Division of External Affairs
The Division of External Affairs' mission is to integrate its major functions - development, communications, alumni relations, government relations, career planning and placement, and strategic planning - with the academic mission of the University and to serve University faculty, students, alumni, and citizens of Georgia. Our goal is thus to help position the University of Georgia as the acknowledged flagship institution of higher education in the state and as one of the top-tier public research universities in the country. We will do this over the five-year period 2000-2005 by focusing on the priorities outlined below.
Objective: Increase private financial support for institutional priorities identified through the strategic planning process
Significant increases in the University's external support are essential to fund those institutional priorities which represent stepping stones to our overarching goal of increased national prominence. The external funding environment is fluid and highly competitive in all arenas.
- Increase private giving by 20 percent each year for the next five years by identifying and engaging new donors and by increasing the giving levels of current donors.
- Maximize the potential of established and new fund-raising mechanisms (such as charitable gift annuities and foundation-sponsored donor-advised funds) through (a) internal and external marketing of these mechanisms and (b) in-house training (and certification) in the use of these mechanisms.
- Increase the qualified prospect pool to 9,000 individuals, corporations, and foundations capable of contributing major gifts of over $10,000.
- Launch a five-year capital campaign at the highest feasible level to raise the private funds needed to implement the institutional priorities identified through the strategic planning process.
- Develop a culture of giving among largely untapped audiences, including faculty, staff, students, young alumni, and parents.
- Develop a systematic campus-wide stewardship program for each donor level.Division of External Affairs Strategic Plan
Objective: Increase support among influential decision-makers (such as business, government, foundation, and civic leaders) for institutional priorities
Influential decision-makers' understanding and support of institutional priorities is a prerequisite for state and private financial support of a public research university's priorities .
- Identify and target key decision-makers with consistent and focused messages about UGA's essential role in the future success of the state.
- Create a lobbying network of influential supporters and keep them well-informed on key issues affecting the University.
- Target and cultivate key groups in Atlanta and Washington, D.C. through special institutional events.
- Facilitate opportunities - such as corporate research partnerships, career placement networks, and internships - that directly and effectively serve faculty, students, and alumni.
Objective: Increase alumni connections to the University
Alumni involvement leads to greater levels of loyalty, service, and support for the University and its programs.
- Promote the UGA Alumni Club of Atlanta through creative event programming.
- Raise $29 million to enable the UGA Foundation to finance construction of a new Alumni Center on campus, and plan major activities for its opening in 2003 and subsequent use.
- Increase membership of the National Alumni Association from 8.5 percent to 25 percent participation of the alumni base (i.e., approximately 16,000 to 46,000 UGA alumni) between 2000 and 2005.
- Actively engage more alumni in the life of the University by strengthening the breadth and depth of volunteer opportunities.
Objective: Communicate strong and consistent messages about the University to key internal and external audiences
Consistent and focused messages, derived from the strategic plan, are vital to projecting a clear and powerful institutional identity in an increasingly information-overloaded society.
- Conduct continuous market research to evaluate messages sent and received.
- Increase the awareness of UGA's key academic strengths, as identified in the institutional strategic plan, with a goal of positioning the institution in the top tier of national rankings of public research universities.
- Determine the most effective means to directly reach key audiences, taking maximum advantage of Web-based technologies.
- Ensure that unit-based communications and all External Affairs communications promote institutional messages and reflect a consistent University of Georgia identity.
Georgia Center for Continuing Education
Higher education has made modest changes in response to the needs of its sponsoring society over the last decade but sweeping societal and economic changes demand more of higher education today more than ever before. In University outreach, continuing education has been at the forefront of meeting the needs of external constituencies and of being the University's active presence in the lives of its public, bringing the institution's resources to the economic life of the state. Yet, even with its rich history of outreach and service to the State of Georgia, continuing education must be transformed to be effective in the 21st century. Competition is emerging from public and private sectors; global, corporate and higher education partnerships must be formed; the opportunity to engage new technologies and digital competencies in our educational programs must be seized; and the culture of globalization must be reflected in thought and programs.
Thus, to be prepared for the first decade of the 21st century, the University of Georgia Center for Continuing Education must take a new and radical direction. There is not a single institution that is immune from the changes taking place in our society today. Corporations, governments, the military and non-profit organizations are rethinking their mission and their structure amidst significant paradigm shifts in how and why things are done. The Center's primary purpose must be to maximize the applicability and speed of learning, primarily focused on adults and the workplace. The Center must re-invent itself to become a Center for the 21st Century committed to maximizing the capacity to learn in every experience and with its publics. Learning, whether on-campus, off-campus, or "anytime and anyplace," must exemplify the educational excellence expected of a premier research university. The Center can not afford to view itself in terms of a physical plant that acts as a modified hotel operation. The Internet, e-commerce, and the emergence of the laptop computer forced companies like IBM, AT&T, and Cisco Systems to change in dramatic ways. So it must be with the Center.
The Center must integrate itself with the academic community through dynamic and highly interactive and supportive linkages with the University's schools, colleges, and public service units. It must create three new initiatives: an Institute for Strategic Issues, a School for Continuing Education and Professional Studies, and a Center for the 21st Century Learning. The Center will maximize its engagement with its sponsoring society and its impact on the new economy by preparing people with a combination of the strategic thinking and the practical creative skills necessary for the new economy and employing state-of-the-art technologies for teaching and learning.
The Georgia Center was invited as one of 26 institutional planning units to develop and submit a unit-based strategic plan as part of the University of Georgia Strategic Plan. The unit-based plan for the Georgia Center includes four strategic objectives:
- to create an Institute for Strategic Issues,
- to establish a School for Continuing Education and Professional Studies,
- to transform the Georgia Center into a Center for the 21st Century and
- to expand distance education activities at the Georgia Center to assure University interface with the Regents' initiative, GLOBE (Global Learning Online for Business & Education).
The unit-based plan will be revised as necessary to be consistent with and supportive of the institutional goal and the institutional strategic plan. The institutional goal of the University of Georgia is to provide the best possible education to its students; the best possible service to the citizens of the state of Georgia and beyond; and research, discovery and creative achievement of the highest order to benefit Georgia, the nation and the world.
Strategic Objective: Institute for Strategic Issues
Reasons for Choosing the Objective
The Georgia Center has a compelling vision to create an Institute for Strategic Issues (Reference: Aspen Institute) to provide outstanding programs and seminars for adults and organizations. The Georgia Center has achieved a national reputation as a leader in continuing education; however, national and international distinction will be preserved only through imaginative and bold leadership. The Institute for Strategic Issues will enhance the University's national and international presence by providing a place of distinction for adult learning and by developing content so compelling that it is valued within the global community.
The Institute for Strategic Issues will bring together leaders and policy makers from many sectors of society for informed discussions of the challenges and issues of our time to stimulate new thinking and to expand the intellectual perspective of participants. Controversial issues will be explored and diverse perspectives brought to bear on challenges and strategic issues confronting the leaders of business, government, education, and other key segments of society. The Institute for Strategic Issues will foster discussions of the tough issues in an environment that encourages candor and willingness to challenge one's thinking.
The Institute for Strategic Issues will be known for the expertise of distinguished University faculty, excellence in instruction and in support services, "cutting-edge" educational content that is expected of a research institution, innovative instructional design, and educational technologies enabling learners to participate at the time and place of their choice. Programs and seminars will extend new University initiatives (such as those in the biomedical and health sciences, ecology and the environment, and public policy areas) to University alumni and professionals in the state and beyond in a world of "anytime and anywhere" learning. Programs and seminars will be developed to meet the strategic needs of Georgia, Georgians, and Georgia-based business, organizations and communities and the broader international community.
To enhance the educational experience, the Institute for Strategic Issues will be housed in a retreat setting (possibly a wooded area near Lake Herrick) and designed as a world-class learning environment for the new century learners to accommodate interactive and experiential learning, including learning through various technologies. The structure will include conference rooms, classrooms, learning "pods", conversational areas, flexible work areas, a health and fitness area, a food service area, and a mid-size auditorium. The learning community will have access to databases, programs, people and other resources to permit individualized discovery learning or assessment services to enrich and extend the programs and seminars.
The Institute for Strategic Issues will be for state, national and international leaders and policy makers from business, government, education, and other key segments of society. Foundations and sponsoring organizations (including University schools and colleges) will provide financial support and will develop policy and issues based programs for invited participants. The University's visibility and role in the development of policy to address critical and emerging issues will be enhanced as leaders and policy makers use the University as a resource for exploring options and providing studies related to societal issues and higher education policy.
The Georgia Center conducted interviews to explore the concept of an Institute for Strategic Issues. The Center interviewed University representatives (Dr. Gary Bertsch, Dr. Betty Jean Craige, and Dr. Loch Johnson) and community representatives (Mr. Bob Bishop, Senator Paul Broun, Dr. Tal DuVall, Ms. Cardee Kilpatrick, Mr. Dink NeSmith, Judge Lawton Stephens, and Ms. Lois Van Horn.) The interviewees supported the concept of an Institute for Strategic Issues to develop a dialogue on "global politics, global environmental issues, and global social issues;" to bring experts in the field from across the state, nation, and globe together to discuss strategic issues; and to focus on strategic issues where the University is developing special expertise (e.g., Biotechnology and various areas of Genetics and cloning). The interviewees encouraged coordination with other University initiatives and units (e.g., the College of Business, Department of Political Science, the proposed School of Public and International Affairs, Institute of Ecology, Institute of Government, Center for International Trade and Security, and Fanning Leadership Center).
Methods for Implementing the Objective: Institute for Strategic Issues
- Estimated Cost
- $35.5 million
- University Capital Campaign
Funding for this initiative will depend upon a major private gift from a corporate, foundation, or individual donor as part of the capital campaign. With the guidance of Senior Vice President Kathryn Costello, a plan will be developed to include the Institute for Strategic Issues in the University's capital campaign list. Construction and naming of a retreat facility on campus would be a preemptive bid for the financial commitment of a major donor. The state-of-the-art retreat facility would provide unlimited opportunities for President Adams and other University administrators to convene prestigious groups in a private setting. Costs for development of policy and issues based programs will be funded by sponsoring organizations and/or attendees.
As part of the University's capital campaign, funds will be sought to design and build a retreat facility (Reference: The Center for Creative Leadership in North Carolina) for the Institute for Strategic Issues. Donors, including major foundations (such as Kellogg), will be attracted to the opportunity to provide financial support for the creation and possible naming of an educational facility and for the on-going support of the "cutting-edge" educational programs and seminars to be offered through the Institute for Strategic Issues.
This state-of-the-art, world-class learning facility will be a "classroom for the future," designed to enhance the educational experience of adults who are in a variety of professions and businesses and who need to learn and interact in a global, digital society. The facility will be technology enriched and structured with flexible, interactive spaces, with as many windows as possible to take full advantage of the aesthetic setting.
Strategic Objective: School for Continuing Education and Professional Studies
Reason for Choosing the Objective
The Georgia Center has served as the nation's leader in the methodology of residential continuing education and should extend this leadership role into the 21st Century. To extend and maintain a world class, comprehensive continuing education operation, the Center proposes a new approach and structure for representing the continuing education function of the University that helps assure a comprehensive, coordinated, educational response to the needs of the sponsoring public. This new structure is the formation of a School for Continuing Education and Professional Studies.
Just as individual educational needs range across a broad horizon of contents, skills and enlightenment objectives, so too should a comprehensive approach to meeting those needs be found at major universities. In the recent past, the Georgia Center has been limited in response in that it has no broad academic credit functions beyond the methodology of independent study. Further, it is not providing 21st Century initiatives in developing the activities necessary to meet the changing needs of potential clients. The proposed new structure enables the Center to add to the rich tradition of non-credit activities with a full range of academic credit activities to meet the needs of the citizens of 21st Century Georgia.
The School should provide the overall structure for all the current Center activity and the academic units necessary to provide a full range of activities including degrees and certificate programs, delivered in a variety of methodologies intent on providing access to part-time adult students, with special focus on opportunities for minority students. The School will have authority to develop innovative and experimental processes and activities that permit enhanced access for the part-time adult student, will receive and retain credit enrollment fees to support operations in the same manner the Center now collects non-credit fees, and will provide a full range of class and program offerings and special services such as those reflected by the development of the Adult and Nontraditional Student Educational Resources and Services (A.N.S.E.R.S.) program.
Consideration must be given to some flexibility in the institutional extra compensation policy for teaching faculty of the School, and for arrangements to be made to 'partner' with departments and colleges in ways that provide capability for providing incentives of development funds, administrative cost recovery and other models that encourage and accelerate the participation of the academic faculty/departments in the School's academic credit activities.
Special provisions of the School should address the recruitment and enrollment of minority groups by innovative and experimental methods that address the special learning and development needs of such groups, and by providing the mechanism - through grant support perhaps - of scholarships for such students who may wish to enter for the first time or return to academic study.
The School will be based on the good practice extant in the profession, comparable to the models of peer institutions' experience and charged with development of special degrees in various areas that address the needs of specific populations and/or educational and manpower development needs of the state. This development will take place with the cooperation and partnership of the institution's academic departments and/or other institutions in the state system.
Methods of Implementing the Objective: School for Continuing Education and Professional Studies
- Estimated Cost
- University Allocation & Redirected Funds
A formal proposal is being developed to establish the School in accord with the University and University System policies. This proposal will document efforts of faculty development, involvement and support, report on the extensive needs assessment activities undertaken to document the support for such a School from potential students, document the experience of peer institutions, provide specific initiative agendas, and identify funding needs and potential sources. Much of the initial work of the School's development and support for its administrative and fiscal needs can come from internally redirected resources of the Center.
During the first year of planning and launching the school, the Center would need $150,000 additional funds to those redirected (Personnel and Operating) within the Center. The purpose of these monies would be to provide basic support for one additional position ($30,000 for an additional advisor) and a basic marketing effort ($20,000) to announce the program. The remaining $100,000 would be used for extra compensation to faculty for individual course development and teaching. Also necessary will be the capability to retain enrollment fees collected for credit course enrollments while EFT "counts" go to departments/colleges. In the second year as programs of study are defined, the Center will need University support of $100,000 for development of degree sequences and continued marketing. In the third year, with retention of credit enrollment fees and program growth, no additional support for the School should be necessary.
Strategic Objective: Transformation of the Georgia Center for Continuing Education - Center for the 21st Century
Reasons for Choosing the Objective
The Georgia Center for Continuing Education stands as one of the most successful and comprehensive residential conference centers based on any university campus in the world. The Center has achieved a national reputation as a leader in continuing education through its proactive and dedicated 43 years of service to adult learners. The Georgia Center has served well as a residential conference center, but the impact of technology and the increasing awareness adults have of their surroundings require that significant restructuring and enhancements take place in order to become a learning center for tomorrow.
It is well known that the Georgia Center is a predominant, treasured link to the University for thousands upon thousands of Georgians. These and future learners are becoming accustomed to the use of technology and other innovations in approaches to learning. To continue as a vibrant, vital part of their professional development and personal enrichment, the Center, along with the University, is challenged to reinvent itself to meet the learning needs and styles of our up and coming adult learners.
As stated in the University's Guidelines for Strategic Planning (1999) for the First Decade of the 21st Century, there is a rapid growth of continuing adult and professional education. Additionally, there is recognition of the keen importance of linking the University with various economic development initiatives and enterprises. The Georgia Center does both and should be shaped to be even more capable of doing so in the future.
