Meeting Minutes - September 1998
Minutes of the Meeting of the
Board of Regents of the University System of Georgia
Held At 270 Washington St., S.W., Atlanta, Georgia
September 8 and 8, 1998
CALL TO ORDER
The Board of Regents of the University System of Georgia met on Tuesday, September 8 and Wednesday, September 9, 1998 in the Board Room, room 7007, 270 Washington St., S.W., seventh floor. The Chair of the Board, Regent Edgar L. Jenkins, called the meeting to order at 1:00 p.m. on Tuesday, September 8. Present on Tuesday, in addition to Chair Jenkins, were Vice Chair Kenneth W. Cannestra and Regents Thomas F. Allgood, Sr., Shannon L. Amos, David H. (Hal) Averitt, Juanita P. Baranco, S. William Clark, Jr., J. Tom Coleman, Jr., Hilton H. Howell, Jr., George M. D. (John) Hunt III, Warren Y. Jobe, Charles H. Jones, Donald M. Leebern, Jr., Elridge W. McMillan, Edgar L. Rhodes, and Glenn S. White.
INTRODUCTION OF SPECIAL GUEST
Chancellor Portch introduced to the Board former Regent Phyllis Krutsch of the Board of Regents of the University System of Wisconsin. Since the end of her term of office, she has been visiting a number of other university systems and creating a handbook for new Regents around the nation. Former Regent Krutsch thanked the Chancellor for the opportunity to meet the Board.
ATTENDANCE REPORT
The attendance report was read on Tuesday, July 7 by Secretary Gail S. Weber, who announced that all Regents were present on that day.
APPROVAL OF MINUTES
Motion properly made and duly seconded, the minutes of the Board of Regents meeting held on
July 7 and 8, 1998 were unanimously approved as distributed.
SPECIAL PRESENTATION
Chair Jenkins called upon President Rosemary DePaolo of Georgia College & State University ("GCSU") to make a special presentation to the Board.
President DePaolo thanked Chair Jenkins and explained that she would be updating the Board on what she and Regent Jones did on their summer vacation. Before she began, however, she showed the Regents an advertisement from the previous week's People. The ad was for Toyota, but it featured a picture of the GCSU campus because it honored Lillian Davis, owner of Classic Toyota in Milledgeville, who endows the Jennie Belle Dickson Cross Scholarship at GCSU and supports the athletic department. President DePaolo was delighted about the free advertising of the campus, and she thanked the Board for its contributions to the campus renovations, especially with regard to the campus columns.
In July, Regent Jones, President DePaolo, and others from GCSU went to Hickham Air Force Base, and from there, they landed on the U.S.S. Carl Vincent, the largest aircraft carrier in the world. President DePaolo reminded the Board that GCSU offers a master of public administration degree on board the ship. GCSU is the only university in the nation currently offering a program like this. She reminded the Board that Carl Vinson was from Milledgeville and that is why GCSU has such a relationship with the ship.
The ship was engaged in war games with five other countries at the time President DePaolo and Regent Jones visited. President DePaolo showed the Board pictures of the aircraft carrier and the plane they flew in, a COD, as well as pictures of them wearing their flight gear. She remarked that her experience on the U.S.S. Carl Vincent was very impressive. She saw planes take off and land and observed many safety exercises. President DePaolo said that what impressed her most was how grateful the persons on board the ship were for the educational access provided to them. She commented that the university presidents would wish that all students were as grateful for education as these students were.
President DePaolo showed the Regents a picture of herself and Regent Jones just before they left the ship in the COD. She described the experience of preparing for takeoff and commented that the only time she panicked was when someone showed her where the shark repellant was stored. In closing, President DePaolo thanked Regent Jones for being an "intrepid traveling companion." She said that it was a grueling trip but that they had a great time. She further remarked that Regent Jones was the model of what education is about in that he unfailingly showed intellectual curiosity about everything he saw.
Regent Jones thanked President DePaolo for her statements.
President DePaolo invited the Regents to visit with the captain of the aircraft carrier when he visits the GCSU campus on October 5, 1998. She explained that he is very interested in expanding the arrangement with GCSU.
Regent Jones remarked that GCSU has a beautiful campus, particularly since the columns have been restored. He thanked President DePaolo for inviting him to go with her to visit the U.S.S. Carl Vinson. He explained that he very much enjoyed the trip.
STRATEGIC PLANNING COMMITTEE, "COMMITTEE OF THE WHOLE"
After President DePaolo's presentation to the Board, Chair Jenkins convened the meeting of the Strategic Planning Committee as a Committee of the Whole and turned the chairmanship of the meeting over to Regent Leebern.
Chair Leebern explained that the Chancellor would be presenting the engineering recommendations at this meeting of the Strategic Planning Committee. He then introduced Chancellor Portch.
The Chancellor thanked Chair Leebern and reminded the Board that, at the July 1998 meeting, he had presented a needs assessment on engineering and had been charged by the Board to come back with some suggested solutions that respond creatively to the needs identified in that study. He explained that after the July Board meeting, he was invited to the home of President G. Wayne Clough of the Georgia Institute of Technology ("GIT") to brainstorm about how they might respond to this challenge. They agreed on a basic set of assumptions from which everything else flowed. The assumptions came from the needs assessment and included the facts that the current supply and demand is relatively balanced, but there are a few areas in which there is significant unmet need, and that if the State of Georgia continues to grow both in population and economy, there may be future unmet need in several, diverse parts of the State. Next, President Clough and the Chancellor tried to determine what issues should guide them in determining the solution. They concluded that it would be appropriate that any solution should take advantage of GIT, the best public engineering school in the world. This was decided based not only on GIT's reputation, but also on its resources, including access to several thousand companies where it places co-op students as well as access to established placement services. These are assets upon which programs in other parts of the State could capitalize. They were mindful that with technology and distance education as this year's focus of the Strategic Planning Committee, at least part of the solution could maximize opportunities presented by the new tools of distance education. Most importantly, any solution ought to be student-centered and highly flexible in design. Since there is a collaborative culture in the System, there is opportunity to take advantage of multiple resources that are already in existence. Additionally, the solution should be highly focused and the quality first-rate. Because two of the needs were immediately identified, the ability to get something operational quickly was important. So, a target implementation date of fall 1999 was set. They acknowledged that ideally, it would be wise to develop a model that would be transferable to other parts of the State as needs emerged or expanded. Finally, they recognized that any new program that would meet these criteria would have some new costs associated with it and that beginning these programs would be contingent on receiving adequate support to do it in a quality manner. Chancellor Portch reported that these were the major developments of the brainstorming session.
Next, the Chancellor and President Clough concentrated on what solutions could meet these assumptions. They came up with a proposal to begin with two rather traditional baccalaureate programs and three innovative master's programs. All five programs would result in a GIT degree in cooperation with other participating institutions. The first program would be a bachelor of science in computer/software engineering. The engineering needs assessment had indicated that this was the greatest unmet need not only in Georgia, but also in the nation. GIT already has an existing program, but this program would be offered through Georgia Southern University ("GSOU") in Statesboro by using the resources already in place and by adding GIT faculty in the area. The second program would be a bachelor of science in civil engineering in the Savannah area. The Chancellor noted that there are not just the two institutions in the Savannah area, Armstrong Atlantic State University ("AASU") and Savannah State University ("SSU"), but there are also the Coastal Georgia Center for Continuing Education (the "Coastal Center") and the Skidaway Institute of Oceanography ("Skidaway"). The model for this initiative calls for asking AASU, SSU, and GSOU to take on several key responsibilities in the production of these programs. First of all, they would be asked to provide the first two years of instruction; the final two years would be provided by GIT through distance education. Secondly, they would have the opportunity to go into the local area high schools and attract into the programs the highly talented students who are intimidated about moving to Atlanta to get engineering degrees or who might have considered out-of-state institutions. A benefit of the programs is that they do not have a particular location. Although the first two years woud be offered by the particular institution, the final two years of courses would be taught by GIT instructors at the different institutions, depending on the resources that are available. Due to lab space and other considerations, some courses might be best taught at one location, while others are best taught at another. So, the programs would utilize all of the area institutions. The institutions would also be asked to work with local high schools and middle schools on improving the math and science skills of students in the region. While these programs may start relatively small, over the years, they may grow and other programs may be made available, and there are currently not enough qualified students in the region to enter the programs. In fact, there are no schools which are above the national average in their math Scholastic Aptitude Test scores.
The graduate programs will be offered by distance education, reiterated Chancellor Portch. The master of science in environmental engineering and the master of science in electrical engineering programs are currently available, but only in noninteractive video format. These programs would be converted into an interactive format provided on the Georgia Statewide Academic and Medical System ("GSAMS") and on the Internet. These engineering programs are largely aimed at the working professional rather than the traditional student who goes from an undergraduate into a graduate program. The Chancellor reminded the Board that electrical engineering is the second priority need that the assessment identified. Both of these programs would be offered in the same Savannah-Statesboro region as the undergraduate programs. Students would have five different locations where they can go to take their courses. Chancellor Portch expressed particular excitement about the environmental engineering program because he believes there would be some long-term synergy between that program and Skidaway and the marine program at SSU. Certainly, as high-end companies come in to use Skidaway for their environmental industries, students could work in those industries in internships, etc. The location and the potential for even more activity at Skidaway would be enhanced by this particular program.
The third graduate program, the master of science in systems/software engineering, is also aimed at the working professional, and working professionals in many fields might benefit from this degree. Initially, Southern Polytechnic State University ("SPSU") would be working with GIT on the development of this program, which is a natural evolution for SPSU, given its long tradition in engineering technology, its long-standing relationship with GIT, and also its new master's program offered exclusively over the Internet. SPSU is an institution that has already pioneered distance education in many new and creative ways. This partnership should produce a very good degree program, asserted the Chancellor. Initially, the program would be focused on the Atlanta area, but it could be rolled out Statewide rather quickly.
In closing, Chancellor Portch summarized the five programs again and emphasized their utilization of the entire region's human, capital, and facilities resources. He felt this model worked well with the assumptions that went into the conceptualization. The Chancellor announced that President Clough would speak to the Board about the next steps and the initial budgetary implications, but first, he asked whether there were any questions from the Regents.
Regent Baranco asked for clarification about the number of years in the baccalaureate programs, because she thought that such programs were two plus three years in most cases.
President Clough remarked that most two plus three programs are with liberal arts universities where students have not obtained the prerequisites for the programs. In this case, the institutions that would be preparing the students for the first two years would already have the students tracked to go into the programs.
