Budget request, FY 2002

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RECEIVED NOV 2 l 2000
Documents UGA UBRAP!ES

TABLE OF CONTENTS
Executive Summary
Budget Request Summary - FY 2002
Modernization of the Funding Formula
Faculty Salaries
FY 2002 Enhancements
Technology Initiatives Enhancing Campus Connectivity to the Peachnet Network Campus Information Technology Master Planning Improvements to the Georgia G.L.O.B.E. Initiative Enhancements to E-Business and Student Service Technologies Enhancements to the GALILEO Statewide Library
ICAPP targeted Outreach Partnenhips
South Georgia's Regional Engineering Program
Biomedical and Health Sciences Collaborative
Developing and Preparing Quality Teachen
Postsecondary Readiness Enrichment.Program (PREP)
The Georgia Eminent SchoJan Program
Mission Related Initiatives Georgia College & State University Georgia's Public Liberal Arts University Fort Valley State University Land Grant Support
Accountability Plus: Developing A System for Ongoing Assessment of the Univenity System of Georgia
Budget Unit B - FY 2002 Requests Office of Public Library Services Other B Unit Activities
FY 2001 Supplemental Budget Request

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TABLE OF CONTENTS
CONTINUED
Capital Budget- FY 2002 Request Major Capital Projects Minor Capital Projects Payback Projects
Appendix I
Highlights of FY 2001 Accountability Report
Appendixil Summary ofFY 2002 Adjustments to Base
Appendix ID
Summary of FY 2002 Special Funding Initiatives Continuation and FY 2002 Lottery Funds Request

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EXECUTIVE SUMMARY
The University System of Georgia stands at the forefront of university systems across the country. Georgia Tech and the University of Georgia are ranked among the top 25 public universities in the nation and many other USG institutions and programs are nationally ranked as well. Guided by the Board of Regents strategic plan, "Access to Academic Excellence," and with the strong and sustained support of the Governor, the General Assembly and key business and community leaders, the University System of Georgia continued during the last year to make important strides in achieving the goals of quality and access. Admission standards were raised according to the Board's plan and for the first time SAT scores reached 1,000, or about the national average. Technology advances have greatly increased access to learning opportunities and helped modernize operations. A technology master plan has been established this year to guide the future development of technology in the system. The University System's contribution to economic development is now firmly rooted in several state-level initiatives, Yamacraw and the Intellectual Capital and Partnership Program (!CAPP) perhaps being the most visible of these.
A benchmarking and management review of the University System conducted jointly with the Governor's Office showed that USG institutions fare favorably in comparison to their peers on several key indicators including freshman to sophomore retention rates, use of tenure track faculty for undergraduate teaching and proportion of budget spent on instruction. 1bis review provides important baseline data as a basis for making improvements in academic and administrative areas to ensure that all USG institutions operate effectively and that appropriate resources are devoted to the key missions of teaching, research and public service. This effort will be the focus of the Board's agenda for the next year.
The University System of Georgia's drive toward excellence has strong momentum, but it is an effort that requires constant vigilance. Georgia lags significantly behind the national average in the percentage of its population participating in post-secondary education. This fact alone is sufficient to raise concern about the future of the state's current economic progress. A thriving economy, which in today's world is built upon advanced technology, requires a highly educated workforce. A bachelor's degree has never been more marketable or essential to meeting the state's economic objectives than now. According to U.S. Bureau of Labor Statistics projections, the five fastest growing occupations from now through 2008 will all be in information technology. Further, while all job categories are projected to grow by an average 14% during this period, occupational categories requiring B minimum ofan associate degree are expected to grow by a substantially higher rate.
This budget request reflects the Board of Regents' continuing commitment to creating a statewide system of higher education based on principles of excellence and access. The strategic directions taken by the Board of Regents with the leadership and support of the Governor and General Assembly have substantially improved the University System of
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Georgia and enhanced its national reputation. Resources are requested to consolidate and expand upon the major advances in technology, economic development and student and teacher preparation. Within the three percent enhanc~ent level request permitted by the Governor (llllder which the B6ard is requesting a total of $49.1 million, or 3% above the base), the Board seeks to:
(1) Develop further and strengthen its technology initiatives, now supported by the completion of a Technology Master Plan (through Arthur Andersen) for the system
(2) Increase its role in the economic development of the state through expansion of the !CAPP initiative and the South Georgia Regional Engineering Program
(3) Further enhance efforts in the preparation of students for college work and teachers for performance in schools, in conjunction with Governor Barnes' education reform strategy.
As important as these specific initiatives are, the significance of remaining competitive in faculty and staff salaries in a tight labor market cannot be overstated. The University System of Georgia in the last two years has begun to lose ground in this effort as competing states both regionally and nationally have begun to recognize as the state of Georgia has, the importance of recruiting and retaining top talent. The state's budget priorities must include maintaining a competitive faculty and staff position within the southeast and nationally as essential to achieving academic excellence and economic preeminence.
The major budget requests for FY 2002 include:
A formula request which reflects recent efforts to modernize formula components. The modernization of the formula addresses the basic teaching, research and public service factors in the current model but also recognizes the impact of technology on the academic curriculum and the need to increase Major Repair and Rehabilitation (MRR) funding to a higher percentage of building replacement value. Since discussions are still continuing with the Office of Planning and Budget and the Legislative Budget Office to fine tune the formula model, this request does not include a dollar amount for those specific components affected by proposed changes nor for the actual improvements in enrollment or the other factors such as: maintenance and operation funds for new facilities, MRR adjustments based on changes in space, and fringe benefits.
Request for new and continuing university system initiatives totaling $42.9 million a 3% enhancement request - for Unit '"A" institutions and $6.2 million - a 3% enhancement request - for Unit ''B" and other activities.
A fiscal year 2001 Supplemental Budget request of $37.1 million, plus an amount to be determined to cover health plan deficits when more costs information is available. Included in this request is $24 million in general appropriations to match, with the
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previous agreement of the Governor, the amount of voluntary cost reductions taken by the University System in FY 2000. Funding is requested for one-time items of cost in various technology initiatives. and for additional drawdown and marketing funds for the ICAPP Advantage program.
A capital budget request which includes the Board's current multi-year major capital projects list (24 projects in priority order, totaling $515 million), 15 minor capital projects (each costing between $500,000 and $5,000,000) in the amount of $59.7 million and 4 payback projects supported by fee revenues in the amount of $35 million.
Several exemplary special funding initiatives adopted by the Board of Regents and approved by the Governor and General Assembly in the past are continued in the base budget request. These programs continue to evolve and may warrant additional funding in the future. The Board of Regents supports continuation funding and selective enhancements for these initiatives. (See Appendix Ill).
In addition to these items, the University System will support budget proposals of the Department of Community Health to extend health insurance coverage to graduate assistants in USG universities as a part of a broader effort to cover uninsured populations in Georgia.
This document includes a summary of adjustments to the current base budget to reflect prior actions by the Governor and General Assembly (see Appendix II ) and also contains the Annual Accountability Report for FY 2001 which discusses progress and achievements for new and continuing initiatives. The Annual Accountability Report appears in Appendix I).
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BUDGET REQUEST SUMMARY FISCAL YEAR 2002

BUDGET UNIT "A"
FY 2001 Appropriation as Adjusted . Budget Increase Request:

S 1,432,014,876

Enhancements:

Technology

$ 18,255,000

ICAPP

3,232,500

Regional Engineering

3,000,000

UGA/MCG Research

..

Developing and Preparing Quality Teachers

PREP

5,000,000 5,350,000 1,800,000

Eminent Scholars Program

3,000,000

Mission-Related (GC&SU. FVSU)

3,265,000

Enhancement Total

42,902,500

Formula Adjustment
Accountability Plus: Developing a System for Ongoing Assessment of the University System of Georgia (Request made in consultation with Gov. ~ Office ofEducational Accountability)
Data Warehouse and Data Collection Assessment and Accountability
Total Budget Request Unit A

TBD

3,500,000 4,000,000

7,500,000

S 1,482,417,376

BUDGET UNIT "B"

FY 2001 Appropriation as Adjusted

$ 226,438,329

Budget Increase Request: Enhancements:

Center for Rehabilitation Technology Georgia Tech Research Institute Agricultural Technology Research Program Economic Development Institute Advanced Technology Development Center Vet Medicine Agriculture Research Agriculture Experiment Statio~,'Cooperative Extension Service Marine Extension Service Marine Institute Vet Medicine Experiment Station Vet Medicine Teaching Hospital Skidaway Institute of Oceanography State Data and Research Center Office ofPublic Library Services Regents Central Office MCG Hospitals and Clinics

$ 531,323 209,600 52,280 180,801 100,208 32,019
1,386,682 1,164,209
so,soo
33,860 76,257 17,560 55,605
TBD 937,473 243,500 1,072,835

Total Budget Request Unit B
Other "A" Unit Activities
Minority Business Enterprises Forestry Research MCG-SEEP

Enhancement Total

6,144,712 $ 232,583,041

16,081

30,280

11,125

Enhancement Total

$

57,486

t:

MODERNIZATION OF THE FUNDING FORMULA
The University System of Georgia funding formula was developed in the early 1960s and last revised in 1981. Since that time there have been significant changes in the University System that have not been addressed through further revisions to the cmrent formula model. The most conspicuous ofthese has been the impact of technology on teaching, research and administrative practices. But there have been more fundamental changes as weJ.i including the recent shift from a quarter hour system to a semester system, the expansion of course offerings across a broader range of disciplines and changes in faculty salary structure during the past twenty years. The current formula is a reflection of the political and economic environment in which it was first developed and is in need ofmodernization.
During the last year, the Regents Central Office has been engaged with the Office of Planning and Budget and the Legislative Budget Office in an effort to modernize the current formula model. The modernization proposes resetting of factors in instructional and support functions based on actual data: average faculty salaries and courses taught, average credit hours awarded per course, and class sizes. Recognizing that course offerings have been expanded since the formula's inception, the model under consideration also adds two more discipline groupings. It is proposed also that the formula address specifically two areas of critical and contemporary importance to the University System that have a bearing on broader state concerns and interests. One of these is technology, for which a separate factor is proposed to recognize changes in teaching methodology and the way students access educational offerings, i.e., web-based and other technologically driven forms of pedagogy. The other is building repair and rehabilitation funding based on industry standards. These changes, along with elimination of components that are artifacts of decisions made in a very different era, make the formula more consistent with current actual practices and policies and ensure that the state continues its historic commitment to provide adequate state funding for higher education.
Toe proposed model also recognizes that student enrollment is rising and will continue to rise as was evidenced by this year's (FY 2001) increase of 1.1 % over last year (FY 2000). As was predicted however, University System of Georgia institutions, like other institutions around the country, will take a few years to rebound in terms of credit units. Last year's credit production increased 1.5% over last year, the first year of semester conversion.
Because discussions on key components are still underway, the formula adjustment shows no dollar request. Regents Central Office staff will continue positive discussions with OPB and LBO concerning modernizing the current formula.
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FACULTY SALARIES - FY 2002
The state of Georgia's commitment to increase faculty and staff salaries has greatly improved the University System of Georgia's competitive position within the region and the nation. Our standing among states included in the Southern Regional Education Board (SREB) has improved from sixth in 1995 to fifth in FY 2000 (Although the University System achieved second in 1998). During the last decade, faculty salary increases in Georgia's public colleges and universities have generally outpaced increases nationally, but that trend has begun to change.
In 1992-93, average salaries of USG faculty represented 93 percent of the national average. In 1999-2000, that figure is now slightly above 100 percent. However, in FY 2000, the national average increase in faculty salaries at public colleges and universities increased by 3.8 percent while Georgia's average faculty salary rose by 3 percent. This amount will cause Georgia to lose ground in its efforts to maintain a competitive position both regionally and nationally in attracting and retaining first rate teachers and scholars. Other states within the SREB organization are moving aggressively to raise faculty salaries. An informal survey of SREB states reveals that Kentucky increased its salaries by 4.1% in FY 2001. North Carolina reported a 3% pay raise with an additional 2% increase for merit Maryland implemented a 4% faculty salary increase. Florida, Oklahoma and Tennessee each responded that faculty salaries increased by 3.5% in FY 2001. By comparison, Georgia's public college and university faculty and staff received a 3% merit increase in FY 2001.
The decreasing ability to offer competitive salaries and salary increases has been a factor at USG institutions in attempting to attract and retain faculty. Several examples follow:
Georgia State University recently lost three key faculty members to substantially larger financial commitments from other universities. In these three instances, the recruiting institutions, all in the south, offered between 23% and 59% increases to a Professor in Finance, an Assistant Professor in Finance, and an Associate Professor in Accountancy. Their Georgia State salaries ranged from $81,000-126,000.
Georgia Tech is experiencing similar problems. A full Professor (and key Yamacraw faculty member) in Electrical and Computer Engineering received an offer from another large southern university at $215,000 per fiscal year. His current academic year salary is $130,000. Georgia Tech was able to make a significant counter-offer but the negotiations continue with the other university making yet another offer. A full Professor in Architecture was lured to the University of Michigan with an increase of 16% over a current salary of $103,000. Georgia Tech is also experiencing difficulty in recruiting top notch faculty. An offer was made to an Assistant Professor in Finance at Tulane who received a counter-offer of $125,000 and elected to stay at Tulane. In the process of formulating a counter-offer for an Associate Professor in Earth and Atmospheric Sciences, Georgia Tech surveyed the California Institute of Tecbnology regarding the annual salary of one of their faculty members who was almost an exact match to Georgia Tech's professor in terms of field of investigation, seniority, and national stature. That benchmark individual was being paid 21.7 % more than the associate professor at Georgia Tech.
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The University of Georgia is seeing the same results. The Terry College ofBusiness had two offers for assistant professor positions with salaries of $110,000 and additional $22,000 for three summers turned down. The competing offers from their home institutions of the Universities of Iowa and North Carolina were higher. The College also lost a Professor of Management to Indiana University. The offer was $50,000 higher than the University of Georgia's.
The problem .is not only noticeable at our research universities. Abraham-Baldwin
Agricultural College (ABAC) reported recently that it lost a faculty member with a Ph.D. in
Psychology after only two years employment at the college due to limited salary increases. ABAC also has failed twice to recruit for a faculty member in Horticulture within the advertised salary range. Bainbridge College lost a talented math teacher who had been at the college for over five years but who was able to obtain a $9,000 increase in salary across the border in Florida. Attracting top faculty and staff talent is critical to the University System and to the state of Georgia. Success is not only key to providing students with excellent education but also one of the drivers of a newly emerging Georgia economy through research with business and industry. Georgia's reputation as a high technology state is recently earned and subject to challenge by other states eager to gain a competitive advantage. Initiatives such as Yamacraw are highly dependent upon having exceptignal faculty to maintain the state's cutting edge position in making technological advances. The Board of Regents requests that the Governor recommend a salary increase for faculty and staff salaries that will enable Georgia to sustain and enhance its competitive position. The Board anticipates that this will require a significant increase over last year's increase of 3%.
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TECHNOLOGY INITIATIVES:
ENHANCING CAMPUS CONNECTIVITY TOTHEPEACHNETNETWORK

GOALS:
To ensure that the Peachnet network continues to provide reliable and robust service to USG institutions consistent with academic and administrative system requirements.

To ensure that the Peachnet network remains a vital strategic resource for the University System ofGeorgia and the state in developing new technologies.
BACKGROUND:

Robust and reliable connectivity, a fundamental requirement for successful use of technology in higher education, is comprised of three components: wide-area network resources (the Peachnet Network) including backbone and Internet connectivity; the campus local area network (LAN), and the "valve" between the two referred to as the Campus Electronic Crossroads (CID{). Over the past year, Peachnet's capacity has fallen well behind demand due to increased usage and financial constraints. As a result, the setting on the valve (CEX bandwidth) that controls campus access remains stuck at levels established in 1994. The recently completed Master Plan for Informational and Instructional Technology developed in cooperation with Arthur Andersen, highlighted the fact that Peachnet is at capacity as a critical issue for the University System of Georgia, although its impact touches on initiatives having great importance to the state as well (e.g., the GALILEO system). The Master Plan further states that, "the network's inability to handle the current campus demand represents a significant risk to the institutions of the University System." Consistent with this warning, Andersen's priority recommendations are focused specifically on improving campus connectivity to the network.

PROPOSAL:

To meet the demands of the University System institutions, much higher levels of bandwidth are req~ in some cases increasing the bandwidth capability by as much as tenfold. Specific allocations of bandwidth improvements will be reviewed periodically in consultation with the Peachnet Board of Directors and its parent organiz.ation, the Administrative Committee on Information Technology. Initial costs will be associated with installing new lines at each campus. Ongoing expenses are associated with monthly line costs and support staff to maintain and monitor the system to ensure maximum performance.

PROPOSED BUDGET:

$7,700,000

The budget includes $1~00,000 as the estimated cost for line installation, which can be accomplished through a FY 2001 supplemental appropriation. An additional $6,500,000 is

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needed to pay for ongoing line charges and to create staffing levels needed to manage and monitor the enhanced system.
PROGRAM ASSESSMENT:
The new system will undergo continual performance assessments and evaluation through regular monitoring of activity. It is expected that policies, to help regulate traffic on the Peacbnet network would be implemented to assure that priority is given to critical academic and administrative requirements.
CAMPUS INFORMATION TECHNOLOGY MASTER PLANNING
GOALS:
To develop up-to-date campus information technology master plans based on the unique academic program needs and mission for each University System institution by FY 2002.
To ensure that these campus information technology master plans are consistent with the System level master plan for informational and instructional technology.
To ensure that such plans become an integral part of the institution's overall strategic planning regarding future growth and change.
To provide a sound basis for future acquisition and replacement of hardware and software, development of campus infrastructure, maintenance and staffing.
BACKGROUND:
The cost of developing and maintaining information technology infrastructure is a significant one for all institutions, accounting for over 5% of the total University System budget Yet, with few exceptions, planning efforts have been isolated and sporadic with little attention paid to how they integrate with system-level initiatives and requirements. Now that a system-level master plan has been adopted, it is essential to continue the planning effort at the institutional level so that the University System as a whole can more adequately address the challenges of support information and instructional technology.
The system-level Master Plan for Informational and Instructional Technology recently completed with the consulting support of Arthur Andersen cites the need to "strengthen the System's focus on instructional and informational technology strategic planning." Thus, a second planning phase will use templates that each USG institution can employ in developing master plans that reflect
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its unique technology needs while ensuring that the plans are consistent with the goals and broad strategies outlined in the system-level plan.
The Board of Regents is establishing a standing committee of the Board on technology, which will guide the System in advancing technology throughout the system. The committee will address the growing number of technological, pedagogical and financial issues raised by the use oftechnology in higher education.
PROPOSAL:
This proposal seeks funding to develop and update IT master plans for all thirty-four institutions and integrate these plans with the system-level master plan. The process will be:
Conducted in collaboration with the Chancellor's Office to ensure efforts are within institutional and system planning parameters.
Supported by a baseline study detailing existing technology infrastructure, support and academic program requirements.
Updated annually but comprehensively reviewed every three years.
The process will require the use of consulting support.

PROPOSED BUDGET:

$3,500,000

PROGRAM ASSESSMENT:

The success of this effort will be measured by the consistency of campus IT Master plans with .he System-level master plan and the congruence of hardware and software acquisitions with nese plans. The new standing committee of the Board will monitor the effectiveness of this approach.

IMPROVEMENTS TO THE GEORGIA G.L.O.B.E. INITIATIVE
GOALS: To provide e-business functionality for Georgia GL.O.B.E. Develop Georgia G.L.O.B.E.'s technical standards guidelines for member-institutions
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Increase enrollment by capturing distance learning market share
Leverage existing University System of Georgia assets
Improve current G.L.O.B.E. applications
BACKGROUND:
The Georgia Global Learning Online for Business and Education (G.L.O.B.E.) project was initiated in FY 2000 through redirection of system funds. It was later funded by special initiative appropriation in FY 2001 to begin the development of core curriculum educational programs aimed at freshmen and sophomores. G.L.O.B.E. continues to pursue the delivery of on-line programs and services to Georgians who, for reasons of time and distance constraints, are otherwise unable to complete college degrees within the University System of Georgia.
As a next step in its mission, G.L.O.B.E., working in cooperation with the Southern. Regional Education Board (SREB), is defining the technical requirements to create an e-business solution to market, sell and deliver technology-based learning programs and services to students anytime and anywhere. As part of this initiative, G.L.O.B.E. is helping define how to leverage existing assets and move toward a more standardized application to service a pilot group of five to seven member institutions within the University System. This effort comes at a time when e-business is changing the shape of opportunities in the higher education industry. Distance learning is now the fastest growing segment in higher education and Georgia G.L.O.B.E. desires to take an early leading role to build a strong presence in this market.
PROPOSAL:
Funds are requested for the ongoing management and operation of an Internet "gateway" based on proven industry and Internet standards (as well as emerging national standards for distance learning technologies).
The efforts made possible by these funds will maintain an Internet-based gateway from and through which persons can:
Obtain "real-time" information about distance learning opportunities available in a variety of media initially from the institutions of the University System and, in later stages, other Georgia and Southern states' colleges and universities who elect to participate;
Transact a full array of essential student and business services, including admissions, registration, library, and the like with and for participating institutions to support single- and multi-institutional enrollment in distance learning courses and programs; and
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Acquire direct access to quality distance learning courses and degree programs provided by colleges and universities, initially across the University System and, subsequently, from throughout the South.

Just as important, these efforts will lead to the creation of what is believed to be the first educational ASP, or application service provider, to assist colleges and universities (and other educational entities such as K-12 school systems) in putting together the hardware, software, network and peopleware necessary to support both conventional and distance learning and also the full array of services that need to be made available online.

Moreover, these efforts build upon investments in student information systems, by providing for open architecture design and standards-based data transactions among institutions. As a result, virtually any student information system can be integrated into the gateway, most readily the large numbers of educational institutions in Georgia that deploy the SCT Banner system. Much as GALILEO united Georgia's multiple libraries and their holdings, the Georgia G.L.O.B.E. gateway has the potential to integrate otherwise disparate, stand~alone institutional student information systems into a multi- and inter-institutional system to support the academic mobility of students in a seamless fashion.

This initiative also continues the momentum created by the FY 2000 launch of Georgia G.L.O.B.E. and the partnership _ between the University System and the Southern Regional Education Board's Electronic Campus. It capitalizes on Governor Barnes' assuming the chairmanship of SREB for 2000-2001 so that, collectively, these efforts converge to support Georgia's regional and national leadership in the application of technology to advance education improvement and excellence.

PROPOSED BUDGET:

$2,525,000

PROGRAM ASSESSMENT:

Students who experience working with and through the G.L.O.B.E. web-site will be asked to provide frequent feedback on the effectiveness of learning and services. In addition, the University System has scheduled a survey of student satisfaction across all 34 campuses. Those surveys will be analyzed in comparison with the feedback provided from G.L.O.B.E. participants.

ENHANCEMENTS TOE-BUSINESS AND STUDENT SERVICE TECHNOLOGIES

GOALS:
To develop on-line, entry point portals coordinated at the University System level for prospective and existing students to conduct business with institutions in the USG.

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To integrate and expand access through existing universal services, such as GaEASY and GeorgiaHire, while enabling new standard and systemwide approaches to course schedule searches, registration and fee payments.
To put the Regents Test on-line.
To implement a degree audit module integrated with the BANNER student system and to web-enable Georgia-specific modifications to the BANNER student information system.
BACKGROUND:
The introduction of new technologies greatly facilitates student access to campus services and allows campuses to become more productive and efficient across an array of administrative functions. The development of campus portals makes it possible for students to access course schedules, register for courses, and obtain information about student services and activities of importance to them. For example, GaEASY provides a single site where students can find admissions, career and financial aid information about every institution in the University System and apply on-line. GeorgiaHire allows students and alumni of Georgia's public colleges and universities to include their resumes on a statewide database for review by prospective employers and to search for jobs posted by companies.
In recent years, the University System of Georgia, with the active support of the Governor and General Assembly, has made great strides in using technology to. simplify yet expand the relationship students have with their institutions. - This effort must be sustained if current systems are to continue to provide the necessary foundation for these new services.
PROPOSAL:
1bis proposal seeks to:
1) Establish integrated access across all institutions to existing services through the creation of campus student portals. This would require the acquisition of a single portal server and provision ofimplementation services for each campus.
2) Additionally, it is proposed that funding for GaEASY and GeorgiaHire be expanded. For . the GaEASY project, expansion would allow for acceptance of graduate and international applications, high school transcripts, HOPE scholarship applications, financial aid applications and housing applications. Additional funds are sought for GeorgiaHire to promote the service more extensively and provide access to career planning and placement services.
3) Web-enable the Georgia-specific modifications to the BANNER student system to enhance student registration, financial aid application and other services.
4) Allow for on-line access to the Regents test.
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5) Implement a degree audit module for the BANNER system that will allow students to plan better their academic careers by comparing their earned credits to degree requirements online.

PROPOSED BUDGET:

$3,030,000

PROGRAM ASSESSMENT:

A schedule for implementation of new services will be established and evaluated in the context of student use and satisfaction with services.