Imagine a Georgia Center with all conference rooms upgraded to include flat panel displays, state-of-the-art sound systems, permanently installed computer projections systems, electronic writing boards, and touch screen control panels for all ambient room elements. Imagine multiple Internet connections, wireless "voting" response systems and language translation ports available in a number of rooms, particularly auditoriums.
Imagine more up-scaled conference rooms with tiered and ergonomic seating, in-room break areas, closets and storage. These elements suggest that a new learning wing be added to the Center. These rooms would all be equipped with full state-of-the-art technology. Additionally, the Center is in more and more demand for large groups requiring full-scale exhibit space and a larger, more spacious banquet hall. An expansion and revamping of current space to accommodate the flow and mix of people among the learning and support areas is required. A place for evening gatherings and entertainment would also add to the total residential experience as would the addition of a modest fitness center.
At the same time a trend has emerged with more and more groups requesting intimate meeting and eating areas. There is a demand for at least one more small dining area. General storage space to house exhibit materials, instructional materials, and other supporting items is also needed. Underlying all the physical improvements is an attendant need to provide service that is of the highest quality.
The current users of the Georgia Center represent widely diverse disciplines, topics, interests, and professions. However, more could and should be done to expand the offerings of continuing education to tie even more closely with vast academic expertise of faculty and the ever increasing needs of professionals to gain new knowledge and skills in those same areas. Inquiries tell us that more space adaptable to larger groups, both in plenary and "break-out" sessions, would be helpful. Demand is apparent for more advanced technology to support the learners and instructors of programs. The Center desires to renovate its facilities to aid campus departments in the development of conference experiences that showcase the wealth of knowledge and talents among university faculty.
Methods for Implementing the Objective: Center for the 21st Century
- Estimated Cost
- $35 million
- Special University Allocations, Private Donors & Auxiliary Funds
The Georgia Center has been changed from its original structure five times demonstrating a tremendous capacity to adapt to the changing needs as demanded by its function. In response to previous internal strategic development planning, an intensive study has been recently conducted with the help of Sizemore Floyd, Atlanta to determine the feasibility of again adapting for the future. It is possible and desirable to make such adaptations. In general, the changes would cluster the learning, living, and administrative functions providing a more logical flow for guests. Thus, the primary function of the Georgia Center's facility, the delivery of conferences, would be more apparent, and the Center's capacity would be increased to 750 attendees. Both large and small group learning space would be added along with exhibit space and new technologies would be incorporated. A more functional approach to providing banquets, other meals, and receptions would also be engineered. The Sizemore Floyd study reveals that these changes can be made for about half the costs of building a new facility with equal capacity.
Following a very intensive and thorough design and development phase, several funding methods for implementation will be sought including donor designation of various areas and additions. Other innovations and upgrades, particularly in technology, may be handled through matching grants, scheduled payments, and advanced loans. This strategic objective clearly builds upon the existing strengths of the program, reputation and facilities of the Georgia Center and its faculty and personnel. It also contributes to the University's role as a publicly supported university and the particular needs of Georgia, its economy and culture, and our role in the nation.
With the assistance of Senior Vice President Kathryn Costello and the Office of Development, a major donor will be sought. In 1953 the W. K. Kellogg Foundation made a substantial grant to The University of Georgia for the establishment and initial development of a residential conference center, The Georgia Center for Continuing Education. In January 1955, the official groundbreaking of the Georgia Center made the Center the second of the "Kellogg Centers." In March 1984, the Center received a second Kellogg grant of $8.4 million for new programs. The State of Georgia contributed $7 million, as matching funds to the Kellogg grant, to renovate and expand the Georgia Center complex. The W. K. Kellogg Foundation's substantive commitment to the Georgia Center's construction and program development may prove to be a source for additional major grants.
Strategic Objective: Expand distance education activities at the Georgia Center to assure University interface with the Regents' initiative, GLOBE (Global Learning Online for Business & Education)
Reasons for Choosing the Objective
For all of its history the Georgia Center has provided electronic outreach and supported special delivery methodologies to 'link' the learning and development needs of the adult, part-time student with the educational resources of the University. As the original site of Public Television for the state, the provider of the State System Independent Study program, and the public radio service for the Athens' area, the Center continues a long involvement with 'distance' activities for learners.
In recent years, the Center staff has been much involved with the distance education activities and plans of the State Regents and other elements of state government initiatives for the application of technology to the educational needs of the people. Members of the staff continue to serve important roles in planning groups for the initiatives begun by the Telecommunications Act of 1991 - including Peach Star, Peach Net and the Georgia Statewide Academic and Medical System.
The director of educational programs for the Center has been designated the IDEA (institutional distance education administrator) representative for the University to the State Regents, as well as the coordinator for interface with the Southern Regional Education Board's SREC (Southern Regional Electronic Campus) effort. The Center's WEB-ID unit has been involved in State System course development projects for the State Regents for the past two years and has been informed it will continue to be needed for this service into the future. Specifically, President Skinner of GLOBE has contacted the Center to provide support services in the course development area.
The Georgia Center has been designated to serve as the site for production and maintenance of video streaming capability for the State System in a 'video archive' role for the housing and distribution of on-line, interactive courses that contain video elements. Staff members of the Center have worked as advisors in the Regents' development of the Georgia Learning Alliance and are now being contacted by the President of the Regents' GLOBE initiative for assistance and involvement.
It is proposed that the Georgia Center be designated as the focal point for the University's link and interaction with distance education programs, courses, and activities of the State Regents including the new GLOBE initiative. This action would assure the University of having an official presence for distance education and a direct connection for participation in the GLOBE activities, and would enable the institution to provide support services in distance education to the campus and the State System.
Methods for Implementing the Objective: Expand distance education activities at the Georgia Center to assure University interface with the Regents' initiative, GLOBE.
- Estimated Cost
- $125,000 per year
- University Allocation
At present the Center administrative workload for Regents' related activity is one professional slot and one support slot annually. This does not include time commitments for project activities. Estimating that the University could double the present level of activity in two years, the additional support necessary would be approximately $125,000 per year.
Georgia Center Strategic Planning Process
The Georgia Center's strategic plan was developed by seven strategic planning teams, composed of 70 faculty and staff of the Georgia Center plus seven external members, under the direction of a steering committee, the 10 directors of the Georgia Center. Strategic planning committees developed strategic plans in seven critical areas: educational programs, financial, master/physical, personnel, external affairs, marketing/public relations, and information technology (November 2, 1998). Their committee reports included a host of recommendations and information from interviews with key constituencies (February 1, 1999). The steering committee approved a revised Georgia Center mission, The Georgia Center for Continuing Education provides University-level lifelong learning and professional education, and approved a core business statement, We create and provide opportunities for lifelong learning in an ever-changing world (February 12, 1999). The steering committee selected priority short-term and long-term activities for the organization from the committee reports, presented for discussion in a two-hour general session to Georgia Center faculty and staff (March 17, 1999).
To assist in the review of its programs, advice was sought from consultants who independently visited the Center and submitted reports outlining recommendations for consideration. Gary Matkin (Associate Dean, University of California Berkeley Extension) reviewed the Center and its budgeting and accounting (July 14-17, 1998), and Dennis Prisk (Senior Vice President for Graduate and Extended Studies and Technology, Marshall University, Charleston, West Virginia) reviewed the Center administration, organization and programs (August 4-7, 1998). The directors selected some of their key recommendations for consideration during strategic planning. Dr. James A. Crupi (President, Leadership Solutions, Inc., Plano, Texas) consulted with the chairs of the strategic planning committees and the steering committee regarding the strategic planning committee reports and the Center's strategic initiatives for the next decade (April 7, 1999).
The Georgia Center was one of 26 institutional planning units to develop and submit a unit-based strategic plan as part of The University of Georgia Strategic Plan. The Georgia Center Strategic Plan included three strategic objectives: (1) to create an Institute for Strategic Issues, (2) to establish a School for Continuing Education and Professional Studies, and (3) to transform the Georgia Center into a Center for the 21st Century (June 23, 1999).
The Center directors participated in a half-day strategic planning session conducted by Dr. Wes Wynens (consultant from the J. W. Fanning Institute for Leadership and Community Development). Following discussion of the Center's overall strategic plan and possible implications, the group explored the challenge of resource realignments, change of focus, formation of a school, and requisite tasks to make a school operational (June 23, 1999).
Focus groups and individual interviews were used to gather information regarding the strategic initiatives proposed by the Georgia Center. A focus group discussed the concept of a School for Continuing Education and Professional Studies (June 22, 1999). Focus group participants were Dr. Louise McBee, Dr. Brad Courtenay, Dr. Lucian Harris, and Mr. Rich Cary (Moderators: Dr. Pam Kleiber and Mr. Mike Healy). Mr. Ed Benson and Dr. Walt Denero were interviewed individually.
During July and August, ten prominent University and community individuals were interviewed regarding an Institute for Strategic Issues. Those interviewed were Dr. Gary Bertsch, Mr. Bob Bishop, Senator Paul Broun, Dr. Betty Jean Craige. Dr. Tal DuVall, Dr. Loch Johnson, Ms. Cardee Kilpatrick, Mr. Dink NeSmith, Judge Lawton Stephens, and Ms. Lois Van Horn.
In June 1999, the Center contracted with Sizemore Floyd Architects, Inc. (Atlanta) for a space utilization study including a comprehensive analysis of the Center, its facilities and its mission for the next several years. The study is directly related to the Center's strategic initiative, Transformation of the Georgia Center for Continuing Education - Center for the 21st Century.
Guided by the Center's strategic plan for the 21st century and by the strategic planning committee reports, the units and programs of the Center developed operational strategic plans for FY 1999-2000 (Georgia Center for Continuing Education Strategic Plan FY 1999-2000). The Center has developed a list of selected peer institutions, identified peer institution benchmarks, and developed performance indicators for the Center's programs and units. An analysis of the Center's programs and units (using a conceptual model, Relationship of Resource Allocation to Mission) is being conducted to ensure the alignment of resources with institutional goals.
The Georgia Museum of Art
Since the early part of this decade, when the staff revised the museum's mission statement to reflect more closely that of the University of Georgia, the museum's growth has mirrored that of its parent institution and, increasingly, the Georgia Museum of Art is recognized as one of the best university museums in the country. Evidence of the museum's stature includes AAM accreditation (among only 750 museums), membership in the AAMD (one of 157), federal grants (including IMLS and NEA), and over 45 awards in the past eight years for exhibitions, publications, programs, and leadership. The museum is a founding member of the Southeastern Museums Consortium, and its staff serve on national and regional professional boards, committees, and review panels.
Exhibitions, educational programs, and publications, long known for artistic and scholarly excellence, are diverse in subject matter and appeal, encompassing traditional Euro-American culture as well as non-Western and ethnographic art. The museum organizes major exhibitions that are hosted by prestigious national and even international venues. It is often permitted to borrow rare, significant works of art that have not been seen in this country, such as sculpture from Rome's Palazzo Venezia, or etchings and copper plates by Rembrandt from the collection of the Rembrandt House Museum in Amsterdam. The museum is also invited to host important exhibitions, whose tours include venues such as The Art Institute of Chicago and the Nelson-Atkins Museum of Art.
Conferences and symposia in conjunction with exhibitions present distinguished national and international scholars, such as the Rembrandt symposium in 1998, and the biennial conference on Trecento Italian art (1996 and 1998). Research presented at these events has resulted in a variety of publications by various participants, who acknowledge the museum and the University of Georgia in print, and a positive benefit to the university's standing in the humanities. Likewise, the museum's active publication program has yielded several books and exhibition catalogues that are or were used as class texts and required reading at universities such as Stanford, University of Kansas, and University of California at Long Beach.
Each year more students participate in museum study programs, gaining practical experience in all areas of the profession. Students and faculty at the Lamar Dodd School of Art are using the permanent collections for instruction, inspiration, and research. The staff has recognized the value of thinking and communicating across departmental and academic divisions, and regular collaborations with other academic units benefit all involved.
The staff of the museum is aware that the museum's permanent collection is modest compared to the older collections of many colleges and universities in the northeast. The museum will, when possible, make the costly acquisitions needed to strengthen the collection, and will also seek opportunities, as it has in the past, to enhance the permanent collection through the long-term loan of significant works of art and collections from other museums or private collectors. The museum will also continue to strengthen its reputation through the high quality of its exhibitions, programs, and publications.
- The museum will continue to serve as an anchor in the development of East Campus, and by its example, to make the Performing and Visual Arts Complex an integral part of the cultural and educational life of the University. The museum will complete the second phase of its building program, expanding by about 65,000 square feet within the next five years. Expanded exhibition galleries, classrooms, storage, and other features will serve the museum's long-term programming and collections requirements. The new building should be of internationally- significant design and will feature a Sculpture Garden. The strategy for fundraising will be much as for Phase I, except that the project will be all privately funded. The estimated cost of the project, which includes retrofitting the present building for the expansion, is $17 million.
- The museum shall establish a degree-granting Museum Studies Program, in partnership with seven other campus units (Museum of Natural History, State Botanical Garden, College of Family and Consumer Sciences, Lamar Dodd School of Art, Terry College of Business, Historic Preservation, and Hargrett Rare Book and Manuscript Library). The program will be unique in the Southeast, beginning as a certificate-granting program, then offering a graduate degree within three years. The need for such a program is indicated, on campus, by the large number of students (30+ per year) who request internships and museum studies courses at the museum. Similar interest by students is reported by other departments in partnership with the museum in developing this program.
- Working with its Decorative Arts Advisory Committee, the museum will establish an institute for the study of the decorative arts, whose purpose will be to promote teaching and scholarship of the decorative arts, particularly those of Georgia and the south. There has always been an enormous interest in the decorative arts, yet there are few places where formal study can take place, and none in the south. The first step in realizing this strategic initiative has been made, with the creation of the position of Curator of Decorative Arts. Phase II will provide ample facilities, including classrooms and expanded galleries, for the activities of the institute. Announcement of the institute of decorative arts, to be named in honor of a well-known Georgian who has championed the state's decorative arts legacy, will come soon, and with it, increased fund-raising opportunities. A goal of $5 million has been set to establish an endowment whose proceeds will fund the activities of the institute. The staff of the museum will work with the members of the decorative arts advisory committee to devise a fundraising strategy. Proceeds from the W. Newton Morris Charitable Foundation will provide start-up funding.
- The museum will establish an institute for the study of Southern women artists and organize a major exhibition in cooperation with nine other museums during 2004-2005. The museum will sponsor research by scholars on Southern women artists and present public symposia and colloquia on the little-known subject held throughout the South (and to be sponsored by the institute itself). The museum will organize the publication of the a three volume-catalogue of images by Southern women artists and a dictionary of Southern women artists in association with the Southern Visual Arts Library at the Morris Museum in Augusta, Georgia. Two university presses have expressed strong interest in publishing these volumes. Proceeds from the W. Newton Morris Charitable Foundation will support the institute.
The director of the museum has discussed the strategic plan with the Decorative Arts Advisory Committee and with the Museum Studies Program committee. He will engage members of the staff and the unit strategic planning group in refining and strengthening the final plan. The draft plan will be presented to the Board of Advisors at its fall meeting in November. The chairman and vice chairman will be involved with preparation of the final version.