The Chancellor added that the students in the programs would be identified even before they registered as freshmen, so they would be in a very targeted curriculum, providing for a better economy of time.
President Clough commented that AASU is already delivering students to GIT through the transfer program.
Chancellor Portch noted that another option for these students would be to transfer to GIT for the last two years of the programs. He asked if there were any further questions, and seeing that there were none, he turned the floor over to President Clough.
President Clough recognized Dr. Jean-Lou Chameau, Dean of the College of Engineering at GIT, who was present at the Board meeting. He explained that Dr. Chameau had only been Dean for a short time, but he has been with GIT for quite some time and has a great deal of experience to help in the start-up of these programs. In fact, Dr. Chameau was one of the guiding forces behind the creation of the METZ, the GIT campus in France. President Clough remarked that many of the ideas presented at this meeting were those of Dr. Chameau.
President Clough noted that although GSOU would be the intellectual center for the delivery of the bachelor of science degree in computer/software engineering, using the GSAMS network or the Internet, the courses could be taken at any of the area locations. He added that the three new programs offer curricula that are well defined. The distance learning master's programs are existing programs that would simply be adapted to the new distance education technology. He emphasized that the two bachelor's degree programs would be complemented by the two distance learning master's programs. For instance, a person who completes the civil engineering program, particularly a person who follows the environmental track, could go directly into the master's degree program in environmental engineering. Moreover, these master's degree programs would be offered without creating a great deal of demand on facilities and faculty.
A fundamental guiding principle that President Clough wanted to add to the Chancellor's assumptions was that the System should start now. If the programs are to be implemented by fall 1999, there is a great deal to be done. First of all, the System must secure funding for the programs, because a director of programs must be housed in the Savannah-Statesboro area, a base of operations must be established, a support staff must be put in place, a robust communications network must be developed among the institutions involved, an implementation plan must be created, and relations with external public interest groups must be developed. Additionally, the institutions must address academic issues, such as the setup of the programs and promotion and tenure criteria for the GIT faculty who would be located in the Statesboro-Savannah area. The program developers must coordinate with participating administrators and faculties from the cooperating institutions as soon as possible so that they can be engaged in the planning of the curricula. The curricula need to be developed, and the necessary approvals must be obtained. New faculty and technical support staff must be hired, but not until the preliminary steps have been taken to define the positions and coordinate with cooperating institutions. There must also be a student recruitment process in place to attract students into these programs, for which SSU, AASU, and GSOU will be preparing students. There would be facilities issues, library concerns, and equipment needs. A reconnaissance team has already visited the area and defined some of the issues, but there is still much work to be accomplished, President Clough restated. Once the issues have been defined, library resources and equipment must be obtained, any needed facilities renovations must be undertaken, and distance learning linkages must be assessed, tested, and put into operation. Obviously, there would be a need for technicians to get the equipment assembled and operational before the students arrive.
President Clough noted that the University System has the opportunity to create a model for the entire country. So, all of the facilities must work properly. Additionally, the logistics of teaching must be developed and tested to ensure that the programs are not disadvantageous to students when they begin. In addition to preparing for the first year of these programs, the institutions must also be simultaneously working on years two, three, and four, because there would be additional equipment to purchase, more students coming in, and more faculty to hire.
The costs for the cooperative undergraduate programs between GIT, GSOU, and the Savannah-area institutions would total $2 million, explained President Clough. The $2 million would consist of $790,000 for personal services, such as hiring the director, support staff, and faculty; $110,000 for nonpersonal services, such as laboratory resources and travel to establish the programs; and $1,100,000 for instructional lab equipment. President Clough explained that this start-up budget estimates a starting class of 20 to 30 students in computer/software engineering and 10 to 20 in civil engineering. He expressed that the numbers of students are expected to triple or quadruple by the time the program levels out in approximately 2002 to 2004. Though the programs are not inexpensive, President Clough asserted that they would become more cost-effective per student as more students enter the programs.
Next, President Clough discussed the costs for the master's degree programs. The master's program in systems/software engineering would require hiring of faculty, and its costs would total approximately $251,000. This program would be offered on GSAMS and the Internet Statewide. The master's programs in electrical engineering and environmental engineering would cost approximately $504,000 to be converted over from video-based programs to interactive Internet programs, which would likely result in considerably increased enrollments not only from the Savannah area, but also from around the State. With that, President Clough concluded his presentation to the Board and invited the Regents to ask questions.
Regent Averitt asked where the director of the programs would be located.
President Clough replied that it would need to be decided, but likely Statesboro or Savannah, depending on where the operation was mostly housed.
Regent McMillan asked whether the faculty would all be GIT faculty.
President Clough responded that initially the faculty would be accountable to GIT, but the director would report to both Dr. Chameau and the provost at GSOU. So, the start-up faculty would be GIT faculty, but the other institutions may later have their own faculty.
Regent McMillan remarked that this was a better arrangement than in the past, when some faculty reported to one institution and other faculty reported to another.
President Clough agreed that it needs to be clear to the faculty to whom they report, but at the same time, the director must be accountable to all the participating institutions because if there are problems with a faculty member, the director must know that and be able to work with Dr. Chameau to resolve the matter.
Chancellor Portch noted that there had been very good cooperation with the area presidents. He stated that Acting President Harry S. Carter was present at the Board meeting and that GSOU had been very cooperative. Also, Presidents Carlton E. Brown and Robert A. Burnett had both been actively working on the programs. He added that SSU, AASU, and GSOU would likely need help with their faculty resources at the freshman and sophomore level, too.
Regent Baranco remarked that she hoped that these programs would not dilute the resources of GIT. She stressed that GIT is a premier institution and that, though she recognized the need, she worried that this might dilute the strength of the institution. She asked what the faculty felt about the distance education programs.
President Clough reiterated that these are existing programs that have been done successfully by video, so the faculty are comfortable with the change being proposed. He reported that discussions with faculty have been very positive, but that GIT alumni have expressed concerns similar to those of Regent Baranco. However, in GIT's strategic plan, it was noted that the campus can only support 15,000 students, and there are currently approximately 13,500 students. So, this is seen as a way for GIT to participate in the growth of the engineering demand without having to meet the demand at a companion location. He stated that this was a three-pronged approach. One element of meeting the demand is growth on campus up to 15,000 students. The second element employs distance education technology. The final element is having these on-site programs in different areas of the State. He asserted that this makes sense not only for the System, but also for GIT.
The Chancellor added that the proposed initiative is the best way to get these programs going quickly. He noted that there has been a great deal of discussion about the engineering issue, but something needs to be started soon. If the demand gets too great, then another solution may be necessary, but for the immediate focus, this is the best solution. He commented that the process of creating this concept was interesting and constructive.
Regent Clark remarked that Middle Georgia College ("MGC") has a close relationship with GIT. He asked whether there was the potential for the program with MGC to be enhanced.
President Clough complimented the work of MGC, particularly its new magnet program, and noted that MGC has partnered with GIT for over 20 years in the Regents' Engineering Transfer Program. He did not anticipate that this initiative would change anything. However, in time, GIT may move more toward a junior- and senior-level orientation and keep its freshman class numbers constant so that it may better utilize the MGC connection. He added that the arrangement with the Savannah area could also serve some of the other two-year institutions as places for some of those students to transfer.
Regent Clark stressed that the two-year institutions should have quality consistent with GIT's standards.
President Clough agreed that quality is the key. He added that the two bachelor's degree programs were chosen because a major issue in the area is economic development, and engineering should be part of that issue. Those two degrees address not only student needs, but also economic development needs of the region. When faculty are selected, they will have to understand that part of their role is to work with local industry. The Economic Development Institute already has offices in the Coastal Center, and it will be working closely in the development of these programs.
Chancellor Portch referred back to the question on distance education. He remarked that engineering has been a fertile field for distance education for a number of years; in fact, it was one of the first areas. He stated that either the University System can take on this business, or another institution will. So, he asserted that the System should "stake its claim."
Regent Hunt asked whether this initiative would work its way to Valdosta State University ("VSU").
President Clough responded that first, the programs should be started and made to work, but certainly, the distance education element of the initiative would be Statewide, and as the Internet becomes more useful for the delivery of courses, students will be able to access their courses from almost any location. So, distance education may complement some of what VSU is already doing.
Regent Coleman commended the Chancellor, President Clough, and their staffs for developing this plan. He remarked that in the years that the issue of engineering has been discussed, it was always proposed that the System needed an engineering school. However, Regent Coleman had doubted that engineering requirements could be accurately projected to support an engineering school. Building a school requires a great deal of taxpayer money on the front end in anticipation that something will support it. He felt this was a much better plan to deal with the issue. He thought it was a good idea to start small and address specific needs and not waste a lot of money in case the plan does not work. If it does work, which he felt it will, resources can be added as necessary to foster the growth of what has been started. Regent Coleman then moved for approval, and the motion was variously seconded.
The motion was voted on and unanimously approved.
Chair Leebern returned the Chairmanship of the meeting to Regent Jenkins for a vote.
Chair Jenkins convened the Board of Regents in its regular session. He thanked Chancellor Portch and President Clough and expressed that he shared Regent Baranco's concerns about maintaining the quality of GIT's reputation. However, he felt that this plan holds the possibility of serving the needs of the entire State. He said that if it worked in the Savannah area, then the Board might consider expanding the plan to other areas, like Valdosta, because from an economic standpoint, it is extremely important, as GIT reaches the 15,000-student plateau, that it be able to provide quality education in engineering in some of the outlying areas of the State. He expressed his full support of the plan and noted that it was a step in the right direction.
Regent Leebern moved to accept the engineering recommendations, and Regent Baranco seconded the motion. With motion properly made and seconded, the Board unanimously adopted the recommendations.
Chair Jenkins asked whether there was any further discussion, and there was none.
COMMITTEE ON FINANCE AND BUSINESS OPERATIONS, "COMMITTEE OF THE WHOLE"
Next, Chair Jenkins convened the meeting of the Committee on Finance and Business Operations as a Committee of the Whole and turned the chairmanship of the meeting over to Regent White.