ENHANCEMENTS TO THE GALILEO STATEWIDE LIBRARY
GOALS:
To ensure that the GALILEO Statewide Library system continues to provide adequate levels of support to students, particularly those enrolled in distance education courses, as well as to the citizens of Georgia
To provide access to electronic books which have become a necessity for students enrolled at USG institutions both on-campus and off-campus.
BACKGROUND:
The GALILEO Statewide Library, created in 1995, helped bring Georgia to the forefront nationally as a unique example of how technology can broadly benefit all citizens in the state. By linking all USG institutions, public libraries, technical colleges, K-12 schools and other agencies to a central source of information, GALILEO provides the means for students and the public at large to gain access to books, journals, newspapers and other forms of media for a variety of purposes.
As demands on GALILEO have grown, particularly the expansion of distance education and the need to offer necessary support services, so too have the costs maintain the system. Full text databases have become increasingly necessary for students without access to a physical library. As vendors add more full text databases to the GALILEO offerings, costs continue to escalate. Electronic books are becoming more prevalent. The addition of reference works in electronic format is now an essential resource for both on-campus and off-campus students. However, as database costs increase (now about 6-8% annually), it may become necessary to discontinue selectively full text core databases without an increase in funding. These are not easy decisions and diminish the value of GALILEO as a statewide resource.
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PROPOSAL:

This proposal seeks funding for support of current full text databases and for acquisition of electronic books, thus enabling GALILEO to stay abreast of emerging resources and continue to keep Georgia in the forefront of electronic libraries.

PROPOSED BUDGET:

1,500,000

PROGRAM ASSESSMENT:

The additional support for GALILEO will be evaluated annually in the context of the system's ability to provide adequate support to students and citizens, particularly those enrolled in distance education.

TOTAL TECHNOLOGY INITIATIVE BUDGET REQUEST

$18,255,000

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INTELLECTUAL CAPITAL AND PARTNERSHIP PROGRAM (ICAPP) TARGETED OUTREACH PARTNERSHIPS

GOALS:

To support Governor Barnes and the Georgia Department of Industry, Trade and Tourism in their strategic efforts to attract and grow more knowledge jobs across Georgia by increasing the ICAPP Advantage drawdown budget to meet increased needs and demands for this unique economic development incentive.

To improve the leverage of USG resources that help companies be more successful in Georgia by formalizing economic development partnerships between business and USG institutions.

To complement the new strategies of the Georgia Departments of Industry, Trade & Tourism, Labor, Community Affairs, and the Rural Economic Development Commission by creating awareness of USG products and services recently determined to be unique and leading the nation in the growth and development of high paying knowledge jobs and investments.

BACKGROUND:

In its early years, ICAPP has focused on developing products that serve Georgia's economy and help business and employers succeed in Georgia. ICAPP is now ready to expand its impact throughout the state through strategic partnerships with University System institutions and other Georgia agencies and organizations.

By formalizing and providing increased financial support to initiatives that have already been piloted informally, !CAPP can greatly expand its assistance to:

Georgians in preparing for high-paying, high-quality jobs with a future; Georgia businesses in finding the knowledge workers they need to be successful; Georgia's tax digest, with a greater than 15:1 return on the State's investment for ICAPP
Advantage.

PROPOSAL:

ICAPP Advantage

$1,500,000

Since this economic development incentive program was begun in FY97 and helped secure Total Systems Services' $100 million capital investment and 1200 computer programmer jobs in Columbus, eleven more companies have been served by seven USG institutions. This program, unique in the nation, helps Georgia secure new knowledge jobs by providing USG institutions resources quickly to meet corporate needs for an educated workforce. Prospect activity levels

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have increased significantly and additional funding is necessary to support Governor Barnes' economic development program.

ICAPP Marketing Funds

$200,000

Improve Georgia's strategic marketing program by a targeted marketing campaign featuring the USG, its institutions, and such unique incentive programs as ICAPP, Georgia Hire and other such programs. This marketing campaign will be geared to capture a disproportionate share of ''New Economy" and high tech companies in Georgia. In a talent and technology-driven economy, the USG and ICAPP are significant assets and critical infrastructure, much as roads, water/sewer and DTAE and Quickstart have been vital to capture manufacturing industry.

Operation Mobilize

$1,532,500

This project will mobilize a network of trained point persons at USG 2-year institutions and Macon and Dalton State Colleges who perform as one-stop-shop at access points for each institution Modeled after DTAE's very successful network of vice presidents of economic development at each institution, these positions would serve as the access point and bridge for the business community to the institution, and proactively assess the employer needs of the local area of service. The program builds on USG's pilot program of volunt.ary ICAPP Liaison Officers at each USG institution. Funds would provide for these institutions to hire a professional who is regularly trained in translating business needs to academic delivery. Annual allocation of these institutional funds would be based on results, evaluated by outside review from the economic development community, and with appropriate results, funds would be continued. Less than satisfactory results would require reallocation of these funds to institutions that produce results. Initial funding is for $98,000 at each 2-year institution. Additionally, these positions would receive in-depth training from Georgia Tech and Georgia Southern University.

15 Two-year institutions X $98,000 Professional Development

$1,470,000 62,500

Total

$1,532,500

PROPOSED BUDGET:

$3,232,500

PROGRAM ASSESSMENT:
Through the work of ICAPP's new full-time compliance staffperson and assessments by independent consultants, !CAPP will generate annual reports to indicate: number of Georgia companies helped through ICAPP Advantage number of Georgians educated through ICAPP Advantage amount ofnew capital investment in Georgia through ICAPP Advantage results of ICAPP marketing campaign results of Operation Mobilize evaluation by Georgia's economic development community

18

SOUTH GEORGIA'S REGIONAL ENGINEERING PROGRAM
(Georgia Institute of Technology Regional Engineering Program in collaboration with Armstrong Atlantic State University, Georgia Southern
University and Savannah State University)
GOALS:
To produce more engineering graduates that will meet the need for well-qualified engineers over the next decade, especially in the areas of computer and electrical engineering.
To enhance access to engineering education in areas of the state with cyclical shortages in key engineering fields.
To increase the number of engineers with graduate degrees by offering innovative distance learning programs to professionals currently in the workforce.
BACKGROUND:
The Georgia Tech Regional Engineering Program (GTREP) was launched as an education/economic development initiative of the University System of Georgia in late 1998. The partnership is led by Georgia Tech and includes Armstrong Atlantic State University, Georgia Southern University, and Savannah State University.
The initial focus has been to implement the undergraduate computer engineering and civil engineering degree portion of the program. This has been successfully accomplished with enrollment in Fall 2000 expected to total about 100 freshmen, 50 sophomores and 25 juniors. These enrollment numbers are approximately double what had been originally projected and attest to the strong interest in the programs.
With funds provided in FY 2000 and 2001, Georgia Tech has worked with other system institutions to:
1) Develop two cooperative degree programs that began during the fall term, 1999 2) Provide access to existing master's degrees available in electrical and environmental
engineering 3) Develop targeted Master of Science degrees in areas such as systems engineering and
software engineering
PROPOSAL:
For FY 2002, it is proposed that additional faculty be hired, one each at Savannah State University, Georgia Southern University, and Armstrong Atlantic State University. In addition,
seven faculty would be hired by Georgia Tech and deployed in the Savannah area Funding for
19

equipment and support staff would also be required. New faculty would be used to develop online graduate courses leading to degrees in electrical and computer engineering, environmental engineering, civil and mechanical engineering.

The GTREP administration has established connections with economic development and industry partners in Southeast Georgia With the direct technical involvement of new faculty, GTREP will work closely with these groups to enhance the operations of existing industry in the region and help attract new industry.

PROPOSED BUDGET:

$3,000,000

Armstrong Atlantic Georgia Southern Georgia Tech Savannah State
TOTAL

Facuity/Staff
120,000 120,000 1,400,000 120,000
$1,760,000

Equipment
80,000 80,000 1,000,000 80,000
$1,240,000

Total
200,000 200,000 2,400,000 200,000
$3,000,000

PROGRAM ASSESSMENT:
The success of this program will be evaluated on the basis of its ability to enroll and retain students, to produce graduates capable of making the transition to business and industry and to impact the local economy. Oversight of the implementation and program review will be the responsibility of the Office of Academic Affairs of the Board of Regents, which will continue to monitor student enrollment, retention and graduation rates.

20

BIOMEDICAL AND HEALTH SCIENCES COLLABORATIVE The University Of Georgia and The Medical College of Georgia
GOALS:
To create a statewide Biomedical Services Network that draws on and leverages USG resources for recognizing, treating, curing and preventing human disease, with an emphasis on cancer and other diseases that have major impact on the health ofthe citizens ofthe State.
To link the expertise and resources of (initially) two USG institutions. To expand collaborative, interdisciplinary research and educational activities for the benefit
of the Augusta-Richmond and Athens-Clarke regions and the State.
To expand the flow of national biomedical research funds to the State of Georgia.
BACKGROUND:
Nothing impacts the quality of life in a more major way than health. The costs of health care, however, continually escalate, becoming a greater burden on our state and national resources and leaving many people without adequate access to health care. With the support of federal dollars, our nation's research universities are conducting health related research to understand the basis for disease, develop new strategies for management and treatment, and develop methods for early diagnosis and, ultimately, prevention. The National Institutes of Health (NIH) has experienced unprecedented increases in federal support for biomedical research in the last few years, underscoring the sense of responsibility our nation feels for meeting this societal need. Georgia citizens deserve to benefit from the research that can result if we capture a larger proportion of these research funds for biomedical and health science programs in our State universities.
The University of Georgia and the Medical College of Georgia have established a partnership to promote more research in the biomedical sciences. The Biomedical and Health Sciences Initiative will capitalize on the basic and social science expertise at UGA and the basic science and clinical expertise at MCG. This initiative is the first phase toward creating a statewide Biomedical Sciences Network. UGA and MCG are already collaborating with colleagues at Georgia Institute of Technology, Georgia State University and Emory University to benefit both research and education.
Core Capabilities:
The University of Georgia brings to this initiative a good record of extramural support, a nationally recognized research faculty, high technology programs aimed at solving health-related
problems, positive experience in interdisciplinary research and training, a nationally ranked
record of earnings from technology transfer, experience in starting spin-off companies and managing incubator programs, credibility and connections in service and outreach involving an established network of extension sites across the state, and a strong desire to enhance innovative
21

and entrepreneurial relationships with other institutions and with the private sector. The relevant research strengths at UGA are in areas of biotechnology, drug design and drug discovery, medical microbiology and infectious and parasitic disease, environmental health, genetics, structural biology, and behavioral sciences.

The Medical College of Georgia brings to this initiative its strengths in molecular biology and immunology (Institute of Molecular Medicine and Genetics), vascular biology (Vascular Biology Center), preventive medicine (Georgia Prevention Institute), sickle cell disease, neuroscience, and other disease-related areas. MCG combines significant translational research with a strong infrastructure for performing clinical research, supported by the Office of Clinical Trials Compliance and Center for Clinical Investigation. Many core laboratories are already providing service to faculty within and outside MCG (including sponsors from the private sector). Some of these include cores in Molecular Biology, Cell Imaging, Transgenic Biology, and Flow Cytometry. MCG has developed several new cores including ones in biotelemetry, and microdissection (laser capture microdissection).

MCG also has developed extensive capability in cancer-related treatment, training, research, prevention, education, screening and commercialization. These strengths, together with the research capability ofthe University of Georgia, will support the Governor's initiative on cancer.

Both institutions have received NIH funding for their biomedical research programs and facilities, but the potential for much greater support is made stronger through the establishment ofmore collaborative programs.

This partnership provides new opportunities for both institutions. The partnership is crucial to both institutions in advancing their collective reputation in the biomedical and health sciences and to capture a greater proportion of the NIH support. The by-products of research and new technology that will result are advantageous to regional economic development, particularly in the Augusta-Richmond County and Athens-Clarke County corridor, but also to the entire State of Georgia

Each institution has unique facilities and/or patient populations that can be accessed by the other. Recruitment of new faculty can be coordinated and targeted to areas of existing strength or niches that need to be filled. A better caliber of graduate students will be attracted to the combined programs, more postdoctoral fellows will join the research effort, and the institutions will be more competitive for federal research funding that requires the cooperation of clinical and basic research expertise and partnerships with industry. The state will benefit by the increased biomedical research that has the highest potential for technology transfer (products, devices, start-up companies - and human capital) of any research discipline. Our citizens will benefit through expanded programs in health-related areas.

The Biomedical and Health Sciences Initiative requires resources to assure that progress can be

made quickly and that opportunity within the state and nation will no longer be missed.



22

PROPOSAL:

Funding will be used in two categories:

Funds that create and enhance the environment for collaborative relationships

Interdisciplinary, inter-institutional grants program Biomedical Sciences Postdoctoral Program Teaching and Scholar in Residence Programs for joint teaching and mentoring of students on
both campuses, and extended sharing of faculty for collaborative research Creation of an undergraduate research/education experience at MCG for students ofUGA

Funds to Initiate New Ventures Under the Collaborative Umbrella

Key (Strategic) Faculty Recruitments to enhance collaborations Enhancement funds for strategic recruitments to bring top researchers and their projects to
Georgia Consultants (one time) for a public health initiative to take advantage of mutual strengths in
molecular medicine and technologies related to human disease, and in behavioral and health policy research. Administrative assistance

PROPOSED BUDGET:

$5,000,000

PROGRAM ASSESSMENT:

Evidence of success will be:

I) Data indicating a larger number of better qualified graduate students applying to and being accepted into the combined graduate program and to other life science and biomedical science graduate programs at both institutions (a halo effect of the new program and recruitment strategies).

2) A greater level of NIH support to the two institutions, especially in terms of program project grants, center grants, postdoctoral funding and other research support. An outcome of more research funding will also be an increase in graduate students, postdoctoral fellows, research technologists and other support personnel (i.e., more jobs created).

3) More sponsored research agreements from the private sector - pharmaceutical companies, private industry, etc.

4) More "products" (devices, ideas, know-how, etc.) disclosed to the Office of Technology Commercialization, and more start-up companies developed as a consequence; new companies locating in the Athens to Augusta-Richmond County corridor to connect with the biomedical research programs and applications.

23

5) More joint publications. 6) Stronger recruitments of new faculty members from first rate universities; teams of faculty
recruited versus single investigator recruitments. Recruitments ofpeople who are considered exceptional and bring with them funded grants, students and postdoctoral fellows. 7) More development funds to both institutions and to the joint program. 8) Broadened national reputation for success in biomedical research; higher research (and other) rankings for each institution.
24

DEVELOPING AND PREPARING QUALITY TEACHERS
GOALS:
To develop a new model for the preparation and development of school principals.
To strengthen further the Regents' 1998 Policy on Educator Preparation.
BACKGROUND:
In 1998 the Board of Regents adopted new requirements for the preparation of educators for the schools that go into effect for students admitted to educator preparation programs in fall 2000 (for teacher preparation this will be college juniors). The Regents' 1998 policy strengthens educator preparation in several ways:
Stronger content preparation Increased field-experiences in the schools (equivalent of one academic year) Higher admission requirements Concentrations in reading and mathematics for early childhood education Performance expectations in the use of technology and classroom management Greater focus on outcomes in both undergraduate and graduate programs Accountability for results
In FY 1999 the Governor and General Assembly approved $3 million in targeted areas for University System institutions to meet the new requirements. Funds were appropriated in four areas:
1. To hire faculty members in colleges of arts and sciences to accommodate the increased number of courses needed to strengthen the content preparation of early childhood and middle grades teachers.
2. To support the initial development of partner schools for collaborative work with P-12 colleagues on the initial preparation of teachers and professional development of school and university faculty.
3. To start the Business-to-Teaching Program-an individualized, self-paced program for persons from other fields who are interested in a second career as a teacher.
4. To strengthen existing and support new doctoral programs in educational leadership.
With this initial investment, University System institutions have made considerable progress in strengthening educator preparation programs. This progress is documented in comprehensive reports submitted to the System Office in May 2000. A thorough analysis of these reports hB$ been completed which shows the next steps to be taken by the University System to continue the Regents' commitment to stronger educator preparation programs. These next steps are emphasized in the following proposal.
25

PROPOSAL:
Funds are requested for work in two areas:
I. Development ofa new model for the preparation and development of school principals. 2. Support for needed refinements in the Regents' 1998 Policy for Educator Preparation based
upon lessons learned during two-years of program redesign.
1. New Model for the Preparation and Development of School Principals
The Georgia Academy for the Preparation and Development of School Principals will be created as an alternative to existing traditional programs. The faculty will be drawn from throughout the University System from colleges of business, law, and education to design and offer a unique preparation program for school principals. Through a combination of lecture, case studies, and problem-based learning, candidates will gain the specialized knowledge and effective management strategies from business needed to provide effective leadership in our schools.
Candidates will complete two internships: one in business, where they will learn effective management strategies; and one in a school in Georgia with a solid record in school improvement and high student achievement Following the internships the candidates will be recommended for certification. ~
During their first-two years of practice as school principals graduates will have the continued support of the faculty in five-weekend seminars per year. These seminars will be problem-based and will be designed to give the new principals the help needed to keep the school focused consistently on school improvement and increased student achievement.
Candidates for the program will come through nomination from Georgia public schools. Current superintendents and principals will be asked to "tap" prospective leaders for this program.
2. Further Refinements in the Regents' 1998 Policy
Data from two-years ofexperience in program redesign to meet the requirements of the Regents' 1998 Policy on Educator Preparation provide a clear rationale for the following next steps:
(a) Require arts and science degrees for high school teachers. (b) Create dual degree programs in special education and general education at the early
childhood and middle grades levels. - Develop assessments for measuring the impact of teacher candidates on increased
student achievement in P-12 schools. - Ensure that all teacher candidates are accomplished in using strategies for teaching
and assessing P-12 students in relation to absolute achievement standards. (c) Close the gaps in pass rates on certification examinations between students from majority
and minority groups. (d) Expand the Business-to-Teaching Program for individuals from other fields who may
wish to become teachers.
26

FUNDING IS REQUESTED FOR THE FOLLOWING ITEMS ONLY:
Arts and Sciences Degree for High School Teachers;
Current policy requires high school teachers to major in a discipline within the arts and sciences, but they may earn a degree through the college of education. Changing the policy to require the degree in arts and sciences would strengthen further the content preparation of high school teachers. The addition of faculty members in arts and sciences disciplines at USG institutions that have colleges of education is proposed to aid this change in policy.
Dual Degree Promms in Special and General Education:
There is a tremendous shortage of special education resource teachers. In addition, because many children with special needs are placed in general education classrooms, all teachers would benefit from greater understanding of special education. Finally, the evidence is clear that many individuals choose not to become special education resource teachers because of the challenges of working with this population. If more teachers were prepared to work with both general and special populations, teachers could rotate back and forth between general and special education classrooms. Burnout among special education teachers would decrease, and all students would be served better if teachers were equipped to meet their needs regardless of whether they were assigned to a general or special education classroom.
Gap in Pass Rates on PRAXIS Between Students from Majority and Minority Groups:
There is a wide discrepancy in average scores on PRAXIS certification examinations for students from majority and minority groups. Without intervention, this problem will become even more pronounced as higher cut scores on these examinations are phased in over the next few years. All teacher candidates must meet higher standards and our teaching force must be representative of the children who attend the schools. Supplemental programs are needed in some System institutions to close the gap in pass rates on certification examinations between students from majority and minority groups.
Expand the Business to Teaching Program:
The Business to Teaching Pro~ in its first year of implementation, is a self-paced alternative teacher preparation program for individuals from other careers who are interested in becoming teachers. The program is currently supported jointly by state and private funds. The private funding was intended as seed money and will need to be replaced with state funds in order to sustain and expand the program.
27

PROPOSED BUDGET:

I. New Model for the Preparation and Development of School Principals

Faculty 6 faculty @ $50,000
Mentors 50 stipends @ $2000 in business 50 stipends @ $2000 in schools
Weekend seminars over two-years 5 seminars@$25,000
Recruitment/support costs

$ 300,000
$ 100,000 $ 100,000
$ 125,000 $ 50,000

Total

S 675,000

2. Strengthen Further the Regents' 1998 Policy on Educator Preparation

a Dual degrees-general and special education New faculty in arts and sciences disciplines 30 faculty@$90,000

$2,700,000

New faculty for special education 15 faculty @ $90,000

$1,350,000

b. Closing gaps in PRAXIS pass rates Between majority and minority groups

$ 125,000

c. Expanding Business to Teaching Program Amount currently funded in part with private "seed" money

$ 500,000

Total

$4,675,000

GRAND TOTAL

$5,350,000

PROGRAM ASSESSMENT:
Annual reports of progress will be presented to the Board of Regents and to the General Assembly through the University System Accountability Reports. In 2002 (the first graduating class of teachers under the Regents' 1998 Policy for Educator Preparation) the University System Office of Academic Affairs will contract with an external firm to evaluate educator preparation programs in System institutions.

28

POSTSECONDARY READINESS ENRICHMENT PROGRAM (PREP)
GOALS:
Increase academic readiness for post-secondary education of students who are the most vulnerable.
Reduce systemic problems in public education systems that impede many students from being successful.
Help students learn the value of giving back to their communities through service projects.
BACKGROUND:
The Postsecondary Readiness Enrichment Program (PREP) assists middle and high school students in at-risk situations to complete high school and prepare for postsecondary education or the world of work. PREP offers supplementary academic programs, tutoring, mentoring, academic enrichment classes, leadership and social development sessions, cultural enrichment field trips, and parent sessions. In addition, PREP students participate in service projects to learn the value of giving back to their communities. Currently, twenty-five institutions of the University System of Georgia participate in the PREP program, in collaboration with technical schools and local public schools.
The mentoring component is a key aspect of the PREP program. Students from colleges, universities, technical institutes and high schools are identified to develop meaningful relationships with the middle and high school students at risk, and also provide tutoring for them. Mentoring contacts are arranged in small groups or one-on-one, after school and during school hours, and also through email.
A 1998 evaluation of PREP by external consultants, MGT of America, concluded that "PREP has succeeded in establishing a program that has the potential to significantly increase the numbers of students who will be prepared to enter Georgia's public postsecondary institutions." A major success factor is the cooperation and financial support of over 250 businesses, community organizations and foundations.
PROPOSAL:
This initiative will expand and support the PREP mentoring program in the 25 participating institutions through financial support of students who serve as tutors and mentors, continuing involvement of middle and high school liaisons and instructors through the summer months, and coordination of the recruitment of mentors, development of service projects, and other mentoring activities. Funds could support a coordinator employed on a 50% time basis, and the institution may support the remaining 50% where a full time coordinator is needed. Institutions are also
29

encouraged to provide matching support through in-kind contributions and funds from private sources.

PROPOSED BUDGET:

Funding in each of25 institutions for:

College students who serve as tutor/mentors ($20,000) Middle/high school liaisons and instructors in the summer program ($20,000) Coordinator, part time ($20,000) Transportation costs and other operating expenses ($12,000)

$500,000 $500,000 $500,000 $300,000

TOTAL

$1,800,000

PROGRAM ASSESSMENT:

The effectiveness of the PREP program is externally evaluated on an ongoing basis for participant satisfaction. It is also evaluated on improvement in at-risk students' academic work, both in choice of rigorous courses and school performance, in preparation for postsecondary education. In addition, a number of PREP mentors are attracted to careers in education through their involvement in the PREP program.

30

THE GEORGIA EMINENT SCHOLARS PROGRAM

GOAL:



To provide funding for endowed chairs under the University System of Georgia Eminent

Scholars Endowment Trust Fund.

BACKGROUND:

The Georgia Eminent Scholars Endowment Trust Fund created by the General Assembly in 1986 matches private funds raised by University System of Georgia institutions to create endowed chairs. While, in the early years, only the research institutions participated, other institutions have been able to raise matching funds in the last four years. Chairs funded this year are in Rural Economic Development at Georgia Southern University, History at Gainesville College, Science at Georgia College and State University, Biology at North Georgia College and State University, Policy Studies at Georgia State University, Maternal and Child Health at Georgia Southwestern State University, and in Business at Macon State College. These scholars bring an additional level of expertise to their respective disciplines, play a special role in the public service to the local community, and enhance the recruitment oftop students.

Monies appropriated for Eminent Scholars are to be used exclusively to endow academic chairs. A total sum of not less than $1 million is required to endow a chair under this program. Institutions are required to. contribute not more than 75 percent of the total amount from private funds and the fund is required to contribute no less than 25 percent In the University System, research universities are now required to provide $750,000 from private funds with a $250,000 state match, while all other institutions in the system will be required to contribute $500,000 from private funds with a state match of $500,000.

A number of institutions within the University System have raised the required private donations. The total state cost to support all ofthese eminent scholar chairs exceeds the proposed budget.

Columbus State University has received a commitment from a charitable remainder annuity trust from Mrs. Isabelle Curry to endow The Curry Eminent Scholar of Music with a vocal studies designation ($500,000).
Dalton State College has received donations from major carpet manufacturers to establish a chair in Management Information Systems ($500,000).
Dalton State College has received funding from area carpet manufacturers for a chair in Industrial Operations Management ($500,000).
Georgia Institute of Technology bas received a grant to establish a chair in Physics ($250,000).
Georgia Institute ofTechnology has received a donation from an alumnus to establish a chair in Literature, Communications and Culture ($250,000).
Georgia Institute of Technology has received a challenge grant from an alumnus, Dave Lewis, to establish a chair in Aerospace Engineering ($250,000).

