Meeting Minutes - March 1998

Minutes of the Meeting of the Board of Regents of the University System of Georgia
Held At 270 Washington Street, S.W., Atlanta, Georgia
March 10 and 11, 1998

CALL TO ORDER

The Board of Regents of the University System of Georgia met on Tuesday, March 10 and Wednesday, March 11, 1998 in the Board Room, room 7007, 270 Washington St., S.W., seventh floor. The following Committees of the Board of Regents met in succession on Tuesday, March 10: the Audit Committee; the Teaching Hospital Committee; the Committee on Finance and Business Operations; the Committee on Real Estate and Facilities; the Committee on Education, Research, and Extension; and the Committee on Organization and Law. The Chair of the Board, Regent S. William Clark, Jr., called the meeting to order at 9:00 a.m. on Wednesday, March 11. Present on Wednesday, in addition to Chair Clark, were Vice Chair Edgar L. Jenkins and Regents Thomas F. Allgood, Sr., Shannon L. Amos, David H. (Hal) Averitt, Juanita P. Baranco, Kenneth W. Cannestra, J. Tom Coleman, Jr., A. W. "Bill" Dahlberg, Hilton H. Howell, Jr., George M. D. (John) Hunt III, Donald M. Leebern, Jr., Edgar L. Rhodes, and Glenn S. White.

INVOCATION

The invocation was given on Wednesday, March 11 by Regent Leebern.

ATTENDANCE REPORT

The attendance report was read on Wednesday, March 11 by Secretary Gail S. Weber, who announced that Regents Dahlberg and McMillan had asked for and been given permission to be absent on Tuesday, March 10, 1998 and Regents Jones and McMillan had asked for and been given permission to be absent on Wednesday, March 11, 1998.

APPROVAL OF MINUTES

Motion being properly made and duly seconded, the minutes of the Board of Regents meeting held on February 10 and 11, 1998 were unanimously approved as distributed.

PRESENTATION: PREVIEW OF STUDENT SATISFACTION SURVEY RESULTS

At 1:00 p.m. on Tuesday, March 10, 1998, the Board of Regents met as a Committee of the Whole for a special presentation by the Chancellor. In attendance at this presentation were Chair S. William Clark, Jr., Vice Chair Edgar L. Jenkins, and Regents Thomas F. Allgood, Sr., David H. (Hal) Averitt, Kenneth W. Cannestra, J. Tom Coleman, Jr., Hilton H. Howell, Jr., George M. D. (John) Hunt III, Charles H. Jones, Donald M. Leebern, Jr., Edgar L. Rhodes, and Glenn S. White.

Chancellor Portch announced that it was his pleasure to give an initial report on a massive student satisfaction survey conducted using a national firm. The survey results will be very helpful in establishing some benchmarks for the satisfaction of the University System's students. This is the only way for the System to know how it needs to improve and how to measure its improvement. Most businesses today are concerned about customer satisfaction, and the Chancellor thought it appropriate that the System also be concerned.

The Chancellor explained that the results which would be presented at this meeting were only initial results, as there remained much data yet to be analyzed. He stated that a more detailed report would be presented at a later date but that he and Associate Vice Chancellor for Planning and Policy Analysis Cathie M. Hudson would present to the Board the initial results. He invited Dr. Hudson to explain to the Board how the survey was conducted and some of the areas that were examined. The Chancellor would then share some of the initial results with the Board. Next, Dr. Hudson would explain what would be done with the resulting information, and then, the Chancellor would have a few concluding remarks. Chancellor Portch then turned the floor over to Dr. Hudson.

Dr. Hudson explained that the Regents had been given copies of the surveys that were used, including a four-year survey form (pink), a two-year survey form (blue), and some additional information. The University System has had various data systems in place over the years to collect information on students. Most information comes from processes that exist to register or enroll students, but there has never been much information about the students as people, so many assumptions have been made regarding what works well and what does not. This survey is the first ever in the University System to focus on students. It was conducted to learn more about the students, to understand what works well, to pinpoint areas for strategic improvement, and to create benchmarks for accountability.

Dr. Hudson stated that planning for this survey began over two years ago with the help of the institutions, various System committees, Director of System Policy Research Albertine Walker-Marshall, and the Regents Administrative Committee on Institutional Effectiveness, chaired by President Martha T. Nesbitt of Gainesville College. Many types of surveys were reviewed, and in the end, the American College Testing Service's ("ACT") Student Opinion Survey ("SOS") was chosen. In part, the SOS survey was selected because of the national norms available. Surveys were sent to 43,000 undergraduates at System institutions, with the exception of the Medical College of Georgia. Of these, there was a response rate of 60%, or approximately 26,000 students, which is a very high response rate for a survey of this type. The survey is accurate to plus or minus .04%, which is a very high accuracy rating. In surveying, ACT uses a standard five-point scale to measure satisfaction. A student is provided with an item about the college or university, and he or she is asked to respond and rank the item according to level of satisfaction. This is a well-accepted method of measuring satisfaction, remarked Dr. Hudson. The frequencies are then compiled and the means calculated. The surveys were organized into various sections, including background information on students, college services, college environment, etc. There were also 20 System questions and 10 questions of the respective institutions. There were over 20 questions on services, in which the students were asked whether they used a particular service as well as their satisfaction with the service. Some services, such as veterans services or day care services, were not used by many students, but most of the services covered were used by a large portion of students. There were over 40 questions on college environment. For each area, a student could choose not to reply or to indicate level of satisfaction. Dr. Hudson stated that the Chancellor would next review the major findings of the study.

Chancellor Portch thanked Dr. Hudson and remarked that the most important question that was asked on the survey regarded overall satisfaction with the students' particular institutions. The results were that 78.2% of students were satisfied or very satisfied with their college experiences. The Chancellor commented that this was a very positive result. He recognized that there is still work to do, but overall he was extremely proud. He explained that at this meeting, he would only be reporting those items where at least seven out of ten students were satisfied and those items where fewer than half of the students were satisfied. The Chancellor stated that with regard to the issue of class size, 84.9% of students were satisfied. He was very pleased that two of the items with high satisfaction ratings related to faculty. Many national studies have shown that interaction with faculty is the most important factor in retention of students. With regard to faculty attitude toward students, 76.4% of students were satisfied. Also, 71.4% of students were satisfied with faculty availability outside of class. One of the best things about doing this type of survey, said the Chancellor, was that the Board of Regents and its staff typically hear only from dissatisfied students. Someone who is satisfied usually will not write a letter to that effect, so it is good to have a sense of overall student satisfaction. He commented that over time, it would be interesting to see how the increased electronic availability of faculty impacts student satisfaction. Increasing numbers of faculty are available via E-mail and chat pages on the World Wide Web, which may have an impact in time. The next item related to quality of instruction in the major, and 73.5% of students were satisfied in that regard. Additionally, 75.9% of students were satisfied with classroom facilities.

Next, the Chancellor turned his attention to the items with which fewer than half of the students were satisfied. Only 43% of students were satisfied with the availability of courses at times wanted. Chancellor Portch commented that as courses become available any time and any place as a result of technology, there may be a change in satisfaction with regard to this issue. At this time, however, he felt this might be cause for concern, which means that this item needs to be examined in more depth. With regard to the next item, the Chancellor reminded the Board that the Student Advisory Council has expressed that students want more involvement in the ways in which student activity fees are used. With regard to that issue, only 39.4% of students were satisfied. However, Chancellor Portch was pleased that those two items were the only ones in the academic area that fall into the category in which fewer than half of the students were satisfied.

Chancellor Portch next addressed the area of college services. He expressed that he was happy to report that 80.8% of students were pleased with the quality of the library facilities and services. Tutorial services also ranked high in student satisfaction at 76%. Recreational/intramural programs were rated highest in satisfaction level with 82.4%. He said this contradicts the anecdote that the athletic facilities are geared only towards the varsity athletes. Students are also well-satisfied with their cultural programs (76.2%) and college orientation programs (71.6%). The Chancellor was especially pleased with the latter of these, because national research suggests that the first six weeks of college, beginning with the orientation programs, dictate a great deal about whether students are retained and whether they feel good about their colleges. The stronger the orientation program and the first six weeks, the better the college experience.

The Chancellor announced that next, he would be administering a pop quiz to the Regents. He asked them to think back to their college days and to circle on their quiz sheets the two services that they thought students would be most dissatisfied with. When the Regents were finished marking their papers, Chancellor Portch announced that the two services with which students were most dissatisfied were parking and food services, which were rated satisfactory by only 39.5% and 35% of students, respectively. He stated that he was concerned about that, but in the grand scheme of things, he felt those two items will probably be on the top of the list indefinitely. He did not find these results to be surprising, but the data were useful. The Chancellor then asked Dr. Hudson to speak again on what the Central Office would do with these data, how the Board can use the results, and what was learned about the students.

Dr. Hudson expressed that she was very pleased with the information gathered about System students, especially the information about nontraditional students. At four-year colleges, 60% of the students work, and one-fifth of them work full-time. At two-year institutions, 76% of the students work, and one-third of them work full-time. Institutions can use this information as they try to design better programs to meet the needs of these students. Almost 70% of four-year college students receive financial aid, compared to about 60% of two-year college students. The data also show why students attend college. At the four-year college level, 75% of students attended seeking a bachelor's degree, only 1% attended college for self-improvement or to improve their skills for their jobs, and about 3% entered with no goal in mind. At the two-year college level, 52% entered to seek a bachelor's degree, another 25% entered to get an associate's degree, about 3% entered with no particular purpose, and about 2% entered to improve themselves or their job skills. From census data in the past, it can be determined that educational attainment levels in Georgia are improving. The HOPE Scholarship has given students opportunities that they have never had before in Georgia. However, before this study, there were no data on the impact of the University System on real families in Georgia. For the first time, it was established that about 25% of System students are the first in their families to attend college. Older students and two-year college students are more likely to be the first in their families to attend college.

"What next?," asked Dr. Hudson. She explained that over the next few months, the Central Office staff will fully analyze the results of the survey in order to merge the data with the other databases in the System to start following the students over time. They will compare the System's institutions with their peer institutions in the System and nationally. Then, they will study how satisfaction is related to retention and graduation rates as well as to academic performance. It has been assumed in the past that better students are happier students, but now, it can be determined if happy students become better students. The ultimate goal of the survey is to improve the System, to set benchmarks for accountability, to make students' college experiences better, and ultimately to improve student learning. The two major ways to do this are through the Board's setting priorities for action using this data and through the institutions' improving services and their environments in strategic ways. She then turned the floor back to the Chancellor, who would summarize the major points in this survey.

Chancellor Portch added that the demographic data were especially interesting. He was particularly struck by the fact that one-third of System students work full-time. This likely impacts time to graduation and retention rates, but part of the reason for that is Georgia's solid economy. Most of these students can work full-time if they wish to do so.

There were five points that the Chancellor wanted to accentuate in concluding this presentation. They were the general satisfaction of students (78%), the attitude of faculty toward students (76%), out-of-class availability of faculty (71%), library facilities and services (81%), and college orientation programs (72%). He commented that these items were particularly pleasing in the initial review of the data and that a more in-depth report would be presented in two to three months. In closing, Chancellor Portch asked whether the Regents had any questions or comments.

Regent Cannestra remarked that this was obviously an overview of the whole System and asked whether the individual institutions would be informed of their specific results and where they stand.

The Chancellor reported that they will.

Regent Cannestra asked whether there will be follow-up with the institutions which appear to need to improve in certain areas.

Chancellor Portch said, "Absolutely." He further stated that the data are so rich in terms of comparisons with peers within the Systems. The institutions also had the opportunity to ask their own questions and address their own areas of concern on the survey. The attitudes toward this survey have been extremely positive, and the Chancellor assured the Board that once the data are analyzed, those results will certainly be shared and follow-up will be expected from the institutions.