Chair White remarked that it was time to adopt a budget for fiscal year 2000. The budget proposal had been mailed to the Regents, and it was also in their notebooks at the meeting. Chair White recommended that they have it on the table before them during the discussion. He noted that the Central Office staff and the System institutions had been very involved in the budget preparation process and had been mindful of the goals and objectives adopted by the Board in June 1995. Chair White also stated that it was critical that the Regents fully understand the budget, considering the fact that a new governor may have an impact on the proposed budget. Finally, he encouraged the Regents to ask questions during the presentation, because their help would be instrumental in the budget process. He then turned the meeting over to Regent Coleman, who would be discussing the minor capital projects list.
Regent Coleman remarked that the minors list is part of the capital expenditure items within the budget, but before he discussed the list, he explained that the Chancellor had some comments for the Board.
Chancellor Portch thanked Chair White and Chair of the Board Edgar L. Jenkins for their work during the summer on the budget. With the 34 presidents, it had been a team effort. He began by commenting that the System has made tremendous progress in the last four years due to its partnership with the Governor. The System has had Governor support for record-setting budgets, salary increases, special initiatives, and in many other areas. The progress has moved the System from the middle of the pack in the South to near or at the top of the South in nearly every category. So, the Chancellor said, this budget must start the ascension into the top national quartile, because the System is still only around the national average in State and student funding and he does not want to quit before the job is complete. As the staff pored over data this summer, they could see that Georgia, on a funding basis, is right in the middle of the pack nationally. However, the State of Georgia's appropriations are relatively high on a per student basis, and its student tuition is relatively low on a national basis. Our division of 75% State funding and 25% student funding is one of the lowest in the nation for student contribution. When the numbers were examined in terms of the students' contributions versus their parents' ability to pay, Georgia ranked about 38. So, this is a state that has demonstrated that it is willing to put its appropriations into the education of its students. A study performed this year showed that on a per student basis, the System's revenue is around the national average, and the tax effort per full-time student is around the national average as well. In putting together this budget, the staff have tried to keep in mind some themes that they would like to advance to the next Governor of this State as well as the continuing partnership the System has with the General Assembly. This budget is a package of funding priorities that the staff hopes will help the System continue its momentum towards continually increasing its quality and providing some indices of whether it is accomplishing that.
The key element of the budget is to build on many previous successful initiatives, explained the Chancellor. Some new efforts are suggested, but the themes are consistent. First of all, there is the goal of significantly increasing retention and graduation rates. Although it is near the top of the South, Georgia is still significantly below the national average for retention and graduation rates. If the single most important goal is a more educated Georgia, the percentage of the population with a baccalaureate degree must improve. Chancellor Portch stressed that too much talent is being wasted, and he attributed this to the facts that too many students are coming into the System without the proper preparation and that the System is not showing enough commitment in its efforts on the retention and graduation of students, although the institutions are working hard on this issue right now. The Chancellor remarked that multi-layered strategies achieve this goal. He felt that the retention and graduation rates of the students in the University of Georgia ("UGA") honors program would be high because students want and receive special attention in such programs. Chancellor Portch announced that the Board would be hearing a proposal to add a significant number of new faculty to the System, in total 250, to improve retention and graduation rates by lowering class size in key freshman- and sophomore-level courses and by increasing the production of graduates in fields for which the State has high demands, like information technology. The Chancellor asserted that this measure will likely lead to significantly improved retention and graduation rates.
Moreover, the System should also continue its efforts to maintain the strongest possible faculty and staff, Chancellor Portch remarked. The last four years' salary commitment has been very important to the System. At national meetings, people inquire about the HOPE Scholarship and the salary initiative, and they are attracted to those things. In higher education, that sort of talk in the academic world is enormously important, he said. The University System has momentum as a result of what Governor Miller has done these last eight years, but that momentum could be quickly lost. So, in the proposed budget, the staff was recommending that an additional 1% be added for faculty and staff salaries from the System's allowed budgetary increase in addition to the regular salary increase granted to State employees. In other words, the System would commit 1% from the money available for enhancements to salaries, because this is considered a very high priority. Again the Chancellor stressed that the goal is to move the System from the top of the South to the top of the nation. He noted that given Georgia's cost of living, climate, and improved reputation, the System does not need to be the top in the nation in salaries, since it has many other advantages. Still, it must be above the national average to consistently attract better faculty. He noted that the Board would hear more about this from a president's perspective in a moment.
Chancellor Portch stated that another faculty-centered initiative is an initiative to leverage private and public money: the eminent scholar trust fund. The System has done well in recent years with private donations to create eminent scholars. The Chancellor asserted that it should have an established trust fund so that institutions can approach donors with funds already in hand. That sort of leverage is a very important consideration, he noted, and he added that the Board would be hearing more on that particular initiative.
Because many of today's students will be tomorrow's teachers and perhaps even faculty members in the System, the Board spent the 1998 fiscal year examining teacher preparation. Chancellor Portch announced that one of the initiatives in the budget proposal is the funding to support the new initiatives that were developed under Regent Clark's leadership. The implementation of the proposed principles requires resource commitment.
Of course, the System should continue its advances in technology, Chancellor Portch remarked. At this meeting, the Board had already heard of one example of how technology will help equalize opportunity in the State. He asserted that the fundamental issue in technology is how to use it as "the great equalizer" rather than "the great divider." The Georgia Library Learning Online ("GALILEO") system must be continually updated, and the statewide distance learning network also has great potential.
The last issue that the budget covers, explained the Chancellor, is the cooperative engineering project, which had just been presented to the Strategic Planning Committee as a Committee of the Whole. In summation, the Chancellor remarked that, although the budget looks forward, it builds on the success of the last eight years. It recognizes that momentum must be sustained if the System wants to be above average nationally. The momentum must be sustained both by person power and by fiscal resources. The budget reflects a strong appreciation for the past support that the System has received as well as a commitment to optimize these resources by making the programs models of excellence in national leadership and a willingness to be held accountable by providing measurable results on each of these initiatives. This budget was not developed in isolation by the Central Office staff, the Chancellor restated. Rather, a group of presidents was assembled who assisted the Central Office staff in identifying priorities and in going to all of the presidents to solicit their input and refinements. Chair White and Chair Jenkins also participated in the deliberations. So, the Chancellor expressed confidence that the budget not only reflects the priorities of the System but of all the institutions as well. He also felt confident that when the budget is presented to the new Governor and the legislature, the System will indeed be speaking with one voice because many voices united to make this a budget with one voice. Chancellor Portch commented that he looked forward to hearing the Regents' feedback and getting their support with the final budget, because this year of all years, the System would need the active and vigorous support of all of the Regents. This budget is a continuation of the Board's vision and principles as well as the activities well underway in the System. He then asked whether the Regents had any questions.
Regent Cannestra remarked that it would be beneficial if the System had a "peer group" that has similar economic structure to benchmark itself against and to measure its competitiveness. He thought this would be beneficial not only to the Board but also to the legislature when the Regents present the budget.
Chancellor Portch responded that this was an excellent point that the Central Office staff had already discussed internally this past year. Even the national averages and Southern Regional Education Board ("SREB") averages are gross numbers. He said this would take some development and there would need to be some debate on what the appropriate peer groups would be. In the long term, if the System benchmarks itself against those it inspires to be like, it would be a very advantageous way to measure progress.
Regent Cannestra noted that he was on the boards of advisors at the Georgia Institute of Technology
("GIT") and the University of Georgia ("UGA") business schools and that GIT has peer groups to
benchmark itself. He asserted that it may not be as difficult as it seems, since some institutions
benchmark themselves already.
The Chancellor replied that the staff would work on this suggestion and come back with reports. He
added that there are many issues that go into benchmarking, such as cost of living and the fact that
engineering is completely separated out. For instance, to compare GIT with institutions with many
disciplines does not make sense. He again commended the suggestion and said that he would bring
the issue back for further dialogue with the Board. He noted that at one time, no benchmarks were
used, and now, there are some gross benchmarks being used that could be refined. He then
introduced Senior Vice Chancellor for Capital Resources Lindsay Desrochers.
Dr. Desrochers thanked Chair White for his tough questions in the budget preparation process because they made the staff think harder. She remarked that the staff have already been discussing the concept of peer groups and that they agree they need to find peer groups. At this meeting, Dr. Desrochers would be discussing budget growth, the Governor's guidelines, recommendations for supplemental fiscal year 1999 requests, and the capital outlay requests, with which Regent Coleman would help her. Various institution presidents would also be helping her by presenting the budget enhancements.
The first slide Dr. Desrochers showed the Board demonstrated the growth of the budget from fiscal years 1995 ($1,151,272,575) to 1999 ($1,528,126,104). A fair amount of that increase she attributed to enrollment increases; another fair amount was due to salary increases. The supplemental appropriations had not yet been added to the 1999 figure, since they had not yet been obtained. During the course of the year, the Governor and legislature could make decisions which would possibly increase the 1999 figure, as shown.
At the same time the budget is growing, Dr. Desrochers stated, the System is under the Governor's mandate to redirect dollars from low to high priorities. Over the last three years, the System received close to $200 million in redirection internally by working on some very tough and specific kinds of decisions. The System is now, under the Governor's guidelines, facing another round of redirection. Dr. Desrochers explained that the System is looking at a 5% redirection under the guidelines of the Office of Planning and Budget ("OPB"), which amounts to $66.9 million in the "A" budget. The staff intends to comply with this guideline by looking at the redirection of administrative support services and possibly technology and enrollments. If the System is allowed to keep the 5%, the staff plan to redirect it back to enrollments, technology, and lastly, to support services, and possibly to additional faculty positions, which Dr. Day would explain momentarily. Dr. Desrochers said that it is important to understand that during the three years of redirection, the System has not seen operating budget increases or inflation increases for utilities, insurance, and other basic costs. So, there has been redirection internally without the benefit of taking care of the inflation element of the budget. The presidents are deeply concerned that if the System actually loses some of the redirected funds in the administrative and support services category, the System will be financially challenged because of the three-year progress the System has made in redirection already.
Next, Dr. Desrochers addressed enhancements. The Governor's guidelines also include the opportunity for the System to ask for up to 4% of the budget for any special initiatives that are thought to be important from the perspective of the Board of Regents. She explained that she would be assisted by presidents in presenting this topic to the Board. First, she introduced President Sherman R. Day of North Georgia College & State University, who would be discussing the first enhancement, faculty positions. After President Day, President Michael F. Adams of UGA would be discussing salaries. Then, Senior Vice Chancellor for Academic Affairs James L. Muyskens would be discussing the eminent scholar and teacher preparations issues as well as the interconnected library. Finally, President G. Wayne Clough of GIT would again be discussing the distance education and cooperative engineering programs.
