have searched the database. GeorgiaHire.com is becoming an increasingly important incentive for Georgia employers to do just-in-time hiring.
Employers searched the 8,500 active resumes of students and alumni an average of 400 times each month during the past year. Through a grant from the Georgia Department of Labor, all of Georgia's private colleges and universities have been invited to participate in GeorgiaHire.com at no cost for the first year. At this time, almost all of Georgia's private institutions have joined GeorgiaHire.com.
Other Incentives:
g NCR Software Program - In an partnership brokered by ICAPP, the technology firm NCR Corporation donated software, equipment and training valued at more than $3 million to Georgia Southern University and Georgia Southwestern State University in 2002.The arrangement will position the communities of Statesboro and Americus in the worldwide software redevelopment market, aimed at creating well-paid knowledge jobs in rural Georgia. NCR estimates that it will hire 200 graduates to work in rural Statesboro and Americus over the next 10 years.
Under the arrangement, Georgia Southern University and Georgia Southwestern State University will own intellectual property rights to selected software applications that NCR developed for global use by retailers and other business and government organizations. The universities will take over ongoing enhancement and future development of the software. Ultimately, NCR could become a reseller or distributor of the re-developed software for the universities, in return for which the universities would receive licensing fees. Those potential future licensing fees are expected to generate revenue that the universities can invest in future R&D and expansion of the enterprises.
At Georgia Southern, nine student interns and a faculty software specialist have been hired, a software development lab has been created, and training with NCR programmers has begun.
The project is providing students with invaluable real world experience, and education about technologies beyond those in the traditional curriculum. In addition, students are learning about important parts of product development, including standards, documentation, verification and project planning.
g Hancock County As an economic development incentive, ICAPP provided a Georgia State University graduate to act as

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translator when officials from the Sparta area visited France in April through May 2002 to receive training from the St. Gobain company, which is opening a facility in Hancock County to manufacture the bottles for its perfumes.
ICAPP Innovations
g USG Commercialization Study The Washington Advisory Group (WAG) completed a study on commercialization of research in February 2002, detailing another way for USG to help innovate and grow Georgia's economy.
Since that time, planning has been underway to formulate a series of action items that support advanced lab-to-market activity, job creation and investment in Georgia's emerging industries, such as the life sciences.These steps are actively being developed and coordinated with USG research institutions, the Georgia Research Alliance, the Georgia Department of Industry,Trade and Tourism, technology organizations and chambers of commerce, and other partners.
The Commercialization Study showed that any investments made in the commercialization of university research could yield a 5-8 times return on the initial investment. One key finding of the study was that USG technology transfer offices require more resources to effectively support research commercialization.
Toward this end, the USG is conducting a resource and impact analysis at the University of Georgia and Medical College of Georgia.This study will document what is needed to advance lab-to-market activity at these institutions and provide a blue print for advancement at all research institutions. The plan should be complete by January 2003. The Board of Regents is also considering ways to better market research disclosures at its institutions.
g USG Economic Impact Study ICAPP updated the previous USG Economic Impact Study done by Dr. Jeffrey Humphreys of the Selig Center for Economic Growth of the Terry College of Business at the University of Georgia to reflect FY01 spending. Among the findings: f USG institutions and their students spent $8.2 billion in Georgia during FY01.This is a slight decrease from FY00 (2.1 percent), but is 12.3 percent higher than the FY98 total of $7.3 billion. f On average, every dollar spent by a University System of Georgia institution or student generates an additional $.56 for the economy of the region hosting the institution. f University System of Georgia jobs account for 2.8 percent of all the jobs in Georgia, or about one job in 37. f On average, for each job created on campus; there are 1.4 off-campus jobs that exist because of spending related to the institution.
g Information Technology Center, Albany This project, started with ICAPP funding, was transferred from Georgia Tech's Economic Development Institute, where it opened in August 2002.
g Georgia Southern University Projects in tourism, work force development, rural health, leadership development, economic development training, and existing industry support were completed during the past fiscal year. For example, with ICAPP support, the Dorchester Academy Museum obtained his-

toric preservation design assistance for the restoration of one of the academy's main buildings. The building will serve as a museum for one of the state's oldest black academies and a tourism site located near several other African-American cultural and historic tourism venues. The support also helped to secure material, records and documents from the founding of the school. Most significantly, $60,000 has been raised for the restoration and negotiations with a local employer are expected to result in renovations, with dedication of the museum in June 2003.
g Southwest Georgia Economic Development Consortium A consortium of seven USG institutions continues projects to promote regional collaborations and economic development in projects to improve worker readiness, build leadership skills, and create tourism in Southwest Georgia. For example, Darton College assessed the skills of 25 employees at a local plant to determine where there were gaps in what was needed to perform their jobs, and provided training to 14 of those employees to develop those missing skills. Darton College then provided an 18-hour computer fundamentals course in 11 locations in five counties in Southwest Georgia, which were attended by 136 local residents. Darton College also surveyed the community to determine work force development issues, and in response, provided three 24-hour business management certificate courses in three counties, attended by 76.
g East Georgia College Rural Economic Development Center Inaugurated in July 2000, this Center has supported more than 80 communities, 60 entrepreneurs, and 50 existing industries through a variety of programs that develop, test, promote, and implement sound economic strategies to improve the quality of life of rural Georgia. Among the new projects is Regional Telecommunications Technology Study, which is researching a six-county area to find ways to reduce costs of bringing telecommunication services. The e-commerce assessment is helping rural businesses and industries take advantage of e-commerce opportunities. A "Farmers Forum" to be held in March 2003 will provide farmers with critical information on programs, procedures, new laws, best practices and new legislation that will help keep their farms productive and profitable.
ICAPP Access
g 2002 USG Knowledge is Power Tour University System Chancellor Thomas Meredith visited approximately 2,000 key local business, community and education leaders in Georgia's 12 economic regions. The events were sponsored by Georgia Power, MEAG Power, Georgia Electric Membership Corporation, Georgia Chamber of Commerce, and the Georgia Economic Development Association. The events were hosted by Kennesaw State University,Augusta State University, Gainesville College, the University of Georgia, Albany State University, Coastal Georgia Center, Columbus State University, Dalton State College,Abraham Baldwin Agricultural College, Macon State College, Clayton College & State University, and East Georgia College during 2002. The Tour introduced the new Chancellor around the state, spotlighted how Georgia's public colleges and universities can help Georgia businesses to succeed and collected rich insights about what the key leaders believe to be their region's strategic strengths and how the University System can better meet their

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educational and economic development needs (through an electronic feedback session).
g ICAPP Catalog of Centers, Institutes and Special Programs The Catalog has been redeveloped into a Web-based database that can be kept up to date by institutions as their centers, institutes and special programs change personnel or projects, or new ones are added. A major update is underway.
g Small Business Innovation Research (SBIR) Resource Program Located at Kennesaw State University, and originally funded by ICAPP and the Georgia Power Foundation, the SBIR Resource Program has recently collaborated with the University of Georgia, which has begun counseling small businesses in potential SBIR research opportunities, and Georgia Tech, which has established a program to commercialize NASA's SBIR funded technologies. The SBIR Resource Program has also identified scientific collaborators from the Medical College of Georgia, Georgia Tech, Emory University, and Kennesaw State University to assist and mentor Georgia entrepreneurs pursuing high-risk research and development.
MCG/UGA Biomedical Collaborative
Appropriated: $1,050,000 to be matched by $1,000,000 from the Board of Regents (FY02); $1,150,000 (FY03)
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; and
g To ultimately establish a statewide Biomedical Services Network for collaboration among USG and private entities to benefit research and education.
Coordinator: Barry Goldstein, senior vice president for Academic Affairs, Medical College of Georgia: email address BDGOLD@mail.mcg.edu
Initiative Update:
Small Grants Program
Collaborative grants approved for funding:
g Pharmaceutical Outcomes Research Program; Ross Maclean (MCG)/Jeffrey Kotzan (UGA);
g Investigation of antibodies against Aspergillus fumigatus cell walls as probes for disease; John Fisher (MCG)/Michelle Momany (UGA);
g Effect of heavy metals on the incidence of antibiotic resistance in aquatic borne pathogens; Stuart Thompson (MCG);
g Endothelin Activation in Coronary Artery Grafting Surgery; Mark Anstadt (MCG)/Adviye Ergul (UGA); and
g Behavioral and Imaging Paradigms for Determining the Role of Binding in Aphasia and Attention; Kimford Meador (MCG)/Rebecca Shisler (UGA).

Plans for the FY03 allocation include designating $75,000 for cancer-related research grants, as part of the statewide cancer initiative and the Comprehensive Cancer Center.
GCORD: Georgia Center for the Prevention of Obesity & Related Disorders
g Funded FY 02: $175,000 from MCG and $175,000 from UGA (total $350,000) for:
Project 1: Obesity Prevalence Survey
Forty-one schools in eight Georgia counties (representing the four Georgias: rural decline, rural growth, urban, and suburban communities) elected to participate. Preliminary data from a small sample support the hypothesis that being overweight may be more of a problem in Georgia than what is reported nationwide. Participant testing continued in early September at the beginning of the school year at approximately 10 more schools. The final sample size will be approximately 3500 participants.
Project 2: Genetics in Obesity
This is part of a 12-year longitudinal candidate gene study in AfricanAmerican and European-American youth. Genotyping has been completed for five polymorphisms within four genes using 425 samples from Dr.Treiber's patient cohort. Data analysis is almost complete for one gene. Two other candidate genes are currently being genotyped.
Project 3:Washington-Wilkes studies A. School Health Study
Data have been collected from students in grades 2, 4, 6, 8, 10, and 11 and from their parents. About 30 percent of students and parents who were asked agreed to participate in the study. Biological data obtained include fasting glucose and lipids (total cholesterol, HDL, triglyceride, LDL,VLDL), weight and height, resting seated blood pressure, triceps and calf skinfolds, and waist circumference; behavioral data collected include demographics, tobacco use, self-reported body weight and height, sexual maturation, diet, physical activity, access to exercise facilities, and mode of transportation to school. Parental questionnaire concerned demographic information, including family health history, child's birth weight, child's breast feeding history, child's access to physical activity, child's mode of transportation to school, parent's overall health, physical activity, tobacco use, alcohol consumption, fruit and vegetable intake, weight control, and access to exercise facilities. Students have been categorized as being overweight, at risk of overweight, or not at risk of overweight, using Centers for Disease Control standards. Data are currently being analyzed.
Project 3:Washington-Wilkes studies B. Ethnographic Analysis
Interviews were conducted with 30 local community leaders in Washington, Georgia. Concern was expressed over the high incidence of cancer, cardiovascular disease (CVD), and diabetes in the community, as well as the increasing incidence of obesity among children and adults. The latter was attributed to fast food consumption and physical inactivity. A large percentage of respondents recommended developing a plan to increase public awareness about the relationship between nutrition, physical activity, and health. Historically, programs that have succeeded in this community have been collaborative efforts with strong leadership and widespread community support. Church leaders, in particular, are perceived as being very influential, and residents have responded well to programs that provide safe, family-oriented activities and health fairs