Regent White asked about the satisfaction level of students with regard to academic advisement.

Dr. Hudson responded that they were fairly good but that, for the purposes of this initial presentation, only selected items were chosen.

The Chancellor added that he remembered being surprised that the student satisfaction with regard to academic advisements was not lower, as there are sometimes complaints on this issue. He remembered that the satisfaction level was moderate.

Regent White was also surprised. He further asked if the Regents could have copies of the data presented at this meeting.

Chancellor Portch stated that he would be happy to provide copies of the slides used in the presentation and restated that in a few months, he would be presenting more analysis of this data. He remarked that Regent White's question was a good one and that he felt comfortable with the survey results.

Vice Chair Jenkins asked whether the percentage of participation from the smaller colleges was as high as from the larger institutions.

Dr. Hudson replied that the two-year colleges had a high response level; in fact, it was slightly higher than the university response level.

Vice Chair Jenkins asked whether there were any questions or concerns of the institutions that were identical across the System.

Dr. Hudson replied that such data has not yet been analyzed.

Regent Cannestra asked if the data analysis is computerized.

Dr. Hudson replied that it is computerized. ACT will send a tape with the data on it, but the preliminary results were on paper. She explained that the computerized nature of the data would provide great flexibility in analyzing it.

The Chancellor added that the data will be able to be merged with the already existing student information system because of the implementation of BANNER.

Regent Howell asked how the salary levels and tenure procedures are weighted toward research and publication as opposed to teaching and whether that affected the response rate of students regarding faculty attitude and availability from the different kinds of institutions in the System.

Chancellor Portch expressed that this is the type of issue that the staff wants to examine in the next phase of analyzing the data. He commented that it will be very interesting to see if at the research universities there are as high scores as at the two-year institutions. Averages by sector will hopefully be determined from the data, so that sectors can be compared and analyzed.

Chair Clark thanked the Chancellor and Dr. Hudson for their report and expressed that all of the Regents would like to get a copy of the initial data that were presented. He commented that the results of the survey seem to be very positive.

AUDIT COMMITTEE

The Audit Committee met on Tuesday, March 10, 1998 at approximately 10:15 a.m. in the Board Room. Committee members in attendance were Vice Chair George M. D. (John) Hunt III and Regents Juanita P. Baranco, Kenneth W. Cannestra, and J. Tom Coleman, Jr. Vice Chair Hunt reported to the Board on Wednesday that the Committee had reviewed two items, neither of which required action. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:

Information Item: Summary of Audit Activity, 1998 Audit Plan

The Committee had a thorough discussion of the status of the 1998 Audit Plan. Also discussed was a report on the findings and recommendations relating to an internal audit of Floyd College. Due to the serious nature of the audit findings, the Committee recommended that a letter be sent to President H. Lynn Cundiff expressing the Committee's concern and requesting a status report of the corrective action plan submitted by the institution.

Information Item: Report on the Fiscal Year 1999 Audit Plan

Senior Vice Chancellor for Capital Resources Lindsay Desrochers and Assistant Vice Chancellor for Management & Audit Advisory Services Levy G. Youmans reviewed the process of completing the annual risk assessment, and the Fiscal Year 1999 Audit Plan was presented. It was noted that the process is already underway and is expected to be completed in time for presentation and approval at the June 9, 1998 meeting of the Board of Regents.

TEACHING HOSPITAL COMMITTEE

The Teaching Hospital Committee met on Tuesday, March 10, 1998 at approximately 11:15 a.m. in the Board Room. Committee members in attendance were Chair Thomas F. Allgood, Sr. and Regents Juanita P. Baranco, Kenneth W. Cannestra, S. William Clark, Jr., Edgar L. Jenkins, Charles H. Jones, and Donald M. Leebern, Jr. Chair Allgood reported to the Board on Wednesday that the Committee had reviewed one item, which required action. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:

Report on Teaching Hospital Study and Chancellor's Recommendations

Approved: The Board approved the recommendations made by the Chancellor concerning the findings of the Medical College of Georgia ("MCG") Strategic Review Summary Report, which was compiled by Arthur Andersen. The recommendations were as follows:

The Board of Regents should clarify the vision, mission, goals, and strategies of MCG.

The Chancellor recommended that the Committee form a commission to examine these issues. The commission would consist of the members of the Teaching Hospital Committee, the president of MCG, two MCG faculty members (one elected by the clinical chairs and one elected at-large for the other schools), a member appointed by the Governor, a member appointed by the Lieutenant Governor, a member appointed by the Speaker of the House, a member appointed by the Georgia Medical Association, and a member appointed by the Chancellor. The commission would examine background materials on the challenges facing academic medicine nationally and how other institutions have responded, conduct public hearings to gather input on future directions for MCG, and make recommendations to the Board of Regents at its September 1998 meeting on the vision, mission, goals, and strategies of MCG.
The Board of Regents, in collaboration with MCG, will engage Arthur Andersen to recommend to the Board of Regents, within 45 days, no less than two options to ensure that there is sufficient flexibility for MCG to provide an adequate patient base for its academic mission.

While MCG Health, Inc. has many of the characteristics necessary to allow MCG to compete for patients, it is still in its infancy and may not have the correct structure and Board membership to provide adequate flexibility. It is very important to move quickly to get the best possible vehicle for providing a sufficient patient base.
The Chancellor will work with the president of MCG to recommend to the Board of Regents an administrative reorganization for MCG.

Over the last decade, MCG has changed significantly; however, during the same period, the basic structure of the organization has changed very little. Other academic medical centers and research universities are increasingly changing the focus of their presidents' activities. The initial reorganization recommendation will be made to the Committee at its April 1998 meeting.

These recommendations have an aggressive timetable and will be addressed during the next several Board meetings. All recommendations will require final action by the Board. They will further strengthen MCG and enable it to respond to the changing healthcare environment for academic medical centers and to continue to be an asset for the University System as well as the State of Georgia.

The above-referenced report concerned MCG's current ability to achieve its stated mission and vision as well as its current strategies, governance, and management structure. The report was presented to the Committee by Senior Vice Chancellor for Capital Resources Lindsay Desrochers.

COMMITTEE ON FINANCE AND BUSINESS OPERATIONS

The Committee on Finance and Business Operations met on Tuesday, March 10, 1998 at approximately 1:20 p.m. in the Board Room. Committee members in attendance were Chair Kenneth W. Cannestra, Vice Chair Glenn S. White, and Regents Thomas F. Allgood, Sr., J. Tom Coleman, Jr., George M. D. (John) Hunt III, Edgar L. Jenkins, Charles H. Jones, and Donald M. Leebern, Jr. Chair Cannestra reported to the Board on Wednesday that the Committee had reviewed four items, two of which required action. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:

1. Amendments to Fiscal Year 1998 Budget

Approved: The Board approved the consolidated amendments to the Fiscal Year 1998 Budget of the University System of Georgia, as presented below:

UNIVERSITY SYSTEM OF GEORGIA
FISCAL YEAR 1998 BUDGET AMENDMENT REPORT SUMMARY
FOR THE MONTH OF MARCH 1998

BY BUDGET	ORIGINAL BUDGET	APPROVED AMENDMENTS	REQUESTED AMENDMENTS	AMENDED BUDGET
Operating	$3,197,544,095	$32,965,721	$375,811	$3,230,885,627
Capital	149,262,649	8,869,639	436,197	158,568,485
Auxiliary Enterprises	264,943,337	19,870,564	(63,825)	284,750,076
Student Activities	42,881,116	4,851,796	(26,126)	47,706,786

Background: In accordance with current policy, the Board of Regents approves all budget amendments submitted by System institutions. The monthly budget amendment report highlights and discusses amendments where changes exceed 5% of the budget or add significant ongoing expenses to the institutions. The following amendment was presented for review by the Board of Regents in accordance with these guidelines:

Operating: Waycross College requested authority to increase its budget by $117,192 in nonpersonal services to reflect an increase in projected HOPE Scholarship revenue and private foundation funding for the PREP Program ("Post-secondary Readiness Enrichment Program").

2. Acceptance of Declaration of Trust at the University of Georgia

Approved: The Board accepted on behalf of the University of Georgia $200,000 to establish the Jack F. and Susan Rissman Scholarship Fund to benefit students of the university.

Background: Board policy requires that any gift to a University System of Georgia institution with an initial value greater than $100,000 must be accepted by the Board of Regents.

The donation establishes the scholarship fund initially at $200,000, with provisions for future contributions to the fund. It is to be used to provide one or more scholarships for needy, underprivileged, and deserving students enrolled at the University of Georgia.

3. Information Item: Presentation by Peachtree Asset Management on Investment Performance (Health Insurance Reserve Funds)

Mr. Dennis Johnson, President and Chief Investment Officer of Peachtree Assets Management Co., reported to the Committee on the investment performance of the Health Insurance Reserve Funds. The performance exceeded the Solomon Index, which it is measured against.

4. Information Item: Second Quarter FY 1997-98 Financial Report

Senior Vice Chancellor for Capital Resources Lindsay Desrochers and Associate Vice Chancellor for Fiscal Affairs William R. Bowes presented to the Committee the second quarter financial report for the University System of Georgia for the period ending December 31, 1997. The report provides tables which compare actual and budgeted revenues and expenditures through December 1997 for educational and general funds, auxiliary enterprise funds, and student activity funds. In addition, the report contains charts which compare December 1997 financial data with financial data from December 1996.

The report shows the University System of Georgia to be in sound financial condition overall. Revenues and expenditures, relative to budgeted amounts, are at levels expected through this period for all funds. They are also consistent with levels recorded in prior-year reports for the same midyear period.

It was noted that expenditures for athletics programs exceed revenues Systemwide for December 1997. This can be attributed to the higher cost of programs operated in the first part of the fiscal year, especially football. Athletic revenues and expenditures are expected to become balanced in subsequent reporting periods. It was also noted that instructional expenditures and expenditures for scholarships and fellowships under "Other Organized Activities" appear to be high for the midyear period. However, this simply reflects the manner in which funds are disbursed for certain programs (e.g., resident capitation grants which are paid in lump sums at various times during the fiscal year by the Joint Board of Family Practice ) and is not an indication of potential overexpenditure. Finally, it was noted that actual non-fee revenues in student activity funds appear to be higher than expected. The volatility of non-fee revenue for student programs and the difficulty of making very accurate budget projections as a result account for this.

This report is on file with the Office of Capital Resources.

COMMITTEE ON REAL ESTATE AND FACILITIES

The Committee on Real Estate and Facilities met on Tuesday, March 10, 1998 at approximately 1:50 p.m. in the Board Room. Committee members in attendance were Chair J. Tom Coleman, Jr., Vice Chair Charles H. Jones, and Regents Thomas F. Allgood, Sr., Kenneth W. Cannestra, George M. D. (John) Hunt III, Edgar L. Jenkins, Donald M. Leebern, Jr., and Glenn S. White. Chair Coleman reported to the Board on Wednesday that the Committee had reviewed four items, all of which required action. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:

1. Appointment of Architect, University System of Georgia

Approved: The Board appointed the first-named architectural firm listed below for the identified major capital outlay project and authorized the execution of an architectural contract with the identified firm at the stated cost limitation shown for the project. Should it not be possible to execute a contract with the top-ranked firm, the Board would then attempt to execute a contract with the other listed firms in rank order.

Background: At the June 1997 meeting, the Board rank ordered 27 major capital outlay projects, and the staff has commenced the process that will result in the selection of a project design firm for each project. This process included the placement of an advertisement for the first 14 projects in 7 newspapers of general circulation throughout the State, together with a personal letter enclosing a copy of the advertisement to over 200 architectural firms that had previously submitted their credentials. A process was identified for all firms that were interested in pursuing a design commission for one or more of the first 14 projects. This process included the firm's submittal of a standardized qualification questionnaire, followed by a staff/campus group identifying the three or four firms that appeared to be most qualified to perform each particular project.

