Strategic Planning

The College of Agricultural and Environmental Sciences

College goal

The UGA CAES achieves its mission, and contributes to the University of Georgia institutional goals, by providing the highest quality research, outreach, and teaching in agricultural and environmental sciences to the citizens of Georgia.

Strategic Opportunity

It is essential to bring the two related disciplines of agricultural and environmental sciences to address a critical paradox in the State of Georgia. Rapid economic development in the Atlanta area is occurring at a cost to environmental quality, while a range of issues has depressed agricultural prices and created an economic crisis in the agricultural sector of the state. Environmental quality must be assured during the continued economic development of the prosperous metropolitan Atlanta area. At the same time, there is a need to create economic development opportunities in rural areas of the state.

The CAES has research, extension, and teaching programs addressing environmental quality problems in urban, suburban, and rural Georgia. It can enhance these programs allowing Georgia to respond even more strategically to these issues, through implementation of this plan. The CAES also has significant programs for innovative agricultural production, the addition of value to these products, and creative marketing of commodities produced in rural Georgia. Particularly through the expansion of programs in horticultural commodities as outlined in this strategic plan, the College can help address economic development in rural Georgia. The College is poised for strategic addressing of these dual issues at a time when there is a willingness from both government and private industry in the state to work toward solutions of the same problems.

College Advantages

The UGA CAES has advantages in organization, personnel, and programs to address both the environmental and economic development problems in the state, and to deliver timely information for citizens interested in their solution.

Environmental issues

The UGA CAES has nationally recognized programs in environmental sciences, including waste management, water quality, soil and nutrient conservation, and toxicology. The faculty of the CAES are integrally involved in addressing issues of agricultural production and profitability with a keen eye on the effects these practices may have on environmental quality in Georgia. A new department, Environmental Health Sciences (EHS), was established this past year with acknowledged expertise in occupational, environmental, and aquatic toxicology. EHS faculty have significant collaboration with faculty in departments both within and outside the CAES as they address environmental problems of particular concern to the urban portions of our state. Many of the programs study the effects of human contact with hazardous substances, and as such are a critical component of the biomedical initiative being developed at UGA.

Agricultural economic development

Economic development in rural Georgia is a highly complex issue. An important component of the existing economic disparities between rural and urban Georgia is the minimal profitability of many current agricultural production systems. However, Georgia has advantages of climate and human expertise for further development of those agricultural enterprises than are profitable. When these enterprises are developed in combination with industries that add value to the commodities being produced, and with creative marketing of these commodities, the enterprises can add significant capital to rural portions of the state.

CAES expertise exists in the production of commodities that can be grown, processed, and profitably marketed. Faculty in the Departments of Horticulture, Crop and Soil Sciences, Entomology, and Plant Pathology evaluate production of a range of commodities, including new industrial crops, fruits, vegetables, and ornamentals. The addition of value to the raw commodities through processing and packaging is critical to economic success, and there is significant expertise in these disciplines in the Department of Food Science and Technology, as well as Biological and Agricultural Engineering. Programs in agribusiness and marketing through the Department of Applied and Agricultural Economics provide the basis for creative marketing of these products.

The horticultural industry is the fastest growing agriculturally related industry in Georgia and is projected to double in the next 10 years. The last 25 years have seen a 25-fold increase in value of the industry to its current estimate of $2.5 billion.

There are several recent successes in bringing a combination of production and processing of agricultural, particularly horticultural, commodities to the marketplace. For example, research from the CAES was instrumental in the development of a strong industry in Vidalia onions through research and extension efforts in production, intermediate- and long-term storage, value-added products, and marketing. A significant market in sweet carrots, with the opportunities to capture greater portions of that market as well, has been created through similar activities. Through research and extension programs in the Departments of Horticulture and Crop and Soil Science, new plants have been created, such as flowers, shrubs, and turfgrass varieties that provide for economic growth in rural areas, including those rural areas of the state that are transitioning to a more urban focus.

Implementation of solutions

The CAES has a significant advantage for implementation of solutions to problems in the state through its network of cooperative extension agents in each county. These individuals are supported by a combination of federal, state, and local funds, as well as significant volunteer efforts. As the College continues to develop solutions for agricultural economic development and environmental quality issues, the agents have both the technical understanding and continuing education skills to bring these solutions to citizens throughout Georgia. The college has been a leader in the use of information technology for outreach purposes. An example of this leadership has been the utilization of digital images to facilitate problem diagnoses.

Strategic Goals and Plans

Environmental issues

A. The CAES will enhance its addressing of environmental issues through the development of its Environmental Health Science Department to national prominence. Plans for further improvement in research, teaching, and extension programs in occupational and environmental toxicology and other programs in the Department include the following:

1. The reallocation of resources within the college to hire a nationally prominent environmental health scientist as department head.
2. Requests to the Georgia State Legislature, through the AB@ budget, for additional faculty positions in environmental health sciences in both research and extension. These positions are outlined in the College’s planning document Investing in Georgia’s Future through Agricultural Research and Extension.
3. Consistent with the UGA Master Plan, and the mission statements of the UGA Office of Academic Affairs, the CAES, and the Environmental Health Sciences Department, a facility analysis and feasibility study was conducted in March 1999. This study, prepared as a collaboration between the Environmental Health Sciences Department and the Office of Academic Affairs, identified space constraints as a significant impediment to the full realization and expansion of existing programs, or for the addition of new faculty and programs. The study called for a three-phased sequence of renovation and addition of facilities for the EHS Department. When implemented, this plan will provide the necessary classroom, laboratory, and office space for the department to meet the environmental health needs of the state.

Agricultural economic development

B. The CAES will develop profitable, agriculturally based enterprises that can bring economic development to rural Georgia. Plans for this development include the following:

1. Requests to the Georgia State Legislature, through the AB@ budget, for additional faculty positions in the following areas; new and emerging crops and products; development of profitable and environmentally sound production technologies; and improved efficiencies in pest management and in crop and animal protection. Additional positions are being sought in food processing; food science technology; agribusiness, marketing and international trade; finance, economic development and public policy. These positions and programs are outlined in the College’s planning document Investing in Georgia’s Future through Agricultural Research and Extension.
2. The establishment of a value-added Task Force, charged to review the opportunities for strengthening agriculture and the economy of the state by enhancing value to Georgia-produced products, commodities and by-products.

3. The establishment of a Center for Agribusiness and Economic Development. Components of the Center’s mission include:

   1. To conduct research on short-term, rapid response, applied projects, of interest and concern to agricultural groups within the State and widely disseminate the results of that research.
   2. To analyze and report on the economic impact of Georgia agriculture and its various segments of agribusiness (value-added and food processing industries), and of rural economic developments on the state economy.
   3. To coordinate and widely disseminate price and output forecasts for Georgia agricultural products.
   4. To conduct economic feasibility studies of new agribusiness opportunities in the State of Georgia.
4. The development of physical facilities in Athens to support the necessary existing programs in research, extension, and teaching and provide the needed infrastructure for expansion of programs as requested through the B budget. Currently three departments, Crop and Soil Science, Plant Pathology, and Horticulture, share a building with the Botany Department in the College of Arts & Sciences. Facilities are insufficient for adequately addressing existing problems, and are particularly limiting if new programs are to be put in place.

A strategic opportunity exists because of the support of Georgia’s horticulture industry. Individuals within this industry are encouraging the university to make a new horticulture facility a priority for state funding. The college is also challenging the industry to provide a portion of the funding for this facility. This is a new type of funding opportunity for the college and one that the college is developing further.

Implementation of solutions

C. The CAES will significantly enhance information technology infrastructure and support of its use in extension programs throughout the state. This will improve implementation of the research conducted in our college to address both the environmental and agricultural issues presented in this document.

Strategies for funding the initiatives

Environmental issues

Renovation and additions to the Environmental Health Sciences building have been estimated by the architectural firm of Collins, Cooper, and Carusi to total $8,611,000 with the first phase costing $4,243,000. The renovation of this building is ranked as one of the highest priority on the small cap list for CAES and this information has been communicated to University administration. Funding will be sought through the Georgia General Assembly and through targeted campaigns for private funds.

Agricultural economic development

The Center for Agribusiness and Economic Development has been organized initially through the reallocation of available resources including both personnel and operating dollars. Additional funds have bene requested through the Georgia General Assembly in response to Rural Economic Development strategies. Requests for Special Research Grants through the U.S. Department of Agriculture are also being considered.

Representatives from the horticultural industry in the state have discussed the priority of a new Horticulture facility with university and college administration. The facility is the highest priority on the large cap list within the CAES. Dean Buchanan recently sent a request to Provost Holbrook asking that this facility be made a high priority for the university as well. Funding will be sought from both state and private dollars. This strategic initiative will be one of the first opportunities for the CAES to combine both public and private sources of funding and will represent a new model that can provide significant incentives for future growth and success of the college and the university.

Implementation of solutions

One-time funding of $465,000 has been identified within the College of Agricultural and Environmental Sciences and the College of Family and Consumer Sciences as contributions toward completing the initial technology infrastructure. This will provide infrastructure for approximately 55% of off-campus facilities. To complete the infrastructure for all facilities will require an additional $375,000 that will be requested through the state legislature and from private sources.

Approximately $345,000 annually will be needed for ongoing connectivity charges. Without the availability of central funding, counties will be expected to fund connectivity. This will result in greater disparity in levels of connectivity based upon each individual county’s ability to pay. Ultimately, this funding will be sought at the state level.

The College of Education

The COE Strategic Plan can be viewed on the college’s website!

The College of Family and Consumer Sciences

Issues related to the capacity of families and communities to meet human needs are paramount concerns as we begin the new millennium. Persistent educational, economic, and health conditions limit the development of individual human potential. The capacity of families to meet the needs of their members and to fulfill society’s expectations of our most fundamental social institution is challenged by the increasingly complex world. In addition, community support systems for individuals and families are stretched beyond capacity.

Enhancing the College’s resources will strengthen its ability to help build the social, economic, and cultural infrastructure of Georgia. Furthermore, enhancing the College’s capacity will advance its standing as a premier unit within the land-grant system.

The mission of the College of Family and Consumer Sciences is to advance the well-being of individuals and families over the life span and strengthen communities through the generation and dissemination of knowledge, the education of professionals, and the provision of research-based programs. The College strives for a highly integrated system of teaching, research, and public service/outreach in which expertise is brought to bear on multi-faceted issues related to families, consumers, and communities and the industries and agencies providing goods and services to them. In its strategic planning process, the College of Family and Consumer Sciences has identified five priorities.*

Priority I: Foster a Community of Learners through an addition to Dawson and Speirs Halls.

Situation

The College of Family and Consumer Sciences enrolls more than 1,000 students in

bachelor’s, master’s and Ph.D. programs. In the context of a very large university, the College strives to create a learning community. Rapid growth in research programs, enrollment and public service/outreach programs and the accompanying press for space make this increasingly difficult. Currently, faculty and staff are located in 10 buildings. This situation greatly restricts the ability of faculty, staff and students to work collaboratively and inhibits the development of a community of scholars.

Opportunity

The College of Family and Consumer Sciences envisions a facility in which its student-focused environment and its relevance to the well-being of Georgia are reflected in the physical space. Through an addition and renovation, the College will create a physical structure which engages students and faculty, as well as reaches out to off-campus constituents.

The proposed facility will include a central atrium Acommons@ for students and faculty to meet, study and interact. Laboratories with glass walls will allow, indeed encourage, students and visitors to observe the process of discovery occurring inside. Classrooms will feature state-of-the-art technology to facilitate distance learning, thus enhancing the College’s responsiveness to off-campus constituent groups by providing academic programs and community training. Studios and seminar rooms appropriate to the growing enrollments in high demand majors will meet students= expectations for excellence in the learning environment. The priceless Historic Costume Collection will be housed in a climate-controlled environment with conservation and exhibit space to provide study and viewing of the artifacts reflecting Georgia’s material culture and heritage. Departmental and faculty offices will be located to foster collaboration and accessibility.

Funding Prospects

A Afootprint@ for the addition to Dawson Hall is included in the UGA Master Plan. An estimate of the cost of the addition and renovation will be secured through a space analysis. Provost Holbrook has approved the College’s request to employ a consulting firm to conduct a space study in Spring 2000. A campaign to secure private and state funding will be initiated. Naming opportunities will be available for specific areas within the facility.

Priority: Establish the Center for the Prevention of Obesity and Related Disorders

Situation

Obesity affects more than 55% of Georgians and, according to a recent report from the Centers for Disease Control and Prevention, that rate is increasing among both adults and children. Obesity is the second leading cause of premature death. It also increases the risk of heart disease, Type II diabetes, hypertension, gallbladder disease, respiratory disorders, and some types of cancer. There is a significant burden to the State not only in health care costs, but also in absence from work and lost productivity.

New approaches are needed to prevent and treat obesity, but the genetic, biological, and behavioral elements have yet to be fully understood, thus additional research is needed. In a single year, Americans spend more than $40 billion on weight loss programs, drugs, and related apparatus much of which is not substantiated by research. Informing the public about what is effective and fostering behavioral change is a huge challenge.

Opportunity

The College of Family and Consumer Sciences is taking the lead in developing the Georgia Center for Prevention of Obesity and Related Disorders. The goal of the Center is to bring together an interdisciplinary group of researchers and health professionals to study the multifaceted manifestations of obesity and to test prevention and treatment strategies. The Center will link basic research with educational and policy approaches to support healthy behavior throughout the life span. Special emphasis will be given to approaches directed to children and families to prevent the development of obesity, and rigorously testing intervention strategies and technologies.

Funding Prospects

1. Eminent scholar for molecular studies of obesity
2. Named Distinguished Professor for behavior studies of intervention $500,000
3. Endowment to support Center initiatives $1,000,000
4. Funding for other administrative, research, and outreach components is being sought through the Regents= biomedical initiative.

Naming opportunities will be provided.

Priority: Reduce Family Financial Illiteracy and Indebtedness

Situation

In 1997, 1.4 million households filed for bankruptcy in the United States.  Georgia has

the third highest number of bankruptcies per household and the sixth highest rate of personal bankruptcy in the nation. The number of bankruptcy petitions filed in Georgia increased by 41% from 1990 to 1998. Credit card indebtedness is at an all-time high, to the point where the United States has been described as a nation of Adis-savers@. Concern about financial illiteracy among youth has prompted the U.S. House of Representatives to propose grants to the states to carry out youth financial education programs. Conflicts over financial issues are a source of family stress and are frequently the presenting factor in seeking marriage and family counseling.

At the other end of the financial management continuum, interest in personal finance and investing is at an all-time high as retirement issues become salient to the 76 million Ababy boomers= in their peak earning years. Career opportunities are plentiful for bachelor’s and master’s graduates with majors in Family Financial Management. Position announcements for faculty with Ph.D.s in Family Financial Management go unfilled at universities across the country as the number of graduates has not kept pace with the demand.

Opportunity

The College of Family and Consumer Sciences is uniquely positioned to respond to this situation. UGA’s Ph.D. program in Housing and Consumer Economics is one of only five departments in the U.S. capable of producing high quality Ph.D. graduates to meet the need. The curriculum for the B.S. degree major in Consumer Economics offers an option in Family Financial Management. Additional resources are needed to attract highly talented graduate students to this program as the competition with other universities is high. Additional support for the undergraduate program is needed to provide service learning opportunities and internships. To achieve premiere status as the foremost program nationally in Family Financial Management, two distinguished named professors, four named scholarships, and two academic support funds are needed to support the research programs of faculty and to enhance the learning experiences of students.

Funding Prospects

1. Named Distinguished Professorships Family Financial Management 2 @ $500,000 ($1,000,000)
2. Endowed Graduate Scholarships 2 @ $50,000 ($100,000)
3. Academic Support Funds 2 @ $50,000 ($100,000)

Naming opportunities are available.

Priority: Promote Resilience Among Diverse Families

Situation

Diversity characterizes Georgia’s population. Immigration and migration in response to changing economic conditions are two of the major factors contributing to an already diverse state. There is a great variation across Georgia in terms of urban/rural living conditions, ethnic heritage and race, religious beliefs, incomes, disabilities, age, and political viewpoints. Rapidly changing social and economic conditions have affected greatly the ability of many Georgia families to care for family members while supporting independence and responsible citizenship. Moreover, many problems, such as school failure, violent behavior, teenage pregnancy, unemployment among youth and adults, and poverty, are over represented within certain groups in the Georgia population. There is a critical need for careful demographic and contextual studies to identify and understand families from diverse settings and for the development of prevention and intervention programs incorporating community participation and tailored to the needs of diverse audiences. Parents, teachers, health workers, employers, policy-makers, and agency administrators are struggling in their attempt to promote employability to strengthen Georgia’s economy, responsible citizenship, and resilience among families to meet new challenges and opportunities.

Opportunity

Faculty in the College of Family and Consumer Sciences have the expertise to provide intellectual leadership in addressing the issues related to diversity and resilience. The life-span and holistic approach of the College strengthens its capacity in this area. Establishing a local point of interdisciplinary work related to the promotion of resilience among diverse families (a connection not yet made at other universities) will bring recognition to the University of Georgia, as well as providing a source of information for educators and policy-makers. Strengthening that capacity will help to attract students reflecting greater diversity to study the theory, practice, and policy needed to promote resilience in families and communities. Two named professorships, two post-doctoral fellowships, and two named scholarships are needed to support the research programs of faculty, attract graduate students, and enhance the outreach dimension focusing on resilience in diverse families.

Funding Prospects

1. Named Professorships (research and outreach emphasis) 2 @ $250,000 ($500,000)
2. Post-doctoral fellowships 2 @ $50,000 ($100,000)
3. Endowed Graduate Scholarships 2 @ $50,000 ($100,000)

Naming opportunities will be provided.

