Meeting Minutes - May 2006
Minutes of the Meeting of the Board of Regents of the University
System of Georgia
Held at 270 Washington St., S.W.
Atlanta, Georgia
May 16 and 17, 2006
CALL TO ORDER
The Board of Regents of the University System of Georgia met on Tuesday, May 16, and Wednesday, May 17, 2006, in the Board Room, room 7007, 270 Washington St., S.W., seventh floor. The Chair of the Board, Regent J. Timothy Shelnut, called the meeting to order at 1:00 p.m. on Tuesday, May 16, 2006. Present on Tuesday, in addition to Chair Shelnut, were Regents Hugh A. Carter, Jr., William H. Cleveland, Michael J. Coles, Robert F. Hatcher, Julie Ewing Hunt, Felton Jenkins, W. Mansfield Jennings, Jr., James R. Jolly, Elridge W. McMillan, Doreen Stiles Poitevint, Willis J. Potts, Jr., Wanda Yancey Rodwell, Benjamin J. Tarbutton III, Richard L. Tucker, and Allan Vigil.
The Director of Administration and Compliance Policy, Mark Demyanek, gave the Regents and audience a briefing of basic safety information in the event of an emergency.
REMARKS FROM THE CHANCELLOR
Chancellor Davis greeted the Regents and thanked them for taking time out of their busy schedules to attend this Board meeting. He said that he appreciates the Regents’ feedback on these meetings and urged them to continue to give their input. He noted that the staff are making changes and responding to these comments.
The previous night, the University System Office had said goodbye to the Vice Chancellor for Information and Instructional Technology and Chief Information Officer (“CIO”), Randall A, Thursby, who retires this month after 35 years with the University System of Georgia, the last 6 years as CIO. The Assistant Vice Chancellor for Information Technology, Thomas L. Maier, will serve as Interim CIO as the Chancellor assesses the needs of the System and begins the search for Mr. Thursby’s successor. The Chancellor said that the Regents and staff appreciate all that Mr. Thursby has done for System. He has provided sound leadership in one of the most critical areas of operations. Chancellor Davis said that the Board will officially recognize Mr. Thursby and his contributions at the June meeting.
At this meeting, the Committee on Academic Affairs as a Committee of the Whole will address some specific localized program needs in four communities. The Chancellor explained that these are important programs and stressed that this will be an important set of discussions with policy implications. He noted that while these programs come with the recommendation of the University System Office staff, it is important that the Regents have robust discussion and are aware of the policy implications of making such changes. He emphasized that while limited baccalaureate programs are integral to the state college mission, such programs cannot take precedence over these institutions’ having a robust and active mission of providing access to higher education.
The Board will be hearing from two Student Advisory Council (“SAC”) representatives at this meeting. Chancellor Davis spoke to SAC the previous night and told the group that he valued their input. He talked to them about the Governor’s customer service initiative and whether students are customers. While there are varying views on that across the System, the Chancellor tends to believe that students are the System’s ultimate customers. He said that there will be an increased focus on and responsiveness to students and that he plans to meet with SAC two to three times a year. He noted that SAC has an excellent strategic planning process and that he would provide the Regents with copies of the SAC strategic planning report. It is a good encapsulation of how students view the University System of Georgia and its opportunities.
The previous week, Governor Sonny Purdue signed into law the fiscal year 2006 supplemental and fiscal year 2007 budget appropriations. He also approved more than $311 million in bonds for construction. Chancellor Davis said that the Regents are in the process of thanking the Governor and legislators for their budgetary support. He noted that Representative Bob Smith, Vice Chairman of Appropriations for the Higher Education Subcommittee, has been invited to a future Board meeting to share his thoughts on the direction of the University System of Georgia. In closing, the Chancellor asked whether there were any questions or comments, and there were none.
ATTENDANCE REPORT
The attendance report was read on Tuesday, May 16, 2006, by Secretary Gail S. Weber, who announced that Vice Chair Patrick S. Pittard and Regent Donald M. Leebern, Jr. had asked for and been given permission to be absent on that day.
APPROVAL OF MINUTES
Regent Jenkins asked about the appendices approved in the April 2006 agenda of the Committee on Finance and Business Operations, and the Secretary to the Board, Gail S. Weber, responded that those appendices are on file with the Office of Fiscal Affairs.
Regent Jenkins also pointed out a typographical error in the May 11, 2006, minutes, which was corrected.
Motion properly made and duly seconded, the minutes of the Board of Regents meeting held on April 18 and 19, 2006, and the special meetings held on May 5 and 11, 2006, were unanimously approved as corrected.
INTRODUCTION OF DR. BELLE WHEELAN, PRESIDENT OF THE COMMISSION ON COLLEGES
Chancellor Davis said that it was a great honor to welcome as a special guest to this meeting the new President of the Commission on Colleges (“COC”) of the Southern Association of Colleges and Schools (“SACS”), Belle S. Wheelan. She assumed her position on July 24, 2005, and came to Atlanta from her previous post as President of Northern Virginia Community College (“NVCC”). Her appointment at this 64,000-student college marked the first time an African-American woman was selected to serve as president of a two- or four-year public institution of higher education in Virginia. NVCC is Virginia’s largest institution of higher education and the second largest community college in the nation. In her new role at SACS, Dr. Wheelan has been described by the current COC chair, James F. Barker, President of Clemson University, as “the right person” to continue the legacy of Dr. James T. Rogers, her predecessor who served more than 20 years. The Chancellor noted that SACS accreditation is perhaps the most critical step an institution can take to establish academic respectability.
As one of six regional accrediting bodies of the United States Department of Education, SACS is made up of 790 member institutions in 11 Southern states and Latin America, with 87 of those colleges and universities located in Georgia. SACS, like the other five regional accrediting bodies, operates under the process of rigorous peer evaluation of the nine critical areas of institutional organization: mission, governance, educational programs, faculty, library, student affairs, resources, and compliance with federal regulations. Institutions operating outside the accrediting agencies endanger student transfer, experience difficulty in recruiting both students and faculty, and are prevented from participating in federal loan programs. Member institutions, on the other hand, can participate in federal assistance programs, ensure consumer protection, engage in national school reform projects, and claim with justifiable pride that their institutions have “passed muster” as validated by other members in good standing. Needless to say, SACS is one acronym that gets anyone in higher education to sit up and take notice. The Chancellor said he is confident that Dr. Wheelan will continue to make the COC the center of much deserved attention and respect in the years ahead. He asked the Regents to join him in welcoming President Wheelan.
President Wheelan thanked Chancellor Davis and the Regents for allowing her to introduce herself. She said she has no major plans to change the accreditation process, which was changed only about five years ago. Many University System of Georgia institutions have not yet gone through the new accreditation process. The process is in place to ensure that higher education in this country remains strong. She said it was serendipitous that the Regents would at this meeting consider community colleges’ taking on baccalaureate programs because she spent 28 years of her career in community colleges. There will be challenges in the process, but this is another way that community colleges are responding to the needs of their communities. She said the baccalaureate degree today is what the high school diploma was many years ago and it is difficult to get a job today without some training beyond high school. In closing, she noted that her most recent position was as Secretary of Education to Governor Mark Warner in Virginia.
Chair Shelnut thanked President Wheelan for visiting the Board of Regents.
SPECIAL THANKS TO DR. SANDRA GUSTAVSON
Chair Shelnut asked the Chancellor to recognize someone who has served the University System of Georgia working hard, ye effectively and quietly.
Chancellor Davis said that there are approximately 38,000 employees in the University System of Georgia. All plan to retire at some point, and good financial planning is important to a sound retirement. However, many do not have a grasp of what is required to take all these individual plans and dreams and shape them into a larger investment program. Fortunately, there are smart individuals who do take a keen interest in this important area. The Chancellor said it was his pleasure to recognize one of the bright starts of retirement planning and investment, Dr. Sandra Gustavson, who is ending seven years of service as a trustee of the Teachers Retirement System of Georgia (“TRS”). Since 1999, she has helped to manage and administer the TRS fund as the Board of Regents’ sole designated representative on the pension plan’s ten-member board of trustees. Since 2004, she has served as the board’s chair.
TRS administers the fund from which teachers in the state’s public schools, as well as many employees of the University System of Georgia, receive their retirement benefits. TRS manages the retirement accounts of about 230,000 active (nonretired) employees and pays a monthly benefit to about 65,000 retired members and survivors. TRS is one of the largest and most sound programs in the country with investments in excess of $40 billion. The TRS retiree payroll is in excess of $1.8 billion per year. At various times, Dr. Gustavson has served on the TRS board’s investment committee and joint management committee and has chaired the goals and objectives committee. She also helped form the board’s first audit committee and has served on it since it was established three years ago. TRS achieved numerous milestones during her time as a board trustee. TRS upgraded its pension technology systems and completely redesigned its website to allow members to conduct transactions online and calculate pension estimates. A new customer service call center was opened, and complementary workshops and preretirement counseling sessions for members were created and held statewide. Dr. Gustavson also participated in the selection of Jeff Ezell as the executive director of TRS.
Dr. Gustavson was chosen for the TRS board because of her expertise and her reputation in the financial planning field. She is the Associate Dean for Faculty and Administration at the University of Georgia’s (“UGA”) Terry College of Business. She also holds the Bradford McFadden Professor of Personal Financial Management at the college. She joined UGA in 1981 as a faculty member in the college’s top five-ranked risk management and insurance program. She received her undergraduate and graduate degrees from the University of Illinois. She is from Georgia and grew up in DeKalb County. She has published research in the areas of retirement planning, employment benefits and long-term care insurance. There is no question that our employees and indeed, every teacher in Georgia covered under TRS, have been very fortunate that Dr. Gustavson served on the Board of Trustees these past seven years. She has used her skills and experience to take all these individual plans and truly shape them into a whole that is greater than its parts. Please join me in recognizing Dr. Gustavson for her work and her dedicated service to this System and its employees.
Dr. Gustavson thanked Chancellor Davis. She said that as a college professor who teaches about employee benefits, it is a privilege to serve on the TRS board. It has given her the opportunity to see theories come alive in practice and to make a difference in the lives of fellow educators across the state. She assured the Regents that TRS is in excellent financial condition. She said that it is run by talented staff and overseen by trustees who take their responsibilities very seriously. Dr. Gustavson thanked the Regents for letting her represent the University System of Georgia for the past seven years.
PRESENTATION: STUDENT ADVISORY COUNCIL UPDATE
Chair Shelnut next called upon the Associate Vice Chancellor for Student Affairs, Tonya R. Lam, to introduce two University System student leaders who would address the Board about student concerns and thoughts.