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that provide free health screenings. Few nutritional resources are available in the community, and perceived barriers are family and cultural traditions and accessibility. Participants reported that most people in the community are sedentary; the most common physical activities for adults are walking, gardening, and farming. There are organized sports for youth, but the participation rate is low. There are no public swimming pools, health walking trails, or exercise programs for senior citizens. A successful physical activity program in this community will require support from church, civic, and other community leaders and it will need to offer a variety of fun activities appropriate for all age groups.
Community focus groups were conducted with 142 participants in four categories: teenagers, young adults, middle-aged adults, and mature adults. All groups expressed concern about chronic diseases (CVD, cancer, and diabetes), and overweight family members. All groups expressed the need for their families to eat properly and exercise, but few actually did so. The most frequently stated nutritional concerns were rushed meals, eating greasy, high-cholesterol, high-sodium foods, too many sweets, and too few vegetables. Barriers to healthy eating included taste, convenience, accessibility of junk food, perceived higher cost for healthy foods, and unsupportive family environment. Suggested solutions included grocery stores supporting healthy food choices and cooperation from restaurants with the inclusion of more healthy choices that are denoted by a symbol, reduced portion sizes, and improvements in taste and appearance of vegetables.
A meeting with the Washington-Wilkes community to inform them of the results of the above studies was held in August 2002.
Other:
Extramural grant proposals are being prepared with plans to submit to USDA, NIH, or Robert Woods Johnson during the next fiscal year. Informal discussions have occurred with one potential candidate for the GCORD Director position.
Center of Disaster Medicine (MCG) and CLEARMADD (UGA)
The Center of Disaster Medicine (initially proposed as Institute of Disaster Medicine) was formally approved at MCG in April 2002. Co-directors of the CDM are Richard Schwartz, MD (MCG Department of Emergency Medicine) and Ben Boedecker, DVM, MD, PhD (Augusta VAMC and MCG Department of Anesthesiology).
The mission of the CDM is to engage in interdisciplinary, interagency research and to foster development and training in the science of disaster medicine regionally, nationally, and internationally. The CDM is a collaborative effort between MCG, the Center for Leadership in Education and Applied Research in Mass Destruction Defense (CLEARMADD) at UGA and the Center for Total Access (CTA) and Reserve Training Site Medical (RTS-MED) at Fort Gordon.
A main goal for the CDM has been to develop Web-based curricula for disaster medicine training for first responders and emergency medical personnel. The CDM was granted $90,000 (MCG funds) from the MCG/UGA Biomedical Initiative for the infrastructure to develop these training programs. This money has been spent on a server and other infrastructure needs, with a small amount used for Web-design consultants at Fort Gordon. The Basic Disaster Life Support (BDLS) and Advanced Disaster Life Support (ADLS) train-

ing programs have been developed with these resources. The first course delivery date was in October 2002. The BDLS program was offered at the EMF Disaster Management 2002 conference in Orlando.
Cham Dallas, PhD, directs CLEARMADD, an interdisciplinary, collaborative center at UGA. One of the major goals of CLEARMADD is the production of effective weapons of mass destruction (WMD) media products for use in specific occupational education and in general public education, especially in times of crises. CLEARMADD was granted $80,000 (UGA funds) to produce and distribute a training video for pharmacists as second responders in the event of a WMD casualty. This video will be distributed to pharmacists throughout the State of Georgia.
The CDM-CLEARMADD collaboration has received additional funding ($650,000 total: $480,000 to UGA and $170,000 to MCG) from the Centers for Disease Control. Other applications for extramural funding are pending.
Georgia School of Public Health
Funds from the Biomedical Initiative have been used to support the development of a future Georgia School of Public Health (GSPH). At MCG, these funds were used for partial salary support for members of the MCG Strategic Planning Committee. These include six faculty from various academic units at five percent salary, the chair of the Planning Committee at 10 percent salary, and the administrative specialist at 50 percent salary. UGA produced a large professionalquality poster outlining public health at both MCG and UGA for the American Society of Public Health annual conference; the poster will be used again this year. Funds at both campuses were also used to pay for consultants, travel (e.g., to other schools of public health), and operating expenses. Some of UGA's infrastructure support funds also covered staff time.
Models for a proposed Georgia School of Public Health were presented by the MCG committee, by the UGA committee, and by the senior administration at the two institutions. At the present time, none of these models has been agreed upon by both institutions. UGA is developing a Masters of Public Health degree on its own campus, independent of MCG. The curriculum proposal is currently under review by faculty and consultants. UGA hopes to accept students into the program for fall 2003. MCG will develop an independent Institute or Center for Public Health and offer an MPH degree as well.
Other Programs
Cancer: Funds were used by UGA for a one-day symposium workshop for UGA and MCG participants, held in early June 2002. This was in conjunction with the development of the Georgia Cancer Coalition Planning Grant (Comprehensive Cancer Center for the Augusta/Athens Corridor).
Summer Student: UGA also supported Cathy Goldstein, a second year MCG medical student, for summer research at UGA. Goldstein worked in the laboratory of Margie Lee, DVM, PhD, Department of Medical Microbiology & Parasitology in the College of Veterinary Medicine. The research addressed the use of antibiotics in poultry and the incidence of antibiotic resistance genes in bacteria in the chicken intestine.

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Accountability Report

P-16 Partnerships (P-16 Initiative, PREP program, P-16 Database, Advanced Academies, PREP II)
Appropriated: $300,000 (FY97); $450,000 (FY98 includes $150,000 for P-16 database); $3,833,209 (FY99 - includes $150,000 for P-16 database, $800,000 for advanced academies, $703,209 for local P-16 councils and program costs, $2,000,000 for PREP, and $180,000 in lottery funds); $3,833,209 (FY00); $3,963,209 (FY01); $3,809,379 (FY02); $3,853,209 (FY03).
The goal of this initiative is:
g To reduce systemic problems in public education while increasing academic readiness for post-secondary education of students who are the most vulnerable;
g To increase significantly what is expected of students while helping them raise their aspirations and improve their academic readiness and achievement. There are three strands of work within the initiative: 1. Development of P-16 seamless education: aligning expectations, 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.
Coordinator: Jan Kettlewell, associate vice chancellor for Georgia P-16 Initiatives: email address Jan.Kettlewell@usg.edu
Initiative update:
Post-Secondary Readiness Enrichment Program (PREP):
Since the inception of PREP in FY96, students in grades 7-12 in at-risk situations have participated in supplementary academic enrichment programs during the academic year and throughout the summer; i.e. tutoring/mentoring, academic readiness, career exploration, leadership development, conflict resolution, community service and technology skill development. During FY02, more than 15,000 students participated in PREP programs located at 28 University System of Georgia institutions.
The services of PREP are implemented through strong partnerships among University System institutions, more than 300 middle and high schools, and 200 businesses and community organizations located in 111 counties.
During FY02:
g Services were continued to meet the challenging needs of PREP students who have moved from middle school to high school. PREP students continue to be mentored and tutored by college students throughout the state.
g The University System partnered with Helping Teens Succeed, Inc., to provide a College Transitions Class to high school PREP seniors in 50 high schools over the three-year life of the grant. The grant calls for training during year one with implementation of the course to begin in FY04.
g Twenty-eight institutions will continue to receive funding for PREP in FY03. Each institution is required to have a 2:1 match.

g PREP II - Due to the success of PREP, 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, FortValley State University, Savannah State University, and Atlanta Metropolitan College will implement PREP II.These four institutions served an additional 1,200 students who received in-depth mentoring and tutoring support in addition to post-secondary advisement, career counseling and financial aid counseling. Each institution focused on recruiting these students to attend their college.
Academies for Gifted and Talented High School Students:
There are two gifted and talented academies, one at the State University ofWest Georgia and one at Middle Georgia College. Academy students enroll in regular college classes. Coordination with the high schools ensures that the courses will satisfy their high school graduation requirements. Admitted students live on campus.
g 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, and the health fields. In FY02, 62 students enrolled; 35 were new "college freshmen;" 27 were returning students. Two of the returning students graduated from high school and are completing their associate degree. Fall 2001 freshmen entered GAMES with an average high school GPA of 3.45 and an average SAT score of 1257. Students returning to the GAMES program in fall 2001 earned an average college GPA of 3.47 during their first year in the program.
g Advanced Academy of Georgia State University of West Georgia: The FY02 class of the Advanced Academy consisted of 56 academically talented high school juniors and seniors from locations throughout Georgia and beyond. For FY03, 21 students returned for their second year in the program, and 38 students were new recruits.The average SAT for the FY03 class is 1264 and the average high school GPA is 4.04. Most earned placement scores that allowed them to begin their university work beyond the freshman level. Since 1995, all students who have entered the program have continued with their degree program at prestigious institutions in Georgia and across the nation.
P-16 State Level:
At the state level, accomplishments in FY02 include:
g The University System currently is developing and implementing a statewide P-14 Science and Mathematics Initiative in cooperation with the Department of Education, the Office of School Readiness, and the Department of Technical and Adult Education.
g A pilot is underway for using standards and assessments as a route for admission into participating colleges and for entry into the work force (see separate section on Performance Assessment for College and Technical School on page 22).
g Implementation of a reading endorsement for current teachers in all subject areas and grade levels through the University System Reading Consortium was continued (see separate sec-

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Accountability Report

tion on this page).
g Implementation of Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom was continued (see separate section page 23).
g Implementation of programs to prepare tomorrow's teachers to use technology was continued during FY02 (see separate section on page 23).
g Implementation of the Mini-Core began in January 2002 (see separate section on page 23).
P-16 Local Level:
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. All 15 local councils continue to refine educator and educational leader preparation programs. Four councils are participating in standards-based projects at level 12 (entrance to college or work), 14 and 16 (entrance to a college major).
Performance Assessment for Colleges and Technical Schools, and Quality Undergraduate Education:
Eight councils have been funded to work on a national project designed to use P-12 academic standards as a framework for the redesign of their teacher preparation programs.
In addition, two councils are parts of a national network of 10 sites focused on the redesign of 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.
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 research and development phase of the PACTS (1998-2003) has three major tasks:
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 work force.
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 work force.
The first two tasks were completed during the first three years of the project. During FY02, admission criteria for USG and DTAE institutions participating in PACTS were developed. High school students were identified and schools began assembling evidence of student performance on the standards in Student Work Collections (similar to portfolios). These Student Work Collections were independently evaluated during verification workshops in April 2002. A high level of agreement among raters was found. Several high school students are in the pipeline to apply for admission into a participating USG or DTAE institution in fall 2003 and 2004. During FY02, 632 students

participated in PACTS.The number of students participating during the FY03 school year will be greater.
A fourth task was added during FY02: to provide professional development in standards and assessment for high school teachers implementing PACTS to ensure that they are able to help students meet PACTS standards. During FY02, teachers from six schools participated in the professional development program and had the opportunity to receive stipends and staff development credits. The professional development program was modified and is being offered to teachers during FY03. The number of teachers participating during FY03 will increase as well.
PACTS is supported by a grant from The Pew Charitable Trusts. Additional funds are provided by the Georgia P-16 Initiative and grants from ESEA Title II and School to Work.
P-16 Linked Student Database:
The purposes of the Georgia multi-agency linked student database are: 1) to monitor student progress from pre-school through postsecondary education, and eventually, into the labor market; and 2) to provide information to Georgia's educational agencies, institutions, and state and local P-16 councils on the success of various initiatives in improving student learning. 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 to add the Department of Labor (DOL) database to the P-16 linked database.
The Office of Information Technology Outreach Services (ITOS) and the Carl Vinson Institute of Government at the University of Georgia has held the contract for the P-16 database. Negotiations currently are underway to move the database to the University System Office of Information and Instructional Technology Office.
Reading Consortium:
A statewide Reading Consortium involving reading faculty from 14 participating University System institutions, in collaboration with participants from the Department of Education and the Professional Standards Commission, has developed reading endorsement program as professional development for practicing P-12 teachers. The programs are available through a Summer Institute, distance learning models, and on-campus models. Progress to date includes:
g Gave numerous national, regional, and state presentations at professional conferences;
g The first recipients of the Reading Endorsement Teacher Scholar Awards presented their research at the 2002 Reading Forum, documenting how the Reading Endorsement impacted the literary achievement of their students;
g Announced six new recipients of the Reading Endorsement Teacher Scholar Awards;
g Published three issues of the Literacy Lens, a publication seeking to promote best practices in the classroom;
g Created a new website that serves as a resource for teachers in Georgia see msit.gsu.edu/Readingconsortium;
g Began a re-evaluation of USG Reading Endorsement courses in light of the principles of scientifically based reading research;