Each of these firms was then offered the opportunity to submit a more complete statement that included its team's qualifications to the staff/campus committee who compiled the recommendations included below. This process resulted in over 515 firms' being considered for the 14 projects (although some firms competed for more than one project).

Eight of the first 14 were presented in October, and 2 were presented in February. This item presents the eleventh of these 14 projects:

Project No. I-11, "Environmental Sciences & Technology Building"
Georgia Institute of Technology

Project Description: 200,000 gsf. facility that will include a lecture hall, a distance learning classroom, 2 standard classrooms, 10 dry labs, 20 wet labs, 20 research labs, and 70 offices as well as technical support, together with ancillary support services.

Total Project Cost	$45,993,000*
Construction Cost (Stated Cost Limitation)	$35,000,000
A/E (fixed) Fee	$2,250,000

*Includes $12,500,000 from campus donations.

Number of A/E firms that applied for this commission: 47
Recommended A/E design firms in rank order:

Hellmuth Obata Kassabaum of Atlanta
Henningson, Durham & Richardson, Inc. of Atlanta
Lockwood Green of Atlanta

2. Establishment of Campus Student Housing, Armstrong Atlantic State University

Approved: The Board approved the investigation and development of a concept to construct a student housing complex at Armstrong Atlantic State University with the understanding that on-campus, purpose-built facilities are anticipated through a lease agreement with a private entity.

The result of this investigation will be reported to the Board as a "refined concept proposal" prior to the final development of terms and conditions.

Background: In October 1997, the Board passed a new student housing policy that requires each housing campus to prepare a comprehensive plan for student housing, together with a financial plan to support the housing program objectives. Armstrong Atlantic State University has developed a comprehensive student housing plan that is consistent with the policy.

The campus housing plan's objective is to house approximately 5% of the current student enrollment, with the financial projections based on 90% occupancy rate of the proposed housing facilities.

The campus is planning to seek proposals by a private entity to construct a student housing complex on the campus of Armstrong Atlantic State University.

It appears that a student housing facility that is capable of accommodating 300 students in apartment-style units could provide convenient, high-quality, and safe housing units at an affordable cost to the students via a ground lease arrangement (similar to that used at Southern Polytechnic State University) that includes the operation of the facility by a private company.

3. Authorization of Project "Campus Services Building," Kennesaw State University

Approved: The Board authorized Project "Campus Services Building," Kennesaw State University, with a total project budget of $1,700,000 from institutional funds.

The project (14,900 gsf.) will provide space for approximately 60 staff in Procurement, Business Services, Personnel, and Campus Police. This project is necessitated by Kennesaw State University's utilization rate, which is currently the highest classroom utilization rate in the System at 52% and the least square footage assigned to each equivalent full-time student ("EFT") at 73 sf./EFT.

The project has an estimated construction cost of $1,393,000 ($85 per square foot for finished space and $30 per square foot for unfinished space).

Funding for the project includes $500,000 of fiscal year 1998 interest income, $500,000 of fiscal year 1998 operating budget, and $700,000 fiscal year 1998 auxiliary funds.

Since this project was approved, the Board of Regents staff, in conjunction with Kennesaw State University, will proceed with the selection of an architectural firm.

As a result of this project, approximately 10,600 sf. will be vacated in the core campus, for which renovation will be requested as a minor capital project in fiscal year 2000. If the minor capital project is approved, the renovation will permit the space to be used for the development office, library services, faculty offices, classrooms, and academic support services.

4. North Metro Center, Georgia State University

Approved: The Board approved the North Metro Center, subject to the City of Alpharetta's providing a letter of intent with specific commitment from the community for land, infrastructure, and endowment contributions.

In December 1997, the Board discussed proposals for off-campus centers in Bartow County, Gwinnett County, Camden County, and north metropolitan Atlanta ("North Metro"). In discussion on the North Metro Center proposal, the Board had several questions regarding the long-term service goal for the center, collaboration of other institutions, and the terms for participation of the community in acquiring land and other financial support for the center. At this meeting, President Carl Patton of Georgia State University presented a revised proposal for the center. Alpharetta Mayor Chuck Martin was also present at the meeting to show his support for the North Metro Center.

COMMITTEE ON EDUCATION, RESEARCH, AND EXTENSION

The Committee on Education, Research, and Extension met on Tuesday, March 10, 1998 at approximately 2:55 p.m. in the Board Room. Committee members in attendance were Chair Edgar L. Rhodes, Vice Chair David H. (Hal) Averitt, and Regents Shannon L. Amos and Hilton H. Howell, Jr. Chair Rhodes reported to the Board on Wednesday that the Committee had reviewed 18 items, 11 of which required action. Additionally, 84 appointments were reviewed and recommended for approval. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:

1. Presentation/Discussion Item: Common Admission Application

President DePaolo of Georgia College & State University introduced Dr. Larry A. Peevy, Associate Vice President for Enrollment Services at Georgia College & State University. Dr. Peevy was assisted by Dr. John Albright, Senior Associate Director of Admissions at the University of Georgia; Mr. Brad Bacon, the University System of Georgia Webmaster; and Mr. Les Janis, Director of the Georgia Career Information System, in his presentation of the Georgia Application and Electronic Advisement System ("GA EASY") to the Committee. GA EASY is an electronic common admission application which makes accessing information on System institutions possible through the World Wide Web from home, from school, from a library, from out of the State, and from out of the country. It helps students with their college selection and allows them to apply for admission to any System institution electronically. Dr. Peevy and Mr. Janis demonstrated to the Committee how GA EASY is used and discussed its advantages for students as well as for the System. Some of the advantages of GA EASY are that it supports the high school guidance programs, provides specific and accurate information about System institutions, reduces application data entry time, makes it easy to apply to more than one System institution, allows students to access their admission statuses sooner, is high-tech and user-friendly, will allow faster response time to students, will save money, and will increase the number of applications to System institutions, among others.

2. Revision to Faculty Contract Forms Contained in Board Policies 803.1202, 803.1301, 803.1302, 803.1303, 803.1304, 803.1305, and 803.1306

Approved: The Board approved revised faculty contract instructions and forms contained in Board Policies 803.1202, 803.1301, 803.1302, 803.1303, 803.1304, 803.1305, and 803.1306, effective immediately.

As the University System prepares to move to the semester system, it is necessary to revise faculty contract forms to remove references to the quarter system. In addition, Section 803.1306 has been added to clarify compensation and responsibilities of administrators who hold faculty rank.

The revised faculty contract instructions and forms are on file with the Office of Human and External Resources and are available electronically on the Faculty Information System. Copies were also sent to all of the Chief Academic Officers at all System institutions.

3. Approval of Biomedical Engineering Department to Offer the Existing Major in Bioengineering Under the Doctor of Philosophy Degree and the Existing Master of Science in Bioengineering Degree, Georgia Institute of Technology

Approved: The Board approved the request of President G. Wayne Clough of the Georgia Institute of Technology ("GIT") that the Biomedical Engineering Department be authorized to offer the existing major in bioengineering under the doctor of philosophy degree and the existing master of science in bioengineering degree, effective March 11, 1998.

At its September 1997 meeting, the Board authorized GIT to establish a Department of Biomedical Engineering jointly with Emory University. As the coordinator of GIT's participation in this interdisciplinary and interinstitutional effort, the department will now offer the currently existing major in bioengineering under the doctor of philosophy degree and the existing master of science in bioengineering degree.

As reported to the Board in September 1997, the biomedical engineering field combines traditional engineering expertise with knowledge of medicine and biology to analyze and solve problems related to the improvement of health care. Biomedical engineers may be called upon to design instruments, sensors, devices, and software that bring together knowledge from many technical sources to develop new procedures. The mission of the Biomedical Engineering Department is to educate and prepare students to reach the forefront of leadership in the fields of biomedical engineering and to influence health care by assembling a world-class faculty who are in the forefront of research in key biomedical areas.

4. Establishment of an Associate of Applied Science in Environmental Horticulture Degree, Dalton College

Approved: The Board approved the request of President James A. Burran of Dalton College to establish an associate of applied science degree in environmental horticulture, effective March 11, 1998.

Abstract: For the past year, Dalton College has offered a certificate course in environmental horticulture with approximately 20 majors. There have been numerous requests for the associate of applied science degree by those enrolled. That vertical mobility can be provided for the students at no additional cost to the institution.

Need: In 1993, environmental horticulture faculty in area high schools expressed a need for establishing this program at Dalton College. Results of 1,019 distributed interest surveys showed that over 50% of the high school seniors expressed an interest in one-year, two-year, or four-year environmental horticulture programs. Of 40 prospective employers, 77.5% said that Dalton College should offer such programming. In fall 1996, Dalton College was approved to begin a one-year certificate program in environmental horticulture. Prospective employers, high school faculty, and students affirmed that this was the first step on a career ladder leading to a two-year degree.

Objectives: The objectives of the program are to provide current curriculum, instructional materials, and equipment which teach knowledge, skills, and attitudes appropriate to the industry needs; provide educational facilities which foster learning and provide safe, healthy environments available and accessible to all students who can benefit from the program; provide academic instruction which supports effective learning within the program; and enhance professional performance on the job. Students will acquire the knowledge to work in such areas as greenhouse/nursery production, landscape contracting, garden center management, and golf course management.

Curriculum: The associate of applied science in environmental horticulture will be housed in the Department of Environmental Horticulture which is part of the Technical Division of the institution.

Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 8, 9, and 15.

Funding: No additional funding is required to support the program. The institution will utilize internally redirected funds to initiate and maintain the program.

Assessment: The Office of Academic Affairs will work with the institution to measure the success and continued effectiveness of the proposed program. In 2001, the program will be evaluated by the institution and the System Office to determine the success of the program's implementation and achievement of the enrollment, quality, viability, and cost-effectiveness, as indicated in the proposal.

DALTON COLLEGE
Associate of Applied Science in Environmental Horticulture Degree
Sample Program of Study

	Quarter Credit Hours
General Education (Choose for a total of 35 - 36 hours)
English 101: Composition	5
History 251 OR 252: American History	5
Mathematics 100: College Algebra OR Mathematics 106 and 107: Algebra I and II OR Mathematics III: Technical Mathematics	5 - 6
Political Science 101: American Government	5
Speech 108: Fundamentals of Speech	5
Biology 101 or 203: General Biology or Botany	5
Management 260: Principles of Management	5
Major Field Courses (Choose for a total of 63 hours)
Environmental Hort 100: Horticulture Science	5
Environmental Hort 101: Plant Identification	5
Environmental Hort 103: Greenhouse Management I	5
Environmental Hort 104: Horticulture Construction	5
Environmental Hort 105: Nursery Production	2
Environmental Hort 106: Landscape Design	5
Environmental Hort 107: Landscape Installation	5
Environmental Hort 108: Pest Control	5
Environmental Hort 110: Greenhouse Management II	5
Environmental Hort 112: Landscape Management	3
Environmental Hort 114: Garden Center Management	3
Environmental Hort 215: Environmental Horticulture Internship	15
Physical Education 100: Standard First Aid/Adult CPR	1
Electives	5
TOTAL HOURS:	104 - 105

5. Establishment of a Major in African-American Studies Under the Existing Bachelor of Arts Degree, Georgia State University

Approved: The Board approved the request of President Carl V. Patton of Georgia State University to establish a major in African-American studies ("AAS") under the existing bachelor of arts degree, effective March 11, 1998.