Georgia Museum of Art
Unit Strategic Plan
Income and Expenses
|Cost of Phase II||17,000,000|
|Endowment for operating support and acquisitions||30,000,000|
|Museum Studies Program
(facilities included in Phase II)
|Decorative Arts Institute endowment||5,000,000|
|Institute for the Study of Southern Women Artists||TBD|
|Callaway Foundation grant for Phase II||2,500,000|
|W. Newton Morris Charitable Foundation
(start-up funding for Decorative Arts Institute and
Institute for Study of Southern Women Artists)
|Museum Studies Program allocation for graduate course
The remainder of Phase II funding will come entirely from private sources, as will endowments for operating support, acquisitions, and the Decorative Arts Institute.
The Honors Program
Strategic Objective #1
Develop the reputation and reality of the Honors Program as a leading provider of outstanding undergraduate education in Georgia, the Southeast, and the United States
The Honors Program can drive UGA's reputation as a leading provider of outstanding undergraduate education in Georgia, the Southeast, and the United States. We have an opportunity to develop the Honors Program as an excellent small college within a research university setting; the demographics, demand for high-quality undergraduate education, and absence of a major competitor in Georgia all make this a strategic opportunity.
- Maintain the Honors Program at about 10 percent of the undergraduate student body
- Provide freshman and sophomore Honors students with a minimum of two regular (three-hour) Honors courses per semester; meet student needs in terms of the disciplinary scope and variety of Honors courses offered; limit Honors class size to 20 students, (15 for language and literature courses); have Honors courses taught by Honors-approved faculty; create more interdisciplinary Honors courses and Honors-only courses; and make Honors courses more intellectually challenging than non-Honors equivalents
- Develop a core of Honors faculty who teach in the Honors Program, serve on the Honors Faculty Council, provide extramural educational opportunities, and serve as mentors. Develop a culture in which Honors faculty status is a privilege and honor
- Expand and institutionalize campus-wide research opportunities for Honors students through the Center for Undergraduate Research Opportunities (CURO)
- Expand student and faculty participation in the Academic Scholarship Identification Program, and in national scholarship competitions, such as Rhodes and Marshall
- Develop a Washington, D.C. Honors summer internship program
- Provide recognition and scholarship awards for outstanding academic achievement
- Create greater access to leadership development opportunities for Honors students in cooperation with Student Affairs leadership programs
- Develop educational and social programming in the Honors magnet residential halls
- Develop Moore College as a symbol of Honors excellence and an intellectual home
- Transform the Honors Program into an Honors College
- Teaching: Short-term (1-2 years) demand for additional Honors courses can be met at a cost of approximately $300,000 p.a. Source: Instructional budget and private resources (funds amended annually by Honors Program to academic departments based upon course demand).
- Center for Undergraduate Research Opportunities (CURO): $50,000 p.a. for administrative support staff and operating budget (including funding for annual symposium). Source: 60 percent UGA budget; 20 percent federal and private grants; 20 percent private corporate support
- Academic Scholarship Identification Program (ASIP): $20,000 p.a. ($500 x 40 ASIP seminars). Source: Honors Program Service Fund (annual private support)
- Government and business summer internships: $20,000 p.a. for scholarships. Source: Private major and corporate support
- Recognition and scholarship awards: Approx. $20,000 p.a. for $1,000 scholarship awards for top freshmen, sophomores, juniors, and seniors in the arts, humanities, physical sciences, life sciences, and social sciences. Source: Honors Program Service Fund (annual private support)
- Leadership development: $10,000 p.a. Source: Student fees via OVPSA
- Moore College: Approx. $200,000 furnishings and equipment. Source: FY01 year-end budget and/or private support. Nb: There are several attractive naming opportunities in Moore College amounting to $2,150,000.
- Total: $420,000 p.a. + $200,000 one-time expense
Strategic Objective #2
Provide the necessary educational and financial resources to allow 30 percent of Honors students travel and study abroad during their undergraduate curriculum by 2010; students might participate in formal study abroad programs, exchange programs, international internships, or travel-study programs which they design themselves
The 21st century is being called the "Global Century" in which opportunities to travel, study, work, and live overseas will be abundant. We have a responsibility to prepare our students to take advantage of and even create such opportunities. The University's goal is for 10 percent of graduating seniors to have studied abroad by 2002, and 25 percent to have had a "substantive international experience" by 2010. The Honors Program has a special responsibility to be in the vanguard of this movement by striving for 30 percent of graduating Honors seniors to have traveled and studied abroad by 2010.
- Invite UGA faculty to present information about the study abroad and exchange programs
- Organize lectures, seminars, and other presentations on international topics to stimulate interest in study abroad
- Take advantage of Honors alumni working and living overseas to create new international opportunities
- Provide scholarship support to the most deserving students through a competitive selection process
- Scholarships: 100 x $2,500 scholarships = $250,000 p.a. Source: Private support
- Other costs negligible
- Total: $250,000 p.a.
Strategic Objective #3
Increase geographic and racial diversity in the Honors Program and Foundation Fellows Program
Research shows that Georgia's superior students want to learn in an environment of diverse backgrounds, experiences, and perspectives; national and state demographic trends increase the importance of a geographically and racially diverse educational environment.
- Develop a national recruitment strategy in close coordination with the Admissions Office. While our recruitment focus will remain on Georgia, a national recruitment strategy should include recruitment visits to key cities in states such as Virginia, North Carolina, and Texas
- Create a new significant scholarship program (somewhere between the Foundation Fellowship and the Charter Scholarship) which we would offer to all 60-70 students invited to the Foundation Fellows interview weekend. This should include Regents tuition waivers for out-of-state students
- Create an Honors Academy to bring the top minority high school sophomores and juniors to campus
- Develop a network of minority opinion leaders to help identify and recruit potential minority Honors Program students
- National recruitment: $30,000 p.a. for full-time recruiter (working in coordination with Admissions Office). Source: UGA
- New scholarship program: $364,000 p.a. Source: Redirection of Foundation Fellows funds (accomplished in FY00)
- Honors Academy: $30,000 p.a. (150 high school students x $200 for travel, room and board, and dinner-seminars). Source: Some combination of UGA and private support
- Total: $424,000 p.a. ($60,000 p.a. in new funds)
Strategic Objective #4
Increase alumni connections to the Honors Program
Alumni involvement leads to greater levels of loyalty, service, and support for the Honors Program
- Create an Honors Program Alumni Advisory Council
- Contact alumni with a "From the Director" letter at the end of fall and spring semesters
- Organize annual Honors alumni fall reception
- Invite key alumni to year-end banquet
- Utilize the Honors web site to reach alumni
- Organize annual Honors event (perhaps a lecture and cocktail reception) at the UGA Alumni Club of Atlanta to cultivate Atlanta-based alumni support
- Actively engage more alumni in the Honors Program by developing volunteer opportunities as mentors, recruiters, etc.
- Fall Reception: $5,000 p.a. (250 alumni x $20). Source: Honors Program Service Fund (annual private support)
- Web site: $3,000 p.a. Source: UGA
- Atlanta Honors Event: $10,000 p.a. Source: Honors Program Service Fund (annual private support)
- Other costs negligible
- Total: $18,000 p.a.
Strategic Objective #5
Increase private financial support for Honors priorities identified through the strategic planning process
Significant increases in external support and the establishment of significant endowments are essential to fund those Honors priorities which represent stepping stones to our overarching goal of increased national prominence.
- Include the Honors Program as a distinct component of the next institutional capital campaign
- Continue to inform central Development staff about the Honors and Foundation Fellows Programs and private funding objectives
- Schedule 20-30 cultivation/solicitation visits per year for Honors Program personnel
- Develop a systematic stewardship program for each donor level
- Cost of development/fund raising: Negligible
Improving Institutional Access for Under-Represented Groups
COMMITTEE DRAFT (Oct. 5, 1998)
THE UNIVERSITY WILL FOSTER CULTURAL DIVERSITY IN ITS STUDENT BODY, FACULTY, AND STAFF AS WELL AS SENSITIVITY TO CULTURAL DIVERSITY IN ITS PROGRAMS, POLICIES AND PROCEDURES. (THEME 3, UGA STRATEGIC PLAN, 1995).
In its 1995 Strategic Plan the University of Georgia committed to “increase the proportions of faculty, staff, and students from typically underrepresented populations.” To achieve this goal the University promised to:
- increase efforts to attract faculty of color, especially African Americans, through systematic and comprehensive recruitment planning
- increase recruitment efforts and enhance retention programs for students from underrepresented populations, and
- increase the number of graduate and professional students from underrepresented populations with particular attention to increasing financial support programs.
Each year the President, through the University of Georgia’s Equal Opportunity Office, reports to the Chancellor on the University’s Affirmative Action/Equal Opportunity initiatives and results. These annual reports mark the University’s progress (or lack of progress) toward meeting the goals and objectives set forth in the Strategic Plan.
It seems useful to focus separately, and chart separately, the four groups that together comprise the “faculty, staff and students” of the University. Acordingly, this report will address the goal of increasing the proportion of typically underrepresented persons in the following areas:
- Undergraduate Students
- Graduate and Professional Students
- Faculty (tenure track)
- Administrative, Professional and Classified Staff
Although some of the barriers to full participation and inclusion in the University apply to people in all these categories alike, there are relevant differences in, for example, the recruitment and retention of faculty and undergraduate students and classified staff that must be taken into account in developing a University-wide strategy aimed at increasing the number of persons of color and cultural diversity at UGa.
The enrollment of minority students as undergraduates at UGa ought to reflect the racial and ethnic diversity that exists in this State. According to the most recent figures available for Fall 1998, there were minority undergraduates or % of the total undergraduate enrollment. Set out below is Table 1 that shows minority student enrollment for Undergraduates for Fall 1996 to Fall 1998.
[Table I attached]
Some of the factors that influence the aspirations of young people to attend college, their preparation for college, progress to graduation, and the like, such as socio-economic status and family stability, are almost beyond the reach of the University to affect. Nevertheless, several units of the University, notably the College of Agriculture, the Academic Assistance Office, and the Graduate School have commendably begun programs that hold the promise of reaching pre-college students while still in high school to encourage and influence their college aspirations. Cite, Ag School’s Summer of Excellence Apprentice Program, Academic Assistance Offices Upward Bound Program aimed at first-generation college students, and the Graduate School’s summer grants for high school teachers and students.] These programs have the potential to identify, make contact with and encourage minority students who might be expected to attend UGa. The University should encourage these efforts and seek to create and support other similar pre- college program initiatives aimed at high school students from groups underrepresented at UGa.
At the stage of college selection and recruitment, the committee has identified various barriers to a larger minority enrollment:
- The perceived absence of a strong, vibrant African-American middle-class and professional community in Athens makes the city appear less welcoming and attractive as a place to attend school.
- The cost of attending college far from from home. Even though HOPE scholarships help make UGA more affordable, for many minority students attending a local college at home or closer to home where it is cheaper to live becomes the only realistic choice. The availability of financial aid in the form of grants rather than loans plays a critical and often decisive role in college choice for many minority students.
- In some public high schools with a large concentration of minority students, the absence of AP classes and Honor courses, along with the lack of early advisement and four-years of preparation for college, made admission to UGA difficult for even the most able students in these schools to achieve.
- Information about UGA and especially about available scholarships and financial aid opportunities do not reach students in all schools.
At the same time, UGA has definite advantages that can be utilized to increase minority enrollment. UGa offers a high-quality, comprehensive education at a price far less than attending comparable or “big name” schools out of state. Increasingly, minority students are finding their way at UGa, getting involved in all aspects of campus life, and realizing an “ownership” interest just like their non-minority counterparts.
The Office of Undergraduate Admissions has a well-conceived four-pronged program to attract and enroll minority students. (See Appendix A). This program focuses on:
- selection, and
- transition and yield.
These seem to be the logical levers for increasing minority undergraduate enrollment, although an increased emphasis on the Honors Program could help in convincing the most talented minority students to choose UGa over other selective colleges.
Data from the Fall 1998 New Undergraduate Student Enrollment Report shows the number of minority students who have applied, been accepted and have enrolled as Freshmen at UGa for the past five years. (See Appendix B) For Fall 1998, for example, 2,528 minority applicants applied as freshman, of whom 1,323 (or 52.3%) were accepted. This acceptance rate (accepted to applied ratio) was somewhat lower than the all freshman aceptance rate of 66.5%. For African-American Freshman applicants, the acceptance rate was 595 out of 1440 students, or 41.3%.
The yield rate for minority freshman (the ratio of the number enrolled to number accepted) was 566 out of 1,323 (42.8%) as compared to 4, 280 out of 8,459 (50.6%) for all freshman. For African-American applicants, the yield rate was 264 out of 595, or 44.4%. Approximately, 13.2% of the incoming freshman were minority students (Asian, African-American, Hispanic, Native American or Multiracial); some 6% were African-American, a figure that has ranged as high as 12% in 1995 to 6% for 1997 and 1998.
The University does use race as one of several factors in making admission decisions and actively recruits minority students to apply and to select UGa through initiatives such as Georgia Preview Day, a special visitation day aimed as prospective minority students and their parents. Obviously, the only way to increase the number of minority students at UGa is to increase the number of minority students who apply to UGa, who are accepted, and who then enroll. The University should continue its efforts to “market” itself to prospective minority students and should expand its efforts to draw on the full University community of currently enrolled students, alumni, and faculty to convince minority students to select UGa.
To accomplish the goal of increasing the number of minority students enrolling at UGa will require using private funds to provide scholarship grants to cover costs of college beyond tuition and fees for high achieving students of color. At the University of Illinois, for example, Presidential Awards provide a $3,000 a year stipend for four years in addition to covering full tuition and fees for minority students with high scores on standardized tests and strong records in high school. About 500 Presidential Awards are given annually, and the enrollment of targeted new freshman has increased to 12% of the entering class. The University of Wisconsin System in its recently adopted Plan 2008: Educational Quality Through Racial and Ethnic Diversity (May 1998) has announced an intent to pursue funding for a program similar to the one at the University of Illinois. Many private colleges and universities compete to attract high achieving minority students with similar financial aid packages. If Georgia is to compete successfully for this State’s most talented minority students, funds to provide scholarship grants targeted at these underrepresented groups will be needed.
To increase the number of Georgia high school graduates of color who apply, are accepted, and who enroll at Georgia as undergraduates, the University should:
- increase pre-college programming and encourage collaborative efforts that build the educational pipeline by reaching children and their parents earlier in high school,
- continue and expand efforts to utilize currently enrolled students, alumni and faculty to “market” UGA to prospective minority students and their parents, and
- increase the amount of scholarship aid to highly talented minority students who are needy to make UGa truly an affordable college choice.
The University should adopt as a goal seeking to double the number of minority students enrolled as undergraduates between 1998 and 2005. While the efforts of the University to internationalize its programs of study and to enroll students from outside the United States are worthwhile and important, these efforts are no substitute for truly opening the doors of UGa to residents of Georgia of all racial and ethnic backgrounds.
Graduate and Professional Students
Over the past nine years, while the total graduate enrollment increased by 14.1%, the enrollment of minority students in graduate programs increased by 135%. While these percentage increases show good progress, the absolute number of minority students in graduate programs remains low and that number is divided unevenly across disciplines within the University. Table 1 attached shows the Minority Student Enrollment in Graduate School from Fall 1996 to Fall 1998.