Ms. Lam stated that the Student Advisory Council (“SAC”) is the communication forum for students, the Chancellor, and the Board of Regents. SAC membership is comprised of a single representative from each of the student government associations across the System. Board of Regents policy dictates that SAC meet at least once each year. This past year, SAC met three times. As an advisory group, SAC has no officers and no positions and each representative has a single vote. Chenelle Denise Marshall and Phillip Pope volunteered to represent SAC this year to give the Board of Regents its annual report. Ms. Marshall is majoring in Journalism at Atlanta Metropolitan College (“AMC”). She plans to attend Georgia State University after graduating from AMC in December 2006. Mr. Pope graduated this month from Armstrong Atlantic State University (“AASU”) with a major in Liberal Studies and a minor in Criminal Justice. He plans to take a six-month break before starting graduate school.
Mr. Pope reiterated that SAC serves as a liaison between the Board of Regents and the student government associations across the University System of Georgia. SAC considers issues that all System institutions have in common. Some areas of interest to SAC include financial aid, faculty and staff advisement, course offerings, transfer credits, and the rising costs of textbooks. With regard to financial aid, SAC would like to see better practices across the System. For example, Valdosta State University does direct deposit into student accounts. SAC would like to see this practice extended across the System. SAC would also suggest hiring additional part-time financial aid counselors to assist with processing applications during peak periods.
Ms. Marshall added that SAC is also concerned with advisement at many institutions. SAC recommend that improving the quality and consistency of academic advisement, as well as encouraging students to seek career counseling, become a top priority to aid in progress toward graduation.
With regard to courses, Mr. Pope said SAC would also like to see the College-Level Examination Program® (“CLEP”) adopted Systemwide. CLEP allows students to take a test to receive credits for certain college courses. He said that students would also like to see upper-level courses offered more frequently because college seniors often have difficulty getting all of their courses in their last year. Many students would also like more flexible scheduling. Georgia Perimeter College has a program called “All the Class for Half the Gas” that allows students to take two courses at the same time of day over the course of one semester. So, a student can take English 1101 during the first seven weeks and English 1102 the second seven weeks of the semester.
Ms. Marshall discussed transfer credits and changes of major. In order to encourage students to graduate on time, SAC suggested a more seamless credit transfer process across the University System. To help students determine their majors, SAC suggested offering or mandating tests to determine students’ interests. SAC focused its efforts on the elimination of the sales tax on text books. SAC representatives proposed this idea to the Senior Vice Chancellor for External Activities and Facilities, Thomas E. Daniel, and the Vice Chancellor for Fiscal Affairs, William R. Bowes. They also discussed it with Representatives Brooks P. Coleman, Jr., and Bill Hembree. The outcome of these discussions was the introduction of House Bill (“H.B.”) 1397. In the future, SAC wants to bring not just problems to the table, but also possible solutions. SAC, as students, would like to develop leadership skills and increase involvement by encouraging more students to participate in student organizations. To increase political awareness and the impact students have on the process, SAC would like to encourage students to register to vote and participate in elections locally and nationally. Ms. Marshall noted that statistics show that the more students interact with individual faculty members, the more likely they are to persist to graduation. To increase interactions between faculty, staff, and students, SAC encourages faculty to set aside one hour a week to assist students in learning centers.
Mr. Pope said SAC is interested in many other issues and would like to participate in the planning and development of these solutions. In closing, the thanked the Regents and stepped down.
Ms. Marshall asked whether the Regents had any questions.
Regent Tarbutton asked how much money would be saved through H.B. 1397.
Mr. Pope said that it would be the local sales tax.
Mr. Bowes said that based upon the current sales tax rates, it would represent approximately $4 million to $6 million.
Chair Shelnut thanked Ms. Marshall and Mr. Pope for their presentation and their representation on SAC.
COMMITTEE ON ACADEMIC AFFAIRS, “COMMITTEE OF THE WHOLE”
Chair Shelnut said that the Board would next discuss revised missions, sector changes, and bachelor degree programs at three of the System’s two-year institutions. Also on the agenda for discussion was the addition of a new doctoral program at Kennesaw State University (“KSU”). He convened the Committee on Academic Affairs as a Committee of the Whole and turned the Chairmanship of the meeting over to Regent Cleveland, the Chair of the Committee.
Regent Cleveland said that at this meeting, the Vice Chancellor for Academic, Faculty, and Student Affairs, Frank A. Butler, would present nine action items for consideration by the Committee on Academic Affairs as a Committee of the Whole. These items represent substantial program changes and mission alterations for three System two-year colleges: Abraham Baldwin Agricultural College (“ABAC”), Gordon College (“GOC”), and Middle Georgia College (“MGC”). The discussion will be directed toward adding a total of five application-oriented baccalaureate programs designed to meet specific local, regional, and state needs. These are being considered by the Committee of the Whole because these changes reflect a change in the structure of the University System. After discussion, Dr. Butler will present these action items together in the form of a consent agenda, any member of the Board can extract an item to discuss and vote separately. After acting on these items, the Committee of the Whole will also consider a proposal from KSU to add its first doctoral program.
Dr. Butler said that the proposed action items represent substantive change. In 2002, the Board of Regents lifted its moratorium on mission changes and began a statewide assessment project in which the staff looked at the needs of the state geographically and programmatically. At the November 2004, the Board of Regents authorized the staff to go forward with mission review. Dr. Butler said there are many implications when an institution moves its mission from one degree level to another, not the least of which is accreditation. The three institutions that are proposing baccalaureate degrees must still be points of access to higher education. Moreover, there are federal reporting requirements of baccalaureate institutions. The faculty have different expectations at baccalaureate institutions in terms of credentials and salaries. There are also implications for scholarship, faculty teaching loads, service, athletic programs, management, and other areas. On the other hand, these programmatic changes offer enhanced opportunities for students in these communities.
Dr. Butler discussed the structure of the University System of Georgia, noting that there were 4 research universities, 2 regional universities, 13 state universities, 4 state colleges, and 12 two-year colleges. ABAC, GOC, and MGC were two year colleges requesting changes of mission and sector to enable them to offer baccalaureate programs, which would make them state colleges. Dr. Butler explained that, like a two-year college, a state college functions as the point of access for students needing additional collegiate preparation and offers applied and transfer associate degrees. However, a state college also offers a limited number of baccalaureate programs, typically applied, that meet specific local, regional, or state needs with emphasis on employability.
Dr. Butler next discussed the proposed consent agenda. The first item was the proposed revised mission statement and change of sector at ABAC (Item 13, pages 38 to 42), which requested approval for a revised mission statement, a substantive mission change, and a change from two-year to state college sector so that it can offer three bachelor of applied science (“B.A.S.”) degrees. He explained that B.A.S. degrees prepare graduates for specific careers where applications are stressed. They maximize credit use from the System’s nontransferable Associate of Applied Science (“A.A.S.”) and the Department of Technical and Adult Education’s (“DTAE”) Associate of Applied Technology (“A.A.T.”) degrees. B.A.S. degrees are not intended for graduate school acceptance. Dr. Butler said that the second ABAC was proposing the establishment of a B.A.S. with major in Turfgrass and Golf Course Management (Item 14, pages 42 to 43). He noted that this degree would be a perfect fit for the institution. It meets class-A golf course requirements. There are 450 golf courses in Georgia alone, and this is a growth industry with a robust job market. The proposed program builds upon ABAC’s existing A.A.S. degree. ABAC’s second proposed baccalaureate degree was the B.A.S. in Diversified Agriculture (Item 15, pages 44 to 45). Dr. Butler noted that this would be the only agriculture B.A.S. in the State of Georgia. It would address workforce needs in agricultural chemicals, equipment, livestock, business, etc.
MGC was also proposing a revised mission statement and sector change. Like ABAC, MGC was also requesting approval for a revised mission change and change from two-year to state college sector (Item 10, pages 32 to 35). The first associated baccalaureate program was the B.A.S. in Flight Management (Item 12, pages 37 to 38). This program would interface with DTAE’s Georgia Aviation and Technical College and would prepare graduates for pilot-related careers in private and commercial flight operations, aviation meteorology, etc. The second baccalaureate program proposed by MGC was a Bachelor of Science (“B.S.”) program, so the credit transfers are more circumscribed by regulations and requirements. The proposed degree is a B.S. in Aviation Management with four tracks of study: Professional Flight Management, Air Traffic Management, Airport Management, and Logistics Management (Item 11, pages 36 to 37). Potential employers of program graduates include Delta Air Lines, Inc., Lockheed Martin Corporation, Hartsfield-Jackson Atlanta International Airport, Northrop Grumman Corporation, and Robins Air Force Base.
Dr. Butler stated that GOC was also proposing a revised mission statement and sector change from a two-year to a state college (Item 8, pages 27 to 31). The associated proposed baccalaureate program was a B.S. in Education with a major in Early Childhood Education (Item 9, pages 31 to 32). This program will prepare elementary school teachers, address a critical shortage, and build upon the institution’s strong arts and sciences base. It would also adhere to the Board of Regents’ Principles for the Preparation of Educators for the Schools. Dr. Butler asked whether the Regents had any questions
Chancellor Davis remarked that there are concerns within the University System about the issues of “mission creep” whenever there are these types of mission changes. So, he had looked at the alternatives to these programs such as distance education and cooperative programs between institutions. Those types of issues were vetted, and the staff determined that these programs are the best way to deliver the five proposed programs. The strategic issue raised, however, is that the System has made a commitment to provide access to a two-year institution within 50 miles of every citizen in this state. The System has made no statement with regard to access at four-year institutions, and this is something that must come out of the strategic planning process. The Board lifted its moratorium on mission changes, and in October 2005, it approved the revised mission and sector of Gainesville State College. These three mission and sector changes were being recommended – ABAC, GOC, and MGC – but the Chancellor would hold all others in abeyance until the Board completes its next strategic plan, taking into consideration and balancing the rates of population growth across the state with educational needs.
Seeing that there were no further questions, Chair Cleveland asked for a motion to approve the consent agenda presented to the Committee of the Whole.