Abstract: Currently, in the nation's universities and colleges, the discipline of AAS is undergoing a second renaissance. Since the establishment of the Department of African-American Studies at Georgia State University in 1994, 24 courses focusing on the African-American experience have been added to the curriculum, bringing the total offerings to 34 courses. Given the substantial number of courses and faculty expertise, a major is being proposed under the current bachelor of arts degree.

Need: A major in AAS offers an interdisciplinary approach to the study of African-American people nationally and globally. It offers critiques of knowledge presented in other disciplines and professions and provides accounts of the realities of African-Americans' lives and visions for empowerment. Since 1994, over 500 students have taken AAS courses at Georgia State University. During the past five quarters (fall 1994 through fall 1995), a total of 584 students enrolled in the 20 AAS undergraduate courses. Courses taught during this period generated 1,529 credit hours. Presently, 20 students are minoring in AAS and 10 individuals have contacted the department expressing an interest in earning a bachelor of arts degree in AAS. Over 90% of all AAS courses are cross-listed with other departments in the College of Arts and Sciences.

Objectives: The objectives of the bachelor of arts major in AAS are to further the university's mission of providing a curriculum reflective of the multicultural components of the State and the nation, to provide students with historical and cultural grounding, to advance interdisciplinary inquiry at the university, to promote the university's commitment to service learning and community outreach, and to enhance faculty diversity and provide opportunities for faculty professional development. Students will have the opportunity to pursue graduate study or become involved in community service outreach through such organizations as the American Red Cross, the Atlanta Outreach Center, the Atlanta Urban Ministry, and other agencies. Students will also have opportunities to grow professionally with such organizations as the Atlanta University Center, the Martin Luther King Center, The Herndon Home, the Hammonds House Gallery of African-American Art, the APEX (African-American Panoramic Experience) Museum, and the Auburn Avenue Research Library.

Curriculum: The program will be administered by the Department of African-American Studies of the College of Arts and Sciences. The entire program of study will be 180 quarter hours (120 semester hours). It is anticipated that the institution will admit the first class of students in the spring quarter of 1998. Students majoring in AAS are required to take two AAS courses (10 credit hours) at the lower division under the rubric of courses appropriate to the program of study and 40 hours of upper-division AAS courses for the major.

These upper-division hours are comprised of three core courses (15 credit hours) and five courses distributed over two areas of concentration: humanities and social and behavioral sciences. The major will facilitate dialogue about the substantive nature of the role that people of African descent have played in the generation of knowledge and their contributions to human civilization. The program will also acquaint students with the broad array of issues, theoretical models, and research methods of the discipline of AAS. Opportunities are available for Georgia State University to collaborate with Savannah State University in this discipline.

Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 15, 20, and 35.

Funding: No additional funding is required to support the program. An in-depth curriculum, distinguished faculty, sufficient budgetary resources, as well as adequate facilities are currently in place to offer the proposed program.

GEORGIA STATE UNIVERSITY
Major in African-American Studies Under the Existing Bachelor of Arts Degree
Sample Program of Study

Courses Appropriate to the Major Field (30 hours)

AAS 114/HIST 114: Introduction to African and African-American Culture (5)
AAS 201: Introduction to African-American Studies (5)
Foreign Language 103, 204 (10 hours)
Electives (10 hours) from the following:

ANTH 202	EC 201,202	SOC 201, 202
HIST 111, 112, 113	PSY 203, 204	MATH 107
GEOG 101	PHIL 201, 241	PSY 101; 202
WST 201

Required Core Courses (15 hours)
AAS 312: African Diaspora (5); AAS 412: African-American Political Thought (5); and AAS 498: Senior Seminar and Practicum (5)

Required Major Courses (25 hours)
A minimum of 25 hours must be taken from African-American Studies courses at the 300-400 level which must include three (3) courses from one of the two (2) areas of concentration: Humanities and Social/Behavioral Sciences:

Humanities Courses	Social/Behavioral Science Courses
AAS 308/PHIL 308: History of African-American Philosophy	AAS 300/SOC 352: African-American Family
AAS 331/HIST 331: Eastern and Southern Africa	AAS 305/PSY 352: Introduction to African-American Psychology
AAS 350/MUS 250: Jazz History	AAS 324/ANTH 324: Peoples and Cultures of Africa
AAS 388/ENG 388: African-American Literature	AAS 348/SPCH 450: African-American Rhetoric
AAS 425/RELS 425: African-American Religion	AAS 400/SOC 401: Issues in the African-American Community
AAS 430/AH 400: African Art	AAS 408/WST 411: African-American Female Activism
AAS 431/AH 401: Art of Egypt, Nubia and Maghrib	AAS 410/SOC 410: African-American Women in the United States
AAS 432/AH 462: African-American Art	AAS 416/POLS 416: African-American Politics
AAS 465/TH 409: African-American Theatre	AAS 418/POLS 418: Politics of the Civil Rights Movement
AAS 475/PHIL 475: African-American Ethical and Legal Issues	AAS 428/ANTH 428: African-American Anthropology
AAS 485/ENG 485: African-American Women's Fiction	AAS 453/WST 401, SPCH 452: Voices of African-American Feminists

6. Establishment of the Glen P. Robinson Research Chair in Electro-Optics, Georgia Institute of Technology

Approved: The Board approved the request of President G. Wayne Clough of the Georgia Institute of Technology to establish the Glen P. Robinson Research Chair in Electro-Optics, effective March 11, 1998.

The Georgia Tech Foundation, Inc. has established endowment funds in the principal amount of $1.5 million for the Glen P. Robinson Research Chair in Electro-Optics at GIT.

Mr. Robinson graduated from GIT with a bachelor's degree in physics in 1948 and a master's degree in physics in 1950. He is trustee emeritus of the Georgia Tech Foundation, Inc. and trustee emeritus and former chairman of the Georgia Tech Research Corporation. The chair bears Mr. Robinson's name in recognition of his commitment to GIT.

7. Establishment of the Glen P. Robinson Research Chair in Nonlinear Science, Georgia Institute of Technology

Approved: The Board approved the request of President G. Wayne Clough of the Georgia Institute of Technology ("GIT") to establish the Glen P. Robinson Research Chair in Nonlinear Science, effective March 11, 1998.

The Georgia Tech Foundation, Inc. has established endowment funds in the principal amount of $1.5 million for the Glen P. Robinson Research Chair in Nonlinear Science at GIT.

8. Establishment of the Karl E. Peace Endowed Chair in Mathematics/Computer Science, Georgia Southern University

Approved: The Board approved the request of President Nicholas L. Henry of Georgia Southern University to establish the Karl E. Peace Endowed Chair in Mathematics/Computer Science, effective March 11, 1998.

The Georgia Southern University Foundation has a commitment of $500,000 from Dr. Peace to establish the Karl E. Peace Endowed Chair in Mathematics/Computer Science. The establishment of this endowed chair will assist in recognizing the contributions of Dr. Peace.

Dr. Peace earned a bachelor of science degree in 1963 from Georgia Southern University. He holds a master of science degree from Clemson University and a doctor of philosophy degree from the Medical College of Virginia. Dr. Peace taught mathematics at Georgia Southern University from 1965 until 1969. Dr. Peace has become a distinguished scientist in the field of biostatistics and biopharmaceutical research.

9. Institutional Reorganization, Macon State College

Approved: The Board approved the request of President David A. Bell to reorganize Macon State College, effective March 11, 1998.

Macon State College's new administrative organization will reduce from 13 to 4 the number of offices reporting directly to the president, shift resources to the college's academic core by moving student affairs under academic affairs, and consolidate institutional advancement functions (public relations, publications, development and alumni affairs, community relations, and grants and contracts) into a single, coherent unit. The bachelor of science program in information technology will be established as an independent unit (apart from the Division of Economics and Business) to enhance its institutional identity and accelerate its potential for growth.

Several changes in personnel will coincide with the streamlining of the organization. The position of Vice President for Student Affairs has been eliminated. A successful search for the new Vice President for Fiscal Affairs has been completed, and a national search is underway for the new Vice President for Academic Affairs. The position of Vice President for Institutional Advancement will be assumed by the Director of College Relations. In addition, the person who serves as Director of Admissions and Acting Director of Enrollment Management will no longer be considered acting, but rather, will be considered permanent in those capacities.

10. Institutional Reorganization, Kennesaw State University

Approved: The Board approved the request of President Betty L. Siegel to reorganize Kennesaw State University, effective July 1, 1998.

Kennesaw State University's faculty have explored ways to improve the focus and effectiveness of the learning community and to strengthen collaborative linkages across disciplines. The institutional changes involve the strategic redirection and realignment of several academic units at Kennesaw State University.

The three organizational improvements are as follows:

Realignment of Interrelated Professional Programs and Departments Into a College of Health and Human Services, Replacing the School of Nursing

The faculty and departments that offer health and human service programs at Kennesaw State University have been dispersed across several different colleges and divisions of the University. The scattered placement of the disciplines has restricted the impact and visibility of the programs. The proposed realignment will involve the Baccalaureate Nursing Department, the Primary Care Nursing Department, all contract service programs of the School of Nursing with the Department of Health, Physical Education and Sport Science (previously in the College of Education), the Department of Public Administration and Human Services (previously in the College of Arts, Humanities, and Social Sciences), and the Wellness Center (redirected from the Student Services Division). The resultant College will have 52 full-time faculty and staff, programs involving 1,524 majors, and increased prospects for growth in programs, contract services, and grants.
Realignment of the Special Education Programs and Faculty Into a Department of Special Education

Kennesaw State University's faculty and Master's programs in special education have grown rapidly in response to this being cited as a critical area by the State Department of Education. Departmental visibility is desirable for this discipline. Special education is currently a unit within the Department of Elementary & Early Childhood Education. The proposal redirects four of the 14 full-time faculty from the department, and one position from the Secondary & Middle Grades Department to the New Department of Special Education. This proposal redirects four of the 14 full-time faculty from that department, and one position from the Secondary & Middle Grades Department to the new Department of Special Education.
Realignment of Social Science Faculty Into a Department of Sociology, Geography and Anthropology

Six social science faculty who specialize in sociology and anthropology and who are in the Department of Public Administration and Human Services, three social geographers in the Department of Political Science and International Affairs, and the Director of the Center for Excellence in Teaching & Learning are working collaboratively on curricular initiatives. These projects involve creative applications of technology, innovative general education and undergraduate majors and certificate programs. The instructional effectiveness of their work would be improved through this departmental realignment. A total of nine full-time faculty would form this new department.

All of the proposed realignments involve redirection of existing institutional resources. No special funding is required or requested. Improved instructional effectiveness and collaboration associated with these redirections can be expected to result in increased productivity and responsiveness to State needs and employer demands.

11. Renaming of the Departments of Nursing and Accounting to the School of Nursing and School of Accountancy, Georgia Southern University

Approved: The Board approved the request of President Nicholas Henry to rename the Departments of Nursing and Accounting to the School of Nursing and School of Accountancy, effective March 11, 1998.

Georgia Southern University requests that the current Department of Accounting be renamed a School of Accountancy within the College of Business Administration. The school would be headed by a director reporting to the Dean of the College of Business Administration. The School of Accountancy will have a distinct, visible professional identity within the college, the university and the professional accounting community. The school will have an accounting advisory board comprised of practicing professionals. Some benefits associated with this change are the fact that a School of Accountancy will create an espirit-de-corps for accounting students and a School of Accountancy will enhance fund-raising activities due to its separate identity. Although autonomous, the School of Accountancy has a mission that is consistent with that of the college and university. The discipline of accounting is recognized as a profession by various professional certifications that its graduates can obtain. These include the designation as Certified Public Accountant, Certified Management Accountant, and Certified Internal Auditor. There are no budgetary considerations related to this change.