One limit on the number of minority students entering graduate school is the number of minority students earning baccalaureate degrees in some disciplines, especially the Natural Sciences. In an effort to remove this impediment the Graduate School has sought to increase the number of minority students “in the pipeline” to pursue graduate work in these areas by obtaining a Collaborative Program Grant from the Chancellor’s Office to enable minority undergraduates from three HBC’s in Georgia to spend an eight-week summer program at UGa to gain intensive research experience . Undergraduate juniors and seniors receive $3,000 to attend the eight- week summer program, and during the last three years more than 100 students participated in the program. The program also provides funding of $8,000 for up to six faculty members of HBC’s who do not have doctoral degrees to spend eight weeks participating in summer research. Follow-up reports on undergraduate students who have participated in the summer research program show that a significant number do go on to pursue graduate work, including graduate studies here at Georgia. This is a worthwhile initiative and was renewed in the spring of 1998 for another three years.
In a similar vein, the Graduate School obtained a grant from NIH to provide summer research experience in the sciences for up to twelve high school students and six teachers under the mentorship of UGa faculty. The purpose of this program is to kindle in these students while in high school a desire to study the sciences and to assist the high school teachers in incorporating their research experience in their teaching and to consider further graduate studies themselves.
The other constraint on increasing the participation of minority students in graduate studies is the need for greater financial support. The Dean of the Graduate School has reported that a top problem or obstacle to recruiting minority graduate students to Georgia is the lack of non-state funds to bring prospective minority candidates for campus visitations and to offer scholarships. Like undergraduates, graduate students may harbor a perception of Athens and the University as inhospitable to people of color and that could be overcome by a visit to campus, yet private funds are not adequate to carry out this simple recruitment tool.
On the advice of legal counsel, the Graduate School ended its program of setting aside graduate assistantships for minority students in FY 1998-99. The Graduate School’s University-wide assistantship awards for this year were based on a single competition. The criteria for awards were modified somewhat so that the applicant’s grade point average and test scores counted 60% and value-added factors (work experience, ethnic underrepresentation in the field, scholarly breadth, leadership skills, addition to multi-cultural diversity, etc.) counted 40%. The total number of minority students funded in this single competition using a broader set of evaluation criteria did not differ very much from the number funded previously.
To increase the number of persons of color in graduate school, the University should:
- continue and increase its support for various collaborative efforts with faculty and undergraduates at HBC is to provide summer research grants to bring juniors and seniors to UGA for intensive research work with Uga faculty. In this connection, it should be noted that there needs to be some tangible incentives for UGa faculty to contribute their summer time to mentoring these students
- provide non-state funds to cover the cost of visits to campus by prospective minority graduate students and provide more financial aid in the form of scholarships to these students in the fields where there is a critical shortage of minority participation.
[A section on increasing the number of minority students in the Professional Schools (School of Law, College of Veterinary Medicine, College of Pharmacy, School of Forest Resources, College of Journalism and Mass Communication, and School of Social Work will be added later].
The University should continue its efforts to increase the number of tenure-track faculty who are persons of color. Table 2 attached shows the number of minority faculty at Georgia from 1992 to 1996. [*This data is being updated to bring it up through Fall 1998]. For the last two years for which data is currently available the percentage of minority faculty has hovered at around 10%.
To increase the number of tenure-track faculty at Georgia who are persons of color, the University should:
- continue to monitor institutional progress through Affirmative Action/ Equal Employment Opportunity reporting and pay special attention to replacement appointments for vacant positions in fields and departments where persons of color are underrepresented.
- continue to monitor promotion and tenure rates for minority faculty
- call on Vice Presidential and decanal leadership to insure supportive environments within schools and colleges to assist minority faculty in launching their research agendas
- mentor graduate and professional students of color as a way of sparking their interest in aspiring for faculty positions at this and other schools and colleges
Administrative, Professional and Classified Staff
Table 2 also reports the number of minorities employed in various job categories as part of the full-time workforce for the years 1992 to 1996. [*This data will be updated through Fall 1998]. This information shows that the number of minorities employed in the Executive/Administrative/Managerial category and the categories of Professional Non-Faculty, Secretarial/Clerical, Technical/Paraprofessional, Crafts is relatively low.
The University should seek to increase the number of minority employees in these job categories so that they are represented in the UGa workforce in proportion to their current availability in the relevant job pools. To accomplish this goal, the University should:
- continue to monitor institutional progress through annual Afirmative Action/Equal Employment Oportunity reporting. In particular, the University should continue to flag positions where minority employees are under-utilized to triggr special efforts to identify and recruit minority employees for these postitions
- encourage professional development and leadership/management training by instituting where feasible career tracks for entry level administrative and management position to help present employees “grow” into more senior administrative positions.
- regularly seek information from staff members on ways to improve the climate on campus and to gain feedback on how to improve retentions and advancement. Exit surveys with staff members who leave the University might be instituted uniformly.
END OF DRAFT
The University of Georgia Athletic Association Strategic Plan 2001-2005
The basis for the Athletic Association's need for a strategic plan is driven by several different trends within intercollegiate athletics. Those trends include, but are not limited to, the following: increasing costs, gender equity, customer/alumni involvement, student-athlete welfare, advancement in technology, facility expansion, increasing academic standards, etc. It is in the Association's best interest to identify ways in which to adjust to the ever changing environment of intercollegiate athletics. Simply put, the identification of the aforementioned and implementing objectives for adapting to such trends will allow the Association to position itself for future growth.
While the Association exists for several reasons and many goals, the following two are the Association's primary purposes:
- "GRADUATE STUDENT-ATHLETES AND PREPARE THEM FOR LIFE BEYOND ATHLETICS."
- "TO FIELD QUALITY TEAMS THAT PRODUCE CHAMPIONSHIPS AND POSITION THE ASSOCIATION TO BE REGARDED AS THE TOP INTERCOLLEGIATE ATHLETICS PROGRAM IN THE COUNTRY."
The following objectives have been delineated under one of the two primary purposes. This delineation is significant as it relates to succinctly identifying the Association's strategic plan. The objectives will assist the Association with adapting to the changing environment of collegiate athletics. Additionally, accomplishing such objectives will play a significant role regarding the Association's complete achievement of its primary goals.
GRADUATE STUDENT-ATHLETES AND PREPARE THEM FOR LIFE BEYOND ATHLETICS
Objective: Graduate Student-Athletes
Rationale: All students participating in programs of the Georgia Athletic Association should be afforded every opportunity to complete their degrees. Participation on an athletic team should not hinder their choice of degree program or their ability to succeed at the level they desire.
Plans for Implementing Objective:
- Provide clear direction to coaches with regard to the importance of recruiting student-athletes who possess the necessary skills to graduate from the University of Georgia.
- Provide academic support in the form of academic counselors and a full-scale tutoring program. Identify funding for construction of a state-of-the-art Academic Achievement Center and develop a time line for completion.
- Establish lines of communication with faculty and administrators on campus to assist the Association with monitoring its students' performance and the identification of their needs.
- Develop a medium of communication through which to publicize the academic and leadership accomplishments of student-athletes. Publicizing such accomplishments will illustrate student-athletes' many achievements outside of sports.
- Monitor our graduation rates via the annual NCAA survey process. Additionally, track those student-athletes who graduate after the six-year limit imposed by the NCAA methodology. Lastly, present an annual report to the athletic board.
Objective: Student-Athlete Welfare
Rationale: Student-athletes are the life-line of the Association. Their participation is pivotal to our success. Accordingly, it is the responsibility of the UGAA to provide student-athletes with the best possible athletic and academic experience. To accomplish such a task, student-athletes must be provided with the necessary resources (i.e., coaches, facilities, computer labs, academic counselors, etc.). Additionally, it is essential that student-athletes are familiarized with the various programs and opportunities that are available.
Plans for Implementing Objective:
- Continue to expand the role of the Student-Athlete Advisory Committee. This committee should represent the voice of the student-athlete.
- Initiate a survey among student-athletes to gain a better understanding of their needs and how they can be met.
- Implement a freshman orientation course (for credit) through the University. Such a course should be part of our life skills program.
- Continue to develop ways to enhance current student-services and life skills programs. Strive to develop a student services program that can be recognized as a "Program of Excellence" by the NCAA Division I Athletic Directors.
- Develop a means of educating student-athletes about the operations of the UGAA (i.e. scholarships, costs to run a program, etc.).
TO FIELD QUALITY TEAMS THAT PRODUCE CHAMPIONSHIPS AND POSITION THE ASSOCIATION TO BE REGARDED AS THE TOP INTERCOLLEGIATE ATHLETICS PROGRAM IN THE COUNTRY
Objective: Financial Solvency
Rationale: To maintain quality programs and position the Association to compete at the highest level, proper funding is essential. Expenses associated with the maintenance of programs continue to escalate (i.e., coaches' salaries, recruiting expenses, scholarship costs, etc.). Additionally, unlike many athletic departments, the UGAA is not provided with any state funds.
Plans for Implementing Objective:
- Identify new sources of revenue. These sources could include: additional corporate sponsors/signage, fundraising campaigns, and acquiring state funding. In addition, it may be necessary to look at increasing student fees.
- Require each department to develop a cost cutting initiative by which they identify areas to reduce their total expenses by 10%. It is hoped that this cost cutting initiative will lead to the identification of unnecessary spending.
- Enhance controls within the business department that will allow for better monitoring of expenses. Redefine current business policies and procedures to allow for a more effective and efficient process of purchase orders, check requests, cash advances, recording of ledgers, etc.
- Require budget amendments for any areas that are in the red. By doing so, this will hold individuals more accountable and provide a more clear picture of the budget.
- Implementation of zero-based budgeting (ZBB). The premise behind ZBB is establishing a budget process in which each department calculates its resource needs based on the coming year's priorities rather than on the previous year's budget.
- Determine ways to better utilize technology. For instance, incorporate an accounting software program that will cut back on the manual recording of data and provide for more timely and up to date reports.
Objective: Enhance External Relations
Rationale: As intercollegiate athletics becomes increasingly larger on the University of Georgia campus in terms of participants, staff and corresponding budgets, we must constantly analyze our policies and programs and their impact on the community, the media, supporters and current and former student-athletes. Our focus must be to continually enhance relations with these constituent groups due to their importance to the overall success of our program.
Plans for Implementing Objective:
- Initiate a survey among our supporters to learn more about our base of support. Such a survey will allow UGAA to garner the opinions of its supporters. More specifically, a survey may identify areas in which UGAA can improve.
- Develop a database of former student-athletes. Devise methods to maintain communications with former student-athletes (i.e. newsletters, reunions, advisory board, etc.). Identify means to utilize former student-athletes in assisting graduates with employment. Additionally, former student-athletes could assist with fund raising projects and mentoring programs. It should be the UGAA's goal to establish a sense of pride in its former student-athletes.
- Evaluate all areas of our written/face to face contact with external constituents (includes all areas Academic Unit, Ticketing, Sports Communication, Development, Event Management, etc.). Implement new sources of technology to aid in making this contact as efficient and personal as possible.
- Create new avenues for interaction between the Athletic Association, the University, and Athens community. Focus should be on the positive economic impact that Georgia Athletics brings to the community, as well as positive influence of the student-athletes.
Objective: Technological Enhancement
Rationale: Technology is the wave of the future. Proper use of technology will allow the Association to operate more efficiently and expeditiously, generate more revenue, increase customer satisfaction, and improve internal and external communications. Technological enhancement is of utmost importance due to the fact that it plays a vital role in every department. Accordingly, technology has a direct impact on the success of the Association.
Plans for Implementing Objective:
- Form a task force to study the current state of technology in the department. Also, develop a means of replacing and/or integrating new technology and include a time table for such a process and the means of funding.
- Identify the computer needs of the Association and set aside proper funding to accommodate such needs.
- Enhance the current UGAA website to be more than just an information center. More specifically, add the capability of generating income from the site (i.e., corporate signage, selling of tickets and UGAA merchandise). Additionally, study the feasibility of utilizing an outside internet company to coordinate our website.
- Ensure the provision of computer technical support personnel.
- Study the current state of our ticket operations computer program and determine the need, if any, to make use of a more advance/up-to-date program (i.e. paciolan system).
- Link all computers to one or two servers.
- Locate all E-mail and internet connections on one system with the same suffix or extension.
- Develop an in-house information system (IS) department, which would serve as a central agency for equipment purchases, computer services, etc.
- Analyze our telephone system and insure that we have the most efficient and user-friendly system possible.
Objective: Facility Expansion
Rationale: Maintenance and enhancement of existing facilities along with the development of new facilities is crucial to the success of any athletic department. This will allow UGAA to recruit and compete at a top notch level. Additionally, it is important that we provide student-athletes with the best possible facilities, whether it be an academic facility or new stadium, where they can excel. Another attributing factor to maintaining high quality facilities is to accommodate the needs (i.e. seating, restrooms, accessibility, etc.) of our customers. Lastly, facilities serve as points of pride.
Plans for Implementing Objective: Projected Time Line for Construction of New Facilities
- SKYSUITES/SKY CLUB - PHASE II
- Beginning date - June, 1999
- Anticipated completion date - August, 2000
2000 - 2001
- INDOOR FACILITY
- Beginning date - immediately after 2000 football season or sooner, if possible
- Completion date yet to be determined
- MEN'S TENNIS FACILITY
- Beginning date - possibly summer of 2000
- Completion date yet to be determined
- GATE 6 PROJECT - (MEDIA CENTER, CONCESSIONAIRE & PERSONNEL & SERVICE ACCESS)
- Beginning date - possibly summer of 2000 - Phase I Media Center
- ACADEMIC ACHIEVEMENT CENTER
- Beginning and completion dates yet to be determined
- WOMEN'S TENNIS FACILITY
- Beginning date - possibly summer of 2001
- Completion date yet to be determined
2000 - 2003
- WOMEN'S COMPLEX (SOCCER/SOFTBALL)
- 2 phases remaining
- Estimated completion date - 2003
A plan will need to be developed to identify sources of funding for these facilities.
Objective: Win Conference and National Championships
Rationale: One of the primary measures of success in college athletics is producing winning teams. All of our programs are expected to compete at the highest level.
Plans for Implementing Objectives:
- Hire the best coaches available to provide leadership to each sports program.
- Recruit highly-skilled athletes who also have the potential for success as students at the University of Georgia.
- Build and maintain physical facilities that are worthy of a nationally-ranked team for all sports.
- Fund the maximum number of scholarships allowed by the NCAA for all sports offered.
- Provide equitable treatment of all athletes regardless of gender.
- Provide an administrative support system to assist coaches and student-athletes as they strive to field a national championship-calibre teams. The major areas include: Student services, media relations, marketing and promotion, sports medicine, event management, development/fund-raising, and financial management.
The acquisition of State funding represents a unique challenge for the Association. The approach the Association would like to take with regard to the possibility of receiving some State and/or University support has to do with Title IX. Being that Title IX is a Federal law, it is not just an athletic responsibility, but an institutional responsibility. In short, Title IX Compliance directly effects the University.
Attachment C represents a survey conducted by the Association of several institutions as it relates to University and/or State Support. As one can see, there are several ways (i.e. tuition waivers, state grants, retaining tax on athletic ticket sales, etc.) in which athletic departments are being supplemented. All proceeds received are designated for women's athletics.
In short, while it is understood that the Association currently does not receive State funds due to its designation as a separate entity from the University, a supplement of some sort from the State or University seems to be in the best interest of the institution. State and/or University monies could assist with the funding of an additional women's sport, thus contributing to the overall effort of Title IX Compliance.
NOTE: The University of Florida Athletic Association is a separate entity from the University. However, an arrangement has been worked out that provides for a significant amount of funding from the State of Florida.
