Action Plan for the University Strategic Plan



2001 Progress Report

Recruitment & Retention of Students | Undergraduate Experience | Graduate Experience | Academic Programs & Faculty | Connection to the Greater Community | Infrastructure/Support Improvements

Academic Programs & Faculty

US News & World Report ranked the J. Mack Robinson College of Business flexible MBA program the best public program nationally, fifth among all universities and in the top ten for six consecutive years. US News & World Report ranked five undergraduate programs in the J. Mack Robinson College of Business among the best in the nation, including Insurance 2nd best, Electronic Commerce 8th best, Real Estate 8th best, Management Information Systems 13th best, and Management 26th best. US News & World Report also ranked the Computer Information Systems graduate program 11th best in the nation. Computerworld ranked RCB among the top "Techno?MBA's" in the country. SUCCESS ranked the Entrepreneurship program 19th among public universities. Forbes ranked RCB the best business school in the state and 11th in the top 20 best regional universities for return on investment. The college ranks among the top ten leading Executive MBA programs in the world by Business Week. The Journal of Marketing Education ranked the Marketing department 22nd best. The CPA Personnel Report ranks the School of Accountancy 19th best graduate accounting program.

In the area of instructional technology, National Jurist Magazine cited the College of Law as the 11th "most wired" law school in the nation. Law student teams finished 5th in the National Trial Advocacy Competition and 3rd in the William Daniel National Mock Trial Competition.

The Philosophical Gourmet Report rated the M.A. program in Philosophy as tied for third best in the nation among programs that offer only the MA. The MA/JD program was rated as second best in the nation.

US News & World Report ranked graduate programs in the Andrew Young School of Policy Studies as 6th in Public Finance/Budgeting, 7th in City Management/Urban Policy, and 31st in Public Affairs.

Georgia State provided leadership in teacher education reform for the state and metropolitan Atlanta. The Urban Education Center initiated programs to train leaders in urban education. Reading Recovery and Direct Instruction faculty addressed literacy concerns in metropolitan schools. Project Dove and the Center for School Safety helped area schools implement solutions to classroom behavior problems.

Faculty from the College of Arts and Sciences and the College of Education collaborated in designing and implementing teacher preparation programs, with several undergraduate programs changing from certification to pre-professional programs, which lead to undergraduate degrees in content areas, alternative preparation master's programs, and then certification. This collaboration resulted in innovative cross-discipline science courses for future science teachers, which will enable them to understand connections among different science disciplines and to prepare more broadly in scientific fields.

The Professional Education Faculty started the GSU Teaches Georgia program, which provides accelerated, summertime preparation for provisionally certified teachers in fields with teacher shortages. In the fall following their summer coursework, these students serve as teacher assistants in area schools under the supervision of experienced, well-qualified teacher-mentors. Demand for this program far exceeded capacity.

Georgia State advanced in technology across many academic disciplines. Yamacraw funding for new faculty positions enabled expansion of course offerings in Computer Science, in particular in wireless technology and digital signal processing. Yamacraw-related companies participated in on-campus information sessions to inform students about current issues and career opportunities in computer science.

An indication of support for academic programs through library acquisitions is given in Table 16.

Faculty Support & Development

An outcomes analysis of internal grants programs is being made to decide how best to allocate these funds. Recommendations of two task forces on advancement of women and on recruitment and retention of under-represented faculty have been refined by various Senate committees and are being implemented. Efforts continue to be spearheaded by Senior Faculty Associates dedicated to each area and working on behalf of the Provost office. Table 17 indicates faculty diversity.

<< Back to 2001 Progress Report