'-:, I I ~ USCC-l<-4 .. ~I B37 - "' - A , ~ , 0 0 - IVERSITY SYSTEM OF GEORGIA @@~LI [K1~@M~@LI [?Yr~@~ -- 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 Page I Page4 Page6 Page7 Page9 Page 10 Page 11 Page 13 Page 15 Page 17 Page 19 Page21 Page25 Page 29 Page 31 Page 33 Page37 Page 38 Page 41 Page43 Page 45 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 Page48 Page49 Page 55 Page 58 Page 59 Page 84 Page 86 ii 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 1 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 ., 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). 3 . - - ------ - - ... ... -. , -~ 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. 6 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. 7 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%. 8 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 9 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 10 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 11 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 12 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. 13 .- 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. 14 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. 15 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 16 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 17 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 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. Page 77 APPENDIX I - FALL 2000 ACCOUNTABILITY REPORT - 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 Page 78 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. Page 80 - - - - _,, _... --------- ---------- 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