The institution requests approval for a School of Nursing within the College of Health and Professional Studies to replace the existing Department of Nursing. The School of Nursing would be headed by a chair reporting to the dean of the College of Health and Professional Studies. Motivation for this change comes from recommendations of external review agencies, programs in peer institutions that house nursing units within a college of health, and the desire to retain national stature and visibility for an outstanding program. There are no budgetary considerations related to this change.

12. Administrative and Academic Appointments and Personnel Actions, Various System Institutions

The following administrative and academic appointments were reviewed by Education Committee Chair Edgar L. Rhodes and were approved by the Board. All regular appointments are on file with the Office of Academic Affairs.

CONFERRING OF EMERITUS STATUS: AT THE REQUEST OF THE PRESIDENTS OF VARIOUS
INSTITUTIONS IN THE UNIVERSITY SYSTEM, THE BOARD CONFERRED THE TITLE OF
EMERITUS UPON THE FOLLOWING FACULTY MEMBERS, EFFECTIVE ON THE DATES INDICATED:

(A) GEORGIA STATE UNIVERSITY

BATTEN, ROBERT W.: PROFESSOR EMERITUS OF ACTUARIAL SCIENCE, DEPARTMENT OF RISK
MANAGEMENT & INSURANCE, COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE JUN 18,
1998.

BERRY, LEONARD E.: PROFESSOR AND DIRECTOR EMERITUS OF ACCOUNTANCY, SCHOOL OF
ACCOUNTANCY, COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE JUN 18, 1998.

BROWN, JOHN E.: ASSISTANT PROFESSOR EMERITUS OF ACTUARIAL SCIENCE, DEPARTMENT OF
RISK MANAGEMENT & INSURANCE, COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE JUN 18,
1998.

BURDEN, CHARLES A.: PROFESSOR EMERITUS OF MANAGEMENT, DEPARTMENT OF MANAGEMENT,
COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE JUN 18, 1998.

GREENE, MYRON TYRONE: PROFESSOR EMERITUS OF COMPUTER INFORMATION SYSTEMS,
DEPARTMENT OF COMPUTER INFORMATION SYSTEMS, COLLEGE OF BUSINESS ADMINISTRATION,
EFFECTIVE JUN 18, 1998.

GREER, JOHN T.: PROFESSOR EMERITUS OF EDUCATIONAL POLICY STUDIES, DEPARTMENT OF
EDUCATIONAL POLICY STUDIES, COLLEGE OF EDUCATION, EFFECTIVE AUG 18, 1998.

HERMANSON, ROGER H.: REGENTS' PROFESSOR EMERITUS OF MANAGEMENT, SCHOOL OF
ACCOUNTANCY, COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE JUN 18, 1998.

SMITS, STANLEY J.: PROFESSOR AND CHAIR EMERITUS OF MANAGEMENT, DEPARTMENT OF
MANAGEMENT, COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE JUN 18, 1998.

TRUSLOW, JOHN W.: ASSOCIATE PROFESSOR EMERITUS OF LEGAL STUDIES, DEPARTMENT OF
RISK MANAGEMENT & INSURANCE, COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE
JUN 18, 1998.

VERNOR, JAMES D.: ASSOCIATE PROFESSOR AND CHAIR EMERITUS OF REAL ESTATE,
DEPARTMENT OF REAL ESTATE, COLLEGE OF BUSINESS ADMINISTRATION, EFFECTIVE JUN 18,
1998.

(B) UNIVERSITY OF GEORGIA

FERRE, FREDERICK: PROFESSOR EMERITUS, DEPARTMENT OF PHILOSOPHY, FRANKLIN COLLEGE
OF ARTS AND SCIENCES, EFFECTIVE JUL 1, 1998.

BOXER, ROBERT J.: PROFESSOR EMERITUS OF CHEMISTRY, DEPARTMENT OF CHEMISTRY, THE
ALLEN E. PAULSON COLLEGE OF SCIENCE & TECHNOLOGY, EFFECTIVE APR 1, 1998.

BROGDON, FREDERICK W.: ASSISTANT PROFESSOR EMERITUS OF HISTORY, DEPARTMENT OF
HISTORY, COLLEGE OF LIBERAL ARTS & SOCIAL SCIENCES, EFFECTIVE APR 1, 1998.

JOHNSON, RICHARD B.: ASSOCIATE EMERITUS PROFESSOR OF COMMUNICATION ARTS,
DEPARTMENT OF COMMUNICATION ARTS, COLLEGE OF LIBERAL ARTS & SOCIAL SCIENCES,
EFFECTIVE APR 1, 1998.

KARRH, JOHN B.: PROFESSOR EMERITUS OF CIVIL ENGINEERING TECHNOLOGY, SCHOOL OF
TECHNOLOGY, THE ALLEN E. PAULSON COLLEGE OF SCIENCE & TECHNOLOGY, EFFECTIVE
APR 1, 1998.

LAVENDER, D. EARL: ASSOC PROF EMERITUS OF MATHEMATICS AND DEPARTMENT CHAIR
EMERITUS OF MATH & COMPUTER SCIENCE, DEPARTMENT OF MATHEMATICS & COMPUTER
SCIENCE, THE ALLEN E. PAULSON COLLEGE OF SCIENCE & TECHNOLOGY, EFFECTIVE APR 1,
1998.

MANRING, JAMES E.: PROF EMERITUS OF ENGINEERING STUDIES AND DEAN EMERITUS OF
ALLEN E. PAULSON COLLEGE OF TECHNOLGY, SCHOOL OF TECHNOLOGY, THE ALLEN E. PAULSON
COLLEGE OF SCIENCE & TECHNOLOGY, EFFECTIVE APR 1, 1998.

MAUR, KISHWAR M.: ASSOCIATE PROFESSOR EMERITA OF BIOLOGY, DEPARTMENT OF BIOLOGY,
THE ALLEN E. PAULSON COLLEGE OF SCIENCE & TECHNOLOGY, EFFECTIVE APR 1, 1998.

SMITH, SUE L: ASSISTANT PROFESSOR EMERITA OF FAMILY AND CONSUMER SCIENCES,
DEPARTMENT OF FAMILY AND CONSUMER SCIENCES, COLLEGE OF HEALTH & PROFESSIONAL
STUDIES, EFFECTIVE APR 1, 1998.

(D) AUGUSTA STATE UNIVERSITY

WALKER, RALPH H.: CHAIRMAN AND PROFESSOR EMERITUS OF POLITICAL SCIENCE,
DEPARTMENT OF POLITICAL SCIENCE, SCHOOL OF ARTS & SCIENCES, EFFECTIVE SEP 1,
1998.

(E) GEORGIA COLLEGE & STATE UNIVERSITY

LONG, JOSEPH GORDON: PROFESSOR EMERITUS OF MARKETING DEPARTMENT OF MARKETING, J.
WHITNEY BUNTING SCHOOL OF BUSINESS, EFFECTIVE MAR 11, 1998.

(F) DARTON COLLEGE

EDWARDS, CHARLES T.: DIRECTOR OF ENROLLMENT MANAGEMENT EMERITUS, DIVISION OF
SCIENCE-MATHEMATICS, EFFECTIVE JUL 1, 1998.

HEWETT, DAVID G.: CHAIR AND PROFESSOR EMERITUS, DIVISION OF SOCIAL SCIENCE,
EFFECTIVE JUL 1, 1998.

WALTON, JERRY ALEX: PROFESSOR OF HISTORY AND EDUCATION POSTHUMOUS EMERITUS,
DIVISION OF SOCIAL SCIENCE, EFFECTIVE JUL 1, 1998.

APPROVAL OF LEAVES OF ABSENCE: THE BOARD APPROVED THE FOLLOWING LEAVES OF ABSENCE AND
THE SALARIES FOR THE PERIODS RECOMMENDED AT THE FOLLOWING INSTITUTIONS:

(A) UNIVERSITY OF GEORGIA

DATTA, NEERAJ: ASSOC RESEARCH SCI, DEPARTMENT OF BIOCHEMISTRY AND MOLECULAR
BIOLOGY, FRANKLIN COLLEGE OF ARTS AND SCIENCES, LEAVE FROM JUN 1, 1997 TO
MAY 31, 1998, WITHOUT PAY.

LIPSON, MARC LARSO: ASSISTANT PROFESSOR, DEPARTMENT OF BANKING & FINANCE,
COLLEGE OF BUSINESS ADMINISTRATION, LEAVE FROM JUN 1, 1998 TO JUN 30, 1999,
WITH PAY.

MEGGINSON, WILLIAM LEON: ASSOCIATE PROFESSOR, DEPARTMENT OF BANKING & FINANCE,
COLLEGE OF BUSINESS ADMINISTRATION, LEAVE FROM AUG 20, 1998 TO MAY 7, 1999,
WITHOUT PAY.

(B) GEORGIA SOUTHERN UNIVERSITY

FALL, LISA T.: ASSISTANT PROFESSOR, DEPARTMENT OF COMMUNICATION ARTS, COLLEGE OF
LIBERAL ARTS & SOCIAL SCIENCES, LEAVE FROM AUG 1, 1998 TO MAY 31, 1999,
WITHOUT PAY.

APPOINTMENT OF FACULTY MEMBERS PREVIOUSLY RETIRED FROM THE UNIVERSITY SYSTEM:
THE BOARD APPROVED THE FOLLOWING PART-TIME APPOINTMENTS OF FACULTY MEMBERS PREVIOUSLY
RETIRED FROM THE UNIVERSITY SYSTEM:

(A) GEORGIA INSTITUTE OF TECHNOLOGY

FARILL, TRENT G.: SR RESEARCH ENGINEER, ELECTRO-OPTICS ENVIRONMENT & MATERIALS
LABORATORY, GEORGIA TECH RESEARCH INSTITUTE, AS NEEDED FOR PERIOD BEGINNING
FEB 3, 1998 AND ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

SHARKEY, MILDRED: PROGRAM COORDINATOR, COLLEGE OF SCIENCES, AS NEEDED FOR PERIOD
BEGINNING JAN 9, 1998 AND ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

(B) UNIVERSITY OF GEORGIA

FREE, WILLIAM JOSEPH: ASSOCIATE PROFESSOR, DEPARTMENT OF ENGLISH, FRANKLIN
COLLEGE OF ARTS AND SCIENCES, AS NEEDED FOR PERIOD BEGINNING JAN 6, 1998 AND
ENDING MAR 20, 1998, AT LESS THAN HALF TIME.

JOHNSON, BILLY JACK: PROFESSOR, DEPARTMENT OF CROP & SOIL SCIENCES, COLLEGE OF
AGRICULTURAL AND ENVIRONMENTAL SCIENCES, AS NEEDED FOR PERIOD BEGINNING MAR 27,
1998 AND ENDING JUN 11, 1998, AT LESS THAN HALF TIME.

JOHNSTON, MARGARET MIMS: INSTRUCTOR, GEORGIA CENTER FOR CONTINUING EDUCATION,
VICE PRESIDENT FOR SERVICE, AS NEEDED FOR PERIOD BEGINNING JUL 1, 1997 AND
ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

STICHER, CHARLES R.: PROJECT COORDINATOR, VICE PRESIDENT FOR ACADEMIC AFFAIRS,
AS NEEDED FOR PERIOD BEGINNING JUL 1, 1998 AND ENDING JUN 30, 1999, AT LESS
THAN HALF TIME.

WISE, ALFRED PAUL: ASOP EMERITUS, DEPARTMENT OF TELECOMMUNICATIONS, COLLEGE OF
JOURNALISM & MASS COMMUNICATIONS, AS NEEDED FOR PERIOD BEGINNING FEB 3, 1998
AND ENDING MAR 3, 1998, AT LESS THAN HALF TIME.