Priority: Preserve Georgia’s Material Culture in the Historic Costume Collection

Situation

The study of historic costumes provides opportunities to understand the culture and social

mores of specific historic periods. Georgia’s diverse populations contributed to a rich heritage reflected in the material culture of dress and accessories. Furthermore, because elements of design are repeated, the study of historic costume provides Fashion Merchandising students with a broader understanding of the current fashion industry.

The College of Family and Consumer Sciences houses a significant collection of historic costumes and related artifacts. The collection consists of 1,200 items and spans the time period beginning in 1800. The facilities in which the Historic Costume Collection are currently located provide substandard storage; have inadequate climate control; and offer no space for research, demonstration of preservation techniques, or teaching about museum collections management.

Opportunity

As noted in Priority I, adequate space and appropriate conditions for the Historic Costume Collection are an integral part of the building addition. An additional endowment is needed to support conservation and maintenance of the Collection. Funds are needed to support adequate staff, equipment purchases and maintenance as well as the acquisition of pieces as appropriate. Discussions currently underway with several University units including the Georgia Museum of Art, the Natural History Museum, and the Interdisciplinary Historic Preservation Graduate Program have as their goal an academic program of Museum Studies. A state-of-the-art Historic Costume Collection facility should be an integral part of this program.

Funding Prospects

The Historic Costume Collection presents a variety of funding opportunities, such as an endowment for the entire collection or endowments to support a specific period of the collection, for example, an endowment of $350,000 might support the Formal Dress Collection or Nineteenth Century Costume.

1. Historic Costume Collection (physical facilities) $1,000,000
2. Collection Endowment Fund $500,000
3. Specific Period Funds 2 @ $350,000 ($700,000)

Summary

To teach, to serve, and to inquire into the nature of things.@ The University’s motto provides a context for the College of Family and Consumer Sciences’ vision to be among the top tier institutions in the nation excelling in the development of professionals, the scholarship of discovery, and the delivery of outreach programs for viable families and communities. Following the 1999 accreditation review of the American Association of Family and Consumer Sciences, the AAFCS Accreditation Council commended the unit and faculty for the high quality of family and consumer sciences programs, noting its numerous strengths. UGA’s College of Family and Consumer Sciences is excellent today, and it can be better tomorrow. This is not an end in itself. The ultimate purpose of strengthening the capacity of the College is to benefit the families and communities of Georgia, the nation, and our international partners.

*Note: The highest priority of the College of Family and Consumer Sciences is an addition and renovation to foster a community of learners and to provide state-of-the-art facilities for the ever-expanding programs of the College. The other priorities are of equal importance.

Strategic Plan for the College of Pharmacy

Mission

The mission of the University of Georgia, College of Pharmacy is to further the frontiers of pharmacy clinical practice and biomedical and clinical research through selection of the finest faculty and most promising students whose talents and backgrounds will be responsive to society; through provision of state-of-the-art clinical environments and research laboratories; and to provide leadership in refining and advancing the roles of the pharmacy practitioner and graduate biomedical scientist.

Vision

To become a pre-eminent institution and be ranked among the national leaders in recognition of the College's achievements in Pharmacy and Graduate Education, Pharmacy Practice, Biomedical and Clinical Research and Service.

External opportunities and challenges

Pharmacy is facing major changes in both the professional and research arenas which in turn are creating opportunities and challenges. The changes in the professional area relate to advances in automation, medical technology, introduction of managed care, information technology, higher reliance on drugs to contain medical costs, managed care with its benchmarking, cost containment, integrated service case management, and a trend toward a holistic approach to medical care. In addition there is an increasing recognition of the contribution of cultural and genetic factors to treatment outcomes. We are also seeing a re-emergence of alternative medicine as well as a need for more patient involvement in managing health and disease.

Another, perhaps less obvious challenge facing the profession which needs to be taken into consideration when making both short and long term plans is the shortage of pharmacists available to work in the traditional areas of pharmacy.

In the area of drug discovery and drug development, we have seen vast advancements in molecular biology, molecular pharmacology, pharmacogenomics, informatics, structural biology, computational chemistry, high throughput screening and combinatorial chemistry that have created a whole new approach to the discovery and development of therapeutics.

In the clinical research arena there is an increasing need for researchers who have highly sophisticated knowledge and expertise at both the applied and molecular levels and for researchers who can assess the outcome of treatment and clinical decisions in light of economic, medical and societal variables.

Goals

To become a pre-eminent College of Pharmacy within the current constraints imposed by changes in the health care and health sciences, the College has set the following five goals:

1. Strengthen and broaden its clinical program to meet the challenges in the health care environment. This means that we must increase the number of highly qualified clinical faculty, provide more clinical experiential opportunities for the faculty in the clinical area, develop a residency program, and provide a top quality clerkship experience for all students.

2. 2. Develop the four key research areas central to the College's mission into national recognized research centers:

   • Drug Discovery
   • Drug Development
   • Clinical Therapeutics
   • Outcome Research
3. Build new interdisciplinary and collaborative educational and research opportunities.4.Develop a more flexible professional program to more rapidly respond to future changes.5.Increase the student enrollment to meet the increasing demand for graduates in pharmaceutical care, and in the biomedical and clinical research arenas.

Current Strengths

The College has a dedicated faculty and strong student and alumni components. The faculty are known for their commitment to teaching and concern for the students. The faculty are also eager to expand and participate in the University efforts to increase collaboration across schools and colleges and to develop UGA into a leading biomedical research university. The quality of the students is high and with the increasing opportunities available to graduates of the College, the recruitment of top quality students is likely to even improve. The alumni have always been strong and loyal supporters of the College by their generous gifts and by providing practical training to our students.

Current Weaknesses

The current space is not adequate in terms of the quality and size to support the educational and research goals of the College. The RC Wilson College of Pharmacy Building was completed in 1964 and is to the point of showing its 35 years of wear and tear. The laboratories are dated and poorly suited for the type of biological and chemical research needed to be competitive today. Additionally, faculty who are located at MCG do not have dedicated research space and must seek space through the generosity of collaborators.

The teaching facilities are outmoded, and consequently they are poorly suited to modern pharmacy teaching. The current educational model centers around problem-based learning, teamwork, and practice groups. The building cannot accommodate this type of teaching for the current number of students, let alone an increased student body.

Resources needed

If the College is to achieve its vision and realize its goals, it is essential that both additional and renovated space be identified. To expand the student body, conduct quality teaching and to provide modern research facilities for faculty and students, it is essential that additional and better space be provided. To develop interdisciplinary relationships in a meaningful way, it is also important to recognize the need to share buildings and facilities with faculty and staff outside the College. A new pharmacy building and renovation of the old pharmacy building are currently ranked as the University's top priority for capital improvement projects. To increase the student body and to strengthen the clinical educational experience, the College will require additional EFT commensurate with an increased student body.

Expanding the College research in the biomedical field will require additional research funding, renovated space and a major investment in new equipment. Collaborative work both internal and external to the University will require the commitment of additional infrastructure funds.

Equipment

The College needs to establish a combinatorial chemistry/high throughput screening core facility. To fully develop this Core, the College will need robotic screening equipment, parallel synthesizers, and additional mass spec equipment. Faculty access to NMR, supercomputers, facilities and equipment for structural determinations, confocal microscopy is essential.

Strategic priorities and funding

1. Building

   The top priority is to secure a new building for the College and to upgrade the existing facility. The extent of how the other goals of the College can be achieved and their timeline is heavily dependent upon when upgraded space can be secured. The funding for the project will be mainly through the capital budget of the University. Funds to equip the new space will in part be sought through gifts and donations.

2. Professional and Undergraduate Education

   To respond to the professional changes in pharmacy and to the shortage of highly trained professionals, the College needs to increase its student enrollment, institute advanced professional training through internships, and develop a more flexible program to offer a wider educational opportunity to its professional students. The College also sees a need to increase its involvement in undergraduate education in those areas of its expertise that are of general interest. Resources needed will include additional space, additional faculty, and funding for advanced professional training. Funding will be sought in part from central University sources to accommodate the increased student numbers, through partnering with the health care industry, fund raising and through differential professional fees.

3. Research and Graduate Education

   To improve the research achievements of the College, it is important to improve the faculty's ability to compete for extramural funds. Current trends in biomedical research are directed toward more interdisciplinary research and federal funding favors such an approach. The College will strengthen its interdisciplinary efforts to better compete for research funds. Some of the initiatives being developed are a University-wide combinatorial chemistry core facility within the College, development of and participation in an interdisciplinary graduate program(s), development of a joint seminar series, use of joint search committees for new faculty, and the encouragement of an increased use of joint appointments with other units. Funding will be sought in part through the biomedical initiative, the Georgia Research Alliance, through faculty research initiatives, industrial collaborative efforts and fund raising.

The College of Veterinary Medicine

October 27, 1999

Vision Statement and Introduction

Our vision is that the University of Georgia College of Veterinary Medicine be in the top tier of veterinary colleges in the nation by the year 2010. The College (at 50 years of age) is relatively young and has real potential to achieve excellence. Two goals are proposed to attain greater excellence over the next 10 years. These are: 1) to restore and enhance the environment for state-of-the-art veterinary clinical science and practice and 2) to increase research productivity. The rationale for these goals is based on an assessment of where the College now ranks and the external and internal forces affecting it.

Where do we now rank among the 27 schools and colleges of veterinary medicine in the United States* In some ways we are the best in the nation. Certain of our programs are internationally acclaimed, and many faculty are likewise renown.

Strengths

Faculty excellence

Seven College faculty members have received the UGA Josiah Meigs teaching award. Two of our faculty have been recognized nationally with awards for teaching. In addition, we have many faculty who are internationally recognized experts in their areas of research, including diseases of poultry, caged birds, fish, wildlife, companion animals, and horses. The majority of our faculty hold the DVM or equivalent degree, and 56% have PhD*s.

Instructional technology

Our faculty have pioneered the use of computer assisted learning for veterinary instruction through the use of the Internet and 3D real-time interactive, instructional media.

Access to animal populations

A variety of College programs link faculty and students to domestic and wildlife species. These programs include the Athens and Tifton diagnostic laboratories, the Southeastern Cooperative Wildlife Disease Study, the Poultry Diagnostic and Research Center, the Food Animal Health Program, and the Veterinary Medical Teaching Hospital. The potential for scholarly pursuits utilizing these animal populations is great. The opportunity exists for translational biology (connecting basic biology and social science with biomedical science) involving animal health, food safety from production to consumption, and human-animal interdependence. Scientists in the greater University community could benefit from these animal populations through collaboration with College faculty.

Interdisciplinary programs

The College has interdisciplinary programs established and planned that offer opportunities for collaborative biomedical research and graduate training. These include the Interdisciplinary Toxicology Program, the Soft Tissue Center, the Center for Tropical and Emerging Global Diseases, and the Vaccinology Program. Faculty have links to the Complex Carbohydrate Research Center. These programs and links provide the opportunity for the College and the University to expand extramural funding for research and graduate training.

New and renovated facilities

The College, University and State and Federal governments have invested or planned approximately $45 million in facilities for the College in the 1990's. Most notably among these are the Athens and Tifton Diagnostic Laboratories, the Poultry Diagnostic and Research Center, the Animal Health Research Center, and the Veterinary Bioresources Facility. The return on these investments will become apparent in the coming years.

An exemplary student population

Public interest in veterinary medicine, applications for admission, and the credentials of matriculating students are at an all-time high. Veterinary students are among the best and the brightest of the professional and graduate students at the University. This pool of talent provides an excellent resource to recruit future biomedical scientists for society.

Weaknesses

Our College has identified three aspirational colleges of veterinary medicine (University of California at Davis, Colorado State University, and Cornell University). Compared to these institutions, our College has deficiencies that must be overcome to achieve greater excellence.

• Although our case load is greater than that in each of the above colleges, our hospital facilities are dramatically smaller. The size of the respective teaching hospitals are: Colorado State University 125,000 ft2 ; the University of California at Davis 131,000 ft2 ; and Cornell University 120,000 ft2 . In comparison, the UGA College of Veterinary Medicine Hospital is 50,000 ft2 .
• Too few faculty
• Too few residents and graduate students
• Too few staff in the hospital
• Resident and non-resident tuition is low.
• Our total budget is about half that of the above institutions.
• Our sponsored research support is about one fifth that of the above institutions.
• Our endowment is low.
• The quantity and quality of research space in original buildings is deficient.

Background and Rationale for Improvement

External forces compel the University of Georgia College of Veterinary Medicine to attain a higher level of excellence.

The College must be responsive to changing societal expectations and needs for primary health care for animals. The principal mission of the College is to train entry level veterinarians in the primary health care of all animal species. Unprecedented demand for services in our teaching hospital is a major force impacting on human and physical resources of the College. Societal expectations for primary care involve adaptations of rapidly expanding knowledge and technology. The importance of the human/animal bond raises the expectation for increasing sophistication in animal health care. Society expects veterinarians to guide and develop policy for wildlife management, laboratory animal care and use, companion animal welfare, and the humane and safe production of food and fiber from animal sources. Currently, the average number of job offers for new graduates is three per person. Given projected population growth and economic development in Georgia, we expect this to continue over the next ten years. Furthermore, there may be specific regional deficits in veterinary service. For instance, certain members of the Board of Regents believe that South Georgia is under served. Without more critically needed hospital space, increasing enrollment is not possible.

The College must increase the variety and impact of advanced veterinary training. Advanced training allows veterinarians to engage in health issues beyond primary care. The veterinary profession plays an integral role in the advancement of knowledge in the medical sciences. It is imperative that the veterinary profession in the United States be responsive to new or emerging animal/health issues. To meet this societal need and to sustain the impact of the profession, more opportunities for post-DVM training are essential. Veterinarians seek advanced training at different stages of their careers and provide a talented pool of mature biomedical scientists. Continuing education is the lynch pin of a successful profession, and innovative ways should be found to improve both graduate and post-DVM training.

Internal forces pose obstacles to attaining a higher level of excellence.

Clinical scholarship

In the 1970's the College played a leadership role in the advancement of veterinary clinical science in the United States. It provided new positions for clinical scientists with competitive salaries as well as job responsibilities with realistic time for scholarly pursuit. In 1979 the College occupied a state-of-the-art teaching hospital that attracted the best academic clinicians in the country. Since that time, however, the College*s competitive advantages have eroded. While caseloads have dramatically increased, clinical positions and hospital space have not. The expansion of biomedical knowledge and the diversification of specialties also have increased the need for faculty positions. Because the Veterinary Teaching Hospital represents the top of the hierarchy for referral, cases are increasingly complex and time consuming. The public has ever-increasing expectations for quality, sophistication, and success in animal health care. These additions to work load and demands on time have occurred at the expense of clinical scholarship. The responsibility for clinical scholarly pursuits distinguishes the university-based teaching hospital from private, specialized veterinary practices.

Research productivity

The lack of a critical mass of research faculty and insufficient facilities prevented high research productivity during the first 30-40 years in the life of the College. In 1996 the University administration explicitly conveyed the expectation that research productivity needs to be increased. The College has implemented strategies for improving research productivity, which will be enhanced and expanded in the next decade (see explanation under Goal 2 below).

Strategic Goals

Goal 1. To restore and enhance the environment for state-of-the-art veterinary clinical science and practice.

Build a new veterinary teaching hospital

With a new hospital the College can accommodate the diversification of specialties, meet societal expectations for expanding health care service, provide better learning opportunities for students, and enhance the scholarly productivity of the faculty. To accommodate the clinical caseload and provide sufficient space for training veterinarians, a 150,000 ft2 teaching hospital is needed. This will cost an estimated $50-75 million . Potential sources of funding include:

State appropriation

The College is due for primary consideration for major capital improvement.

New bond issue opportunities

This will require new authorizations for the construction of state facilities.

Hospital income

Based on the current caseload, income, and potential for realignment of annual expenditures, the College could generate an estimated $0.5 million per year for construction costs.

Private funding opportunities

Individuals or corporations that recognize the role that veterinary medicine has in economic development of the state may support this project. The human-animal bond is also a powerful motivational force for generating private donations.

Provide incentives for development of clinical faculty.

These will include:

• Endowments for clinical professorships or chairs. Funds made available from the endowment would be used in support of scholarly endeavors. In 1999 the College hired a full-time director of development to expand fund raising efforts. In the past three years the College has experienced a trend toward increased gifts and pledges. We anticipate further growth in the next ten years, and we consider two clinical professorships (@$250,000 each) and one chair (@$1,000,000) as realistic objectives.
• Create non-tenure track clinical or research positions. In order to enhance opportunities for scholarship by clinical faculty, companion positions will be created to provide release time from hospital service responsibilities or to provide direct support of research efforts. How this will be done is addressed below.
• Increase the personal services budget. Through the 1970's and 1980's two or more specialists in each of the major clinical disciplines allowed for provision of health care as well as scholarly activity. Today this is no longer the case. We have too few people in the major disciplines (medicine, surgery, radiology, pathology) and none in fields such as oncology and emergency medicine. In addition, to compete with private specialty practice, base salaries and or salary supplements for certain disciplines will need to be raised. Meeting these needs will require at least 7 new faculty positions. Salary adjustments necessary to meet market demands for individuals in certain disciplines will require an estimated 5% increase over the current faculty personal services budget, and a 10% increase over the current staff personal services budget. Finally, the hire of additional technical, clerical, and professional support personnel will be required to increase the staff/faculty ratio from the current 2.5 to 3.0. To meet Goal #1, an increased personal services budget of approximately $3.99 million will be necessary, and the following sources will be used.
• New University allocations
• Increased Southern Regional Education Board (SREB) fees from states that contract with Georgia to educate new veterinarians
• Additional differential tuition
• Hospital income

Goal 2. To increase research productivity

Attain research excellence in selected areas

To do this the College will shift from its current broad, discipline-based approach to one that supports focused research in specific areas. This approach will lead to measurable increases in critical mass of faculty, extramural funding, and solutions of animal health problems of economic and social significance. To facilitate focused research the College will replace twenty-one anticipated faculty retirements over the next ten years with new hires that complement areas of strength. The College will improve faculty competitiveness for extramural funding by providing grant writing workshops. Rewards for team-building, collaboration, and productivity will be provided through annual merit salary increases. Equipment, start-up funds (for an estimated 21 faculty replacements @$150,000 each), technical support, and research space will be provided that is commensurate with research expectations and productivity. The College will focus in the following areas based on current and emerging strengths:

• Poultry disease research
• Infectious diseases, emerging diseases and animal health vaccine development
• Food safety from production to consumption
• Fish, wildlife, caged bird health and disease research
• Animal behavior
• Equine abdominal disease and endotoxemia
• Neurotoxicology and pharmacology
• Nephrology/urology
• Mediators of pain and inflammation
• Obesity
• Locomotor disorders

Provide additional and improved space for research

After the new hospital is built and occupied, the existing hospital space (50,000 ft2) will be available for research. Approximately $15 million will be required for remodeling. In addition, the quality of existing research space will be improved through renovation. We estimate that these renovations will require $5 million. Possible sources of funding include the following:

• MRR funding
• Extramural research support (eg, NIH laboratory facility awards)
• Georgia Research Alliance
• Salary savings
• Private funds
• Provide incentives for development of research faculty:
• Promote expectation for salary support through extramural grants. Extramural awards supporting salaries will allow portions of state salaries to be used for research program development.
• Endowments for two research professorships and one chair. We consider two research professorships (@$250,000 each) and one chair (@$1,000,000) as realistic objectives.
• National Academy of Sciences. Within the next decade the College will seek the nomination of at least one of its research faculty to membership in the United States National Academy of Science.