Regent Hatcher made the motion, which was variously seconded. The Board of Regents unanimously approved the following items on the agenda of the Committee on Academic Affairs:
- Revised Mission Statement and Change of Sector, Gordon College
- Establishment of a Bachelor of Science in Education with a Major in Early Childhood Education, Gordon College
- Revised Mission Statement and Change of Sector, Middle Georgia College
- Establishment of a Bachelor of Science in Aviation Management, Middle Georgia College
- Establishment of a Bachelor of Applied Science in Flight Management, Middle Georgia College
- Revised Mission Statement and Change of Sector, Abraham Baldwin Agricultural College
- Establishment of a Bachelor of Applied Science with a Major in Turfgrass and Golf Course Management, Abraham Baldwin Agricultural College
- Establishment of a Bachelor of Applied Science with a Major in Diversified Agriculture, Abraham Baldwin Agricultural College
Dr. Butler next discussed the proposal of a Doctor of Education (“Ed.D.”) in Leadership for Learning at KSU (Item 4, pages 22 to 24) with five areas of concentration: Adolescent Education/ Mathematics, Elementary and Early Childhood Education, Instructional Technology, Inclusive Education, and Educational Leadership and Policy. Dr. Butler noted that the focus of the program is on school improvement, particularly on preparing classroom teacher leaders, principals, superintendents, and other educational administrators. The program was externally reviewed and extensively revised with assistance from the Office of the Georgia P-16 Initiative. The specialties will be phased in, and a new mission statement will be presented for Board approval in the coming months. This program will meet needs of the northwest quadrant of the state, Georgia’s most rapidly growing and underserved region. It will respond to the growing national and Georgia concerns about the Ed.D. and the need for new approaches to prepare school leaders. It also aims to increase retention by preparing Georgia teacher leaders to move through the developing instructional support roles into formal leadership positions.
Regent Coles made a motion to approved Item 4 of the agenda of the Committee on Academic Affairs, which was variously seconded and unanimously approved.
Seeing that there was no further business to come before the Committee, Chair Cleveland adjourned the Committee and returned the Chairmanship into its regular session.
At approximately 2:10 p.m., Chair Shelnut adjourned the Regents into their regular Committee meetings.
CALL TO ORDER
The Board of Regents of the University System of Georgia met again on Wednesday, May 17, 2006, in the Board Room, room 7007, 270 Washington St., S.W., seventh floor. The Chair of the Board, Regent J. Timothy Shelnut, called the meeting to order at 9:00 a.m. Present on Wednesday, in addition to Chair Shelnut, were Regents Hugh A. Carter, Jr., William H. Cleveland, Michael J. Coles, Robert F. Hatcher, Julie Ewing Hunt, Felton Jenkins, W. Mansfield Jennings, Jr., James R. Jolly, Elridge W. McMillan, Doreen Stiles Poitevint, Willis J. Potts, Jr., Wanda Yancey Rodwell, Richard L. Tucker, and Allan Vigil.
Chair Shelnut thanked Regent Coles and his wife, Donna, for hosting dinner for the Regents the previous night at their home.
The Director of Administration and Compliance Policy, Mark Demyanek, gave the Regents and audience a briefing of basic safety information in the event of an emergency.
Chair Shelnut called for a brief moment of silence in memory of two long-time retired University System Office employees, Irma Daniels and Judy Wilder, who died recently.
INVOCATION
The invocation was given on Wednesday, May 17, 2006, by Regent Michael J. Coles.
ATTENDANCE REPORT
The attendance report was read on Wednesday, May 17, 2006, by Secretary Gail S. Weber, who announced that Vice Chair Patrick S. Pittard and Regents Donald M. Leebern, Jr. and Benjamin J. Tarbutton III had asked for and been given permission to be absent on that day.
SPECIAL PRESENTATION ON COLUMBUS STATE UNIVERSITY
Chair Shelnut called upon President Frank D. Brown to make a special presentation about Columbus State University (“CSU”).
President Brown said that he was accompanied at this meeting by the Vice President for Academic Affairs, George E. Stanton, and the Director of Public Relations, John Lester. From its earliest days, CSU has worked to serve its community in some unusual ways. At a time in its young history when most struggling institutions would never have done so, CSU initiated a fine and performing arts program with strong community support. In what would be the first of many public-private partnerships, Fine Arts Hall was constructed in 1969 with a combination of state funds through the Board of Regents, private support, and federal grants. This building served CSU well for over 30 years. However, by 1997, CSU had badly outgrown the facility, and it could no longer adequately serve the university’s needs. CSU approached the Board of Regents and requested that it be authorized to work within the community to raise private funds to construct a new hall and that it be authorized to relocate the Schwob School of Music to a new location in the downtown area of Columbus about six miles from the main campus. After reviewing CSU’s plans, the Board gave its approval for the project. The result was the RiverCenter for the Performing Arts (the “RiverCenter”), a spectacular new facility that houses the CSU Schwob School of Music and the Columbus Symphony Orchestra. The educational space CSU occupies includes state-of-the-art rehearsal and performance areas. Additionally, the international artists who perform at the RiverCenter often involve themselves with the students, giving master classes or engaging in casual conversation. This interaction with international performers adds an element to the music program that is highly unusual in colleges and universities today.
Concurrent with the development of the RiverCenter, the CSU Foundation acquired the Rankin Hotel across the street and converted it into an arts center and loft apartments for students, housing 108 students today. President Brown stated that the success of the RiverCenter prompted CSU to request of the Board that it be allowed to complete the fine and performing arts picture. Its plan was to conduct a capital campaign that would benefit CSU in many areas and allow it to provide world-class facilities for its Departments of Art and Theatre near the RiverCenter. The Board approved the plan, and CSU began a capital campaign. CSU’s efforts were more successful than it initially hoped. CSU acquired an old warehouse that borders a public space alongside the Chattahoochee River and renovated it for the Department of Art while new construction was begun for the Department of Theatre. The facilities will be first class and will provide a learning environment unlike any seen in other colleges and universities anywhere. The complete complex, including student housing and faculty office space, will be opened in August of this year.
President Brown said that CSU has found that the arts can truly be an economic development tool for a city. CSU is lifting the quality of life for area citizens and helping to revitalize the city, while providing an exciting educational setting for its students. Restaurants, shops, and other retail establishments are springing up. The old textile mills along the river are being turned into loft apartments and condos. President Brown thanked the Regents for their partnership in enabling the university to take on this exciting task and for their willingness to exercise flexibility with this initiative. He also stressed the importance of the Columbus State University Foundation, Inc. (the “Foundation”) and the Columbus community for their support of CSU. Without the Foundation’s longstanding interest and investment, CSU would not be in a position to achieve results such as these. He said CSU is the only institution in the State of Georgia and perhaps the nation that has established a separate campus solely for the fine and performing arts. This campus has created an arts district in Columbus that is the envy of other institutions around the country. In closing, President Brown said that the best is still to come for CSU.Regent Carter said that he had visited the RiverCenter with other Regents and that it was a world-class facility. He encouraged all of the Regents to see it.
President Brown invited all of the Regents to visit the RiverCenter.
On behalf of the Board, Chair Shelnut thanked President Brown for this interesting presentation and the excellent job he is doing as President of CSU.
At 9:25 a.m., Chair Shelnut called for Committee reports.
EXECUTIVE AND COMPENSATION COMMITTEE
The Executive and Compensation Committee met on Tuesday, May 16, 2006, at 11:00 a.m. in the room 7019, the Chancellor’s Conference Room. Committee members in attendance were Chair J. Timothy Shelnut and Regents William H. Cleveland, Donald M. Leebern, Jr., Elridge W. McMillan, and Richard L. Tucker. Chair Shelnut reported to the Board on Wednesday that the Committee had reviewed two items, which did not require action. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:
- Information Item: Executive Session: Personnel and Compensation Issues
At approximately 11:00 a.m. on Tuesday, May 16, 2006, Chair J. Timothy Shelnut called for an Executive Session for the purpose of discussing personnel and compensation issues. With motion properly made and variously seconded, the Regents who were present voted unanimously to go into Executive Session. Those Regents were as follows: Chair Shelnut and Regents William H. Cleveland, Donald M. Leebern, Elridge W. McMillan, and Richard L. Tucker. Also in attendance were Chancellor Erroll B. Davis, Jr., the Senior Vice Chancellor for Support Services, Corlis Cummings, and the Secretary to the Board, Gail S. Weber. In accordance with H.B. 278, Section 3 (amending O.C.G.A. § 50-14-4), an affidavit regarding this Executive Session is on file with the Chancellor’s Office.
At approximately 12:15 p.m., Chair Shelnut reconvened the Committee meeting in its regular session and announced that no actions were taken in the Executive Session.
- Information Item: Future Issues
In open session, the Committee discussed possibly revising the Board meeting schedule and the makeup of Regents’ Special Committees on Presidential Searches. These items will be further discussed at the June 2006 meeting.
COMMITTEE ON INFORMATION AND INSTRUCTIONAL TECHNOLOGY
The Committee on Information and Instructional Technology met on Tuesday, May 16, 2006, at 11:00 a.m. in room 6041, the Training Room. Committee members in attendance were Chair Hugh A. Carter, Jr., Vice Chair W. Mansfield Jennings, Jr., and Regents Michael J. Coles, Felton Jenkins, Doreen Stiles Poitevint, and Allan Vigil. Chair Carter reported to the full Board on Wednesday that the Committee had reviewed one item, which did not require action. That item was as follows:
- Information Item: Status of Information Technology Initiatives in the University System of Georgia
Committee Chair Hugh A. Carter and Vice Chair W. Mansfield Jennings, Jr. requested that the Vice Chancellor for Information and Instructional Technology and Chief Information Officer (“CIO”), Randall A. Thursby, provide an overview of the status of information technology in the University System of Georgia at the last Board meeting before his “early” retirement.
Mr. Thursby highlighted the many successes that he has participated in or directed during his 35 years in the System. A long-term commitment to investment in a strategic architecture and the development of an integrated learning environment have moved information technology in the University System forward to its current status as an example of one of the premier systems in higher education. At the same time, Mr. Thursby noted a number of significant challenges that remain, especially in the areas of information security, business practices, and policy that determine when, where, and how information technology can be applied safely and effectively.
In closing, Mr. Thursby thanked the Committee for the opportunity to work closely with them during his six years as the System’s CIO. Chair Carter thanked Mr. Thursby for his excellent service and contribution that has the System well positioned for the future.
COMMITTEE ON ACADEMIC AFFAIRS
The Committee on Academic Affairs met as a Committee of the Whole during the full Board meeting on Tuesday, May 16, 2006. (See pages 9 to 12.) Committee members in attendance were Chair William H. Cleveland, Vice Chair Doreen Stiles Poitevint, and Regents James R. Jolly, Willis J. Potts, Jr., and Benjamin J. Tarbutton. Also in attendance were Board Chair J. Timothy Shelnut and Regents Hugh A. Carter, Jr., Michael J. Coles, Robert F. Hatcher, Julie Ewing Hunt, Felton Jenkins, W. Mansfield Jennings, Jr., Elridge W. McMillan, Wanda Yancey Rodwell, Richard L. Tucker, and Allan Vigil. The Committee on Academic Affairs as a Committee of the Whole reviewed nine items, all of which required action.