JONES, GRACE D.: CLERK I, AS NEEDED FOR PERIOD BEGINNING FEB 1, 1998 AND
ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

LAMPERT, LARRY: BUS OPERATOR, AS NEEDED FOR PERIOD BEGINNING MAR 1, 1998 AND
ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

(D) ARMSTRONG ATLANTIC STATE UNIVERSITY

JENKINS, MARVIN VERNON: PROFESSOR EMERITUS, DEPARTMENT OF LANGUAGES, LITERATURE
& DRAMATIC ARTS, COLLEGE OF ARTS AND SCIENCES, AS NEEDED FOR PERIOD BEGINNING
JAN 1, 1998 AND ENDING JUN 11, 1998, AT LESS THAN HALF TIME.

LANIER, OSMOS: PROFESSOR EMERITUS, DEPARTMENT OF HISTORY, COLLEGE OF ARTS AND
SCIENCES, AS NEEDED FOR PERIOD BEGINNING JAN 1, 1998 AND ENDING JUN 11, 1998,
AT LESS THAN HALF TIME.

(E) DEKALB COLLEGE

DURHAM, SANDRA B.: PART-TIME PROFESSOR, DEKALB COLLEGE (CENTRAL), AS NEEDED FOR
PERIOD BEGINNING JAN 26, 1998 AND ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

APPOINTMENT OF FACULTY MEMBERS PREVIOUSLY RETIRED FROM THE UNIVERSITY SYSTEM:
THE BOARD APPROVED THE PART-TIME APPOINTMENTS OF FACULTY MEMBERS OVER THE
AGE OF SEVENTY PREVIOUSLY RETIRED FROM THE UNIVERSITY SYSTEM:

(A) GEORGIA INSTITUTE OF TECHNOLOGY

MARSHALL, HOLCOMBE T.: DIRECTOR ADMINISTRATIVE, AS NEEDED FOR PERIOD BEGINNING
JAN 2, 1998 AND ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

(B) UNIVERSITY OF GEORGIA

DOWLING, JOHN CLARKSON: PROFESSOR EMERITUS & DEAN OF GRAD SCHOOL EMER,
DEPARTMENT OF ROMANCE LANGUAGES, FRANKLIN COLLEGE OF ARTS AND SCIENCES, AS
NEEDED FOR PERIOD BEGINNING JAN 6, 1998 AND ENDING MAR 20, 1998, AT LESS THAN
HALF TIME.

HALE, WILLIAM HARVEY JR.: PART-TIME ASSOC PROFESSOR, INSTITUTE OF GOVERNMENT,
VICE PRESIDENT FOR SERVICE, AS NEEDED FOR PERIOD BEGINNING NOV 17, 1997 AND
ENDING JUN 30, 1998, AT LESS THAN HALF TIME.

EVANS, MILDRED: ADMINISTRATIVE SECRETARY, AS NEEDED FOR PERIOD BEGINNING FEB 13,
1998 AND ENDING APR 10, 1998, AT LESS THAN HALF TIME.

(D) FORT VALLEY STATE UNIVERSITY

SIMMONS, JULIUS C.: COUNSELOR, DEPARTMENT OF DEVELOPMENTAL STUDIES, AS NEEDED FOR
PERIOD BEGINNING JAN 5, 1998 AND ENDING MAR 19, 1998, AT LESS THAN HALF TIME.

APPOINTMENT OF FACULTY: THE BOARD APPROVED THE FOLLOWING NUMBERS OF APPOINTMENTD OF
FACULTY MEMBERS AT THE SALARIES AND FOR THE PERIOD RECOMMENDED AT THE FOLLOWING INSTITUTIONS:

GEORGIA INSTITUTE OF TECHNOLOGY 25
GEORGIA STATE UNIVERSITY 2
UNIVERSITY OF GEORGIA 14
GEORGIA SOUTHERN UNIVERSITY 7
VALDOSTA STATE UNIVERSITY 3
ALBANY STATE UNIVERSITY 1
CLAYTON COLLEGE & STATE UNIVERSITY 1
COLUMBUS STATE UNIVERSITY 3
FORT VALLEY STATE UNIVERSITY 1
GEORGIA COLLEGE & STATE UNIVERSITY 1
KENNESAW STATE UNIVERSITY 1
STATE UNIVERSITY OF WEST GEORGIA 1
ATLANTA METROPOLITAN COLLEGE 2
MACON STATE COLLEGE 1
MIDDLE GEORGIA COLLEGE 3

13. Information Item: Southern Association of Colleges and Schools Reaffirmation, South Georgia College

President Edward D. Jackson, Jr. has informed the Board of Regents that South Georgia College has received reaffirmation by the Southern Association of Schools and Colleges.

As part of the reaffirmation process, the college conducted a two-year self-study which examined every aspect of the institution's operation and enlisted the active participation of faculty, staff, students, and members of the community. The comprehensive self-examination yielded suggestions which strengthened the institution and improved its effectiveness. No recommendations for follow-up reporting were requested in the areas of planning and institutional effectiveness.

14. Information Item: Establishment of an Interdisciplinary Certificate Program in East Central European Studies, University of Georgia

President Michael F. Adams has informed the Board of Regents that the University of Georgia will establish an interdisciplinary certificate program in East Central European studies.

The certificate program in East Central European studies is designed for students who wish to study various sociopolitical, economic, cultural, and spiritual aspects of East Central Europe as an historically distinct region. It develops interdisciplinary programs of instruction and offers students an opportunity to earn an East Central European studies certificate in conjunction with their work for the bachelor's degree in a large number of disciplines, including anthropology, art history, business, comparative literature, education, geography, Germanic and Slavic languages and literatures, history, Italian language and literature, journalism, music, philosophy, political science, religion, and sociology. Many students majoring in some of these disciplines can satisfy the certificate requirements with few or no additions to their regular program of study.

The certificate program consists of 18 credit hours, divided into 9 hours of core courses and 9 hours of electives. Some of the core courses include East Central European Literature and Culture (CMLT 4400), Nazism and Fascism in Europe 1919 - 1945 (HIST 4410), Comparative Political Analysis (POLS 3300), and Politics of International Economic Relations (POLS 4230).

15. Information Item: Establishment of the Center for Healthcare Improvement, Medical College of Georgia

President Francis J. Tedesco has informed the Board of Regents that the Medical College of Georgia will establish a Center for Healthcare Improvement.

The Center for Healthcare Improvement will assist the Medical College of Georgia in enhancing the current educational programs by offering exposure to practice in integrated health care systems. These systems will consist of multi-disciplinary patient care teams comprised of physicians and other health care professionals. The center will allow the patient care teams to keep abreast of changing knowledge by having access to statewide patient populations and practicing primary care physicians for training and systems and databases for research to support that training.

This center will assist the Medical College of Georgia in supporting the physicians of Georgia in the practice of cost effective and clinically effective medicine and in documenting the effect of management care on health outcomes and access to medical care. Concurrently, another objective of the center is to develop educational programs emphasizing population health so that medical students, residents and practicing physicians are prepared for leadership roles in evolving health care systems. Partial funding for the center has been provided by Blue Cross Blue Shield of Georgia, Inc.

16. Information Item: Applied Learning Experiences/Clinical Training

Pursuant to authority granted by the Board at its meeting on February 7 and 8, 1984, the presidents of the listed institutions have executed the indicated number of memoranda of understanding respecting affiliation of students for applied learning experiences/clinical training in the program indicated:

Georgia State University
	Allied Health	6
	Cardiopulmonary Care	1
	Nursing	9, 1R
	Nutrition	3
	Physical Therapy	1
	Psychology	1
	Social Work	4
Medical College of Georgia
	Allied Health	2R
	Dentistry	2, 15R
	Health Information	1R
	Neurology	1
	Nursing	4, 2R
	Occupational Therapy	1, 3R
	Physical Therapy	1, 2R
	Physician Assistant	1, 2R
	Psychology and Health	1, 1R
	Radiologic Sciences	1R
	Telemedicine	1R
The University of Georgia
	Communication Sciences	3
	Counseling & Human Dev.	2, 1R
	Pharmacy	5
	Recreation & Leisure	1, 1R
	Social Work	1
Georgia Southern University
	Family & Consumer Sci.	6
	Health & Kinesiology	5
	Leadership, Technology	1
	Nursing	2, 1R
	Recreation & Sports Mgmt.	2
	Sociology & Anthropology	1
Armstrong Atlantic State University
	Nursing	1, 1R
Columbus State University
	Dental Hygiene	1
	Nursing	1R
	Physical Educ./Recreation	1
Georgia College & State University
	Health Sciences	5
Georgia Southwestern State Univ.
	Nursing	1R
Kennesaw State University
	Nursing	5
North Georgia College & State Univ.
	Nursing	1
	Physical Therapy	7R
Darton College
	Allied Health	1R
	Emergency Medical Svcs.	4R
	Health Information	2, 5R
	Physical Therapy	1, 2R
	Respiratory Care	2R
DeKalb College
	Nursing	1R
TOTAL		141
R = Renewal

17. Information Item: Service Agreements

Pursuant to authority granted by the Board at its meeting on February 7 and 8, 1984, the presidents of the listed institutions have executed service agreements with the indicated agencies for the purposes and periods designated, with the institutions to receive payment as indicated:

University of Georgia

Purpose	Agency	Duration	Amount
Provide market risk management program for Georgia corn growers	Georgia Commodity Comm. for Corn	7/1/96 - 6/30/98	$ 5,000
Provide services to Gwinnett Technology Training Center	Georgia Dept. of Education	7/1/97 - 6/30/98	$ 45,000
Provide services to South Central Georgia	Georgia Dept. of Human Resources	1/1/98 - 9/30/98	$ 64,950
Assist juvenile counseling and assessment program team	Georgia Dept. of Juvenile Justice	10/17/97 - 6/30/98	$ 8,550
Provide services to GDTAE to determine employer satisfaction with former students	Georgia Dept. of Technical & Adult Education	11/1/97 - 6/30/98	$ 107,200
Provide historical account of Georgia Emergency Management Agency	Georgia Emergency Management Agency	1/5/98 - 3/15/98	$ 21,935
Provide Georgia GIS transportation base map database	Georgia Information Technology Policy Council	11/21/97 - 11/20/98	$ 176,532
Assist with Georgia farmstead assessment system program	Georgia Soil/Water Conservation Commission	10/1/97 - 9/30/99	$ 123,067
Assist with Georgia comprehensive passenger safety education program	Governor's Office of Highway Safety	10/1/97 - 9/30/98	$ 518,900

TOTAL AMOUNT THIS MONTH	$ 1,071,134
TOTAL AMOUNT FY 98 TO DATE	83,093,066
TOTAL AMOUNT FY 97 (TO MARCH)	16,671,135
TOTAL AMOUNT FY 97	20,186,191

COMMITTEE ON ORGANIZATION AND LAW

The Committee on Organization and Law met on Tuesday, March 10, 1998 at approximately 3:55 p.m. in the Board Room. The only Committee member in attendance was Edgar L. Jenkins. Other Board members in attendance were Regents Shannon L. Amos, David H. (Hal) Averitt, S. William Clark, Jr., J. Tom Coleman, Jr., Hilton H. Howell, Jr., George M. D. (John) Hunt III, and Edgar L. Rhodes. Regent Clark, as Chair of the Board of Regents, appointed those Board members in attendance as an ad hoc Committee on Organization and Law. Regent Jenkins reported to the Board on Wednesday that the Committee had five applications for review. He also reported that the Committee had reviewed a letter requesting a change in policy relating to the right of faculty and staff of the University System to run for political office without having to take a leave of absence. Current Board of Regents policy prevents that, and the writer of the letter felt that this was a violation of Constitutional rights. While the Committee supports the Board's policy, it has solicited the Attorney General's opinion. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:

In the matter of Sandy Cohen at Albany State University, concerning a salary increase, that the application for review be denied as moot.
In the matter of Kananur V. Chandras at Fort Valley State University, concerning a 1994 performance evaluation, that the application for review be denied.
In the matter of Vickie Alexander at the Georgia Institute of Technology, concerning suspension, that the application for review be denied.
In the matter of Helen Godbee at the Medical College of Georgia, concerning failure to receive a promotion, that the application for review be denied.
In the matter of Timothy E. Yorkey at Valdosta State University, concerning a reverse discrimination matter, that the application for review be denied.