Increase opportunities for graduate student training

Expansion of the graduate program goes hand in hand with increased research productivity and extramural funding. We anticipate that new faculty hires will result in an estimated 14% increase (15 additional graduate students) in the number of students enrolled in advanced training. In addition to the above, the College will develop combined degree programs (DVM/MS or PhD, and residency/MS or PhD). Combined programs will include dual mentorship between the College of Veterinary Medicine and other colleges and institutions. Our goal is to provide the stipends and tuition for 14 students per year enrolled in the combined DVM/PhD program. Support for the above will include:

• NIH training grants (eg KO8)
• Private foundations (eg Merck Foundation)
• Extramural grants
• University funds

Increase the personal services budgets

Developing the critical mass of researchers that will be necessary to sustain and build a competitive research program will require at least 3 new faculty positions. Salary adjustments necessary to meet market demands for individuals in certain disciplines will require an estimated 5% increase over the current faculty personal services budget, and a 10% increase over the current staff personal services budget. Finally, the hire of additional technical, clerical, and professional support personnel will be required to increase the current staff/faculty ratio from 2.5 to 3.0. An increased personal services budget of approximately $1.741 million will be necessary, and will include the following sources:

• New University allocations
• Extramural grants

Franklin College of Arts and Sciences

The Franklin College of Arts and Sciences Strategic Plan can be viewed on the college's website.

The Graduate School

Report of the Task Force on Graduate Education

The Graduate School Task Force addressed three major challenges shaping graduate education nationally in the 21st Century:

1. The Challenge of Innovation: how the University of Georgia can develop and implement the best new ideas in graduate education.
2. The Challenge of Interdisciplinarity: how UGA can best respond to the research and training opportunities created by growth at the boundaries of established disciplines.
3. The Challenge of Inclusiveness: how UGA can build the most open and supportive environment for a diverse domestic and international student body.

The Task Force also considered an evolving relationship between graduate education, the University, and society at large in a world increasingly more connected, educated, and culturally and economically integrated. This report is therefore organized into four sections beginning with general considerations, followed by Innovation, Interdisciplinarity, and Inclusiveness, with recommendations listed for each section.

DOWNLOAD REPORT [PDF]

The Grady College of Journalism and Mass Communication

The Grady College has long ranked among the top tier of journalism programs in the nation. While no single, universally accepted ranking of journalism schools exists, on a number of measures the College is highly ranked among its peer institutions. The College was among the first group of programs achieving accreditation in 1947 when that process was initiated. More recently, the Grady College was among only six programs to have all four of its graduate programs ranked among the top 20 by U.S. News & World Report (Public Relations 4th, Advertising 5th, Telecommunications 12th, and Print Journalism 17th). The preliminary reaccreditation report by the site team in October, 1999 cited the research of the College as "signifying national prominence." Recently, the College's research reputation was highlighted in a article in the Journal of Advertising which ranked the advertising department first in research among all similar departments. Finally, the College has become a primary stop on the interview circuit of a number of major communications companies including Knight-Ridder, Gannett, Cox, Coca-Cola, and agencies such as BBDO further attesting to its growing national reputation.

The strategic plan for the College of Journalism and Mass Communication seeks to examine the current strengths of the College in research, instruction, and outreach. More importantly, the plan is a vision for the future which builds on the strong foundation and historical mission of the College=s programs while embracing new opportunities and challenges. A number of areas such as diversity, internationalism, and the need for new technology, facilities, and personnel will be addressed as part of the initiatives of the College and, no doubt, as part of the broader University strategic planning process. However, the College=s plan is a blueprint for the future and addresses specific initiatives that carry out the professional and academic mandates of the College for our students, alumni, and diverse constituencies.

Initiatives

1. Space Needs
2. School of Electronic Media
3. Specialized Communication
4. New Media Institute
5. Diversity and Multiculturalism

Objective: Occupy and control Journalism Building

Budget:

$10,000,000

Description:

The College of Journalism and Mass Communication is in dire need of additional space to provide for expanded program requirements. When the new learning center opens, we anticipate making a formal request to control the entire Journalism building rather than the 2 2 floors currently occupied. Control of the building by the College would require no displacement of other units. The remaining space is comprised of classrooms.

Reasons:

When the building was first occupied in 1969, there were approximately 35 faculty and staff, a student body of 350 junior, senior and master degree students, and limited need for sophisticated technology. Today, the Journalism program encompasses a faculty and staff of more than 80, 820 undergraduate and graduate students, and numerous laboratories and studios.

Implementation:

Controlling the entire building would provide a naming opportunity for the College. We anticipate asking for $10 million to provide an $8 million endowment and $2 million for immediate renovation.

Additional space would provide:

1. Suitable office, administrative, and screening facilities for the Peabody Awards Program.
2. Adequate facilities for the Cox Center for International Training and Research to carry out the global mission of the College and The University.
3. Space for further expansion of digital technology among the three departments of the College.
4. Service and outreach training facilities including distance learning classrooms for high school and mid-career journalists.

Objective: School of Electronic Media

Budget:

$10,400,000

Description:

The Grady College will replace the current Department of Telecommunications with an endowed and named School of Electronic Media to provide the resources needed to grow the Telecommunications Department to meet student and professional demand. A School of Electronic Media would also implement new programs that will move the Grady College into a leadership position in the electronic media and telecommunications fields to enhance the teaching, research and service missions of our program.

Reasons:

The Grady College=s Telecommunications Department is uniquely positioned to grow into a School of Electronic Media capable of training the next level of professionals. The information age demands new professionals to process the content flowing through an increasing number of broadband pipelines. These new professionals will need to know how to manage all media-- text, data, video, audio, and new media that have yet to be invented. They will require understanding of the history, organization and management of existing media and their potential combinations. And they will have to think globally.

The Telecommunication Department has extensive, daily contacts with such global communications leaders as CNN, Turner, and Cox Communications, keeping it industry focused. It is the home of the Peabody Awards, not only broadcasting=s highest award, but home to a vast repository of media history. It houses innovative, experimental broadcast management and broadcast news programs. And it has an aggressive program in New Media.

The School of Electronic Media will also be the place where the economic, social, and political implications of these new systems are examined. It will be a place where the new media systems are tested, integrated into existing systems, and demonstrated. It will also be a place where faculty and graduate students will explore the uses and impact of these systems for individuals, organizations, and society. These new systems have important legal, ethical, professional, and individual implications, which will be the focus of the research mission of the School. The economic, political, and social implications of these changes will only become more intricate and compelling as media change. These instructional and research missions will provide the framework for our outreach and service programs, as they have in the past.

Implementation:

Create a plan to interest potential donors to endow the school at the level of between 8 and 10 million dollars.

Create a funding proposal that would enhance our existing instructional activities, including:

1. Seek Regents and Legislative support for a Broadcast News Leadership Initiative including infrastructure, personnel, and operations. ($300,000)
2. Create a strong international program, with extensive study abroad.
3. Enhancing our program in new technology, in cooperation with the New Media Institute.
4. Creating named Lecture series and visiting professor and professional positions. ($100,000)
5. Growing the graduate program, with particular attention to targeted education for the mid-career professionals in the Master of Mass Communication.
6. Creating a telecommunications management focus.
7. Continue efforts to increase Peabody endowment.

Expanding resources for research enhancement: grant support, travel, research assistance.

Augmenting existing outreach programs including professional workshops, research support and productivity, certificates for mid-career programs, and minority outreach and training.

Expand the outreach activities of the Peabody Awards, with a goal of linking the instructional and research activities with the resources of Peabody.

Objective: Specialized Communication Initiatives

Description:

The strength of the Grady faculty and recent initiatives by major media companies have created opportunities for the College to pursue separate areas in communications management, strategic communications, and health and scientific communications. These specialized areas allow opportunities for private funding and research grants that will support these efforts.

1. Strategic Communication and Integrated Communication (To be housed in the AD/PR Department)

   Budget:

   Chair in Strategic Communication and Integrated Communication - $1,000,000

   Graduate Assistant and staff support - $50,000

   Anticipated start-up costs - $50,000

   Reasons:

   The role of the corporate communications professional has grown with business expansion, consumer diversity, new media outlets and the exponential growth of messages competing for consumers= attention. Corporate communications professionals must think strategically and integrate the disciplines of persuasive communication. The Grady College has the opportunity to develop a Strategic Communication Center to teach and produce scholarship in the area of corporate strategic communication.

   The fields of advertising, public relations and other forms of promotion are merging. The Grady College has the opportunity to develop a specific graduate program that merges the teaching of advertising management, public relations/corporate promotion and data-based communications.

   Business, economic and financial news has become central to specialized news markets and to the average media consumer. There is great demand in all media for journalists capable of explaining economic trends, reporting corporate takeovers and demystifying modern banking practices. We anticipate that business related reporting will be expanded and supported under the existing James M. Cox, Jr. Institute for Newspaper Management Studies.

   Implementation:

   • Develop a Center for the Study of Strategic Communication.
   • Establish a chair in strategic communications.
   • Seek research support enabling the study and dissemination of knowledge concerning integrated communication.
   • Create a graduate program in integrated communications or integrated marketing communications in cooperation with the College of Business.
   • Train students to manage multiple persuasive communication functions.

2. Health and Science Communication and Research (To be housed in AD/PR Department)

   Budget:

   $500,000

   Reasons:

   The University has a lengthy history of teaching, research and outreach in the sciences and science policy. The University is the home of, and supports a strong program in, ecology. The University plans a collaborative, interdisciplinary Biomedical Science and Health Initiative to research diseases and health policy. Several members of the advertising and public relations department are working on major grants, research projects and interventions in health communications. The journalism department teaches and conducts work shops and research in science and environmental journalism. The Grady College has an opportunity to expand and strengthen its teaching, research and outreach in health, science and environmental communication.

   Implementation:

   • Participate in University Biomedical Science and Health initiatives. Continue and expand research funding efforts in health communication.
   • Expand teaching, research and training in science, health and environmental journalism.
   • Start-up resources needed for FY 2001 include (1) a Center Manager position (approximately $30,000/year), (2) an operating budget ($15,000/year), (3) physical plant (a 3-office suite of about 1200 square feet), (4) furnishings ($16,000 plus surplus furnishings), (5) at least one-course teaching reduction for Center Director
   • Long-term resources include the above plus (1) endowment for named professorship for Center Director ($250,000), (2) physical plant including interaction laboratory, mini-auditorium for message testing, and conference room-a total of 7,000 square feet. It is anticipated that the Center would have a net positive cash flow within 5 years (sooner if granted NCI ACenter of Excellence@).

3. Digital Journalism (To be housed in Journalism Department)

   Budget:

   See attached budget.

   Reasons:

   Journalism is being transformed by technology. Digital technology alters how news is gathered, written, edited, and disseminated. While the basics of writing and editing remain the same, technology alters the process and content of journalism, as well as the management, regulation and ethics of the journalistic enterprise essential to democratic society.

   The Aprint@ industry in Georgia - Cox, Morris, Intertec and others - are leaders in digital journalism, from electronic news libraries and computer-assisted reporting, to interactive, multi-media web pages and new methods of telling stories. Many of the best jobs in journalism require digital skills.

   The Department of Journalism has integrated digital technologies into its writing, editing and production classes. The Cox Institute for Newspaper Management Studies has conducted several research projects on newspaper management and strategy, often including digital dimensions. The department has conducted several training programs for students and mid-career professionals in digital reporting and editing. The convergence of digital media is an opportunity for the journalism department to extend its teaching, research and service in substantial journalism.

   Implementation:

   • Transform an aging computer laboratory into a Digital Journalism Laboratory and office suite for teachers and researchers focusing on digital journalism.
   • Establish a chair in Digital Journalism.
   • Train students and visiting professionals in computer-assisted reporting, analysis of data, geographic information systems, presentation of graphic and tabular data, and new forms of writing and merging media in the online environment.
   • Contribute classes, outreach and research initiatives to the New Media Institute.
   • Help guide the upgrading of the Drewry Resource Center and personnel to contemporary standards of digital research, storage, analysis and dissemination of news and information.
   • Work closely with the Cox Institute for Newspaper Management Studies on issues of management and regulation.

Objective: New Media Institute

Budget:

At this point, the budget contributions of interdisciplinary partners in the Institute have not been determined by that unit.

Description:

The University of Georgia will create a New Media Institute dedicated to making UGA a leader in new media education and the state of Georgia a regional center for new media industry.

Reasons:

Digital communication is changing the ways text, sound and images are produced, transmitted, stored and displayed. The convergence of media blurs boundaries among the media, among academic disciplines and between creators and users of information. Efficient use of digital information will be crucial to the success of communications industries in the 21st Century.

The University System of Georgia is committed to using technology to Acreate, promote, and maintain unfettered access to both information and learning@ in the emerging Age of Learning.

A New Media Institute will allow the University of Georgia and the Grady College of Journalism and Mass Communication to maintain their international leadership in researching and disseminating information about the content, effects, management and structure of mass communications media. The College would hope to form a partnership with the Institute to train students and practitioners in the effective use of new media.

A New Media Institute will function as an interdisciplinary program creating synergy by coordinating the efforts of faculty from journalism, business, drama, art, computer science and related programs. In addition, it will provide mid-career training and development opportunities by partnering with off campus constituencies on the use of technology to acquire, analyze, store, manage and disseminate digital information.

Implementation:

• Create a New Media Institute Fellows program involving both faculty and staff in the reaching and researching new media. Institute will continue to New Media Institute programs, but will still retain their home department appointments and responsibilities.
• Create a New Media Consortium that will involve industry as funding partners in the programs of the New Media Institute. Consortium partners will make a one-time contribution toward the Institutes goal of a million dollar endowment and they will pay an annual fee for Institute programs and workshops.
• Create an Interdisciplinary New Media Certificate program which will enhance student=s degrees across the University.
• Upgrade the facilities and staff of the Drewry Learning Resources Center for researching, evaluating, acquiring, storing, managing and disseminating digital information.
• Establish a New Media Masters program which will offer a professionally oriented graduate degree.
• Establish an incubator program that will provide students with the resources and expertise to develop the ideas that may become businesses.
• Establish a New Media Service Bureau that will allow Institute Fellows and Students to collaborate to build new media systems and applications for the University.
• Create a Maymester Industry/Student Boot Camp for Institute Students and Consortium partners. During this Boot Camp, Institute Fellows offer workshops and classes on topics selected by Consortium partners.
• In order to fulfill its potential, the New Media Institute will need additional space, perhaps a designated building, and privately supported chairs and professorships as well as staff support personnel.

Objective: Diversity and Multiculturalism

Budget:

$1,115,000

Description:

To promote diversity and multiculturalism within the Grady College.

Reasons:

The Grady College is committed to developing the resources to expand programs intended to increase the enrollment of minority students at both the graduate and undergraduate level. It is our belief that the educational environment of the College will be enhanced by a diverse student body that more closely mirrors the demographics of the state and region. Like the United States, the State of Georgia is growing more culturally diverse. The Grady College is dedicated to teaching, research, and service that reflects and explores the cultures of the societies the University serves. Our students must be prepared to work in multicultural contexts. Since mass communication professionals help their audiences form perspectives of the world around them, it is imperative that these communicators deal with an increasingly diverse environment.

The Grady College has several existing multicultural and international initiatives - the Cox Center for International Mass Communication Training and Research, the Parma-London program, graduate and undergraduate international communication courses. These programs involve our faculty and students in exploration of multicultural issues.