31

Georgia Southern University has received a gift to establish the Allen E. Paulson Chair of Technology ($500,000).
Georgia Southern University has received a gift to establish the Allen E. Paulson Chair of Computer Engineering ($500,000).
Georgia State University has received a donation from Henry J. Miller, Esq. to create and endow the Ben F. Johnson, Jr. Chair in Law ($250,000).
Kennesaw State University has funding for the Tony and Jack Dinos Chair of Entrepreneurial Management ($500,000).
Kennesaw State University has received a donation from Wachovia Bank and the Cox Foundation to create and endow the Wachovia Chair ofFamily Business ($500,000).
The University of Georgia has received a donation from William Morris Ill to endow the William S. Morris Chair ofNewspaper Strategy and Management ($500,000).
The University of Georgia has received funds from the Kimberly-Clark Corporation to establish the Kimberly-Clark Chair in Forest Biology and Productivity ($250,000).

PROPOSAL:

To provide funds for the Georgia Eminent Scholars Trust Fund allowing institutions to actively pursue eminent scholars to join their faculties.

PROPOSED BUDGET:

$3,000,000

PROGRAM ASSESSMENT:

The University System of Georgia will report which institutions establish the chairs and the qualifications of the chair selected.

32

. - .,_:.,,..L
MISSION RELATED INITIATIVES:
GEORGIA COLLEGE & STATE UNIVERSITY FULFILLING ITS MISSION AS
GEORGIA'S PUBLIC LIBERAL ARTS UNIVERSITY
GOAL:
To enable Georgia College & State University to achieve its mission as Georgia's designated public liberal arts university, consistent with similar institutions nationally.
BACKGROUND:
In 1996, the Board of Regents designated GC&SU the state's public liberal arts university. Since then, many changes and much progress have been made to achieve this specialized mission. SAT scores have risen 83 points, with all indicators suggesting they will go up another 20 points this fall; minimum admission standards rose by 190 points; 99% of eligible freshmen in Fall 1999 held HOPE Scholarships; GC&SU rose from Tier 3 to Tier 2 in the 2000 US News & World Report rankings. Furthermore, the student body has become statewide-75% of new students were from outside of central Georgia in 1999. This year, the Board of Regents approved a plan to identify a private developer to double residential space, moving to approximately 2,000 beds; this is a critical issue since there are already more requests for bed space for next fall than can be met.
Additionally, GC&SU has effected a shift in programs and focus. All programs have undergone an extensive program review. Several programs have been eliminated, and off-site programming has been reduced overall at the Dublin Center (e.g. where Georgia Southern has accepted the regional responsibility). These program changes, some with negative financial implications, have been made to focus on the liberal arts mission.
GC&SU has focused on student outcomes and, as a result, has created a highly individualized experience for students, with many of the features that characterize liberal arts institutions: extensive service learning (learning through wok/service assignments), increased international experiences, interdisciplinary work, cultural opportunities, and above all, an emphasis on strong critical thinking and communication skills.
GC&SU has engaged in regular and extensive benchmarking, assessing itself against other
public liberal arts universities, according to a variety of significant indicators. Although much
progress in achieving mission-related aims has been made, that progress has a definite limit because of differences in funding levels when GC&SU is compared to other public liberal arts universities. The following charts indicate the differences in tuition and fees, as well as in state
appropriations. Other similar universities on average have much higher tuition than GC&SU ($605 per semester more). They also receive higher state appropriations than GC&SU ($1,456).
In all, the other public liberal arts universities generally had, in 1998 figures, about $7.4 million
more annually than GC&SU.
33

COPLAC Fall 1999 Full-time Tuition and Mandatory Fees

U Minn-Morris Keene State
Ramapo College of NJ Coll of Charleston

Univ of Maine- Farmington

Truman State Univ

Evergreen State College

Univ of Montevallo

UNC, Asheville-

GC&SU

Fort Lewis College

Mary Washington

Tuition

Average

033: I
,051:
,49

500 1,000 1,500 2,000 2,500 3,000
~ariance is GC&SU from COPLAC Average

Dollars needed to move to COPLAC Average

$7,446,250
Does not include Foundation and Alumni giving

PROPOSAL:
The Board of Regents recommends a three-part approach to move Georgia College & State University to the appropriate funding range to make it comparable in resources, as well as in quality, to other colleges with a similar mission.
The Board ofRegents will grant:
Permission for a tuition differential: Raising tuition by $300/semester would generate approximately $3 million/year. Such an increase will be contingent on support from the student government at GC&SU.
Private funding: GC&SU will agree to raise $1 million/year to create a special endowment dedicated to this mission.
State qopropriation: The Board of Regents requests special initiative funding in recognition of the special mission and its attendant additional costs. A special allocation of $3 million would, in combination with I and 2 above, move GC&SU toward the funding provided comparator institutions.
This combined additional funding would enable Georgia College & State University to offer the same high-intensity educational experience as other public liberal arts universities, and would, as a result, keep more able students within the state and the University System of Georgia. Last year, 18% of Georgia students attended colleges outside the state. The creation of a fully funded public liberal arts institution in the University System of Georgia will be of great service to Georgia parents and students who have previously had to leave the state for this type of affordable education.
The funding would add I06 additional tenure track faculty to lower student/faculty ratio, the
most critical element to achieving this mission. In the last three years, GC&SU has already lowered its ratio from 24: 1 to 22: I through redirection. Additional funding is essential to move
any lower. The average ratio for public liberal arts institutions is 17: I; that ratio would necessitate 106 additional faculty. To begin approaching this ratio, and thereby to establish a public liberal arts learning environment, an additional 53 full time faculty positions are needed. These additional faculty would lower class size; establish an environment that encourages the collaboration of faculty and students in and beyond the classroom; allow for student/faculty scholarly projects that give students a chance to present their ideas at regional, state, and national conferences; ensure that first-year students are taught by full-time faculty committed to students' successful transition to college; and encourage the variety of innovative pedagogy characteristic of a high-quality liberal arts environment.
35

PROPOSED BUDGET:

$3,000,000

The additional tuition revenue will generate $3 million/year, GC&SU has committed to raise $1 million/year in private funds. The Board of Regents, therefore, requests a special allocation of $3,000,000 to allow Gc&SU to realize this unique mission for Georgia.

PROGRAM ASSESSMENT:

WHAT WOULD BE GAINED?

With funding phased in over the next few years, Gc&SU will demonstrate by 2005 significant improvement in the following areas:

Lower student/faculty ratio to move towards 17:1 to make GC&SU comparable to other public liberal arts institutions and to create the intensive and interactive environment central to the liberal arts mission.

Increase academic quality of students entering the university by improving SAT scores from an average 999 SAT score in 1999 to an average 1,100 SAT score.

Improve the :freshman to sophomore retention of students from 69% in 1999 to 85%.

Improve the first time pass rate on Regents Test scores from 68% in 1999 to 80%.

Improve graduation rates from a six year average of 29% in 1999 to 50% in 2005 and from a four year average of 16% in 1999 to 35% in 2005.

Increase the number of scholarships for :freshman students with SAT scores above 1200 from 3% in 1999 to 100% in 2005.
Increase the number of undergraduate students who engage in an international experience from I% to 5%.
Increase alumni giving from 7% in 1999 to 17%.
Increase student satisfaction on the ACT Student Opinion Survey and have higher scores than the national average on 50 ofthe 52 measures.
Move from Tier 2 to Tier 1 in the U.S. News & World Report rankings.

All of these measmes can be accomplished, with funding, within the next few years. Such standards would establish Georgia College & State University as comparable to similar public liberal arts universities, and would create the kind of institution sought by those many students who otherwise leave our state to meet their higher education needs.

36

MISSION RELATED INITIATIVES: FORT VALLEY STATE UNIVERSITY LAND GRANT SUPPORT

GOAL:

To match federal funds provided to Fort Valley State University in its role as a designated 1890 land grant institution

BACKGROUND:

The state of Georgia in 1949 designated Fort Valley State College as the 1890 Land Grant institution of the state. This status was recognized by the University System of Georgia Board of Regents when it renamed the institution "Fort Valley State University, a State and Land Grant University." Since the designation in 1949, agricultural research and extension activities at the University 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).

In FY 2001, the state provided funds in the amount of $1.S million to meet matching requirements of 45% of federal funding. For FY 2002, federal law raises the matching requirement to 50% of federal funding.

PROPOSAL:

Funds are requested to meet the federal matching requirement for the agricultural research and extension activities at Fort Valley State University. These funds will be used to expand the University's capacity to fulfill its land grant mission by replacing outdated equipment and facilities, acquiring state of the art technology and systems and recruiting talented faculty and staff, expanding its outreach services and improving the dissemination of research-based techniques and information.

PROPOSED BUDGET:

$265,000

PROGRAM ASSESSMENT:

The additional capacity provided to the institution will be evaluated in the context of increasing federal research contracts and the development ofmarketable agricultural products and services.

37

--
ACCOUNTABILITY PLUS:
DEVELOPING A SYSTEM FOR ONGOING ASSESSMENT OF THE UNIVERSITY SYSTEM OF GEORGIA
GOALS:
To assure the establishment of a comprehensive accountability reporting system. in cooperation with the Governor's Office of Educational Accountability, which monitors the effective and efficient delivery of university and college programs in accordance with benchmarking criteria.
To assure the establishment of an accountability reporting system that facilitates access for critical decision-makers to USG management information.
BACKGROUND:
The Board of Regents has taken an aggressive posture with respect to accountability for University System initiatives and state resources which have been provided to the USG for important efforts such as preparing students for college level work, introducing a state-wide university library system, faculty salary improvement and the economic development of Georgia communities. Over the past five years, an accountability report has always accompanied the Board ofRegents budget request to the Governor and General Assembly.
Accountability reporting is critical to assessing the goals and future directions for any organization, public or private, university or state agency. Knowing how one's organization compares on key performance indicators is essential to identifying those activities which can benefit from reengineering to increase cost effectiveness and improve service quality.
During the past year, the Board of Regents working in close cooperation with the Governor's office and the Office of Planning and Budget has undertaken a review of the University System of Georgia from three perspectives. The first has been to establish a set of benchmarking criteria (SAT scores of entering freshman, graduation rates, retention rates, administrative costs, appropriations/tuition per student, etc.) to evaluate the University System's performance on these and other indicators relative to comparable peer institutions across the nation. The second has been to evaluate specific management functions at the Regents Central Office and four institutions in the University System - the University of Georgia, Kennesaw State University, Macon State College and Abraham-Baldwin Agricultural College. This evaluation has examined purchasing, facilities planning, warehousing and other administrative functions to determine what changes might be beneficial to reducing cost and/or enhancing service. While findings and recommendations from this component of the review cannot be extrapolated to all USG institutions, the methodology used provides a basis for institutions to go forward in assessing their administrative effectiveness, especially where their relative position on performance indicators suggests a need to do so.
38

Finally, the review considers the University System of Georgia's data integrity and its ability to develop the management information capability needed to conduct an ongoing review of performance using benchmarking criteria While a one-time review of performance can reveal areas where improvements are warranted, it is only through ongoing assessment that the University System can assure efforts are sustained to maximize performance.
In light of the study's findings, this request seeks to do three things. One establish data warehousing capability in the University System that will link data from various operational systems in a manner to facilitate systematic access to management information for both regular reporting and ad hoc inquiry. This capability would enable the University System not only to conduct periodic evaluations of performance on benchmarking criteria but also answer the questions that are of interest to Regents, the Governor, legislators and other decision-makers about the University System. Such questions such. as: ''what are the average faculty salaries in business or computer science programs?", "how much is the University System spending on public safety?" and similar inquiries often become the subject ofpolicy debate and require quick and accurate response.
The University System has established an excellent track record in developing admini~tive systems, that capture critical data. These systems, by and large, benefit each institution in its daily operations (setting up courses, registering students, hiring employees, etc.) but are not now linked in ways that allow managers at the local or system level to access disparate information for decision purposes. The data warehouse provides this capability by integrating these multiple sources ofdata into a single location.
The second part of the request includes funding to develop the necessary survey instruments needed to capture data not readily available from existing sources but vital to understanding the University System's effectiveness in meeting state goals and objectives. This was a strong recommendation of the external consultants who worked with the Board and the Governor's Office on the benchmarking/management report. The report specifically calls for the creation of a common format for survey instruments to obtain information from students, alumni and employers about University System institutions and the development of a consistent method and timeframe for the distribution ofsurveys and the collection and analysis of results.
A third yet critically important part of this request is to assure that each institution has the personnel and support services in place to collect, manage and interpret data. One of the findings of the joint study has been that institutions and the Regents Central Office have little or
no staff to sustain an ongoing acc01mtability effort as the final~ report recommends. The
successful implementation of regular surveys to ascertain institutional performance on several indicators is dependent upon having staff to collect and analyze results. This is a major new undertaking which cannot be addressed with existing resources.
PROPOSAL:
To establish the data warehouse, four funding elements are required:
A. Consulting services to assist the USG in identifying key data elements.
39

B. IT resources to provide initial development and acquisition ofhardware and software. C. Business process staff to manage the data and assure its integrity on an ongoing basis. D. Production IT staff to maintain the system and provide support to the Regents Central
Office and institutions.

Items A and Bare estimated to cost $1,500,000 and could be supported through a FY 2001 supplemental appropriation since they are one-time expenses. The latter two items, C and D are ongoing and projected to cost $2,000,000. The request for these items is $3,500,000.

To ensure each institution and the regents central office are adequately staffed with appropriate personnel to collect, manage and interpret data and to provide resources necessary to develop survey instruments and acquire professional licensing exam results, an amount of $4,000,000 is needed.

PROPOSED BUDGET;

$7,500,000

PROGRAM ASSESSMENT:

A schedule and workplan for completing this activity will be developed with a target date for full
implementation. This workplan will include testing the data warehouse's capability to generate
information using data from various administrative system sources, establishing a schedule for dissemination of surveys and collection and analysis of responses, and determining where new institutional staff resources can be best deployed. This effort will be done in full consultation with the Governor's Office of Educational Accountability.

40

BUDGET UNIT B - FY 2002 REQUESTS
BUDGET UNIT "B" - FY 2002:
The Budget Unit "B" activities are an important part of the University Systems' ability to serve the citizens of Georgia. This budget unit is comprised of various research and public service activities. These activities are requesting $6,144,712 for enhancements to their programs.
This year's "B" Unit request highlights funding requested by the Office of Public Library Services. With the passage of HB 1187, the Governor and the General Assembly have given the Board of Regents the responsibility to provide state governance and oversight to Georgia's system ofpublic libraries, including budget responsibility.
OFFICE OF PUBLIC LIBRARY SERVICES
EXPAND PUBLIC LIBRARY COLLECTIONS AND SERVICES
GOALS:
Increase the per capita support to library systems to purchase materials for preschoolers, childre~ teens and adults.
Expand library services and programs for preschoolers, children and teens.
BACKGROUND:
Georgia's public library services are delivered through a network of 371 public library facilities grouped into 57 library systems. These library systems are locally governed and are responsible for determining and developing local policies and procedures. The libraries receive both state and federal support for staffing and for the development of their collections of books and materials.
Each public library system in Georgia seeks to provide a collection of materials, in a variety of formats, which reflect the diversity of the population served, and of American society. In the collectio~ as many points ofview are included as possible. The collections address the special needs of families with children learning to read and teens challenged to succeed in school and prepare for postsecondary education.
Georgia ranks 46th among the 50 states and the District of Columbia in expenditmes for books and materials for public hl>raries, with an average of $2.03 per capita. Georgia's public libraries have only 1.87 books and serial volumes per capita. The national average is 2.81 per capita. An important goal for public libraries is to assure all Georgians access to quality library materials. Additional funds are needed to support the necessary core resources in each library collection to meet state standards for quality library services.
41

As part of a recently completed strategic plan, it was recommended that a Library Services Consultant be employed to plan and coordinate state-wide initiatives and programs related to the delivery of service to young adults and youth at-risk, as well as provide individualized consulting services and training for public library facilities that are planning to expand and enhance basic service to youth ages 13-21. This position would provide for a continuum of programming for youth.

PROPOSAL:

Increase funding to public libraries by $0.07 per capita to cover the increasing cost of materials for preschoolers, children, teens and adults.

Create a unit to provide direct services to libraries in developing and improving library services to children and youth:

Library Services Consultant Upgrade Library Services Consultant Operating Expenses Total

$ 59,374 3,503 7,664
$ 70,541

Expand funding for the Vacation Reading Pro~ and other programs for children and youth.

PROPOSED BUDGET:

Increase per capita support by $0.07 to purchase materials for preschoolers, children, teens and adults
Establish a unit for services to children and youth Develop and support Vacation Reading Program and year-round
programming for preschoolers, children and teens

$555,545 $ 70,541
$311,387

TOTAL

$937,473

PROGRAM ASSESSMENT:
Expansion of library collections will be evaluated by increases in the number of print and nonprint items borrowed from Georgia public libraries annually, and by reports of user satisfaction with the library materials they found to meet their needs. Programs for children will be evaluated based on the total number of preschool children who attend programs sponsored by Georgia pubfo: libraries, and the annual increase in children attending.

42

Other Unit "B" Activity Enhancement Requests:
VETERINARY MEDICINE EXPERIMENT STATION:
Conducts biological, biomedical, and biotechnological research pertaining to animals and animal health problems. Research involves studies with intact animals, animal cell culture systems, animal DNA and RNA. The enhancement request of $76,257 includes $47,389 to support a major initiative to improve Georgia's animal health, food safety, and public health through education programs, field investigations, and applied research in health and food safety issues of particular importance to the State. The request also includes $28,868 to fund research to determine which virus strains are cmrently causing disease problems in the Georgia poultry industry and utilize these strains to produce more effective vaccines.
COOPERATIVE EXTENSION SERVICE:
Disseminates relevant and timely information and data to assist Georgia's producers, agribusiness, consumers and the community in improving the quality of life. CES expands the body of scientific knowledge to the agricultural and environmental sciences. The enhancement request of $1,164,209 includes $762,541 for new faculty and staff positions to serve in field
operations to meet the required program needs. The request also includes $401,668 to increase
base funding for operation and maintenance funds needed to cover utility and maintenance costs at 4-H camp facilities.
AGRICULTURE EXPERIMENT STATION:
Expands the body of scientific knowledge related to agricultural and environmental sciences to promote economic growth and environmentally sound practices by Georgia's farmers, food processors and agribusinesses thereby ensuring a safe, nutritious, plentiful and affordable suppiy_"of food and fiber. The enhancement request of $1,386,682 includes $967,442 in productivity research, $273,982 for process marketing, rural development and environmental research and $145,258 for administration and support services.
GEORGIA TECH RESEARCH INSTITIJTE (GTRI):
Plans and conducts programs of innovative research and development, education, outreach and economic development that advance the global competitiveness and security of Georgia, the region and the nation. The enhancement request of $209,600 will provide technical assistance for the Georgia emergency response community, which includes emergency managers and first responders and will assist the community in coping with terrorist use of biological warfare agents.
ADVANCEDTECHNOLOGYDEVELOPMENTCENTER{ATDQ:
ATDC was established by the Governor and General Assembly as an economic development entity within the University System of Georgia at Georgia Tech for the purpose of increasing the
43

number of technology based businesses, jobs, products, revenues and taxes within Georgia The enhancement request of $100,208 will be used to support the position of project and program manager, which is critical in enabling the effective incubation of life science opportunities in Georgia. ECONOMIC DEVELOPMENT INSTITUTE <EDD: EDI helps build and support a strong state economy, which can compete successfully with nations of the world by focusing its resources on the communities as they address competitive issues, better use their resources and develop strategies for the 21 st century. The enhancement request of $180,801 will continue operation of an Information Technology Center in Dublin, Georgia. REGENTS CENTRAL OFFICE: The Regents Central Office provides staff support to the Board of Regents which is the policymaking and governing agency for the University System of Georgia. Additionally, the Regents Central Office provides direct administrative and program support to University System of Georgia institutions in areas such as information technology and network communicatio~ facilities planning and development and internal audit. The Regents Central Office is requesting a total of $243,500 in budget __enhancements. These funds would be used to support the following:
I) One legal position to review contracts and resolve issues for institutions 2) Two positions and operating resources to create and support system research and
analysis for critical strategic areas within the University System of Georgia
44

FISCAL YEAR 2001 SUPPLEMENTAL BUDGET REQUEST
GENERAL APPROPRIATIONS SUPPORT:
Fiscal year 2001 marked a transition year for the University System of Georgia during which enrollment decline resulting from the 1998-99 change from a quarter to semester hour system affected state fonnula-based appropriations. Recognizing early on that there would be a temporary drop in budget due to the enrollment loss, USG institutions were asked to reduce
spending in FY 2000 in the amount of $24 million to be set aside for use in the current fiscal year
(FY 2001) for new and continuing costs. This request reflects a prior agreement by the Governor to support matching funds in an amount equivalent to that set aside by USG institutions. These funds, together with those already set aside, will allow the system to avoid maldng drastic reductions in the services provided to students in the current fiscal year as enrollments continue to rebound.
$ 24,000,000
TECHNOLOGY INITIATIVES:
Funds are requested to meet one-time costs associated with the University System of Georgia's technology initiatives for FY 2002 as discussed on pages 9-15. Major components include:
G.LO.B.E. Gateway
Funds are requested for the contracted design, development, and implementation of an Internet "gateway" based on proven industry and Internet standards through which persons can:
Obtain "real-time" information about distance learning opportunities available in a variety of media from USG institutions and, in later stages, other Georgia and Southern state' college and universities who elect to participate
Transact a full array of essential student and business services, including admissions, registration, library, to support single-and multi- institutional enrollment in distance learning courses and programs
Acquire direct access to quality distance learning courses and degree programs provided by colleges and universities, initially, across the University System and, subsequently, from throughout the South $ 1,900,000
Campus Connectivity
Funds would be used to begin the installation of expanded bandwidth capability across the University System of Georgia institutions at the point where the institutional local networks
45

connect to the Peacbnet network. This project is critical to the continued effectiveness and performance of GALILEO, distance education and implementation of administrative systems.

Campus Technology Master Plans

$ 1,435,000

The system-level technology master plan adopted by the Board in June 2000 contains a series of findings and recommendations that highlight the importance of linking institutional plans to an overall system planning effort in order to create a comprehensive strategy. Since technology is changing constantly and rapidly, it is proposed to get a jump start on campus-level planning with the use of supplemental funding. The funds would be used to begin the planning process at selected campuses.
$ 1,500,000

Connecting Students and Services (Expand GaEASY, GeorgiaHire, Online Regents Testing, Campus Student Portals)
Funds would be used to support one-time expenses associated with the various projects included in this initiative, each of which is associated with improving student access and interaction with the University System of Georgia -institutions through technological means.
$ 1,625,000

SUBTOTAL-TECHNOLOGY INITIATIVES

$ 6,460,000

GEORGIA STATE PUBLIC LIBRARIES:
The Georgia Library PINES (Public Information Network for Electronic Services) was initiated as a Y2K project. A number of public library systems had non-compliant circulation and other library related software. PINES corrected this non-compliance, and provides a centralized integrated library system which serves 98 facilities in 26 public library systems for cataloguing and circulation functions.
The supplemental request will complete the funding package for the roll-out being implemented in FY 2001. This roll-out will add an additional 19 new public library systems to the existing PINES system and connect 19 manual sites that were not included in initial phases of the project There will be a total of 155 facilities in the second phase roll-out
$ 1,600,000
HEALTH INSURANCE COSTS:
The University System of Georgia continues to experience deficits in the operation of its selfinsured indemnity plan averaging about $2.5 million per month. While the planned implementation of the new Preferred Provider Organization (PPO) option in January coupled with benefit changes in the current USG indemnity plan are expected to greatly reduce the deficit

46

if not eliminate it altogether, the University System will continue to experience losses in the next six months. Employer and employee premiums have been increased, and actuaries are reviewing the PPO option and other changes for potential savings. The University System of Georgia will submit a formal request for supplemental funding when projections of the deficit are more clear.
TBD
PILOT INFORMATION TECHNOLOGY PROJECT: CLAYTON COLLEGE & STATE UNIVERSITY AND FLOYD COLLEGE

For the past three years, Clayton College and State University and Floyd College have been conducting a pilot University System information technology project. This pilot project bas transformed the technology infras1ructure of both campuses and ensured that all students and faculty members used laptop technology in their courses. The age of the equipment and the burden of the high technology fee charged to students now make it necessary to complete the pilot phase of the project. The supplemental appropriation is requested to allow both institutions to satisfy all outstanding obligations and subsequently reduce the fee burden on students.

$ 3,000,000

ICAPP:

Additional drawdown funds of $1.5 million are requested for institutions to hire faculty and acquire resources to educate students for positions with specific employers. Specific project partnerships to be supported with these funds include Gainesville College and nBank. Corporation, Columbus State University and Total Systems, Columbus State University and Synovus Corporation, Georgia Tech and Lockheed/Martin and other economic development . projects. In addition, the !CAPP Advisory Council, a statewide group of top business leaders, strongly recommends marketing ICAPP and its products, such as Georgia Hire. Funds are requested ($500,000) for a focused marketing campaign to promote this unique, strategic economic development incentive.