The Committee on Academic Affairs met in Committee that same day at approximately 2:25 p.m. in the Sixth Floor Training Room, room 6041. Committee members in attendance were Chair William H. Cleveland, Vice Chair Doreen Stiles Poitevint, and Regents James R. Jolly, Willis J. Potts, Jr., and Benjamin J. Tarbutton. Chair Cleveland reported to the Board that the Committee had reviewed 12 items, 6 of which required action. Included in Item 16, 247 regular faculty appointments were reviewed and recommended for approval. In addition, Chair Cleveland requested that one walk-on item also be considered for approval. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:
- Establishment of a Major in Family Financial Planning under the Bachelor of Science in Family and Consumer Sciences, University of Georgia
Approved: The Board approved the request of President Michael F. Adams that the University of Georgia (“UGA”) be authorized to establish a major in Family Financial Planning under the Bachelor of Science in Family and Consumer Sciences, effective May 17, 2006.
Abstract: The mission of the College of Family and Consumer Sciences is to advance the well-being of individuals and families over their life span and strengthen communities through the generation and dissemination of knowledge, education of professionals, and provision of research-based programs. As part of the College’s strategic plan, one of its goals is to reduce family financial illiteracy and indebtedness and promote resilience among families.
Need: Students will be able to meet the needs of families in one area of financial planning or a variety of areas through the development of comprehensive financial plans. Students majoring in Family Financial Planning will also meet the education requirements of the Certified Financial Planner Board of Standards, Inc. and qualify to sit for the CFP® Certification Examination. The financial planning profession has become one of the fastest growing professions according to the Jobs Rated Almanac. Demand for the proposed major is based upon student interest in the emphasis on Family Financial Management currently offered through the major in Consumer Economics. To remain competitive with other programs, UGA seeks approval to offer a major in Family Financial Planning.
Objective: The primary objective of the proposed major in Family Financial Planning will be to train and prepare students to become professional financial planners in order to work with families in the areas of credit and debt management, income taxation, savings and investments, risk management and insurance, retirement and employee benefits, and estate planning.
Curriculum: The 120-semester-hour program requires the following courses related to the major: Family Economic Environment, Principles of Macroeconomics, Principles of Microeconomics, and Elementary Statistics. Major requirements include, but are not limited to, the following courses: Family Economic Behavior & Policy, Family Savings and Investments, Seminar in Family Taxation, Risk Management & Insurance, Family Estate Planning, Housing in Contemporary Society, and an internship within the financial marketplace.
Projected Enrollment: The institution anticipates enrollments of 35, 40, and 45 during the first three years of the program.
Funding: The program will be supported through a combination of existing and new courses. President Adams has provided reverification that funding for the program is available at the institution.
Assessment: The learning outcomes of students and the pass rate for students in the major on the CFP® Certification Examination will be used to assess the effectiveness of the program. This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Establishment of a Master of Science in Nursing Education, North Georgia College & State University
Approved: The Board approved the request of President David L. Potter that North Georgia College & State University (“NGCSU”) be authorized to establish a Master of Science in Nursing Education, effective May 17, 2006.
Abstract: The Master of Science in Nursing Education prepares advanced practice nurses to function as both academic and clinical nurse educators. The program is built upon clinical expertise and a body of knowledge pertinent to adult learning. The program provides three elements: a basis in clinical and scholarly knowledge, an immersion into educator role competencies, and significant experience in the application of learned knowledge and skills.
Need: A significant need exists for additional registered nurses concomitant with a shortage of nursing faculty to educate those students. The establishment of a graduate nursing education program at NGCSU will allow the university to develop some of its own faculty and meet the needs of other programs in the region. Current surveys indicate that a significant interest exists for the proposed program by NGCSU’s current Bachelor of Science in Nursing graduates and other interested registered nurses. Several needs will be addressed by the nurse educator program. These include relief for the nurse educator shortage through preparation of skilled educators, an opportunity for students in the North Georgia area to earn a master’s degree other than that of a nurse practitioner, and an opportunity for those students holding a master’s degree to return to school for the post-master’s certificate to specialize in education.
Objectives: Graduates of the program will be prepared to 1) emulate nurse educator competencies in the role functions of nurse educator; 2) facilitate student learning through the implementation of multiple teaching strategies that support the achievement of desired cognitive, affective, and psychomotor outcomes; 3) create caring learning environments that are supportive of both traditional and nontraditional students; 4) design and implement curricula for both academic and clinical settings that reflect evidenced-based practice, trends in healthcare, and societal needs; and 5) create and utilize appropriate and diverse evaluation methodologies to ensure the development of competent nurses.
Curriculum: The 35-semester-hour program includes such courses as Introduction to Nursing Education, Teaching and Learning Strategies, Measurement and Evaluation, Clinical and Academic Practicum, Curriculum, Assessment, Theory for Advanced Practice, Advanced Pathophysiology, Advanced Nursing Research, and a Nursing Education Leadership Project.
Projected Enrollment: The institution anticipates enrollments of 10, 16, and 16 during the first three years of the program.
Funding: One and a half additional full-time faculty positions are needed to deliver the program. Part-time faculty positions will be requested for the 2007-2008 academic year. The program will be supported through a combination of existing and new courses. President Potter has provided reverification that funding for the program is available at the institution.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Establishment of a Master of Business Administration, Savannah State University
Approved: The Board approved the request of President Carlton E. Brown that Savannah State University (“SSU”) be authorized to establish a Master of Business Administration degree for delivery on the SSU campus and at the Coastal Georgia Center in Savannah, effective May 17, 2006.
Abstract: SSU’s Master of Business Administration program is designed to prepare students for careers in management and leadership in both the private and public sectors. Students will acquire a comprehensive foundation in the functional areas of business, the global environment in which they will function, and the analytical tools for intelligent and ethical decision making. The Master of Business Administration program is designed to prepare students for careers in management and leadership in various economic sectors.
Need: The Selig Center for Economic Growth at the University of Georgia forecasts that Savannah and the surrounding region fare better than others in terms of the economic growth rate for 2005. The number of jobs in the Savannah coastal metropolitan statistical area is growing twice as fast as that of the state and the nation as a whole, with employment predicted to rise by 3.1%, the largest percentage gain predicted for any of the state’s metropolitan areas. Savannah’s status as a major tourist attraction and the success of its port also fuel economic growth. Comprehensive surveys and reviews by SSU indicate that approximately 25 employers support a generalist Master of Business Administration program offered by SSU. Over half of the respondents indicate that they would be willing to provide tuition reimbursements for employees seeking the degree, with the majority supporting an evening or evening and weekend program. Based upon student survey results, 80% of all students surveyed indicate an interest in pursuing a SSU Master of Business Administration degree. In keeping with employer responses, students indicate that they would prefer to attend a part-time Master of Business Administration program during the evening or on weekends.
Objectives: The educational objectives of the program include: 1) requiring all students to take coursework in management, finance, accounting, marketing, management information systems, economics, quantitative tools, and legal studies; 2) integrating the business disciplines in the classroom and in learning activities outside the classroom; 3) offering opportunities for students to apply their knowledge in real-world settings; 4) offering ongoing interaction among students, business, faculty, and business leaders; and 5) assessing student skills and knowledge upon exit of the program.
Curriculum: The Master of Business Administration requires a minimum of 30 semester hours of graduate course work. Since the program is a general management program, students with a baccalaureate degree in any discipline from an accredited school who meet the admissions criteria may be admitted to the program.
However, students are required to complete up to 18 semester hours of prerequisite coursework to cover the business foundation and tools necessary for successful performance in a graduate business program.
Projected Enrollment: The institution anticipates enrollments of 75, 105, and 120 students during the first three years of the program.
Funding: The program has been developed with new and existing courses.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Establishment of a Doctor of Education in Leadership for Learning, Kennesaw State University (Addressed by Committee of the Whole)
Approved: The Board approved the request of President Betty L. Siegel that Kennesaw State University (“KSU”) be authorized to establish a Doctor of Education degree in Leadership for Learning, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
Abstract: KSU proposed to offer the Doctor of Education degree with five areas of concentration as listed below:
- Adolescent Education/Mathematics
- Elementary and Early Childhood Education
- Instructional Technology
- Inclusive Education
- Educational Leadership and Policy
The first four areas of concentration are for classroom teachers who wish to remain in the classroom and also assume a leadership role in their school as a member of a distributed leadership team. The fifth area of concentration is for those aspiring to become school administrators. The implementation of the fifth area of concentration will be delayed until after the adoption of new Leadership Certification Standards that are under development by the Georgia Professional Standards Commission.
The program will be housed in the Bagwell College of Education. In addition, the College of Science and Mathematics will play a major role in the area of concentration in Adolescent Education/ Mathematics.
Need: The northwest quadrant of Georgia is a rapidly growing section of the state. KSU has active waiting lists for each area of concentration within the proposed Doctor of Education degree, ranging by area of concentration from a low of 50 students to a high of 150 students.
Objectives: Graduates of the Doctor of Education Degree in Leadership for Learning will demonstrate leadership and proficiency in the following areas:
- Facilitating overall school improvement (operations and performance) by means of developing shared school purpose, mission, vision, and data-based decision-making
- Implementing needed change and process improvement through research, innovation, risk-taking, and relationship development
- Facilitating curriculum reform and implementation of research-based instructional and assessment practices that increase student success
- Establishing reforms to increase success for an increasingly diverse student body through intercultural communication, global learning, and inclusive schooling practices
- Facilitating professional learning and development of talent in the school and district, through mentoring, collegial coaching, and team building
- Exercising ethical professional practice
Curriculum: The program of study is based upon two principles: 1) Leadership must be shared by teachers and administrators to resolve complex issues of teaching, learning, and accountability; and 2) Leaders must deepen and broaden their expertise in content areas. All five areas of concentration share a 27-semester-hour common core in distributed leadership. In the common core, cohorts of candidates from all concentrations will utilize case study and problem-based learning, embedded within the context of schools.
Beyond the common core, each area of concentration will include 39 semester hours in the content field, and students may elect to take hours in a cognate area. Students may earn the Education Specialist degree as a stepping stone to the Doctor of Education degree. For those who complete the Doctor of Education degree, students in all areas of concentration will complete nine semester hours associated with writing their dissertations. The dissertation topics and research must focus on policies and practices that positively impact student learning in the schools, and they must have a leadership focus consistent with at least one of the eight roles of distributed leadership documented through Georgia’s Leadership Institute for School Improvement.