Implementation:

• The College proposes a minority mentoring program to be coordinated through the Office of Student Services. The program would identify students as young as middle school through current programs of the Grady Office of Service and Outreach as well as the University Admissions Office. Once identified, students would be assigned to a faculty member who would follow their academic progress, invite them to campus, and upon entering the University provide a support mechanism throughout their University experience. An individual faculty member would have no more than two or three students at any one time.
• The Grady College will identify funds to hire a minority recruiter with specific responsibility to increase the number of minority students entering the Grady College. The minority recruiter would be assigned to the Grady College Office of Student Services and would work closely with that office's mentoring program to create a coordinated plan for identification, recruitment, and support of interested minority students. This effort has already begun with a subcommittee of the Journalism Alumni Association formed to study issues of diversity. ($40,000)
• The College will seek to work with the communication organizations of the state to enhance its already extensive program of high school and middle school outreach. The Georgia Scholastic Press Association, a unit of the College's outreach program, will coordinate an expansion of its secondary school media literacy initiative and seek additional private funding to expand its spring convention, summer media academy, and add to the number of weekend workshops. We also would anticipate inviting communication students from high schools with high percentages of African-American enrollments to campus to make them more knowledgeable about the Grady College program and facilities. ($50,000)
• Establish and enhance joint degree and study abroad programs for students using existing university centers and institutes. The College's goal is to double the number of students participating in such programs in the next three years. ($25,000)
• The College will devote additional resources to increase the diversity of classroom experiences by hiring diverse faculty and attracting visiting professors. (As openings become available.)
• The College, using the considerable visibility and prestige of the Cox Center, will seek funds for an endowed chair in international communication. ($1,000,000)

Budget Summary

1. Control of Journalism Building ($10,000,000)

   Funding anticipated from a major media corporation in return for a naming opportunity.

2. Specialized Communication Initiatives

   1. Strategic Communication and Integrated Communication ($1,100,000)

      Funding for Chair from a single corporation or consortium of agencies and businesses. Initial support for graduate assistant, staff, and start up costs to be provided by the College until grants and outside support can make the unit self-sustaining.

   2. Health and Science Communication and Research $500,000

      • Physical Plant and Operating Expenses will require the following facilities (total 5,500 sq ft):

        • Reception and Center Manager office (625 square ft)
        • Center Director Office (400 square ft)
        • 2 graduate/post-doc offices (400 square ft each)
        • 2 project director/visiting scholar offices (250 square ft each)
        • Conference room (700 square ft)
        • Interaction laboratory with wall-mounted cameras (400 square ft)
        • Mini-auditorium equipped with response devices for message testing (2000 square ft)
      • Start-up need is for approximately 1200 square ft physical plant.
      • An endowment for a named professorship would be raised for the Center Director.
      • Initial operating costs would be provided by the Grady College, but with the expectation of extramural funding to make the unit self-sustaining within 3-5 years.

   3. Digital Journalism ($1,400,000)

      • Support for Chair will be requested from Knight, Cox, and similar foundations.
      • College would provide operating expenses through a combination of state dollars and The William I. Ray Trust Fund.

      • School of Electronic Media ($10,400,000)

        The major funding for the School will come from a corporate gift of $10,000,000 with a naming opportunity. Preliminary development strategy for this gift is being planned.

      • Diversity and Multiculturalism ($1,115,000)

        The majority of the funding for this initiative will come from an endowed chair in international communication, perhaps to fund the director of the Cox Center for International Communication Research and Training.

The School of Enviromental Design

Introduction

The format of this outline strategic plan begins with a mission statement of the school as it stands. The school's strengths are followed by a brief look at the probability that there are jobs for the graduates (market). A longer-range vision is then stated followed by five (5) specific goals which move the school toward the vision.

Existing Mission Statement

The UGA School of Environmental Design strives to educate students as outstanding practitioners, educators and researchers in the disciplines of Landscape Architecture and Historic Preservation, and serve as a resource for the continuous improvement of the environment and the field of environmental design.

Part of the strategic plan will be to clearly restructure the mission statement to evolve with the school as it develops. The common denominator in what the future school will do well is the design and preservation of the built environment.

Strengths of the School

• There are only a dozen schools in the country with both graduate and undergraduate degrees in landscape architecture. The two programs definitely benefit and strengthen each other.
• This school is the largest in landscape architecture in the country. This allows for a critical mass of students and a large diverse faculty which has many nationally recognized individuals who attract graduate students and greatly improve the school's national visibility and reputation. (synergy)
• The school is widely respected for its balance of environmental design based on design arts, human needs and an understanding of the dynamics and capacities of natural systems.
• The school's geographic location with the natural regimes of the mountains, piedmont and coastal plain as well as the urban/rural regimes of small town Georgia and the Atlanta metropolitan area gives the school a nearby living laboratory that is second to none. This includes the historic preservation laboratories such as Charleston, Savannah, Madison and hundreds of registered sites in the region.
• Landscape Architecture has been an organized profession for 100 years. The University has offered an undergraduate landscape architecture degree for 75 years. The size and age of the school has given it a strong edge in the number of well-positioned alumnae who give the school valuable feedback and placement assistance.
• On the preservation side, the school serves as the staff for the National Association of Preservation Commissions (NAPC) and is at the leading edge of this rapidly emerging profession and is nationally wired into the job market.

Market for the Environmental Design Profession

• The design areas of responsibility for landscape architects in the l00 years of its recognized professional existence have expanded from small scale residential and parks to include larger scale campuses, complexes, neighborhoods, subsections of cities and small towns, and rural preservation and restoration.
• The problems associated with urban growth, transportation, quality of life (design) rural fringe conflicts and environmentally sensitive lands conflicts are growing and will continue to grow nationally and internationally.
• There is a considerable shortage of landscape architects and urban designers now.
• Even with an across the board growth of 5% by all schools of landscape architecture in the country and considering projected retirements and attrition in the profession the shortage (in practitioners and teachers) is projected to become more severe in the next 15 to 20 years. The shortage will likely exacerbate the urban design problems with the job either not getting done or not dealt with properly by under-trained individuals. Recently because of the value and shortage in the profession average incomes of landscape architects surpassed those in architecture.
• Even aggressive expansion of the school will not meet professional market demand for graduates.
• The market for Historic Preservation professionals is very strong, as the profession itself is very young and the public insistences that preservation be a crucial part of development and quality of life.

Vision

A very abbreviated vision statement is included here because it is the target of the strategic plan. The ten-year strategic plan is a segment of the map of the road leading to the conditions envisioned.

Facilities

With the exception of the Founders Garden, the school has been repositioned in the facilities now occupied by the Lamar Dodd School of Art which have been renovated and are being expanded. The indoor and outdoor areas of the school provide a teaching laboratory of plant and construction materials and examples of proportioned space. In addition to design technology equipped classrooms, lecture halls, a resource center, design galleries and design critique halls, the facilities provide large free span design studios where every student has an assigned design table, storage area and hook-up for a personal computer each is required to bring. The school also houses the Center for Community Design and Preservation which includes service outreach design studios which are assigned for the student-faculty teams taking on a project. There are "emphases area" design studios to house graduate students and faculty who are permanently funded by endowments (chairs) which are tied to specific research-service learning activities such as African-American Historic Preservation, Campus Planning, Athens-Clarke City and Neighborhood Design, Urban Design and Ecological Restoration Design.

The School is named and its campus has become the visible example of good community and environmental design.

Faculty

There is a core of full-time teaching/research/service faculty. Most of the growth is in faculty who are respected practitioners coming to the school permanently to mix teaching with practice or who come temporarily for semesters or weeks. The significant growth of the metropolitan area also allows for a growing availability of local practitioners for teaching specialty courses (part time). Their areas of expertise and employment relationships are more diverse including being split with other university schools and institutes. Many of the core faculty actively practice and the doctoral students also serve as teachers.

Students

The upper division undergraduate program in landscape architecture has expanded by 10% to 15% and the graduate programs have doubled. Ten to fifteen percent of the graduate students are recruited to specific design and preservation emphasis areas by endowed graduate assistantships (16-24). The students are older, more mature and often returning from established careers to go into the design field. Professional practitioners return for continuing education and certifications and while studying serve as instructors for the undergraduate program.

Programs

The Environmental Design "umbrella" was always meant to house a series of closely related design professions with Landscape Architecture as its central focus. Historic Preservation was added in 1982. The future school has graduate degree programs at the master's level in Landscape Studies and at the doctoral level in Environmental Design to research and advance the design profession and to build its teaching pool. There are also graduate programs in the affiliated fields of Urban Design and City Planning (from the City Design rather than policy perspective). Architecture with the emphasis on building compositions and sustainability is a longer-term expansion. Engineers attend the school to receive graduate degrees in Environmental Design which deal with the contexts of the built environment as they (impact and are involve impacted by the) transportation and infrastructure designed by them.

Research and Service

With the obvious issues associated with urban expansion, the School of Environmental Design with its expertise in the design of the built environment has become a very active advisory and service participant in growth and development issues. It is as visible and useful in urban and rural development as business school's dealing with economic forecasting and development; and agricultural school's dealing with crop and animal resources. This is a notable expansion of the school's already extensive programs in intern/cooperative and service learning.

The School which was the largest in Landscape Architecture in the country and likely in the top 15 programs has grown, improved and became one of the top ten. Endowment development, which was less than $1 million in 1995, has grown to $6 to $8 million building a basis for sustainable excellence.

Goals

1. Expand and strengthen the existing undergraduate program in Landscape Architecture (licensed professional 5-year degree)

   1. 320 to 360 (12%)
   2. will require four (4) new faculty
   3. required personal computers for sophomore through 5th year
   4. assigned/permanent design studio desks and storage for all students
   5. two (2) additional twenty (20) station CAD/GIS/Graphics teaching labs
   6. additional endowment base to support transportation costs for field studies, travel-study scholarship and visiting lecturers for specialty workshops (Goal: $1 million).

2. Relocate and Reposition the School

   1. Develop a strategic and physical facilities plan to accommodate the plant needs of the school as envisioned by this plan. The school is projected to move to the Lamar Dodd School of Art facilities following the art school's move, yet to be designed and constructed facilities, in the Fine Arts Complex of the East Campus (6-7 years including renovation).
   2. During the 1999-2000 academic year secure a 15,000 square foot design studio space and equip it for 120-130 desks to accommodate the existing design studio shortage.
   3. Name the School, set a minimum goal of $2 million in graduate assistant/scholarship endowment celebrating the new facilities and the 75th year of the University of Georgia Landscape Architecture degree in 2003.

3. Develop three New Graduate Degree Programs

   1. Masters Degree in Landscape Studies (1.5 – 2 years) Interdisciplinary degree in academics/research (15-20 students)
   2. Masters Degree in Urban Design (1.5 – 2 years) Advanced degree looking at city and development design as bridge between landscape architecture and architecture — could involve class exchanges with new urban design program at Georgia Tech. Each will have different emphases (15-20 students).
   3. Doctoral Degree in Environmental Design. Advanced research degree which can build on each of the design and preservation areas in the masters degree level (4-6 students).

4. Develop a Center (or Institute) for Community Design and Preservation

   • Resolve whether it will be a center or institute, name, charter and obtain approvals for it as the research and service vehicle for the school.
   • Widen the partnerships and funding bases (DNR, DCA, National Park Service) to include the University of Georgia which does not presently fund the administrative costs, the Army Corps of Engineers, Department of Transportation and corporate entitles such as Georgia Power, other utilities and development groups.
   • Develop three endowed chairs and their attendant design emphasis area studios which will take on specific types of service/service learning projects. (Founders Garden, Neel Reid, Rural Conservation, African-American Historic Preservation, Urban and Neighborhood Design, Athens-Clarke Studio and Park Design Chairs are all candidates)
   • Expand the small (Better Hometown) city service work to include design involvement with the university campus, Athens-Clarke city and neighborhoods and Atlanta metropolitan design issues.

5. Expand the School's Endowment Base for sustainable excellence

   • Very short history of design school endowment development which nearly doubled between 1996 and 1999 to $2.1 million
   • Add $2 million for scholarships, study/travel and assistantships
   • Add $2.5 million for chairs which include additional graduate assistantships funding.
   • End goal is to build endowments to $6.6 million

Virtually all of the above goals have obvious and measurable results. Each goal and subset also targets the overall University Goals and Presidential emphases.

The School of Law

Introduction

The University of Georgia School of Law has a proven record of success in producing leaders who serve with distinction in both the public and private sectors. Its graduates include the Governor, the Lieutenant Governor, the Chief Justice of the Georgia Supreme Court, the Speaker of the House and the House majority leader, two members of the Board of Regents, key organizers for the 1996 Olympics in Atlanta, nationally prominent business leaders, highly regarded attorneys throughout Georgia, the United States and overseas, many state and federal judges, and leading public interest lawyers. This success must continue during the next century for the benefit of Georgia and its flagship University.

The Law School has been successful in preparing leaders because it is recognized as one of the nation's outstanding public law schools. There are 183 accredited law schools in the United States, and U.S. News & World Report ranked Georgia 36th overall and 14th among public law schools in 1999. The Law School aspires to be ranked in the top 25 overall and in the top10 among public law schools by 2010. The keys to achieving this ambition during the next decade are (1) improving the quality of its highly capable students, and (2) recruiting and retaining faculty who are excellent teachers and highly productive, nationally recognized scholars as well as dedicated role models and mentors.

These are the keys to advancement because the nation's best law schools are distinguished by the quality of their students and faculty. Georgia has an excellent opportunity to enhance student and faculty quality in the next decade for several reasons including the projection of a dramatic increase in college age students from the state, the prospect of hiring up to a dozen new faculty for positions that will open because of retirements, a tradition of strong public and private support for the institution, and loyal and generous alumni.

While the Law School strives to enhance student and faculty quality, it is imperative for the curriculum, as well as the school's teaching, research and service programs, to remain responsive to developments in the law and the legal profession in Georgia, the United States and around the globe. It is also important for the Law School to take fuller advantage of being an integral part of the University of Georgia. Moreover, the students and faculty must study and work in modern facilities with state of the art technology and a comprehensive law library.

The stature of the Law School will be enhanced in the next decade by implementing this plan's strategic initiatives. Of course, many of the initiatives require substantial new investments of public and private resources. The school has raised an average of over $1,300,000 in each of the last five years, over 30% of the school's alumni make annual donations, and the total endowment stands at over $35 million. It is critical for these figures to increase for the Law School to achieve this plan's objectives. Accordingly, the school will increase the resources necessary to reach this plan's several fund-raising goals.

The Mission of the University of Georgia School of Law The University of Georgia School of Law is steadfast in its commitment to be a law school "of such excellence that no citizen of Georgia need ever leave the state because a superior legal education is afforded elsewhere." This commitment to excellence, announced by Governor Carl E. Sanders at the groundbreaking of the Law Library in 1964, remains a realistic but ambitious mission for the Law School as it enters the 21st century.

Fulfilling this mission requires the Law School to offer one of the most effective programs of legal education in the nation. The educational program provides knowledge of legal doctrine and process; awareness of legal evolution and underlying social policies; transaction and litigation skills; and opportunities for public service through service learning. It includes a strong international and comparative law component. This rigorous program is conducted in a caring and congenial atmosphere by a faculty of dedicated teachers who are highly productive scholars of the first rank. The faculty prepares students to be successful in any career they may choose including the practice of law, political and business leadership, and public service. The program stresses the need for ethical and responsible professional behavior, and to strive for excellence in their endeavors. It is designed to educate and prepare students to solve concrete human problems and to become leaders in diverse aspects of social life. The educational program is at its core preparation for helping people.

The ability of the University of Georgia School of Law to be successful on its mission depends upon having the Law School recruit and educate an outstanding student body; hire and support a collegial and productive faculty dedicated to teaching, scholarship and service to the legal profession and legal education; and supporting students and faculty with a dedicated administrative staff, an outstanding library, modern facilities as well as up to date computing and information technology resources, and responsive and creative programs in areas such as recruitment and admissions, alumni affairs and development, and legal career services.

Strategic Initiative 1: To recruit, admit, educate and support highly qualified and diverse students who have great potential for leadership in the legal profession, politics, civic affairs, education, business, their communities, and all other areas in which attorneys are called upon to serve.

1. The Law School will raise the academic credentials of its entering class as measured by the 25th to 75th percentile ranges on the GPA and LSAT from 3.27 - 3.75 and 157 - 164 to 3.35 - 3.85 and 160-166 by implementation of the following strategies:
   1. Enlarge the applicant pool through recruiting on campus at many well regarded colleges and universities, improved relationships with pre-law advisors at those schools, effective use of the Internet, and better utilization of the Candidate Referral Service to identify potential applicants.
   2. Act promptly and efficiently on completed applications, and use faculty, staff, current students, and alumni to recruit accepted students more aggressively.
   3. Highlight for prospective students the school's strengths in areas like intellectual property, international law, advocacy skills, and clinical programs.
   4. Use scholarships more effectively as a recruiting tool and, through private fund raising, increase the amount of scholarships given annually to entering and continuing students from $400,000 to in excess of $1.5 million by the end of the decade. These awards will come from income on endowments as well as annual giving.
2. Through private fund-raising and redirection of existing funds, the Law School will increase the resources supporting co-curricular and extra-curricular student activities and programs like student journals, advocacy programs, student organizations, and community service opportunities. These increases will be at rates in excess of the school's annual budget increases.
3. The Law School's placement rate within six months of graduation will remain at least 5 percentage points above the national average throughout the decade, and at least 5% of each graduating class will be placed in judicial clerkships.

Justification

In the fall of 1999 the School of Law enrolled a first-year class of 227 students with 25th to 75th percentile GPA and LSAT ranges of 3.27-3.75 and 157-164. This class had the highest LSAT and GPA among the four law schools in Georgia, and compares favorably with the first-year classes at several higher ranked law schools including Wisconsin (3.13-3.61, 154-160), William & Mary (3.11-3.58, 160-165), Illinois (3.14-3.68, 157-163), Iowa (3.18-3.73, 155-161), Minnesota (3.31-3.81, 160-165), and Texas (3.45-3.81, 158-164). The UGA Law School has a strategic opportunity to improve the credentials of its outstanding student body in large part because Georgia's population of college age students is projected to grow by roughly 25% over the next decade. In order to take full advantage of this opportunity, admissions and recruitment efforts must be enhanced so that the Law School can compete for the very best students. This will require a substantial increase in scholarship funds available for awards to incoming and returning students as well as more direct involvement in the recruitment of admitted students by faculty, current students and alumni.