CHANCELLOR'S REPORT TO THE BOARD

At 9:20 a.m., Chair Clark called upon Chancellor Portch to present his report to the Board, which was as follows:

Thank you Mr. Chairman. We've all heard the expression "March Madness." Well, it applies at this time of year to the legislative session, where all 40 days are not created equally. We are now at day 35, and while we have a lot of work to do in the remaining 5 days, I am well satisfied so far.

On the budget front, you will recall that the Governor presented the legislature with a very strong budget for the University System of Georgia. I am now pleased to report that, on the whole, the House of Representatives' budget version is also an expression of support for the Board of Regents.

Let me highlight the House's recommendations and spotlight a few areas of concern. The House:

Supported the 6% pay increase, although they recommended delaying the implementation for administrators and staff to September 1. The reasoning for the delay, though, was to fund an important improvement to the retirement system (relative to the accruing of sick leave towards TRS [Teacher Retirement System] retirement).
Supported the full $10 million increase for the formula. I am particularly appreciative for that support, since we asked for allowances regarding Olympic and Paralympic enrollment losses.
Supported the endowed chairs at Armstrong, Columbus, and Macon (two), plus funding for the one at Georgia Southern, pending your approval.
Supported the $2.4 million increase in MRR (major renovation and rehabilitation).
Supported the technology base increase but reduced the amount from $6 million to $4 million.
Supported the Partners in Success initiative, recommending full funding for the gifted academies, slightly reduced funding for PREP (Post-secondary Readiness Enrichment Program) and mentoring, and no funding for the Math Placement Test.
Supported the overall capital project list but with some changes:
Removed our number four project, Gainesville College.
Removed the student housing study from the minors list.
Added design dollars for the next project on the priority list, a technology facility at Columbus State.
Added our two payback projects at Georgia Tech (parking deck) and Valdosta State University (student center) for a total of $19.75 million.
Added a facility design at UGA.
Added a $2 million buyout of leased facilities at Georgia Southern.

This is a very good capital response, but we are working on two of the issues. The removal of the Gainesville project is a break with the historic respect for Regents' priority setting. This respect has served the State enormously well for years. It is of concern that in the year that the Regents gave the most responsible attention to establishing the list, plowing through 115 pages of data in their notebooks and sitting through an exhaustive two days of presidential presentations, changes would be made.

I also have questions about the addition of design dollars for a project that didn't even make the University of Georgia's priority list sent to us.

All other additions were entirely consistent with your priority list, although I do have to note we have still not been able to move forward on GEAU (Georgia Education Authority University),our ability to issue bonds for paybacks.

We now move to the Senate for its recommendations. We are hopeful of some further modifications, as the Senate brings its wisdom to bear. We will also continue to work with the House leadership to make our cases in selected areas, respecting their overall fairness to us.

We have miles to go before we can sleep, but we can be proud that, so far, the response to your budget request on behalf of our students has been positive.

On the legislative front, I am pleased to report that the divisive affirmation action debate is over this session, with no limiting of the Board's ability to make its own decision about compelling State interests. I am less pleased to report that the home school admission debate has been focused on what's wrong with the SAT IIs, not on responding to my offer to pilot an alterative. I have read that this is to "embarrass" us to back off our position or to "pressure" us. I need to be clear right now on admissions standards: we will not be embarrassed by expecting more from all students, however they are schooled. We have taken a more than reasonable position. We will continue to take that position a little longer, but if there are no reasonable alternatives offered soon, we will remove that offer from the table.

On the whole, though, I have great admiration for the level of discussion on serious issues with our legislative colleagues. By the time we meet again, sine die will have been sung.

Meanwhile, we "march" on with good news:

Last week, Air Force 2 was dispatched to check our ICAPP, our Intellectual Capital Partnership Program, pioneered at Columbus State University. Governor Miller and Representative Calvin Smyre led Vice President Gore, Education Secretary Riley, and Senator Cleland in a roundtable briefing with Total System Services executives and ICAPP architects. Total System need for 1,200 computer programmers over three years was solved by the ICAPP partnership and secured their $100 million corporate investment in Georgia. ICAPP graduate, Henry Byrd, capsulized the ICAPP concept as an "excuse eradicator," because the program created a sure way to get an education and a good high- tech job of the future.
The Fiscal Year 1997 Annual Report of the Georgia Lottery is out. The Lottery's total contribution to the "Lottery for Education" account was almost $2 billion. Because of this success, they were able to transfer more than $581 million to the State for Georgia's HOPE Scholarship program, the voluntary pre-kindergarten program and numerous technological upgrades and capital outlay projects throughout the State.
University Union, the University of Georgia's student programming board, was awarded the 1997 Excellence in Programming Award by the National Association for Campus Activities. This was the fourth year in a row UGA has won, an unprecedented record.
Columbus State University has been awarded their eighth Fulbright grant in eight years. This one involves a faculty study to Indonesia and Singapore.
Georgia State University's School of Policy Studies will advise the Russian government on fiscal policy during the next four years as part of a $19.6 million grant, the largest ever received by Georgia State. Jorge Martinez, Professor of Economics and Director of the International Studies Program, won the grant for the university and will direct the project from Atlanta. Sally Wallace, Associate Professor of Economics, will head the new six-person office in downtown Moscow.
In the recent edition of U.S. News & World Report's 1998 America's Best Graduate Schools, Georgia Tech's College of Engineering ranked fourth behind MIT, Stanford, and Cal-Berkeley and tied with Illinois, Michigan, and Carnegie Mellon. In that same report, Georgia State University was ranked fourth in part-time M.B.A. programs.
Thanks to a collaborative venture between the Medical College of Georgia, Georgia Tech, and a group of telecommunications executives, healthcare providers soon will be able to examine patients in their homes electronically. This new venture, called CyberCare, Inc., will commercialize and distribute the electronic house call system. The prototype development and initial clinical testing were funded by a $916,000 grant from the Department of the Army and a $950,000 grant from the Georgia Research Alliance.
Waycross College was awarded the "Best Programming Council" this year from the National Association for the Promotion of Campus Activities.
Regent McMillan has been chosen by Georgia College & State University's Distinguished Service Award Committee to receive this year's Distinguished Service Award.
Regent McMillan has also been chosen to receive an honorary degree from Xavier University at its commencement exercises on May 9.

Before I conclude, a quick weather update. As you have probably heard, the Flint River is misbehaving again. You will recall, however, that thanks to your insistence on professional master planning, all new buildings were placed on high ground. This is a good lesson, though, that a hundred-year flood is an expression based on new math. The campus is closed not because of flooding but because of utility and sewerage problems. While the lower campus may yet get some flooding, President Shields is getting lots of help filling sandbags. We will, of course, get a first-hand look next month when we hold our meeting in Albany.

So, we are able to cope with March Madness in the legislature and from the skies because our students are well satisfied, because the Governor and the legislative are responding to our initiatives, because of a widely acclaimed and new duly inaugurated president at the University of Georgia, because for the third time in 15 months either the President or Vice President of the United States has singled out University System of Georgia higher education programs for praise and emulation, and because good things are being done by fine people on our campuses each and every minute. All that helps your sanity.

Thank you, Mr. Chairman.

At approximately 9:35 a.m., the Board took a brief recess.

STRATEGIC PLANNING COMMITTEE, "COMMITTEE OF THE WHOLE"

At approximately 10:00 a.m., the Board reconvened and Chair Clark convened the meeting of the Strategic Planning Committee as a Committee of the Whole. He welcomed the Board's distinguished guests, Chair of the State Board of Education Johnny Isakson and State Superintendent of Schools Linda Schrenko. He then turned the chairmanship of the meeting over to Regent Leebern.

Chair Leebern thanked Regent Clark and reminded the Board that this meeting of the Strategic Planning Committee was the fifth session of the year-long focus on teacher preparation. He explained that the study phase of the teacher preparation initiative has been completed and that the Committee is now beginning the second phase of this initiative. He then introduced Senior Vice Chancellor for Academic Affairs James L. Muyskens.

Dr. Muyskens reminded the Board that it has many partners in the teacher preparation initiative and that some of its key partners were present at this meeting. In addition to Mr. Isakson and Superintendent Schrenko, Heath Garrett, Mr. Isakson's assistant, and Holly Robinson, Deputy School Superintendent, were also present at the meeting. Dr. Muyskens expressed his appreciation to them for joining the Board at this meeting. He reiterated that the first phase of the teacher preparation initiative was a study of the System's current practices, and he recapitulated the first four sessions of the initiative. The second phase of the initiative is the development of principles. Dr. Muyskens explained that the "Principles for the Preparation of Educators for the Schools" had been sent to the Regents. These principles were developed out of the discussions of the Board during the first phase of the initiative and reflect the wisdom of the many partners in the initiative. An ad hoc committee has been working with the Central Office staff in the development of these principles. The committee not only has presidents, vice presidents, and deans from the System institutions, but it also has the executive secretary of the Professional Standards Commission, the Deputy State Superintendent of Schools, principals, and teachers. Dr. Muyskens explained that the committee was as all-encompassing as possible. He thanked the committee as well as Superintendent Schrenko for allowing the committee members to work on this initiative. The Central Office staff has also been working with the P-16 councils. These combined efforts resulted in the development of nine principles which are bold and not only represent the thinking of the broad group, but also represent a forward-looking approach in the State of Georgia.

Dr. Muyskens explained that at this meeting, Assistant Vice Chancellor for Academic Affairs Jan Kettlewell would present the principles. This would be the Board's first reading, but it would review the principles again at its April 1998 meeting in Albany. In the meantime, there will be a chance for considerable input from the Regents. Following Dr. Kettlewell's presentation, Mr. Isakson would respond to this effort and related issues. Following Mr. Isakson, Superintendent Schrenko would discuss the principles. Following that, the Regents would go back over the principles so that they could contribute their thoughts to the process. They would be joined in their discussion by the two Master Teachers in Residence, Ms. Kay Cribbs and Ms. Sheila Jones. Dr. Muyskens then introduced Dr. Kettlewell.

Dr. Kettlewell thanked Dr. Muyskens and commented that the principles do not reflect her work alone. Rather, she represented the ad hoc committee and many other people who helped prepare the principles. She added that while the principles take the System in new directions, they build upon some important work to strengthen teacher preparation that is already going on in System institutions, in schools, in the Department of Education, by the Professional Standards Commission, and though the P-16 councils. The principles are organized into three categories: quality assurance, collaboration, and responsiveness. They emphasize two things: the knowledge and skills that educators need to teach and administrate effectively and the assurance that graduates of System institutions can teach what they know in positive ways to children before they receive recommendation for certification. Dr. Kettlewell said that in the past, the focus of teacher preparation was on inputs, what courses teachers take and what kinds of field experiences they should have. The words "teacher candidate" refer to an undergraduate or graduate student who is in a program preparing to become a teacher. The focus was on the teacher, not the learner. Now, the emphasis is being shifted to results. Obviously, the knowledge and skills that teachers have will continue to be important, but as much as the inputs are emphasized, there has been an assumption that if teachers know those things they can go into the schools and produce positive results with children. The effectiveness of a teacher preparation program should be judged not only on what the teacher candidate knows and can do, but also on what the children learn as a result of what the teacher candidate knows and can do.