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Accountability Report

g The Reading Consortium has delivered courses to a total of 712 teachers;
g Prepared 119 teachers in reading through the Summer Institute Model, 318 teachers through the Distance Learning Model, and 155 teachers through the on-campus model; and
g 280 teachers have received the Reading Endorsement.
The Center for the University System of Georgia Reading Consortium 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.
Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom:
In FY00, Georgia was awarded a $9.7 million Title II State Teacher Quality Enhancement Grant from the U.S. Department of Education to support implementation of the P-16 Plan for Having a Qualified Teacher in Every Public School Classroom. Principal partners include the Office of the Governor, Board of Regents of the University System of Georgia, Georgia Department of Education, Office of School Readiness, Professional Standards Commission, Georgia Partnership for Excellence in Education, Georgia Teacher Center, and the Educator Work force Research and Development Division.
The focus of the grant program is increased student learning through enhanced teacher quality, a goal that requires comprehensive and integrative changes in teacher recruitment, teacher preparation, teacher certification and renewal, teacher professional development, and teacher retention. The grant provides funds to facilitate needed changes and innovative initiatives in Georgia's educational agencies and institutions. During FY02, the grant funded proposals focusing on:
g Increasing the collaboration between colleges and universities and P-12 schools to improve student learning and the preparation and development of teachers;
g Redesigning preparation programs to ensure that new teachers have sufficient knowledge of the subjects they are teaching;
g Developing a "Business-to-Teaching Consortium" to prepare second-career professionals through alternative routes;
g Developing "Advanced Academies for Future Teachers" to attract highly qualified high school students into teaching;
g Developing Praxis preparation strategies to increase pass rates and lower the achievement gap on teacher licensure tests;
g Developing induction programs designed to provide support for new teachers during their first two years in the classroom;
g Developing a "Special Education/General Education Consortium" to recommend policy changes needed to increase the ability of all teachers to respond to the needs of all children;
g Developing a "Middle Grades Math and Science Initiative" to deliver professional development to increase content knowledge of practicing Middle Grades teachers;
g Developing a "Matched Peer" program pairing next generation and priority elementary schools to collaborate on school improvement; and
g Developing the "Educator Work force Research and Development Division" to provide data and projections of educator supply and demand.

Based upon evaluations, successful initiatives are being institutionalized. Phase II of Georgia's Teacher Quality Plan will focus on recruitment and retention of highly qualified teachers.The University System, in partnership with Valdosta State University, has been awarded a $1.4 million Title II State Teacher Quality Enhancement Recruitment Grant and a $2.9 million Transition to Teaching Grant from the U.S. Department of Education to support implementation of Phase II.
Preparing Tomorrow's Teachers To Use Technology (PT3):
In FY00, Georgia was awarded a $1.85million State Catalyst Grant from the U.S. Department of Education 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 middle grade teacher preparation faculty and their pre-service students and student teachers. The four partner institutions (two public and two private) have adopted and adapted the conceptual design of the Georgia Framework for Integrating Technology; Classroom Module. The model is being used to: 1) ensure the immediate technology proficiency of all middle grade teacher candidates by implementing middle grade Pre-service InTech; 2) provide professional development courses in technology for post-secondary middle grades faculty; and 3) collaborate with P-12 and college of Education/Arts & Sciences colleagues to upgrade teacher education curricula and fieldtest model technology lessons in real-world classroom settings.
g During FY01 a task force developed a post-secondary InTech model.
g During FY02 Post-secondary InTech was field-tested and successfully piloted in four institutions. More than 200 faculty members have participated in this project. All pre-service middle grades teachers in the participating institutions have been proclaimed technology proficient through this project.
g Post-secondary InTech will be distributed to all colleges and universities in Georgia during FY03.
The "Mini-Core:"
In January 2002, the Board of Regents passed an agreement between the University System of Georgia (USG) and the Department of Technical and Adult Education (DTAE), commonly known as the "Mini-Core Project." According to the agreement, basic skills courses in English and mathematics with common course content will transfer between USG and COC-accredited DTAE institutions, and comparable placement and exit test results will be honored between Systems.
The University System of Georgia has agreed to accept for transfer the following courses from the DTAE COC-accredited institutions:
ENG 191 (with at least a grade of C) for ENGL 1101 ENG 193 (with at least a grade of C) for ENGL 1102 MAT 190 for MATH 1101 MAT 191 for MATH 1111 MAT 194 for MATH 1113

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Accountability Report

This transfer agreement will be effective for those students from

g June - September 2002: A model for Leadership of School

COC-accredited DTAE institutions:

Improvement was developed based on a job and task analysis of

g who enroll in ENG 191 and/or MAT 190 or 191 courses

exemplary principals and superintendents, and upon nationally

beginning January 2002; and

recognized standards for leadership of school improvement.

g who meet the minimum test score requirements for exemption from developmental studies, or
g successfully complete and meet the minimum test score requirements for exit from developmental studies English and/or mathematics beginning January 2002.

The Institute curriculum was outlined to support the model. A project plan was developed to drive the development of the learning modules that reflected the model. Modules were developed using a team of K-12 experts in leadership of school improvement and experts in performance-based instructional design.

Georgia's Leadership Institute for School Improvement:

The Institute worked with the Superintendents in the first cohort to design an action-learning project for their participants

Georgia's Leadership Institute for School Improvement is a partner-

to ensure transfer of learning and to demonstrate competency

ship of the Board or Regents of the University System of Georgia,

in leading school improvement initiatives. The Institute worked

business leaders, the Georgia Partnership for Excellence in

with the Superintendents to select and train Improvement

Education, Georgia Professional Standards Commission, Georgia

Initiative Coordinators to assist their Cohort participants in

state government, and K-12 educational leaders. The Institute is

conducting their action learning assignments following the core

devoted to the success of Georgia's educational leaders in meeting

workshop.

elevated expectations for student achievement and school perform-

The Institute recruited and developed a network of perform-

ance.

ance coaches to support the districts in the cohorts. It also

The Institute provides leadership development for education leaders,

developed teaching leaders from K-12 and business to teach the

including assessment, training and coaching. The Institute researches

Core Workshop. To support the cohorts, it developed an online

and codifies school leadership models and practices, and evaluates

electronic portfolio to allow the participants to document and

effectiveness of school improvement methods. The Institute also

submit their improvement initiatives during their action-learn-

works to influence policies for recruitment, selection, preparation,

ing project. The cohorts were also given access to online tools

development and retention of school leaders.

for collaboration and to develop cross-district Communities of

Key Milestones:

Learning and Achievement .

g 2000-2001: An executive committee representing all key part- g September October 2002:The first Cohort of 70 educational

ners developed the Leadership Institute. The executive com-

leaders attended the three-day Core Workshop. Ninety-four

mittee formed a coordinating board to advise the development

percent rated the workshop as "improving" or "tremendously

of the Institute and a sounding board to provide input on specif-

improving" their skills as leaders of school improvement. The

ic initiatives.

cohort provided feedback for program improvement, and the

results were used to inform the revision plan for the curriculum

g August 2001: A cross-functional design team from business,

and the cohort process for Cohort II.

higher education, and K-12 began developing a vision for the

Institute and a prototypical description of its functions.

g November 2002: Cohort II was selected from nine districts, and

the district superintendents selected team members.

g November 2001:The design team delivered the design and a

summary report of recommendations.

The Cohort underwent orientation completed pre-work for the

next Cohort in December and January of 2003.

g December 2001: A search began for an executive director to

lead the Institute.

The cohort process was revised to extend the Core Workshop

to two sessions: Leadership Base Camp, a two day learning

g April 2002: An executive director for the Institute was hired

event focused on the planning leaders do to drive improvement,

and began staffing and start-up of operations, including a budget

and The Summit, a three-day event focused on the work of

and work plan presentation for the executive committee. A

engaging teachers and school leaders in the work of improve-

pilot cohort was selected and oriented to participate in Institute

ment of the processes, systems and practices of teaching and

offerings and give feedback regarding program development.

learning.

g May 2002: Staffing for the Institute was partially completed, using on-loan staff from local school systems for three key staff positions: program coordinator, coaching coordinator and learning event coordinator. A program coordinator for Aspiring Leader Development and Policy Development was hired. A kick-off was conducted for the initial pilot cohort and the first core workshop was scheduled. A partnership was established with City of Atlanta public schools, the Institute and its affiliate institute, Georgia State University, to develop an Aspiring Leaders preparation program. The Institute drafted

A two-day summer event,The Leadership Exploration, was designed to orient leaders across the state to the leadership model and the work of improving teaching and learning. Learning Pathways were designed to sustain the development of Cohort participants and Leadership Exploration participants.
The Institute completed a review of the policies that impact educational leader recruitment, selection, hiring, development and retention in Georgia, and prepared recommendations for consideration for policy enhancements.

the prototype framework for policy influence.

g December 2002 January 2003: Cohort II began its Base Camp

and Summit learning experiences.

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Accountability Report

Cohort I completed midterm assignments and began the 360degree assessment of leadership competency.
The Institute continued to develop curriculum and support participants and districts in process.
Cohort III was selected underwent orientation in February 2003.
The Institute began working with the Atlanta Metro Chamber of Commerce, the Partnership for Excellence in Education, key business leaders and the Cohort I Superintendents to develop a "think tank" for a collaborative to support superintendents and their principals in developing the processes, technology and systems.
Teacher Preparation Initiative
Appropriated: $3,000,000 (FY00); $3,000,000 (FY01); $3,000,000 (FY02); $3,000,000 (FY03).
The goals of this initiative are:
1. To ensure that every teacher prepared by the University System institutions; f Has deep content knowledge in every subject included on the teaching certificate; f Can manage classrooms and can use information technology effectively; f Is accomplished in helping students from diverse groups achieve at high levels.
2. To ensure that every school administrator and school counselor prepared by University System institutions is successful in putting in place in the schools those conditions that support teacher success in improving student learning;
3. To ensure that every classroom teacher who receives a graduate degree from University System institutions is prepared for the option of seeking National Board Certification;
4. To hold colleges of education and colleges of arts and sciences jointly responsible for the quality of teachers prepared;
5. To increase partnerships with public schools for the purpose of improving student learning in the schools, increasing and strengthening field experiences for prospective teachers, continuing professional development of school and university faculty, and improving both the schools and teacher preparation;
6. To collaborate with the Governor's office, Georgia Department of Education, Professional Standards Commission, Office of School Readiness, and Georgia Partnership for Excellence in Education; f To balance teacher supply and demand by subject field and geographic region f To end out-of-field teaching; and
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 Jan.Kettlewell@usg.edu
Initiative Update:
In 1998 the Board of Regents adopted a new policy for teacher preparation. Teacher preparation programs have been redesigned in

all 15 University System institutions that prepare teachers. These changes are in place.
The first class of "new teachers" prepared in USG institutions entered the schools in the fall of 2002. What can the public expect? All New Teachers Prepared in University System Institutions Fall 2002:
g Are able to bring students from diverse groups to high levels of learning (at point of initiative certification);
g Have sufficient depth in content fields;
g Are able to organize teaching around high standards;
g Are able to use data to improve student learning;
g Are able to customize instruction for individuals and groups;
g Are able to use technology to advance student learning;
g Are able to manage classroom effectively; and
g Are able to diagnose difficulties in reading and in mathematics and know what to do about them (early childhood teachers).
In addition--Early Childhood Teachers (Grades P-5):
g Have passed certification examinations;
g Completed a 12-15 semester hour concentration in reading;
g Completed a 12-15 semester hour concentration in mathematics (taught by mathematics department); and
g Completed 900 clock hours in internship experiences in the schools.
In addition--Middle Grades Teachers (Grades 4-8):
g Have passed certification examinations;
g Completed two 12-15 semester hour concentrations from among English, mathematics, science, and social studies academic courses taught by Arts and Sciences faculty; and
g Completed 900 clock hours in internship experiences in the schools.
In addition--High School Teachers (Grades 7-12):
g Have passed certification examinations;
g Completed a major in the Arts and Sciences for each subject to be taught; and
g Completed 900 clock hours in internship experiences in the schools.
In addition--Current Teachers Who Receive Graduate Degrees (Grades P-12):
g Prepared (if they choose) to seek National Board Certification. Change in Governance of Teacher Preparation:
g Governance over teacher preparation has moved from the college of education to a collaborative unit comprised of arts and science, education, and school faculty.
g There is a network of partner schools in place with each university that prepares teachers. Partner schools work on: g Preparation of new teachers; g Professional development of experienced teachers and teacher preparation faculty; g Increased student learning in the schools; and g Improvement of both the schools and of teacher preparation.