The Law School's co-curricular and extra-curricular activities are vital to the overall student experience at the Law School. Moreover, the opportunity for moot court and mock trial competition, research and editorial work for a law journal, and leadership positions in student organizations help attract top students. The school's substantial investment in these activities must be increased in order for them to continue to flourish and attract outstanding students. Similarly, the Office of Legal Career Services must remain successful in assisting students to secure employment upon graduation. Today's law students expect to compete for rewarding employment opportunities, and it is critical for the Law School to show that its students and graduates enjoy great success in the marketplace.

STRATEGIC INDICATOR 2: To sustain and enhance the University of Georgia School of Law's strong faculty, comprised of professors who excel both as superior teachers and accomplished scholars recognized at the state, national and international levels, while also excelling as role models and mentors of intellectual and professional integrity.

1. The Law School will have the opportunity to hire up to a dozen faculty in the coming decade because of retirements. In filing these positions the school must recruit and hire men and women who are superior teachers and exceptional scholars who will enhance the quality and reputation of the institution as well as serve the profession. In doing this hiring the school will:
   1. Consider candidates for Assistant Professor positions who have outstanding credentials, meaningful practice experience, and exceptional promise as teachers and productive scholars who will enhance the school's reputation.
   2. In filing senior positions, including endowed Chairs and Professorships, consider highly regarded and experienced faculty from other institutions with proven records of excellence in teaching, service, and scholarship, who will enhance the school's reputation.
   3. In seeking to fill a particular position, insure that the core curriculum is covered, that the full range of offerings satisfies the demands of a changing profession, and that subject matter areas are strengthened including environmental law, intellectual property, international and comparative law, and health care law.
2. The scope, quality, and impact of the faculty's research, academic and professional dialogue, and publication of books, articles, texts and others forms of scholarship will be enhanced by implementation of the following strategies:
   1. Through private fund-raising efforts and redirection of current resources, support for summer research will be improved during the next decade at annual rates in excess of the increases provided for base salaries.
   2. A formal research intensive semester policy will be adopted and implemented.
   3. Through private fund-raising and redirection of current resources, the annual allocation per faculty member to support his or her travel, research assistance, and book purchases will be more than doubled by the end of the decade.
   4. Over $15 million will be raised to create new Chairs and Professorships as well as add to those endowments supporting the Law School's existing Chairs and Professorships.

Justification: The Georgia Law School's tenured and tenure-track faculty of 37 men and women is experienced and productive. The median years in teaching is 21, eight professors have been teaching more than 30 years, and up to a dozen will retire in the next decade. These retirements will be substantial losses for the institution, but they also will provide opportunities to strengthen the overall quality of the institution at both the junior and senior levels. In seeking to fill these vacancies the Law School's hiring must be responsive to curricular needs, changes in the legal profession, and strengthening subject matter areas. Moreover, it is important to recognize that the quality of a law school depends in large part on the quality of its faculty's research and scholarship. Therefore, the Law School's current faculty, and new faculty hired in the coming decade, need to publish more scholarly works which will build the school's reputation. In order to enhance scholarly productivity as well as to recruit and retain top faculty, the Law School must offer competitive salaries along with substantial financial support for research, scholarship and travel to conferences and meetings. Currently, the Law School's endowments supporting the faculty with Chairs and Professorships are in excess of $21 million, and this total must be increased during the next decade by building up existing endowments and establishing new ones. The growth of current endowments through wise investments must be augmented by at least $15 million in new money.

STRATEGIC INDICATOR 3: To identify and develop areas of the curriculum for enhancement, thus ensuring that graduates develop the necessary skills to be highly competent and ethical professionals who are equipped to devise creative solutions and thrive in the integrated, global community which increasingly pervades all practice areas in all geographic locations, be they the smallest towns in Georgia or the largest metropolitan communities of the world.

1. The Law School will continue to respond to developments in the legal profession and to the needs of students entering the profession with appropriate changes and additions to the curriculum in subjects such as intellectual property, health care law, environmental law and international law, while ensuring that students are challenged in their reading, analysis, thinking, research, experiential learning, and writing and encouraged to be active in their profession and the community.
2. The examination of ethical and professionalism concerns in core curriculum courses as well as in advanced courses and the required Professional Responsibility course will be continued and complemented by initiatives supported by the A. Gus Cleveland Endowment for Ethics and Professionalism.
3. The Law School curriculum will evolve to include additional interdisciplinary courses, new joint degree programs with Accountancy, Political Science, Public Administration, the Terry College of Business and other campus departments. Joint programs with other institutions, such as the Georgia Institute of Technology and the Medical College of Georgia, will be explored and implemented if feasible.
4. The Law School will expand opportunities for faculty and students, from the United States and around the globe in teaching, research, service and learning in international and comparative law through the many activities of a consolidated Dean Rusk Center for International & Comparative Law and International & Graduate Legal Studies including the London Law Consortium, the Brussels Seminar, faculty exchanges with Lyon, ITAM and other institutions, hosting foreign teachers and scholars, educating foreign lawyers in the LL.M. program, supporting research and scholarship on international and comparative law issues, organizing conferences on such issues, and providing continuing legal education programs to foreign lawyers and judges. In addition, the Law School will be an active participant in the University of Georgia's international initiatives.

Justification

The Law School added 30 new upper level courses, established a Civil Externship and a Domestic Violence Clinic, and doubled its teaching staff dedicated to legal writing in the last seven years. These curricular changes came in response to changes in the legal profession, feedback from employers, and student interest. During the next decade the Law School must ensure that its core curriculum is fully covered while responding to the need for additional strength in some areas and/or entirely new courses. The most significant opportunities for enhancing the curriculum require the Law School to take advantage of the University's resources as well as the University's ambition to have an impact around the globe. Specifically, the Law School must increase the number of its joint degree programs and facilitate more interdisciplinary studies. In addition, the Law School's well regarded programs and activities in international and comparative law, including the Dean Rusk Center and International & Graduate Legal Studies, must be consolidated, better coordinated, integrated with the University's international initiatives and thereby enhanced.

STRATEGIC INITIATIVE 4. To develop the finest physical and technological facilities necessary for the study of law and for service to our students, faculty, staff and alumni, as well as to the bench, the bar, and other communities the Law School serves.

1. In order for the Alexander King Law Library and the Hosch Library Annex to have sufficient space to facilitate collection growth, the Law School will:
   1. Raise at least $500,000 in private funds to support the University's efforts to build a Special Collections Library with compact storage for up to 100,000 volumes from the Law Library's collection.
   2. The Law Library will continue to identify and remove books that are redundant, superseded, or no longer useful for other reasons, as well as identify hard copy titles that can be replaced by less space-consuming formats without loss of functionality.
2. The annual budget of the Law Library for improving the collection, maintaining resources, and ensuring a full service operation will be increased from public, recurring funds, by over $1,000,000 during the next decade so that it is on par with the budgets at peer law schools.
3. The Law School will apply for Major Repair and Rehabilitation funds, seek special funding from the state, and raise private funds in excess of $5 million dollars to improve facilities and enhance technology capability in the following ways:
   1. Renovate, refurbish and refurnish existing classrooms, study areas, and public spaces in Hirsch Hall.
   2. Renovate, refurbish and refurnish the study areas, carrels, and public spaces in the Alexander King Law Library and the Hosch Library Annex.
   3. Replace its current network wiring, provide network access to classrooms, and provide network access throughout the Law Library.

Justification

The Law School's facilities include Hirsch Hall, Dean Rusk Hall, the Alexander Campbell King Law Library, and the Hosch Library Annex. These facilities are spacious and well maintained plus the school's North Campus location is excellent. The King Library and the Hosch Annex together constitute a large and well maintained research unit at the Law School. The collection is strong and the staff is very good. The library is, however, outgrowing its facilities and needs retrofitting for enhanced computer and other uses. Moreover, its annual budget is far below that of peer law libraries. With regard to classrooms, although multimedia consoles have been added to four of the school's largest classrooms, there is not sufficient wiring in them to accommodate the ever-increasing number of students who wish to use laptop computers. Moreover, the main buildings, Hirsch Hall and the King Library, have changed very little in the last 30 years while many peer law schools have impressive new or renovated facilities. Classrooms, study areas, carrels and public spaces need to be refurbished. Dealing with these technology and facilities issues over the next decade will be costly, but these are areas where substantial investments are needed in order for the Law School to compete for the best students and the best faculty.

Total New Funding Needs Over the Next Decade:

• An increase in annual scholarship awards by over $1.0 million to be paid from income on endowments and annual giving.
• An increase of $470,000 in annual expenditures for extra-curricular and co-curricular programs ($150,000), faculty research stipends ($250,000), and support for faculty travel and research assistants ($70,000). The funds will come from redirection, income on endowments, and annual giving.
• An increase in the Law Library's annual operating budget of $1,000,000. This money will come from public funds.
• $15 million in new private funds for endowments supporting faculty chairs and professorships.
• $5 million in public and private funds for technology enhancement and renovations of facilities.
• At least $500,000 in private funds for the University's Special Collections Library.

The School of Social Work

October, 1999

The mission of the University of Georgia School of Social Work is to prepare professional leaders and scholars who are committed to positive change through ethical social work interventions at the individual, familial, communal, organizational, and societal or global levels. Intervention is based upon an understanding of an ecological perspective, is driven by a commitment to social justice and diversity, and is grounded in systematic inquiry. The University of Georgia School of Social Work is committed to the development and dissemination of cutting edge knowledge in support of social work practice in the state, the region, the nation, and beyond our national borders.

Faculty in the School of Social Work continued to develop the School of Social Work Strategic Plan this year, by evaluating progress toward goal achievement and evaluating the changing context of social work practice as we approach the 21st century. As a result of this activity, four new strategic priorities were articulated for the coming decade:

1. Enhancing educational opportunities for students as they practice in a world that is increasingly multicultural and diverse

   Perhaps one of the most critical needs for our profession nationally is the preparation of social work practitioners knowledgeable about the needs, issues, and resources of multicultural communities. Given the population data which nationally shows an increase in the ethnic diversity of the United States, as well as demographic data which show that the Hispanic population is the most rapidly growing ethnic minority in the state of Georgia, this is an area that must be addressed by the School of Social Work at UGA if we are to be responsive to the external environment. Building on the School's international exchange programs with universities in Latin America as well as upon our successful community outreach program/educational laboratory at Garnett Ridge, the School views as a strategic priority expanding the preparation and training of social work practitioners in Georgia for work with African-American and Hispanic communities. Toward this end, we will need two new faculty scholars, one prepared to teach social work practitioners working with African-American families and a second one, expert in Hispanic families. In addition to classroom instruction, each of these faculty members will serve as mentors for undergraduate and graduate students which should assist the School in increasing the diversity of the student body. This will require a minimum of a $125,00 for these two positions.

   We plan to continue to build our expertise in the area of cultural diversity by building alliances with the Center for Latin American Studies on campus, as well as other programs on campus and across the state, concerned with the needs of Hispanic communities. In addition, we wish to develop graduate assistantships at the master's and doctoral levels to prepare student scholars to work in these areas as well. As a part of our service mission, the School provides substantial matching funds to a state-funded contract that supports a community outreach center at Garnett Ridge, a low income community comprised of African-American and Hispanic families. We need to institutionalize support for this center, which is a primary teaching laboratory of the School. Moreover, Garnett Ridge serves as a lab for students in other programs as well (ie. Education, and Nursing). A minimum of $150,000 for this laboratory per year is required to continue to develop and offer community services to this community, and in the process to develop multidisciplinary student and faculty research projects that develop knowledge about cultural diversity broadly. Finally, we will continue to internalize our curricula. Several international projects are in place in the School and we will continue our environmental scan to ensure that we are addressing the needs of diverse communities in Georgia and the communities we serve.

   These priorities link the School of Social Work directly with the University's institutional goal of developing premier professional programs in distinctive areas, having a faculty of national and international distinction, developing a culturally diverse and inclusive academic community, and extending the University's knowledge and expertise to the people of this state and beyond.

2. Building stronger linkages with state and federal agencies to better address the research and service needs of the state, following the devolution of social welfare

   Within the last several years, the federal government has markedly decreased funding to states for social welfare programming, as a cornerstone of welfare reform. In 1996, the federal program Aid for Families with Dependent Children was phased out. This federal program had been the bedrock of welfare funding to poor families since 1935. In its place, a new policy known as Temporary Assistance to Needy Families (TANF) was instituted. This program provides block grant funding to states to design their own time-limited family support programs with a primary emphasis on putting people to work. The results of this massive change in welfare policy have been mixed. Faculty in the School of Social Work, with colleagues at the Institute of Government on campus, were successful in securing a three-year contract for $1.5 million to evaluate welfare reform in Georgia. Preliminary findings show a strong increase in employment for those who have some work skills and who reside in communities where there is low unemployment. Longer term effects are being investigated in a follow-up study.

   This devolution of federal responsibility has placed additional responsibilities on state agencies to meet the complex needs of poor families, families with ill, mentally ill, or handicapped members, as well as families experiencing problems with alcohol, drug addiction, domestic violence and other psychosocial or environmental barriers that interfere with healthy family functioning. In addition, all public agencies providing services to these members of society are required to be accountable to funding sources , such as legislators, governing boards, and the public at large. State agencies are increasingly contracting with vendors for services, and for program evaluations of service delivery. Thus, there is a clear and growing need for social work practitioners skilled in sophisticated research methodologies and for practitioners trained to practice in a fee for service environment.

   The School of Social Work has established a Research Center charged with developing contracts with public and not for profit agencies to evaluate social welfare programs and to develop and design training contracts responsive to state agency needs. Over the last four years, the Center has been very successful in this regard. Contracts to the School of Social Work have totaled over $3 million for each of the last two years. A strategic priority of the School is to help state, county and non profit agencies, anticipate their needs for training and research, given the changes in social welfare policy described above, and to identify and garner resources from state and federal sources to advance both the University of Georgia's research mission as well as the School's. Currently, two senior faculty have a small portion of their time devoted to this major task. Our successes in contract work have led to such overwhelming demands upon social work faculty and staff that it is critical for us to hire a full-time Research Center Director. In addition, five to ten graduate assistants (doctoral and master's levels) are needed to provide support to the School in the area of contracts and grants development.

   Moreover, while we have been very successful in securing state contracts, we need to develop national sources of funding for sustained research efforts. Federal dollars have been released to the states in the areas of children and family services, labor and workforce development and mental health. Within the last several years, we have hired new faculty with expertise in mental health, juvenile justice, and services to minority families. However, we are in need of a senior faculty member, who would serve as Research Center Director, would bring with him or her a strong record of federal funding for research, and would have the skills and contacts to access federal funding. This would enable the School of Social Work at the University of Georgia to move into the upper tier of nationally ranked Schools of Social Work, as well as increase our success in generating external research funding.

   These priorities link the School of Social Work directly with the University's institutional goals of strengthening ties between the University and external constituencies and extending

   knowledge and expertise to the people of the state and beyond.

3. Increasing the use of technology in our education and training programs.

   Over the last several years, faculty have becoming increasingly more interested in and adept at the use of technology to support instruction. We have made extensive use of the GSAMS distance learning equipment of the School and the University to deliver graduate coursework to students at the Gwinnett campus. In addition, we have offered numerous continuing education workshops to social workers around the state of Georgia via GSAMS. There is an important need we have yet to address which is using the Internet to deliver educational programs and continuing education experiences to social workers around the state of Georgia. We have had several requests for these types of educational offerings, but need the technical support of curriculum design specialists to enable us to respond more effectively. We wish to develop courses on the Web that may be accessed by students in remote parts of the state, who do not have access to other sources or professional social work education. Similarly, we are interested in making our outreach and training programs accessible via the web for social workers employed in state and not for profit agencies who wish to further their knowledge and skills in the field. These two measures will make our School's programs more competitive with private, universities who are only to willing to sell their educational programs to potential consumers in the state of Georgia.

   To meet these needs in training and education, it is essential that we have on staff a curriculum design specialist who can work with faculty and staff to develop and support on line coursework. This requires a minimum of $70,000 plus software and hardware. We have already been approached by the a division director of a major state agency who is willing to invest some resources in the School for providing coursework on line to social workers around the state of Georgia. This need to deliver coursework via a range of distance learning methods is a critical one that we must address.

   These priorities link the School's plan with the University's Institutional Goals of developing premier professional programs and extending knowledge and expertise to the people of this state and beyond.

   4. Strengthening our fund-raising and funding streams to develop new sources of funds for a second endowed professorship and new physical site to house all of the School's programs

   The School expects to be successful in funding the Parham Professorship within the next year or so. Given our highest priorities which include preparing students to practice in a world that is increasingly multicultural, as well as the changing demographics in the state of Georgia, we are proposing to raise funds for a second endowed professorship. This professorship will focus on the African-American Family. We already have strengths in this important area, as we have a core of African American faculty, students and alums. In addition, the School has a primary commitment to serve oppressed individuals and communities. The most recent publication of the Georgia Kids Count data (Georgians for Children, 1998-1999) show that there continues to be serious problems for African-American children in infant mortality, teen-age pregnancy, and incarceration rates. We strongly believe that the social work profession must be tapped to help communities address these problems. The School of Social Work, by virtue of its strength in curriculum and faculty, is well-positioned to embark on this strategic goal within the next three years. An endowed professorship in the African American Family will attract to the university of Georgia a nationally or internally known scholar in the field who can lead research, curriculum and service delivery programs.

   Finally, the physical work environment provided by Tucker Hall has limitations which constrain the faculty and staff from delivering the superior quality teaching, research and training that we all desire. While some funds have been invested in the building over the last four years (ie. An elevator to make the building handicap accessible, as well as money to renovate classroom space), the space provided in Tucker Hall is small, cramped and simply ineffective for any use, other than office space. A new building to meet the needs identified above will likely run about $8 million. While some of these dollars may be raised in development activities of the School, we need to have this need placed as a University priority on the small capital outlay request of UGA.

   Our fund-raising priorities also include plans for a second named professorship in the School, as well as a plan to raise funds for scholarships for students from under-represented groups. These priorities fit with the University's Institutional Goal of creating a comprehensive learning community and working environment of high quality.