Projected Enrollment: The first cohort will be limited to 25 students across the areas of concentration. Once enrollment stabilizes, it is anticipated that annually 100 students will earn the Education Specialist degree (which is embedded within the Doctor of Education degree) and 50 students will earn the Doctor of Education degree.
Funding: KSU will redirect funds to support the proposed program.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Redesignation of Specific Bachelor of Science Degree Programs as Majors Under the Existing Bachelor of Business Administration Degree and Termination of Select Stand-Alone Degrees, Dalton State College
Approved: The Board approved the request of President James A. Burran that Dalton State College (“DSC”) be authorized to redesignate specific existing Bachelor of Science (“B.S.”) degree programs as majors under the existing Bachelor of Business Administration (“B.B.A.”) degree and terminate select stand-alone degrees, effective May 17, 2006.
Abstract: DSC requested approval to change its current degree programs in the Division of Business Administration. As the institution prepares for accreditation by the Association to Advance Collegiate Schools of Business (“AACSB”), DSC has determined that it can achieve significant economies of scale and strengthen its AACSB candidacy by reconfiguring specific B.S. programs as majors under a redesigned B.B.A. degree.
Specifically, in August 2006 DSC seeks to terminate the B.S. degrees in Industrial Operations Management, Management Information Systems, and Marketing Systems and to treat those areas of study as majors leading to the B.B.A. The current B.B.A. in Management would be reconfigured as a major under the degree. The reconfigured majors would be effective August 2006. The chart below represents the resultant degree reconfigurations:
Current Programs Reconfigured Programs B. S. in Industrial Operations Management
B.B.A. with a major in Industrial Operations Management
B.S. in Management Information Systems
B.B.A. with a major in Management Information Systems
B.S. in Marketing Systems
B.B.A. with a major in Marketing Systems
B.B.A. in Management
B.B.A. with a major in Management
An AACSB mentor advised DSC that the existing degree programs would need to be streamlined in order to achieve the quality of programming associated with accredited majors. The resultant request is a product of discussions on how to change the curricula and maintain the quality of DSC programs.
- Redesignation of the Master of Education Program and Termination of Specific Majors, Georgia Southern University
Approved: The Board approved the request of President Bruce Grube that Georgia Southern University (“GSOU”) be authorized to redesignate the Master of Education (“M.Ed.”) program and terminate specific majors, effective May 17, 2006.
Abstract: GSOU requested approval to redesignate advanced certification programs in secondary education fields to one M.Ed. in Secondary and P-12 Education. The consolidated M.Ed. in Secondary and P-12 Education degree will accommodate students who hold a bachelor’s degree and are certified teachers. The M.Ed. in Secondary and P-12 Education will allow these candidates to seek Level 5 (T-5) certification.
The redesignation of programs will require the termination of the programs listed below as they are collapsed to form the M.Ed. in Secondary and P-12 Education:
Current Programs for Termination Effective Date Proposed Program Effective Date M.Ed. Business Education
(advanced certification)Fall 2006 M.Ed. in Secondary and P-12 Education Fall 2006 M.Ed. English Education
(advanced certification)Fall 2006 M.Ed. in Secondary and P-12 Education Fall 2006 M.Ed. Mathematics
(advanced certification)Fall2006 M.Ed. in Secondary and P-12 Education Fall 2006 M.Ed. Science Education
(advanced certification)Fall 2006 M.Ed. in Secondary and P-12 Education Fall 2006 M.Ed. Social Science Education
(advanced certification)Fall 2006 M.Ed. in Secondary and P-12 Education Fall 2006 M.Ed. Technology Education
(advanced certification)Fall 2006 M.Ed. in Secondary and P-12 Education Fall 2006 The reviewed programs and curricula are being targeted for this redesignation and modification to better meet student needs and simultaneously prepare teachers in critical shortage fields.
- Redesignation of Master of Nursing Majors to Master of Science in Nursing Majors, Medical College of Georgia
Approved: The Board approved the request of President Daniel W. Rahn that the Medical College of Georgia (“MCG”) be authorized to redesignate Master of Nursing majors to Master of Science in Nursing majors, effective May 17, 2006.
Abstract: MCG requested approval to shift its approved nursing majors currently offered under the Master of Nursing (M.N.”) degree to a Master of Science in Nursing (“M.S.N.”) degree as similar majors. The request is intended to revise MCG’s programmatic offerings to better reflect national trends. The rationale for this request is based upon benchmark analysis and outcomes from self-study processes required for accreditation by the Commission on Collegiate Nursing Education and the Council on Accreditation for Nursing Anesthesia programs. Shifting the majors under a M.S.N. degree nomenclature is consistent with MCG’s peer institutions and institutions with nursing programs in the University System of Georgia. The proposed majors to be offered under the M.S.N. degree will continue to be offered through the School of Graduate Studies in cooperation with the School of Nursing.
The existing majors at MCG follow national guidelines developed by the American Association of Colleges of Nursing and the National Organization of Nurse Practitioner Faculty that mandate evidence-based curricula to prepare graduates. Course changes in the graduate and advanced practice core curriculum have been recommended in each major to provide courses that offer synthesis of knowledge and skills for students’ respective areas of specialization prior to graduation. In addition, a change in the graduate and advanced practice core to separate theory and research courses into two separate courses will emphasize the evidence-based practice focus. The chart below depicts the resultant redesignation of majors as they will appear, inclusive of MCG’s existing M.S.N. with a major in Clinical Nurse Leadership:
Current Programs Redesigned Programs M.N. with a major in Nursing Anesthesia M.S.N. with a major in Nursing Anesthesia M.N. with a major in Family Nurse Practitioner M.S.N. with a major in Family Nurse Practitioner M.N. with a major in Neonatal Nurse Practitioner M.S.N. with a major in Neonatal Nurse Practitioner M.N. with a major in Nursing Anesthesia M.S.N. with a major in Nursing Anesthesia M.N. with a major in Pediatric Nurse Practitioner M.S.N. with a major in Pediatric Nurse Practitioner MCG projects that the adaptive shift in degrees and majors will improve recruitment efforts and better achieve the workforce needs of the state.
- Revised Mission Statement and Change of Sector, Gordon College (Addressed by Committee of the Whole)
Approved: The Board approve the request of President Lawrence V. Weill that Gordon College (“GOC”) be authorized to incorporate the institution’s revised mission statement and change of sector, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
PREFACE
President Weill asked that the Board approve GOC’s revised mission statement and one baccalaureate program. Approved baccalaureate programs will be available only on the GOC campus and should not negatively impact any programs offered by other University System institutions in nearby areas. Full implementation of this recommendation is contingent upon a successful substantive change review by the Southern Association of Colleges and Schools accreditation.
The mission statement was revised to reflect the proposed baccalaureate program. Approval of proposed baccalaureate programming at GOC is contingent upon this revised mission statement, which describes the identification of the institution’s foci. Based upon GOC’s request to expand its mission and provide targeted baccalaureate programs that meet a specific need, the institution requested a change of sector from two-year college to state college status.
Previous Mission Statement
Gordon College joined the University System of Georgia in 1972 as an associate level unit with a distinctive legacy of excellence in scholarship and service. From its founding in 1852, Gordon has grown and changed, not only in response to, but also in anticipation of, the educational needs of its community. Gordon’s scope of influence now extends beyond the surrounding rural areas to include the rapidly growing suburban areas south of Atlanta, east of Columbus, and north of Macon. This area of Georgia is a community in flux, rural yet suburban, rich in diversity, reflecting the extremes in economic and population growth. Gordon College exists to provide educational and cultural opportunities both within and beyond this area. The mission of Gordon College, therefore, is to:
Prepare students for transfer into, and success in, baccalaureate and professional degree programs (college transfer programs);
Prepare students for entry into, and success in, specific occupations and careers (Associate of Science in Nursing and Associate of Applied Science degree programs);
Strengthen the academic skills of students otherwise unprepared for entry-level college work (Learning Support programs);
Serve the community by providing opportunities for life-long learning and professional development (Community Service programs).
Gordon College is dedicated to providing a superior climate of learning through excellence in instruction, attention to students’ needs, and cooperation with other agencies to enhance Gordon's own resources. The College further commits itself to assembling a faculty with excellent credentials which is dedicated to teaching and active in the pursuit of scholarship.
In addition, Gordon College offers student services and extra-curricular activities which bolster the academic offerings of the College and extend the superior climate of learning from the classroom into every facet of campus life. Residence halls enable the College to attract talented students from the state, nation, and world, further diversifying and enhancing the student body.
The College aspires to reflect the complexity of its community by attracting and retaining a diverse student body, faculty, and staff, by offering classes at sites and times to meet the needs of both traditional and non-traditional students; and by anticipating and offering programs and services which will prepare its students for a rapidly changing world. Gordon College distinguishes itself by offering strong programs in general, fine arts, and health care education, and by providing exciting cultural events for the area.
Gordon College shares with the other two-year colleges of the University System of Georgia the following core characteristics or purposes:
- A supportive campus climate, necessary services, and leadership and development opportunities, all to educate the whole person and meet the needs of students, faculty and staff;
- Cultural, ethnic, racial, and gender diversity in the faculty, staff and student body, supported by practices and programs that embody the ideals of an open, democratic, and global society;
- Technology to advance educational purposes, including instructional technology, student support services, and distance education;
- Collaborative relationships with other System institutions, state agencies, local schools and technical institutes, and business and industry, sharing physical, human, information, and other resources to expand and enhance programs and services available to the citizens of Georgia;
- A commitment to excellence and responsiveness within a scope of influence defined by the needs of a local area and by particularly outstanding programs or distinctive characteristics that have a magnet effect throughout the region or state;
- A commitment to a teaching/learning environment, both inside and outside the classroom, that sustains instructional excellence, functions to provide University System access for a diverse student body, and promotes high levels of student learning;
- A high-quality general education program that supports a variety of well-chosen associate programs and prepares students for transfer to baccalaureate programs, learning support programs designed to insure access and opportunity for a diverse student body, and a limited number of certificate or other career programs to complement neighboring technical institute programs;
- A commitment to public service, continuing education, technical assistance, and economic development activities that address the needs, improve the quality of life, and raise the educational level within the college's scope of influence;
- A commitment to scholarship and creative work to enhance instructional effectiveness and meet local needs.