President Day remarked that he was pleased to be representing his colleagues, the presidents of the University System. On their behalf, he expressed appreciation for being involved in the budgetary process. He reiterated that in addition to discussing the budget among a small committee of presidents, it had also been discussed among all of the presidents at the presidents' meeting. Recently, in response to the request for a one-time addition of faculty that he would be discussing, he sent an E-mail to all of the presidents requesting feedback for what they might do, and he received responses from every president. He stated that their response was an illustration of how important this issue is to them.
The presidents have focused on three target areas that could be improved dramatically with an infusion of additional faculty, explained President Day. The first area is the core curriculum, which could also be divided into three critical areas: composition, mathematics/computer science, and languages. President Day stated that currently, some composition courses have as many as 35 or 40 students. It takes as much as 15 to 20 minutes of quality time to grade a composition. A person who is teaching three courses in composition could spend almost 25 hours per week in grading papers alone. So, as the number of students in the class rises, a teacher must either assign fewer compositions or take less time to give feedback on the compositions. Something similar is happening in math and languages classes, and the presidents feel that the quality is suffering as class sizes continue to increase. President Day noted that to properly learn a language, a student must speak it, but when the class gets too large, an instructor no longer has time for all the students to practice speaking, so the instruction becomes one way, rather than a dialogue. He asserted that this is not only a quality issue, but also a retention issue. The highest number of students withdrawing are withdrawing from these three types of classes.
The second area that could be improved is accessibility. President Day reminded the Regents that the System has taken on the responsibility of working with nontraditional learners. This requires an increased commitment as well as a different time schedule and often a different location. He asserted that with a small infusion of faculty in this area of the curriculum, the System could improve its efforts in reaching out to nontraditional students. He noted that the System has only about half of the national average of students in the 25- to 34-year-old range. The System has only about one third of the students in the range from age 35 and up compared to other states. With the proposed infusion, the System could serve those nontraditional students more effectively.
The third area that could be improved is economic development, particularly in the area of technology. President Day remarked that every E-mail response he received from the presidents made reference to the shortage of qualified instructors in that area. He asserted that this issue is again a retention issue as well as a quality issue and an access issue. He expressed that the presidents feel that, for a modest investment of part of the enhancement funds of the University System, major improvements could be made in these three areas through the infusion of faculty members. President Day then asked whether the Regents had any questions.
Regent Cannestra asked for clarification that the money to fund the new faculty positions comes from the requested budget enhancements.
President Day responded that this is correct.
Regent Cannestra asked how the System would maintain the salaries in future years.
President Day replied that this was being presented as a one-time enhancement, but it would continue annually.
Regent Cannestra asked how the continuation would be funded.
Dr. Desrochers responded that the System is allowed to request continuation funds. In other words, if this enhancement proposal is funded, it will be continued forward.
Regent Baranco asked whether the courses in question were remedial courses.
President Day replied that they are not. Rather, they are college-level core curriculum courses that are taught in all of the institutions of the University System. So, every institution would benefit from the new faculty.
Regent Cannestra asked how the new faculty would be distributed across the System.
President Day remarked that it had not yet been determined, but that it would be left up to the Chancellor consulting with the chairman of the committee and others to make that decision. Seeing that there were no further questions, President Day introduced President Adams to the Board.
President Adams thanked President Day and thanked the Regents for their time and attention at this meeting. He stated that he would be discussing the issue of salary increases and that the staff were given basic instructions that the budget was being developed around a 4% salary increase. The subcommittee of the presidents who worked on this issue felt there was justification for the infusion of more core faculty members. Yet, in addition to that, he asserted the System must do three things. First, it must maintain the momentum it has already established in the salary marketplace. The College/University Personnel Association data for doctoral institutions of budgets of at least $500 million and the AAUP scales for similar institutions place the System in around the 92 to 93 percentile. Secondly, the System has moved at or near the top of the SREB numbers. President Adams predicted that, based on last year's data, the System will likely move from fourth to second place. Over the last four years, while the System's salaries have grown approximately 22.1%, the SREB has only grown about 17%. However, the System is not where some might expect it to be. In that regard, the decision to ask for an additional 1% salary increase in the budget enhancements is supported by the data. Moreover, the State's revenue situation, which is still about 5.8% ahead of budget, was taken into account. So, while there may be future years that are not as substantial as this one, this is a year in which the resources are there. Third and finally, given the full economy and the comparative salaries being paid, particularly the System's middle management to senior-level people have skills that are so directly transferable to the private sector that the System is not only competing for people with strong academic backgrounds, but also with strong backgrounds in computers, etc., skills that are needed in the private market as well. So, to maintain momentum, the figures are justified. When the comparative data is examined, in most of the categories of the institutions, the salaries are mostly in the ninetieth percentile, and the System competes in a national market to attract and retain faculty and staff. President Adams then asked the Regents whether they had any questions.
Regent Cannestra asked if the 1% salary enhancement would be distributed on the basis of merit just like the regular salary increase.
President Adams replied that there are no longer automatic salary increases. The enhancement will go into a central pool of salary increases that will be distributed based on a case-by-case justification within certain guidelines.
Regent Allgood stated that he did not understand the difference between a 1% salary enhancement and a 5% salary increase or why the Board should take that approach with OPB and the General Assembly to get those funds.
President Adams responded that OPB had instructed the Board to come back with what it thought were its greatest priorities. He asserted that the priority that President Day had presented was clearly justified, and the presidents had determined that, to maintain the momentum, the difference between a 4% and a 5% salary increase would be significant, given what is going on in other markets. The salary enhancement that is being proposed serves to stimulate the legislatures in North Carolina and Virginia, because Georgia has moved closer to Chapel Hill and Virginia in salaries. So, the System should not lose ground that it has gained in the last four years. President Day asserted that, even with a 5% increase, the System will not gain a lot of ground, but it will not lose any either.
Chancellor Portch added that in the last four years, the System has not had to request a salary increase because the Governor requested it for the System for those years. However, in meeting with OPB this year, the Central Office staff was instructed for planning purposes to assume only a 4% salary increase, because the Governor would not be requesting one for the System. So the staff assumed 4%, but when the presidents looked at the data, they were very insistent that the System is not where it needs to be with regard to salaries. So, the only option was to ask for a portion of the enhancement money to supplement the 4% that OPB suggested would likely be available for all State agencies.
Regent Allgood asked why the Board would not simply ask for 5%. He explained that with a new Governor coming in, he thought it might cloud the issue to ask for a 4% salary increase and a 1% enhancement. He asserted that the Board should simply ask for what it needs, because he did not think the approach would be very well received. In his experience, he remarked, he might have viewed this as a means for avoiding asking for what is really wanted and might have been suspicious. Once suspicion is created, he asserted, there is a risk of not receiving the additional funding.
The Chancellor responded that this was good advice with regard to how to package the proposal to the legislature, because it is true that the Board is asking for a 5% salary increase.
Regent Allgood reiterated that it would likely be better to be direct in asking for the salary increase.
President Adams noted that there was an indication of where the System would stand without the 1% enhancement request, and therefore, this seemed to be the best available way of funding the additional 1%.
Chancellor Portch added that when this budget would be sent to OPB and the next Governor, he and the Chair would write a cover letter summarizing the strategy as a 5% salary request. The underlying documentation would explain how the figure was determined, but the letter will be very clear about the need.
Regent Allgood commented that it was clear the System needs a 5% salary increase, but he felt the figure could be promoted on its own merit.
The Chancellor reiterated that this was good advice that would be taken into consideration when planning the presentation of this proposal.
Regent Leebern asked President Adams what he felt would help narrow the gap in salaries between Georgia and its neighboring states.
President Adams replied that in conversations with colleagues in other states, he had gotten the impression that 5% would be mid-range for salary increases in those states. The new governor in Virginia has already made pledges to higher education. One of the chief issues in the Alabama governor's race relates to the perceived lack of support for higher education. He felt that with regard to hiring administrators at UGA, most new hires were making within approximately $10,000 of what they will be making in Georgia. Therefore, he did not feel that the salaries were out of line with similar institutions nationally or that the System would be making quantum leaps based on this recommendation. Virginia, Carolina, and Florida will have increases commensurate with Georgia's, but they also have larger endowments and higher tuition. So, the System must examine all sources of revenue: State funds, tuition, outside fund raising, and research grants and contracts. One of the reasons that the System has so much pressure on State resources is that it has not yet developed the other three revenue sources to the extent it should over the next eight to ten years. As the Board and State do their part, so must the institutions do their part to attract outside funding and increase research. With regard to tuition, the System is one of the best bargains in the nation. So, he said, all of these sources of revenue must be considered.
Regent Leebern asserted that it is never appropriate to raise fees when it is not necessary. He asked what President Adams felt about increasing student fees on the basis of the fact that it would be a wise business decision.
President Adams replied that this question would likely receive many varied responses from the System presidents. The situation at one institution with regard to demand and enrollment may vary significantly from the situation at another institution. So, he did not feel he was in a position to speak on behalf of all of the presidents. However, he felt personally that UGA could withstand some significant fee and tuition increases without risking quality, though there would certainly be some political heat associated with that kind of action. He asserted that it is part of the Board's job to help institutions achieve the right kind of balance between State appropriations, tuition, research, and fund raising. While the System is very fortunate with regard to the support it has received from the Governor and the legislature in the past, when all four of the kinds of revenue are added together, the System's resource base compared to the neighboring states is still clearly below the national average. To raise the System to the national average will require improvement in all areas of the revenue, remarked President Adams. Again, he reminded the Board that he was only speaking for himself.
Regent Clark asked whether those who distribute the funds for the HOPE Scholarship had put a cap on tuition rates.
President Adams asked the Chancellor to speak on this issue.
Chancellor Portch responded that there is no formal cap, but Governor Miller does not want to see the program broken, so the revenues must match the expenditures. The Governor has indicated that the System institutions should not raise tuition just because they believe HOPE will pay for it, because HOPE is similar to a State appropriation in many regards. The Governor asked that the institutions have measured and justifiable tuition increases. The Chancellor added that a group of presidents is currently examining the tuition issue, because the System must become more innovative in terms of its approach to tuition. A one-size-fits-all tuition for all institutions does not make sense long-term when certain institutions and certain programs have additional marketability. So, a balance between access points' having lower tuition and market-driven points' having a different level of tuition would be more appropriate. Before year-end, the Chancellor would like to bring forward a report with tuition options to consider.