The Strategic Plan For the Terry College of Business

The Envisioned Future and Initiatives to Achieve the Vision

Terry College of Business, University of Georgia

Prepared by Dean's Leadership Council and Faculty and Staff, Terry College of Business, University of Georgia

January 2000

The Strategic Plan was approved by faculty vote on December 9, 1999.

I. INTRODUCTION

The Terry College of Business's strategic planning process was initiated by Dean George Benson in October 1998 when he named 18 college members to positions on the Dean's Leadership Council. This group consisted of academic program directors, dean's level administrators, at least two faculty members from each of the academic departments, and two students. This Council was designated as an ongoing committee with revolving membership that is to advise the Dean about major issues facing the Terry College. Its first task was to lead the development of the college's strategic plan.

In his initial charge to the Council, Dean Benson was explicit as to his expectations for the strategic plan. It is to provide the vision that will guide the future development of the Terry College. It should provide carefully considered goals and objectives for the college as a whole, its individual academic programs, and its tripartite mission of research, instruction, and service. It should identify changes within the college necessary to reach these objectives. Dean Benson indicated that the strategic planning process should extend beyond faculty and administrators and include staff, students, alumni, and the business community.

To carry out the dean's charge, the Council performed the following activities:

• asked each of the administrative and academic units of the college to determine its strengths, weaknesses, opportunities, and threats (SWOT Analysis)
• conducted focus group meetings with approximately 400 individuals, including students, university administrators, business and community leaders, alumni, faculty, retired faculty, and staff, concerning their perceptions of how the Terry College could better serve their needs
• examined the external business, economic, academic, and political environments of the college in order to identify factors that may affect its future
• examined other business schools to ascertain the nature of their programs and resources
• developed statements of the social imperative, purpose, envisioned future, and core values of the college
• determined specific strategic goals for the college based upon the information gathered and the analysis performed in the planning process
• developed objectives for the Terry College's activities and academic programs that support the strategic goals
• identified the infrastructure within the college necessary to reach the strategic goals.

II. CURRENT STATUS OF THE TERRY COLLEGE

A. Description of the Terry College

Faculty and Staff

The Terry College is one of 13 colleges and schools within The University of Georgia. As of July 1999, it had 102 faculty members in seven academic departments: Accounting; Banking and Finance; Economics; Insurance, Real Estate and Legal Studies; Management; Management Information Systems; and Marketing and Distribution. There are 95 Terry College staff in the academic departments, Dean's Office, Office of MBA Programs, Office of Undergraduate Studies, Office of Corporate Education, Alumni Office, Development Office, Communications Office, the Computer Center, the Selig Center for Economic Growth, and Logistics Office. In addition, 17 instructors and 55 Ph.D. students serve as teaching assistants. The college's organization chart is presented in Figure 1.

Degree Programs

As of the Fall 1999 term, the Terry College has approximately 5400 undergraduate students: 1333 seniors, 1403 juniors, 1439 sophomores, and 1199 freshmen. In addition, the faculty directs the work of approximately 246 AB degrees in Economics. The college is among the ten largest undergraduate business programs in the country and includes approximately 20% of all undergraduates at UGA.

The college also has 474 graduate students. Of these, the MBA program has a total of 257 students. Forty-nine are enrolled in the one-year full-time residential MBA program, 123 are in the two-year full-time residential MBA program, and 81 are in the two-year custom-designed PricewaterhouseCoopers MBA program. There are 76 students in the Master of Accounting (MAcc) program, 46 in the Master of Marketing Research (MMR) program, and 18 in other Master programs. Finally, 81 students are enrolled in the Ph.D. program for the Fall 1999 term.

Budget

The FY2000 budget of the Terry College is $22.0 million, including the $2.3 million in fringe benefits for faculty and staff. Of this amount, $20.1 million (91.4%) are from state sources, $609,000 (2.7%) are from endowment income, and $1,300,000 (5.9%) from other sources such as economic forecasting luncheons, gifts, and the PricewaterhouseCoopers MBA program.

Rankings of Academic Programs

Several of the Terry College's academic programs have received national rankings from various sources. For example, the MBA program was ranked 38th in the world in the 1999 by The Financial Times and is also included by Business Week in the 1999 top 50 U.S. business schools. However, this program fell from 39th in the 1998 U.S. News & World Report's rankings to out of its top 50 in 1999 (the actual unpublished ranking was 51st). The undergraduate program was ranked 26th in the United States (19th among public universities) in August 1999 by U.S. News & World Report. The same source also ranked the undergraduate Risk Management and Insurance program 4th and the undergraduate Real Estate program 5th in the country.

Quality and Quantity of Faculty Research Publications

Even though research publication has long been stressed as a primary part of faculty performance, the college has not systematically tracked the amount or quality of research output by its faculty. It is therefore difficult to make a valid comparison of faculty research to that of faculty in other colleges of business. However, there are limited data from multiple sources that provide some information. A study conducted by two faculty of the Terry College determined that the college ranked 33rd among major business schools in faculty publications in a small number of top research journals (publication dates: 1986-1998) in each of six academic areas. Another recent study rated the management information systems faculty first among such departments in terms of publication in two leading MIS journals (publication dates: 1993-1997). A third study ranked faculty in insurance second in publications in one leading insurance journal (publication dates: 1987-1996).

Physical Facilities

The majority of the Terry College staff and the entire faculty are located in Brooks Hall, newly renovated after the devastating August 1995 fire. The Office of Undergraduate Studies is in Sanford Hall, which opened in Fall 1997. This building is used for almost all MBA classes as well as a number of undergraduate classes. Caldwell Hall is used primarily for undergraduate classes and labs. Because of the size of the undergraduate program, classes are also held in a variety of other buildings around the campus, including south campus.

B. Comparisons to Other Highly Rated Schools of Business

At present, colleges of business are primarily measured and valued externally for their achievements in MBA programs, faculty research, and executive education. Of these three, MBA programs are the most visible, being rated annually by many different media sources. In comparing the Terry College to other schools of business, we selected those that had highly rated MBA programs. The schools used for comparison are presented in Table 1 together with data summarizing their important characteristics, e.g., number of faculty, size of undergraduate and graduate programs, annual budget, and size of endowment. These data (except where noted) are AY 1998-99 data. Therefore, the numbers describing the Terry College differ slightly from those reported earlier in this report that pertain to the September 1999 status of the college.

The Terry College is qualitatively different from top-rated, private business schools like Harvard, Wharton, Stanford, and Northwestern. These are "super-funded" schools with very large MBA programs, endowments in excess of $200 million and large revenue-generating executive programs. Accordingly, it is misleading and inappropriate to make general comparisons to those institutions. Instead, we focus on the major public business schools. We compared ourselves to regional competitors: the University of North Carolina - Chapel Hill, the University of Florida, and the Georgia Institute of Technology; to national competitors with large undergraduate programs: Indiana University, Michigan State University, Pennsylvania State University, and the University of Texas; and to the highly ranked public competitors: the University of Michigan, UCLA, and the University of Minnesota.

The most important conclusions drawn from our comparisons with these institutions are discussed below:

• Generally, the top-rated public institutions have much larger full-time MBA enrollments than does Terry. While Terry has 197 students, the University of Michigan has 862, University of Texas at Austin has 813, University of California at Los Angeles has 711, and Indiana University has 590. None of the 10 public schools we evaluated has a smaller MBA program than Terry.
• Terry is fourth among the list of public business schools in terms of the number of undergraduate degrees granted during the 1997-98 academic year (1104). Only four other schools awarded more than 900 undergraduate degrees during this time period: Indiana University, Pennsylvania State University, University of Florida, and University of Texas - Austin. All four have more faculty than Terry.
• The Terry College has the highest ratio of undergraduate to full-time MBA students among the public business schools (5.6). The only other school with a similar ratio is Pennsylvania State University (4.34).
• Of the public business schools, only the University of North Carolina at Chapel Hill (85) and Georgia Institute of Technology (49) have fewer faculty than Terry. However, these two colleges have significantly smaller undergraduate programs with 345 and 201 graduates, respectively.
• The budget of the Terry College ($20.3 million) is smaller than the budgets of the eight other public business schools with available data. Only two others, University of Florida ($27.1 million) and Michigan State University ($26.0 million), have budgets less than $30 million per year.
• The endowment of the Terry College ($42 million) is less than that of seven of the other nine public business schools for which information is available. The endowments of four of the schools are two or more times larger than ours: University of Michigan ($125.7 million), University of Minnesota ($105 million), University of Texas - Austin ($104 million), and University of North Carolina, Chapel Hill ($80 million).
• In the area of executive education, all seven of the other public universities for which data are available have far greater revenues than the Terry College. The next smallest amount of revenue is $2.3 million.
• The Terry College is one of only three public institutions in the comparison set that do not have part-time MBA programs. The others are University of North Carolina, Chapel Hill and University of Texas - Austin.
• More than half of the universities in the comparison set have an Executive MBA program. The Terry College is the only one which has neither a part-time nor an Executive MBA program.

These comparisons reveal a number of significant differences relative to our competitors that must be addressed if we are to improve our reputation, ranking, and service to our students and the business community. To close the gaps with our competitors we need to:

• increase dramatically the size of our endowment
• increase the enrollment of the full-time MBA program
• reduce the size of the undergraduate program or increase substantially the number of our faculty
• reduce Terry's reliance on the state as a revenue source by increasing endowment income, executive education revenues, and external research grants
• establish a part-time MBA program to better serve the business community in Georgia, and initiate an executive MBA program to serve those at higher management levels who wish to pursue a degree.

C. Comments from Constituents

A third source of information concerning the current status of the Terry College was provided by the individuals who attended focus group meetings on campus, across Georgia, and in two other states. From January to March 1999, members of the Leadership Council conducted five focus group meetings with Terry College faculty, five with staff, seven with graduate students, and five with undergraduate students. These meetings involved over 200 people. In addition, the Council contacted alumni, business leaders, and other members of the UGA community. Three focus group meetings were held in Atlanta with 26 alumni and business leaders participating. Four meetings were held with community leaders and alumni in the Athens area. Meetings were held in Augusta, Columbus, Dalton, Macon, Rome, Savannah, St. Simons Island, and Waycross, as well as Charlotte, North Carolina, and Jacksonville, Florida. These meetings had a total participation of 150 community leaders and alumni. Finally, separate focus group meetings were held with top UGA administrators and with retired faculty of the Terry College.

The various constituent groups were asked to answer questions about the Terry College appropriate for their relationships to the college, focusing on the strengths and weaknesses of the college. Major themes that emerged from these focus groups are summarized in the following paragraphs.

Faculty groups commented favorably about the collegial environment among faculty and staff of the college, the emphasis on research, and the academic excellence of our students. Unfavorable comments focused on the small size of the faculty relative to student demand, the need for technical personnel to support computing operations, and the lack of flexibility in scheduling classes in order to provide blocks of time for research.

Staff groups also positively evaluated interaction among faculty and staff and the activities of theTerry College Staff Council. Critical remarks focused on the existing salary structure and pay raises, the need for increased involvement of staff in administrative decisions, staff training in the latest computer operations, technical support from the computer center, and the communication among program offices, academic departments, faculty and staff.

Students were positive about the interaction with faculty and the willingness of faculty to meet with students outside of scheduled classes. Also receiving high marks were applied class projects and class presentations by members of the business community. Graduate students were very positive about the available financial support. Finally, many students commented favorably about the availability of instructional technology and labs. Negative comments concerned the size of undergraduate classes, the lack of meeting rooms for teams of graduate students, the lack of career placement facilities and personnel, lack of student lounges for social interaction, and the lack of flexibility in the various curricula.

The comments of business and community leaders almost exclusively addressed services that the college could provide to the external community. The most frequently mentioned items were offering various MBA programs (part-time and executive versions) and nondegree short courses on specific topics; introducing the students to the business communities of such cities as Savannah, Albany, Columbus, Macon, etc.; developing more internships; providing communities and high schools with more information about the activities and programs of the Terry College; offering distance learning courses; integrating the business community into the curricula of the college; developing co-op programs; and developing a systematic plan for life-long learning for Terry graduates.

In summary, we conclude that the Terry College is well regarded for the interactions among faculty, staff, and students; its educational technology; and the applied nature of its curriculum. The college was criticized, however, for the large sizes of its classes; staff salary levels; its lack of placement personnel and facilities; the rigidity of its curricula; and the lack of several types of meeting and public rooms. The external community was especially concerned about the absence of executive education, distance learning, alternative MBA programs, and the limited community involvement of the Terry faculty. A full summary of the focus groups' comments is available from the Office of the Dean.

D. Terry College Misalignments and Limitations

Our review of the Terry College indicates that the following factors will constrain the future development of the college and must be addressed.

Limited Executive Education and Contact with Business Community

Executive education offered by the Terry College mainly consists of a few specialized programs targeted at specific industries that have been organized by individual faculty members or co-sponsored by outside groups. One notable exception is the annual Economic Forecasting Conference held in Atlanta and at nine other locations around the state. This low level of activity is in sharp contrast to the extensive executive education programs of other leading business schools. It is also counter to the interests of the business community. This lack of executive education contributes to the Terry faculty's limited contact with and visibility in the business community.

Too Few MBA Students and Too Many Undergraduates

Graduating approximately 100 students per year, the MBA program is too small to attract the attention of many companies that hire MBAs. In 1999, only 27 companies visited campus to recruit MBA students. One contributing factor to this small number of companies is that members of our small graduating class select from 19 different "majors," leaving us without a clear content-area identity in the marketplace. These scale issues are a partial explanation for the MBA program's recent fall in the U.S. News & World Report rankings.

At the same time, the undergraduate program is too large relative to our existing resources. With approximately 5400 total undergraduates, 2700 of which are juniors and seniors, class sizes have reached 300 students in junior-level courses and nearly 100 students in many senior-level courses. Over 80 class sections per academic year have enrollments in excess of 100.

Limited Endowment, Budget, and Staff

Both the budget and endowment of the Terry College are much smaller than those of higher-ranked business schools. These shortages affect some of the college's activities and services. For example, we need several additional academic advisors to provide adequate counseling for undergraduates. Approximately two dozen more faculty are needed to reduce the sizes of our undergraduate classes and enable us to offer a sufficient number of honors sections. Additional placement professionals are needed to work with MBA students, and several technical support specialists are required to meet faculty research demands. The college also has too few personnel available for important functions such as disseminating information to and developing relationships with alumni, donors, present students, staff, and the general public. The college also needs an experienced director and additional staff to develop and implement executive education programs.

Inadequate Physical Facilities

Despite the recent addition of Sanford Hall and the renovations to Brooks Hall, physical space is marginal in quantity and quality. Examples of the space limitations include:

• no interview rooms for recruiters of our undergraduate students and only five offices for MBA recruiters. This is in stark contrast to the spacious corporate-level facilities at such business schools as the University of Texas - Austin, University of Minnesota - Twin Cities, and Indiana University.
• no "team" rooms (i.e., breakout rooms) for the many classes that utilize this important pedagogical technique. Business schools such as the University of Michigan and Ohio State University have enough to adequately service much larger MBA enrollments than Terry's.
• not enough offices for Undergraduate Program administrators and academic advisers.
• no rooms for student organizations.
• no reception/meeting space for a group larger than 20 or 30. We know of no other major business school without space to hold receptions and public events.
• by Fall 2000 we will have no office space for additional faculty and staff. This is, obviously, a major limitation for the growth of the MBA and executive programs.
• inadequate office facilities to centralize the Computer Center's Help Desk and End User Support personnel.
• the two small student lounges are inadequate to serve over 5800 graduate and undergraduate students.
• inadequate facilities for future Terry College executive education programs. While the Georgia Center for Continuing Education is available for many conferences, it serves a wider audience and performs a more general function than that anticipated for future Terry College executive education programs.

Underfunded Endowed Chairs

The Terry College has 23 named chairs and professorships, but many are underfunded. Only 10 have endowments in excess of $1 million, 9 have endowments between $500,000 and $1 million, and 4 have endowments of less than $500,000.

As a result, operating funds of approximately $200,000 annually (equivalent to an additional $4 million endowment) must be used to supplement the chairs. If all chairs were fully funded, these operating funds could be re-directed to enhance current or initiate new programs and activities.

Absence of Specific Goals for and Review of Chaired Professors

Chaired professors have been given appointments in addition to the faculty rank of professor to indicate their leadership roles within the Terry College. However, goals regarding the activities of chairholders in areas such as mentoring, research, teaching, executive education, and obtaining funded external research grants have not been articulated. Also, there is no periodic review of chairholders to determine whether they should continue in or be removed from their positions.

Because chaired professorships are critical to the success of the college, their activities should be clearly aligned with the strategic goals of the Terry College and periodic reviews of their activities should be initiated.

The Potential Clash of Longstanding Departmental Culture with New Demands of the Terry Culture

The Terry College has long been a loose collection of academic departments, not unlike most arts and sciences colleges. Little emphasis has been placed on college-level programs and activities. Consequently, communication among departments has been limited, as has alignment toward a common vision for the college.

This plan emphasizes college-level programs that require coordination among departments. This is in contrast to the previous manner in which programs were developed. That is, previously an academic program was formed by a faculty committee that specified the number of courses that each department would teach in the program and also a general topic for each course. Each department then independently built each course for which it was responsible with very little communication between departments. This method of forming curricula should be changed. In the future, college-level faculty committees should play an active role in specifying courses and major course content. Individual faculty who deliver these courses should communicate among themselves regarding overlapping material.

III. THE ENVIRONMENT FACING THE TERRY COLLEGE

As a professional school, the Terry College has responsibilities and obligations to both the academic and business communities. This dual responsibility requires understanding the dynamics of both the business and academic environments for the development of strategic direction and focus.