Revised Mission Statement
Gordon College joined the University System of Georgia in 1972 as a two-year college with a distinctive legacy of excellence in instruction, scholarship, and service. From its founding in 1852, Gordon has grown and changed, not only in response to, but also in anticipation of, the educational needs of its community. Gordon’s scope of influence now extends beyond the surrounding areas to include the rapidly growing suburban areas south of Atlanta, east of Columbus, and north of Macon. A community in flux, this area of Georgia is rich in diversity and reflects extremes in economic and population growth which demand a mission that includes focused, two-year professional offerings, the prebaccalaureate curricula to prepare students for successful transfer, and baccalaureate offerings targeting the needs of the area. Gordon College fully serves the community by providing educational and cultural opportunities both within and beyond this area. The mission of Gordon College, therefore, is to:
- Prepare students for transfer into and success in baccalaureate and professional degree programs through the college transfer program;
- Prepare students for entry into, and success in, specific occupations and careers especially demanded by the surrounding community through appropriate associate and baccalaureate programs;
- Strengthen the academic skills of students who need additional preparation for entry-level college courses through the learning support program; and
- Serve the community by providing opportunities for lifelong learning and professional development through community service programs.
Gordon College is dedicated to providing a superior climate of learning through excellence in instruction, attention to students’ needs, and cooperation with other agencies to enhance Gordon’s own resources. The College further commits itself to assembling a faculty with excellent credentials that is dedicated to teaching and active in the pursuit of scholarship.
- Establishment of a Bachelor of Science in Education with a Major in Early Childhood Education, Gordon College (Addressed by Committee of the Whole)
Approved: The Board approved the request of President Lawrence V. Weill that Gordon College (“GOC”) be authorized to establish a Bachelor of Science in Education with a major in Early Childhood Education, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
Abstract: GOC proposed to offer a Bachelor of Science in Education with a major in Early Childhood Education. In addition to meeting a community need, the program would meet the needs of local students who cannot pursue a baccalaureate degree in education without residing near a four-year institution.
Need: In the Georgia Professional Standards Commission’s status report, “The Georgia Educator Workforce 2004,” the chief criterion for identifying shortage areas is the number of provisional certificates issued (permits, provisional, probationary, non-renewable, and waiver certificates). Early Childhood Education is one of the top three shortage areas of professionals based upon this criterion. Part of the Regents’ plan to double the number and diversity of teachers is to approve more teacher-education programs. Almost half of GOC’s students come from four counties in South Atlanta – Henry, Fayette, Clayton, and Spalding – which together form one of the most rapidly growing suburban areas in the state. The rapid population growth is but one additional indicator of the need and demand for education professionals. According to GOC’s 2004 survey of presently attending students, approximately 19.1% of the respondents indicated that, if provided an opportunity, education would most likely be selected as a baccalaureate major.
Objectives: The general goals of GOC’s teacher education program include preparation of effective teachers by providing pre-service students with a knowledge base of student and subject-appropriate methodologies, techniques, strategies, and technology appropriate for facilitating learning with opportunities to demonstrate competency and effectiveness as a teacher through a sequentially planned series of field experiences. In addition, graduates will be expected to demonstrate a knowledge base of educational foundations, educational psychology, human development, andparental and family dynamics. The graduate will have sufficient subject matter knowledge in all areas included on the teaching certificate. The graduate will demonstrate success in bringing students from diverse cultural, ethnic, international, and socio-economic groups to high levels of learning.
Curriculum: The 123- to 127-semester-hour program will include upper-division courses concentrating on the theory and practice of education, child development and learning, reading, mathematics, and the arts and social sciences, as well as a student teaching component. A waiver to degree-credit-hour length is required for this major.
Projected Enrollment: The institution anticipates enrollments of 25, 25, and 50 students during the first three years of the program.
Funding: The program has been developed with new courses. President Weill has provided reverification that funding for the program is available at the institution. GOC will reallocate existing funds, and the Department of Education has budgeted for additional faculty needed to launch the program.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Revised Mission Statement and Change of Sector, Middle Georgia College (Addressed by Committee of the Whole)
Approved: The Board approved the request of President Richard J. Federinko that Middle Georgia College (“MGC”) be authorized to incorporate the institution’s revised mission statement and change of sector, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
PREFACE
President Federinko has asked that the Board approve MGC’s revised mission statement and two baccalaureate programs. Approved baccalaureate programs will be available only on the MGC campus and will not duplicate any programs offered by other University System institutions in nearby areas. Full implementation of this recommendation is contingent upon a successful substantive change review by the Southern Association of Colleges and Schools accreditation.
The mission statement has been revised to reflect the proposed baccalaureate programs. Approval of proposed baccalaureate programming at MGC was contingent upon this revised mission statement which describes the selectivity of the institution’s foci. Based on Middle Georgia College’s request to expand its mission and provide targeted baccalaureate programs that meet a specific need, the institution requests a change of sector from two-year college to state college status.
Previous Mission Statement
Middle Georgia College is a publicly supported, two-year charter unit of the University System of Georgia. The College provides high-quality postsecondary education and support services to prepare its graduates for lifelong learning, responsible citizenship, and leadership in their chosen careers.
MGC is both a comprehensive, two-year college serving central Georgia and a residential college serving traditional and nontraditional students from throughout Georgia and, to a limited extent, from other states and countries. The main campus in Cochran serves both commuting and residential students. The Dublin Campus and selected off-campus sites serve commuting students from the Middle Georgia area.
The College has two principle goals: to provide the best educational environment possible for the development of its students and to serve the needs of its community. The College achieves these goals by offering the following programs and services.
- College Transfer Programs leading to an associate degree prepare the student for entry into, and successful completion of, a baccalaureate degree program at a senior college or university. Programs are offered in the humanities, sciences, social sciences and pre-professional areas. The College’s pre-engineering programs, including the Regents Engineering Transfer Program, have earned a statewide reputation for excellence.
- Career Programs at the certificate and associate degree levels prepare students for employment immediately following graduation. A limited number of career programs, with emphasis in allied health and nursing, are offered to meet the employment needs of area business and industry.
- General Education courses are an integral part of all transfer and career programs, providing students with the skills, knowledge, and attitudes necessary to be effective employees, consumers, and community members.
- Learning Support Programs, including developmental studies courses, are provided for those students who need to improve their basic academic skills in order to succeed in the transfer or career program of their choice.
- Student Support Services enhance student learning and provide a campus environment conducive to personal development. The unique nature of a residential, two-year college provides students with a tremendous opportunity for participation in a diverse campus life which supports academic, professional, social, athletic, and leadership development.
- Community Service Programs support the economic and cultural development of the communities in middle Georgia, the personal and professional development of the citizens of these communities, and the overall quality of life in the area.
Middle Georgia College is committed to access and excellence in all of these programs and services. Access is promoted by offering courses and services at convenient times and locations, by maintaining affordable educational costs and by utilizing an admissions policy that facilitates the inclusion of all who can benefit from the courses and programs offered. Excellence is fostered by providing a caring environment for students, a teaching faculty dedicated to student learning, small classes, state-of-the-art instructional technology, and a rigorous academic program which maintains high standards.
Revised Mission Statement
Middle Georgia College is a unit of the University System of Georgia dedicated to providing a caring, dynamic, learning-centered, and technologically advanced environment of excellence. As a comprehensive and residential institution, the College pursues innovative opportunities to provide services to its traditional and nontraditional students primarily from rural areas of South Central Georgia and will maintain a recognized legacy of affordable higher education and community support services of the highest quality.
The College provides a main campus in Cochran serving commuting and residential students. Its Dublin Center and other off-campus sites provide educational opportunities for those commuting students from Central Georgia. These facilities meet the associate degree and targeted baccalaureate degree level program needs throughout the regional service area. The state college provides access to higher education and undergraduate degrees that will address the economic development needs of Georgia’s heartland and, in limited cases, the economic development of the state at large.
Middle Georgia College, in order to fulfill its vision and mission, will commit to providing the following:
- A campuswide commitment to student learning that is embedded in course and program design, teaching, achievement, and student development activities.
- The highest quality classroom and advanced distance learning instruction in all programs and at all levels.
- A welcoming campus community that invites and nurtures students from throughout Georgia’s heartland and beyond and leads to a diverse student body.
- A continued offering of programs of excellence leading to certificate programs and associate degrees to prepare students for immediate employment and/or acceptance to baccalaureate degrees at Middle Georgia College or to other colleges or universities.
- Computer-assisted resources, services, and learning activities that enhance student learning, facilitate student success, and promote personal enrichment.
- A signature four-track program that is the only public curriculum in Georgia leading to selected baccalaureate degrees in aviation and flight management, preparing students for careers or graduate work in that field.
- The only four-year aviation degree program that collaborates with Commission on Colleges accredited technical college aviation programs, allowing those students to receive a baccalaureate of applied science degree in aviation.
- Establishment of a Bachelor of Science in Aviation Management, Middle Georgia College (Addressed by Committee of the Whole)
Approved: The Board approved the request of President Richard J. Federinko that Middle Georgia College (“MGC”) be authorized to establish a Bachelor of Science in Aviation Management, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
Abstract: MGC requested approval to establish a Bachelor of Science in Aviation Management. Aerospace was identified in 2004 as a strategic industry cluster by the Governor’s Commission for a New Georgia. According to MGC, the Strategic Industries Task Force of the New Georgia Commission recommended that the state concentrate on development of the following strategic industry clusters: aerospace, agribusiness, healthcare and eldercare, logistics, transportation and energy, and environmental businesses. MGC’s baccalaureate program in Aviation Management would be one of the first publicly supported aviation programs. The program will involve a joint collaborative between MGC and the Georgia Aviation Technical College, a part of the state Department of Technical and Adult Education. MGC will build upon the investment of buildings and equipment at Georgia Aviation & Technical College, located approximately 15 miles from Cochran, where the technical flight portion of the degree will be offered. The program will adhere to the Council on Aviation Accreditation requirements.
Need: MGC instructors presently teach academic transfer courses. In addition, MGC has established a satellite library on the technical college’s campus. MGC has a base of industry support ranging from facilities such as the Hartsfield-Jackson International Airport in Atlanta to Delta Airline’s world headquarters, also located in Atlanta. In addition, Lockheed Martin Corporation and Northrop Grumman Corporation build airplanes in Marietta and Savannah, respectively. Military air bases are located in such Georgia cities as Warner Robins, Valdosta, and Savannah.Objectives: The four-track program of Aviation Management is designed to meet the educational needs of students who wish to pursue baccalaureate level programs in the following:
- Professional Flight Management – for students who wish to pursue careers as professional pilots in all areas of aviation;
- Air Traffic Management – for those who seek certification as air traffic controllers;
- Airport Management – for students who want to pursue careers in airline management, corporation aviation management, airport management, or any other type of managerial position in the aviation industry; and
- Logistics Management – for those who desire to learn management skills to prepare for careers in transportation management, inventory control, fulfillment operations, logistics analysis, and procurement.