Dr. Kettlewell then addressed the nine principles. The first one, she said, was like a "University System guarantee." The first principle was "The University System will guarantee the quality of any teacher it graduates." This means that the System will stand by the quality of its graduates; maintain its obligation to its teachers once they graduate, move into the schools, and begin teaching; and take back any teacher within the first two years whose school district finds less than effective in promoting student progress. If the district does send the teacher back, further training would be at no cost to the teacher or the district. Dr. Kettlewell explained that teacher candidates would have sufficient subject matter knowledge in all subjects listed on the teaching certificate. The challenge would be to make sure that the content that future teachers should know is closely aligned with the K-12 curriculum that children are going to learn and to make sure that teacher candidates have sufficient depth in their subject areas to teach them in many different ways to many different learners. This is a fundamental principle because what a teacher knows about the field that he is teaching determines how he structures courses, how he plans lessons, and how he selects material. On the elementary level, this means emphasizing that all teacher education graduates have sufficient depth in the subject of reading to have a positive effect on children. It also means that before a teacher receives a recommendation for certification, she is able to demonstrate success in helping children from different socioeconomic, international, ethnic, and cultural backgrounds. Dr. Kettlewell reminded the Board that when the deans came to speak before the Board, the Regents learned a great deal about courses in education and field experiences that teacher candidates take. Those are important aspects of teacher preparation, she stressed; however, they are not enough. If the shift is to be made from inputs to results, teacher candidates need not only know what to do, but also be able to demonstrate accomplishment in helping children from diverse groups to learn. This guarantee would also ensure that a candidate who is recommended for certification is able to use telecommunication and information technologies as tools for learning. This is important in all subjects, but it is critically important in the preparation of teachers.

The second principle, which also falls under the category of quality assurance, was "Graduate programs for teachers will adhere to the general principles of the National Board for Professional Teaching Standards." This principle would apply to teachers who have already taught for a few years and are returning to System institutions for further study. The principle would mean that graduate programs will ensure that teachers are committed to students and their learning, recognize differences, and treat students equitably; know their subjects and be able to teach them to students; manage and monitor student learning through regular assessment; reflect and seek advice on their teaching; and use community resources and work effectively with parents and colleagues. Again, the focus of the principle is that teachers know their subjects and can effectively teach their subjects to their students.

The third principle, which still falls under quality assurance, focused on the preparation of school administrators and was "The University System will assure that graduates of its programs for school leaders and counselors are able to create learning environments that support teacher success in bringing students from diverse groups to high levels of learning." Dr. Kettlewell reminded the Board that in its December 1997 meeting, Dr. James Jenkins, Superintendent of White County Schools, talked about the importance of school administrators in creating an environment in which teachers continue to learn, participate in shaping school policies and goals, and become more effective in bringing students to high academic standards. She told the Regents that those administrators are also prepared by System institutions. This principle suggests that before a school administrator is graduated from a System institution, she should be able to create such an environment. This principle would be the companion to the first principle; what would be guaranteed for teachers would also be guaranteed for school administrators. Universities will stand by their graduates and support their continued development.

The second category, collaboration, emphasized the shared responsibility for preparing teachers. Under this category, the fourth principle was "Teacher preparation programs will be the shared responsibility of education faculty, arts and sciences faculty, and classroom teachers in the schools." Dr. Kettlewell depicted this collaboration between these groups as a "three-legged stool" and explained that, as a group, they would have responsibility for ensuring subject matter competence and the ability to connect the subject matter with children's learning needs to promote student learning.

Also under the second category of collaboration was the fifth principle, which addressed the System's responsibility in continuing to help teachers, principals, and other school leaders move into the schools. The fifth principle was "Through partnerships with P-12 schools, universities that prepare teachers will have an ongoing responsibility to collaborate with schools in mentoring, induction, and professional development programs for classroom teachers and school leaders." This principle suggests that the colleges and universities would have continued responsibility to help their graduates. Dr. Kettlewell reminded the Board that 35% of teachers in Georgia leave teaching within their first five years and that at the December 1997 meeting, Dr. Jenkins had suggested that if the System had these types of programs in place, there would be less chance of teachers' leaving the profession in their first few years. With this principle, teacher preparation and development could be enhanced through school-university collaboration.

Under the third and final category of principles, responsiveness, the sixth principle focused on recruitment. Dr. Kettlewell reminded the Board of the October 1997 presentation by Dr. Margaret M. (Peggy) Torrey, Executive Secretary of the Professional Standards Commission, which emphasized the importance of recruitment. The sixth principle was "All teacher preparation programs will implement aggressive recruitment policies to increase the numbers, to raise the caliber, and to expand the diversity of teacher candidates, and to balance supply and demand." This principle stresses that the qualifications in teacher preparation must be comparable to the institution as a whole and that teacher candidates must be representative of diverse cultural groups so that children have effective role models. It also suggests that special efforts will be mandatory in shortage fields, supply and demand must be balanced, programs must be balanced with geographic needs, and a clearinghouse and back-up system to access qualified teachers are necessary.

The seventh principle, also under the category of responsiveness, has to do with programs for individuals who are already in a career and who decide they want second careers in teaching. The emphasis is on trying to attract individuals from other careers into alternative teacher certification programs, particularly in areas of teacher shortages. The seventh principle was "The University System will expand the number of teacher certification programs offered to individuals who already hold bachelor's degrees from accredited colleges in order to increase opportunities for individuals seeking second careers in teaching."

The eight principle was "The University System will work with the Department of Education and the Professional Standards Commission to bring an end to out-of-field teaching in Georgia." Dr. Kettlewell reminded the Board that at its December 1997 meeting, Dr. Richard Ingersoll, Sociology Professor at the University of Georgia ("UGA"), had emphasized the high percentage of teachers in some fields without even academic minors in their subjects. Dr. Kettlewell also stated that accreditation laws allow high school teachers to teach a minor portion of their day out-of-field, that middle school teachers may teach any subject regardless of subjects they have studied, and that higher student achievement occurs when teachers are well prepared in their subjects.

The ninth and final principle focused on the kinds of issues that University System institutions should emphasize. This principle was "The University System will encourage institutions that prepare teachers to give added emphasis to policies that support the efforts of faculty to model effective teaching, give same status and value to teacher preparation research as is given to basic and applied research, and support increased participation of teacher preparation faculty in the public schools." Dr. Kettlewell reminded the Board that many student teachers pattern their teaching styles after their professors, which gives an added reason for the Board to pay special attention to that issue. She also reminded the Board that when System faculty teach in the P-12 schools, it both helps their students to learn and helps the faculty to keep in close touch with what is going on in the schools.

Dr. Kettlewell concluded that these principles were presented for the Board's consideration. They represented the work of the ad hoc committee and many other groups that have participated. She then turned the floor back to Dr. Muyskens.

Dr. Muyskens thanked Dr. Kettlewell and reminded the Board that this was a first reading of the principles to which he did want to get Regents' reactions, but first, he wanted to get the reactions of two other people. He then turned the floor to Chancellor Portch, who would introduce the Board's special guests.

The Chancellor thanked Dr. Muyskens and said that he was pleased to introduce the two guests and ask them to comment on the principles. He also thanked Dr. Kettlewell and all of the people who had a hand in developing the principles. He stressed that he wanted ten or fewer principles that were in language which could be easily understood, not full of education jargon, and he felt that the principles were coming to that point, but there was still work to be done. This was the time for input from others as well as from the Board. Chancellor Portch stated that in Governor Zell Miller's biography, what was claimed to have been one of his boldest moves was that he appointed a republican to head the Board of Education. The Chancellor said this was one of the Governor's decisions that has been most widely acclaimed in the State as being centrally important to education. Chancellor Portch commented that the Board knows that it is necessary that there be a unified board working in partnership with the chief executive officer and for the members of the Board to have a little fun while they do serious work. Mr. Isakson has done just that with his own board. He is a great politician, a fine realtor, and a great friend, said the Chancellor. With that, he introduced Mr. Isakson.

Mr. Isakson thanked the Chancellor and the Board for inviting him and Superintendent Schrenko to speak to the Board. He commented that almost every Regent has had a hand in the great experiences and lessons he has had in his political life. Additionally, he said that in his 25 years in politics, there have been a handful of people he has seen come to State government and make a meaningful and lasting difference, and Chancellor Portch is one of those very few people. The evidence of that to him was when he attended four System commencements last year and, at each one, he met the president of the institution. At the meeting of each president, the following three things happened in sequence: 1) each president showed his institution's strategic plan, 2) each president talked about the guiding principles, and 3) all of the presidents used the word "collaboration" a great number of times. According to Mr. Isakson, Chancellor Portch "dusted off a word and made it reality in Georgia." He expressed his thankfulness for the great communication efforts the Chancellor has made. Mr. Isakson stated that he would briefly address four of the nine principles that he wanted to elaborate on, but in doing so, he wanted to express his appreciation for all nine, in particular the guarantee stated in the first principle. Superintendent Schrenko has shared with Mr. Isakson her dream of a guarantee to the Board that every graduate of a college preparatory curriculum would be able to enter a unit of the University System without need of remediation. That is their goal, in addition to the goals of the Board. He stressed that it is an integral part, because the children that are in our schools are taught by the graduates of the System's colleges of education. So, it is a partnership in which the Board of Education and the Board of Regents are together.

Mr. Isakson said that he would like to comment in particular on principles four, five, seven, and eight. He said that principles four and five mean that the classroom and the classroom teacher are being integrated into the process of teacher preparation. He stressed that the classroom that he attended and the Regents attended is not the classroom of today. He said that if he had his way, every professor who taught in a college of education would teach in a public school at least once every five years. The classroom is so radically different, and it is very important to understand the real environment in which teachers work. He said that it was important to note that the public school system loses 35% of its teachers in the first five years of teaching, which dispels the oversimplification that tenure is the problem and manifests the fact that on the threshold of tenure, teachers leave. He said this issue must be addressed through mentoring and through a better understanding of the classrooms in which teachers teach. He commended this principle's effort to address the issue.

On the seventh and eighth principles, Mr. Isakson remarked that there are two classrooms. One is the classroom bounded by walls, time clocks, and schedules. The other is the classroom of the world around us. There are many successful people practicing in life what is taught in school who in seeking second careers deserve the opportunity for them (which is also an opportunity for the children) to be able to be quickly certified so that they can share "not only the experience of their knowledge but also the knowledge of their experience." Nothing would help education more than to improve the opportunity and the number of teachers coming into the schools. On the eighth principle in particular, Mr. Isakson said that he encouraged what the Board is trying to do, but he asked the Regents to consider that there is a reality in the State that 50% of the population lives in the metropolitan Atlanta area. The resource pool from which teachers are drawn is in the largest geographic state east of the Mississippi River. The proximity of the resource pool to those schools is far more limited outside Atlanta than it is within Atlanta. This Board of Regents years ago expanded the concept of a cooperative extension service, and Mr. I

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Meeting Minutes - March 1998

Minutes of the Meeting of the Board of Regents of the University System of Georgia Held At 270 Washington Street, S.W., Atlanta, Georgia March 10 and 11, 1998

UNIVERSITY SYSTEM OF GEORGIA FISCAL YEAR 1998 BUDGET AMENDMENT REPORT SUMMARY FOR THE MONTH OF MARCH 1998

Minutes of the Meeting of the Board of Regents of the University System of Georgia
Held At 270 Washington Street, S.W., Atlanta, Georgia
March 10 and 11, 1998

UNIVERSITY SYSTEM OF GEORGIA
FISCAL YEAR 1998 BUDGET AMENDMENT REPORT SUMMARY
FOR THE MONTH OF MARCH 1998