$ 2,000,000

TOTAL (&eluding Health Insurance)

$ 37,060,000

47

CAPITAL BUDGET FY 2002 REQUEST
The Capital Budget Request has three components:
1) The Major Capital Projects Priority List; 2) The Minor Capital Projects List; and 3) The Payback Projects List.
The Board of Regents adopted a Comprehensive Plan in 1997 and since that time has followed consistently the plan's criteria in regard to the identification and rank ordering of capital improvement projects. These criteria included within the Plan as a set of ten Principles, place emphasis on the instructional needs of the campuses and serving the needs of current students. The process of incorporating these Principles results in an overall growth plan for the University System of Georgia that projects current and future needs, including five-year priorities for major capital projects.
The Maior Capital List has 24 projects for a total State cost of $514,668,000. This list ofproject needs is based on the "Principles for Capital Resources Allocation" which are part of the University System of Georgia's Comprehensive Plan. Each of the projects included within the Regent's Five-Year Capital Outlay Priority List were evaluated based on need and reviewed for consistency in accordance with the capital outlay and enrollment targets. Six of these projects (projects 1-6) received design funds in the FY00 Supplemental Budget and design activities were commenced on two additional projects (7-8) with Regents funds. The remaining 16 projects (projects 9-24) require full funding.
The Minor Capital List includes funds for needed projects with a cost of $5 million or less. There are 15 projects totaling $59,700,000 on this list. Seven projects were funded for design in_ FY99 and FY00 and require construction and equipment funding in FY2002. In accordance with adopted principles for capital resources allocation, funds are allocated within this category based on three factors:
A) Critical Facility Needs - Provides funding for urgently needed renovation and upgrade of existing buildings or utility systems of institution-wide significance;
B) Acute Program Needs-Focuses on renovation or new construction activities that are needed to satisfy the requirements of existing programs; and
C) Other Significant Needs - Satisfies the requirement for renovation, new construction, or "opportunity" projects, such as property acquisitions.
The Payback Proiect List includes four projects totaling $35,100,000. One project for Kennesaw State University previously received design funds. Therefore, the funding request is for construction funds for one project and full funding for three projects. Payback projects have relied on GO Bond funding as has major or minor projects. The Board of Regents remains interested in developing a mechanism to finance these types of projects through revenue bonds so as to minimize the need for GO Bonds where other state revenues can support the project
48

RANKING OF MAJOR CAPITAL OUTLAY PROJECTS FY 2002-2006

RANK

INSTITUTION PROJECT

Macon State College
Nursing, Health Science and Outreach Complex

2 Abraham Baldwin Agricultural College
Agricultural Sciences Building
3 Darton College
Physical Education Building
4 Georgia Southwestern State University
HPE Recreation, Athletic, and Student Success Center

5 Kennesaw State University
Classroom and Convocation Center
6 Augusta State University
Classroom Replacement Phase II
7 Medical College of Georgia
Health Sciences Building

ESTIMATED FY2001 COST
$16,830,000

.. DESCRIPTION - ' ..
This facility will house existing health related and laboratory science programs, expanding specialized classrooms and labs needed for CUITent programs. Conferencing, meeting, and training space will be convenient (because of its centralized location along I-75)
and available for statewide use.

$7,406,000 $12,450,000 $19,524,000
$23,348,000 $20,533,000 $35,457,000

This project will provide space for the consolidation of programs within the Division of Agriculture and Forest Resources and will enhance collaborative programs with Fort Valley State University and the University of Georgia through distance learning technologies. A major Physical Education addition, renovation and upgrade to accommodate the institution's enrollment as well as support and address its community outreach mission. The current outdated facility was built in 1966. A Physical Education and Student Services facility to accommodate the institution's enrollment and to address the current space deficit in student support space. The
current PE and Student Services facilities were built in
1967 and are under sized and antiquated. The original Gymnasium, built in 1939, cannot be significantly modified because it is a historic structure. The existing Cooperative Agreement with DTAE's South Georgia Technical Institute will be extended to include access to these new facilities. An instructional facility and major assembly space to address an acute space deficit at the campus. This project will .consolidate programs in the College of Health and Human Services (Public Administration and Human Services, Health Services, and Physical Education.) This facility wiIJ also provide shared general classroom space for campus wide use.
This is the second phase of a comprehensive plan to replace six circa WWII structures currently housing the majority ofthe campus instructional space. These adapted warehouses, roofed with asbestos containing panels, will be abated and demolished as part of the project and in accordance with the campus master plan. This project will accommodate the School of Nursing and the School of Allied Health Sciences, consolidating their programs on campus. It will also serve as the distributed learning platform for the University fostering collaborative programs statewide.

49

RANKING OF MAJOR CAPITAL OUTLAY PROJECTS FY 2002-2006
CONTINUED

9 Georgia Institute of Technology
Advanced Computing TeclmoJogy Building1
10 Georgia Southern University
Library Addition
11 Kennesaw State University
Social Sciences Building

$33,315,000 15.251,000 $28,542,000

This facility will provide tedmology e:nhanced ins1ructiollal/ spac;c and support services to meet the education needs of this fast growing segment of the 1-75 corridor in a single facility. the center is strategically
located to allow for a broad range ofpublic post sccoadary
(DTAE and USG) collaborative programs. the location will consolidate Floyd Collego's pavgaams currently in various leased spaces in the area. ID addition, general instnlctioaa1 space Floyd College cum:ntly occopies at
DTAE's North Metro Facility will be fteed up for needed DTAE programs. Phase II of a ~ building complex devc,ted to
biotcclmologics,, this project is focuse4 on environmental
issues emphasizing multi disciplinary (earth & atmospheric ~ environmental engineering_ biosciences. chemical engineering. sustainable developmeat, and pub)ic policy) inbnctioa. The facility is designed to blend instruction aad rmemdl as well as fostw collaboratioa belween in(luslry, govemment and ac:ademic iastitutions. (1be project includes an additional $8 million in campus provided funds). A major Llorary addition, renovation and upgrade to accommodate technology as well as the institution's enrollment growth as a Regional Ulliversity. (The cwre:nt
facility was built in 1975 when the enrollment was under 5,000- Enrolbnent is now OVCf' 13,000.) This facility will serve citizens as an !ICCCSS point to traditional resources as well as OD line infonnation through GALILEO. The
project incJudes a portion of a centralized chiller plant for
a more efficient campus chilled water loop system. A predominantly instructional facility to address an acute space deficit at the campus. This project win accommodate the School of Social Sciences
(History/Philosophy; Psychology; Sociology, Geology and
Anthropology;. Political Science and International Affairs) consolidating their programs on campus. Completion of the project will allow for vacating leased modular space on
campus.

1 Not including $8,000,000 in campus-provided funds. 50

RANKING OF MAJOR CAPITAL OUTLAY PROJECTS FY 2002-2006
CONTINUED

RANK

INSTITUTION PROJECT

12 Georgia Perimeter College
Student Center, Clarkston Campus2

13 Middle Georgia College
Campus Loop (utilities)

14 University of Georgia
Performing and Visual Arts Center Phase IIl3

15 Georgia College and State University
Parks Nursing/Health Science Renovation

ESTIMATED

FY 2001

. DESCRIPTION

COST

$6,863,000 This project provides for a new Student Services/support

Facility to accommodate previous enrollment growth and

to meet the particular needs of a commuter campus.

Existing Student Services/support space are also currently

used by students from Dekalb Technical Institute and

these improved services will continue to be available to

DTAE students when the project is complete. The project

includes an additional $1.2 million in payback bonds to

address the auxiliary enterprise aspect of the project.

$16,014,000 This project replaces aging and deteriorating utility

infrastructure with energy efficient and cost effective

campus systems. Project scope includes installation of an

underground 12KV primary electrical system, security

lighting, and an energy management system as well as a

central heating/cooling plant and 4 pipe loop distribution

system.

$38,128,000 Phase III of a four-phase complex, envisioned _to foster

interaction and collaboration among art and performance

students, is devoted to the Lamar Dodd School of Art. The

project will allow for the consolidation of existing fine

arts programs currently scattered in seven different

locations on campus. (The project includes an additional

$8.6 million in private funding for an associated addition

to the Georgia Museum of Art.)

$9,753,000 Major renovation of two historic buildings, including a

small addition, which will connect the two, structures and

provide access for both to an elevator and various

specialty classrooms. The current programs of Nursing

and Health Sciences will remain in the renovated

facilities. The project will be coordinated with the

Historic Preservation Division ofDNR.

2 Not including $1,125,000 that will be provided by the campus via payback bonds. 3 Not including $8,600,000 in campus-provided funds.
51

RANKING OF MAJOR CAPITAL OUTLAY PROJECTS FY2002-2006
CONTINUED

RANK

INSTITUTION PROJECT

16 State University of West Georgia
Health, Wellness, and Lifelong Leaming Center

17 North Georgia College and State University
Libraryffechnology Center

18 Savannah State University
Academic Classroom Building
19 Macon State College
Professional Sciences and Conference Center

20 Fort Valley State University
Academic Classroom Building
21 Georgia State University4
Teaching Laboratory Building

ESTIMATED FY2001 COST
$26,975,000
$20,440,000

DESCRIPTION
This facility will replace the existing antiquated Health and Physical Education Building and will allow for the
expansion of health care instruction programs and
programs in Lifelong Leaming. Space currently leased by the Lifelong Leaming programs wm be vacated. An integrated instructional and academic support center (meeting space needs segregated historically in separate library and classroom/computer lab spaces.) This facility serves citizens as an access point to information technology systems and provides for technology enhanced learning and emerging trends in distributed learning (alternative program delivery including desktop learning, telecommunication and other non traditional methods.)

$12,450,000 $20,750,000 $15,563,000 $45,000,000

This instructional facility wm accommodate students enrolled in core curriculum as well as majors in the Department of Social and Behavioral Sciences. The project is to provide 50% replacement space for existing marginal facilities identified for demolition in the campus master planning process.
This facility, associated with the Nursing, Health Science and Outreach Complex, will house the Professional Sc~ences, expanding specialized classrooms and labs needed for current programs. Conferencing, meeting, and training space will be convenient (because of its centralized location along 1-75) and available for statewide use. This instructional facility will accommodate students enrolled in the Sciences, expanding specialized classrooms and labs needed for current programs and associated new graduate programs. The project is to provide 50% replacement space for existing marginal facilities identified for demolition in the campus master planning process. This 202,000 gsf new facility will include 9 standard classrooms, 19 dry, 25 wet, and 18 research laboratories, 90 faculty offices, together with academic and administrative support areas and 6 retail shops.

4 Not including $23,000,000 in campus-provided funds. 52

RANKING OF MAJOR CAPITAL OUTLAY PROJECTS FY 2002-2006
CONTINUED

RANK 22 23
24

INSTITUTION PROJECT
University of Georgia
College of Pharmacy
Georgia Southwestern State University
Health and Human Services Building
Albany State University
TOTAL

ESTIMATED FY 2001 COST
$35,000,000
$12,500,000
$21,500,000
$514,668,000

DESCRIPTION
This new 112,000-gsf facility for the College of Pharmacy will include 14 regular and 2 distance learning classrooms, 2 lecture halls, IO wet laboratories, 30 faculty offices, 26 administrative office, 57 research laboratories, and 5 animal housing laboratory spaces. This 80,000 gsf instructional building is comprised of 56,000 gsf new construction and 24,000 gsf renovation, to include 10 regular and J distance learning classroom, I wet and 2 dry laboratories, 24 faculty offices, 20 student support/medical examination spaces, and other administrative and technology support areas. This new facility includes 15 standard classrooms, ) lecture ball, 28 dry laboratories, 40 faculty offices, 4 band practice rooms, and 14 administrative and support spaces in 112,000 gsf.

53

EQUIPMENT FOR MAJOR PROJECTS
Six Major Capital Improvement Projects require equipment funding. These projects are not included in the current priority list of Major Capital Projects because design and construction funding for them was provided for them in previous budgets. These projects are identified in the following "Equipment required" table.

EQUIPMENT REQUIRED

Projects For Which Construction, But Not Equipmen4 Funds Have Been Provided

Campus - Project

Requested Equipment Funds

Clayton College & State University University Learning Center

$2,697,000

Columbus State University Technology & Commerce Center

$1,098,000

Georgia Southern State University Science & Nursing Building

$2,032,000

Coastal Georgia Community College Camden Center

$951,000

Georgia College & State University Russell Library & Information Technology Center

$1,367,000

Savannah State University Housing Residence Center

$1,002,000

$9,147,000

54

MINOR CAPITAL OUTLAY PROGRAM FY 2002

CATEGORY A:

Critical facility needs and projects urgently needed to renovate or upgrade existing facilities or utility systems.

INSTITUTION PROJECT
Armstrong State University
Upgrade & Expand Electrical Distribution System

ESTIMATED COST
$3,000,000

PROJECT DESCRIPTION
Replacement & upgrade of 30-year-old campus electrical distribution system to provide appropriate capacity & system redundancy.

Atlanta Metropolitan College
Campus Road and Entryway Improvements to Rehabilitate Acquired Property
Georgia College & State University
Central Chiller Plant

$1,000,000

This project will provide a new campus entryway, erosion control, landscaping and the demolition of an existing bowling alley to incorporate a recently acquired property into the campus infrastructure.

$4,200,000

This project will provide a central chiller plant building and campus chilled water loop system with design features to eventually serve all campus facilities. The redesigned pump system will be 20% more efficient and reduce electrical consumption by 35% which wil1 result in a projected annual operating cost savings of 40%. $150,000 was provided for planning & design in the FY99 budget.

Georgia Southern University
Fine Arts, Phase II"'
Georgia State University
Library South Exterior Brick Remediation
Kennesaw State University
Math/Science Classroom Addition*

$4,500,000 $3,700,000

This project will renovate and modernize the old 42,000 gs1 Marvin Pittman Elementary School to serve the current needs of the Art and Communication Arts Departments. The work includes upgrading of the HVAC, plumbing, and electrical systems. This will allow the consolidation of the growing Fine Arts programs into space specifically designed for these needs. $170,000 was provided for planning & design in the FY99 budget.
The building's brick veneer is spalling and dislodging shards.

$4,000,000

This 28,000 gsf new project will resolve an urgent space need by providing ten classrooms and 29 faculty offices, together with conference and administrative areas to support existing enrollment in Mathematics and the sciences. This project will be augmented by a $1,100,000 gift. $150,000 for planning & design was provided in the FY99 and $240,000 in the FYOO budgets, respectively.

Construction funds only; planning and design funding was previously provided.

55

CATEGORY A:
CONTINUED

INSTITUTION PROJECT
Medical College of Georgia
Utility Improvements at Central Plant
University of Georgia
Animal Health & Bioresources Facility, Phase I*
TOTAL - Category A

ESTIMATED COST
$4,100,000

PROJECT DESCRIPTION
Replace vintage 1970 1.ll'1derground hot & chilled water lines. Replace 15KV campus & hospital electrical switchgear.

$3,800,000
$28,300,000

This project includes the construction of a new 18,000 gsf state-of-the-art facility complying with federal regulations for both animal housing and research. $150,000 was provided for planning & design in the FY99 budget. $150,000 was provided for design in the FY99 budget.

CATEGORYB:

Building renovation or modernization programs needed to satisfy requirements for existing programs.

INSTITUTION PROJECT
Fort Valley State University
O'Neal Veterinary Addition

ESTIMATED COST
$3,000,000

PROJECT DESCRIPTION
This project will modernize and expand the O'Neal Veterinary Building to provide modem teaching and learning facilities as necessary to retain the program's accreditation. $180,000 was provided for planning & design in the FY0 1 budget.

Georgia Institute of Technology
Renovation of Coon Building, Phase II
TOTAL - Category B

$4,500,000
$7,500,000

Complete the full renovation of the vacated Coon Building (built in 1920) for use by the School of Psychology. The scope includes replacement of obsolete building and data systems, improved accessibility, and reconstruction of interior spaces to meet modem office, lab, lab support and technologyequipped classrooms requirements.

Construction funds only; planning and design funding was previously provided.

56

CATEGORYC:

Significant renovation, new construction and "opportunity projects".

INSTITUTION PROJECT
Middle Georgia College
Wellness Center and Classrooms
North Georgia College & State University
Military Leadership Center
University of Georgia
Rural Development Center-Tifton
South Georgia College
HPER Building Renovation and Pool*
GTREP - Savannah Facility
Construction/acquisition of a building
TOTAL - Category C

ESTIMATED COST
$5,000,000
$5,000,000 $4,900,000 $4,000,000
$5,000,000
$23,900,000

PROJECT DESCRIPTION
This 35,000 gsf project will house the Division of Health Sciences (Nursing, Physical Therapy, and Occupational Therapy) and the Physical Education division. The project includes classrooms and instructional laboratories in addition to recreation areas. $100,000 & $310,000 were provided for planning and design in the FY99 and FYOO budgets, respectively. This project will construct a new 47,000 gsfphysical plant space and renovate the existing physical plant building to house the MiJitary Leadership Training functions in accordance with the campus' physical master plan.
This project will construct a 1,200-seat auditorium, together with conference rooms, classrooms, and office spaces to serve the rural South Georgia area. Project support, in the amount of $5,000,000, is a requirement from the City of Tifton.
This project will modernize classrooms and laboratories in the 1936 vintage gymnasium to provide modem teaching facilities; improvements will include the provision of HVAC capabilities and the construction of a new swimming pool. South Georgia College's current Cooperative Agreement with DTAE's East Central Technical Institute (providing access to dormitories and other student support services) will be extended to include these renovated facilities. $250,000 was provided in the FY 2000 budget for the planning & design of this project.
This project will construct and/or acquire a building near the Savannah Airport to house GTREP programs offered by Armstrong Atlantic State University, Georgia Institute of Technology, Georgia Southern University, and Savannah State University.

TOTAL - MINOR CAPITAL OUTLAY FUNDING REQUEST FY 2002 $59,700,000
Construction funds only; planning and design funding was previously provided.

57

PAYBACK CAPITAL PROJECTS FY 2002

Payback Projects That Previously ReceiYed Design Funds (Construction/Equipment Funds Requested)

Campus
Kennesaw State University
Parking Decks
Funds needed to complete

Estimated Cost

Description

$15,000,000
$15,000,000

Structured parking is critical to accommodate current need as well as projected growth. Project is consistent with campus' physical master plan

New Payback Project Proposals for FY 2002

Campus
University of Georgia
Parking Deck
Augusta State University
New University Center
Georgia State University
Parking Deck Acquistion
Total New Project Funding

Estimated Cost

Description

$12,800,000 $5,200,000
$2,100,000
$20,100,000

Structured parking is critical to accommodate current need as wen as project growth. Project is consistent with campus' physical master plan. This project was identified in the Campus Master Plan to address a space deficit in student services and meeting space when compared with national space standards. The site, an effective link between academic and student services facilities, is consistent with the campus' physical master plan.
Structured parking is critical to accommodate current need, as well as projected growth.

ITOTAL pAYBACK FUNDING

$35,100,000

58

APPENDIX I

- FALL 2000 ACCOUNTABILITY REPORT -

SPECIAL FUNDING INITIATIVES -
FY95-FY2001
1. GALILEO - One Statewide Electronic Library and {GALILEO Next Phase Initiative)
Appropriated: $9,922,000 (FY95, FY96);
S3,B22,000 (FY97); $5,822,000 (FY98) (includes
S2,DOO,OOO for GALILEO Interconnected
Libraries); S5,530,000 (FY99) (includes
S1,500,000 for GALILEO Interconnected
Libraries); SS,290,136 (FY2000) (includes
S1,000,000 for GALILEO Interconnected
Libraries); S4,290,136 (FY01}
The goals of this initiative are:
to provide universal access to materials and infonnation services for Georgia citizens; and
to establish an infonnation infrastructure which wilt place the University System in the forefront of infonnation technology, enhancing its reputation, along with PeachNet and distance education.
Initiative Update:
Coordinator. Ms. Jayne Williams, Executive Director of
Virtual Ubrary, Customer, and Information Services, Office of Information and Instructional Technology: email address - jayne_wiltiams@oit.peachnet.edu
GALil.EO recorded 16,075,686 logins, 26,968,227 keyword searches, and 10.443,262 full-text articles displayed on July 26, 2000.
As of July 25, 2000, 34 University System institutionsincluding the central office, eight System resident centers, the Governor's office, three legislative research offices, 57 public library systems (includes a library in 157 Georgia counties), 34 technical institutes-including the central office, 192 IC-12 school systems/training centers, and 38 private higher educational institutions subscribe to the system.
A committee comprised of librarians from each GALil.EO constituency-Board of Regents, Department of Education, Department of Technical and Adult Education, and private educational consortia-continue to meet monthly and work collaboratively to make GALil.EO the best virtual library in the country. An electronic collections development committee is working to ensure that core materials ue selected which will benefit the entire GALil.EO community.
GALILEO Interconnected Libraries (Gil.), a multi-year project to implement a single library automation system in University System b'braries, is progressing on schedule. Gll. was implemented in 17 libraries during 'F'! 99; 12 libraries went live in FY 00; and the remaining 6 libraries in will be installed in FY 01. The addition of a library automation system to GAI.Il.EO makes on-line access easier for patrons and staff. It integrates in one system a web-based online union catalog of all the book

collections of the University System (over six million volumes) and provides required business functions. Users are able to initiate requests for books from other libraries directly from their computers at home, residence halls, or within the libraries.
2. Connecting Teachers and Technology
Appropriated: S9,900,000 (FY96), SB,300,500 (FY97), $8,003,500 (FY98), Sl,891,607 (FY99}, Sl,997.783 (FY2000); Sl,997,783 (FY01)
The goal of this initiative is:
to increase the number of courses which integrate technology into the instructional process by preparing teachers to use various technologies, to teach via distance learning networks, and to explore the contributions of technology to instruction.
Initiative Update:
Coordinator: Dr. ICris Biesinger, assistant vice chancellor
Academic Affairs, Academic Innovation Services: email' address - kris@oit.peachnet.edu
Faculty Development
Funds are provided to each campus to support and sustain locally developed Faculty Development Institutes that focus on building 'learning communities' within and across disciplines with technology as a tool that facilitates the process. Institutions receive an allocation of lottery dollars to provide equipment support for faculty and a state funds component for other training related activities.
Fa~l~ and_ instructional support personnel have opportunities to unprove their skills by participating in online courses offered through a course vendor. Five hundred ~cco_unts ~rovide unlimited access to 500+ courses rangmg m topic from the very basic user applications to more complex programming skills.
Campus Instructional Technology Support
Continuation funding (for salary, benefits, and potential merit increases} continues to be allocated for ~ o n a l Technology Support Specialist (lTSS) positions on each campus and at a number of residence centers and off-campus sites.
Instructional Technology Classrooms/ Emerging Technologies
Funds sustain the mobile computing training lab that is used to train faculty at times and locations more convenient for them.
Funds support special USG institutional needs such as upgrades for the Gwinnett Center.
Campus Technology Upgrades
Each campus continues to receive a ~ding allotment to be used toward technology upgrades, renovation for technology integration, or new acquisitions. The research and regional universities received $135,000 each, the four-year schools plus Georgia Perimeter

Page 59

APPENDIX I - FALL 2000 ACCOUNTABILITY REPORT -

College, Dalton State College, and Macon State College received $90,000 and the two-year schools each received $45,000.
Governor's Teaching Fellows Program
Funds are provided to the University of Georgia that manages the Governor's Teaching Fellows Program that works with faculty from public and private higher education institutions in the State.
Staff Support
Personnel to support the activities of this initiative are salaried through initiative funds.
3. Connecting Students and Services
Appropriated: SS,848,000 (FY96), Sl,305,820 (FY97), Sl,305,820 (F/98), Sl,355,000 (FY99), $1,376,134 (Fi2000); Sl.376,734 (FY01)
The goals of this initiative an:
To improve student movement through academic programs and into careers, by increasing student access to advisors and advisors access to relevant student information;
To improve the System's capability for tracking student transitions from school to college, thro~gh college, and from college to work, by insuring comparable data collection from unit to unit. and compatible systems for sharing it;
To provide students with accurate and timely informa-
tion about required college preparations courses, trans-
ferability of college credit, and career opportunities; and
To allow students to acquire college admission information electronically.
Initiative Update:
Coordinator: Beth Brigdon, executive director, Information Technology: email address Beth_Brigdon@oit.peachnet.edu
There are a number of projects that are being supported through the funding this initiative provides. The webenablement of the Georgia Career Information System, assisting with Georgia Hire, the initiation and continuing improvements to GaEASY, email access for students, advising systems, and on-line access to registrations, grading, and other students services are some of the accomplishments this initiative has enabled. AU of these systems were initially supported through an infusion of funding for start-up and they continue to be maintained and enhanced through on-going support. Specifics about some of these are included below.
Georgia Career Information System
Connecting Students to Services funding supports access to the Georgia Career Information System (GCIS) at all University System of Georgia (USG) institutions. Students, faculty, and staff are using the GCIS program through GCIS for Windows or Macintosh and now thanks to the Initiative funding online at

http://www. gcic.peachneLedu.