Curriculum: The program, which will be housed in the college’s business department, will offer course options in professional flight management, air traffic management, airport management, and logistics management. The 120-semester-hour program includes upper-division courses that provide advanced basic business studies and fundamental aviation subjects such as aircraft design and performance, airspace and air traffic control, aviation regulations, and operational aerodynamics.
Projected Enrollment: The institution anticipates enrollments of 20, 40, and 60 students during the first three years of the program.
Funding: The program has been developed with new courses. President Federinko has provided reverification that funding for the program is available at the institution. Business faculty with expertise in aviation will be added to the existing MGC faculty.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Establishment of a Bachelor of Applied Science in Flight Management, Middle Georgia College (Addressed by Committee of the Whole)
Approved: The Board approved the request of President Richard J. Federinko that Middle Georgia College (“MGC”) be authorized to establish a Bachelor of Applied Science in Flight Management, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
Abstract: MGC requested approval to establish a Bachelor of Applied Science in Flight Management. The program will be offered in collaboration with Georgia Aviation & Technical College. MGC proposes the development of this program in order to provide a seamless education for students completing an aviation curriculum at a technical college. The program will prepare graduates for aerospace or aviation business professions and advance their general aviation experience. The program emphasizes the technical fundamentals of flight, safety awareness, and group dynamics leading to leadership positions in the aviation industry. The program will adhere to the Council on Aviation Accreditation requirements.
Need: The Bachelor of Applied Science in Flight Management fulfills the need for a seamless education program (from Associate of Applied Science to Bachelor of Applied Science) for students completing an aviation curriculum at a technical college accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.
Objectives: The degree program will enable graduates of technical colleges with Associate of Applied Science degrees in Flight Technology to pursue the Bachelor of Applied Science in Flight Management, thereby becoming eligible to pursue careers as professional pilots.
Curriculum: The 120-semester-hour program includes upper-division courses in private pilot flight operations, commercial pilot flight operations, principles of flight instruction, aviation meteorology, flight navigation, air traffic control systems, weather radar systems and operations, and electronic flight instrument systems.
Projected Enrollment: The institution anticipates enrollments of 5, 10, and 15 students during the first three years of the program.
Funding: The program has been developed with new courses. President Federinko has provided reverification that funding for the program is available at the institution. Faculty with expertise in aviation will be added to the existing MGC faculty.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Revised Mission Statement and Change of Sector, Abraham Baldwin Agricultural College (Addressed by Committee of the Whole)
Approved: The Board approved the request of Interim President Thomas B. Call that Abraham Baldwin Agricultural College (“ABAC”) be authorized to incorporate the institution’s revised mission statement and change of sector, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
PREFACE
Interim President Call asked that the Board approve ABAC’s revised mission statement and two baccalaureate programs. Approved baccalaureate programs will be available only on the ABAC campus and will not duplicate any programs offered by other University System institutions in nearby areas. Full implementation of this recommendation is contingent upon a successful substantive change review by the Southern Association of Colleges and Schools accreditation.
The mission statement was revised to reflect the proposed baccalaureate programs. Approval of proposed baccalaureate programming at ABAC is contingent upon this revised mission statement. Based upon ABAC’s request to expand its mission and to offer specialized baccalaureate programs that meet a specific need, the institution requests a change of sector from two-year college to state college status.
Previous Mission Statement
Abraham Baldwin Agricultural College (“ABAC”), established in 1908 as the Second District A&M School, became South Georgia A&M College in 1924 and Georgia State College for Men in 1929. Named for a signer of the United States Constitution and the first president of the University of Georgia, the college assumed its present name in 1933 when it became a unit of the University System of Georgia. At that time, ABAC embarked on a mission devoted primarily to associate-level studies in agriculture, home economics, and related fields. ABAC's role later expanded to include a diverse educational program.
As a unit of the University System of Georgia, ABAC shares the following characteristics with other two-year units in the System:
- A commitment to excellence and responsiveness within a scope of influence defined by the needs of a local area and by particularly outstanding programs or distinctive characteristics that have a magnet effect throughout the region or state;
- A commitment to a teaching/learning environment, both inside and outside the classroom, that sustains instructional excellence, functions to provide University System access for a diverse student body, and promotes high levels of student learning;
- A commitment to a high-quality general education program that supports a variety of well-chosen associate programs and prepares students for transfer to baccalaureate programs, learning support programs designed to insure access and opportunity for a diverse student body, and a limited number of certificate or other career programs to complement neighboring technical institute programs;
- A commitment to public service, continuing education, technical assistance, and economic development activities that address the needs, improve the quality of life, and raise the educational level within the college's scope of influence;
- A commitment to scholarship and creative work to enhance instructional effectiveness and meet local needs.
In addition, campus life at ABAC shares the following characteristics with all other units in the system:
- A supportive campus climate, necessary services, and leadership and development opportunities, all to educate the whole person and meet the needs of students, faculty, and staff;
- Cultural, ethnic, racial, and gender diversity in the faculty, staff, and student body, supported by practices and programs that embody the ideals of an open, democratic, and global society;
- Technology to advance educational purposes, including instructional technology, student support services, and distance education;
- Collaborative relationships with other System institutions, state agencies, local schools and technical institutes, and business and industry, sharing physical, human, information, and other resources to expand and enhance programs and services available to the citizens of Georgia.
ABAC, a two-year college, is a community-based, residential institution offering programs in the natural and physical sciences, the liberal arts, the social sciences, business, physical education and recreation, and health occupations, as well as a specialized institution serving a unique role through programs in agriculture and related disciplines. This dual emphasis, together with on-campus housing, gives the college its distinctive character and enables it to attract traditional and non-traditional students from throughout Georgia, other states, and other countries, creating a culturally diverse student body.
ABAC provides high-quality academic programs that allow employment upon completion of two-year career programs or fulfillment of the core curriculum requirements and an opportunity for successful transfer into baccalaureate programs.Off-campus and evening programs provide educational opportunities for individuals who are unable to attend classes in the traditional setting. Public service programs include special-interest activities and courses, occupation-enhancing short courses, youth enrichment courses, and performing and visual arts events. The college also provides administrative services and facilities that enable community and state organizations as well as other units of the University System of Georgia to bring seminars, meetings, and upper-level and graduate instruction to the region.
ABAC’s vision for the future includes placing student learning foremost; having an outstanding, diverse faculty, staff, and administration; valuing and encouraging lifelong learning; and ensuring continuous leadership and improvement. The college supports its mission through a participatory planning process involving all aspects of the campus community. Key components of the vision include additional outreach in Colquitt County through the development of the Moultrie Center, expanded use of distance education technologies; and collaborative efforts with technical institutes, public schools, and business and professional organizations. Another dimension of the vision is the continued development of agriculturally related programs of study and applied research partnerships with Fort Valley State University and the University of Georgia. Furthermore, the vision includes meeting the changing needs for programs other than those in agriculture.
Revised Mission Statement
Abraham Baldwin Agricultural College is a residential institution offering certificates, associate degrees in a broad array of disciplines, and baccalaureate degrees in targeted fields. With a statewide mission in agriculture and strong programs in the liberal arts, nursing, business, the natural and physical sciences, the social sciences, and physical education, the College serves students with diverse educational and career goals. Associate of applied science degrees prepare students for entry into a career field. Associate of arts and associate of science degree programs provide the first two years of study toward a baccalaureate degree. Baccalaureate degrees in selective fields may be pursued by students holding an associate’s degree.
Abraham Baldwin Agricultural College is a student-centered institution. As a point of access to higher education, the College provides a learning support program for under-prepared students. Evening, off-campus, and online courses furnish educational opportunities for individuals who are unable to attend classes in the traditional setting. Intercollegiate and intramural athletic programs and numerous student organizations offer students opportunities for physical and social development.
Modern, state-of-the-art apartments provide the convenience of on-campus residence.
Vitally involved with the educational and economic development of South Georgia, Abraham Baldwin Agricultural College continually strives to expand its service to the region. Public service programs include special-interest activities and courses, occupation-enhancing classes, youth enrichment courses, and performing and visual arts events. The College also provides administrative services and facilities that enable community and state organizations, as well as other units of the University System of Georgia, to bring seminars, meetings, and upper-level and graduate instruction to the region.
The College’s goal is to contribute to a better educated Georgia. To that end, it engages in a comprehensive planning and assessment process, enabling it to build upon its strengths and correct weaknesses. The College’s faculty, staff, and administration are committed to excellence in preparing students to be informed, productive citizens in the twenty-first century.
- Establishment of a Bachelor of Applied Science with a Major in Turfgrass and Golf Course Management, Abraham Baldwin Agricultural College (Addressed by Committee of the Whole)
Approved: The Board approved the request of Interim President Thomas B. Call that Abraham Baldwin Agricultural College (“ABAC”) be authorized to establish a Bachelor of Applied Science (“B.A.S.”) with a major in Turfgrass and Golf Course Management, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
Abstract: The B.A.S. with a major in Turfgrass and Golf Course Management builds upon existing programs in environmental horticultural technology, grounds management, and turf management that ABAC offers at the associate degree level. The proposal to add a degree at the baccalaureate level was a response to changing conditions in the work environment for graduates in the turfgrass and golf course management fields. The program will provide graduates a bridge opportunity for additional educational and professional training.
Need: Current turfgrass and golf course management professionals need advanced theoretical and technical skills to operate successfully in an industry in which technology is developing rapidly and environmental issues grow increasingly complex. The Golf Course Superintendents Association of America recommended that entry-level requirements for a Class A golf course be a four-year degree. Several golf course superintendents in Georgia are ABAC graduates and hold associate of applied science degrees. The turf industry has an annual two billion dollar economic impact on the economy of Georgia and at least 450 golf courses have been established in the state. To meet changing employer expectations, ABAC seeks to provide qualified professionals for one of Georgia’s growth industries. ABAC conducted a survey of 53 students in several environmental horticulture classes and found that 72% of the students would consider applying for admission to the program if it was offered.
Objectives: The B.A.S. with a major in Turfgrass and Golf Course Management will provide students with more in-depth scientific and technological study of turfgrass weeds, insects, diseases, and nematodes; an understanding and practical application of best management practices in turfgrass; an understanding of soil fertility and chemical problems, management of specific fine turfgrass, and turfgrass resources; knowledge of construction, renovation, and establishment of fine turf areas; and hands-on experiential learning exercises at the college’s Forest Lakes Golf Course and the Torbett-Dobrosky Golf Facility on campus. The general objectives of the program are to produce graduates with the theoretical knowledge, technical skills, critical thinking, and communication abilities necessary for successful professional careers in environmental horticulture.