Regent Clark questioned whether tuition would need to be lowered in response to higher admissions standards, which had produced more qualified students who have HOPE Scholarships.
President Adams reminded the Regents that there is a difference between those students who are capable of making B's and those who actually make B's. Although close to 97% of freshman enter on the HOPE Scholarship, not that many retain the scholarship. However, he stated that this issue is monitored regularly and that the Regents' policy on out-of-state tuition has had the intended result, because the System schools are not as much of a bargain to out-of-state students.
Regent Leebern referred back to Chancellor's comments about market-driven programs, and asked, in instances where there is more demand for a program than the System can provide, whether tuition should be raised based on supply and demand. He asked how President Adams felt about marketing programs in that manner.
President Adams replied that he agreed with the Chancellor. There are institutions in the State that are worthy of higher tuition, while others could maintain lower tuition because they are points of access into the System. Most states do have a two-, three-, or four-tier system, he noted, and whether the System goes in that direction is up to the Board. (Note: The University System currently has different tuition levels for its two-year, four-year, and research institutions .) He expressed, however, that he would like to have more data before the Board seriously considers the issue. Nonetheless, he was certain that some institutions within the System are in a strong position in their respective markets and they can encourage many students to buy their products because of that.
Regent Jones asked how UGA's enrollment was this year since the semester conversion was effected.
President Adams responded that he did not have the full figures at this meeting, but he felt that the enrollment would end up being increased by approximately 600 students. The enrollment was around 29,400 students last year and would likely be around 30,000 this year. UGA is facing the same predicament that President Clough had described earlier. UGA can grow to about 32,500 students without great disparities in quality or facilities, assuming it gets the classroom building it needs. Otherwise, UGA will be out of classroom space at 30,000. For UGA to grow much beyond 32,500 students would create some significant infrastructure issues that it would have to work with the Board to resolve.
Regent Coleman noted that the meeting was getting off its course.
Chair White asked whether there were any further questions for President Adams, and seeing that there were none, he thanked President Adams and turned the floor over to Dr. Muyskens.
Dr. Muyskens explained that he would be discussing three initiatives, but he could cover them rather quickly because the Board is very familiar with them. The first initiative is the eminent scholars program, which the Chancellor had already touched on briefly. This was created by the General Assembly in 1986. There have been 37 of them, 27 of which have been with the Georgia Research Alliance and 10 from the Board's initiative. The program has made them available across the State to all System institutions. This represents a very successful partnership, said Dr. Muyskens, but until now, when a president has had an opportunity and raised the funds, he or she has come to the Board for the matching State funds. To make this a stronger program and partnership, the staff would like for the Board of Regents to have a trust fund of $5 million in continuing money so that presidents know that the matching funds are available when they are successful in the private fund-raising arena. This would allow the System to have ten eminent scholars a year for $5 million. This would be accomplished through $500,000 in private money and $500,000 in State resources per eminent scholar. Dr. Muyskens noted that there are already ten additional eminent scholars being developed.
The second initiative Dr. Muyskens wanted to discuss was teacher preparation. The Board spent fiscal year 1998 focusing on this issue in its Strategic Planning Committee. This initiative would take the plan that the Board created and bring it about, because some of the elements of the plan require financial support.
Dr. Muyskens stated that the third and final initiative is the interconnected library, which is in the second year of a three-year effort. Essentially, it includes improving GALILEO to make it a more efficient operation by purchasing software that can make it possible across the System to have more efficient operation and can make it more user-friendly. The budget includes $2 million for this initiative, as it did last year. An additional $1 million would come from budget redirection.
In closing, Dr. Muyskens asked whether there were any questions, and there were none.
Chair White thanked Dr. Muyskens and turned the floor over to President Clough.
President Clough explained that he would be discussing the statewide distance learning network, the purpose of which is to provide access to students and to reduce the traditional dependencies of programs on facilities and limitations of place and time. This is a tremendously emerging marketplace, he commented. It is also a significant part of economic development, because skills need updating so frequently today that the higher education systems can provide opportunity for persons who otherwise would lose those skills, therefore hurting the Georgia economy. If the System does not participate in this, stated President Clough, it will only be a matter of time before someone else does it. On a daily basis, the System's competitors are coming into Georgia and trying to establish their place in the marketplace. So, the System must do this, and it must move relatively quickly. Additionally, as a result of increased enrollment, there will be tremendous pressure on the System in its traditional marketplace, and rather than bringing all the nontraditional students and continuing education activities onto the campuses, the System can offer services to those students from outside a traditional campus environment. Many System institutions are already doing this in a very innovative and vigorous way. The Medical College of Georgia uses satellite programming to train physicians and nurses in rural areas, Georgia Southern University offers introductory calculus courses to high schools in Southeast Georgia, and Southern Polytechnic State University has a master's program in quality assurance that is being offered over the Internet. Many System institutions are already working on this initiative, but the momentum is not where it should be and the System is not being as aggressive as it should be. President Clough reminded the Board that last year, it approved a request for $2 million to start an Internet learning system. Those funds were allocated to the System, and that project is now underway. He reported that from all signs, it looks as though this will be a very successful program. However, it is a very small pilot program that only affects about six or seven of the System institutions. He asserted that all 34 of the System institutions should be engaged in these activities and gaining more opportunities. So, this proposal is geared toward allowing a broadening of the pilot effort and bringing it to more System institutions, offering them more opportunity to undertake the program. President Clough reminded the Regents of the engineering programs he had earlier discussed in the meeting of the Strategic Planning Committee as a Committee of the Whole and how those programs will be delivered by distance learning. There are four key areas of focus for the statewide distance learning network: curriculum, multiple technology and infrastructure needs, coordination and management, and planning. It is intended that an external advisory and evaluation team will be engaged in order to evaluate and assess the efficiency and effectiveness of these efforts once they are put in place. In closing, President Clough asked whether there were any questions.
Regent Baranco asked whether it had yet been determined how to cost the programs and how the deliverer is to charge the recipients of the programs.
President Clough responded that it would be a mistake to assume that the use of electronic technology in delivery of education would be inherently more cost-effective relative to the traditional classroom and that it is a matter of waiting to see. He added that it is difficult to evaluate because it is not a low-cost operation; however, it improves access to information for the students because they can see and do much more than they could before, and it also improves access in that it is not limited by time and space.
Chair White asked whether there were any further questions, and seeing that there were none, he thanked President Clough for his presentation and turned the floor back to Dr. Desrochers.
Dr. Desrochers summarized that the resident "A" instruction budget is $1.8 billion, plus the redirection and potential adding back of the redirection, with the enhancements and the salary increase. She mentioned that the formula adjustment looks like a large figure this year, but the largest portion of that (approximately $24 million) relates to enrollment growth. Also included in that amount is money for the operation and maintenance of new space. Finally, there is an element included for health insurance costs, which would be discussed further in the regular meeting of the Committee on Finance and Business Operations.
Next, Dr. Desrochers addressed an item in the budget document relating to fiscal year 1999 supplemental appropriations. She explained that the Regents would remember the GIT nuclear reactor decommissioning project, which was approved by the Board in July 1998. In addition, there is a request for funding to finish the master planning process with the last six campuses. Additional major renovation and rehabilitation funding is also being requested, and there are some advances to start some of the programs that had just been presented to the Board. Finally, there was an item relating to the remediation of a particular waste site need at UGA that has been determined to be an urgent issue. The sum total for the supplemental requests is $18.9 million, should funds become available in the next several months.
Finally, Dr. Desrochers noted that the Board had already approved the 26 projects on the major capital outlay list. Items 1 through 8 on the list are already in design, and now, the staff hope to receive construction funds. The minor capital outlay projects are handled differently. They are brought before the Board for the first time at this session, and she then introduced Regent Coleman to present them.
Regent Coleman explained that minor projects are projects costing $5 million or less and that, over the last several years, they have been divided into several categories. He commented that there is a large number of minor projects requests that the Central Office staff must go through every year to determine which ones are most appropriate to seek funding from the legislature. Category A includes critical facility needs and projects urgently needed to renovate or upgrade existing facilities or utility systems. There are five projects in this year's Category A list, totaling $18.6 million. Category B includes building renovation or modernization programs needed to satisfy requirements for existing programs. There are four in that category, totaling $9.2 million. Category C includes significant renovations, new construction, and opportunity projects, such as unique, no-cost property acquisitions or other extremely cost-effective programs. There are seven projects in that category, totaling $27.4 million. The grand total of the minor projects list is $55 million. Regent Coleman asked whether the Regents had any questions, and they did not.
Next, Regent Coleman discussed payback projects. He reminded the Regents that these are revenue producing projects, such as parking decks, university centers, etc. There are five projects on the payback projects list, totaling $42 million. Seeing that there were no questions, Regent Coleman moved to approve the entire proposed budget document.
Regent Leebern seconded the motion.
Chair White asked if there were any further comments by Dr. Desrochers or the Regents, and there were none. With motion properly made and seconded, the Board unanimously approved the proposed budget document.
Chair White then adjourned the meeting of the Committee on Finance and Business Operations as a Committee of the Whole and returned the chairmanship of the meeting to Regent Jenkins.
Chair Jenkins thanked Regent White and adjourned the Board into its regular Committee meetings. Following the Committee meetings, the Board would recess until 9 a.m. Wednesday, September 9.
CALL TO ORDER
The Board of Regents of the University System of Georgia met again on Wednesday, September 9, 1998 in the Board Room, room 7007, 270 Washington St., S.W., seventh floor. The Chair of the Board, Regent Edgar L. Jenkins, called the meeting to order at 9:00 a.m. Present on Wednesday, in addition to Chair Jenkins, were Vice Chair Kenneth W. Cannestra and Regents Thomas F. Allgood, Sr., Shannon L. Amos, David H. (Hal) Averitt, Juanita P. Baranco, S. William Clark, Jr., J. Tom Coleman, Jr., Hilton H. Howell, Jr., George M. D. (John) Hunt III, Warren Y. Jobe, Charles H. Jones, Donald M. Leebern, Jr., Elridge W. McMillan, and Edgar L. Rhodes.
INVOCATION
The invocation was given on Wednesday, September 9 by Regent Donald M. Leebern, Jr.
ATTENDANCE REPORT
The attendance report was read on Wednesday, September 9 by Secretary Gail S. Weber, who announced that Regent Glenn S. White had asked for and been given permission to be absent on that day.