Connecting Students to Services funding also helps to support the Georgia Career Information Center with the ongoing development of GCIS on the Web. AU of the GCIS database is now online. The data files include information on: occupations, education, and employment.

Georgia Hire (www.Georgiillire.com)

A snap shot" of the progress of GeorgiaHire, the

University System's new onUne service that allows

System students and alumni to post resumes and

Georgia businesses to post job openings:

~ff11:'1r;;m%a'J:Sl4~,iaifitin1Sifltf;G2Diimiet-.Uu.:

Jan. 2000

24,021 registered

14,039 resumes onllne

l'lm~7%Bff"'151.iigisiml~7~J~;-lm:

An average of over 1,975 jobs were available each month for review by our students and alumni.

Employers reached the resume research page an average of 325 times per month. In the month of March, following an AJC feature, there were 431 hits to the resume search engine.

Georgia's e-FAIR showcased the first graduates of the new century in May and June. The electronic job fair
had more than 1,601 students/alumni participate. There were 118 employers participating in this inaugural event
posting some 322 jobs vacancies.

GaEASY (www.usg.edu/gaeasy)

GA EASY, (Georgia Applications and Electronic Advisor System), the online admissions application tool was unveiled in November 1999.

All University System institutions are participating in this on-line admissions application system. More importantly however, in addition to the admissions application, GA EASY is a web site that provides one stop shopping for Georgia public college information, current admission standards, current HOPE information, current financial aid information, and access to career information through GCIS all via the world wide web. Since it's inception, GA EASY has been viewed approximately 50,000 times per month since it was first released. Through June 2000, over 17,500 applications for admission have been ieceived.

University System staff have presented programs promoting GA EASY to the state Principals Association, the
State Counselors Association, the Admissions and
Records Advisory Committee, the Board of Regents and
various other groups and organizations. High School counselors and students have made many positive comments about the GA EASY web site and are beginning to use it as their web college selection tool of preference.

GA EASY is currently in the testing phase of a download interface that will allow application data to be directly loaded into each school's BANNER student information system. OilT, Georgia Tech, Kennesaw State University, Floyd College and Georgia College & State University are all working together in the development of the GA EASY web application download to BANNER.

Page 60

.APPENDIX I

- FALL 2000 ACCOUNTABILITY REPORT -

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

Appropriated: $32,756,147 (Fi95), $36,662,323 (F/96), $38,924,444 (FY97), $41,124,444 (FY98}, $46,730,826 (FY99), SS0,530,286 (FYOO), $52,106,610 (FY01

The goals of this initiative an:

to place higher priority on protecting the State's enormous .capital investment in University System facilities;

to reduce significantly the backlog of needed repair and rehabilitation of facilities System wide by the year 2000; and

to address major renovation and infrastructure projects that have gone unfunded.

Initiative Update:

Coordinator. Judy Wilder, Senior Contracts Administrator: email address - jwilder@mail.regents.peachnet.edu

For FY0l, $49,310,097 has been allocated to 34 campuses and Skidaway Institute to fund necessary and urgent Major Rehabilitation and Repair projects.

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

Summary of 2001 Major Repair and Renovation Projects

Type of Project # of Projects #of Campuses Funds

,Geii :Renov:,

Allocated

t-J4~ '. ....

dL'Sl~jji~?it)i

Building Envelope

(reroof & repairs) 32

18

$4,815,534

c:aJ:;;!;~;~

Regulatory

90

33

$9,234,072

c~~~

Total

293

$49,310,097

~cy!;'.}f9ttz~j-fgt+t}\r~7~~=,~::xm11i!Jffil

Total Appropriation

$52,106,610

5. Distinguished Professors Program
Appropriated: Sl,350,000 (FY97), $1,350,000 (FY98), Sl,350,000 (FY99}, Sl,350, 000
(F/2000); SO (F'/01} [initiative disc:antinued]
The goals of this initiatiw were:
To identify, complement, and reward excellence in teaching at the colleges, state colleges and universities, and regional universities.
To focus public attention upon excellence in teaching within the University System of Georgia;

To improve student learning by inspiring faculty to strive for excellence and innovation in the classroom;
To enhance the quality and diversity of teaching techniques through the use of new technology;
To foster faculty development by the existence of Distinguished Professors in the University System.
Initiative Update:
Coordinator: Dorothy Zinsmeister, Senior Associate for Academic Affaus:email address dzinsmei@mail.regents.peachnet.edu
The Distinguished Professor for Teaching and Learning Program has been in effect for four years, since FY97. Generally, the Distinguished Professor Programs focused on supporting teaching and enhancing student learning on the campuses. Several campuses initiated campus conversations on issues related to student-centered pedagogy in traditional and online education. Faculty development opportunities concentrated on technology workshops, interdisciplinary teaching circles, and symposia. The technology workshops centered on the development of online web-based and web-enhanced courses, WebCT training of faculty and other pedagogical issues concerning asynchronous course instruction and assessment.
Many institutions emphasized the nportant roles of the Centers for Teaching and Learning and the establishment of campus learning communities. These Centers have provided a forum far several activities, which include the orientation of new and adjunct faculty members. AU institutions reported a commitment to facilitate the growth of learning communities with special emphasis on enhancing student learning.
In FY0l, the Distinguished Professor Initiative was discontinued, and the funds used for redirection purposes.
6. Professional Development: Serving Our Students and the State
Appropriated: Sl,000,000 (FY97), Sl,000,000 (FY9B), S1,000,000 (FY99), S1,000,000 (F'/2000}; Sl,000,000 (FYOl}
The goals of this initiatiw are:
to encourage or enhance the improvement of teaching and learning activities;
to designate an area as a Staff Development Training Resource Center;
to establish or improve a continual program of computer technology training for all mid-level managers and staff;
to develop a training program for managing/understand~ ing diversity in the workplace;
to provide a preventative training program for legal issues and/or legal obligations for all university employees, particularly for administrators and faculty with personnel responsibilities;
to develop a Leadership Development Program for divi-

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APPENDIX I - FALL 2000 ACCOUNTABILITY REPORT -

sion/department chairs and duectors of non-academic units; and
to provide training programs to help employees become more customer-oriented using the Continuous Quality Improvement approach.
Initiatiw Updm:
Coordinator: Dorothy Zinsmeister, Senior Associate for Academic Affairs: email address dzinsmei@mail.re gents. peachnet.edu
For the last five years, implementation of this initiative has focused on several areas across the System: general professional development, post-tenure review, and promotion of teaching and learning. A$ a part of these efforts, professional development grants totaling were awarded to faculty at University System institutions to support course enhancement projects in four strategic areas: teacher preparation, internationalizing the curriculum, information technology and foreign language. In FYOl, three academic advisory committees were awarded grants totaling $60,000 to promote and enhance faculty development activities that focused on student learning. These grants required the collaboration of two or more Committees. Finally, in order to be responsive to the continued interest in post-tenure review on most campuses, $20,000 was awarded to an institution to begin collecting qualitative data on faculty perceptions of post-tenure review.
A comprehensive two-day workshop takes place each year for both new and experienced department chairs and other
administrators. These workshop sessions are designed to
assist department chairs with such functions as aligning assessment, budgeting and institutional effectiveness, developing an effective annual review process, career development in tenure, promotion and post-tenure review, plus a host of legal issues such as sexual harassment on campus, dispute resolution, and open records laws. Another highlight of each year's activities is the University System Of Georgia Teaching and Learning Conference held during the fall semester. Teams of faculty attend the conference from all 34 institutions. Participants have the opportunity to meet and talk with educators of national reputation, and to discuss strategies for improving the learning environment on their campus. This year workshops will be offered focus on classroom assessment techniques, the scholarship of teaching and teaching to standards.
Finally, the initiative will continue to support faculty
development efforts associated with the implementation of the Principles and Actions for the Preparation of Educators for the Schools. Development opportunities that focus on teaching to standards, assessment in a standards-based curriculum, effective partner school development, and induction programs that really work are uiong the workshops planned for faculty.
Professional development activities are being planned to
encompass those initiatives that focus on improved student learning. By identifying the common professional development needs of several programs, it is possible to thus maximize efforts and be more responsive to funding partners.
Cunently an assessment of the impact of System profes-

sional development activities is under way in an effort to be responsive to the changing needs of the campuses. For example, rather than being open-ended, the grants to the academic advisory committees will specify criteria that relate to specific System objectives. The Teaching and Learning Conference will offer a workshop format that provides faculty with active learning opportunities.
7. Facilities Master Planning
Appropriated: S 450,000 (FY97), Sl,000,000
(FY98}, $450,000 (F/99), $450,000
(FY99 .Amended); SO (FYOO) - initiative completed
The goal of this initiative is:
to develop up-to-date facilities master plans. based on mission and academic program needs, for ~ University System institution by the year 2000. In order to facilitate assessing these campus master plans and to ensure that they are analytically (not advocacy) based. the Board has adopted a Physical Master Planning Template. The Template has a dual purpose: to assist institutions in preparing physical mast~r plans which support their educational missions and to provide information which will guide the Board of Regents in decision making. The Template is a guideline that defines the content, methodology, information sources and level of detail of the data that is anticipated for the physical master plans. The Template can be viewed on the world wide web at the following address: http://www.pea.chnet.edu/admin/capres/plantemp/
Initiative Update:
Coordinator: Gita Hendessi, Director of Facilities Planning: email address - ghendess@mai1.regents.peachnet.edu
This initiative includes all 34 System institutions as well as the Slcidaway Institute and the new Gwinnett CenteL Twenty-three master plans have been completed and presented to the Board of Regents. It is anticipated that 12 more institution master plans will be presented through 2000 and 2001. Currently 11 institutions are involved in the campus master planning process with FYOl funding.
8. P-16 PartnersMps (P-16 Initiative, PREP program, Prognostic Math Test, P-16
Database, Advanced Academies
Appropriated: $300,000 (FY97), $770,000 (F/98) (includes $150,000 for Common Data
Base); $4,400,000 (FY99); $4,483,209 {FY2000);
S4,483,2Q9 (Ff 01).
The goal of this initiative is:
The Georgia Pre-School-Post-Secondary Education (P-16) Initiative is designed to reduce systemic problems in public education while increasing academic readiness for post-secondary education of students who are the most vulnerable. It represents the core of efforts to inaease significantly what is expected of students while helping

Page 62

APPENDIX I

- FALL 2000 ACCOUNTABILITY REPORT -

them raise their aspirations and improve their academic readiness and achievement. There are three elements of the initiative: l) the Post-Secondary Readiness Enrichment Program (PREP), a supplemental program for 7-12 grade students in at-risk situations; 2) development of P-16 seamless education; 3) and the co-refonn of schools a.nd teacher education.

Initiative Update:

Coordinator: Dr. Jan Kettlewell, assistant vice chancellor Academic Affairs and co-faclitator of the Georgia P-16 Initiative: email address - jkettlew@mailregents.peachnet.edu

Accomplishments of Post -Secondary Readiness Enrichment Program (PREP)

Since the inception of PREP in FY96, approximately 23,000

middle school students in at-risk situations have participat-

ed in supplementary academic enrichment programs; ie.

tutoring/ mentoring, academic readiness, career explo-

ration, leadership development, conflict resolution, commu-

nity service and technology skill development. During

FY00, 8,000 new 7th grade students enrolled in PREP pro-

grams located at 25 University System of Georgia institu-

tions. Students who were already in the program continued

to receive academic enrichment services throughout the

academic year and in the summer.

~

The services of PREP are implemented through strong partnerships among University System institutions, 20 technical institutes, 409 middle and high schools, and 200 businesses and community organizations located in 111 counties. Forty thousand students participated in the Middle School Visitation Day Project. These students came to University System campuses where they experienced being a college student for a day and learned about the new admissions requirements. The goal for FY0l is to maintain this high level of visitation.

During FY00, new services were started to meet the changing needs of PREP students who have moved from middle school to high school, and a renewed communication project was initiated to make more students and their parents aware of the 2001 admission criteria for University System of Georgia institutions. PREP students continued to be mentored by college students.

During FY00 PREP formed partnerships with YMCA. Big Brothers, Big Sisters, Boys and Girls Clubs, and churches to communicate the 2001 University System Admission Requirements to greater numbers of students.

Evaluation: In FYOO, a comprehensive program evaluation was conducted of each of the 25 PREP programs by external evaluators from the Florida Independent College Fund. The information provided in this report will be used as a basis in planning for PREP in FY0l.

These state funds have made it possible for the University System to leverage an additional $2.14 million in private support for PREP for FYOO.
Accomplishments of Academies for Gifted and Talented High School Students

There are two gifted and talented academies,- one at the

State University of West 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. Students admitted live on campus.
Georgia Academy of Mathematics, Engineering, and Science (GAMES) - Middle Georgia College: Students that enroll in GAMES generally plan on obtaining college degrees leading to careers in mathematics, engineering, the sciences, computing, and the health fields. In FYO0, 48 students enrolled; 22 were new "college freshmen; 26 were returning students. Two of the returning students graduated from high school and are completing their associate degree. Fall 1999 freshmen entered GAMES with an average high school GPA of 3.82 and a.n average SAT score of 1234. Students returning to the GAMES program in fall 1999 earned an average college GPA of 3.4 during their fust year in the program.
Advanced Academy of Georgia - State University of West Georgia: The FY00 class of the Advanced Academy consisted of 66 academically talented high school juniors and seniors from locations throughout Georgia and beyond. FJfteen students returned for their second year in the program, and 51 were new recruits, an increase of eleven percent from the previous year. The class was composed of 35 juniors, 31 seniors, 42 females, and 24 males. The avenge SAT for this class was 1238 and the average high school GPA was 3.85.
Thirty-three students will be returning for their senior years and additional 33 students graduated from high school and left the Academy program at the end of the 1999-2000 academic year. This group was accepted into a large number of colleges and universities. Approximately one-third chose to remain at the State University of West Georgia, three transferred to Georgia Tech, three to the University of Georgia, and the rest plan to attend vario\1$ institutions, including Hampshire College, Berry College, Emory University, and the University of Alabama.
Georgia P-16 Council
At the state level, accomplishments in FY0O include:
1) Development of some assessments for measuring student performance in relation to a set of grade 12 academic standards in English, mathematics, science, social studies, second languages, and fine and performing arts. These standards md assessments describe what students need to know and be able to do to graduate from high school and for admission into college, technical institute or entry into the work force (see separate section below on Performance Assessment for College and Technical School);
2) Completion of the pilot of the Georgia Early Mathematics Placement Test (GEMPT) designed to help students take the mathematics course during their senior year of high school that will be most beneficial for success in college (see separate section below);
3) Completion of the pilot of a P-16 linked student database that will make it possible to monitor student progress from pre-school through post-secondaty education (see separate section below);

Page 63

APPENDIX I - FALL 2000 ACCOUNTABILITY REPORT -

4) Implementation of the P-16 5-year strategic work-plan;
5) Implementation of a reading endorsement for current teachers in all subject areas and grade levels through the University System Reading Consortium. (see separate section below);
6) Receipt of $9.7 nu1lion grant from the US Department of Education to support the implementation of Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom (see separate section below);
7) Implementation of programs to prepare tomorrow's teachers to use technology (see separate section below);

Georgia High School Graduation Test scores) into the ratings. PACTS is privately funded.
Early Mathematics Placement Test
A three-year pilot of the Georgia Early Mathematics Placement Test was completed in FYOl. The purpose of the pilot was to see if high school juniors would more likely take a solid mathematics course during their senior year if they (and their parents) received accurate information from the University System as to their placement in mathematics if they were to enter college on that day.
Results of the three-year pilot are as follows:

8) Development of a mini-core of courses in English and mathematics by faculty from the University System and the Department of Technical and Adult Education (see separate section below).
Local P-16 Coundls
At the local level to date, 19 challenge grants have been awarded to help implement P-16 goals. The local councils are developing seamless pathways for students from preschool through post-secondary education, and focusing teacher preparation and teacher development on practices that will lead to improved student achievement levels. Four of these councils - Metro Atlanta, Middle Georgia, Northwest Georgia, and West Georgia - have been selected by the Council for Basic Education to pilot a national effort designed to use K-12 academic standards as a framework for the redesign of their teacher preparation programs. In addition, Northwest Georgia and West Georgia, are parts of a national network of 10 sites, funded by the DeWitt Wallace Foundation, to redesign preparation programs for school counselors in ways that focus the role of the counselor on improving student achievement.
Performance Assessment for College and Technical School (PACTS
The goals of PACTS are to ensure that alt students who graduate from high school are prepared for entry into technical institutes, 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. PACTS has three phases.
1. To develop content and performance standards that define the level of work necessary for admission into technical institutes, colleges and entrance into the workforce.
2. To develop an assessment plan and performance assessments that are valid measures of student work in relation to the content and performance standards.
3. To pilot test the standards and assessments as a route for admission into participating colleges and technical institutes and for entry into the workforce.
During FYOO work began on development and pilot testing of performance assessments to determine student perform-
ance on the standards. During FYOl,they will begin devel-
oping guidelines for collecting supplementary student work to further support the student perfonnance ratings and determine ways to incorporate existing test data (e.g., the

FY98: 4200 students participated from 6 school systems.
FY99: 22,973 students participated from 149 high schools in 56 school systems
FYOO: 27,262 students participated from 163 high schools in 95 school systems
. The number of students taking senior level mathematics courses in participating schools increased from 2585 in 1997-98 to 4529 in 1999-2000.
P-16 Linked Student Database
The purposes of the Georgia multi-agency linked student database are: 1) to monitor student progress from preschool through post-secondary education, and eventually, into the labor market; and 2) to provide information to Georgia's educational agencies, institutions, and state and local P-16 councils on the success of various initiatives in improving student learning. In order to address these purposes, bilateral agreements to link student databases among the Office of School Readiness (OSR), Department of Education (DOE), Department of Technical and Adult Education (DTAE), the University System (USG), and the Professional Standards Commission (agency that certifies teachers) (PSC) have been signed. In addition, the Georgia Student Finance Commission (which administers the HOPE scholarships) has been added to the list of organizations participating in the linked database. Discussions are under way with the Department of Labor (DOL) to link their database with that of DOE, DTAE and USG to track students into the workforce.
The P-16 committee coordinating the development of the P-16 linked student database contracted with the Office of Information Technology Outreach Services (ITOS) and the Carl Vinson Institute of Government, at the University of Georgia to establish the linkages. Databases from all participating agencies have been submitted to lTOS. The types of reports that have been provided include data showing technical and college retention rates for students by type of diploma, race/ethnicity and gender.
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 two reading endorsement programs as professional development for practicing P-12 teachers. 120 teachers enrolled in the program during its first year, with 61 teachers completing the reading endorsement; 160 have enrolled

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starting summer 2000.
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 FYOO, Georgia was awarded a $9.7 nullion Title n State
Teacher Quality Enhancement Program Grant from the U. S. Department of Education to support implementation of the P-16 Plan for Having a Qualified Teacher in Evexy Public School Classroom. Principal partners include the Office of the Governor, Board of Regents, Georgia Department of Education. Office of School Readiness, Professional Standards Commission, and the Georgia Partnership for Excellence in Education.
A Call for Proposals and Invitations to Participate was mailed in November 1999 to Georgia's pre.K-12 schools, colleges, universities, and partnerships, inviting and encouraging them to apply for the first round of Teacher Quality grants. The focus of the grant program is increased student learning through enhanced teacher quality, a goal that requires comprehensive and integrative changes in teacher recririt:ment, teacher preparation, teacher certification and renewal. teacher professional development, and teacher retention. The grants will provide funds to facilitate needed changes and innovative initiatives in Georgia's educational agencies and institutions.
Preparing Tomorrow's Teachers to Use Technology
In FYOO, Georgia was awarded a $1.85 million State Catalyst Grant from the U.S. Department of Education to support teacher preparation programs that are integrating modem 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-secondazy institutions and the University System. The University System serves as fiscal agent
The project focuses exclusively on one target audience for treatment, field test and evaluation. The target population is the middle grade teacher preparation faculty and their pre-service students and student teachers. The four partner institutions (2 public and 2 private) are working collaboratively to initiate a ..quick start of the project activities on the four campuses. These institutions are adopting and adapting the conceptual design of the Georgia Framework for Integrating TECHnology: Classroom Module. They are using the model to: 1} ensure the immediate technology proficiency of all middle grade teacher candidates by implementing middle grade Pre-service InTech; 2} provide postsecondary middle grade faculty technology professional development courses; and 3} collaborate with P-12 and college of Education/Arts & Sciences colleagues to upgrade teacher education curricula and field-test model technology

lessons in real-world classroom settings.
The Mini-Core"
Faculty from the University System and Department of Technical and Adult Education are developing a core of collegiate-level courses in English and mathematics with common objectives and course outlines. These courses are now under review by the two Systems. If approved, the courses wm be accepted for transfer between the University System and DTAE for students who start in one system and wish to move into the other. The courses will be piloted during FYOl.
State funds made it possible for the University System to leverage approximately $6. 7 million in external funds for work of the state and local P-16 councils for FYOO.
9. The Next Step: Taking Graduate Education to the Next Level
Appropriated: $3,887,370 (FY97), $3,887,370 {FY98), $4,015,968 {FY99), $4,121,383 {FY2000}; $4,121,383 (FY01)
The goals of this initiative are:
improving the quality of the University System's research universities;
strengthening selected graduate progmns;
strengthening the historically black colleges:
strengthening links between the System's institutions: and
contributing to the State's economic development.
Initiative Update:
Coordinator: Dr. David M. Morgan, assistant vice chancellor, Academic Affairs: email address: dmorgan@mai1.regents.peachnet.edu
Programs are under way at Albany State University, Fort Valley State University, Georgia State University, Georgia Tech, the Medical College of Georgia, Savannah State University, and the University of Georgia. These programs are:
Medical College of Georgia: Inter-Institutional Biomedical Graduate Program
Program narrative:
MCG Education Priority- 1: Funds for FYOl, which are $166,709, have been allocated for the interinstitutional biomedical graduate program was used to continue the operations of the University System-wide M.D./Ph.D. program. This funding was used for eight stipends at $18,000 each, half of the salaxy fringe benefits of the Prognm Administrator at $17,166, and the remaining for student travel to present their research, recruitment, and operating expenses. Two students passed their first exams and one student has passed their second exam. One student defended successfully and has resumed medical cuniculum.
MCG Education Priority - 2: The program administrator, Rebecca Click, maintains a world wide web site for the program, which contains biographical and research program

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information on the entire faculty who are participating in the program at the four campuses. The four campuses are: Georgia Institute of Technology in Atlanta, Georgia State University in Atlanta, University of Georgia in Athens, and the Medical College of Georgia in Augusta. The recruitment efforts for fall of 2000 brought in 10 interviews for M.D./Ph.D. applicants and 6 offers were made. Two of the offers were turned down by the prospective students and the other four accepted.
Medical College of Georgia: Institute
of Molecular Medicine
Program narrative: Funds from this initiative are necessary ingredients for the continuing development of the research enterprise at the Institute of Molecular Medicine and Genetics, the flagship for biomedical research at the Medical College of Georgia. In FYOl, funds provided from this initiative will be used to continue to support and expand the services provided by the core faciuties administered by the Institute. As the flagship for the renaissance of the biomedical research enterprise at the Medical College of Georgia, the Institute has a special responsibility to ensure that the core facilities continue to provide state-ofthe-art technical services to all of MCG and other researchers in the state of Georgia. Specifically, funds for FYOl 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.
Funds support the following areas of activity: Mass Spectrometry/Proteomics Core, Cell Production Core, Molecular Biology Core, Imaging Core, Electron Microscopy/Histology Core, Tansgenic Zebrafish Core, Molecular Morphology and Pathology Core (formerly Transgenic Analysis Core, Transgenic Mouse Core, Embryonic Stem Cell Core, and Cytoftuorimetry Core (FACS Cell Sorting).
Savannah State University: Special Initiative Funding for Graduate Education
Program narrative: The Special Funding Initiative for graduate programs has been, and continues to be, vital to the successful completion of our plan to have the MSW and MPA programs fully accredited by their respective specialized disciplinary accrediting bodies. They are the Council on Social Work Education (CSWE) and the National Association of Schools of Public Affairs and Administration (NASPAA). On Februa:y 14, 2000, the CSWE accredited the MSW program for four years. The successful review is the result of a four-year self-study process that included a feasibility study in 1995, admission to candidacy in 1996, three Commissioner visits in 1996-1998, and a site team visit in 1999. The special graduate funding provided by the Board of Regents ensured that the graduate program in Social Work could meet the high standards for accreditation. Since receiving its accreditation, the number of applicants to the MSW program has increased by 50%, and they added a part-time program to meet the growing demand. The MFA Program completed its Self-Study Year Report on May 15, 2000 and will submit the report to NASPAA in September. If accepted, a site visit will be held in March, 2001.