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Accountability Report

Accountability University System Institutions:
g Only admit students into teacher preparation that have at least a 2.5 GPA on all hours attempted in the first two years of college;
g Provide support, assistance, and professional development to all graduates during their first two-years of teaching;
g Guarantee that the teachers they prepare are accomplished in bringing diverse P-12 students to high levels of learning; and
g Will provide any teacher they prepare with additional training at no cost to the graduate or to the school system if the latter finds the new teacher lacking.
PREPARATION OF EDUCATIONAL LEADERS
(School Superintendents and Principals)
In 2001, the Board of Regents adopted a new policy for the preparation of educational leaders. Program redesign is underway in all nine University System institutions that prepare school superintendents and principals. When program changes are completed, the public can expect graduates from University System institutions who move immediately into educational leadership positions to be able to:
g Improve schools by increasing student learning and achievement within two years of practice as educational leaders;
g Set high expectations for all students in the school or system and organize curriculum, instruction, and assessment around the high expectations;
g Use data on student learning and achievement to set benchmarks and to monitor student progress toward continuous improvement;
g Use technology to meet the individual learning needs of students, teachers, and administrators;
g Lead schools using standards-based objectives, results-based performance management, and continuous improvement;
g Raise perceptions of all parties that the school or system can do better;
g Develop a school or system plan for improvement;
g Help teachers customize instruction for individual students or groups of students that reflect students' own experiences, learning styles, interests, cultures, and special needs;
g Provide students with the resources they need to achieve high learning standards through a comprehensive program of student support services;
g Increase student learning-time as needed, using flexible schedules, structures, and technology;
g Establish a safe and orderly environment that supports reaching the goals of the improvement plan;
g Lead the school or system in accordance with school law and professional ethics; and
g Use state-of-the-art technology practices from business and industry to effectively and efficiently manage resources, planning, record keeping, and evaluation of schools or systems.
PREPARATION OF SCHOOL COUNSELORS
Board of Regents adoption of a new policy on the preparation of school counselors is anticipated in 2003. The policy has been drafted and is moving through the formal approval processes.

BUDGET: $3,000,000 was appropriated in FY03 in the following 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.
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. Support for Continued Refinements in Teacher Preparation: g $70,500 has been designated for a statewide forum on teacher preparation to determine what, if any, additional changes are needed in teacher preparation programs. g $200,000 has been designated for programs to change how mathematics and science are taught to future elementary and middle grades teachers, thereby deepening future teachers understanding of these subjects. g $100,000 has been designated to support the new Teacher Preparation Recruitment Initiative, launched in November 2002.
4. Support for Continued Refinements in the Preparation of Educational Leaders: g $38,000 has been designated for external reviews of all preparation programs in educational leadership.
5. Expanded Access to Doctor of Education (Ed.D.) Programs: g $800,000 has been allocated to FortValley State University, Georgia Southern University, State University ofWest Georgia, the University of Georgia, and Valdosta State University to expand access to ED. D. programs.
All of these funds were used as the state match that enabled Georgia to receive $9.7 million in federal funds for the P-16 Teacher Quality Plan.
Technology Initiatives
Beginning in FiscalYear 2002, funding for a number of technology-related special funding initiatives became part of the University System's Funding Formula. Funds formerly allocated through state appropriations are now allocated through a new technology factor. Funding through the technology factor is allocated not to the program, but directly to the institutions to support technology needs related to these initiatives. Therefore, this and future Accountability Reports will not detail activity in these initiatives. The Accountability Report is intended to update the Governor and General Assembly on progress for initiatives requiring direct recommendations and approval for specific special funding.
However, a number of these technology-related special funding initiatives still receive Lottery funding. In the case of GALILEO, this

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Accountability Report

funding is to maintain databases (contracts and use agreements, for example) necessary to support the initiative.

Below is a list of these technology-related initiatives, along with any

Lottery funding received for FY03. In every case, such Lottery fund-

ing supported databases for the initiatives.

Initiative

FY03 Lottery Funding

GALILEO

GALILEO received no FY 03 Lottery Funds. However, GALILEO did receive $1,939,000 in the FY 02 Supplemental Budget, which is the equivalent of Lottery funds received in past years.

Connecting Teachers and Technology $2,677,500 (FY03)

Connecting Students and Services

Lottery pre-funded in FY02 Supplemental - $527,000

Statewide Desktop Learning Network Lottery pre-funded in FY02 Supplemental - No funding

Internet Connectivity

No funding

Water Policy Research--Georgia Water Planning and Policy Center Initiative
Appropriated: $750,000 (FY01); $1,000,000 (FY02); $1,936,000 (FY03) (Georgia State University total: $1,052,000)
The goal of this initiative is:
g To form an objective statewide institution a consortium of water resource think tanks to assist in the formulation of policy designs for policy makers to best manage sustainable economic growth and natural resource conservation for the state's water planning, research and education efforts.
Director: Ronald G. Cummings, professor of economics, and holder of the Georgia Research Alliance Eminent Scholar Chair in Environmental Policy, Georgia State University: email address rcummings@gsu.edu
Participating Institutions: Georgia State University (lead); Albany State University; Georgia Southern University
Initiative Update:
Through the efforts of the Georgia Research Alliance, the Environmental Policy Program formed the Georgia Water Planning and Policy Center (GWPPC) in 1999.
A three-university consortium, the GWPPC harnesses top intellectuals from across the state to help meet Georgia's priority water policy challenges. The Center is uniquely focused on applied water policy sciences through academic and technical experts in law, economics, public policy & administration, and related decision sciences. The consortium is comprised of: the North Georgia Metropolitan Water Planning & Policy Center, Georgia State University; the Flint River Water Planning & Policy Center, Albany State University; and the Coastal Rivers Water Planning & Policy Center, Georgia Southern University. The GWPPC is not a policy making or regulatory body. Instead, the Center functions as a highly specialized technical resource to state and local policy makers.

The Georgia Water Planning & Policy Center (GWPPC) entered FY03 with an expanded scope of services. The FY02 program of work was completed with a primary focus on the lower Flint River Basin and involved primary work through the Georgia State/Albany State collaboration, and the Flint River Water Planning & Policy Center.
The official launching of the Coastal Rivers Water Planning & Policy Center at Georgia Southern University in October of 2001 enabled new work to begin to address important water issues in eastern Georgia, and continues to play a major role in the FY03 Plan of Work. Since July 1, 2002, focused efforts from Georgia State University's North Georgia Water Planning and Policy Center have added additional emphasis on the water quality problems facing metropolitan Atlanta. Research focuses on non-point source pollution and is exploring the possibility of establishing offset-banking methods to help control water runoff and pollution from construction sites and other industrial sites in the metro area.
A major thrust in early 2002 was the partnership with the state's water management agency to address emergency water quantity challenges in southwest Georgia. Another severe drought required the Georgia Department of Natural Resources Environmental Protection Division (EPD) to invoke the Flint River Drought Protection Act for the second consecutive year. Once again, the GWPPC research faculty at Georgia State University responded to the challenge and assisted EPD in the suspension of some 41,000 acres of irrigated farmland in order to protect flows in the Flint River and its tributaries.
On the policy design front, the passage of SR 142 by the 2001 General Assembly also put in motion a new legislative study committee to examine Georgia's water planning process. Several faculty, staff and board members from the Georgia Water Planning & Policy Center consortium serve in advisory capacities to this body. The work of this committee has necessitated many analytical papers and briefings with officials wrestling with the complex water issues that face the study committee. The consortium universities issued a total of 16 working papers and in depth policy analyses. Several of these works have been instrumental in changing the direction of forthcoming recommendations made by the study committee. In summary, the GWPPC's efforts will leave an indelible mark on the study committee's report and will most likely have significant impact on Georgia's water laws and policies for years to come.
Eleven studies were undertaken during this fiscal period and all achieved the desired deliverables set forth in the research contracts. As the Centers look ahead to a new year of planning and policy efforts, additional faculty and staff coming online at the three universities, along with enhanced partnerships with federal, state and private agencies, will ensure even more productive efforts to address Georgia's most pressing water and natural resource quantity and quality issues.
Equally important is the GWPPC's opportunity to provide leadership in the development of processes for preparing and implementing basin water plans. The Center's Phase 1 report on the Flint River Basin Water Plan will undoubtedly serve as a guide for future regional basin planning efforts.
In addition, the Center's FY02 work plan produced a number of seminal works, which are providing a definitive policy focus on areas such as:

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Accountability Report

g A process for structuring usufructuary water rights;
g Development of institutions to allow flexibility in a region's plans for future economic growth;
g The role of metering and enforcement in any new system of water management;
g The potential for desalination technologies to enhance water quality and quantity; and
g Utilization of specific off-main stem impoundments to enhance instream flows.
Marketing/Outreach:
The Environmental Policy Program is a major research and training center housed in the AndrewYoung School of Policy Studies at Georgia State University. It has the objective of enhancing the quality of environmental policy in Georgia and throughout the nation. Engaged in scholarly research, projects focus on water resources conservation and natural resources management. The Program maintains a state of the art 24 subject station Environmental and Experimental Economics Laboratory, a portable lab consisting of 30 Pentium notebooks, and has initiated a new graduate degree and certificate program in natural resource management made available via videoconferencing through GSAMS. The new academic program is designed for professionals interested in areas such as water resources management, environment policy and planning and natural resource conservation. The program has provided policy advice to the government and private sectors since 1993. Visit www.andrewyoungschool.org.
YAMACRAW Initiative
Appropriated: $17,686,890 (FY01), $21,201,944 (FY02), $19,026,453 (FY03)
The primary education goals of the Yamacraw 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
Initiative Update:
Yamacraw's education program experienced a third year of solid growth in fiscal year 2002 in the areas of new graduates, faculty hiring and collaborative efforts. Yamacraw's FY03 budget was reduced $373,000. Operating expenses are being managed closely in order to meet building occupancy obligations without requesting additional allocations.
New Graduates
A primary objective of Yamacraw is to substantially increase the number of electrical and computer engineers, software engineers and computer scientists graduating from eightYamacraw universities with specialization courses inYamacraw-related areas.
Prior to theYamacraw Initiative, roughly 400 students per year were graduating with degrees applicable to our member companies. A primary goal of the education effort is to produce an additional 600Yamacraw graduates per year by 2005. This goal will be accomplished through growth in the programs at Georgia Tech, along with

the development of Yamacraw-related specializations in the computer science and software engineering programs at the seven other Yamacraw universities and Georgia Tech's Regional Engineering Program (GTREP).
All eight participating universities have modified their curricula and expanded course offerings inYamacraw areas. As previously reported, results through the first two years of the program were promising. InYear One, the number of graduates grew to 613. InYear Two, it grew to 725. Significantly, 100 of those graduates were at universities other than Georgia Tech, indicating a substantial return on the investments made in new faculty at schools that were not previously producing graduates withYamacraw specializations. Progress has continued inYear Three with a total of 835 students graduating with Yamacraw-oriented degrees and specializations. Once again, the increase in graduates is broadly distributed, reflecting the impact of the faculty hired byYamacraw at participating schools.
Yamacraw is on track to increase the number ofYamacraw-ready graduates to more than 1,000 per year with steady increases in production expected atYamacraw universities.
Faculty:
DuringYear Three,Yamacraw universities had great success at hiring new faculty, with 27 additionalYamacraw faculty joining the 39 hired during the first two years. Given the competition for faculty in the fields related toYamacraw, this is an extraordinary result. Armstrong Atlantic State University and Georgia Southern University each hired three new professors, greatly strengthening the computer science programs in southeast Georgia. Fifteen were hired at Georgia Tech, two at Kennesaw State University and two at the University of Georgia. Georgia State University and Southern Polytechnic State University each hired one newYamacraw faculty member.With the resignations of three professors since the program began, the University System of Georgia now has 63Yamacraw-hired professors.
In addition to theYamacraw-hired faculty, the University System of Georgia has more than 110 faculty researchers doing research and/or teaching courses inYamacraw-related areas.
Collaborative Efforts:
During the spring semester, a senior-level Georgia Tech computer science class was offered via a video link at both Armstrong Atlantic and Georgia Southern. The Video Game Programming class, taught by Chris Shaw of Georgia Tech, was well received at both schools. The extension of the course to these two schools was made possible by support fromYamacraw and GTREP. This offering was intended as a pilot effort toward regularly enriching the set of courses available at the southeast Georgia schools using distance-learning technology.
Under the mentoring program, faculty members at state universities are working with Georgia Tech researchers to enhance their knowledge and capabilities inYamacraw areas. This year the program included a workshop on Information Security Education presented by faculty associated with the Georgia Tech Information Security Center (GTISC). The National Security Agency has named GTISC a Center of Academic Excellence in Information Security Assurance Education. The security of computing and telecommunications systems has received increased emphasis, and it is vital that educational programs incorporate aspects of security-related technology. Yamacraw is well positioned to respond to this opportunity.