Ultimately, this issue will have to be discussed with the President of the University in hopes of receiving positive feedback and assistance with pursuing this objective.
SKYSUITES/SKY CLUB - PHASE II
Funds for the construction of the new SkySuites and Sky Club additions to Sanford Stadium are being obtained through a financing plan by the Athletic Association. It is the Association's intent to secure a 20 year loan which will be paid by the annual leasing of the SkySuites.
INDOOR FACILITY AND ACADEMIC ACHIEVEMENT CENTER
These two facilities represent a joint fundraising effort. To date, more than $6.2 million has been received in gifts and documented pledges toward these facilities. It is estimated that the cost of these facilities will be $17 million (12 million for indoor facility and 5 million for Academic Achievement Center). The Association would like to break ground for these facilities soon after the 1999-2000 football season. However, a financing plan will need to be developed to fund the construction of these facilities, until pledge payments are received. The Athletic Board Finance Committee, which consist of Allan Barber, Jack Turner, Bob Bishop and Vince Dooley, are currently studying a financial plan.
MEN'S TENNIS FACILITY
The estimated cost of this facility is $1.6 million. With the Athletic Association having made a commitment of approximately $416,000 toward the cost of the facility, a total of approximately $1.2 million must be raised.
To date, more than $500,000 has been received in gifts and commitments toward this facility. It is the Association's hope to have the remaining funds in place by the summer of 2000.
WOMEN'S TENNIS FACILITY
The estimated cost of this facility is $1 million. Fundraising efforts are just beginning. The Athletic Association will commit $250,000 towards this facility.
WOMEN'S SOCCER/SOFTBALL COMPLEX
A clubhouse complex for our women's soccer and softball teams has been designed and architectural drawings are being developed for this facility which will be shared by our two newest women's varsity sports.
This facility will be constructed in two phases as follows:
Phase I - Our timetable calls for construction of Phase I to begin in January 2000. The cost of Phase I is estimated to be $600,000. The Athletic Association has committed $300,000 toward Phase I, with private gifts of $300,000 anticipated by December 31. Phase I will include restroom facilities for our fans, as well as a locker room, bathrooms and shower facilities, a training room and coaches' offices for our soccer and softball teams. If construction begins in January, Phase I should be completed by the start of the 2000 soccer season.
Phase II - An estimated $400,000-$500,000 is needed for Phase II. A construction timetable will be developed based on fundraising for this portion of the project.
GATE SIX PROJECT - (MEDIA CENTER, CONCESSIONAIRE & PERSONNEL & SERVICE ACCESS)
Currently, $150,000 has been allotted for architectural fees. The Athletic Association's commitment represents 1/3 or $50,000 of the $150,000. This project will be funded by three separate entities and/or individuals. A concrete estimate for this project is yet to be received.
A. FIVE ATTAINABLE GOALS
Attachment A denotes the Athletic Association's five attainable goals for the year 1999-2000. Certain issues outlined in the critique are addressed by the goals. Those issues are where the Association wants to be with regard to graduation rates and what must be achieved in order for the University of Georgia Athletic Association to be recognized as the top intercollegiate athletics program in the country. These two items are covered respectively under goals four and five. The additional goals outlined shall also play a vital role in the Association's achievement of its primary objectives.
B. FACILITY FUNDING
C. STATE FUNDING
D.TITLE IX COMPLIANCE PLAN
E. SEARS DIRECTORS' CUP & GEORGIA MAGAZINE CUP
In order to measure where the Association stands with regard to being recognized as the top intercollegiate athletics program in the country, we shall utilize the Sears Directors' Cup and the Georgia Magazine Cup. The following attachment provides general information with regard to the Sears Cup and the Georgia Magazine Cup:
F. STRATEGIC PLAN PLANNING PROCESS
G. ACADEMIC ACHIEVEMENT CENTER
University or State Support for Title IX
Arizona & - They are given approximately 240 tuition waivers, but they are not Ariz. State earmarked solely for women's sports. In addition, Arizona State had a sum of $2,000,000 dedicated by the University, to be paid over a period of several years, to assist in the funding of the new soccer and softball stadiums. Total cost of the stadiums amounted to $4,200,000.
Arkansas - Receive out of state tuition waivers for both men and women. Saving for both is credited to women's athletics.
Auburn - Get a 1/3 reduction in out of state tuition for both men and women.
Florida - Receives the tax money off of their ticket sales. This amounted to $694,000 last year. They also received an outright grant from the state of Florida for $454,000 during the past year making a total of $1,148,000 to help fund the women's athletic program. All state schools in Florida receive similar amounts, varying depending on their tax revenue from ticket sales. All of this money is earmarked for women's athletics.
Florida State - Same program as the University of Florida. Monies would be similar to Florida, with the other schools such as Central Florida, South Florida, Etc. receiving a lesser amount due to the difference in ticket sales.
LSU - Are given an exemption from paying any state or local taxes on any items bought by the athletic department of on items sold by the department. Are also exempted from paying hotel and per diem taxes on team travel within the state. This is an estimated savings of more than $500,000.
Mississippi - Receive out of state tuition waivers for student-athletes.
& Miss. State
Minnesota - They have received an outright grant for the past 10 to 12 years. It started at $2,400,000 and has increased to $2,900,000 over the years. The money is sent in a lump sum payment each year and may be used any way the Women's Athletic Department chooses to use it.
Oregon & - Both schools receive state apportionments of $1,783,000 from the State
Oregon State Board of Education as well as $650,000 per year from money generated from a sports lottery program in the state. This is actually money generated by betting on professional football. In addition, the University of Oregon gives "in state" tuition credit for some out of state tuition, amounting to $400,000, and an outright gift of $68,000 for the women's athletic program last year.
Pittsburgh - They get no up front money, but when they budget a loss, which is virtually every year, the University allocated enough in its general budget to cover the projected loss. They are expected to stay within their anticipated shortfall but, in the past, they have been "bailed out" by the University when they have gone over their projected losses.
Temple - Because they have very little income from ticket sales, the University picks up the tab for all grants in aid for men and women, $4,400,000. They also subsidize the program another $3,000,000 to cover operating costs for the Athletic Department. They feel a substantial amount of this is recovered from student-athletes who pay all or part of their own fees. They estimate most of this group and all of the scholarship athletes wouldn't be at Temple if it wasn't for the athletic program.
Texas Tech - Indicated they received some money from the University to assist in funding women's athletics, but did not reveal the amount.
Washington - Legislation was passed in the state of Washington authorizing both
& Wash. St. schools to keep 1% of the undergraduate tuition and fees collected to be used specifically for the women's athletics program. This amounted to $900,00 for the University of Washington and $750,000 for Washington State. In addition, Washington gives tuition waivers for softball and soccer and Washington State gets funds to assist in paying women coaches' salaries.
Wisconsin - Receives $480,000 to help subsidize women's athletics, in one lump sum annually. This has increased minimally each year.
THE FOLLOWING SUPPLEMENT REPRESENTS VARIOUS RESPONSES TO THE UNIVERSITY OF GEORGIA STRATEGIC PLANNING ADVISORY GROUP'S CRITIQUE.
The first step in the Association's development of its Strategic Plan was to form a strategic planning committee. The committee is comprised of athletic administrators, a faculty representative and student-athletes (see attached). Throughout the planning process, the group met periodically to share ideas and establish the goals and objectives of the Association. Additionally, input with regard to the plan was solicited from every Athletic Association staff member (see attached memo). This proved to be critical in light that the Association's strategic plan will impact all personnel levels.
To further assist the committee with the development of its plan, the Fanning Institute was utilized for a one-half day session. This session was extremely significant as it relates to understanding what the strategic planning process is all about. More specifically, how to begin the process and/or convey the story the Association is trying to tell.
Subsequent to a response from the Strategic Planning Advisory Group with regard to the Association's second draft, it is the department's intent to post the plan on its website. This posting will allow various constituents to review the plan and provide any input. Furthermore, once a final plan is developed, it has been discussed to compile a brief summary highlighting the major components of the plan and include it in our mailings to season ticket holders. This will allow us to share with our Alumni and friends the strategic goals of the Association.
Finally, it should be noted that all work on the Strategic Plan was shared with and approved by Vince Dooley, Athletic Director.
While the Association realizes the need to integrate student-athletes with the general student body, it is the opinion of the Association that an Academic Center to support student-athletes as well as non-student-athletes is not the way to address this issue.
The current Academic Achievement Center is being used by student-athletes who do very well academically as well as those who are at risk. Additionally, the percent of use by good academicians is increasing. If the same opportunity was made available to the general student body and the same proportion of regular students utilized the center as compared to the proportion of student-athletes currently utilizing the center, it is anticipated that an extremely large center would be needed. This would be a considerable cost.
Additionally, it should be noted that student-athletes are somewhat unique in that they have different needs than most non-student-athletes.
In short, the Association feels that it is in the best interest of the student-athletes to keep this facility separate from the general student population.
STRATEGIC OPPORTUNITIES AND CHALLENGES
The University is linked inextricably to the global cultural, societal, political and economic evolutions. As a result, the University has the requisite responsibility to recognize the increasing global interdependence of these evolutions. To this end, international education at the University refers to programs and activities which enable students, faculty and staff to participate effectively in a global society.
Strategic Direction I
The University will increase the number and diversity of students participating in education abroad programs and activities through the active advancement and support of international education.
1.a Expand the nature and scope of study abroad programs to enrich and maximize the array of choices of students for meaningful international education experiences including the establishment of international residential centers and multi-disciplinary programs in all major geographical regions of the world so that by 2010 there will be:
I.a.1 At least 230 study abroad and exchange programs available for students and six thousand  engaged in these programs.
I.a.2 Twenty-five  percent of the undergraduates graduating will have engaged in an international education program.
I.a.3 Multi-disciplinary programs abroad which are articulated with the appropriate academic majors with respect to curriculum and progression toward degree.
I.a.4 Four international residential centers located in strategic geographical areas of the world which comport with the thematic focus of the Centers of African Studies, Asia Studies, European Studies and Latin American Studies.
- Business Manager/Study Abroad Programs: $40,000 [$1999]
- Two  study abroad/exchange program advisors: $35,000 ea.: $70,000 [$1999]; One  administrative support positions: $19,000 [$1999]
- Two  study abroad/exchange program advisors: $35,000 ea.: $70,000 [$1999], One  administrative support position: $19,000
- Two  study abroad/exchange program advisors: $35,000 ea: $70,000 [$1999]
I.b Encourage all study abroad programs affiliated with the University reflect the highest quality of academic excellence and are offered at a cost which is within the available fiscal resources of all students.
I.b.1 All study abroad programs will be subject to a program review consistent with the criteria of all other academic programs in the university, subject to the similar evaluation procedures and each program will be evaluated every five years. In addition to the current evaluations of courses and programs, available qualitative research methodologies and tools will be implemented to refine the review processes regarding the impact of student participation.
I.b.2 The cost of participation in each study abroad program will approximate reasonably the cost of attendance at the Athens campus excluding the variable costs of airfare and currency exchange rate of each international location. The cost may be discounted to the extent of available scholarships [See I.e]
I.b.3 Develop and implement graduate student reciprocal exchange programs including teaching and research opportunities abroad.
I.b.4 Develop and implement active partnerships with business, industry, governmental agencies and non-governmental organizations which include programs for cooperative education and internship experiences for undergraduate and graduate students.
I.c Integrate international education opportunities fully into the undergraduate, graduate and professional studies programs such that international programs contribute to the academic progression of students= programs.
I.c.1 By 2010, the respective faculties of each college and school will have revised and recommended the appropriate international education experiences and the manner in which these are articulated and reflected in each major.
I.c.2 By 2010, each department head and each Dean will have included in their respective position descriptions and job performance criteria an international education component.
I.d Ensure international education opportunities are an integral aspect of the agenda of all academic advisors and that the in-service professional development programs for academic advisors provide for international education.
I.d.1 Modify the in-service professional development programs for all academic advisors in all colleges and schools to increase knowledge and understanding of the wide array of international education programs and how these comport with the academic majors and minors within their area of purview.
I.d.2 Increase the membership on the Academic Advisors Committee to include a representative from the Office of International Education.
I.e Increase the scholarship support for students so that financial considerations are not regarded as a insurmountable impediment to participation in study abroad programs.
I.e.1 Develop and implement an extramural fund raising program with the goal of securing a $10-15M endowment [1999 dollars] to provide funds for study abroad scholarships. The Katherine John Murphy Foundation has committed $250,000 toward this goal [$50,000 per year for five years beginning in 1999].
I.f Review all University academic policies and procedures to ensure these facilitate participation in international education opportunities.
I.f.1 Request the Faculty Affairs Committee to review the University=s Guidelines for Promotion and Tenure and to modify these to provide clear recognition of faculty involvement in and advancement of international education.
I.f.2 Request the Curriculum Committee to review the criteria and standards for all new course proposals as well as modifications of all majors to ensure the inclusion of international education in these criteria and standards.
I.h. Enhance and expand the role of the international and area study centers and programs focused on Africa, Asia, Europe and Latin America as cross-disciplinary and university-wide units in order to facilitate their respective internationally related instructional, research and service programs.
I.h.1 Establish the major centers for area studies as joint administrative and funded academic programs of the Office of the Provost and each academic Dean at a designated funding percentage reflective of the level of stakeholder involvement.
Budget Requirements [$1999]: To establish and maintain administrative support and program enhancement:
I.h.2 Request each center for area studies to establish a priority listing of teaching, research and service program enhancements and new initiatives including projected funding requirements based on two year increments through 2010.
I.h.3 Establish International Health as a priority segment of the Bio-Medical initiative of the University thereby creating a topical or thematic studies program to supplement and augment other existing programs operating in the various study abroad, area study centers and related programs.
I.i Provide incentives, including modification of standards for faculty merit salary increases and specified criteria for promotion and tenure, for faculty to develop formal and informal international linkages which will advance their individual role in, as well their respective department=s contribution to, international education.
I.i.1 By 2010, establish and fund annually a university-wide program which will recognize three to five individual faculty who have contributed substantially to the advancement of international education and that this recognition be in the form of a permanent increase to their respective salary bases in the amount of $5,000 [$1999].
I.i.2 By 2010, increase the amount of funds in the International Academic Program Development fund to $200,000 [$1999] to continue to assist faculty to receive seed funding for program enhancements or new initiatives which will result in (a) advancement of international education in their departments and/or (b) provide a platform for seeking extramural funding for the continuance and expansion of their project.
I.i.3 By 2010, increase the amount funds provided to each faculty member selected for the International Fellows Program to $6,000 [$1999] to either expand the number of faculty participants or enhance the nature and scope of the international project of each Fellow.
I.j Recruit a diverse faculty and staff with a demonstrated commitment to international education and ensure that a priority is given to those departments which have the greatest need for securing such faculty to meet their international instructional, research and service objectives.
I.j.1 Request that each Dean during each annual budget cycle to provide a priority list of departments which have a demonstrated need for faculty to meet their international academic goals coupled with a funding strategy to ensure securing and retaining these faculty.
I.j.2 Implement policy and procedures for all new faculty hires which will result in the opportunity to review and evaluate international experience as an integral aspect in the selection process.
FY01 One  International Scholars Immigration Specialist: $40,000 [$1999], One  Administrative support position: $19,000 [$1999]
I.k Develop and implement additional opportunities for international scholars on campus--faculty and students from other nations--to become an active participant in the academic programs of the University including making effective use of their respective knowledge and skills in instructional, research, service and co-curricular programs.