A. Business Environment

Perhaps the most important structural change in the business environment has been the change from an economy largely driven by the production of physical goods to one that is increasingly dominated by services, the production and dissemination of information, and the global computer-linked network of businesses and households. Ideas, concepts, and technological expertise are becoming more important to economic growth than the actual production of physical assets.

This explosion of knowledge and information, together with the increased speed of change within organizations, has contributed to the recent surge in the economy. The Schumpeterian forces of creative destruction have never been more visible than today. Ironically, this rapidly changing and innovating economy has also produced a continuously evolving workplace in which individuals' fears of job obsolescence and lack of adequate knowledge are widespread.

The American economy has always been characterized by competition, but the degree of competition has intensified in recent years. In the production of goods and physical assets, global forces dictate where production takes place. There are few, if any, industries and firms for which global competition does not represent a crucial challenge. Also, new products, technology improvements, and rapid knowledge creation pose competitive threats to existing firms and industries while simultaneously giving rise to new firms and industries virtually overnight.

These trends clearly point to the opportunity and need for schools of business to provide life-long learning for individuals in a wide variety of organizations. Such topics as competitive strategy, new business startups, management of change, leadership skills, marketing research, financial management, information systems, and e-commerce are in demand.

B. Economic Climate of the Region

The southeastern United States, and Georgia in particular, have outpaced the economic growth of the U.S. economy for several years. By all indications, this will continue in the near future. Georgia is especially well positioned to be the leader in regional economic growth for the next decade.

Employment growth in the region is expected to lead the nation for the next decade. Led by the service sector and the high-tech jobs in the Atlanta region, the state will increasingly become a magnet for higher-income employment.

The outlook for the economic growth of the state can be summarized by the following points from the Georgia Economic Outlook 1999, published by the Selig Center for Economic Growth of the Terry College of Business.

• Recent U.S. Bureau of Labor Statistics data show that the state ranks first in the rate of growth of high-tech jobs, second in the number of such jobs created from 1990-1996, and eleventh in the total number of such jobs.
• The state's recent emphasis on education helps attract venture capital and provides strong local markets that support fledgling businesses. The University System's HOPE scholarship and ICAPP programs, the technical institutes' Quick Start program, and greater emphasis on distance learning tell the business community that the state will nurture and develop intellectual capital, train workers in the skills that businesses need, and encourage the most talented students to stay in Georgia.
• Another favorable factor is that much of the state's growth and capital investment is recent. As a result, the state's business community should remain very productive, as it takes full advantage of technological advances and uses more modern capital equipment than many other regions of the U.S.

There are, of course, constraints and problems. For example, there is a lack of uniformity within the state in making improvements across all educational levels. Universities and technical schools outpace the performance of primary and secondary schools. Also, the Atlanta region faces severe physical infrastructure constraints (highway congestion, water availability in the future, air quality, etc.) and increasing concerns over environmental issues. Finally, rural portions of the state face more severe challenges from global competition and weak export markets than do the more diversified urban markets. On balance, however, the outlook for the economic climate of Georgia is exceptionally good.

One definite result of these economic trends is the increased demand for life-long learning opportunities. These growth trends have the following specific implications for the Terry College. First, the demand for executive education will increase throughout the state, but especially in the Atlanta area. Second, the continued population growth will further increase the demand for undergraduate and master's programs. Finally, high-tech and knowledge-based organizations will continue to develop and flourish in Atlanta and other parts of Georgia and will demand education in both technical subjects and leadership skills.

C. Academic Environment

The academic environment is also experiencing structural changes, including increased competition among colleges for students and funds. National rankings of graduate programs, especially MBA programs, have become increasingly important benchmarks for measuring the quality of business schools. Students, faculty and recruiters use these rankings as they make decisions about which programs to attend, where to seek academic employment, and from which programs to recruit. Universities in the region and throughout the nation continue to work to improve their programs and rankings. As a result, the academic marketplace has become increasingly competitive. At the same time, improvements in information technology and telecommunications enable universities and corporations to offer graduate and executive education programs in any market. Geographic and other barriers to entry have fallen, and universities no longer face competition only from "nearby" public and private colleges and universities. Many companies also offer their own programs, and it is reasonable to expect that these may be opened to wider audiences.

In this environment, the Terry College faces significant challenges. While it is the preferred provider of undergraduate education in Georgia, there is strong competition at the MBA level from higher-ranked programs located in the Southeast. Strong competitors include the University of North Carolina at Chapel Hill, Duke University, Wake Forest University, the University of Virginia, Vanderbilt University, and the University of Florida. In the local market, Emory, Georgia Institute of Technology, and Georgia State University provide serious competition for graduate business programs.

Simultaneously, the Terry College faces stiff competition in the executive education arena. For example, Emory University, Georgia State University, Georgia Institute of Technology, and Kennesaw State University already offer executive MBA programs in the Atlanta region, while Duke University and the Wharton School of Business recruit aggressively for executive MBA students from the Atlanta area. All of these schools also currently offer customized and public executive programs in Atlanta and the Southeast.

D. Local Environmental and Political Forces

In addition to market forces in the business, regional, and academic environments, several other factors will have an effect on the Terry College during the next several years. The following are of special importance:

• The recently elected governor of Georgia has continued the focus on the enhancement of the educational system in the state. The consistently strong economic growth in Georgia should enable the state to provide continuing support for higher education as well as increased support for K-12 programs.
• The Board of Regents of the University System has strongly encouraged the Terry College to enroll more Georgia students in the MBA program and to insure that a 50/50 ratio of Georgia residents to non-residents is maintained. Such a ratio may affect the growth of the MBA program as well as the diversity among students.
• UGA President Michael Adams has pointed to the need for considering the establishment of new colleges at The University of Georgia. Absent new funding specifically tied to the development of those initiatives, additional colleges might increase the competition for funding among the colleges within the university. This could have negative implications for the university's funding of the Terry College.
• The Senior Vice President for Academic Affairs and Provost of The University of Georgia, Karen Holbrook, has been explicit about her strong interest in science and biotechnology. Although she has said the Terry College should play a major role in these initiatives, the implications for the Terry College are unclear at this point. We believe this focus offers new opportunities for cooperative program development with other academic units on campus.

The majority of the Terry College's budget consists of state dollars allocated by the university to the college. This allocation is not directly tied to student enrollment. Over the last four years the student credit hours taught in both the undergraduate and graduate programs of the college have increased, while the percentage of the total university budget that has been allocated to the Terry College has decreased. It is difficult to provide a consistent level of instructional quality without a definite link between student demand and college funding.

The Terry College is significantly underfunded relative to other academic units of The University of Georgia. Referencing AY 93-94 and AY 98-99, the percentage of UGA academic year credit hours taught in the Terry College rose from 11.16% to 13.1% of the total while the percentage of the UGA academic budget allocated to the Terry College fell from 9.04% to 8.58% of the total. As a result, the "funding ratio" of budget percentage to academic credit percentage fell from 0.81 to 0.655. This ratio was the lowest of all academic units in the university during AY 98-99.

Together, these factors suggest that the amount of state and university support for the Terry College may not grow proportionately to the anticipated workload of faculty and staff. Accordingly, the college must develop and implement programs that not only provide important professional interaction with the business community for faculty and students, but also generate the additional revenue that will be necessary for improving the existing academic programs and services of the college. These factors also suggest that the college should develop an enrollment strategy for controlling its rapidly growing undergraduate program.

IV. THE TERRY COLLEGE VISION

Following the advice of James Collins and Jerry Porras in Built To Last: Successful Habits of Visionary Companies (HarperBusiness, 1997), our vision includes the college's purpose, its core values, and its envisioned future. To this we have added the college's social imperative.

A. Social Imperative

We believe that the social imperative of all business schools (their social contract as part of society) is to enhance economic growth through the development of organizations and individuals. By economic growth and development we mean sustained increases in the productivity of organizations and the standards of living of individuals.

The Terry College's vision follows from this social imperative. It also reflects our analysis of the current status of the college, its environment, its academic units, and the input from our stakeholders and customers. This vision consists of three parts: the college's purpose, envisioned future, and core values. These terms are defined below:

• The Purpose of the college is its reason for existing. It is guided by the social imperative and the college's role as a unit of The University of Georgia.
• The Envisioned Future is a description of the college as we would like it to be in ten years.
• The Core Values are the basic principles that guide the actions and interactions of all members of the Terry College community.

Together, these three factors define who we are and what we plan to accomplish.

B. Purpose

Our social imperative dictates that we support individuals and organizations in their quests for economic growth and development within the private enterprise system. As a unit of a major research and teaching university supported by the state of Georgia, the Terry College must engage in activities that benefit Georgia, as well as the rest of the world. We must be proficient in the creation, development, and application of knowledge for the business communities of Georgia and beyond. Given this context, we adopt the following purpose for the Terry College: to develop the business leaders of the private enterprise system.

We achieve this purpose through our research, teaching, and service. Our research poses and answers important descriptive and prescriptive questions about business operation and related human behavior. We develop innovative and effective ways of communicating the answers to these questions to students and members of the business community through life-long learning opportunities and to our peers in academic institutions through publication and presentation. We also support and develop business leaders through consultation, participation in professional organizations, and active involvement in the broad array of academic programs and activities within the Terry College.

C. Envisioned Future

The Terry College will excel in the 21st century by focusing on creating leaders for the networked economy. This economy will be propelled by the interaction of human knowledge, computer technology, and connectivity (the capability to communicate ideas in the form of data, voice, and video over networks). In this economy, dominance in knowledge will create competitive advantages for firms.

The Terry College will therefore emphasize the development of knowledge and its management within organizations through technology. To do this, we have identified three areas of focus for our research, instructional, and executive programs: enterprise risk management, leadership, and organizational systems for the networked economy. They are described in detail later in this summary.

The following paragraphs describe the Terry College ten years from now.

Our accomplishments in the three areas of focus have established an identity for the Terry College and are widely acknowledged by students, business leaders, and other academics.

The Terry College is one of the business schools of choice for undergraduate and MBA students interested in becoming leaders in the economy of the 21st century. The college also provides life-long learning opportunities for its alumni and other members of the business community. Instruction is designed for individuals at all stages of their careers and all levels of leadership. Our programs are in demand throughout Georgia and beyond. Our innovative part-time MBA and Executive MBA programs are the most respected in the Atlanta region and the state of Georgia, and have a strong national presence.

The Terry College is an interwoven learning community of faculty, staff, business practitioners, and students. Through multi-faceted partnerships and alliances, faculty and practitioners learn from each other, while students are provided with opportunities for experiential learning and access to current practice and theory.

Terry College students experience the networked global economy. At least 25 percent of undergraduates and 40 percent of MBAs are involved in study abroad programs and/or international visits. All undergraduate and MBA students experience the global marketplace electronically through their coursework.

Working with our business partners, our faculty and Ph.D. students produce research and writing that have significant impact on the scholarly community and are highly valued by business leaders and executive education programs. Much of this research is funded by the business community and federal and state agencies.

The Terry College doctoral program develops excellent researchers and teachers. Its graduates are consistently placed in top research universities and organizations.

The Terry College is less dependent on the state of Georgia for its operating budget. More than $12 million are provided annually by enterprises within the Terry College and the income generated by an endowment that has grown to over $150 million.

D. Core Values

The faculty, staff and students of the Terry College adhere to and believe in the following set of values regarding our interactions.

• We value learning in an environment characterized by intellectual curiosity, scientific advancement, and academic freedom. We have high expectations for our scholarly work and its impact upon the business and academic communities.
• We value scientific integrity and intellectual honesty. Firm adherence to the science of inquiry and to an environment of academic honesty are central to our culture.
• We value educational excellence and pursue uncompromisingly high classroom standards. We expect our faculty to deliver courses that are both interesting and valuable. We expect our students to add value to each class through their open and full participation.
• We value helping members of the Terry College community achieve their full potential over the course of their careers. It is important to provide individuals with the opportunities and resources to develop and apply their skills and knowledge.
• We value creativity, enterprise, and continuous improvement in our learning environment. Imaginative insight, entrepreneurial spirit and energy, and individual efforts are encouraged and rewarded. We want faculty, staff, and students to be aggressive and unrelenting in finding new and better ways to perform.
• We value collegiality and expect professional courtesy and dignity among individuals. Diversity among ideas and people is respected and desired.
• We value ethical behavior. High levels of honesty and integrity will provide a foundation for trust, openness, and mutual respect in interpersonal relations and communication.

V. ACHIEVING THE VISION

THE STRATEGIC GOALS OF THE TERRY COLLEGE

Achieving our vision demands that the Terry College re-emphasize its commitment to excellence in the traditional missions of teaching, research, and service, and at the same time refocus some of its goals and restructure a number of its activities.

High-quality and effective instruction will continue to be at the heart of the Terry College. At undergraduate and graduate levels, regardless of class size, the Terry College reiterates its commitment to providing the best possible instruction in classroom settings, electronic interactions, and other forms of instruction.

Research excellence is essential to the Terry College. In the future, we must emphasize the quality and impact of our scholarly work and also increase the number of publications in the best academic outlets. The Terry College will continue to support research in core business areas essential to all top-quality business schools. However, over time our research should increasingly reflect the specific topics of focus within the college, be integrated across departments, and be conducted in concert with our business partners. As a result, we expect that an increasing amount of our research will be supported by foundations, federal and state agencies, and business organizations. It is also vital that our research have importance for the practicing business community and be regularly disseminated to business through discussions, papers, workshops, and executive education programs.

Service by the faculty to the Terry College, the university community, and to professional organizations is both encouraged and supported. The college is an important part of The University of Georgia and will be involved in meaningful ways with university committees and governance. At the same time, individual faculty members are expected to be engaged in the activities of their various professional and service associations and organizations.

While we reiterate the Terry College's commitment to the basic academic missions of teaching, research, and service, our envisioned future necessitates that we also accomplish the following strategic goals.

Goal 1: Develop closer working relationships with the business community

Our purpose -- developing business leaders -- necessitates that we become closely linked to the business community. This linking must take many forms: developing advisory boards of business leaders, establishing more internships for students, having practicing managers and professionals participating in classes, conducting joint research projects with business organizations, having faculty frequently visit and participate in the activities of business organizations, and establishing executive education programs. The latter two activities are especially important because the relationships and interactions that result from them can provide our faculty with opportunities for knowledge that will benefit both their classroom activities and their research agendas.

Goal 2: Build strong global partnerships

The international nature of business demands that a leading business school develop strong global partnerships with multinational firms and other universities around the world. Because Georgia is the base for several of the world's leading multinational companies and is among the leading recipients of foreign direct investment, we have both an advantage over many business schools and an obligation to develop strong international programs. Accordingly, the Terry College will systematically develop for our faculty and students educational programs and activities that provide experience in international business and education and reflect the global initiatives of firms in our region. By leveraging the knowledge and experience gained in distance education delivery in the PwC MBA program, these international programs should have a significant electronic-based component. These international initiatives should contribute to the development of the key areas of focus within the Terry College (see Goal 4).

Goal 3: Develop a Terry College culture

Establishing the Terry brand name necessitates a college-level culture. This will be accomplished, in part, by increasing our emphasis on the Terry College undergraduate, MBA, and Ph.D. programs. Department-level programs will, of course, remain important. However, they should not be the only focus of our faculty and staff. College program emphasis may be achieved in several ways. First, faculty should be assigned to courses with the goal of delivering top-quality learning experiences for students. Second, there should be consistency among departments in such program characteristics as advising, course rigor, course grading, faculty and graduate student teaching assignments, student-instructor class ratios, and instructor evaluations. Third, the curricula of Terry College programs should be designed relative to specific programmatic learning objectives. Fourth, significantly more program monitoring should be conducted through college-level faculty committees. Other aspects of culture development include marketing all programs as Terry College programs rather than departmental programs, providing opportunities for staff development, staging more frequent college-wide meetings and social events, and linking faculty rewards to performance in college programs and activities.

Goal 4: Identify and develop key areas of focus within the Terry College

We believe it is necessary for the Terry College to identify and specialize in a small number of academic content areas that cut across departmental boundaries. This specialization will facilitate the college's efforts to develop widely known expertise and research streams, attract faculty that complement existing activities in the college, improve its reputation in the business and academic communities, and attract and place talented students. This strategy is in contrast to the current one of giving almost equal emphasis to a very large number of academic areas. The present strategy results in a lack of a clear identity for the Terry College.

Even though we currently have many faculty working in each of these three focus areas, their work has not been well coordinated, and the Terry College is not well recognized for their expertise and accomplishments. In the following paragraphs, we describe all three areas of focus. We wish to clearly and strongly point out that these areas are meant to integrate faculty across departments rather than to serve as niches for individual departments. Each area is part of our envisioned future of being a college known for developing leaders of the private enterprise system. Each area is also important to the economy of the state and the nation and is relevant for diverse organizations in a variety of industries. The central theme of these areas is developing and using information for decision-making that influences the performance of individuals and organizations. This theme reflects our aim of focusing on knowledge leadership in a networked economy. Accordingly, our expertise in management information systems should be integrated into each of these areas. Each area requires the aggregation and analysis of data and the dissemination of the resulting information to appropriate leaders and decision-makers. Information systems are the vehicles for these activities.

These three areas are intentionally stated as broad topics of inquiry. There is no attempt in what follows to either assign faculty to particular areas or define topics of study within each area. Specific topics that are mentioned are suggestions, not directives. For each area, cross-functional faculty teams should develop common themes of instruction and research. These themes will shape the identity of the Terry College. Accordingly, future new resource allocations within the college will follow these areas.

Leadership. Recent changes in the manner in which business operations are conducted (e.g., autonomous work teams, decentralized structure, networked organizations), require that employees throughout an organization function as effective leaders. That is, current business practices place employees in roles that include decision-making, continuous improvement of work operations, and influencing the actions of others. In addition, leadership is an essential component of entrepreneurship and new venture start-ups.