28

Accountability Report

Special Programs:
On June 4-6, 2002, Southern Polytechnic State University hosted 17 math, science and technology teachers from high schools in Cobb and surrounding counties for a three-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 of Yamacraw research efforts. Also included were afternoon lab sessions. The program received extremely positive reviews from the participants, each of whom is key to ensuring a pipeline of well-prepared students pursuing high-tech careers in computer science, computer engineering and software engineering in Georgia. This program's success highlights the value of building relationships between the University and area high schools.
Continuing Education:
In FY02, the Continuing Education program in the College of Computing awarded 79 certificates to students in program areas related toYamacraw. These included IT Project Management, Managing Information Security, UNIX Systems Management, UNIX System Programming, Network Operations and Software Engineering. New certificate programs in Java Technologies and Managing Information Security were initiated.
Southern Polytechnic State University'sYamacraw Continuing Education program was active, presenting a section of the Embedded Systems Certificate Program, the third annual Watts Humphrey Lecture Series, two technical briefings and a full selection of professional development courses. In support of this effort, the Office of Continuing Education scheduled more than 20Yamacraw preparation courses and certificates. In addition to program offerings, SPSU's Yamacraw coordinator visited many of theYamacraw partner companies and is working with them to develop specialized training programs to serve their identified needs.
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: Currently, 29 companies (Agilent Technologies, Ardext Technologies, Barco, BellSouth, Broadcom, Cermet, Ciena, Cirrex, Cypress Semiconductor, Eagleware, EG Technology, Echostar Data Networks, IDT, Intracom, iVivity, Kipper Technologies, Microcoating Technologies Inc., Movaz Networks, Nanoventions, National Semiconductor, Nortel Networks, Quellan, RF Solutions, Siemens Dematic, SecureWorks, SoC Solutions,VeriSign Savannah (formerly H.O. Systems),Vocalocity and Wave7 Optics) have signed on as industry members to the Design Center with various projects directed to each of the three research areas. In addition, more than two dozen other companies have been contacted and offered memberships.
Yamacraw Capital Seed Fund: TheYamacraw Capital Seed Fund was enabled in April 2000 by legislation passed in the 2000 General Assembly. Currently, the fund has six active members in its portfolio Ardext Technologies, EG

Technology, iVivity, Quellan, RF Solutions and Vocalocity. EG Technology, iVivity and Vocalocity were funded inYear Three. Historically, state investment in the Seed Fund companies has been leveraged at a rate between 3:1 (Ardext) and 98:1 (iVivity).
Emerging Companies: TheYamacraw initiative has recruited seven emerging companies since program inception. They are Cermet, Eagleware, Kipper Technologies, Nanoventions, SecureWorks, SoC Solutions and Wave7 Optics. These smaller companies, each of which was started in Georgia, participate fully inYamacraw's community of research partnerships.

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Accountability Report

New Special Funding Initiatives

g Armstrong Atlantic State University received $200,000 to partner with Georgia Southern University, Savannah State

Enhancing Access: Programs Targeted to Non-Traditional Students and African-American Males

University, Coastal Georgia Community College and East Georgia College to enhance education at the Liberty Center. The goal was to increase the participation of active-duty military soldiers at the Hinesville (GA) Center. Two faculty were

Appropriated: $2,200,000 (FY03)
The goals of this initiative are: g To expand participation in college by increasing access while
maintaining quality;

hired and began teaching in January 2003. Two staff members began work in September 2002 to set up the program.
g Gainesville College received $200,000 to increase course offerings in Athens. In addition to leasing a house for use as faculty offices, the following sections were added:

g To focus on the needs of non-traditional students: and

Term

# Sections

Headcount

g To market the advantages of a post-secondary education to all Georgians, particularly African-American males.
Coordinator: Frank Butler, vice chancellor for Academic, Faculty and Student Affairs: email address Frank.Butler@usg.edu
Initiative Update:

Fall 2001

33

218

Fall 2002

87 (12 evening) 628

Spring 2003 101 (15 evening)

g Macon State College, working as partner with Abraham Baldwin Agricultural College, Middle Georgia College, and Gordon College provided access to two-year students to cours-

Non-Traditional Students:

es not otherwise available.This will enable two-year students to

g "Access grants" were awarded in August to University System

work toward the BA. During Fall 2002, one course was offered

institutions as part of this initiative's statewide effort aimed at

at ABAC. Spring 2003 saw two courses at each of the three

bringing high-demand, four-year degree programs to two-year

partner campuses, with summer courses planned as well.

college campuses.

Twenty students successfully completed fall semester courses,

g Nine different four-year USG institutions will collaborate with

and spring enrollment is underway.

10 two-year colleges and three satellite centers in the statewide g Middle Georgia College received $92,000 to add courses at

initiative. The grants will enable 22 USG institutions to collab-

the Dublin Center. Dublin Campus enrollment increased 20

orate and extend their resources to areas of the state where stu-

percent since fall 2001, with enrollment of non-traditional

dents currently are underserved.

students increasing by 28 percent.

g Most of the access grants will allow four-year institutions to take advantage of the University System's statewide network of facilities to offer specific high-demand, four-year degree pro-

Term Fall 2001 Fall 2002

Headcount 650 781

grams on the campuses of two-year colleges.

A total of 27 course "seats" were provided through the Access

g In addition to the four-year programs, access grants also were awarded to meet the demand for two-year degree programs, in Dublin and Athens. In these cases, USG two-year colleges in

grant, as well as math refresher course for 23 students, basic study skills for 18, and computer introduction to 17. Similar courses will be offered in Spring 2003.

other parts of the state will collaborate to extend their outreach g The University of Georgia utilized its $200,000 grant to

efforts to these communities.

provide support for the development of an undergraduate

g In some cases, classes may be delivered at least in part via GSAMS or the Internet, but all of the institutions given access grants plan to have instructors at the host site on a regular basis. Some of the collaborating two- and four-year institutions plan to share teaching duties, whereas in other cases, only the main institution involved will supply the faculty.

major, agriscience and environmental systems to be offered in Tifton at Abraham Baldwin Agricultural College, beginning in Spring 2003. Currently UGA is advertising for a program coordinator, developing courses, planning renovations of facilities, and identifying faculty members to begin teaching the six courses in Fall 2003, with six additional research-special topics courses. Anticipated enrollment is 25-30 students in the

The following University System of Georgia institutions around the

initial enrollment pool.

state were awarded access grants:

g Valdosta State University partnered with Waycross College,

g Southern Polytechnic State University received:

Abraham Baldwin Agricultural College, and South Georgia

g $164,000 for a project with Floyd College to provide 30

College to utilize a $220,000 grant to offer a cooperative Early

hours of upper-level courses in information technology,

Childhood and Reading Education Program.

leading to a Bachelor of Information Technology, in con-

College of Education

junction with Floyd College. Personnel, clerical help, and

VSU Accepted Accepted

a "smart lab" have been added. Two junior-level courses

ABAC

32

28

are scheduled for spring 2003.

South Georgia

51

30

g $100,000 for a project at the Gwinnett University Center

Waycross

100

66

to provide for an information technology degree. A lead position and clerical assistance were in place by the end of December 2002, with two junior-level courses starting in January 2003.

Total

183

124

g State University ofWest Georgia was granted a $198,000 partnering grant with Floyd College to add a two-year program

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Accountability Report

of education courses on the Floyd campus, leading to the baccalaureate in Early Childhood Education. Space and staff have been identified, five faculty members are teaching five classes to a 13-person cohort, and the cohort is enrolled for Spring 2003 semester.
g Albany State University utilized its $200,000 grant, in tandem with Bainbridge College, to work toward articulating student work between the two institutions. New hires include a project director and full-time faculty member. Bainbridge has provided office space for two faculty members and a total of seven courses have enrolled 52 students during Fall 2002.
g Georgia Southern University received $200,000 to cooperate with Middle Georgia College to enhance education at the Dublin Center by offering to paraprofessionals two years of paratraining and the opportunity to complete a BSEd in Special Education.The project director is in place, students are being recruited, and support systems are being developed to deal with the twenty students invited to participate in the first cohort, with classes beginning in January 2003.
The African-American Male Initiative:
Background:
Demographic enrollment data collected during a comprehensive benchmarking initiative undertaken by the Board of Regents of the University System of Georgia in 2000, identified a stark disproportion in the enrollment of African-American males compared to their African-American female and Caucasian male counterparts. In the fall of 1999 (data used for the benchmarking effort), AfricanAmerican male enrollment in the University System of Georgia stood at 37.5 percent, compared to 45.1 percent Caucasian/nonHispanic male student enrollment.
In Fall 2002, the specific disparity between African-American males and females at the undergraduate level within the University System was at a 2:1 ration 35,873 females to 17,068 males.
The legislature provided $250,000 towards conducting a study aimed at identifying barriers to the participation of African-American males in the University System.
The Overall Study:
The allocated funds are being used to undertake four phases of work, including:
f Establishing the "University System of Georgia's Task Force on Enhancing Access for African-American Males," comprised of members of the Board of Regents; University System office staff; and K-12, higher education and national educational policy experts lending their expertise to tackle the issue;
g Conducting a statewide external research study aimed at identifying the barriers to expanded participation by AfricanAmerican males within the USG;
g Funding six strategic pilot initiatives on USG campuses aimed at expanding and replicating model efforts and sharing information regarding these same initiatives already proven successful in encouraging African-American males to consider, enroll in, and graduate from college; and
g Developing a marketing plan and collaterals aimed at raising the college-attendance aspirations and expanding the enrollment of African-American males in the University System.

"The Task Force:"
Associate Vice Chancellor Arlethia Perry-Johnson created the 52-member "University System of Georgia's Task Force on Enhancing Access for African-American Males" during July and August 2002, with a goal of soliciting professional and citizen-based expertise in addressing the enrollment disparity. The group was charged on September 4, 2002, by Chancellor Thomas C. Meredith, and conducted its work through March 2003.The Task Force was grouped into six subcommittees, with specific charges that included addressing: f Research and Policy Analysis: f K-12/Pipeline Issues; f Recruitment and Marketing; f Retention Issues; f Programs of Excellence; and f Partnership Opportunities.
The Task Force met on three occasions in September, November, and January. In between these meetings, each committee met independently to address their respective charges. Each committee produced a preliminary verbal presentation of their findings and recommendations for consideration by the full Task Force. These subcommittee reports were presented at the full Task Force meeting in January 2003. Final reports from the subcommittees were submitted from all of the subcommittees by March 2003. Their findings and recommendations will be put forward for the Board's consideration in May 2003.
The External Research Process:
In August 2002, University System Office officials conducted a Request for Proposals through the state's Department of Administrative Services to identify an external research and marketing firm to address the unique challenges posed by the target audience. From a group of 33 applicants, Atlanta-based Matlock Advertising and Public Relations was selected. Matlock subcontracted with Paul Warner & Associates to conduct statewide external research. The firm conducted both qualitative and quantitative research with African-American males and key influencers. In all, 17 focus groups were conducted with targeted males throughout the state (including one with a group of young prison inmates). Quantitative telephone surveys were conducted with more than 700 members of the target audience and their influencers, e.g., parents, teachers, guidance counselors, USG administrators, etc. The research was focused in the service areas of eight USG institutions geographically dispersed throughout the state. The qualitative research ferreted out the validity of popularly held myths and assumptions regarding barriers to college matriculation for AfricanAmerican males, while the quantitative research added statistical significance to the qualitative outcomes. A final report was submitted by the external research firm, containing findings and recommendations shaped as a result of their work. A committee of University System officials provided oversight of the external research project, which included: Ms. Arlethia Perry-Johnson, Dr. Daniel Papp, Dr. Frank Butler, Ms. Shelly Nickel, Dr. Cathie Hudson, Dr. John Wolfe and Dr. Scott Levine.
African-American Male Pilot Initiatives:
Several successful programs are currently operating within the University System aimed at expanding the participation of underprepared students, including African-American males in particular.