I.k.1 Utilize regularly those international scholars on campus to teach one course which correlates with the academic program of the department and advances the international aspects of the academic offerings.
I.k.2 Encourage and promote the Fulbright Scholars program including the active recruitment of these scholars from international universities which are recognized for their academic excellence reflected, in part, by faculty knowledge and understanding of the institutional capacities and international reputation.
I.k.3 Use the international scholars to assist in teaching conversational language courses for students, faculty, and staff.
1.k.4 Ensure that each international student who is granted an out-of-state waiver is actively engaged in supporting the international education programs of the University.
I.l By 2010, the respective faculties in each college and school will have reviewed and recommended the appropriate level of foreign language requirement for the degree programs within their purview.
I.l.1 Within the foreign language offerings will be a tier which focuses on providing students with a conversational capacity. A student=s achievement of this competency will be certified and reflected on the official transcript. This level of competency will not replace language requirements deemed necessary for a major in any academic discipline. By 2010, at least 35-50% of undergraduates will be certified as achieving conversational language competency.
I.l.2 Implement the initial tier, conversational language learning, across the institution and beyond the usual academic settings including residence halls, fraternities and sororities; and develop and implement short term [4-6 week] cultural immersion programs on and off campus either focused solely on language development or coupled with service learning experiences.
I.l.3 Utilize the available information technologies to facilitate all levels of language learning including English as a Second Language.
Strategic Direction II
The University will secure and designate a new facility to reflect its commitment to international education and to serve as the physical anchor for international education programs and activities on campus.
II.a The University will secure a facility sufficient to house and support major administrative units associated with international education as well as provide space for related cross-disciplinary and university-wide international and area study programs and centers.
II.a.1 The minimal assignable square footage of this facility will be 100,000 to 120,000 in order to accommodate the major administrative units and collateral university-wide area study programs and centers. Also included in this facility will be a simultaneous translation auditorium to facilitate international conferences and related academic programs and a general reception and support areas for international guest functions and programs.
Based on 1999 dollars, this facility will cost between $12-14M. The source of funding will be through a combination of state resources and extramural funding.
II.a.2 The location of this facility must be served by University Transportation Services and be accessible from any future multi-modal facility developed by the community in order to assist faculty, students and international guests of the University.
II.a.3 Augment the facilities serving as temporary housing accommodations and food services for international scholars who are guests of the University through the development and implementation of a special rack rate at the Georgia Center and the availability of such scholars to have the capacity to purchase a special food services plan.
March 20, 2000
The Office of Instructional Support and Development
The Office of Instructional Support and Development (OISD) will enhance and support learning environments at UGA by establishing and maintaining the flexibility required to respond to changing institutional needs.
OISD must evolve as an agile organization to be responsive to the needs of diverse and changing academic programs, faculty, and instructional environments. This flexible orientation will include client focus, collaboration with related campus units, cross functionality within the organization, establishment of flexible staffing patterns, and acquisition of personnel possessing creativity and problem solving skills necessary to provide effective support for instructional experimentation, innovation, and assessment during the next decade.
- establish flexible staffing by utilizing graduate assistantships, postdoctoral fellowships, and faculty residencies within OISD. Time-line and cost: FY2001—postdoc added to support TA development activities; FY2002—postdoc added to support instructional technology activities; FY2003—rotating faculty residency established in OISD when space becomes available with a move of a portion of OISD to the SLC. If this time-line is followed, approximately 20 faculty members and postdocs will complete residencies in OISD by 2010 at a cost of approximately $100,000 per year.
- enhance staffing to include diverse and multiple skills in traditional and new media such as web resources, computer animation, simulation, and digital video streaming to complement related resources available elsewhere on campus. Time-line and cost: positions modified over the next 10 years as vacancies occur — cost would vary with timing of vacancies.
- develop collaborative relationships with UCNS and other campus units resulting in establishment of a meta organization to provide coordinated and comprehensive support for instructional applications of new media. Time-line and cost: meta organization established by FY2001—$65,000 needed for ongoing coordination.
- establish budget lines to allow for timely acquisition of new media equipment and software including provisions for early acquisition for experimentation and pilot implementations. Time-line and cost: Beginning in FY2001—$25,000 annually adjusted for inflation and other changes in technology costs in subsequent years.
- establish satellite offices in multiple campus zones to provide ongoing monitoring of classroom environments and timely response to specific faculty needs including on-site training and support. Time-line and cost: see Objective Three
OISD will enhance and support learning environments through the professional preparation of future faculty.
The University of Georgia is one of approximately 100 institutions responsible for producing 80 percent of the doctoral degrees awarded annually in the United States. These institutions are responsible for preparing the future faculty members for all 3500 U. S. institutions of higher education. In Georgia, hundreds of UGA graduates serve on the faculties of the 34 institutions of the University System. OISD and the University at large will continue to focus substantial attention on issues related to the readiness of graduate students for their teaching assignments at the University. During the next decade, as an important element of it`s strategic plan, OISD will assist the University in reshaping the experience of graduate students to provide more substantial preparation for faculty careers.
- articulate to the public, in collaboration with the Graduate School, Public Information, and other units of the University, the exceptional academic preparation of our graduate teaching assistants and the role the University plays in the preparation of future faculty for the entire spectrum of American higher education. Time-line and cost: ongoing collaborative effort at no additional cost.
- establish, in collaboration with Academic Affairs, compliance with TSE/SPEAK standards to insure that international graduate students are not placed in teaching assignments for which they are not linguistically prepared and which are not complimentary to their career objectives. In addition, OISD will assist the University in communicating to UGA parents and students the advantages of studying with well prepared graduate students from other cultures. Time-line and cost: ongoing collaborative effort at no additional cost.
- develop , in collaboration with the Graduate School and the Institute of Higher Education, documentation and credentialing programs for graduate students and postdocs who plan to seek employment as a college or university faculty member. Time-line and cost: ongoing collaborative effort assisted by the TA support postdoc referenced in Objective One.
- extend the efforts of the TA Mentors to the level of full assistantships and facilitate the establishment departmental postdoctoral teaching residency opportunities as an additional tier of teaching preparation. Time-line and cost: FY2002—TA Mentors to full assistantships; teaching residencies established in numerous departments by the end of the decade—$150,000 annually for assistantships.
OISD will enhance and support in-class learning environments through the establishment of a Classroom Support Center to provide campus-wide classroom support services.
A Classroom Support Center (CSC), located in the Student Learning Center, will be developed to provide more systematic and responsive support for the University`s classroom learning environments. This Center will provide coordination and direction for classroom support personnel assigned to the various geographical zones of the campus (see Objective One) and will manage deployment and refresh of classroom technologies throughout campus. The CRC will also serve as a clearing house for up-to-date information on the resources available in each of the University`s classrooms and coordinate scheduling of classroom facilities.
- transfer the existing OISD classroom support team to the Classroom Support Center located in the Student Learning Center and recruit Classroom Technology Specialists for the SLC and central campus. Time-line and cost: the move to the SLC will occur on completion of that facility early in 2002 and $55,000 for two Classroom Support Specialists for the SLC will be requested in FY2002 budget development.
- establish five classroom support service zones for the campus with CSC staff housed in satellite offices in four of the zones ( the north-central zone will be served from the main CSC offices located in the SLC). Time-line and cost: One Classroom Support Specialist and operational costs for a satellite office on south campus will be requested for FY2001 at annual cost of $30,000. Classroom Support Specialists for east and south-central campus and operational costs for two satellite offices in these zones will be requested for FY2002 at a cost of $60,000. Staffing adjustments will be made in subsequent years to accommodate changing faculty needs.
- develop— working with Academic Affairs, the Instructional Technology Advisory Committee (ITAC), and the University Instructional Advisory Committee (IAC)— systematic planning for deployment and support of classroom technology including:
- guidelines for what proportion of classrooms will have installed technology,
- budgeting for classroom equipment refresh,
- procedures and criteria for allocation of equipment in response to unit requests,
- procedures for assessment of classroom learning environments, and
- transfer of classroom scheduling responsibilities to the CSC.
Time-line and cost: (a), (c), and (d) will be ongoing throughout the decade with no additional cost; (b) will be included as a $25,000 request in FY2001 budget development replacing annual requests for end-of-year funding for this purpose; and (e) is proposed for implementation by means of a transfer of an Academic Affairs staff position upon the opening of the SLC and the CSC in FY2002.
The OISD will implement activities which result in enhanced large class learning environments.
Large classes are among the most challenging teaching and learning environments. In a large class relatively few students have the opportunity to participate orally or volunteer information. Faculty members teaching large classes tend to use less group work and discussion, and require less writing. With the opening of the Student Learning Center (SLC), the University will add six additional classrooms of 150 or more seats. However, the SLC will also provide a substantial number of small group breakout rooms and an information commons which will give students convenient electronic access to information resources. Work must begin as soon as possible if the capabilities of the SLC to provide enhanced large class learning environments are to be utilized upon the opening of that facility. In addition, instructional technologies now provide additional opportunities for improving the teaching and learning environment for large classes taught throughout the campus.
- OISD will:
- establish, in collaboration with the Instructional Technology Advisory Committee (ITAC) and Academic Affairs, funding opportunities to encourage and assist academic departments in developing new approaches to large class instruction. By the end of the decade, these opportunities should result in the completion, assessment, and dissemination of numerous projects to enhance large class instruction at UGA. Time-line and cost: OISD will propose to ITAC that the guidelines for Learning Technologies Grants (LTG) be modified in FY2001 to include among the options for LTGs a specific call for proposals to use technology to improve large classes. OISD will further propose to ITAC that an additional $100,000 be requested for the LTG program beginning in FY2001 to fund this additional focus.
- make available instructional design and technology staff support to faculty members who are working on projects to improve large class instruction. Time-line and Cost: OISD will add two Instructional Design and Technology Specialists in FY2000, a third ID&T Specialist ($40,000) will be requested in FY2001 budget development, and one of the postdocs referenced in Objective One will be available to support this effort beginning in FY2002.
- reestablish the large class interest group to facilitate discussion and exchange of ideas regarding large class instruction. Time-line and cost: this will be accomplished beginning in FY2000 at no additional cost.
- compete for a Pew grant to improve large class instruction at UGA. Time-line and cost: $200,000 grants from Pew will be available for this purpose in both FY2001 and FY2002. Investments already committed or planned will serve as documentation of UGA`s readiness for one of these grants.
The OISD will enhance and support learning environments by aiding in the extension of learning opportunities beyond the classroom.
Recent advances in technology enable us to provide students with learning opportunities where and when they need them. Templates like WebCT, facilities like the Information Commons planned for the Student Learning Center, and high speed Internet access such as that provided by cable modems in residence halls and in private homes are making development and delivery of new forms of educational resources increasingly more feasible. Development of these resources will require not only continued infrastructure development, but also investment in human capital. Faculty will need the time to develop new learning opportunities for their students. They will also need other personnel resources to assist in the production, delivery, and assessment of these new learning opportunities.
- provide, in collaboration with the Instructional Technology Advisory Committee (ITAC) and Academic Affairs, funding opportunities and other resources including faculty release time, expert assistance, and project funding for multi-year projects involving extension of learning environments beyond the classroom. Time-line and cost: OISD will propose that the guidelines for Learning Technologies Grants (LTG) be modified in FY2001 to include a specific call for proposals to extend learning environments beyond the classroom and provide for multi-year projects at an additional annual cost of $100,000. Expert assistance will be provided by the staffing described in Objective Four. By the end of the decade, numerous projects will be completed, assessed, and disseminated as a result of this initiative.
- implement a May Term Faculty Institute to introduce faculty members to applications of instructional technologies for the enhancement of learning beyond the classroom. Time-line and cost: this annual Institute can be implemented as early as May 2000 with the additional staff hired by OISD in FY2000 and an FY2001 budget allocation of $45,000 for faculty stipends. This time-line will result in participation in the Institute by approximately 10% of the faculty by 2010.
- implement a Faculty Technology Fellows program to provide opportunities for selected faculty members to engage in extensive development of learning environments beyond the classroom. Time-line and cost: this program can be established as early as FY2001 with the additional staff hired by OISD in Fy200 and an FY2001 budget allocation of $40,000. Following this time-line will result in the presence on campus of approximately 100 Technology Fellows by the end of the decade.
Public Service and Outreach
JULY 1, 1999
Ernest L. Boyer in his Scholarship Reconsidered: Priorities of the Professoriate, Carnegie Foundation, states the most important obligation now confronting the nation’s colleges and universities is to break out of the tired old teaching versus research debate and define, in more creative ways, what it means to be a scholar.
Can America’s colleges and universities, with all the richness of their resources, be of greater service to the nation and the world? Can we define scholarship in ways that respond more adequately to the urgent new realities both within the academy and beyond?
- troubled schools
- urban decay
- neglected children
- acid rain
From the article: “Surge in Continuing Education Brings Profits for Corporate University,” The Chronicle of Higher Education, continuing education, long neglected in academe, is finally stepping into the limelight. With increasing demands for part-time postbaccalaureate programs, adult students now account for nearly half of all college enrollments, according to the College Board. Continuing education programs are gaining respect as they become important sources of revenue:
- New York University’s School of Continuing and Professional Studies now brings in about $92 million per year in revenue, up from about $3 million in the early 1970s. The school has 107 certificate programs.
- More than half of the 16,000 students at Johns Hopkins, which has four continuing education centers in the Baltimore-Washington region, are in part-time post-baccalaureate programs. Two-thirds of all the masters’ degrees awarded by Johns Hopkins are earned by part-time students.
- Berkeley Worldwide, a continuing education program for foreign students run by the University of California at Berkeley, found that in addition to language instruction many foreign students were sticking around to earn certificates in business or engineering and to pursue internships. Berkeley Worldwide accounted for about 40 percent of the $45 million in revenue generated during 1997 by Berkeley Extension.
Remarks by Alan Greenspan, American Council on Education, February 16, 1999
Time, July 20, 1998
Knowledge is replacing capital, labor, and natural resources as the competitive advantage of the future. With two-thirds of our high school graduates now enrolling in college and a growing proportion of adult workers seeking opportunities for retooling, our institutions of higher learning now bear the overwhelming responsibility for ensuring that our society is prepared for the demands of rapid economic change.
Employee education is growing at a rate 100 times that of academia. Corporate universities such as McDonald’s Hamburger University, American Express Quality University, and Hart Schaffner & Marx University--”Suits U” -- are springing up across the country. Annual investments in employee training are estimated at $30-70 billion.
Perhaps the most frequently cited measures of the success of colleges and universities have been the emergence of significant centers of commercial innovation and entrepreneurship--Silicon Valley, the Research Triangle.
USAID gives credit to American Universities as a power full force in the developing Brazilian system of higher education which contributed to Brazil’s powerful economic program. Brazil is now among the world’s ten most powerful economic nations.
When one adds the fall of the Iron Curtain and the resultant demand for help in developing democracies and strengthening local government, it is apparent that there is a substantial role of the University of Georgia in the areas of University, economic, and governmental development, and democratization.
Strengthen the culture of engagement (public service and outreach) in which the University of Georgia faculty and students collaborate with Georgia citizens to improve the quality of life and economic well being.
Areas of Priority:
- Encourage entrepreneurial faculty efforts to leverage the University’s unique assets to commercialize research, incubate business opportunities, and spawn the transfer of technology.