OVERSIGHT COMMITTEE
The Oversight Committee met on Tuesday, September 8, 1998 at 10:00 a.m. in the Board Room. Committee members in attendance were Chair Charles H. Jones, Vice Chair Donald M. Leebern, Jr., Shannon L. Amos, Kenneth W. Cannestra, George M. D. (John) Hunt III, and Edgar L. Rhodes. Chair Jones reported to the full Board on Wednesday that the Committee heard a presentation by Senior Vice Chancellor for Capital Resources Lindsay Desrochers and Associate Vice Chancellor for Information Technology Randall A. Thursby regarding the year 2000 computer problem. The Committee requested that the staff provide additional information on the year 2000 problem and discuss other possible topics it may wish to explore.
AUDIT COMMITTEE
The Audit Committee met on Tuesday, September 8, 1998 at approximately 11:10 a.m. in room 7005. Committee members in attendance were Chair George M. D. (John) Hunt III, Vice Chair Hilton H. Howell, Jr., Juanita P. Baranco, J. Tom Coleman, Jr., Warren Y. Jobe, and Glenn S. White. Chair Hunt reported to the full Board on Wednesday that the Committee had reviewed three items, none of which required action. Additionally, Senior Vice Chancellor for Capital Resources Lindsay Desrochers introduced to the Committee Mr. Ron Stark, the new Assistant Vice Chancellor for Management & Audit Advisory Services. The items the Committee reviewed were as follows:
1. Information Item: Audit Plan, Phase I - Status of Fiscal Year 1999 Audit Plan
Assistant Vice Chancellor Ron Stark briefed the Committee on the general nature of the annual Audit Plan, Phase I and updated the Committee on the status of ongoing and planned audits.
2. Information Item: Audit Process - Discussion of How an Audit Is Executed
Assistant Vice Chancellor Ron Stark led a discussion on the audit process as well as the different types of audits.
3. Information Item: Rating System for Audit Reports - Discussion of Methodology to Rate Audit Reports
Due to time constraints, this discussion was postponed until the next meeting of the Audit Committee.
COMMITTEE ON EDUCATION, RESEARCH, AND EXTENSION
The Committee on Education, Research, and Extension met on Tuesday, September 8, 1998 at approximately 3:20 p.m. in room 7014, the Education Committee Room. Committee members in attendance were Chair Edgar L. Rhodes, Vice Chair George M. D. (John) Hunt III, and Regents Thomas F. Allgood, Sr., Shannon L. Amos, Juanita P. Baranco, S. William Clark, Jr., and Elridge W. McMillan.
Chair Rhodes reported to the Board on Wednesday that President Carl V. Patton of Georgia State University ("GSU") was present at the meeting to present Item 7 to the Board. President Patton presented the item, the naming of the J. Mack Robinson College of Business Administration, and then, Regent Howell requested that the Chair permit him to abstain from the vote on the Committee items. He commented that he wanted to thank the Board on behalf of his family, particularly J. Mack and Nita Robinson, for the approval of Item 7 and its accompanying contribution to GSU. He noted that one reason his family was so enthusiastic about the contribution was because of the opportunity they saw in the University System. He reminded the Regents of their discussion in the Committee on Finance and Business Operations as a Committee of the Whole regarding the System's benchmarking itself against its peers. On behalf of his family, he said that he hoped this small contribution could go to moving the System higher than just the top of the South. As the System completes eight years of great progress, he asserted that it needs to set its goals as the best in the nation and the world, and anything short of that is not good enough for the students, the System, or the State of Georgia. He noted that he was very proud of GSU and all the institutions and that he was pleased to present, on behalf of J. Mack and Nita Robinson, this private contribution to the University System.
On behalf of the Board, Chair of the Board Edgar L Jenkins expressed his appreciation for the contributions by Mr. Robinson and his family through the years. He commented that this gift to GSU was an outstanding contribution at a time when private money is very much needed. He noted that there were several other chairs in the agenda this month, which made this an outstanding month for the University System institutions.
Regent Rhodes reported to the Board that the Committee had reviewed 30 items, 25 of which required action. Additionally, 657 regular faculty appointments were reviewed and recommended for approval. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:
1. Discussion/Approval Item: Programmatic, Organizational, and Mission Changes, Dalton College
President James Burran asked that the Board approve Dalton College's revised mission statement, institutional reorganization plan, and three baccalaureate programs. Dalton College proposed to change its mission to meet regional academic needs and workforce development needs within the carpet industry. In October 1997, the Board approved the change of status for Macon State College with the understanding that Dalton College would request a change in institutional mission for the period covered by the Comprehensive Plan (1998 - 2002). Based upon the work of the North Georgia Planning Council and the University System of Georgia Occupational Demand Analysis, there is a need for new targeted baccalaureate programming in the northwest area of the State. Dalton College developed a plan to meet workforce development needs within the carpet industry. Dalton College requested that it become a specialized institution with its major responsibility remaining unchanged to provide an associate-level program for Dalton-area residents but with an additional responsibility to offer targeted baccalaureate programs which respond to identified needs in the Northwest Georgia area. These recommendations are contingent upon approval of a substantive change by the Southern Association of Colleges and Schools ("SACS").
Revised Mission Statement, Dalton College
Approved: The Board approved the request of President James Burran to approve Dalton College's revised mission statement. The mission statement has been revised to reflect the need for baccalaureate programming with respect to the carpet industry in Northwest Georgia.
Approval of proposed baccalaureate programming at Dalton College was contingent upon this revised mission statement, which describes the selectivity of the institution's foci.
Dalton College Revision of Mission Statement
As a two-year unit of the University System of Georgia, Dalton College serves Northwest Georgia through a broad array of associate degree and certificate programs of study by offering associate,
certificate, and targeted baccalaureate programs of study and a wide variety of public service and
continuing education activities. Located at the center of the greatest concentration of carpet
production in the world, the College is a comprehensive institution, one of only two in the University
System authorized to offer a full range of technical programs in addition to the traditional pre
baccalaureate curricula and targeted baccalaureate offerings which meet workforce development
needs of the Northwest Georgia area. Through direct and technological collaboration with
neighboring technical institutes and four-year other colleges and universities on the one hand, and
outreach and cooperation with local preschool, primary, and secondary systems on the other, Dalton
College acts as an educational broker to meet the needs of business and industry and to provide
opportunities for all persons within its service area to live self-fulfilling and productive lives.
In all that it does, Dalton College strives for the highest possible standards of quality and excellence and systematically assesses and evaluates its effectiveness. Especially in its combination of associate level studies in the liberal arts and targeted baccalaureate degrees with a large complement of career programs in health-related, business, and technical fields; in the quality of its preparation of students for work or further study; and in its role as a broad-based information resource for the people of Northwest Georgia, the College seeks to build upon its strengths and to justify recognition as one of the most academically respected, student-oriented, and community-centered institutions of its kind.
Reorganization: Establishment of the Division of Business and Technology, Dalton College
Approved: The Board approved the request of President James A. Burran that Dalton College be authorized to reorganize current academic units to establish a Division of Business and Technology, effective September 9, 1998.
Dalton College proposed the reorganization of academic units by dividing the current Division of Business Administration and Social Sciences into two separate divisions. Dalton College proposed to offer baccalaureate degree programs in industrial operations management, management information systems, and technology management. It is Dalton College's intent to house all business and information systems related programs at the baccalaureate and associate degree levels in the Division of Business and Technology. Because these programs are business-related and the institution is attempting to respond to the unique needs of carpet-related industries in Northwest Georgia, Dalton College proposed that a separate academic unit be responsible for these programs to promote visibility. The reorganization results in Dalton College's having six divisions and one department.
Establishment of the Bachelor of Science in Industrial Operations Management, Dalton College
Approved: The Board approved the request of President James Burran that Dalton College be authorized to offer the bachelor of science in industrial operations management, effective August 1, 1999. This recommendation is contingent upon approval of a substantive change in accreditation by SACS.
Need: The Northwest Georgia region is home to the largest concentration of carpet and rug manufacturing in the United States. Georgia's carpet industry produces $15.5 billion at retail, accounting for 74% of domestic carpet production and 44% of the world's carpet production. The continued growth of carpet and rug production coupled with advances in business management have contributed to the need for a baccalaureate-prepared workforce. Results of focus group discussions, economic trend data, and telephone surveys were used to confirm the need for a bachelor's degree in the management area. The University System of Georgia Occupational Demand Analysis and North Georgia Planning Council identified industrial operations management as an immediate need.
Objectives: It is anticipated that graduates of the program will meet or exceed expectations for entry level positions in industrial operations management. Examples of these positions include production manager, manufacturing supervisor, quality control director, and department manager. Specific competencies include skills in materials and production processes, cost analysis, process planning and control, safety management, and manufacturing processes.
Curriculum: The 120-semester-hour program includes a 3-hour cooperative experience that will be taken during the student's senior year. Only associate-level courses have been offered at Dalton College; therefore, all upper-level offerings are new courses. Two full-time faculty members will be recruited to support the program. To be certain students receive instruction with real-life applications, the college will recruit professionals, including some from the carpet industry, for adjunct faculty positions. Accreditation by the Association of Collegiate Business Schools and Programs and the National Association of Industrial Technology will be sought. In order to take advantage of emerging technologies, the institution will use Internet-based instructional delivery and the Georgia Statewide Academic and Medical System ("GSAMS").
Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 30, 60, and 60.
Funding: Program costs will be met through redirection of funds, fund-raising initiatives, and tuition income. In addition, support will be requested via the annual System budget allocation process for fiscal year 2000.
Assessment: The Office of Academic Affairs will work with the institution to measure the success and continued effectiveness of the program. In 2002, this 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, centrality, viability, and cost-effectiveness, as indicated in the proposal.
Establishment of the Bachelor of Science in Management Information Systems, Dalton College
Approved: The Board approved the request of President James Burran that Dalton College be authorized to offer the bachelor of science in management information systems ("MIS"), effective August 1, 1999. This recommendation is contingent upon approval of a substantive change in accreditation by SACS.
Need: The Dalton area serves as corporate headquarters for leading carpet manufacturers (e.g., Shaw Industries, Aladdin Mills, Beaulieu of America, World Carpets, Queen Carpets, Collins & Aikman, Durkan Patterned Carpets, and J&J Industries). These firms employ over 50,000 workers and produce the majority of Georgia's carpet and rug output. Georgia's carpet industry produces $15.5 billion at retail, accounting for 74% of domestic carpet production and 44% of the world's carpet production. The increased technological sophistication of carpet manufacturing processes has increased the demand for education at a variety of levels in the workforce. The Dalton-based Carpet and Rug Institute, which serves as the trade association for the carpet industry, assisted in identifying MIS as an immediate baccalaureate program need. The July 1997 University System of Georgia Comprehensive Plan documents an unmet need for information technology specialists at the baccalaureate level.