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Accountability Report

Four USG institutions, FortValley State,Albany State and Savannah State universities and Atlanta Metropolitan College, all pride themselves on serving under-prepared students and working successfully to retain and graduate them. Funding is a constant challenge for these programs, often dependent on strained institutional funds, or on philanthropic and charitable giving. Other exemplary programs also exist within the USG that can serve as successful models for recruitment and retention of African-American males. Under the auspices of the African-American Male Initiative, six USG institutions and/or programs were identified by USO officials to receive funding to pilot and/or expand their initiatives aimed at enhancing the participation of African-American males. Dependent upon approval by the Board of Regents at their April meeting, a total of $60,000 will be dedicated to six African-American Male Pilot Initiatives.These six institutions and programs will receive $10,000 each:
g Albany State University: to support the institution's summer bridge programs for African-American students, and to foster information sharing regarding their success in achieving the third-highest retention rates in the USG;
g Atlanta Metropolitan College: to support the College's longrunning Saturday Academy/PREP initiative, which identifies and cultivates under-prepared students in the K-12 pipeline and enhances their preparation for college and matriculation;
g Coastal Georgia Community College: to support the College's 10-year-old Coastal Georgia Minority Outreach Program, a community-college partnership that targets rising seventh-grade American-American males living in Brunswick and neighboring counties for mentoring and tutoring activities aimed at enhancing their college preparation and reducing the rate of highschool dropouts;
g FortValley State University: to support the launch of the institution's three-week, pre-collegiate summer residential institute for a small sample of under-prepared students.The end goal is to develop more academically, socially and culturally competitive students who will be successful in fall 2003 and beyond;
g Savannah State University: to provide funding for the institution's successful PREP and Upward Bound initiatives and to help support its relatively new Summer Pipeline Program, aimed at developing under-prepared students for college matriculation. Special efforts will be made to transition AfricanAmerican males from these pre-college programs into the University and to continue enhancing the institution's recent increases in the SAT scores of first-time freshmen.
g The University of Georgia: to support Derryl Bailey's "Project: Gentlemen on the Move (PGOTM)" a mentoring and academic-support program, that has been implemented successfully in three states.The goals of PGOTM are to develop adn nurture academic and social excellence in African-American male adolescents.
All six pilot programs will be evaluated via the submission of two reports, one at the end of the Fall 2003 semester and another at the end of the Spring 2004 semester. The reports will reflect the following: g Specific programmatic initiatives to which the funds were
directed; g How many African-American males were impacted by the

funding; g Evaluation and measurement strategies used to assess the effec-
tiveness of initiatives; g How the program's successes are being shared with other
University System institutions; and g How and at what costs the programs might be expanded/repli-
cated to have additional impact (Final Report only).
Marketing Goals:
Utilizing existing funding from the Initiative, work also is underway to conduct an initial statewide marketing campaign aimed at enhancing communication with the target audience of African-American males and key influencers of their postsecondary options and behavior. Based on the receptiveness of the Board of Regents to the outcomes of the Phase I external research study and the USG's Task Force findings and recommendations, a long-term, comprehensive integrated marketing plan will be developed to address many of the enhanced communications and marketing recommendations of the USG's African-American Male Initiative. Projected costs will be associated with this plan, and it will be presented to the Board of Regents for their consideration and action. External funding (corporate and foundation support) also will be sought.
Targeted audiences and proposed communications goals will include developing collaterals for:
g African-American middle-school students who need to be introduced to the prerequisite courses for the College Prep Curriculum (CPC), beginning in the fifth and sixth grades;
g Those African-American males transitioning from middle school to high school, who need to make informed decisions regarding selection of the CPC and the additionally rigorous courses need to attend USG universities;
g The parents of both of these middle-school and high-school cohorts;
g Key influencers, such as teachers, principals and guidance counselors to encourage enhanced communication and interaction with the targeted students and the formation of relationships to ensure that they are fully knowledgeable regarding the requirements of attending the college of their choice;
g Enhanced communication with targeted students and their parents/guardians regarding the importance of adequate preparation for the standardized tests that serve as college admissions measurements; and
g The public-at-large, to inform them of their ability to raise the aspirations of all Georgia's students in particular those of African-American males.
Broadcast marketing production projects currently are being conceived and produced with Georgia Public Television (GPTV), in the form of public service announcements and commercials aimed at the target group. In addition, GPTV's Peachstar satellite network will produce and air satellite messages from the chancellor of the University System, enabling direct communication with middle- and high-school students, guidance counselors and teachers.
ICAPP Advantage and Health Professions
Appropriated: $1,530,000 (FY03)

32

Accountability Report

The goal of this initiative is:

RN program in August 2002 and graduated in December 2002.

g To leverage Georgia's innovative ICAPP Advantage Program g Floyd College will produce graduates with an Associate

that meets employers' needs for knowledge workers in high

Degree in Nursing. The corporate partners are Emory

demand/low supply by extending its application to stem

Cartersville, Floyd Medical Center, and Redmond Regional

Georgia's escalating and critical shortfalls in healthcare profes-

Medical Center, which have committed to hiring 20 program

sionals.

graduates.Twenty nursing students began the program in

Coordinator: Joy DeVries, interim executive director for Economic

August 2002.

Development: email address - Joy.DeVries@usg.edu

g Georgia Perimeter College will produce graduates with an

Initiative Update:
On July 11, 2002, this$4.55 million public/private partnership was announced between Georgia health care providers and the University System of Georgia. The initiative will increase the number of licensed health professionals in the state by more than 500 over the next two years. The participating health care employers have committed to providing jobs for the graduates in 19 Georgia communities. The new positions are expected to generate a firstyear payroll of $8.8 million, an estimated $623,000 in state income taxes and $196,000 in sales tax to the state in 2003.

Associate Degree in Nursing. The corporate partners are DeKalb Medical Center and Piedmont Hospital, which have committed to hiring 40 program graduates. Sixteen nursing students began the program in August 2002 and graduated in December 2002.
g Georgia State University will produce graduates with a Bachelor of Science Degree in Nursing. The corporate partners are Promina Health System and Grady Health System, which have committed to hiring 24 program graduates. Twenty-four students began the program in August 2002.

The state of Georgia contribution includes $2.1 million, and Georgia g Kennesaw State University will produce graduates with a

health care providers are making cash and in-kind contributions of

Bachelor of Science Degree in Nursing. The corporate partners

$2.45 million.

are WellStar Health Systems, Inc., Emory Cartersville Medical

Center, Floyd Medical Center, and Redmond Regional Medical

The 13 institutions selected to receive grants via the "Health

Center, which have committed to hiring 40 program graduates.

Professionals Initiative" include:

Twenty students began the accelerated Bachelor of Science in

g Abraham Baldwin Agricultural College will produce

Nursing program in August 2002.

graduates with an Associate Degree in Nursing. The corporate g Middle Georgia College will produce graduates with an

partners are Colquitt Regional Medical Center and Tift

Associate Degree in Nursing. The corporate partners are

Regional Medical Center, which have committed to hiring 15

Fairview Park Hospital, Dodge County Hospital, and Taylor

program graduates. Twenty nine students began this program in

Regional Hospital, which have committed to hiring 42 program

July 2002 and they will graduate in May 2003.

graduates. Thirteen nursing students began the program in

g Armstrong Atlantic State University will produce gradu-

August 2002 and will graduate in July 2003.

ates with a Bachelor of Science Degree in Nursing. The corpo- g The Medical College of Georgia and Armstrong Atlantic

rate partners are Memorial Health University Medical Center

State University will produce graduates with a Bachelor of

and St. Joseph's/Candler Health System, which have committed

Science Degree in Medical Technology. The corporate partners

to hiring 60 program graduates.Thirty nursing students began

are MCG Health, Piedmont Hospital, Phoebe Putney Memorial

the program in August 2002 and will graduate in December

Hospital, Memorial Health University Medical Center,

2003.

Archbold Medical Center, Quest Diagnostics, Southern

g Clayton College & State University will produce graduates

Regional Health System, Rockdale Hospital, Gwinnett Health

with a Bachelor of Science Degree in Nursing. The corporate

System, Columbus Regional Medical Center, DeKalb Regional

partners are Fayette Community Hospital, Grady Health System

Healthcare System, Grady Health System, Medical College of

and Southern Regional Medical Center. More than 60 gradu-

Georgia Health System, and Piedmont Health System, which

ates will be hired. This program is designed to increase minori-

have committed to hiring 14 program graduates. Three medical

ty admissions into nursing programs. A faculty subcommittee

technology students began the program in August 2002. A sec-

has reviewed 147 applications to the program from pre-nursing

ond group of students is expected to begin in August 2003.

students for admission to a new class of 10-15 nursing students, g The University of Georgia increased the capacity of the

and classes began in January 2003.

UGA School of Pharmacy by 25 percent for fall semester 2002

g Columbus State University will produce graduates with a

in the Pharmacy Professional Degree (Pharm.D.) program.

Bachelor of Science Degree in Nursing. The corporate partners

Albany State University will be a partner in the UGA pro-

are Columbus Regional Healthcare System and St. Francis

gram, helping to meet a shortage of pharmacists in southwest

Hospital, which have committed to hiring 110 program

Georgia. The corporate partners are Phoebe Putney Memorial

graduates. Seventy nursing students began the program in

Hospital and Eckerd Drug Co, which have committed to hiring

August 2002 and will graduate in May 2004.

22 program graduates. Twenty-five additional students were

g Darton College will produce graduates with an Associate Degree in Nursing. The corporate partners are Miller County Hospital, Palmyra Medical Center, Phoebe Putney Memorial Hospital, Crisp Regional Hospital, and Archbold Medical Center, which have committed to hiring 63 program graduates. Seventeen nursing students began the fast-track associate degree

admitted to the fall 2002 entering Doctor of Pharmacy class. One new faculty member has been hired in Albany. An interim director of the Albany program has been appointed and began work in January 2003. A search currently is underway to hire a permanent director for the program. Two additional faculty for Albany/southwest Georgia are

33

Accountability Report

expected to be hired by spring 2003. The pharmacy department at Phoebe Putney Memorial Hospital has committed five different rotations for the immediate future, and plans are underway to develop other rotations during the next year. Eight fourth-year pharmacy students will begin their clinical rotations in the Albany area in May 2003.
North Georgia College & State University
Appropriated $750,000 for FY02-03 with a commitment to raise $250,000 from private sources.
The goal of this initiative is:
g To enable North Georgia College & State University to excel in its mission as Georgia's Military College and provide leadership training to the students through the following three areas:
1. Leadership Development: f Provide an interdisciplinary minor in leadership to military
and civilian students; f To enrich the preparation of faculty and staff in leadership
development; and f To expand the leadership training emphasis in the military
to civilian students.

other appropriate leadership scholarships have been awarded; g Linked classes and summer transition programs have been
implemented for cadets; g Statewide Leadership plans have been developed to enable mul-
tiple colleges to send students to an intensive leadership training program; g Appropriate budget holdbacks have been made; and g Private fund raising efforts have yielded more than $275,000.
SREB Doctoral Scholars Program
Appropriated: $160,000 (FY03)
The goal of this initiative is:
g To provide support for doctoral study to reasonably ensure a diverse faculty in the 34 institutions of the University System of Georgia.
Coordinator: John T.Wolfe, Jr., associate vice chancellor, Faculty Affairs: email address - jwolfe@usg.edu Initiative Update:
To date, the Southern Regional Education Board (SREB) has identified eight doctoral students, two each at Georgia State University, Georgia Tech, Medical College of Georgia, and the University of Georgia.