- Create a University Technology Transfer Office to coordinate and support such efforts. This office should be established as soon as possible in order to enhance and support current opportunities which offer significant potential economic impact. Projected cost of this office is approximately $250,000.
- The office should be structured to provide a partnership to include Public Service and Outreach faculty, including Business Outreach Services, Carl Vinson Institute, and other units with experience and expertise in this area.
- Expand current successes in obtaining contracts and grants with state and federal agencies.
- Develop new models for identifying the critical needs of the state and Georgia communities and direct the resources of the University to address them.
- Areas of attention should include, but not be limited to, workforce development, smart growth, K-12 education, poverty, urban and rural development, and natural and environmental resources.
- Design and implement intentional strategies and efforts to foster the awareness of the strengths and resources in substantive policy areas of the University of Georgia among both public and private sectors.
- Develop capacity to organize and deploy rapid response teams to address current and prospective issues.
- Enrich the student experience in teaching, research, and public service through the creation of an Office of Student Service Learning.
- Provide increased permanent funding for student engagement activities/grants. The grant pool should be increased to $100,000; also, the individual grant amount should be raised to a maximum of $2,500.
- Assign graduate assistants to support student engagement efforts.
- Total cost to establish the office approximately $285.000.
Engage the University of Georgia with Georgia’s citizens to develop a learning society prepared for rapid social and economic change.
Areas of Priority:
- Establish non-traditional access for students throughout the state (also see Strategic Plan for Georgia Center for Continuing Education
- Establish a School for Continuing Education and Professional Studies to expand the rich tradition of non-credit programs with a full complement of academic credit (and certificate) programs. The School will focus content on areas relevant to the market demands of jobs in the state and will use a combination of distance learning, residential and on-site delivery providing access to all citizens of Georgia.
- Resources needed would primarily be for needs assessment, curricula development, faculty involvement, course/program delivery, and evaluation. Based on enrollments, tuition and fees, projected start up would cost $2.25 million graduated over a three-year period (500T, 750T, 1M.) After start up, the School should be financially viable.
- Expand the public’s access to University expertise and resources through the creation of twelve University of Georgia Service, Resource and Technology Centers, one for each of the State’s Development Regions.
- Building on the foundation established by University Business Outreach Services offices, these centers would be staffed with faculty with expertise in but not limited to: Leadership, Information Systems, Economic Development, Education, Community Development, Government/public administration, and Engagement of local communities.
- The centers will increase the engagement of University in studying and addressing real-life community problems. The centers will coordinate the distance education and advanced information technology for the University and provide an access point for students, perspective students, and parents.
- One center should be established immediately at a cost of approximately $360,000 and serve as the pilot for the development of future centers.
- Establish a business and higher education council in Athens as the prototype for other councils throughout the state.
- The University would partner with local business and industry in developing and delivering education, training, and agricultural development programs to assist business and industry in their efforts to remain economically competitive.
Engage the University of Georgia and State with domestic and international institutions for collaborative research, technology transfer, technical assistance, faculty and student exchange and service learning within the international arena.
Areas of Priority:
- Strengthen targeted international universities by assisting in the development of effective outreach programs including, but not limited to, agricultural development, democratization of local government, government official training, and economic development.
- Focus efforts in Latin America, Eastern Europe, and Africa by maintaining and strengthening the many current agreements and contracts with universities of the three regions.
- Assist faculty, staff, and students in developing proposals and identifying funding sources in obtaining grants and contracts in support of their international work accomplished with existing resources.
- Utilize the numerous strong relationships with Latin American and European Universities to provide exchange, study abroad, outreach, and research opportunities.
- Assist in student exchange to obtain meaningful international opportunities including: student service learning, home stays, and other program logistics.
Budget: $60,000 for one position to facilitate student international engagement.
- Engage State Agencies, business, banking, and agriculture in international development including trade.
- Strengthen and expand the universities’ network of the state’s international trade partners for Georgia’s economic development, including state and federal agencies and international organizations and the Atlanta Consular Corps.
- Partner with other organizations to conduct an extensive world trade conference in the state at least annually.
- Engage the citizens of Georgia and non-governmental organizations in international development.
- Maximize the exposure and utilization of visiting international scholars and dignitaries to make them available to a wider audience of Georgia citizens.
- Design and initiate symposiums, citizen exchange, travel, and lecturer to enhance the international knowledge of Georgia’s citizens.
Budget: $60,000 for one position to facilitate citizen international engagement.
- Maintain the Universities strong partnership with Partners of the Americas, the largest and most effective international development partnership in the world.
Evaluate the current hiring, promotion and tenure system to ensure the scholarship of engagement is given equitable value with research and teaching including international outreach.
- Require evidence of engaged scholarship including Public Service and Outreach in post-tenure review.
- Reward collaborative working relationships between academic faculty and public service faculty to develop scholarship of application and traditional academic research.
- Award Graduate Research Assistantships in the area of engagement and application scholarship.
- Ask the Provost establish a University Committee in the Fall 1999 equally representative of academic and public service faculty. The report would be due in the Fall 2000. Budget: $50-75,000.
The State Botanical Garden of Georgia
The mission of The State Botanical Garden of Georgia is to acquire and disseminate botanical knowledge and to foster appreciation, understanding, and stewardship of plants and nature through collections and displays, horticultural gardens, educational and outreach programs, and research. The Garden is among the top three college and university botanical gardens in the southeast U.S. and intends to become within the next ten years one of the premier college and university botanical gardens in the U.S.
As a unit of the University of Georgia, the State Botanical Garden serves teaching, research, and public service roles congruent with its parent institution. The Garden is a "living laboratory" supporting numerous academic disciplines at the University including horticulture, botany, environmental design, ecology, forestry, and others. But the Garden is also a public garden serving the citizens of Georgia in ways different than the two other majors gardens in Georgia, the Atlanta Botanical Garden and Callaway Gardens.
Public interest and support have, in fact, been pivotal in the growth and development of the State Botanical Garden. The four major buildings that comprise the Garden have been made possible with private funds as have the major gardens. Public interest and support will be key to continued implementation of the master plan. Georgia`s increasing population, growing concern about the environment, appreciation for nature, shrinking greenspaces in urban areas, and protection of our natural resources as well as the general interest in gardening provide strategic opportunities for the State Botanical Garden to engage new and larger audiences in the coming decade.
Increase public visibility, outreach, connectivity, use and impact of the Garden
Reasons for choosing objective
The State Botanical Garden has a very limited advertising/promotion budget. Despite the fact that it is well known and much used by University students, faculty and greater Athens area residents, it is not well known throughout much of the state. As a result, identity, visibility, use and statewide support are lower than their potential.
Methods for implementing this objective
The Garden will seek additional funds and in-kind support for publicity and promotion and will utilize the internet and distance learning technology to reach populations not presently utilizing the Garden. Public service and outreach, teaching, and research initiatives will be strengthened through alliances (e.g., Georgia Plant Conservation Alliance); cooperative programs with other University units (e.g., Georgia Museum of Natural History and Georgia Museum of Art); working agreements with state agencies and organizations (e.g., Georgia Department of Natural Resources and The Garden Club of Georgia); regionally and nationally (e.g., American Association of Botanical Gardens and Arboreta); and internationally (e.g., Botanic Gardens Conservation International).
Secondary objectives deemed essential to grow the faculty, staff and resources required to support the primary initiative:
Expansion and improvement of the Alice Hand Callaway Visitor Center & Conservatory
Reasons for choosing objective
The facility is inadequate to meet the needs of an expanding botanical garden and growing visitorship. Suggested additions and improvements include a direct pedestrian connection from the main parking lot to the Visitor Center, a 200-seat auditorium, two classrooms with adequate storage, a catering kitchen on the upper level, addition of restrooms near the foyer and proposed auditorium, relocation of the Gift Shop to an area nearer the foyer (creating additional office space where the gift shop is presently located), an elevator for handicap access to the Garden Room Cafe, addition of restrooms for the Garden Room Cafe, and increased seating for the Garden Room Cafe. These improvements will allow the conference/meeting function of the Callaway Building to shift to the Visitor Center, thereby creating additional office, laboratory and support space for staff in that building.
Methods for implementing this objective
A study will be commissioned by the Office of University Architects leading to a conceptual plan and cost estimates. A grant proposal will then be presented, in concert with the UGA Office of Development, to a prospective donor. It is anticipated that the project could become a lead gift in a larger capital campaign now be planned for the University.
Relocation and construction of a new Greenhouse/Nursery/Maintenance Complex
Reason for choosing objective
The present facility is wholly inadequate to serve the needs of a modern botanical garden. It consists mostly of used, relocated, and substandard buildings and sheds. The facility is located along the edge of a flood plain and some areas are subject to flooding. A used office trailer provides office space for 9 full-time employees plus several part-time employees. The proposed new facility would be relocated nearer the main entrance road and include a maintenance center, offices for horticulture/grounds staff, headhouse, production and research greenhouses, a lath house, cold frames, vehicle/equipment sheds, and storage facilities.
Methods for implementing this objective
An architectural design study will be conducted by the UGA Physical Plant leading to a plan and cost estimate for the facility (initial master plan estimate $3.7 million). State/university funding (minor capital project) is proposed as it lacks the "donor appeal" inherent in most of our other buildings and gardens.
Brief description of the planning process
The "guiding force" for the strategic plan is the Garden`s Master Plan. Garden staff, Friends of the Garden, Board of Advisors, Faculty Advisory Committee and other constituents were involved in development of this comprehensive plan. The Long-Range Planning Committee is charged with periodic review of the Master Plan and with the director determines priorities and changes/modifications if required. With regard to related fiscal priorities, it is critical that the Garden continue to grow its endowment which it is doing with the help of the Board of Advisors and Friends organization. It is equally critical that the University recognize the need for additional support in the form of staff positions and operating funds.
Revised Strategic Plan, September 23, 1999
The Division of Student Affairs
The overarching goal of the Division of Student Affairs is to enhance the learning environment for all students at the University of Georgia. Imbedded within the following Strategic Goals are two university-wide initiatives: to increase the diversity of the student population and to increase retention rates of all students.
Expand Student Leadership Programs
Working on the expectation that every student who matriculates through the University of Georgia will become a leader in his or her personal and civic sphere, leadership programs will become centrally coordinated at the department level; will be accessible and encouraged for all students, undergraduate and graduate; and will complement academic leadership development initiatives.Three program components will accomplish these expectations:
FIRST YEAR EXPERIENCE PROGRAMS will include the BIG Event program for all UGA Freshmen, the opening Convocation, and the Leadership Success Series.
Annual Cost=$642,500 Required Endowment =$12,850,000
INTERMEDIATE LEADERSHIP PROGRAMS will include the Spring Leaders Conference, adaptation of the BIG Event for all transfer students, programs for International students, LeaderShape Institute, the Leadership Resource Team, Women in Leadership Program, and the Student Advisors Retreat.
Annual Cost=$196,250 Required Endowment =$3,925,000
UPPERCLASS STUDENT LEADERSHIP PROGRAMS will include LeadershipUGA, leadership programs for graduate/professional students, Extracurricular Certified Transcript Service, World Travel Scholars, Leadership Recognition/Awards Program.
Annual Cost=$175,000 Required Endowment =$3,500,000
Total Program Annual Cost=$1,013,750 Total Required Endowment =$20,275,000
Institutional Support (operations/staffing/space) = $562,500
Expand and Enhance University Housing
National and local studies affirm that learning communities depend upon living communities. By increasing the number of on-campus residential opportunities and reconfiguring existing halls into intentionally designed living/learning communities, the division will provide on-campus living for approximately 9,000 students by 2011. These living areas will be designed so as to encourage the residents to participate fully in the UGA learning community.
Major renovations of Myers, Payne, Rutherford, and Morris Halls are planned in the coming decade, with Mell, Lipscomb, Church, Hill and Boggs Halls scheduled for replacement by 2011. Total estimated renovation and replacement costs = $58 million.
Renovation of the 305 graduate and family housing apartments built in 1964-66 will also be completed by 2011.
Estimated cost = $15 million.
These projects will be funded by surplus and reserve funds generated by the Housing Department auxiliary.
Construction of student apartments during the coming decade will add 2,600 beds to the campus housing stock.
Estimated cost of $98 – 140 million depending on the project delivery and financing methods. Unless grants or donations are received for these projects, borrowed funds will be required.
Enhancing the living/learning communities will require investment of institutional resources. The Division intends to add classrooms, computer/learning technology facilities, advising centers, academic assistance units, faculty residences, performance and practice spaces in renovated and new housing units. Planning is in the early stages for these initiatives, but expenses of $1 million per year are a reasonable estimate.
The Student Affairs Division will also provide leadership toward the development and implementation of a program to improve the on-campus Greek house situation, particularly that of the fraternity houses. Significant effort and extensive coordination among campus units and various constituencies will be required to craft an effective solution that will meet the needs of the institution and also respond equitably to the interests of the individual groups. Although no accurate costs can be determined until plans are more complete, initial estimates suggest that $1million to $5 million per house may be needed, for a total of $15 to $20 million for the entire project.
Increase Student Center Facilities and Services
The Student Center is the heartbeat of the campus, providing meeting and gathering places, student and faculty services, student organization support, and educational, cultural, and social programming that contributes to the development of campus community. In 1996, student center space was viewed by facilities consultants as being at a 108% deficit for a campus this size. National standards call for student centers to have at least 10 square feet per student enrolled, but among the 12 Southeastern Conference institutions plus Georgia Institute of Technology, the University of Georgia is at the bottom of the list with only 3.95 square feet per student enrolled.
Through the construction of additional student center space at the Tate Student Center, as well as the renovation of various existing spaces, the living/learning community at the University of Georgia will be enhanced for all students, faculty, and staff. The national model for student centers is that they serve as “campus hubs” providing facilities and services in an easily accessible configuration attracting all campus constituencies to work and interact together. As the university moves toward increased on-campus housing, there is a need to have more services available for the day-to-day needs of students so they do not have to leave campus for the basic essentials. More varieties of food offerings as well as retail and service areas make living on campus much more appealing to students who, in many cases, are used to and expect state-of-the-art facilities when they attend a modern university. New building construction (possible Phase II of the Tate Student Center): $30 million (200,000 square feet @ $150/sq. ft).
Renovation of existing space (old bookstore if new bookstore is built, including walkway between the Tate Student Center and the old bookstore space): $20-30 million.
Expand the use of technology to enhance access of services and programs to all students.
The goal of Student Affairs is to provide technical support and resources necessary for all students to realize their academic goals. While there are specific projects listed, the constantly changing needs and innovations of this arena mean that this goal will be continually updated.
WEB BASED ACCESS TO UGA STUDENT INFORMATION:
Continued development of WEB development tool (Jacada) including consulting, comprehensive graphical design and organizing concept for UGA Web based student systems, a production Web Server, and additional user licenses. Total Cost = $162,000
WIRING OF ALL STUDENT RESIDENCE HALLS:
While much work has been done, the goal is to provide internet access to all residence hall rooms, including Family and Graduate Housing units, by Fall, 2002.
Cost = $1.2 to $1.5 million.