Although leadership is a complex topic that has a variety of meanings, we define it as a set of knowledge and skills that include self-awareness, planning for and organizing resources, adaptability, social influence, vision, human capital development, and managing organizational systems and people. In turn, each of these knowledge and skill topics is composed of a number of subtopics. According to this definition, leadership requires an understanding of the future competitive environment, as well as the ability to conceptualize appropriate organizational vision, translate these ideas into key fundamental requirements, and influence others to carry out these strategies and tactics.

Many organizations have become so concerned about the leadership skills of their employees that they have incorporated leadership training into career development or have implemented specific leadership programs. In addition, many colleges and universities offer instruction in this area. Our distinctive competence will be the combination of research, assessment, and instruction. Research provides cutting-edge information in leadership, assessment produces a diagnosis of the organization's or individual's present level of leadership knowledge and skill, and instruction provides methods for developing leadership skills.

Enterprise Risk Management. Increasingly firms are systematically considering the broader set of risks that they face. This change in the way organizations view and manage risk has been termed integrated or enterprise risk management. Such a holistic view recognizes the importance of risk, regardless of its source, in affecting a firm's ability to realize its strategic objectives. Additionally, it reflects the realization that risks from different sources interact to define the overall risk profile of the firm.

The enterprise-wide view of risk management includes building a structure and a systematic process for managing all of a corporation's risks, regardless of their source. It considers financial, commodity, credit, legal, environmental, reputational, cyclical, as well as insurable risks such as injury to employees that could adversely affect the value of the firm.

As more and more firms are attempting to take an enterprise-wide view of the risks they face, integrating the identification, assessment, and management of risk has become increasingly important for firms to meet their strategic goals.

Management Models for Emerging Technologies. Information technologies such as the internet, intranets, electronically integrated supply chains, customer relationship management systems, e-business retailing, search engines, intelligent agents, and electronic marketplaces are changing the rules of business competition, disrupting established market patterns and creating opportunities for new business models. Businesses that can adapt their practices to capitalize on these new realities will realize major strategic advantages. Businesses that fail to adapt to the changes in technology and markets will risk compromising their competitive futures. Decisions concerning the adoption of these new technologies and the design of new business models that realize their inherent advantages are the substance of strategic and creative thinking on the part of business leaders and academics.

A prime example is the world wide web and the way it is revolutionizing the marketing and distribution of goods and services through electronic commerce. Individuals can now interactively obtain both the general and the specific product information they desire and purchase items at any hour of the day or night. In turn, these electronic transactions require changes in business models, including marketing, manufacturing, logistics, accounting and finance, and services. Understanding the nature of these markets and their economic implications is critical.

Forward-thinking businesses and governments will need assistance in understanding the business implications of these new technologies and their organizational impacts. The Terry College should be on the forefront of identifying and interpreting the marketplace and strategic role of new technology on business processes and enhancing organizational performance through new business models.

VI. SPECIFIC OBJECTIVES OF THE TERRY COLLEGE

To fulfill its strategic goals, the Terry College must set and achieve specific objectives for its activities and programs. The previously described vision and strategic goals, as well as the information obtained from the focus groups and analyses of its academic units, are the basis for the development of these objectives. It is expected that these objectives will be reached through activities consistent with our core values.

A. Instruction

Instruction has always been an important and valued activity of the Terry College, as evidenced by the numerous university-level teaching awards earned by faculty and the extensive educational technology that has been obtained and supported for classroom, faculty, and student-lab activities. However, two major limitations exist relative to our instructional activities. First, we have a minimal teaching development program for faculty and teaching assistants. Second, there is little coordination of curriculum within and between departments in the undergraduate, MBA and Ph.D. programs.

Objective 1: Implement faculty and graduate student teaching development programs by January 2001

Teaching development programs must be initiated for all faculty and instructors. Additionally, the Terry College will have a mentoring program for newly hired assistant professors, and Ph.D. students who are responsible for teaching classes. We will initiate a teaching workshop series to be held twice a year, with each workshop focusing on a specific type of teaching challenge (e.g., large classes, MBA classes, case classes, Ph.D. seminars). We should also encourage participation in campus teaching improvement programs such as Lilly Fellows, Senior Teaching Fellows, and Franklin Teaching Fellows. Finally, the college will also increase instructional technology support, including additional faculty training in the use of educational technology and additional technicians, to maintain and develop delivery systems.

Objective 2: Review the curriculum in each degree program by September 2001

We must develop learning objectives for each program (undergraduate, MBA, MMR, MAcc, Ph.D.). That is, we must identify the knowledge and abilities that students are expected to gain from each program. All courses will then be evaluated in terms of the program's objectives. Also, we must coordinate courses and content across departments to ensure that courses complement one another in developing learning objectives. Faculty work groups will be formed to accomplish this review and coordination.

Objective 3: Appoint a Ph.D. Program Director

Immediate changes must be made in the operation of the Ph.D. program. Currently, this program is a series of independent departmental offerings. Inadequate college-level coordination has resulted in areas of inefficiency. Additionally, there are no consistent research and learning objectives for students across our departments. Finally, there is little done to monitor and control the quality of the Ph.D. mentoring process. A director will be appointed before the end of 1999. This position will be active in these issues as well as in recruitment, assistantship and fellowship assignment, monitoring student progress, and placement of students.

B. Research

The Terry College will continue to emphasize quality research, both basic and applied. The desired results of this research are publications that are recognized by the academic and business communities as being important contributions. Increased research involvement with business organizations is to be encouraged so long as this activity results in notable publications in top-rated journals. To attain our goal of being in the top 30 universities in research, we must accomplish the following:

Objective 1: Increase the number of articles in top-rated journals by 10% per year for five years beginning in AY 2002

It is important to increase the presence of Terry College faculty in the top-rated journals of each discipline, but particularly in subject matter associated with our key areas of focus. Such placements are vital to the impact of our research and directly related to our reputation in the academic community. Such publications also have major implications for attracting faculty and Ph.D. students and obtaining funded research, particularly from governmental institutions. This goal requires that we identify a set of publications for each academic area that serve as our target journals. We must also develop necessary resources (e.g., research assistants, data bases, and data collection instruments) to support faculty publication efforts.

Objective 2: Increase funded/sponsored research to $1,000,000 annually by 2004

Individual faculty should obtain external funding to support programmatic research efforts. Since the college has not previously encouraged such activities, there will be a steep learning curve involved in identifying funding sources and developing assistance for proposal writing and the administration of grants. Chaired and tenured professors in each academic department should be the leaders in developing and obtaining funded/sponsored research from foundations, government agencies, and businesses.

Objective 3: Coordinate computer and database resources by December 2000

There are a number of databases and servers scattered throughout the college. Some of these are maintained by the college and others by individual departments. This arrangement is inefficient and results in wasted resources and duplication of effort. We must centrally coordinate the maintenance of these databases to maximize their availability and usefulness. This coordination requires personnel, centralized computer acquisitions, consistent upgrades, and Web support. Additionally, we will partner more effectively with The University of Georgia Library to extend the use of data to a wider set of faculty and graduate students and to share the increasing cost of data bases.

C. Staff Development

Staff members are critical to the Terry College's ability to meet its strategic goals and the particular objectives of its academic programs. However, the nature of the work of the staff has changed dramatically in recent years and is expected to continue changing in the near future. Specifically, educational technology has required many staff to master computer information equipment, software and graphic packages, and web site construction and maintenance. Others have been involved in skilled activities such as marketing the college, conflict resolution with students and their families, and academic advising. Although these changes in work activities have taken place, the college and university have not revised the human resource systems that affect the staff. This issue should be addressed.

Objective 1: Review the consistency of job classifications and salary ranges and levels across all units of the Terry College by September 2000

The staff positions within the college must, of course, comply with the University of Georgia's policies regarding classification and compensation. However, the college has not had a recent review of the validity of the present classification of staff positions relative to the recent changes in work activities. We should establish a committee that will examine the match between the present university classification of all positions and the current assigned tasks of the positions. This committee should also review the consistency of job classifications and compensation for similar jobs in different units of the college.

Objective 2: Develop and disseminate a staff skill development policy by June 2000

It is necessary that staff attend various training workshops and programs in order to increase skill levels in computer operations, interpersonal working relationships, and administrative and clerical tasks integral to present positions. The university regularly sponsors such workshops and programs, and the college has offered support for attending these programs. However, the college has not developed a formal staff development policy. This policy should discuss appropriate topics for study, procedures for obtaining college support, and frequency of program or workshop attendance.

Objective 3: By January 2001, review and significantly improve the availability and management of technical support for computer equipment operated by staff members

The Terry Co

The Warnell School of Forest Resources

Established in 1906, the Daniel B. Warnell School of Forest Resources is the oldest forestry school in the South. It is recognized nationally and internationally for its excellent programs in forest productivity, quantitative forest management, forest business, wildlife ecology and management, and water resources. People use forest resources and also demand that they be managed in ways that conserve and protect ecological and biological diversity and provide a range of recreational opportunities. The School=s programs emphasize the interrelationships among the natural resources and their interactions with human needs and management. The School consistently ranks among the top programs in North America and provides professional education, research, and outreach applicable to Georgia, the nation, and the international community.

School enrollment includes more than 200 pre-professional, 175 professional and 125 graduate students each year, with additional continuing educational programs for more than 1,000 working natural resource professionals. Sixty-five faculty work in diverse disciplines such as forest production, business, economics, policy, wildlife ecology and management, fisheries and aquaculture, soil biology, genetics, forest products, spatial imaging, biotechnology, water resources, and environmental science. Modern facilities include four campus classroom/office buildings, laboratories, the 740-acre Whitehall Forest in Athens, and more than 22,000 forested acres across the state used for teaching, research and service activities.

Mission

The Mission of the Warnell School of Forest Resources is to excel and lead in forest and natural resources management that ensures sustainable production, use, values, benefits and enjoyment; to educate and prepare students to effectively use, manage and conserve these resources; to seek new knowledge and develop solutions through basic and applied research; and, through its service and outreach programs, to deliver research-based information and educational opportunities to the citizens of Georgia and beyond.

Strategic Objectives

The School identified five inter-related strategic objectives that chart the course of change needed to meet our mission and program objectives in the coming decade.

Enrollment

Objective

Increase graduate enrollment by 40 percent, from 125 to 175, while stabilizing undergraduate professional student enrollment at 240 students.

The Masters degree is fast becoming the standard for professional employment in forest resources. The School will continue to prepare students in forest resources at the Bachelors level and maintain current undergraduate enrollment. The demand for Masters- and PhD-level professionals will continue to rise and the School intends that future growth be in graduate enrollment, which will further complement our research and service missions.

Actions and challenges:

• Implement a 2-plus-3 year professional program of study in forestry leading to both the BSFR and MFR degrees in five years.
• Increase graduate recruiting in the MFR, MS, and PhD programs, while maintaining current high academic standards.
• Increase available funding for graduate assistantships, scholarships, and awards to recruit top students.
• Expand facilities to accommodate increased enrollment, teaching, and research.

Funding

Objective

Increase financial support for the School, primarily through contracts, grants, and private funds.

The School receives funding from the state and from federal funding programs for research and service, including McIntire-Stennis, Hatch, Smith-Lever, and special funding initiatives. Federal funding sources are likely to be stable or even decreasing in the coming decade. Increases in the costs of conducting research, growth of graduate enrollment, public education, and other new initiatives must be funded through increased state support, contracts, grants, and private sources.

Actions and challenges:

• Work to maintain stable federal funding and increase state funding.
• Increase contract and grant funding by over 100 percent to reach $5 million/year by 2010.
• Investigate the potential of patenting and licensing intellectual property to provide future income to the School and University.
• Appoint a permanent Associate Dean for Research and Service to facilitate new contracts, grants, and other funding sources.
• In concert with the University=s capital campaign, increase the School=s private endowment.
• Develop five additional endowed chairs/professorships that represent the breadth of disciplines in the School.

Diversity

Objective

Diversify the Warnell School student body and faculty, and enhance the School=s global influence through active international programs.

The School must increase the diversity of its students and faculty to provide global leadership in forest resources. The international components of our research and education programs must also be enhanced to support the continuing globalization in forest industry and natural resource conservation concerns.

Actions and challenges:

• In partnership with industry, public sector employers, and natural resource professional societies, establish a comprehensive high school recruiting campaign and scholarship program to attract and reward top students.
• Add fellowships and assistantships to recruit top graduate students from the historically black U.S. colleges and universities, and to attract international graduate students.
• Significantly diversify the School=s faculty by doubling the number of women and/or minorities by 2010.
• Establish at least one visiting international faculty position that would rotate among disciplines.
• Emphasize the faculty leave policy for teaching, research, and/or service, to encourage international opportunities.
• Encourage international research collaboration.
• Expand the role and function of the School=s International Programs Coordinator.

Program Delivery

Objective

Integrate virtual and distance learning, new technologies, and non-traditional approaches in delivering our programs to a greater diversity of students, professionals and adult learners.

The Internet and the advent of distance learning technologies offer tremendous opportunities, both to enhance the education of traditional students and to reach new audiences. By offering courses in a concentrated format at non-traditional times, we can attract new adult learners to UGA for advanced professional training.

Actions and challenges:

• Using distance learning and non-traditional scheduling, develop an executive graduate program for in-service professionals, beginning with the MFR in Forest Business by 2001.
• Develop interactive web information and educational offerings of the School=s professional continuing education courses for delivery to individuals and organizations beyond state and national borders.
• Create core undergraduate and graduate courses that are available to students, in whole or in part, over the Internet.
• Establish regional and national partners in distance learning that will expand the School=s influence beyond the state and broaden the course offerings available to our students.
• Develop professional, for-credit courses offered in a concentrated format outside of the traditional semesters.

Partnerships

Objective

Develop partnerships, both within and outside the University, to complement the School=s teaching, research, and service objectives.

Partnerships with others will help us meet our mission and develop our programs to their fullest potential. Private industry, public agencies, non-government organizations, other research and education institutions, international partners, and colleagues in allied departments on campus can all enhance and strengthen our programs.

Actions and challenges:

• Enhance existing industrial partnerships and develop new ones to meet the challenges of future resource management, e.g. the emerging Wood Quality Consortium.
• Enhance partnerships with federal research agencies to mutual benefit, including existing partners such as the USGS Cooperative Fish and Wildlife Research Unit, the Patuxent Research Station, and the USDA Forest Service Research Units on campus, and also develop new partnerships with DOE, EPA, and other agencies.
• Enhance partnerships with state agencies, including the Georgia DNR and the Georgia Forestry Commission.
• Seek partners among other academic and research institutions in geographic areas and scientific disciplines that complement our strengths.
• Seek international partners to enhance faculty and student exchange programs.
• Encourage interdepartmental, interdisciplinary, and inter-institutional collaboration.

Program Directions

Forest Productivity

The key to maintaining Georgia=s nationally preeminent position in forestry will be to expand the productivity of our forest resources. Research over the past 20 years has led to operational increases in Georgia=s pine plantation productivity of more than 100 percent. Further research will be multi-disciplinary and broad based, focusing on fiber yields, wood quality, biology, soils, hydrology, and economics to increase productivity. The School is committed to leadership in intensive forest management, modeling growth of forests, and training managers with the skills and knowledge to implement these new techniques.

Wildlife Ecology and Management

Expenditures for wildlife-associated recreation such as hunting and wildlife-watching in Georgia total nearly $3 billion per year and provide many intangible public benefits. The School, which offers the only four-year wildlife degree program in the state, will ensure that its instructional and research programs in the ecology and management of game, non-game, and endangered species remain among the best in the nation.

Hydrology and Water Management

Water quality and supply are likely to become dominant environmental policy issues in Georgia in the next 10 years. The School has a long history of innovation in the field of hydrology and will provide leadership in helping to resolve state water management conflicts. The water program fills a unique niche on the UGA campus by focusing on practical management practices and opportunities for sustainable water use.

Fisheries and Aquaculture

Besides their direct economic contributions of more than $2.4 billion to the state=s economy annually, fish and other aquatic resources provide many intangible benefits to Georgia communities. The School, which provides the only degree-granting fisheries and aquaculture program in the state, will expand its role in both education and research relating to the stream and river ecology of fishes and aquaculture of commercial and rare species.

Biotechnology of Forest Resources

Biotechnology has tremendous commercial potential and the School is positioned to be a major provider of new science and technology to support this emerging growth industry. The School=s biotechnology program will work through partnerships across the campus, state, and nation to focus on genetic transformation and regeneration technology, genomics and gene discovery, characterizing genetic diversity, and developing genetically engineered organisms for use in resource management and remediation.

Forest Business and Management

Georgia's forest sector annually contributes more than $20 billion to the state's economy. Through the Center for Forest Business, the School integrates the business aspects of forest production and processing with the biological and ecological requirements of sustainable forest production.

Human Dimensions in Natural Resource Management

Today's legislative and regulatory climate increasingly demand that natural resource managers include societal values and cultural factors as well as biology and ecology when developing natural resource management plans. The School=s emphasis in Human Dimensions will combine the natural sciences with human-oriented disciplines such as sociology, psychology, education, and communications.

Spatial Information Management

The use of spatially related data is key to the integration and analysis of multiple resources in land-use decision-making. The School is incorporating new tools, models, and curricula to educate resource managers in this area of endeavor.

Natural Resource Ecology and Environmental Remediation

The School has pioneered the use of management tools and techniques to assess, renovate, and reclaim landscapes and natural resources for restoring and sustaining soil productivity. Examples include assessments of water quality, phytoremediaton of contaminated sites, and restoration of threatened ecosystems.

Integrated Natural Resource Management

Changing human demographics, societal values, and environmental concerns demand that the School emphasize forest-based management concepts that are sustainable, ecologically sound, and efficient. The integration of forest production and sustainability with wildlife, watershed, fisheries, and recreation management is an essential component of modern environmental education. The School is committed to its leading role in developing multidisciplinary research and education initiatives that integrate all aspects of natural resource management.