2. Corps of Cadets Retention and Enhancement: f Create linked classes and a summer transition program to
enhance cadet success; f Provide additional activities for cadets to exercise leader-
ship skills; and f Provide additional staff support to the Corps in order to
provide more feedback to cadets on their leadership development.
3. Recruitment and Retention: f Provide more resources to recruit the highest quality
cadets; f Provide more visibility to the military program; and f Inform the public of the leadership expertise and interest
at North Georgia.
Coordinator: Nathaniel Hansford, president, North Georgia College & State University: e-mail address - nhansford@ngcsu.edu
Initiative Update:
For FY03, spending from the special initiative funding has centered on the following:
g Providing faculty support of the leadership minor;
g Engaging in a faculty development partnership with the Fanning Institute for Leadership, and developing grants for curriculum, research, service, and study;
g Additional military personnel and training support have been provided to the Commandant's office;
g Cadet Recruitment activities have been funded;
g Workshops, a speakers' series, student organization grants, and website development are underway;
g President's Leadership Scholarships have been awarded; and

Other Key Programs
Eminent Scholars
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. Funding in the amount of $3.5 million was approved for seven Eminent Scholars in FY02. The following institutions received funding: Georgia Southern University, Columbus State University, Kennesaw State University, State University ofWest Georgia, and Dalton State College.
Georgia Southern University:
Georgia Southern University's Eminent scholar funds have been designated for the Goizueta Eminent Scholar in Educational Administration and the Eminent Scholar in Rural Community Health Nursing.
The Goizueta Eminent Scholar will focus on education leadership with teaching and learning as a priority, increasing the pool of people interested becoming school leaders and strengthening the administrative practicum for preservice administrator. The Gouizeta Eminent Scholar will act as a catalyst for attracting faculty, financial

34

Accountability Report

resources and outstanding students at Georgia Southern University.
The primary responsibilities of the Eminent Scholar in Rural Community Health Nursing will include establishing a vigorous research program, teaching undergraduates and graduates, assuming a leadership role in the School of Nursing's development of rural community health nursing practice and research leading graduate degrees. Academic and scientific leadership in developing graduate programs in nursing will also be expected.
National searches for both positions began in Fall 2002 and the anticipated date of filling the positions is August 2003.
Columbus State University:
In the fall of 2001, Columbus State University named Earl Coleman the Curry Distinguished Professor of Voice. Coleman has substantial experience as a singer violinist, chamber musician and conductor. He has performed as a soloist under maestros Leonard Bernstein, Sir George Solti, Robert Shaw, Gustav Meier, Boris Goldovsky, Margaret Hillis, Edward Murphy, John Rutter, Bruce Hagan and Carl Topilow. Coleman presently has 14 former students in Broadway musicals.
Kennesaw State University:
Dr. Joseph H. Astrachan is the Wachovia Chair of Family Business at Kennesaw State University. Dr. Astrachan is a professor in the Department of Leadership & Professional Development in the Michael J. Coles College of Business at Kennesaw State University and serves as director of the Cox Family Enterprise Center. In addition, he is Distinguished Research Chair of Family Business at Loyola University Chicago's Business School. He is also a principal of The Family Business Consulting Group, Inc.
Dr. Astrachan's presentations, consultations, and publications concentrate on family businesses, succession, and the management of professional partnerships. He is the author and co-author of several books, including: Mergers, and Employee Anxiety (Praeger, 1991); Family Business Sourcebook II; Making Sibling TeamsWork; and Building Family Business Policies.
Kennesaw State University's Tony and Jack Dinos Eminent Scholar of Entrepreneurial Management is Dr.Timothy S. Mescon. Dr. Mescon also serves a Dean of the Michael J. Coles College of Business at Kennesaw State University.
The entrepreneurship programs at the Coles College of Business have been consistently nationally ranked in publications, including BusinessWeek and Success magazines.
Dr. Mescon is the author of more than 200 articles and cases and has co-authored three books, including Cases in Strategic Management:An Industry Approach, Showing Up forWork and Other Keys to Business Success, and his latest, Memos To Management.
State University of West Georgia:
The State University of West Georgia has established the Marion Crider Chair of Mathematics. Dr. Crider was a professor of mathematics at the State University of West Georgia for 23 years and served as department chair, retiring in 1969.
The Department of Mathematics in the College of Arts & Sciences began the search for the first appointment of the Crider Chair in the fall of 2002. Consistent with the mission of the institution and the Department of Mathematics, the search will attempt to attract outstanding candidates who will bring a distinguished mathematical record with a commitment to advancing the conditions, which will

foster significant advances in how students learn about mathematics.
Dalton State College:
Dalton State College has established an endowed chair in Information Technology. The nationwide search began in fall 2002. The anticipated date of filling the position is fall 2003.
Equipment, Technology and Construction Trust Fund (ETACT)
The Equipment,Technology and Construction Trust Fund (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.
The ETACT has had an integral part in the modernization of institutions throughout the University System of Georgia. 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 Institute of Technology:
ETACT funds were used to fund a myriad of projects at Georgia Tech. The Georgia Tech Research Institute (GTRI) contracted with the US Army Space & Missile Defense Command to develop and run a high fidelity radar computer simulation for the Short Range Missile Defense System with Optimized Radar Distribution (SWORD) Science & Technology program. This computer simulation was used to analyze the performance capabilities of the SWORD radar system. The SWORD system is a wideband interferometric short-range air defense system that command guides an interceptor to hit-to-kill, and must prove to be very accurate while accounting for non-ideal performance of the system hardware, atmospheric refraction and turbulence, and wideband target interactions.While analysis has been performed to examine these issues individually, a high fidelity radar simulation was necessary to roll up these effects to determine overall capability. To perform this task GTRI purchased a multiple processor Sun Workstation as a platform to develop and run the SWORD high fidelity radar simulation. (Total cost of the project: $1,109,310; ETACT funds: $34,795; Matching Funds: $1,074,515)
University of Georgia:
The ETACT allocation was used for numerous projects including the acquisition of three electromyostimulation units to be used in the School of Health and Human Performance. The dynamic knee extension ergometer and two electromyostimulation units allow in depth analysis of the mechanical characteristics of paralyzed skeletal muscle of spinal cord injured patients as well as stimulators that will be used for reconditioning of patients affected muscle. (Total cost of the project: $30,000; ETACT funds: $15,000; Matching Funds: $15,000)
Georgia College & State University:
The ETACT allocation was used for several meritorious projects

35

Accountability Report

including the expansion of the School of Business Networking System. The funds enabled the School of Business to purchase the hardware and software needed to better deliver instruction, continue research and equip the electronic classrooms with modern software to facilitate instruction in statistics and simulation, and to allow students and faculty to build web pages and disseminate information. Ten desktop computers, a high performance OMR scanner, and various support products and software provide students with access to the latest technology. (Total cost of the project: $94,107; ETACT funds: $46,007; Matching Funds: $48,100)
Gordon College:
The ETACT allocation was used for the Gordon Youth Science & Technology Center (GYSTC). Gordon College, the regional host for GYSTC trains elementary teachers in science technology. The counties participating were Monroe, Pike, Upson, Lamar, and Jones. The funds enabled Gordon College to continue equipping the GYSTC traveling laboratory. More students will thus be given the opportunity to learn about science in fun ways. (Total cost of the project: $141,692; ETACT funds: $66,528; Matching Funds: $75,164)
Skidaway Institute of Oceanography:
ETACT funds were used to purchase Molecular Biology and Physical Oceanography equipment to support two projects with the Department of Energy and the Office of Naval Research. Skidaway administered the Department of Energy's project "Molecular Approaches for In Situ Studies of Nitrate Utilization by Marine Bacteria." As part of the grant, Skidaway purchased equipment to make quantitative measurements of the abundance of specific genes in complex marine environments. The Office of Naval Research supported Skidaway's research for a greater understanding of the continental shelf. The equipment purchased for this project was used to measure salinity, temperature, and currents. (Total cost of the projects: $ 162,845; ETACT funds: $ 100,000; Matching Funds: $62,845)
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); $54,290,521 (FY02); $31,075,000 (FY03).
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:
Summary of FY03 Major Repair and Renovation Projects:

Type of Project # of Projects # of Campuses Funds Allocated

General renovation and modernization 62

20

$13,883,749

Reroof and roof repair 26

15

3,252,482

Mechanical and

electrical repairs

52

30

9,719,514

Regulatory

47

34

2,719,232

Total

187

$29,574,977

The total recommended in July 2002 for needed work was $29,574,977, leaving the emergency/contingency fund at $1,500,023.

Some of the highlighted projects are: the continued renovation of the Howard Auditorium at Abraham Baldwin Agricultural College; the renovation of the Old Psychology Lab at Augusta State University; renovation and modernization to Russell Hall at Middle Georgia College; renovation of Peabody Trades Building at Fort Valley State University; Candler Hall Renovation at the University of Georgia; renovation of Coon Building at Georgia Institute of Technology; the final phase of the Rosenwald renovation at Georgia Southern University; upgrades for smart classrooms in three academic buildings at Savannah State University; security lights and interior lighting at Albany State University; electrical distribution system at Georgia Southwestern State University and Valdosta State University; HVAC replacement at the Education Center at the State University ofWest Georgia; rehabilitation of HVAC systems at Carnegie Hall at FortValley State University; chiller replacement and hot water loop at Bainbridge College and Coastal Georgia Community College respectively; HVAC system replacement at the Medical College of Georgia; roof repairs and/or renovations at Columbus State University, Coastal Georgia Community College, Georgia State University, Gordon College and Savannah State University.

Due to the age of many University System buildings, there is a continuing and ongoing need for re-roofing and repair of roofs and the replacement of HVAC systems. The campuses continue to address such regulatory issues as security lighting, ADA elevator compliance, restroom renovation, fire alarm systems, air quality issues and asbestos abatement.

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); $217,105,000 (FY02 Amended); $4,750,000 (FY03)
The General Assembly funded 38 capital projects totaling $217,105,000 in the FY02 Amended and the FY03 budgets.
Since FY95, the Board of Regents Facilities Office has managed 194 state-funded capital projects budgeted at almost $1.7 billion. More than 50 percent of these projects are finished and were completed within their respective budgets. Of the remaining projects, 36 are in construction and27 are in design. A complete breakdown of all capital projects since FY95 is on the following pages.