The Next-Step funding has also been an important source of funds to attract and retain the most promising students and faculty to the Social Work, Public Administration, and Urban Studies programs. A portion of the salaries of two of our graduate faculty come from the special funds, and the funds have provided limited travel for faculty development and field supervision of graduate students. Four of the students who received graduate assistantships from the Special Initiative funds have gone to Ph.D. degree programs at North Carolina State University, Florida State University, Texas Southern University, and Northeastern University. Two of these students have completed all course work and are now writing their dissertations.
Georgia State University: Strengthening the
Interdisciplinary Approach to Policy Dialogue
and Research; Atlanta Teacher Education
Co-Reform
Program narrative: Faculty positions that have been supported include a joint position between the School of Policy Studies (SPS) and the College of Education (COE} in education policy and a joint position between SPS and the College of Health & Human Sciences (CHHS) in health policy. Also, a math educator, a science educator, a social science (history) educator and an English educator have been hired in the College of Arts & Sciences to provide a greater liaison with COE in teacher preparation. Several faculty members whose primary responsibility is interaction with a partner school have been hired in COE.
Fort Valley State University: Establish an
Agricultural Experiment Station and an
Extension Program at Fort Valley State
University
Program narrative: The purpose of this project is to establish, in coopention with the University of Georgia, an Agricultural Experiment Station and Cooperative Extension Program at Fort Valley State Unive?Sity. Werle at the University is focused on production systems and market options for selected agronomic and horticultural aops and cropping systems; and, on production, processing, and utilization of small ruminants as food sources. Resources allocated for this project are devoted to the food science component of the small ruminant program and are being used to conduct studies related to animal selection (species) studies and studies related to product development/quality and food safety. These funds continue to be leveraged against funding from other sources.
Program Accomplishments and Updates:
2000-2004 Plan of Work (POW) for the combined research and extension programs at Fort Valley State University and The University of Georgia was approved by the United States Department of Agriculture-Cooperative State Research, Education, and Extension Service (USDA-CSREES). The plan includes five (5) 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) Greater harmony between

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agriculture and the environment; and (5) Enhanced economic opportunities and quality of life for Americans/Georgians.
The Small Ruminant Research and Training Center is open and staffed. This center opened on September 9, 1999, as part of Ag Showcase '99 hosted by Fort Valley State University with Abraham Baldwin Agricultural College (AllAC) and The University of Georgia (UGA) as collaborators. Attendance included students, producers, researchers, specialists, county extension agents, high school teachers, commodity groups, faculty, and governmental agency persoMel and exceeded 700 persons.
Faculty in food science (microbiology, muscle biology, and food chemistry) and animal science (extension specialists) are now fully engaged in related targeted project efforts-cheese product development and labeling, milk and meat product enhancement, "buck testing, nutrition, and management.
Producing and distributing a newsletter reaching nearly 1000 producers at least twice yearly. Respond to an average of 50 technical requests per month from producers, veterinarians, county agents, young farmer advisors, and research staff in regard to production and health of goats and sheep.
The Master of Science in Animal Science degree program in the College of Agriculture, Home Economics, and Allied Programs was approved by the Board of Regents, University System of Georgia during Fall Semester 1999. Students were initially enrolled in classes Spring 2000.
Funds provided through USDA-CSREES were leveraged and yielded the following: State Land-Grant Matching (Special Initiative) funding for research and extension, Sl, 140,000 as required under the Agricultural, Research, Extension, and Reform Act of 1998 (105th Congress, 1st Session, S.1150); and a successfully funded proposal by the USDA Sustainable Agricultural Research and Education (extension) Program, $225,470-"Investigation of Sustainability of the Dairy Goat lndusny through Innovative Methods of Product Development.
Collaboration and expansion of programs with the Georgia Experiment Station operated by UGA and within the Georgia Extension Service (Fort Valley State University Cooperative Extension ProgramfUGA Cooperative Extension Service) are ongoing and outlined in the approved FY 2000-2004 Plan of Work for Georgia. Both research and extension at Fort Valley State University and UGA share the five (5) identified goats. Leadership and collaboration are being provided based on the strength and resource base(s) of each unit.
University of Georgia: Pharmacy
Program narrative: Funding enhanced instructional pro-
grams of the Doctor of Pharmacy degree. The faculty member hired under the project has developed and taught courses in the areas of physical assessment and pharmacotherapy for students located in Athens. Expansion of quality statewide training sites for clerkship activities increased by 1,953 in FY98 and by an additional 277 in FY9!l. Upgrades in computing facilities used by students in

the Pharmacy Building, as well as improvements in the GSAMS room enriched instruction both on campus and in distance education. New regional program directors are on site in Savannah and in Atlanta. Currently the College of Pharmacy is in the process of hiring a part time faculty member to coordinate clinical, student activities in the Albany-Tifton area. The College has contracted with an outside firm to build and maintain a database for the experiential program.
University of Georgia: Graduate School School Assistantships
Program narrative: These funds have continued to make the University of Georgia more competitive in its efforts to
awa.rd University-wide assistantships to superior graduate students
University of Georgia: Enhancement of Selected Programs
Program narrative: The excellent faculty who have benefit-
ed from this fund continue to enhance graduate programs in the College of Family and Consumer Sciences, the College of Journalism and Mass Communication, the School of Social Work, and the College of Veterinary Medicine.
Albany State University: Strengthening Graduate Education through the Achievement or Reaffirmation of National Acaeditation
Program narrative: All activities have continued for projects listed for the 2000 Accountability Report. A graduate assistant was placed part-time in the College of Business during the spring semester.
10. Patterns of National Excellence and Program Collaboration Awards
Appropriated: $4,300,000 (FY96), $4,274,731 (F'/97), $4,241,849 (FY98), $4,241,849 (FY99), S4,300,000 (FY2000); S4,300,000 (FY01)
The goals of t1IU initiative am
redirect 18 percent of new formula funding on a competitive proposal basis under two general categories: National Patterns of Academic Excellence and Program Collaboration;
develop programs that go beyond the traditional pamneters of research and scholarship; and devise, plan md implement creative and unique approaches to aeating educational programs which should result in nationally recogniz.ed academic achievement md service; and
develop programs that meet state needs through collaborative efforts that are effective and efficient.
Initiatin Updat~:
Coordinator: Dr. David M. Morgan, assistant vice chancellor, Academic Affairs: email address:
dmorgan@mail.regents.peachnet.edu

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National Patterns of Excellence
Floyd College: American Sign Language Immersion Training Program for Interpreters
Program narrative: In the spring of 2000, 23 students were enrolled in the Sign to Voice interpretation and Transliteration class, and 22 students were enrolled in both the Advanced ASL class and in the Community and Culture of Persons who are Deaf class. Additionally, 22 students
n were enrolled in the ASL Immersion class. At the end of
the semester, eight students received the Certificate of Completion at Honors Night on May 12, and 5 students received the A.S. degree in Human Services, Interpreter Training Option at graduation on May 13. Sites continuing were Augusta, Atlanta Tech, Warner Robins, Savannah, Columbus and Rome Heritage Hall Two new students joined the program, one at the newly added Toccoa site and one at the Savannah site.
In the summer semester of 2000, 22 students are enrolled
in the ASL Immersion m class, and three students are
enrolled in ASL Immersion I (who did not take that class in the fall.) Eighteen students each are in the two interpreting theory classes, The Role of the Interpreter and The Profe~sionalization of Interpreting. Rebecca Mullins was hired again to teach the latter two classes. She taught these classes in 1987 and returns this year1 teaching them for the first time over GSAMS. She has three national interpreting certifications and a Bachelor's degree. The same sites are continuing and one new student joined the program at the Atlanta site.
Medical College of Georgia: Effective Telemedicine Mental Health System Service, Research, and Education The Telepsychiatry Program"
Program narrative: The over-all objective of the "Telepsychiatry Program is to create, develop, and maintain a mental health program to reach and provide for the underserved mentally ill by using advanced telecommunication technologies. These technologies permit the networking of health service resources that are thus made available to, and accessible by, patients in need who would otherwise be underserved.
To date, more than 1300 psychiatric consultations have taken place, psychiatry the most requested telemedical specialty. Residents and medical students are actively participating in existing clinics, and telepsychiatJy has become a highly desirable resident rotation, in part because of 1:1 faculty supervision. Teleclinics in Wrightsville, Athens, and Wanenton, active at the time of the previous report, continue to function actively. Efforts to expand the program continue. The relocation project of Dr. Rhonda Vought continues to provide a presence in the Gainesville area. Visits were made to Columbus and Swainsboro, and representatives of those communities attended the Telemedicine Tutorial at MCG in March and May, respectively. Negotiations for these endeavors continue. In May, Dr. Lydia Weisser traveled to Milledgeville to present a CME program for physicians at Central State Hospital on the topics of Bipolar Disorder and Telemedicine.
The program's presence on the World Wide Web as the

Georgia Mental Health Network contains more than 200 pages, is linked to more than 600 relevant mental health sites, and includes a page for each of Georgia's 13 Regional Boards of the Division of MHMRSA). It continues to be a resource that is accessed frequently by consumers and health professionals.
Based upon volume and the characteristics of the patients served, it was determined that a PA rather than a RN is necessary to coordinate program activities. The re-written job description is being processed.
University of Georgia: Interdisdplhwy Program bl Environmental Toxicology
Program narrative: Substantial graduate student support has been maintained through the project. Twenty-one students received stipend support in 1999-2000; this level of graduate student funding continues in 2000-2001. The Toxicology Program will again sponsor the annual meeting of the Southeastern Chapter of the Society of Toxicology (SESOT) in 2000-2001, and the Chapter President is again a member of the UGA Interdisciplinary Toxicology Program. The Program will also sponsor a regional meeting entitled, "First Strilce-FlJst Response: Medical Response to Chemical and Biological Terrorism," during which health care providers will study and discuss the toxicological issues involved in terrorist attaclcs with weapons of mass destruction.
The international reputation of the Interdisciplinary Program in Environmental Toxicology continues to grow with the continuation of the Chernobyl r~search effort, and the addition of ecotoxicology projects l:Jeginning on highly contaminated river basins in Hungaxy and Romania. The International Radioecology Laboratory (m.t) at the Chernobyl site, bullt with $1 million funding from U. S. Department of Energy, is now operi ~om.l and will be used in this year's scientific expedit.on i.'"d 'ay UGA Toxicology Program participants. Construction on the S 2 million transgenics aquatic toxicology laboratory will begin this summer. In order to continue funding of the Interdisciplinary Toxicology Program from federal extramural sources, a S 1.3 m11lion training grant proposal to NIEHS has been submitted. The first year of the distance learning degree program has been completed, and the currently enrolled distance learning graduate students at the Savannah River Site can be expected to receive their M.S. Degrees by next summer. These will be the first degrees awarded by the UGA in which students studied exclusively by distance teaming.
Program Collaborations
Teacher Preparation for Milituy l.etirees A. Collaborative Effort
Participating institutions: A.rm.strong Atlantic State University, Coastal Georgia Community College, Liberty County Schools, Fort Stewart.
Program narrative: The Troops to Teachers (ffl) initiative continues to provide a second career opportunity to retiring military personnel and to provide the teaching profession with needed personnel in critical shortage areas. Approximately 45 individuals requested and received multi-

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- FALL 2000 ACCOUNTABILITY REPORT -

ple programs of study with an additional 22 militazy personnel counseled at Coastal Georgia Community College from Kings Bay Naval Station this past year. A total of 10 to 15 prior military earn their certification each year through the Troops to Teachers program.
The Preparation of Minority Teachen A Collaborative Effort
Participating institutions: Armstrong Atlantic State University, Savannah State University
Program narrative: The collaborative continues to address the shortage of minority teachers. This program provides a valuable service to students at SSU who want to become teachers by allowing them to seamlessly fulfill the requirements for their SSU degree and their teacher certification from AASU at the same time. Two full-time education faculty members serve the SSU campus as well as an educational advisor. Approximately 14 classes are scheduled on the SSU campus each semester taught by 4-5 additional AASU education faculty. The Preparation of Minority Teachers collaborative effort at Savannah State University continues to grow each year as reflected in the numbers of students enrolled in the program. The program has grown from 65 students enrolled in one or more classes in 1996 to 131 students enrolled in one or more classes in 1999-2000.
Innovative Delivery of the Dental Hygiene Cunic:ulum
Participating institutions: Armstrong Atlantic State University, Coastal Georgia Community College, East Georgia College
Program narrative: This program to deliver the c:uniculum for the Associate in Science in Dental Hygiene degree through distance learning and on-campus courses has attracted and accommodated working dental assistants and/or college students in rural Georgia interested in pursuing a career in dental hygiene. The two students who graduated in 1998, the five students who graduated in 1999, and the three students who graduated in 2000 are . cunently working as dental hygienists in the Brunswick area. Three students are scheduled to graduate in 2001. Because of the success of this program, the Department has
developed a sinuw collaborative program with East Georgia
College in Swainsboro. Cummtly, two students are enrolled in this program
Extending Educational Offerings in Health Services Administration, Public Administration and AWed Health via Distance Leaning: A Collaborative Effort to Maximize Academic Excellence and IJinbntzDuplication
Participating institutions: Armstrong Atlantic State University, Savannah State University, the Medical College of Georgia
Program narrative: Since the inception of this grant, AASU has been authorized to offer the entire MHSA degree externally at MCG. Since fall 1997, the full compliment of courses for this degree has been offered at MCG. As of December 2000, 44 MHSA degrees were awarded (16 to students from the MCG site and 28 to students from the AASU site). AASU and SSU have expanded the original collaboration to include a cadre of courses in public health administration,

which are being taken by Master of Public Health (MPH) students from AASU and Master of Public Administration (MPA) students from SSU. Seven hundred and forty-seven students at the three participating institutions have taken advantage of courses offered. Since fall semester 1998 (the onset of semester conversion) over 16,400 semester hours (duplicated headcount) have been generated by this initiative.
Enhancing Collaborative Sdence Associated Degree Programs
Participating institutions: Eut Georgia College, Ogeechee Technical Institute, Southeastern Technical Institute, Swainsboro Technical Institute, Heart of Georgia Technical Institute, Sandersville Regional Technical Institute
Program narrative: This project was developed to enable East Georgia College to provide the general education component of a collaborative Associate of Applied Science program. The program. which began in January 1995, has grown to 75 students in the Spring Semester 2000. East Georgia College has awarded 85 A.A.S. degrees in the five years of the programs existence.
External Degree Program in Physical Thenpy
Participating institutions: Medical College of Georgia, Albany State University
Program narrative: The third class (17 students, admitted Fall 1998) is continuing through the curriculum. The class is about to start the final clinical experience and it is expected that most of the class will graduate in December 2000. A fourth class of 15 was admitted in Fall 1999. In that class, two students have withdrawn for personal reasons, one left for academic reasons and will be returning Fall 2000, and one transfened to the Augusta campus. The remaining 11 students are progressing well through the curriculum and will be going on their first clinical experience later this summer. Due to a lack of applicants, no class will be admitted in Fall 2000. The lack of applicants is a nationwide phenomenon, not limited to MCG or ASU. A meeting was held to develop an extensive program of recruitment so tha~ a full class will be able to be admitted in Fall 2001.
Growing the Economy of Georgia Through Continuing Education
Participating institutions: Georgia Institute of Technology, Augusta State University, Columbus State University, Darton College, Floyd College, Savannah State University, Armstrong Atlantic State University, Valdosta State University
Program. narrative: The focus of the effort has changed from the original plan to use the Economic Development Institute (EDI) offices in the state to receive video downloads of Georgia Tech's continuing education courses. Based upon low enrollments, efforts are cunently under way to develop web-based vetsions of selected courses with large enrollments. Despite this change in the method of delivery, all courses are focused on improving the job ski11s of Georgia's workforce or deal with safety in the workplace. In spite of this funding inequity, we continue to grow our Continuing Education programs

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Strategic Initiative for Program Collaboration in Geographic Information Systems
Participating institutions: Georgia Institute of Technology, University of Georgia
Program narrative: The collaboration between Georgia Tech and UGA has produced significant improvements in teaching, innovative use of distance l.eammg and cutting edge research. Working together, these two institutions have created programs of national excellence and are cunently disseminating the benefits of this collaboration throughout the University System. This initiative created a strong foundation of personnel. expertise and computing infrastructure in geographic information systems at Tech and UGA. This foundation allowed these two institutions to offe1 more than three dozen graduate and undergraduate courses that include significant Geographic Information System (GIS) components. These courses equip students with the slo1ls needed to move into leadership positions in the field of spatial information technology.
Both Tech and UGA have begun to offer course material in a distance learning format. In the past year, Tech has developed web-based course materials to support basic GIS instruction throughout the system. A dozen modules that utilize GIS for middle school science and social studies classes have been developed and are being distributed on CD-ROM.
Collaboration between Tech and UGA led directly to the creation of the Georgia GIS Data Clearinghouse (http://gis.state.ga.us). Last year the Clearinghouse received more than two million Web "'hits" and downloaded approximately one gigabyte of GIS data each day. For Georgia students, the result is improved communication and reduced redundancy among its various agencies. The Clearinghouse has been selected to receive an "'Exemplary Systems in Government" award from the Urban and Regional Information Systems Association (URISA) for its leadership in the collection and dissemination of GIS data over the Internet.
This year, the collaborative has supported several innovative projects. A pilot project has been completed to develop Color Infrared Digital Orthophotography for the Atlanta metro area. In conjunction with the Dian Fossey Gon1la Fund International, Zoo Atlanta and the National University of Rwanda, remote sensing and GIS is being used to identify and manage gorilla habitat in Rwanda. The GIS technology also is being used to create virtual history systems for Civil War battlefields (se http://civilwar.gatech.edu). In association with the Georgia Center for Advanced Telecommunication Technology (GCATI'), a prototype Georgia High-Speed Telecommunications Atlas has been developed that provides infonnation on the location of high-speed fiber optic facilities and is widely used by the commercial real estate industry (see http://maps.gis.gatech.edu/telecomweb/index.html).
The Teacher Induction Program (Project TIP) Collaborative Mentoring for First Year Teachers
Participating institutions: Annstrong Atlantic State University, Chatham County Schools, Effingham County

Schools, McIntosh County Schools
Program narrative: The director of Project m briefed
prospective teachers from Armstrong Atlantic State University, Savannah State University, and the Brunswick Center during their final student teacher seminar about the services of the Teacher Induction Program. Principals and superintendents in the P-16 service area were contacted by mail at the beginning of the school year about the program and asked to identify new teachers in their schools. After the first eight weeks of school, new teachers were surveyed and contacted in person when they requested specific help or requested a support visit.
During spring semester of 2000, the director spoke at a meeting of Chatham County principals to review services that were provided this year to their induction level teachers. In anticipation of hiring many new teachers, individual principals made appointments with the diJector to discuss induction programs within their schools during the 20002001 year. These plans include sessions conducted by the
TIP director with new teachers and their mentors and wm
be implemented in the fall
This past year the Savannah/Chatham County Board of Public Education and the AASU Teacher Induction Program planned and conducted the Teacher Induction Program Institute that proved to be a valuable resource for new teachers. Institute sessions were held for first year teachers and pre-service teachers. Attendance ranged from 15 to 60 teachers per meeting. Sessions were conducted by mentor te~chers and AASU faculty on topics of interest and special needs that were selected from survey responses. The sessions also included time for colleague dialogue and questions. Video clips of new teachers produced this year show case effective teaching strategies.
The TIP director visited approximately 45 new teachers in their schools for conferences, and support meetings and provided development activities to enhance their teaching skills. She also taught a methods and curriculum course and supervised the 42 students' practicum assignments in a local inner city school In addition, the diJector communicates information on a regular basis to the university faculty by way of e-mails and meetings about the successes and needs of our new teachers to faolitate improvement of the teacher education program.
Pre-Engineering Technology Bridge Program
Partit:ipating institutions: Atlanta Metropolitan College, Southern Polytechnic State University
Program narrative: This program continues to have as its goal an increase in the number of under-represented minorities enrolling as science, mathematics, engineering and technology majors at University System institutions. The two principal components of the program. PET (a precollege program for academically talented high school students), and a program that provides academic and financial support for Atlanta Metropolitan students majoring in these disciplines were implemented during the 1999-2000 academic year. Sixty-seven students participated in the five-week summer PET program. This program strengthened participants' preparation for science, math and writing
wm courses they take in the fall Instruction also was pro-

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vided in computer programming, computer-aided design and other computer applications. Three PET students were enrolled at Atlanta Metropolitan College through the joint enrollrnent-po.st-secondaiy options program. Five students were supported by the college component of the program. Two graduated with honors in the Spring semester. One graduated Summa Cum Laude and participated in a tenweek summer research program for undergraduates at the Naval Research Laboratory in Washington, DC. This student will transfer to Georgia Tech for the Fall 2000 semester. The second graduate has been accepted to Southern Polytechnic State University. The remaining student will return to Atlanta Metropolitan College this fall to complete graduation requirements.
Distance Leaming Partnenhip in Gerontology
Participating institutions: University of Georgia, Georgia State University, Columbus State University, State University of West Georgia, Georgia Southern University, Georgia Institute of Technology, Georgia Southwestern State University, Georgia College & State University, Armstrong Atlantic: State University, North Georgia College & State University
Program narrative: The original four core courses are offered each year. New partner institutions are included whenever possible so that additional faculty members c:m be developed in the teaching of gerontology. An effort JS made each year to introduce and review pedagogical techniques and methods and to utilize avai1able technologies to enhance the quality of teaching in this distance learning partnership program. Master Teacher Workshops were offered each of the last two years for professors-in-charge in the Survey, Biology, and Psychology of Aging courses. Additional workshops were held on WebCT, especially for new faculty members in the teaching teams. Annual Faculty Retreats addressed the enhancement of teaching techniques in the GSAMS environment as well as techniques of team teaching and team building. Two other programs were added for all faculty and students in the University System of Georgia in order to integrate the gerontology experience into existing gerontology courses. The first is the Annual Student Convention in Gerontology and Geriatrics in which students are given hands-on opportunities to organize and present in a convention as well as to publish peer-reviewed monographs. The second is a Seed Grant program for both faculty and students to petform pilot research studies and demonstration projects as well as partial support of travel to professional meetings. An ongoing evaluation program is employed to examine the impact of distance learning on both faculty and students, so that adjustments can be proposed and discussed at the annual retreats.
Enhancing the Presence of Minority Graduate Students in Mathematics ud the H.atunl Sciences
Participating institutions: University of Georgia, Albany State University, Fort Valley State University, Savannah State University
Program narrative: In Summer 2000, thirty-seven minority undergraduates from UGA. Fort Valley State University, and Albany State University have initiated summer research.