Objectives: It is expected that graduates of the program will meet or exceed expectations for entry level positions in information systems. Examples of professions in this discipline include data processing manager, computer operations manager, and systems analyst. Specific competencies include skills in strategic policy and finance, computer information system design, analysis and control, computer information systems programming and maintenance, and proficiency with local and global telecommunications systems.
Curriculum: The 120-semester-hour program will include a cooperative experience to be completed at various carpet companies. The program will be housed in the proposed Division of Business and Technology. Students will have access to corporate MIS environments supporting the college industry partnership. Two full-time faculty members will be recruited to support the program.
A cadre of part-time faculty will provide additional instruction in the management information systems program. In order to take advantage of emerging technologies, the institution will use Internet-based instructional delivery and GSAMS.
Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 30, 60, and 60.
Funding: Program costs will be met through redirection of funds, fund-raising initiatives, and tuition income. In addition, support will be requested via the annual System budget allocation process for fiscal year 2000.
Assessment: The Office of Academic Affairs will work with the institution to measure the success and continued effectiveness of the program. In 2002, this 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, centrality, viability, and cost-effectiveness, as indicated in the proposal.
Establishment of the Bachelor of Applied Science in Technology Management, Dalton College
Approved: The Board approved the request of President James Burran that Dalton College be authorized to offer the bachelor of applied science in technology management, effective fall semester 2000. This recommendation is contingent upon approval of a substantive change in accreditation by SACS.
Need: The Northwest Georgia area has a supplier and specialty industry supporting the production of carpet and rugs. Companies such as Dow, Amoco, BASF, Microsoft and Novell contribute various elements to carpet production (e.g., chemicals, latex backing, computer and electronics support, manufacturing machinery, and other services). Manufacturing accounts for 50% of the region's employment and two-thirds of the region's economic base. An environmental scan indicated a societal need for applied technology programming. The Board has previously approved the non traditional bachelor of applied science degree at four other system institutions. This degree program is oriented toward the preparation of technical professionals in a variety of areas, depending upon the program of study completed at the A.A.S. or A.A.T. level. The Georgia Postsecondary Education Collaborative Council suggests that the bachelor of applied science provides a bridging mechanism from associate to baccalaureate degree. This ladder concept fits the industrial model of a technically proficient student advancing with a broad understanding of management concepts and principles. The degree program offers career advancement opportunities to students who begin their educations in technical programs which fit their circumstances at the time but whose needs and goals have changed. This program is especially attractive to the more than 150 students per year within the region who complete the A.A.S. or A.A.T. degree. Institutions producing such graduates include Dalton College, Dalton's cooperative arrangements with Coosa Valley Tech, Pickens Tech, and Walker Technical Institute, as well as Floyd College and Chattanooga State Technical Community College.
Objectives: It is anticipated that graduates of the program will have expertise in manufacturing, technology, and general management skills. Examples of entry-level positions available to these graduates include production manager specialist, manufacturing project manager, and logistics/distribution manager. Skills in total quality management concepts, accounting and economics, technology management, manufacturing materials and processes, and operations management will be developed.
Curriculum: The 120-semester-hour curriculum will include a bridge core and a technology management core in addition to elective courses drawn from the proposed bachelor of science degrees in industrial operations management and management information systems. A three-hour cooperative experience will be required as part of the overall degree requirements. One full-time and one part-time faculty member will be recruited to support the program.
Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 20, 40, and 40.
Funding: Program costs will be met through redirection of funds, fund-raising initiatives, and tuition income. In addition, support will be requested via the annual System budget allocation process for fiscal year 2000.
Assessment: The Office of Academic Affairs will work with the institution to measure the success and continued effectiveness of the program. In 2003, this 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, centrality, viability, and cost-effectiveness, as indicated in the proposal.
2. Establishment of the Certificate in Information Technology and Bachelor of Science in Business and Information Technology, Macon State College
Approved: The Board approved the request of President David Bell that Macon State College be authorized to offer the certificate in information technology and bachelor of science in business and information technology, effective September 9, 1998.
Certificate in Information Technology
Abstract: Macon State College administrators held panel discussions with local employers to determine how the institution could increase educational opportunities. A certificate program in information technology was recommended. The proposed certificate in information technology will require 30 semester hours of approved course work. Half of the 30 semester hours will be comprised of required courses, with the remainder being electives. The required courses will primarily involve the areas of information technology (9 hours), English (3 hours), and accounting (3 hours). Students will take such courses as Foundations of Information Technology, Computer Concepts, and Interpersonal and Professional Communication.
Bachelor of Science in Business and Information Technology
Abstract: The bachelor of science in business and information technology will provide the Middle Georgia area with an innovative baccalaureate curriculum that offers students a traditional foundation in business theory and practice supported by an understanding of the information technologies in the workplace.
Need: The July 1998 issue of Georgia Trend reported that the top four fields of employment for college graduates and the percentage of new jobs created in May 1998 were sales and marketing (17.3%), computers and information science (14.8%), business and management (14.7%), and accounting and finance (11.1%). A May 1997 article in the Macon Telegraph stated that between the years 1994 and 2005, executive, administrative, and managerial jobs are expected to increase over 35%; professional and technical jobs are expected to increase over 41%; and marketing and sales jobs are expected to increase over 31%. The proposed program would be desirable because of the nature of the area as a regional center for retail trade, finance, health, manufacturing, and other services. The presence of Robins Air Force Base also provides a large market for baccalaureate degree holders.
Objectives: The objectives of the business and information technology program are to enhance economic development in the Middle Georgia area by providing skilled professionals to employers and potential industry, produce business professionals with a strong foundation of business and information technology skills, and to provide business graduates an understanding of information technology in the workplace.
Graduates of the degree program will be prepared for such positions as computer information services coordinator, product data manager, and project leader of Internet/Intranet services.
Curriculum: The 120-semester-hour program will be housed in the Division of Economics and Business. The curriculum is comprised of 18 semester hours of business core courses, 18 semester hours of information technology core courses, and 24 semester hours in the student's selected track in accounting, marketing, management, or information technology management.
Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 50, 120, and 220.
Funding: The institution will initiate and maintain the program through redirection. Proposed funding will come from internal redirections, new student tuition, and collaboration special funding initiatives funding.
Assessment: The Office of Academic Affairs will work with the institution to measure the success and continued effectiveness of the program. In 2001, this 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, centrality, viability, and cost-effectiveness, as indicated in the proposal.
3. Establishment of the Executive Master of Business Administration in France, Georgia Institute of Technology
Approved: The Board approved the request of President G. Wayne Clough that Georgia Institute of Technology ("GIT") be authorized to offer an executive master of business administration in France, effective September 9, 1998.
Abstract: The DuPree College of Management at GIT requested approval to offer a collaborative executive master of business administration degree. The program will be delivered in Aix-en Provence, France in collaboration with the Institute of American Universities ("IAU") and business schools who form the Centers for International Business Education and Research ("CIBERs"). The consortium business schools are located at the University of Washington (Seattle), the University of Utah (Salt Lake City), and San Diego State University (San Diego). CIBERs are national resource centers in international business education funded by the U.S. Department of Education. Faculty members from this consortium, led by the GIT CIBER, have developed and will share in the curriculum. The program is targeted to middle managers with at least seven years of business experience in southern France, northern Italy, or eastern Spain. It will be a part-time program, meeting on periodic weekends, with a sustained three-week campus residency at GIT. The program will cover two academic years on a part-time residency basis. GIT will be responsible for the technological component of the curriculum, and other consortium members will provide didactic business administration instruction.
Need: The program will fill a niche in southern Europe for an international, technological, and managerially oriented program for future leaders of businesses and other organizations in the region. No other English instruction program of this type exists in the region. The coverage region for the program has 1,200 potential participating companies. The program will be directly marketed by IAU to employers in the region.
Objectives: The program will strengthen GIT's international profile and be responsive to business community needs in a globalized economy. In addition, it will enhance the educational quality of the on-campus master's in the management of technology at GIT and other programs delivered by the consortia members. The program follows the University System of Georgia's thrust to internationalize faculty, students, and programs of the System's units.
Curriculum: The proposed curriculum involves relatively minor variations in the current executive master's in the management of technology delivered on the GIT campus, with an orientation toward the international and European context of business and management. The 50-semester-hour curriculum will involve significant coverage of financial reporting, analysis, and markets; domestic and global environments of organizations; creation and distribution of goods and services; and human behavior in organizations.
Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 25, 30, and 30.
Funding: No new State funding has been requested.
Assessment: The Office of Academic Affairs will work with the institution to measure the success and continued effectiveness of the program. In 2001, this 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, centrality, viability, and cost-effectiveness, as indicated in the proposal.
4.Establishment of the Major in Social Foundations of Education Under the Existing Doctor of Philosophy Degree, University of Georgia
Approved: The Board approved the request of President Michael Adams that the University of Georgia be authorized to establish a doctor of philosophy degree program in social foundations of education, effective September 9, 1998.
Abstract: The College of Education proposes to establish a Ph.D. program in social foundations of education to prepare scholars who are knowledgeable about the social, cultural, historical, and ethical contexts in which students, teachers, and other educators study, teach, and provide educational services. The proposed program will include two areas of concentration: 1) U.S. history of education and policy studies and 2) sociocultural studies in education. Students will complete courses and seminars with faculty from the proposed Department of Social Foundations of Education and several departments in the College of Arts and Sciences, engage in team research, and participate in community settings. Graduates of the program will be prepared to become university professors and policy researchers who study the effects of social issues on the teacher, learner, and the learning environment.
Need: Research shared with participants at the 1996 National Education Summit of the Nation's Governors and Corporate Leaders (November 1996 issue of Educational Researcher) illustrates how social foundations of education scholars can inform decision-makers' thinking about educational issues. These scholars examine how particular practices and proposed changes in schooling are influenced by such factors as sociocultural economics, race, ideology, and philosophical purpose. Faculty members and graduate students in social foundations of education can serve as consultants to decision makers at local and state institutional and political levels. The National Council for the Accreditation of Teacher Education accreditation rules (NCATE, 1995) and the Georgia Professional Standards Commission also require the inclusion of foundations of education courses in the preparation of teachers and other educational personnel.