36

Accountability Report

Status of FY95-02 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 develop. (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

37

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,

remediation ongoing

contractor claim settled building occupied

March 94 Sept. 94 Sept. 95 Feb. 96 April 95 Sept. 95 Jan. 96 Dec. 96
March 96 March 99
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

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

FY98

UGA, Fanning Facility

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

FY01s

East Georgia College - classroom addition & Activity Center FY98

FY99s

FY00s

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

38

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 Sept. 99 & July 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 Sept. 02 June 02 N/A

pre-planning funds only N/A

Feb. 03 Oct. 02

Accountability Report

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

Funding

Project

Year

Augusta State University - Classroom Replacement, Phase 1 FY99

Georgia State University - Classroom Building

FY99

Armstrong Atlantic State University - Science Building

FY99

Gainesville College - Science Building

FY99

State University of West Georgia - Technology Enhanced

Learning Center Center

FY99

FY02s

Valdosta State University - Odum Library addition

FY99

Georgia Perimeter College - New Learning Resource Center FY99

Fort Valley State University - Health & Physical Education Bldg. FY99

Georgia Southern University - Ceramics/Sculpture, II

FY99

Southern Polytechnic State University -

School of Architecture Bldg. expansion

FY99

FY99s

FY00s

Gordon College - Instructional Complex

FY99

FY99s

FY00s

Georgia Tech. - Environmental Sciences & Technology Bldg. FY99

FY99s

FY00s

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

FY99s

FY00s

University of Georgia - Student Learning Center

FY99

FY99s

FY00s

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

FY00s

FY01s

Kennesaw State University - Visual & Commercial Arts

Classroom & Office Building

FY99

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

FY99

Savannah State University - renovation/addition

Drew-Griffith Science Building

FY99

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

FY99

Dalton College - Library Building addition & renovation

FY99

Abraham Baldwin Agricultural College -

Environmental Horticulture Building

FY99

Georgia Southwestern State University -

renovation of Crawford Wheatley Hall (I-25)

FY99

Clayton College & State University - renovation of Lecture Hall

to Multimedia Information Center

FY99

Southern Polytechnic State University - Plant Operations Bldg. FY99

Georgia Institute of Technology - North Campus Parking Deck FY99

Valdosta State University - Student Recreation Center

FY99

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

FY00s

FY01s

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

FY99

FY99s

FY00s

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

FY00s

FY01s

Amount Approp. Status
18,195,000 29,075,000 28,000,000 8,850,000
19,350,000 800,000
14,250,000 8,685,000 18,930,000 1,600,000
515,000 11,666,000 1,025,000
600,000 14,120,000
760,000 1,340,000 32,120,000 4,500,000
765,000 17,470,000 1,460,000 1,710,000 38,415,000 3,900,000
930,000 22,300,000 2,845,000
4,700,000 4,100,000
4,100,000 4,000,000 4,950,000
3,220,000
2,600,000
1,675,000 1,600,000 10,000,000 9,750,000
880,000 14,930,000 1,100,000
880,000 19,755,000 2,000,000
985,000 22,890,000 2,030,000

Actual or

Estimated

Notes

Completion

Aug. 02

Aug. 02

Jan. 02

Aug. 00

Dec. 00

rebid 5/01

July 03

renovation transferred to I-95 Jan. 02

rebid 11/01

May 03

Feb. 00

Feb. 02

Sept. 02

Aug. 02

Feb. 02

Dec. 02

April 03

rescoped 3/99 phased construction
rebid 10/00

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

39

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

FY00s

FY01s

Coastal Georgia Community College, Camden Center

Facility road construction (I-38)

FY01s

Georgia College & State University - Russell Library

& Technology addition (I-39)

FY99s

FY00s

FY01s

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

FY99s

FY00s

FY01s

Georgia Tech - Research Reactor decommissioning

FY99s

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

FY99s

FY02s

Kennesaw State University - parking decks (I-52)

FY99s

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

FY01s

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

FY00s

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

FY99s

FY01s

Kennesaw State University, classroom expansion (I-56)

FY99s

FY00s

FY01s

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

700,000 16,700,000
950,000
450,000
790,000 18,460,000 1,370,000
609,000 13,970,000 1,000,000 7,026,903
150,000 4,300,000
600,000 150,000 4,200,000 125,000 2,900,000 170,000 4,500,000 150,000 240,000 4,000,000 155,000

Gainesville College, underground electrical

distribution system (I-58)

FY99s

FY00s

Valdosta State University, renovation of University Center

for Support Services (I-59)

FY99s

Georgia Southern University -

expansion of Georgia Coastal Center (I-61)

FY99s

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

UGA - waste site remediation

FY99s

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

FY99s

Georgia Tech/Gov. Traditional Industries,

Food Processing Technology Building (I-64)

FY99s

FY02s

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

FY02s

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)

FY00

UGA - renovate 4-H facility @ Rock Eagle

FY00

72,000 1,300,000
2,750,000
2,340,000 5,000,000
500,000 187,000 4,200,000
4,110,000 425,000
750,000
440,000
150,000 5,200,000
100,000
7,000
512,551 300,000

40

Actual or

Estimated

Notes

Completion

April 03

July 03 Jan. 04

April 03

Final NRC inspection-2/02 Bidding 1/03
privatized 6/01

Feb. 01 May 04
Aug. 02 Oct. 03
Aug. 02
Oct. 02
Oct. 02

planning funds only

Dec. 02

construction funds requested

March 01

Sept. 02
May 03 Feb. 04 Sept. 99 March 03

March 04

equipment funds alternative delivery

Feb. 03 March 00 Dec. 03

Pre-planning funds only Due-diligence funding only

N/A
N/A
Aug. 00 April 00

Accountability Report

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

Project

Funding Amount

Year

Approp. Status Notes

North Ga. College & State Univ., GBI Crime Lab feasibility study FY00

Ga. SW. State Univ. - Student Success/HPER facility (I-44) FY00

FY00s

FY01s

Macon State College - Nursing, H.S. & Outreach Complex (I-41) FY00s

FY01s

Abraham Baldwin Agricultural College -

Agricultural Sciences Building (I-42)

FY00s

FY01s

Darton College - Physical Education Building (I-43)

FY00s

FY01s

Kennesaw State Univ. - Classroom & Convocation Center (I-45) FY00s

FY01s

Augusta State Univ. - Classroom Replacement Phase II (I-81) FY00s

FY01s

Georgia Tech. - 10th St. Chiller Plant phased expansion ((I-82) FY00s

Medical College of Georgia - Health Sciences Building

FY02s

Floyd College - Bartow Center (I-87)

FY02s

UGA - remediation Milledge Ave. site

FY00s

Georgia State University - renovation of Law Library (I-85) FY00s

Middle Georgia College - renovation of Dublin Campus

FY00s

Middle Ga. College - wellness/dorms classroom planning (I-65) FY00s

FY01s

South Georgia College - renovation of classrooms/gym (I-89) FY00s

FY01s

Georgia Southern Univ. - College of Info. Technology I-86 FY00s

FY01s

Atlanta Metropolitan College - property acquisition

FY01

Atl. Metro. College, campus road & entry improvements (J-21) FY01s

Fort Valley State University - O'Neal Veterinary add. (I-94) FY01

FY01s

Augusta State University - rehabilitate golf course

FY01

Skidaway Institute of Oceanography - infrastructure upgrades FY01

Georgia Tech. - Center for Rehabilitation Technology

FY01

Armstrong Atlantic State University,

upgrade & expand electrical distribution (J-20)

FY01s

Georgia State University, Library South brick remediation FY01s

Georgia Tech, GTREP, Savannah building

FY01s

Georgia Tech, Advanced Computing Technology (J-19)

FY01s

FY02s

MCG, equip & renovate Radiation Therapy Center

FY01s

N. Ga. College & State Univ., Military Leadership Center. (J-26) FY01s

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

FY01s

UGA, Vaccine/Pharmaceutical Development Facility (J-23) FY01s

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

FY01s

FY02s

UGA, Internet portals & infrastructure, Law School

FY01s

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

FY01s

FY02s

MCG,construction of Athletic Facility

FY01s

UGA, expansion of Jekyll Island 4-H Dining Hall

FY01s

UGA, Renovate Rock Eagle 4-H Center Auditorium

FY01s

Tier 3 Cancer Center at Grady Hospital

FY01s

25,000 100,000 1,144,000 18,590,000 650,000 15,500,000

pre-planning funds only

285,000 7,005,000
729,000 12,340,000 1,425,000 19,000,000 1,202,000 18,890,000 4,800,000 33,320,000 18,180,000
3,400,000 4,400,000 1,200,000
590,000 5,000,000
252,000 4,800,000
500,000 33,000,000
370,000 1,000,000
180,000 3,000,000
25,000 69,911 502,279

funding reduced/redesign
3/03 bid to be transmitted to GSFIC 2/03
3/03 bid
8/02 bid 4/02 bid 1/02 bid 7/03 project completion design-build
3/03 bid

3,000,000 3,700,000 5,000,000
660,000 31,880,000 2,200,000 5,000,000 4,900,000 10,000,000
50,000 1,400,000 3,200,000
240,000 4,500,000
250,000 300,000 198,000 28,350,341

5/03 bid
alternative delivery method alternative delivery preplanning only alternative delivery
4/03 bid
design build

Actual or Estimated Completion
Dec. 99 Aug. 04
Nov. 03
July 03
Sept. 03
May 04
April 04
May 01 Feb. 05 May 05
June 02 Dec. 02 Oct. 03 Aug. 03
March 03
July 03
Nov. 03 March 04
June 01 July 00 July 00
May 03 June 02 July 03 June 05
Dec. 01 March 04 Dec. 03 Dec. 03 NA June 05 Dec. 02 May 04
Sept. 01 Sept. 02 June 02 Jan. 03

41

Accountability Report

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

Project

Funding Amount

Year

Approp. Status Notes

Actual or Estimated
Completion

Georgia Southern University, Library Addition

FY02s

Kennesaw State University, Social Science Building

FY02s

Georgia Perimeter College, Student Center-Clarkston Campus FY02s

Middle Georgia College, Campus Loop

FY02s

University of Georgia, Performing & Visual Arts Center, Phase II FY02s

Clayton College & State University,

Central Plant Chiller Replacement

FY02s

Gainesville College, replacement of HVAC campus wide

FY02s

State University of West Georgia,

replace west campus electrical system

FY02s

Fort Valley State University,

purchase and improvements of Warner Robins campus FY02s

Bainbridge College, River Regional Center (J-15)

FY02s

Georgia Southwestern State University,

renovation of Jackson Hall (J-59)

FY02s

Georgia Southwestern State University,

physical plant renovation and addition (J-60)

Macon State College,

renovation and addition to Warner Robins facility

FY02s

Middle Georgia College, renovation of Talmadge Dorm (J-62) FY02s

Middle Georgia College,

predesign and facility study at Dublin Campus

FY02s

University of Georgia, Special Collections Libraries

FY02s

Dalton State College,

Continuing Education & Economic Development

FY02s

Medical College of Georgia, Biotech & Cancer Research Center FY02s

East Georgia College, Rural Development & Technology

FY02s

Georgia Institute of Technology, Coon Building

FY02s

PE improvements at: Abraham Baldwin Agricultural College,

Middle Georgia College, South Georgia College

FY02s

Major Repairs & Renovations Funds

FY02s

Tift College,

purchase campus for Governor's Leadership Institute

FY02s

Georgia Military College (transferred to DTAE)

FY02s

Yamacraw equipment

FY02s

Georgia Research Alliance

FY02s

Berrien County, new library construction

FY02s

Telfair County, new library construction

FY02s

Toombs County, new library construction (under Sec. of State) FY02s

Wheeler County, new library construction

FY02s

Lovejoy County, new library construction

FY02s

975,000 1,235,000
300,000 170,000 200,000

9/03 bid
7/03 bid 9/03 bid alternative delivery

March 05 March 05 Nov. 04 Dec. 04 June 05

4,600,000 CM project

800,000

3/03 bid

Dec. 03 Dec. 03

3,500,000

2/03 bid

Feb. 04

4,690,000 4,925,000

June 04 Oct. 03

4,500,000

3/03 bid

May 04

5/03 bid

April 04

5,000,000 4,000,000

alternative delivery alternative delivery

May 03 Aug. 03

500,000 240,000

predesign funds only completion date contingent
on construction funding

NA Jan. 06

100,000 1,400,000
150,000 2,000,000

alternative delivery 9/03

June 05 Aug. 04 Dec. 04 March 03

300,000

Dec. 02

31,075,000 varies most in construction or bidding June 03

5,350,000 13,430,000 4,090,000 23,470,000
830,000 1,250,000
250,000 1,000,000 1,520,000

pass through contact GMC for status NA equipment only NA

Oct. 02 NA Feb. 03 NA Jan. 04 Sept. 03 Sept. 03 Aug. 03 Aug. 04

42

Creating A More Educated Georgia
Board of Regents of the University System of Georgia