UGA Research Priorities
Office of the Vice President for Research
Strategic Plan, 1999
The University of Georgia has a tripartite mission: to teach, to serve, and to inquire into the nature of things. While teaching, public service, and research are of equal importance in the fulfillment of the University’s obligations to the citizens of the state, it is faculty-directed research that will determine whether the University of Georgia becomes one of the nation’s leading public educational institutions. A vigorous and healthy research program, dedicated to the origination of knowledge as well as its dissemination, will enable the University both to take leadership in the solution of intellectual and practical problems of importance to the world and to keep pace with the ever evolving demands of our society in teaching and public service.
The Office of the Vice President for Research must act as an advocate for research, identifying areas in the University with high potential for research achievement and channeling resources into those areas, aiding in the procurement and disbursal of funds for the conduct of research in all areas, and defending the priority of research in a demanding academic environment.
The place of research in an academic institution is vulnerable. Research is often the least structured part of faculty workloads, and research time may be sacrificed unintentionally to the more immediate obligations of teaching and administration. On a broad scale the proliferation of faculty responsibilities will inevitably affect the University’s research productivity. The Office of the Vice President for Research recognizes that material resources, while necessary for competitive success, will not suffice to stimulate and maintain high quality research, and that time for thinking and writing is just as critical. The Office of the Vice President for Research will therefore consider time as part of the resources it may provide in support of research projects and will endeavor to protect faculty research time.
To enable The University of Georgia to achieve prominence among major research universities, as well as fulfill its educational mission and meet its responsibilities as a land-grant, sea-grant, and space-grant university, the Office of the Vice President for Research will take the following strategic actions during the first decade of the 21st century:
The Office of the Vice President for Research will identify “stellar projects” –projects with long-term significance–that show promise of obtaining national or international attention; and will provide increased support to individual faculty for those projects. To implement this initiative the Vice President will establish by February 1, 2000, in addition to the existing Senior Faculty and Junior Faculty Research Grant programs, a program to award increased support, as appropriate, for “stellar projects.” The Vice President will appoint a committee to set up procedures and solicit nominations.
The increased support will constitute a short-term assistance package tailored to the needs of the particular project. Such support might include, but not be limited to, provision of release time for research, subsidy of travel, purchase of equipment, and funding of additional graduate students and post-doctoral students. The increased support may be awarded to tenure-track faculty of any rank, including those faculty holding special professorships.
The Office of the Vice President for Research will identify a limited number of research areas in the University that show promise of becoming internationally outstanding in their scope and in their impact; and will target those areas for increased support.
To implement this initiative the Vice President will appoint by February 1, 2000 a Research Vision Task Force, a committee of distinguished faculty and senior administrators, which may include on an ad hoc basis consultants from outside the University, to initiate a systematic review of the research conducted throughout the University, both on campus and off campus; to determine what areas exhibit the greatest potential for achieving high national ranking in the next ten years; to prioritize the targeted areas for increased support; and to recommend appropriate action. The Task Force will become a standing committee charged with making periodic assessments of research conducted at the University and forwarding recommendations for increased support to the Vice President.
The increased support will constitute a long-term enhancement of the targeted areas’ potential for nationally significant research. Such support might include, but not be limited to, the establishment of additional faculty lines, the appointment of senior scholars, the augmentation of graduate student stipends, the funding of additional graduate students, the creation of academic support accounts for faculty, the hiring of a development officer to raise private monies, the improvement of research facilities, the purchase of equipment, and the acquisition of additional research space.
The Office of the Vice President for Research will identify a limited number of new research areas in which the University should develop significant strength in the next twenty years; and will provide funds to build faculty and programs in those areas.
The broad scientific and cultural forces at work in our global society will inevitably produce research opportunities in areas in which few universities are currently represented. The University will be alert to these opportunities and will initiate programs in areas where an investment of resources may enable the University to achieve international prominence in the areas twenty years from now.
To implement this initiative the Vice President will charge, by February 1, 2000, the Research Vision Task Force, composed of distinguished faculty and senior administrators, which may include consultants from outside the University, to recommend directions for future investment in the University’s research programs. In so doing, the Task Force will take into account both the University’s existing strengths, which can complement new programs, and the opportunities for the University to take leadership in research important to the world.
This report describes three strategic actions that the Office of the Vice President for Research can take to promote research at the University of Georgia over the next ten years. It is the product of the deliberations of the Research Advisory Committee, composed of faculty representing many diverse disciplines engaged in research at the University.
The committee met frequently during the spring of 1999 to establish goals for the Office of the Vice President for Research and the steps that could be taken to meet them. The committee membership and the schedule of meetings are presented in Appendix I.
To commence the strategic planning, the committee distributed a set of questions to its members, soliciting recommendations of actions the Office of the Vice President for Research might take to advance research at the university. A summary of the questions and the responses is presented as Appendix II. Upon consideration of the responses to the questionnaire, the committee realized that it was not prepared to evaluate and substantiate many of the recommendations related to specific research initiatives or to ensure that it was not overlooking other initiatives worthy of support. The committee also realized that many of the recommendations fell outside the purview of the Office of the Vice President for Research.
However, the questionnaire did serve the purpose of guiding committee discussion toward a strategic plan for the Office of the Vice President for Research. The committee came to unanimous agreement on the strategy of identifying research areas and individual projects that show promise of becoming outstanding and targeting those areas for increased support. The long-range goal is to make the University of Georgia one of the nation’s outstanding research universities in 2020.
Submitted by the Research Advisory Committee
May 3, 1999
- Research Advisory Committee
- Dr. Donna E. Alvermann, Research Professor of Reading Education
- Dr. John C. Avise, Research Professor of Genetics
- Dr. Gary K. Bertsch, University Professor of Political Science and Director of the Center for International Trade and Security
- Dr. Betty Jean Craige, University Professor of Comparative Literature and Director of the Center for Humanities and Arts
- Dr. Rex L. Forehand, Research Professor of Psychology and Director of the Institute for Behavioral Research
- Dr. Richard M. Graham, Professor of Music and Director of the School of Music
- Dr. Andrew J. Granville, David C. Barrow Professor of Mathematics
- Dr. Stanley H. Kleven, Research Professor and Head of Avian Medicine
- Dr. Edward Law, D.W. Brooks Distinguished Professor of Biological and Agricultural Engineering
- Dr. Lois K. Miller, Research Professor of Entomology, Microbiology, and Genetics
- Dr. James E. Nagel, John O. Eidson Distinguished Professor of English
- Dr. James H. Prestegard, Eminent Scholar in Biochemistry and Molecular Biology
- Dr. H. Ronald Pulliam, Regents’ Professor of Ecology
- Dr. Susan R. Wessler, Research Professor of Botany and Genetics
- Chair of OVPR Strategic Planning Committee - Dr. Betty Jean Craige
- Co-Chair of OVPR Strategic Planning Committee - Dr. James H. Prestegard
- Meeting Schedule for OVPR Strategic Planning Committee
- February 8, 10:00 - 628 GSRC
- March 8, 2:00 - 628 GSRC
- March 18, 2:00 - 628 GSRC
- April 7, 2:00 - 628 GSRC
- May 3, 2:00 - 628 GSRC
Responses to Questions
- Need for better space for conduct of research in all disciplines
- Need for better physical equipment for researchers
- Need for rigorous assessment of the University’s strengths and subsequent targeting of investments in those areas
- Increased demand for accountability and productivity
- Increased competition for external funding
- Continuance of strong support for basic and applied research by OVPR–in the humanities as well as the sciences and social sciences--in face of increased pressures for external support: “we should not be driven by the profit motive.”
- “UGA will never be a great university so long as it restricts its emphasis in research to the ‘practical applications.’”
- Maintenance of strong support for research in face of growing undergraduate enrollment at UGA
- Determination of the University’s appropriate investment in the biological sciences in relation to other research areas
- Improvement of infrastructure support for research in all academic areas
- Greater interface between OVPR and deans of colleges
- “Our objective should be that the research be excellent, not that it be in a certain area.”
- Establish and maintain an appropriate balance between basic scientific research and the applied research and application of new knowledge consistent with land-grant/sea-grant/space-grant mission of the University
- More openly establish and clearly communicate to the faculty the OVPR policies, permitted practices, avoidance of conflicts of interest, and other expectations imposed upon faculty operating entrepreneurial enterprises under split faculty/enterprise appointments, including expectations regarding their contributions and support of the University through faculty governance.
- Make a senior administrative appointment to oversee the development of Foundation funds to support research and creative work in the humanities and arts
- Find new money to support a biomedical initiative (hire new faculty in biomedical and genomics areas; encourage interdisciplinary collaboration in biomedical research)
- Build on the University’s strength: biological sciences, where the University has made its greatest material investment during the last two decades
- Decrease number of positions in “dysfunctional applied biology departments” and increase number of positions in good research departments
- Redistribute teaching responsibilities to have the greater burden fall on the applied scientists; support recipients of important external grants by a reduction in course assignments
- Develop standard policies for the start-up of new companies
- Conceptualize the human health sciences more broadly across the University
- Support existing programs by providing space and necessary infrastructure to enable researchers to expand their programs
- Hire senior faculty and nurture junior faculty working in interdisciplinary fields who have good records for external funding
- Require recipients of OVPR grants to follow up with an external grant application
- Provide release time for grant proposal writing
- Sponsor grant proposal writing seminars
- Simplify the documentation and cover sheets required with grant proposals
- Direct a larger portion of University funds to cost-sharing and cost-matching arrangements
- Provide small one-time grants for obtaining preliminary data and developing demonstration programs
- Capture increased support from in-state sources by better informing and encouraging faculty regarding state/industry-driven funding opportunities, such as traditional industries programs, GRA, etc.
b) to retain good research faculty
- Make additional academic support accounts available (by competition) to outstanding researchers at all ranks
- Continue support beyond start-up packages designed for recruitment
- Provide technological support services at college level
- Provide sabbaticals
- Enhance opportunities for existing faculty to benefit and professionally grow, via creative leave strategies
- Provide a competition for junior faculty fellowships to cover a semester of research and proposal development
- Reduce teaching obligations of graduate students
- Provide competitive incremental fellowships to raise stipends for best students
- OVPR should play a role in recruitment
- Develop an endowment to support research and creative arts. The endowment could subsidize salaries and provide academic support accounts for new recruits and excellent scholars
- Subsidize starting salaries for new hires to enable colleges to hire the very best scholars on the market (at all levels, but particularly at the assistant professor level)
- Increase availability of travel funds for international conferences (of importance to humanists, who do not usually have grant support for travel)–via increased commitment of royalty-generated income and other UGARF sources, as well as from University Foundation
- Increase OVPR support to make time available for research and creative work
- Subsidize starting salaries for new hires to enable colleges to hire the very best artists on the market (at all levels, but particularly at the assistant professor level)
- Increase availability of travel funds for international conferences (of importance to artists and performers, who do not usually have grant support for travel)–via increased commitment of royalty-generated income and other UGARF sources, as well as from University Foundation
- Increase OVPR support to make time available for research and creative work
- Provide release time for conducting research and writing grant proposals
- Secure “hard money” sources for providing an increased level of technical support personnel
- Provide release time for conducting research and writing grant proposals
- Recruit the best researchers available
- Invest in technological hardware that could be shared by researchers in different disciplines (such as functional magnetic resonancy imaging)
- Provide opportunities to interact and collaborate across disciplines
- Develop additional ways for OVPR to subsidize release time for research
- Attract outstanding graduate students by offering multi-year research assistantships
- Improve space and physical facilities; provide space for “research communities”
- Reduce course load for productive researchers
- Applied research for addressing global problems, such as environmental degradation, militarization, development.
- Biomedical science
- Materials science (biomaterials and molecular machines)
- Science policy
- Interdisciplinary work involving collaboration among faculty in earth sciences, physical sciences, biological sciences, engineering, and social sciences
- Collaboration across research, public service and outreach, and instruction sectors of the University
- Development of biomedical research (in collaboration with Medical College of Georgia)
- Increased funding opportunities in the social sciences, particularly in conjunction with the biological sciences
- Development of life-long learning opportunities for the public
- Funding opportunities for minority researchers
- Few boundaries in the age of email, fax, and distance learning
- Need for greater collaboration with research institutions in the region
- Opportunities for sharing of faculty and joint training of students in research institutions in the region
- There now exists “non-remotely” on the UGA campus a broad-based engineering faculty supporting two distinct nationally accredited professional engineering degree programs from the baccalaureate to the PhD levels. See http://www.bae.uga.edu/. There is potential for collaboration that offering significant benefit for research campus-wide.
- Balance between push for external funding and availability from UGA of support for grant proposal development
- Increase in long-term support for graduate students
- Cost of buy-outs for courses
- Relationship of funds spent on semi-permanent postdocs to funds spent on graduate students
Consistently ranked in the top 30 of the 110 members of the Association of Research Libraries, the University Libraries are one of the University’s greatest strengths and a point of pride. Surveys of students and faculty reveal that the Libraries are held in high regard and provide outstanding support for instruction, research, and service.
Electronic Teaching Library
- The Electronic Teaching Library component of the Student Learning Center will allow us to improve library services and to build stronger partnerships with faculty and other campus units, especially UCNS and OISD.
- Staff and equipment not covered by the construction budget.
- One-time costs: $1,500,000 to fully equip the facility with computer workstations and associated devices for opening day, August 2002.
- On-going costs
- 12 FTE new staff positions ($340,000 plus fringe benefits).
- Maintain and replace the computer workstations and associated devices ($500,000).
- The Libraries have identified $6M in naming opportunities in the Electronic Teaching Library that could be used to support programs for that facility.
Special Collections Building
- The Special Collections of the University Libraries are a major strength for the University. In the figures reported to the Association of Research Libraries, the University Libraries rank 6th out of the 110 members in archive holdings.
- Adequate space to house and preserve these expanding collections. The proposed special collections building, now second on the campus list of capital priorities, meets this need.
- The new building will cost $30M, with one-third coming from private sources and the remainder funded through the Regents. As of fall 1999, the Libraries have raised $8.5M of its $10M goal. The President should present the building to the Regents in June 2001.
- The Libraries are seeking an additional $10M in private funding for an endowment to support the collections, related programs, and staffing.
The New Collection
- The growth of electronic publications offers new ways to support research and instruction. The Libraries will seek to identify and maintain the appropriate balance of print and electronic publications.
- The cost of scholarly publications, both print and electronic, continues to increase each year at an alarming rate.
- An annual increase of five percent, about $400,000 with the current budget, should allow us to keep pace.
- The technology to create a digital library of text, images, sound, and video is becoming increasingly powerful. Several projects are already underway.
- Funding for staff and equipment.
- The Regents have requested funding for digital library efforts in their FY2001 budget. This funding would be managed by the Regents office, but a significant portion would cover the expansion of efforts in the University Libraries and make us a leader in this area.
- State funding will be used as matching funds to leverage grants from federal and private sources whenever possible.
New Media Department and Digital Media Lab
- With over 80,000 radio and television programs, the Media Archive and Peabody Awards Collection is the third largest such collection in the country.
- A facility where students and faculty can find sophisticated workstations to view and use the collection for research and instruction. A new Media Department and Digital Media Lab should be included in the building that will be constructed to face the Student Learning Center. The President has stated that he supports including this facility in this building.
- The space required is about 20,000 square feet and would cost about $4M.
Fine Arts Library
- When the School of Art occupies its new facility, most of the faculty and students who use the art and music collections will be grouped together on the east campus.
- A Fine Arts Library located on the east campus. The School of Art, the School of Music, and the Libraries have proposed that the existing Music Library in the Music Building be expanded to house such a library.
- $7M to expand the Music Library.
- It is anticipated that $2M could be raised privately.