Curriculum: The 120-semester-hour program includes such upper-division courses as Golf Course Construction and Renovation, Computations in Turfgrass Maintenance, Turfgrass Resources, Small Business Management, Human Resource Management, Principles of Marketing, Soil Fertility and Chemical Problems, and Turfgrass Diseases.
Projected Enrollment: The institution anticipates enrollments of 25, 50, and 50 students during
the first three years of the program.Funding: The program has been developed with new courses. Interim President Call has stated that the program will necessitate the hiring of one new faculty member and one technician. However, the reallocation of current funding and internal income generated by projected enrollment increases will provide the fiscal resources needed to establish and sustain the program.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Establishment of a Bachelor of Applied Science with a Major in Diversified Agriculture, Abraham Baldwin Agricultural College (To Be Addressed by Committee of the Whole)
Approved: The Board approved the request of Interim President Thomas B. Call that Abraham Baldwin Agricultural College (“ABAC”) be authorized to establish a Bachelor of Applied Science (“B.A.S.”) with a major in Diversified Agriculture, effective May 17, 2006.
This item was discussed in full by the Committee on Academic Affairs as a Committee of the Whole. (See pages 9 to 12.)
Abstract: The B.A.S. with a major in Diversified Agriculture is intended for graduates who hold an Associate of Applied Science degree in Agriculture. Students will be able to obtain additional coursework to attain a four-year B.A.S. degree without substantial loss of earned academic credit.
Need: Major agricultural, chemical, and equipment companies now require a four-year degree for their sales and product promotion positions and no longer hire two-year graduates for such positions. The primary target population for the B.A.S. is the two-year Agricultural Technology graduates.
Objectives: The general objectives of the program include providing Agricultural Technology graduates and other students with an educational opportunity not presently available in the Southeast, to provide Agricultural Technology graduates with additional career opportunities, and to supply the agricultural industry with trained graduates for entry-level management positions.
Curriculum: The 120-semester-hour program includes such upper-division courses as Applied Animal Nutrition, Food and Agriculture Marketing, Metal and Wood Fabrication, Agribusiness Management, Agricultural Chemical Application Techniques, Soil Management, and Insect Pest Management. The new courses for the program were selected and designed to prepare the B.A.S. graduate with multiple career options. The primary general course areas were narrowed to agricultural business, animal science, and plant science.Projected Enrollment: The institution anticipates enrollments of 30, 60, and 90 students during
the first three years of the program.Funding: The program has been developed with new courses. Interim President Call has stated that the program should be economically self-sustaining after the second year of operation and would overcome projected financial shortfalls expected during the implementation year by the third year of the program’s operation. ABAC anticipates that two new faculty members and one technician will be hired to meet the demands of an expanding student population. The program will not require an increase in state appropriations. Start-up funds will come from the reallocation of current state funding.
Assessment: This program will be reviewed after three years using the comprehensive program review process. An external review will take place at the end of the fifth year of implementation.
- Administrative and Academic Appointments and Personnel Actions, Various System Institutions
Approved: The administrative and academic appointments were reviewed by the Chair of the Committee on Academic Affairs and approved by the Board. The full list of approved appointments is on file with the Office of Faculty Affairs in the Office of Academics and Fiscal Affairs.
- Establishment of the KUKA Chair of Robotics, Georgia Institute of Technology
Approved: The Board approved the request of President G. Wayne Clough that the Georgia Institute of Technology (“GIT”) be authorized to establish the KUKA Chair of Robotics, effective May 17, 2006.
Abstract: GIT requested approval to establish the KUKA Chair of Robotics in the College of Computing. The special faculty position is made possible through the philanthropic generosity of KUKA Robotics Corp., the North American subsidiary of KUKA Roboter GmbH. The Georgia Tech Foundation, Inc. has established an endowment fund with a principal balance of $1.5 million for the support of this chair. Kuka Roboter GmbH is an innovative leader in robotics. The company develops and supplies technology for robot hardware and software, PC-based controllers (motion and robot), and customized manufacturing concepts, such as integrated energy supply systems, axis packagers and positioners, and linear units.
- Information Item: Service Agreements
Pursuant to authority granted by the Board at its meeting on February 7 and 8, 1984, the presidents of the listed institutions have executed service agreements with the indicated agencies for the purposes and periods designated, with the institutions to receive payment as indicated:
Georgia State University
Georgia Department of Human Resources
Conduct needs assessment examining the relationship between methamphetamines and HIV in at-risk individuals12/15/05 – 12/14/06 $60,311 Georgia Office of Highway Safety
Conduct adult drinking/driving education program10/1/05 – 9/30/06 $17,700 Georgia Department of Education
Implement Middle Grade Georgia Performance Standards8/1/04 – 6/30/06 $52,519 Georgia Department of Natural Resources
Study relationship between artesian groundwater and ecology of coastal rivers in Georgia11/4/05 – 9/30/06 $21,119 Total Amount – May $ 151,649
Total Amount FY 2006 to Date $ 32,455,323
Total Amount FY 2005 to May $ 24,578,585
Total Amount FY 2005 $ 24,771,582 - Information Item: Grants and Contracts Received by Institutions in the University System of Georgia for Research, Instruction, and Public Service for Fiscal Year 2005
Much of the financial support for the University System is derived from extramural sources. The dollar amounts for contracts and grants received by the institutions in fiscal year 2005 were presented to the Committee, as were highlights of the larger research grants awarded to University System institutions.
The total external support for these activities in all institutions equaled $805,362,164, a decrease of $41,673,548, or 4.9%, below fiscal year 2004.
Note: After the Committee report was approved by the full Board on Wednesday, May 17, 2006, Regent Jenkins asked why there was a decrease in grants and contracts in fiscal year 2005 and whether there would be an increase or decrease in fiscal year 2006. The Associate Vice Chancellor for Strategic Research and Analysis, Cathie Mayes Hudson, explained that there was a decrease in federal funding from a few agencies. She noted also that income is recorded in the year it is received even if the grant itself is for five years and that there were some large grants in fiscal year 2004 that were not reflected in fiscal year 2005 as income.
Regent Jenkins also asked why the figures presented to the Committee differed from the University System of Georgia’s annual financial report for fiscal year 2005. Chancellor Davis asked the Vice Chancellor for Fiscal Affairs, William R. Bowes, to explain this after the meeting.
- Information Item: Intellectual Property Income Summary in the University System of Georgia for Fiscal Year 2005
Total income received from intellectual properties during fiscal year 2005 was $12,325,395. This represents a decrease of $18,587,690, or 60.1%, from fiscal year 2004. The amount for fiscal year 2004 was unusually large because of a one-time royalty buy-down of $28 million for one technology at the University of Georgia.
Institution Inventions Software Copyrights/Trademarks Totals Georgia Institute of Technology $1,981,191 $2,607,510 $554 $4,589,255 Georgia State University $11,405 0 0 $11,405 Medical College of Georgia $103,838 0 $22,182 $126,020 University of Georgia $7,448,632 $43,743 $79,045 $7,571,420 Georgia Southern University 0 $27,295 0 $27,295 Totals $9,545,066 $2,678,548 $101,781 $12,325,395 - Information Item: Revision to the Faculty Personnel Action Requests of April 18, 2006
The Vice Chancellor for Academics, Faculty, and Student Affairs, Frank A. Butler, provided information concerning the revisions that were made to correct the faculty supplement presented during the April 2006 Board meeting. The discussion included specific references to the promotion and tenure process in the University System and corrective measures taken to accurately reflect changes in the number of faculty appointments disaggregated by faculty status, gender, and ethnicity per University System institution.
- Establishment of a Center for Graduate Programs in Macon, Georgia College & State University
Approved: The Board approved the request of President Dorothy Leland that Georgia College & State University (“GCSU”) be authorized to establish a separate location in Macon to offer its existing graduate programs in Macon in a facility off the Macon State College (“MSC”) campus and identified as a unit (off-campus center) of GCSU. This center is to be known as the Macon Center for Graduate and Professional Learning (the “Center”).
Walk-on: This item was added by unanimous consent as a walk-on item to the Committee’s agenda.
This action is contingent upon approval by the Committee on Real Estate and Facilities, when presented, of an appropriate location for the Center. Considerations of site options are underway, primarily in downtown Macon.
This action is consistent with the instructional delivery plan of GCSU for external degree graduate programs to serve the City of Macon and its contiguous areas.
Though not specifically part of this action, it is understood that GCSU will begin efforts to phase out its two existing undergraduate programs offered in Macon, the cohort programs in Nursing and Education (Bachelor of Science with a major in Early Childhood). MSC will explore the most effective ways to meet the needs of students seeking undergraduate programs.
The Center will serve as the home of the GCSU Macon-area graduate degree programs in Nursing, Education, Business, Public Administration, and Criminal Justice. Future graduate programs at the Center must be approved in accordance with the Board policies governing external degrees.
In order to maximize the use of facilities on the MSC campus, GCSU will act expeditiously to occupy the Center.
COMMITTEE ON FINANCE AND BUSINESS OPERATIONS
The Committee on Finance and Business Operations met on Tuesday, May 16, 2006, at approximately 2:20 p.m. in the Board Room. Committee members in attendance were Chair W. Mansfield Jennings, Jr. and Regents Robert F. Hatcher, Julie Ewing Hunt, Wanda Yancey Rodwell, and Richard L. Tucker. Chair Jennings reported to the Board on Wednesday that the Committee had reviewed five items, all of which required action. Item 5 was a walk-on item. With motion properly made, seconded, and unanimously adopted, the Board approved and authorized the following:
- Renewal and Amendments of Agreements Between the Board of Regents and MCG Health, Inc. Regarding Medical College of Georgia Hospitals and Clinics
Approved: The Board approved renewal of the Master Affiliation Agreement and all Associated Agreements for fiscal year 2007 (July 1, 2006, through June 30, 2007) between the Medical College of Georgia (“MCG”) and MCG Health, Inc. (“MCGHI”) regarding the operation of MCG hospitals and clinics, with amendments.
Background: In January 2000, the Board of Regents approved the Master Affiliation Agreement between the Board of Regents and MCGHI for the operation and management of the MCG hospitals and clinics. The Master Affiliation Agreement was the first of a series of agreements that cover facilities, assets, employees, and other elements involved in the transfer of operation and management effective July 1, 2000. It embodies the fundamental understanding of the parties regarding the proposed af