From September 1996 through May 1997, 74 position vacancies in social foundations of education were reported in the Chronicle of Higher Education. According to one external reviewer: "While the Midwestern universities have traditionally been the center of Social Foundations programs, the budget problems in the 80s and 90s have caused these programs to go into decline. If the University of Georgia were to start this program, I believe that the South might replace the Midwest as the regional center for the field."
Objectives: The program objectives are to provide doctoral students with a deep understanding of, and strong research methodological expertise in, one or more of the academic disciplines within the social foundations of education; to establish a nationally recognized research program to produce, publish, and apply new knowledge about the social and historical contexts of education and schooling; and through the application of principles from the social foundations of education, to increase opportunities for the college and university to influence educational conditions and policy making at the state, national, and international levels.
Curriculum: All students will complete a set of core courses that integrate concepts from the major sub-fields of the social foundations of education: history, anthropology, sociology, philosophy, and political science. At least 20% of the courses will be taken in the related discipline in the College of Arts and Sciences, from one of the following departments: Anthropology, History, Political Science, Sociology, or Women's Studies. All doctoral students will participate in faculty-student seminars focused on topics and projects that involve faculty from the preceding departments and from the larger community and society. Each student's committee will include one faculty member from the Department of Social Foundations of Education and at least two faculty members from outside the department, at least one of which must be from the aligned discipline in the College of Arts and Sciences.
Projected Enrollment: It is anticipated that for the first three years of the program, student enrollment will be 5, 8, and 11.
Funding: No new State allocation has been requested. It is anticipated that the number of faculty members, graduate assistantships, and staff will remain constant over the first three years of the program.
Assessment: The Office of Academic Affairs will work with the institution to measure the success and continued effectiveness of the program. In 2001, this 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, centrality, viability, and cost-effectiveness, as indicated in the proposal.
5. Establishment of the Department of Social Foundations of Education, University of Georgia
Approved: The Board approved the request of President Michael Adams that the University of Georgia be authorized to establish the Department of Social Foundations of Education, effective September 9, 1998.
The College of Education of the University of Georgia proposes to establish a Department of Social Foundations of Education to create an environment supporting inquiry into the relationship between education and society. The department will provide direct support to the proposed doctoral program in social foundations of education. The department will also house undergraduate and master's-level courses in social foundations of education required in all teacher preparation programs and in all graduate programs for education personnel. The department will include seven faculty members, two additional faculty members on joint appointments with Women's Studies, three adjunct faculty members, and five graduate research associates.
The faculty and administration support the creation of the Department of Social Foundations of Education because of the strong undergraduate and graduate student demand for a separate entity, the existing faculty and curriculum inventory warrant a department separate from the teacher education and curricular foci of the Department of Social Science Education, and the need to create a center of influence for research on how particular practices and proposed changes in education are socioculturally influenced.
6. Ratification of the Memorandum of Understanding Between the United States Army, 3rd Infantry Division at Fort Stewart, Georgia ("Fort Stewart"), the Liberty County Board of Education ("Liberty County"), and Select University System of Georgia Institutions
Approved: The Board ratified the approval by the Chancellor of a memorandum of understanding between University System of Georgia institutions (e.g., Armstrong Atlantic State University, Coastal Georgia Community College, East Georgia College, Georgia Southern University, and Savannah State University), the United States Army, and the Liberty County Board of Education that would lead to the offering of associate, baccalaureate, and master's degree programs. This memorandum of understanding is on file with the Office of Academic Affairs.
The United States Army has requested that the University System of Georgia establish an education center at Fort Stewart in order to provide coordination of all higher education offerings on the base. The Liberty County Board of Education has also agreed to provide to the University System of Georgia space at no cost so that courses may be offered at other Liberty County sites. Five University System of Georgia institutions have agreed to support this effort: Armstrong Atlantic State University, Coastal Georgia Community College, East Georgia College, Georgia Southern University, and Savannah State University.
A synopsis of the accord follows:
- The United States Army will provide and maintain facilities without expense to the University System of Georgia.
- Designated representatives will maintain liaison with the designated representatives of the University System of Georgia and Liberty County.
- The United States Army will promote the educational programs, provide student counseling, and provide for the installation, operation, and maintenance of computer and distance learning equipment.
- Liberty County will publicize and promote the programs. Library support and access to the public library system will be provided.
- Army personnel will have the opportunity to take University System of Georgia classes and raise educational levels. Other individuals allowed to participate in the educational programs are qualified dependents of Army personnel, Fort Stewart-based government employees, members of the National Guard and Army Reserves, military retirees, and civilians. The University System of Georgia is providing access to its educational programs.
7. School Naming, Georgia State University
Approved: The Board approved the request of President Carl V. Patton that Georgia State University be authorized to rename the College of Business Administration to the J. Mack Robinson College of Business Administration.
Background: Mr. Robinson, a prominent Atlanta businessman, philanthropist, and member of Georgia State University's Business Hall of Fame, has generously pledged $10 million to fund enhancements to the College of Business Administration.
J. Mack Robinson, chairman and president of Atlantic American Corporation, maintained a versatile business career through his talent with acquisitions and other business opportunities. His career began at The Atlanta Journal as a helper, carrier, and district manager. After attending the Georgia Institute of Technology and serving in World War II, Mr. Robinson developed several car dealerships while offering financing to customers. This was a novel concept in the 1940s. Mr. Robinson later sold his finance acquisitions to First National Bank of Atlanta (later known as First Atlanta), making him one of the bank's largest individual shareholders.
In addition to his prowess at financial transactions, Mr. Robinson opened Delta Life Insurance Company in 1958, underwrote the French fashion house, Yves St. Laurent, in the early 1960s, and in 1974, founded the Atlantic American Corporation insurance conglomerate. Mr. Robinson's investments have included Rhodes Furniture Stores, Bull Run Corporation, DataSouth Corporation, and Gray Communications.
Mr. Robinson has been honored with the 1994 Philanthropist of the Year Award by the Georgia Chapter of the National Society of Fundraising Executives, has served as director of the Atlanta Arts Alliance (now the Woodruff Arts Center), and is currently Director Emeritus at Westminster Schools and Wachovia Corporation. He also serves on the board of directors of the High Museum of Art.
8. Substantive Degree Change for the Bachelor of Business Administration With a Major in Computer Information Systems to the Major in Information Technology Management Under the Bachelor of Information Technology Degree, Clayton College & State University
Approved: The Board approved the request of President Richard A. Skinner to change the current bachelor of business administration degree with a major in computer information systems to the bachelor of information technology degree with a major in information technology management, effective September 9, 1998.
As the institution moved forward to implement the new information technology career ladder approved by the Board in May 1998, it came to the conclusion that the computer information systems major should be changed to information technology management with a refocused curriculum.
The information technology management major will facilitate and accelerate the transition of students who are currently majoring in computer information systems into the information technology program. Many students in the Computer information systems 'pipeline' will be better served with the applied emphasis of the bachelor of information technology. With this change, the existing computer information systems curriculum would be phased out more expeditiously.
The Information technology management major will provide within the bachelor of information technology degree a focus on people skills in the business environment in addition to a solid foundation in information technology. Industry consultants informed Clayton College & State University that the existing computer information systems curriculum did not adequately focus on business processes marketable computer skills. Having the information management technology major under the bachelor of information technology degree is consistent with the information technology career ladder.
9. Substantive Degree Change for the Master of Science in Teaching English as a Second Language to Become the Master of Arts in Applied Linguistics, Georgia State University
Approved: The Board approved the request of President Carl V. Patton to change the master of science degree in teaching English as a second language to the master of arts degree in applied linguistics, effective September 9, 1998.
The College of Arts and Sciences requested a substantive degree change for the current master of science degree in teaching English as a second language to a master of arts degree in applied linguistics. The name of the degree is inappropriate for foreign language teachers and is primarily for students who intend to pursue careers as English language teachers. The institution would like to include graduate students in modern and classical languages under an additional track in foreign (as opposed to English) language teaching. The degree would then have two specializations ( one in teaching English as a second language and the second in foreign language pedagogy), and would provide graduate degree opportunities for students who are interested in language teaching rather than foreign language literature. This is a post-secondary program that does not lead to certification.
10. Establishment of a Major in Computer Information Systems Under the Existing Bachelor of Science Degree, North Georgia College & State University
Approved: The Board approved the request of President Sherman R. Day that North Georgia College & State University ("NGSU") be authorized to offer a major in computer information systems under the existing bachelor of science degree, effective September 9, 1998.
Abstract: The bachelor of science with a major in computer information systems is primarily designed to equip graduates to function in entry-level information systems positions and provide a basis for continued career growth. The program will be offered on both the NGSU campus and the Gainesville College campus. The entire degree will be offered on the NGSU campus, while only upper-level courses will be offered on the Gainesville College campus. Students finishing an associate's degree in computer science or computer information systems may apply for admission to the program at NGSU.
Need: The bachelor of science degree with a major in computer information systems was developed as a result of a survey questionnaire sent to businesses and government agencies, data from the Intellectual Capital Partnership Program ("ICAPP") needs assessment project, occupational supply and demand data contained in the Occupational Information System Report prepared by the Georgia Department of Labor, and data from the Assessment of Academic Program Needs in the Roswell Area completed by Georgia State University. Of the 400 questionnaires sent to business and government agencies, 20% of the respondents indicated a strong demand for computer information systems ("CIS") graduates in the northern part of the State. Those responding reported a projected ten-year need for CIS graduates. The occupational projections of the Georgia Department of Labor indicate that there are approximately 2,000 unmet needs for computer information systems graduates. The U. S. Bureau of Labor Statistics forecasts an increase in the demand for systems analysts by 110% for the period from 1992 to 2005.
Objectives: The program's primary objective is to provide graduates who are equipped to function in entry-level information system positions and who have a basis for continued career growth. It is further anticipated that computer information systems graduates will acquire research, critical thinking and leadership skills to perform in such roles as database manager, systems administrator, systems analyst, data communications specialist, and network programmer. Graduates will have the ability to analyze, design, and develop business-oriented systems.
Curriculum: The CIS curriculum is designed to allow courses to overlap with existing computer science courses at both institutions. The 120-hour-semester curriculum will be housed in the Department of Mathematics and Computer Science within the School of Arts and Letters. The major degree core consists of courses involving syst