This summer Savannah State University did not send any undergraduates to the program.
Maintaining Students in the Ac.ademic Pipeline: Recruitment and Retention of Minorities in the Biological Sdences
Participating institutions: Georgia State University, State University of West Georgia, Fort Valley State University
Program 11arrative: The Pipeline project is designed to attract talented students from underrepresented minorities into graduate studies in biology and chemistry. Through the program, undergraduates are identified from Fort Valley State University who show particular aptitude in the sciences and invite them to participate in an intensive 8-week summer laboratory session at Georgia State University. This summer (summer, 2000) there were seven FVSU students participating in the program. In addition, the program has been expanded to include three students from Tuslc:egee University (who receive support for living expenses from an independent soUICe).
The students are working in teams under the direction of four graduate student mentors. With guidance from the mentors and two faculty members (Drs. Baumstark and Zellars), the students selected specific sites along Georgia's waterways to test for bacterial contamination. Using a combination of molecular and miaobial analysis. they isolated several strains of bacteria, many of which are resistant to multiple antibiotics. They are cunently writing up their results for presentation to their graduate student mentors and to interested GSU and FVSU faculty. Like other students who preceded them in the program, they are expected to give formal presentations at GSU"s annual Student Science Day (to be held in November) and to the annual meeting of the National Institute of Science, a meeting highlighting undergraduate research. This year, eight of our Pipeline-supported graduate students successfully completed their programs and received their graduate degrees (seven M.S. and one Ph.D.) from GSU.
Increasing Minority Admissions and Enrollment in the Health Professions
Participating institutions: Fort Valley State University, the Medical College of Georgia
Program narrative: This project, which began in 1995 to address the under-representation of minorities in the health professions, has thus far enriched a total of approximately 408 high school students hailing from 30 Georgia high ~chools. Major activities for high school students have included Independent SAI' study programs, bi-monthly Saturday Enrichment Sessions in the sciences, Mathematics and Test-Taking Slalls and annual three-week summer programs on campus of FVSU. Middle school seventh grade students have performed "hands on laboratory exercises, received mentoring from college participants within their classrooms, and have visited laboratories on campus of FVSU. College participants have presented as well as . attended seminars, visited graduate and health professional schools, received advanced computer and other technology instruction, attended a national scientific meeting (Nashville, Tennessee) and presented papers, and have attended MCAT, DAT, GRE and other standardized test

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preparatory worlcshops and sessions.
The major accomplishment in the high school component of the program was a 19.8 percent average increase between pre and post SAT scores of participants. The major accomplishment in the college component was the number of former students who completed professional or graduate school programs during 1999-2000. Nineteen students who matriculated at FVSU during the period of the grant (19962000) received degrees in December 1999 or May 2000. The total number of students who attended graduate and professional schools during 1999-2000 was 51. lfmeteen new students have been accepted into such schools for 20002001. Eight students will be enrolled in programs at MCG for 2000-2001. Of the 103 high school graduates who have participated in the Pipeline Pre-Health program, since 1996, 48 (47 percent) have or are currently enrolled at FVSU.
GLACTONE: A Network of Shared Resources for Chemistry and Biochemistry
Participating institutions: Georgia State University, Albany State University. Armstrong Atlantic State University, Augusta State University, Fort Valley State University, Georgia Southern University, Kennesaw State University, Macon State College, Savannah State University, Valdosta State University
Program narrative: The Glactone Project continues to provide hardware and software support for the chemisoy and biochemistry undetgraduate curricula throughout the State. Dr. Don Ha?den continues to provide technical computer support not only for Georgia State, but also for other Chemistry Departments at other institutio~ in the system.
Drs. Steve Weiner and Dabney Dixon made separate presentations at meetings on chemical education this summer. A paper by Drs. Weiner, Dixon, Harden and three other coauthors on using graphics in undergraduate education has been published.
Dr. Kathryn Grant has been awarded an NSF CAREER Award. The teaching component of this project wm involve seminars in bioinorganic chemistry on the GSAMS network in conjunction with the Glactone Project.
Glactone provided Dr. Emelita Breyer hardware, software, computer supplies and technical support in the development of an on_line biochemistry lecture course that is now available in CAISER_WEBCT. This support gave her the preliminary work that enabled her to receive further funding from Instructional Development Funds at GSU.
Dr. Jerry Smith has submitted a proposal to the National Science Foundation, A Series of Workshops in the Chemical Sciences. Glactone staff will provide assistance in the molecular modeling aspects of this program.
Educational Preparation for the Emerging Role of the Associate Degree Hune in Rural Communities via theMoblie Clinic
Participating institutions: South Georgia CoUege, Waycross College
Program narrative: The Nightingale Mobile Clinic provides many opportunities for nursing students to have hands-on

experience in a variety of reality-based community settings. While practicing slolls and performing procedures, students are also engaging in service learning and contributing to the health of individuals in the community. The Nightingale has served more than 2500 clients in southeast Georgia. 'lypes of clinics included school health, women's and children's clinics, and industrial health. Cardiovascular and cancer screenings have been done. The
clinic has been utilized for the past four summers as part
of a collaborative Migrant Health Project with Georgia State University. Two nursing faculty attended the --rtanscultural Nursing and International Public Health Conference in Australia last fall and made presentations on "The South Georgia College - Waycross College Nightingale Mobile Nursing Clinic. The mobile clinic wa.s also showcased at the recent Leadership Georgia Conference held in Douglas.
Centr;al Georgia Program
Participating institutions: Georgia College & Stilte Univenity, Macon State College
Program narrative: During Spring Semester 2000, Georgia College & State University had approximately 700 students accounting for over 1100 enrollments in classes offered on the Macon State Campus. This included graduate courses in Business and both undergraduate and graduate courses in Education, Nursing, and Public Administration/Criminal Justice programs. The collaboration effort has increased enrollment on the Macon State location and has brought challenges pertaining to the added usage of classroom, lab, and office space available at Macon State College. This increased usage has been addressed and some improvements have been made. This collaborative effort may lead
to other agreements that wm help each institution develop
their new mission and provide new and much needed programs for the Central Georgia Area. During the past year, a proposal has been submitted to the System Office to move GC&SU's undergraduate program in Criminal Justice from Macon State and have Georgia College & State University begin offering a Masters degree in Criminal Justice.
Macon State College and Fort Valley State University would offer a joint undergraduate program in Public Service with a track in Criminal Justice. This collaboration would provide a seamless approach to meeting the educational needs of students in the Middle Georgia region. The proposed graduate program would support the need of the increased correction faalities in Central Georgia.
Georgia College and State University and Fort Valley State University offered, through the existing cooperation agreement, 62 sections of classes for Fall, 1999, 68 sections in Spring, 2000, and during the summer terms of year 2000, 70 classroom sections at Macon State College. The College offered support services for all students from both institutions, access to library services on the MSC ampus, and the use of existing GSAMS compressed video technology.
Foreign Languages and International Studies: Developing Global Competence
Participating institutions: Abraham Baldwin Agricultural College, Albany State University, Armstrong Atlantic State University, Augusta State University, Bainbridge College, Clayton College & State University, Coastal Georgia

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Community College, Columbus State University, Dalton State College, Darton College, East Georgia College, Floyd College, Fort Valley State University, Gainesville College, Georgia College & State University, Georgia Perimeter College, Georgia Southern University, Georgia Southwestern State University, Georgia State University, Kennesaw State University, Macon State College, Middle Georgia College, North Georgia College & State University, Savannah State University, South Georgia College, State University of West Georgia, University of Georgia, Valdosta State University
Program narrative: The program collaboration consists of ten projects initiated to strengthen the System's programs in foreign languages and international studies. The projects address the state's need for linguistic and cultural expertise that supports economic development in a global environment. The initiative promotes joint planning, resource sharing, and strategic design to maximize the impact and value of international efforts aaoss the System.
The following specific program collaborations have been developed: African Languages and Area Studies, Upper Division Foreign Languages (French), Lower Division Foreign Languages (Japanese), Spanish Language and Latin American Studies, US-Mexico Partnership: Spanish Language, English as a Second Language, Survival Spanish & Hispanic Cultures, Russian Language and Area Studies, European Union Center Certificate Program, and Survival Language Skills for Traveling Professionals.
Here are a few highlights from these program collaborations.
United States Mexico Partnership-Spanish Language: A study abroad and cultural immersion program for University System students was developed and scheduled for May 2000. The program was designed as a way to increase the number of System students studying abroad while addressing socially relevant topics in the state. The two-week intensive program took place at the Universidad Veracruzana's School for Foreign Students and provided students with opportunities to become familiar with Mexican culture and to learn the Spanish language. The program also included homestays with Mexican families and site visits to agencies and organizations in the state of Veracruz. Participants applied for fellowship funds to cover airfare and program fees at the School for Foreign Students. The fellowship competition was open to all System students, with priority given to students studying in aitical fields and those who might not have other opportunities to go abroad. The program for System students was held at the same time that three Maymester groups from UGA were in Mexico in order to take advantage of field trips and other programs that had already been organized. Funding has supported two collaborative field projects currently under way between University System institutions and the Universidad Veracruzana. The funds have been awarded to two University System professors and students on site in Mexico. One of the projects supports travel and research for an ongoing archaeological dig. The second supports biological research and horticulture. These programs bmld on collaborations and linkages between USG and Universidad Veraauzana faculty.

English as a Second Lmguage: A two-day workshop on ESOL students in the mainstream classroom (l SDU) was held to assist mainstream teachers in assessing ESOL student abilities, adapting the teachers' existing materials and teaching techniques, and evaluating ESOL student progress. An online collection of more than SO ready-for-the-classroom lessons ESOL teachers can download for their use has been developed and put on-line. Initial work has begun on the on-line academic vocabulary courses for ESL students. These courses will be completed during Fall 2000 and Spring 2001.
Russian Language and Area Studies: The Russian Studies Committee, composed of representatives from ten University System of Georgia institutions, has been working for approximately eighteen months toward the aeation of a Russian Studies Program that would be offered through a collaborative arrangement by the institutions. Various activities have already taken place in conjunction with this initiative, including the offering of RUSS 1001 - RUSS 2002 through distance education by Valdosta State University for two years and the establishment of a summer study abroad program in St. Petersburg in 1999. Students at four USG institutions have received the Russian language classes from VSU, and the summer program was held for the second year in summer 2000. In addition to these activities, a committee of administrators and faculty from the St. Petersburg Technical University visited several System campuses in the spring (2000) in a preliminary visit to plan exchange programs for faculty and students, and a corresponding delegation from the University System will travel to St. Petersburg in the fall to finalize the agreement. An expansion of the existing exchange arrangement that VSU has with Syktyvkar State University is also being developed with interested USG institutions.
11. Statewide Distance Learning Network
Appropriated: SZ,000,000 (FY99), $3,500,000 (FYZOOO), $3,500,000 (FY01)
The goals of this initiatiw are:
Conduct a pilot project involving University System institutions to produce on-line, credit and non-credit co\USes and programs;
Suggest and test solutions for on-line course development in the areas of policy and planning, technology infrastructure, support services for students and faculty, coune development and evaluation;
Determine feasi"bility of expanding the pilot to include all institutions.
Initiative Update:
Coordinator: Dr. Iris Biesinger; assistant vice chancellor, Academic Affairs, Academic Innovation Services: email address - kris@oit.peachnet.edu
The purpose of this initiative is to build and deliver quality, online courses in a reliable and user-friendly format. This means several things. From the perspective of faculty, it means the development of a means by which courses can

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be redesigned for the Internet without the time-consuming processes of having to learn multiple software tools and programming. The goal is to streamline the course conver sion process without sacrificing quality in instruction and delivery. From the perspective of students, it means they will see courses online that are uniform - students won't have to master a different set of technical skills just to take different online courses. The same basic skills will allow students to take different online courses. This also means that student support services - as well as the courses - will be online. Students won't have to travel to campuses. Finally it means students can access courses anywhere, anytime.
Technology Infra.structure
The technology infrastructure established to deliver online courses through partnerships with Georgia State (WebCT server), Georgia Tech (video server), and the University of Georgia (video production and archiving) continues to be maintained and expanded for use by larger numbers of courses.
System license for WebCT (course development) and RealNetworks (video streaming) software continues to be funded from this initiative.
Support Services
Hours of service are being extended for the faculty and student help desk piloted in 99-00, in order to serve increasing numbers of faculty and students participating in the development and delivery of the first eCore"' courses.
The faculty and student help desk wm be expanded to serve faculty and students at University System institu tions with a WebCT server that meets identified stan dards. Numbers are expected to reach over 100,000 stu dents over the year.
Plans are evolving for the third USG conference that facilitates institutional coordination of technologyrelated campus planning. The conference wm be renamed from the Video Exploratorium to the Teaching and Learning with Advanced Technologies Conference.
An online tutorial is under development that will introduce students participating at a distance to library resources available over the Internet through GALILEO and GIL.
An online course designed to teach faculty how to aeate learning communities online has been created and will be offered by a Faculty Associate during this a.ca. demic year. An adaptation of this course for Student Affairs Personnel is being explored.
A copyright clearance/digital rights service is being piloted to ensure the proper use of intellectual property in the online environment..
Instructional Design and Curriculum Development
The first 6 eCore"' courses collaboratively developed by 36 faculty representing 22 institutions are being mar keted now by Georgia G.L.O.B.E. and will enroll students for fall semester.
The next 9 eCore,. courses have been identified for

offering no later than summer '01.
The credit courses developed to date include: 6 eCore,. (English 1101 and 1102, College Algebra,
Mathematical Modeling, Survey of U.S. History, American Government) 5 Foreign Language Pilot Courses 4 Information Technology Pilot Courses 7 Mechanical Engineering 5 Electrical Engineering
Non-credit offerings to date include: 9 Banner training modules 1 Online Teaching and Leaming Tutorial 1 Online Library Tutorial
Other counes/programs benefiting from Desktop funds include: European Union (22 participating USG institutions) WebMBA (5 institution collaborative) Master of library Science (Valdosta State University) Nursing Collaborative {4 institution collaborative)
Through the Desktop Initiative, the University System of Georgia continues its membership in MERLOT, a consortium of 23 organizational partners that support faculty in identifying Web-based learning modules; peer reviewing learning modules on the MERLOT website; and creating lesson assignments associated with the learning modules. In FYOl,
Desktop funds wm be used to provide release time for USG
faculty in eight strategic disciplines who will join their colleagues throughout North America. in discipline cornmuni ties engaged in the peer review process. The USG will also promote MERLOT as a profe.s, onal development project within its institutional faculty development learning com-
munities.
Project Management
Sta.ff members that $Uppon the various elements of the ini tiative, both at the System level and through partner institutions a.re funded by this initiative.
12. Governor's Initiative Internet Connectivity
Appropriated $9,555,676 (FY9B) SZ,564,000 (FY99), $1,845,000 (FYZ000); $1,845,000 (FY01)
Th goals of this initiative an:
to provide Internet acceu as a reachly available tool for all citizens of Georgia. involved in educational opportunities including I-12 school districts and public libraries.
to provide access for this group to GALn.EO on-line databases.
to provide connectivity to the Internet through PeachNet, the network for education in Georgia
Initiative Updm:
Coordinator: Dr. Tom Maier, Executive Director, Academic Affairs, Academic Innovation Services: email address Tom_Maier@oit.pea.chnet.edu

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This project is a result of a coordinated effort between the Department of Education, Board of Regents, the Department of Technical and Adult Education including the Regional and Public Libraries.
The project includes installation and equipment neceswy to reconfigure the PeachNet network to reflect the change in access to services of the University System through PeachNet.
The project is required in support of the A Plus Education Reform Act of 2000, especially the transition of the Public ll"braries from DTAE to the Board of Regents. In addition, some DOE sites continue to obtain service through PeachNet
13. Teacher Preparation Initiative
Appropriated.: S3,000,000 (FY2000), S3,000,000 (FY01}.
The goals of this initiatiw are:
l. To ensure that every teacher prepared by University System institutions: Has deep content knowledge in every subject included on teaching certificate; Can manage classrooms and can use information technology effectively; I.s accomplished in helping students from diverse groups achieve at high levels.
2. To ensure that every school administrator and school counselor prepared by University System institutions is successful in putting in place in the schools those conditions that support teacher success in improving student learning.
3. To ensure that every classroom teacher who receives a graduate degree from University System institutions is prepared for the option of seeking National board Certification.
4. To hold colleges of education and colleges of arts and sciences jointly responsible for the quality of teachers prepared.
5. To increase partnerships with public schools for the purposes of improving student learning in the schools, increasing and strengthening field experiences for prospective teachers, continuing professional development of school and university faculty, and improving both the schools and teacher preparation.
6. To collaborate with the Governor's Office, Georgia Department of Education, Professional Standards Commission, Office of School Readiness, and Georgia Partnership for Excellence in Education: To balance teacher supply and demand by subject field and geographic region; To end out-of-field teaching.
7. To increase the priority given to teacher preparation within University System institutions.
Initiative Update:
Coordinator. Dr. Jan Kettlewell, assistant vice chancellor Academic Affai?S and co-facilitator of the Georgia P-16

Initiative: email address jkettlew@mail.regents.peachnet.edu
Preparation of New Teachen, School Administrators, School Counselors, Graduate Degrees for Teachen and School Leaden
1. Teacher candidates now enrolled in University System institutions and graduating in 2002 will carry the "University System Guarantee" for the following outcomes:
All early clu1dhood teachers will have 12-semester hour concentrations in both reading and mathemat ics.
All middle school teachers will have two 12-semester hour concentratiom from among English, mathematics, science, and social studies.
wm AU high school teachers have an academic major
(a major and at least a 12-semester hour concentration in each discipline included under broad-field certification, e.g., science}.
All teacher candidates witl have demonstrated effective performance in the use of technology and in classroom management.
AU teacher candidates will have demonstrated success in helping students from diverse groups achieve at high levels.
All school administrators and school counselors wm
have demonstrated success in putting in place those conditions that support teacher success in improving student learning.
AU cunent teachers who receive graduate degrees will be prepared (if they choose to do so} to seek National board Certification.
2. Joint Accountability for Teacher Preparation: Colleges of Arts and Sciences, Colleges of Education:
Teacher preparation is no longer the responsibility of colleges of education. AU 15 University System institutions that prepare teachers now have in place a functional unit'" of faculty from the College of Arts and Sciences and the College of Education that is responsible for preparing educators for the schools and for meeting the list of outcomes listed above for the Guarantee".
3. University System Reading Consortium (jointly funded with the P-16 Initiative): Through the Reading Consortium, cunent classroom teachers in all subject fields and grade levels have access to three reading courses through 10 University System institutions. These courses are available to teachers in two fonnats: summer institutes and distance education.
Teachers who complete all three courses earn a reading endorsement that is added to their certificate through the Professional Standards Commission.
During FY00, the first year of the program, 120 teachers (62 in summer institutes, and 58 through distance learning) enrolled in one or more of the courses, and 61 of them completed all three courses and earned a reading endorsement. Dunng summer 2000, 160 teachers are enrolled.
The University System Reading Consortium received

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national recognition when U.S. Seaetary of Education Richard Riley gave the keynote speech at the opening of the Reading Endorsement Forum on June 19, 2000. In his address, Secretary Riley praised Governor Barnes and the Georgia General Assembly for establishing the Consortium, calling reading "the most important skill we can teach our clu1dren."
4. Expanded access to Ed. D. programs for school leaders is now available in the following new regions of Georgia: Canollton-through the State University of West Georgia. Macon-through a collaborative of the University of Georgia and Fort Valley State University Augwta-through a collaborative of Georgia Southern University and Augwta State University Columbus-through a collaborative of Valdosta State University and Columbus State University.
Partnerships with Public Schools
All University System institutions that prepare teachers are working in partnership with the public schools to aeate "partner schools" (or to seek approval for an alternative to meet the following goals). A partner school is a regular P12 school, with no change in mission and governance, that chooses to enter into partnership with a university to work on at least four goals:
1. Preparation of new educators (teachers, counselors, administrators);
2. Professional development of school and university faculty;
3. Full support for increased student learning in the school;
4. Research on best practices that improve both schools and teacher preparation.
The graduating class of teachers in May 2002 will each have completed the equivalent of a full academic year of field experiences in the public schools.
Balancing Teacher Supply ud Demand and Ending Outof-Field Teaching
Through the P-16 Initiative, the University System (in partnership with the Governor's Office, Professional Standards Commission, Georgia Department of Education, Office of School Readiness, and the Georgia Partnership for Excellence in Education) is coordinating implementation of Georgia's Plan for Having a Qualified Teacher in Every Public School Classroom by 2006. Two key objectives of this plan are to balance teacher supply and demand and to end out-of-field teaching. The University System serves as fiscal agent for a state Title ll grant of $9.7 million to support implementation of this plan. This plan moves forwaid the Regents' 1998 Policy on the Preparation of Educatms for the Schools.
Two key dimensions of this plan are: 1) Creation of the Georgia Teaching Force Center, and 2) Business-to-Teaching Program:
1. The Georgia Teaching Force Center is under development to complete the following functions:

Analysis and Forecasting
Teacher supply and demand by subject field, grade level, and geographic region;
Supply and demand for mentor teachers; Changes in population and distribution of school-
aged children and youth; Utilization of the HOPE scholarships;
Attrition rates of teachers during first three years of teaching;
Projections to Governor on funding issues related to Georgia's teaching force.
Clearinghouse to School Districts
For all qualified applicants for teaching positions; For access to a qualified teacher through distance
technology; For MlJack-up" persoMel when full-time qualified
teachers are not available.
Marketing Teaching as a Profession
To sophomores who score well on PSAT; To individuals in other fields who may wish a second
career as a teacher.
2. Business-to-Teaching Program: The University of Georgia, with assistance from other University System institutions, is developing Georgia's Business-to Teaching Program to attract second career individuals (particularly from the corporate sector) into
teaching. The program wm begin fall 2000 and will
include the following dimensions: Diagnostic assessment and individual advisement of
each candidate;
Electronic technology-based delivery, with some faceto-face interaction;
Nontraditional packaging of instruction; Weekend learning opportunities;
Marketing of program.
Teacher Prepantion as High Priority in University System
AU presidents in universities that prepare teachers must submit written verification of institutional policies that
Support increased participation of teacher preparation faculty in the public schools;
Support the efforts of faculty to model effective teaching;
Support the efforts of faculty to focus their mearch on ways to improve classroom teaching and student learning in P-12 schools.
Budget $3,000,000 was appropriated in FYOl in four categories:
1. Strengthening teacher preparation in reading, mathematics, other core areas ($990,000):
$910,000 was allocated to System institutions that prepare teachers to hire 26 new faculty members in these areas to strengthen the content preparation of teachers, with emphasis at the early childhood and middle grades levels.
$80,000 was allocated to the System institutions participating in the University System Reading

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Consortium, a collaborative of 14 universities that are implementing two models of professional development in the teaching of reading for practicing preI-12 teachers. The Reading Consortium is jointly funding through the Teacher Preparation and the P16 Initiatives.
2. Llnking Schools and Colleges in Teacher Preparation {$780,000): $780,000 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
n grant.
3. Expanding Access to Doctor of Education (Ed. D.) Programs (SB00,000): $800,000 has been allocated to System institutions listed above under expanded access to Ed. D. programs.
4. Ending Out-of-Field Teaching ($430,000): $400,000 has been allocated to the University of Georgia to offer the Business-to-Teaching Program. This amount has been matched by $400,000 in exter-
nal funding through Georgia's Title n grant.
$30,000 has been allocated to support development of the Georgia Teaching force Centex. This amount has been matched by $242,600 in external funding
through Georgia's Title n Grant.
14. Cooperative EdD program between the University of Georgia and Fort Valley State University.
Appropriated: SS00,000 is appropriated
annually.
The goals of this initiative are:
The University of Georgia and Fort Valley State University have entered into a partnership to offer three doctoral programs in education in middle Georgia
The goal of the partnership is to make doct~ral study in education available to residents in middle Georgia.
Initiative Updatr.
Coordinator. DL Jan Kettlewell, assistant vice chancellor Academic Affairs and co-faclitator of the Georgia P-16 Initiative: emai1 address - jkettlew@nw1.regents.peachnet.edu
The distnl>ution of these funds between the two institutions is worked out cooperatively between parties on both campuses. During FYOO, UGA received $158,710 and FVSU received $341,290.
UGA has offered all three programs for some time. Students in the program will earn the UGA degree.
UGA provides courses on-site, via distance education technology, and at FVSU sites in the Macon area. FVSU faculty offer some of the courses.

UGA graduate faculty comprise the majority of doctoral committee members. FVSU faculty serve on committees, participate in advising, and take an active role in recruiting students into the programs.
FVSU and UGA share resources for costs associated with distance education technology, library and instructional support.
The collaborative focuses on the following elements in offering the EdD program:
Educational leadership (for school leaders);
Adult Education (for instructors in adult literacy education programs, and other education programs for adults);
Occupational Studies (for vocational educators in secondary schools and technical institutes)
15. Georgia Tech Regional Engineering Program (GTREP)
Appropnated: Sl,500,000 (FY99); S2,000,000 F/2000; S2,000,000 (FfOl).
The goals of this initiative are:
to produce more engineering graduates to meet the need for well-qualified engineers over the next decade, especially in the areas of computer and electrical engineering;
to enhance access to engineering education in areas of the state with cyclical shortages in key engineering fields; and
to increase the number of engineers with graduate degrees by offering innovative distance learning programs to professionals currently in the workforce.
lnitiativ~ Update:
Coordinator. Dr. Daniel S. Papp, Senior Vice Chancellor Academic Affairs: email address dpapp@mailregents.peachnet.edu
The initiative offers undergraduate engineering degrees in the Statesboro/Savannah area in collaboration among Georgia Tech, Georgia Southern University, Annstrong Atlantic State University and Savannah State University. The program involves the offering of baccalaureate degrees in compute and civil engineering.
After completing two full semesters of operation, the Georgia Tech Regional Engineering Program (GTREP) is proceedil:Jg well As of Spring 2000, 123 undergraduate stu-
are dents were enrolled, 52 in Civil Engineering and 71 in
Computer Engineering. Seventy-one from Georgia Southern, 46 are from Armstrong Atlantic, and 6 are from Savannah State. Enrollment is expected to grow significantly for Fall Semester 2000.
Partner faculty and GTREP coordinators are in place at all three southern Georgia campuses. Three.Georgia Tech facul ty are in place, utilizing space at the Coastal Center. They are Dr. David Frost, who is the Director of GTREP, Dr. Dante Fratta, and Dr. Kimberly Newman. Several more faculty wi11 be hired by GTREP for the 2000-2001 academic year.

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All involved parties continue express satisfaction with GTREP's development and evolution. The cooperation between institutions .that marked GTREP's initiation is continuing. Clearly, GTREP's first year has been a success. As planned, GTREP is meeting the first two of its goals and is beginning to address its third goal.
Its fust goal is to produce mo:re well qualified engineering graduates in computer and civil engineering. As noted above, it already has 123 students in these programs, with more students expected to enter the program in Fall 2000.
GTREP's second goal is to enhance access to engineering education in key engineering fields that experience cyclical shortages. Clearly, with 123 students enrolled on site in Savannah and Statesboro, it is succeeding in meeting this goal
GTREP's third goal is to increase the number of engineers with graduate degrees by offering courses via distance learning programs. Distance learning courses have been developed and offered by five Georgia Tech faculty based in Atlanta. Three of these courses were in Computer Engineering, and two were in Civil Engineering. Graduate programs will be fully implemented in 2001.
16. YAMACRAW Initiative
Appropriated: S14,07S,000 {FY2000); 117,686,890 (FY01)
The goals of this 1nitiatiw are:
to recruit and hire new faculty;
to begin curriculum changes; and
to begin continuing education efforts
lnitiativ~ Update:
Coordinator: Daniel S. Papp, Senior Vice Chancellor Academic Affairs: email address dpapp@mailregents.peachnet.edu
Yamaaaw's Educational Programs had a highly successful first year of operations. The highlights can briefly be summarized under Faculty, Curriculum Modification and Change, Collaborative Efforts, Special Programs, and Continuing Education.
faculty
During FYOO, Yamacraw universities hired 22 new Yamacraw faculty, three at Georgia State, 15 at Georgia Tech, 2 at Southern Polytechnic, and 2 at the University of Georgia. All eight Yamacraw universities (Armstrong Atlantic, Georgia Institute of Technology, Georgia Southern, Georgia State, Kennesaw State, Savannah State, Southern Polytechnic, and the University of Georgia) have recruiting efforts under way for Yamaaaw's second year.
In addition to the Yamacra.w-hired faculty, the University System of Georgia (USG) has 91 other faculty working in Yamacraw areas. This includes two faculty at Armstrong Atlantic, 79 at Georgia Tech, two at Georgia Southern, three at Georgia State, two at Savannah State, and three at SPSU.

Curriculum Modification and Change
Yamacraw has as one of its objectives the education and recruitment of 2,000 electrical and computer engineers. software engineers, and computer scientists by 2005. Most will be educated in degree programs, although some will be educated in Continuing Education programs. Newly-hired Yamacraw faculty and other faculty who have been in the USG working in Yamacraw areas have begun to modify the curriculum in electrical and computer engineering, software engineering, and computer science to include education in Yamacraw a:reas. With all eight Yamacraw universities offering degree programs in Computer Science, collaborative curriculum modification in this area merits special mention. In FYOO, specially designed or modified courses were offered in Yamacraw areas at Armstrong Atlantic, Georgia State, Georgia Tech, Southern Polytechnic, and UGA.
Collaborative Efforts
As part of Yamacraw, the USG emphasized inter-university collaboration. USG institutions created two consortiums and a faculty-mentoring program to enhance the ability of Yamacraw to achieve its objectives. The first consortium joins Atlanta-area universities in planning education and research in Yamacraw areas. The second includes Armstrong Atlantic, Georgia Southern, Savannah State and Georgia Tech. It takes advantage of synergies among these universities created by the Georgia Tech Regional Engineering Program. Inter-university collaboration is manifested in a mentoring program between Georgia Tech and state universities under which faculty members at state universities work with Tech faculty to help enhance their knowledge in Yamacraw areas.
Special Programs
Two special programs undertaken by Educational Programs in FYOO deserve mention. On April 28, Yamaaaw sponsored a luncheon for Governor Roy Barnes and over 100 Yamacraw faculty members. The Governor discussed his views of the importance of Yamacra.w for Georgia's future. On May 5, Armstrong Atlantic sponsored the First Savannah Yamacraw Conference. Approximately 80 academics, businesspeople, and political leaders attended the confe:rence.
Continuing Education
In FYOO, the Continuing Education programs at Georgia Tech and SPSU offered more than 25 courses in Yamacra.w areas. More than 200 people completed these courses. In August 2000, Georgia Tech's Continuing Education program also offered the first Yamacraw Broadband and Computing Institute. More than 150 students attended the seven courses that were offe:red.
Focus Research ($3,000,000)
Goal: to develop a research program that creates a compet- . itive advantage for Georgia to attract a disproportionate share of electronic design center job growth. It focuses on three major thrusts - embedded software, broadband access hardvrue, and system.prototyping.
Updatr.
Embedded Software: There are currently 20 Georgia Tech faculty, 4 Southern Polytechnic University Faculty and a

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APPENDIX I

- FALL 2000 ACCOUNTABILITY REPORT -

total of 42 graduate research assistants at both schools actively working in this area. Specialized software in support of this area has been acquired and a lab set up.
Broadband Access Hardware: There are cunently 13 Georgia Tech faculty and 30 graduate research assistants participating in this research area. Software and hardware to set up the lab for supporting this area has been acquired and is set up.
System Pmtotyping: There are cunently 13 Georgia Tech faculty and 13 graduate assistants actively being work on this initiative. Software radio test bed equipment is set up.
Design Center. CUrrently, eight companies (Starcore, Broadcom, National Semiconductor, Wi-LAN, Echostar Data Networks, CIENA, Nortel Networks, and cypress Semiconductor) have signed on as industry members to the Design Center with various projects directed to each of the three research areas. There are at least two other companies expected to sign on by Jan. l, 2001. More than two dozen other companies have been contacted and offered memberships.
Yamacraw Capital Seed Fund
The Yamaaaw Capital Seed Fund was enabled in Apn1 2000 by legislation passed in the 2000 General Assembly. To date one company has been funded. Roughly three dozen companies have been contacted by, or expressed interest in, the capital seed fund.
NEW INITIATIVES - FY2001
17. GEORGIA GLOBE (Global Learning
Online for Business and Education)
Appropriated: $1,461,500 (F/01)
The goals of this inttiativ~ are:
to develop a set of web-based courses that will satisfy the requirements for the University System's core curriculum at the freshman and sophomore levels;
to develop and deliver junior- and senior-level largely web-based services and courses needed to make possible .nyt:une, anywhere'" learning for Georgians who, because of work and fa.mi1y responsibilities, m otherwise unable to putsue and complete a college degree;
to implement a series of junior- and sepior-level webbased courses sufficient in number to enable Georgians, especially older, working adults, to enroll in and complete undergraduate degree programs of strategic importance to the state's economic growth;
to complete development and establishment. of a single "full semce" web site from which prospective students can obtain up-to-date, accurate information about online courses and programs of study offered by the institutions of the University System of Georgia;
to complete development and establishment of a single tun service" web "portal'" with and from which enrolled students can cany out the exchanges of information as

well as financial transactions needed to complete successfully courses and programs of study leading to the baccalaureate degree from one of Georgia's existing colleges and universities within the University System;
to provide leadership for and coordination of Systemwide implementation of the Regents' June 1999 strategic vision, principles and plan of action for the use of technology.

Initiative Updau:

Coordinator: Dr. Rick Skinner, title: email address - richard,.

skinner@georgiaglobe.org



Redirected funds enabled establishment of a small (fiveperson staff) and their work to undertake the following activities and accomplishments to date:

Independent, external validation of the technological and administrative feasibility of a single Internet "portal" for the University System through which Georgians wi1l be able to:

obtain information about the availability of online learning from the 34 institutions,

transact aitical services such as admission, enrollment,

payment of tuition, purchase of textbooks, and the like

and

'

have direct access to online courses and programs of the campuses.

In cooperation with the Southern Regional Education
Board, mM was engaged to assess the few'bility of design-
ing, developing, and operating such a portal that would capitalize on and leverage the University System's invest:. ment in campuses' individual student information systems. The conclusion of the resulting analysis was that such a portal was not only feasible but could be the basis for a much-needed educational Application Services Provider (ASP).
Establish the extent of Georgians' intenist in and wi11ingness to learn and transact services online, especially in fields of strategic importance to the state's economic development

By commissioning a series of independent studies, infonnation was produced that wi1l guide the coordination and promotion of online course, program and services development among institutions to mve better the interests and needs of Georgians.
In cooperation with Georgia Public Broadcasting, develop and offer digital courses via open-air broadcast to reach Georgians without Internet access

In an unprecedented break with past PBS policy and practice, GPB and Georgia GLOBE were able to secure pennission from the Public Broadcasting Service to use existing highquality videocourse content and allow University System faculty from five campuses to use that content to develop new" courses, digitize these for both open-air broadcast
and, with inaeased bandwidth, streaming over the Internet
and intranets.

Create an interim operational Website and begin to establish student support services to serve Georgians

..,,.. 'JQ

APPENDIX I - FALL 2000 ACCOUNTABILITY REPORT -

seeking to lea.."l\ online until development and implementation of the single Internet portal, scheduled for June 2001
Since April, the Georgia GLOBE site has provided timely infonnation and some limited seJVices to prospective students, faculty and staff from participating University System campuses. In addition, call center and fulfillment services have been contracted for and will become operational in fall 2000.
18. Campus Electronic Crossroads (CEX) and Local Campus Network Upgrades
Appropriated: Sl,000,000 (FYOO Amended)
The goals of this initiative a,y:
to provide adequate connectivity so each campus can fully participate in the use of new technologies that require increasing network capacity (bandwidth);
to assist University System institutions in upgrading local campus networks to take full advantage of expanded network capacity;
to provide network reliability, availability and redundancy by expanding system service monitoring capability.
Initiative Upd.att:
Coordinator: Dr. Tom Maier, Executive Director, Academic
Affairs, Academic Innovation Services: email address Tom_Maier@oit.peachnet.edu
The project includes installation and equipment necessary to increase bandwidth connecting campuses to each other and the rest of the world {Internet) through PeachNet from levels set in 1994 to ones that reflect the tremendous growth in demand for on-line resources. Equipment was ordered and is being installed at the key network aggregation sites.
The project also includes funding to support installation and equipment for improvements required within campuses to take advantage of improved external connectivity. This funding was used priman1y to upgrade the internal network facilities at the University of Georgia.
19. Investing in Excellence at Historically Black Universities
Appropriated: SZ,640,000 (F101)
The goals of this initiative are:
to enhance the ability of the state's three historically black universities to develop, attract, enroll and retain diverse students through the aeation of new or strengthening of existing high quality academic programs at the graduate level, the improvement of institutional infrastructure and the implementation of programs targeted to student access and success;
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.
Initiative Update:
Coordinator: Dr. John T. Wolfe, jr., Associate Vice Chancellor, Academic Affairs: ema.11 address -
jwolfe@mail.regents.peachnet.edu
Albany State Univenity
Fort Valley State UDivenity
Savannah Sb.te Univenity: Savannah State University has identified star academic programs, infn.structure issues and capacity enhancements as our areas of focus: 1. Support for the College of Business Administration {COBA) to pursue professional accreditation and to enhance community and business development in the community, 2. Support for the development of a television studio for the mass communications program, 3. Increasing the number of personnel involved with our P-16 initiative, 4. Recruiting and preparing students for graduate study, and 5. Support for a development officer in Institutional Advancement as the university prepares for planned giving and capital campaigns.
20. Hispanic Program Initiatives
Appropriated: S375,000 (FY01)
The goals of this initiative are:
to increase the numbers of Hispanic students who are {a) informed about the advantages of a high school diploma and post-secondary education and {b) that earn a high school diploma and continue on to post-secondary education;
to support campus-based initiatives and pilot programs that are responsive to the needs of Hispanic students;
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.
Initiative Update:
Coordinator: Rick Sutton, Senior Advisor for Academic Affairs and Director of International Programs: enw1
address - rsutton@mail.regents.peachnet.edu
This fall the Board of Regents is inviting collaborative proposals from USG institutions to establish two or three regional resource centers, located in strategic sectors of the state, that can deliver targeted academic programs and services to Hispanic populations and to those who educate them. Centers will involve a partnership between two or more USG institutions and the I-12 sector. Programs and services are expected to include training of I-12 teachers and school personnel. English-as-a-Second Language programs for Hispanic students, and outreach efforts to encourage educational achievement and attainment of diplomas and college degrees. The centers are expected to be operational by January 2001.

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- - - - _,, _... --------- ----------

APPENDIX I

- FALL 2000 ACCOUNTABILITY REPORT -

OTHER FUNDING
Capital Programs
Appropriated: S82,295,000 (FY96-97); S146,298,000(FY98); S205,250,000 (FY99); S161,851,903 (FY99 Amended); S937,551 {FY2000); Sl,147,208 (FY01)
The Genml Assembly funded 30 capital projects totaling S148,162,000 in the FYOO amended budgeL An additional 5 projects were funded in the FYOl budget.
Since FY95, the Board of Regents Facilities office has managed 142 state funded Capital projects budgeted at over a billion dollars. Over one third of these projects (66) are now done and were completed within their respective budgets. Of the remaining projects, 27 are in construction, 2 are being bid and 47 are in design. By careful management of the Regents design revolving fund, the Fac1ities office has been able to proceed with the selection and contracting of consultants to maintain project schedules.
!CAPP - Georgia's Intellectual Capital Partnership Program
Appropriated: S4,500,000 (FY97); $3,280,357 (FY98); $4,120,357 (FY99); $4,120,357 {FY2000); SS,165,357 (FY01)
Program Update:
ICAPP Ad.vantage:
Three new projects have been announced for ICAP?- in 2000:
ISP Alliance - ISP Alliance, Inc. of Alpharetta is expand-
ing its Web site and e-commerce business in Gordon, and requires additional employees who can design. constnu:t, implement and maintain Web-based applications for wide-area networldng and e-commerce. !CAPP is educating 80 Georgians over two years for positions as network: administrators, Web product designers, and Web product developers. The ISP Alliance project has potential as a new model for rural economic development in Georgia.
Med-Rite Technologie,s - Med-Rite Technologies of Albany will add up to 60 new jobs in medical infonnation and e-commerce by July 2001. Darton College began delivering a seven-month !CAPP- program of study for medical transaiptionists in July 2000.
Core Management - Core Management Resources Group,
Inc. of Macon will add 200 new medical services jobs in the rapidly growing field of health insurance administration by 2003. Core Management's investments are valued at $615,000, and Georgia is investing nearly $500,000 in this expansion through !CAPP-. One-hundred of the 200 new jobs will be information technology jobs. As part of an ICAP?- project, Macon State College will provide an intensive, six-month program of study jointly designed by the company and the college to prepare 100 Georgians for positions as medical service account executives or cWms specialists.

In addition to the direct impact of these new jobs, a recent study commissioned by ICAP?- found additional economic benefits:
Several college administrators said that public awareness of their institution's technology education offerings had been raised significantly by !CAPP Advantage.
Other administrators say they've become more involved inlocal economic development, thanks to ICAPP9, and they like being at the center of regional leadership'.
There is evidence that ICAPfe is making institutions more entrepreneurial. A college administrator said that her institution had been approached by a resort to aeate a business minor in hospitality management, and the college was developing the program. Had the institution not learned to work closely with businesses through ICAP?-, she said, it might not have been as open to worldng with this company.
ICAPP Access:
GeorgiaHire, the University System of Georgia's online service, expanded greatly in 2000. As of July 2000, 29,189 University System students and alumni had registered with GeorgiaHire, posting 17,466 resumes online.
The first GeorgiaHire e-fair was held during May and June of 2000:
118 companies participated 322 jobs posted 1,601 students and alumni participated 387 submitted resumes 2,904 visits to the e-fair web site
The ICAP?- web site, wwwJcapp.org, launched in 2000. The products of !CAPP Access are available through the . ICAP?- web site.
The ICAP?- Catalog of University ,tvstem of Georgia Centers,
Institutes and Specjal Programs was updated. Through the
ICAP?- Catalog. bu,sinesses can keyword search the more
than 200 research centers, institutes and programs at Georgia's 34 public colleges arid universities.
ICAPP9 Heeds Assessment:
Georgia Technology Company Survey: Jc,u,pe commissioned a survey to learn how well the University System of Georgia is preparing graduates to meet the human resource needs of Georgia's technology businesses. With the cooperation of TAG (Technology Association of Georgia), an Internet-based survey was distributed to its members in May 2000. Nearly 200 Georgia companies responded.
ICAPP9 Information Technology Strategic Response Initiative:
Projects to shape curriculum to increase the quantity of information technology graduates were funded in mid-2000 at:
Clayton College & State University Darton College . Georgia Institute of Technology/Middle Georgia
College Georgia Southern University

Page 81

APPENDIX I - FALL 2000 ACCOUNTABILITY REPORT -

Education, Technology &
Construction Trust Fund

Valdosta State University: ETACT funds were used in com-
bination with an NSF Professional Opportunities for Women in Research and Education (POWRE) grant to purchase com-

Appropriated: $74,221,347 ( FY 94-98);

puters to support a radio telescope, radio dish, and two tel-

S15,000,000 (FY 99); S15,000,000 (FY2000); S15,000,000 (FY 2000 Amended Budget)
The goal of this program is:

escope receivers. The set up allows for continued research in adaptive filter technology in radio astronomy and supports student training and course development. (Total cost
of the project: $59,600; ETACT funds: $29,800; Matching

to allow the University System of Georgia to address

funds: $29,800}

equipment, technology and construction needs by lever- Georgia Institute of Technology: A core faclity in the aging state lottezy funds with funds from other sources. Parker H. Petit Institute for Bioengineering and Bioscience

ProgTGm Update:

houses Fuji3000 FLA-3000Gmultifunctional Imaging System.

The :ETACT has provided for the purchase of equipment,
installation of infrastructure, renovation and construction of facilities to enable institutions to expose students to technology. Specifically, funds have provided for advanced research equipment. computers and software and some
facility retrofits to support the equipment. The ETACT is
funded through the Lottery for Education. The system matches these lottezy funds with private fund donations on a one-to-one basis, although the private match has exceed-
ed the state contribution in the last several years. In FYOO,
the SlS,000,000 original appropriation in state funds gen-

The Gateway Computer was purchased to support this piece of equipment in order for faculty and students to image radioactive or fluorescent plates and samples used in various projects related to tissue engineering research. The Packard 5002 Cobra Gamma Counter has been purchased to conduct research in tissue engineering. This system has the ability to count several isotopes. Both pieces of equipment will support 36 faculty and 195 students who are housed in the Bioengineering and Bioscience Building. (Total cost of the project: $3,098,312; ETACT funds: $290,542; Matching Funds: $2,807,770)

erated more than S 75 million in private funds. Matching
funds for the additional $15,000,000 appropriated in the

Eminent Scholars Program

amended budget will be reflected in FYOl. -

Appropriated: $500,000 (FY98); $3,000,000

The :ETACT has had an integral part in the modernization of institutions throughout the University System. AU of the

(FY99); S2,500,000 (FY 2000); S3,500,000 (FY01)

institutions have benefited from ETACT initiative each year
since its inception. Following are a few examples illustrate
how institutions have used ETACT dollars to create
advanced high technology classrooms and research faalities this year:
Sk:idaway Institute of Oceanography: The Office of Naval research is supporting research for a greater understanding
of the continental shelf. Specialized X-Ray equipment has been purchased that will enhance scientists' evaluation and identification of benthic sub-surface conditions. (Total cost
of the project: $85,588; ETACT funds: $42,834; Matching
funds: $52,754)

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 Sl million is reqwred 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

Wayaoss College: Purchase of Brainchild, a hand-held

any dollars remaining in the Fund at the end of the fiscal

learning device which allows individual study and practice year do not lapse.

on ITBS, SAT and in content areas. These will be used at
PREP school sites. ETACT funds will allow two units to be purchased. (Total cost of the project: $6,250; ETACT funds:
$3,125; Matching funds: $3,125)
Dalton State College: Purchase of laser for the CIM
(Computer Integrated Manufacturing) Lab which provides training and the technology associated with CIM concepts as related to Dalton's carpet industry. (Total cost of the project: $26,000; ETACT funds: $13,000; Matching funds: $13,000}

Funds appropriated to this program for FY 2001 resulted in the establishment of the following chairs:
Gainesville College: Gainesville College will establish the Eminent Scholar of History Endowed Chair. Primary respon-
sibilities will include involvement in research activities focused on the local and state level; development and implementation of educational programs for the entire community; serve as a College liaison to the community and appropriate educational institutions; and serve to the
College's students through the teaching of courses each

Augusta State University: Technology for ASU's new sci- year. Gainesville College views the Eminent Scholars

ence building including a Biology Lab, Physics & Physical

Program as a tremendously effective tool that will enable

Science Lab, Chemistzy Lab, Anatomy & Physiology Prep

the institution to proudly maintain its edge of excel-

Rooms, Botany & Ecology, Aquarium Room, Greenhouse & lence. The Eminent Scholars Program will allow Gainesville

Herbarium. (Total cost of the project: $234,586; ETACT

College to broaden its vision and go to a new level in its

funds: $117,293; Matching funds: $117,293)

academic program.

Page 82

APPENDIX I

- FALL 2000 ACCOUNTABILITY REPORT -

Macon State College: Macon State College received $500,000 from the Georgia Eminent Schoiars Endowment Trust Fund to match local funds raised in a community campaign led by its Foundation. A $1 million endowed chair has been created to support the college's expanded programs in Business, which now include the baccalaureate. A national search is under way to identify candidates for the position.

Georgia College & State University: The Kaolin industry gift has enabled GC&SU to establish an eminent scholar chair of science. GC&SU Foundation is proud to collaborate with the university and the Board of Regents in this outstanding academic initiative for an area important in science education.

Georgia Southwestern State Univenity: Georgia

Southwestern State University, through the generosity of

the Charles L Mix Memorial Fund, has established the posi-

tion of eminent scholar in the area of maternal and child

health. This position is the fust eminent scholar position

in a school of nursing within the University System of

Georgia. The focus of this position is leadership in commu-

nity-based nursing education and the initiation and coordi-

nation of service programs to address the critical local

needs (high infant mortality rates, high teenage pregnancy

rates, high number of low birth weight infants) in the

health of families and children.



Horth Georgia College & State University: The endowment at NGCSU will be called the Harry B. Forester Eminent Scholar Chair in Biological Sciences. The NGCSU Foundation secured $500,000 in private donations to create the matching fund. The new endowment will be maintained, managed
and invested by the Board of Trustees of the NGCSU Foundation. The chair holder shall have a national reputation for scholarship in biological science, demonstrated excellence in teaching and a strong interest in students.

Georgia Southern University: The Norman W. Fries Distinguished Lecture Series is designed to enrich the knowledge of students, faculty, and community business leaders through visits to the campus from distinguished scholars in a variety of fields including rural economic development. The lecture series will complement the Rural Economic Development program established in. the College of Business whose mission is to recognize and value opportunities to assist in the development of the regional economy. They strive to provide regional businesses with professional assistance and learning opportunities in areas, which cover an extensive range of domestic and international business practices.

Georgia State University: FY0l Eminent Scholar position has been designated the Dan Sweat Distinguished Scholar Chair in Educational Policy. This endowment for distinguished scholar chair jointly shared between the College of Education and the School of Policy Studies named in honor of Dan Sweat. Because education in the United State is rapidly changing now, more than even before, there is great need for faculty with expertise in educational policy. This chair will engage an individual with interest and expertise in policy issues related to education, broadly defined. These interests include issues such as the funding

of education, budgeting issues, educational reform, and education production.

Page 83

APPENDIX II SUMMARY OF FY 2002 ADJUSTMENTS TO BASE

FY 2001 Budget

BUDGET UNIT "A"

S 1,434,370,525

Adjustment of one time funding:
Endowed Chairs Tift College campus feasibility study Purchase of property at Atlanta Metro Planning and design ofveterinary building at Fort Valley Rehabilitate golf course at Augusta State Economic impact study of proposed natural gas pipeline in So. Ga. Study of alternative devices to fund transportation infrastructure Governor's traditional industries Georgia Research Alliance Environmental Partnership
Other Adjustments:
Annualization of'0l salary increase

(3,500,000) (25,000)
(370,000) (180,000)
(25,000) (200,000) (55,000) (3,935,000) (1,050,000) (700,000)
7,684,351

FY 2001 Adjusted Base

$ 1,432,014,876

84

APPENDIX II SUMMARY OF FY 2002 ADJUSTMENTS TO BASE

BUDGET UNIT "B" FY 2000 Budget (Includes GPTC)

$ 247,172,585

Adjustment of one time funding:
Life flight helicopter at E'Th-ffi Purchase van for Athens Regional Library Systems Building renovations for the CRT

(200,000) (4,238,087)
(502,297)

Other Adjustments:
Annualization ofFY Ol salary increase Adjustment for Fringe Benefits Other Adjustments GPTC Georgia Military CoIJege

1,172,963 3,472,104 1,874,325 (20,923,243) (1,390,021)

FY 2001 Adjusted Base

$ 242,232,201

85

APPENDIX ID

SUMMARY OF SPECIAL FUNDING INITIATIVES CONTINUATION
AND FY 2002 LOTTERY REQUEST

FY 2001 Special Funding Initiatives Request (Continuation)

Connecting Teachers and Technology Connecting Students and Services GALILEO Graduate Initiatives Instructional Technology Professional Development ICAPP Partners in Success/P-16 PREP Doctorate in Education - Fort Valley State University Internet Connectivity Distance Learning Network Economic Development Consortium Medical College of Georgia nurse anesthetist program Teacher Prep Regional Engineering Yamacraw (moves Yamacraw from Res. Consortium line item) GLOBE HBCU Hispanic Program Salary Increase

3,177,783 849,734
2,351,136 *
4,121,383
4,500,000 *
1,000,000 5,165,357 1,653,209 1,600,000
500,000 345,000 3,500,000 175,000 827,529 3,000,000 2,000,000 17,686,890 1,461,500 2,640,000 375,000 762,076

TOTAL Special Funding Initiative Continuation Request

S 57,691,597

FY 2002 Lottery Funds Request

Equipment Technology and Construction Tru..

$ 15,000,000

Internet Connectivity Project

1,500,000

Continuation of Special Funding Ir -Connecting Teachers and Tech," -GALILEO - Connecting Students and r - P/16 and PREP

4,820,000 1,939,000
527,000 180,000

Educational TechnoJo

1,000,000

TOTAL FY 2001 Re, Items to be func.l . ,, . , Technology Factor in Modernized Formula
86

$ 24,966,000