The 2000 Action Plan Narrative and Status Report are derived from the 1995 Strategic Plan and should be understood as its annual iterations. The Status Report consists of 31 Action Items in column I, which were taken from the 1995 Strategic Plan. Wha t follows in columns II to VII, chart the efforts of the University to achieve the goals of the Strategic Plan. The spreadsheet indicates the strategic allocation of resources in 1999 [column II], vehicles through which action is taken [column III] , what has been accomplished in each area of focus [column IV], data that are available [column V], or needed for appropriate monitoring of achievements progress [column VI], and further actions required in ongoing pursuit of strategic objectives [column VII]. The 2000 Action Plan Narrative that follows identifies those areas that will receive priority attention in 2000. These are meant to assist the University in achieving the broad strategic goals of distinctiveness and excellence in an incremental way by directing the work program of the University and, where necessary, the allocation of its fiscal resources.
Context for the 2000 Action Plan:
Progress on Goals and Objectives Amidst External Mandates and Internal Commitment to Excellence
The first key feature is the budget shortfall experienced for FY 99 and FY 00 as a consequence of conversion to the semester system, and a potential continuing shortfall for FY 01. A second contextual feature is the budgetary environment of the state w here there are indications that budgetary flexibility is being reduced.
The first is that progress continues to be made in the development of systematic planning and evaluation mechanisms and processes within the institution and in the accomplishment of other selected objectives. The University is considering an int ernal reallocation of the budget from programs of lower priority to targeted needs identified through the systematic planning and evaluation mechanisms. A second contextual feature is the conversion of part-time positions to full-time, non-tenure-track p ositions. There will be additional resources required for the conversion of some of these lines to renewable lectureships and tenure-track positions as well as for faculty development support and office space. Because of the foregoing, this action plan d oes not identify any entirely new initiatives for 2000.
1999 Status Report (see attachment A)
Priorities for 2000
In addition to the ultimate of the University priorities to support continuation of current necessarily incremental improvements in research, academic programs and libraries in areas already identified as priorities, the following areas should be given attention in 2000:
Budget Considerations for Reallocation. Decisions
regarding reallocation targets will be guided by the following
Alpharetta Center. The Alpharetta Center will be completed in February 2000 and should be available for classes starting in May 2000. Support staffing of the facility will be necessary for FY 01.
Customer Service. While the regular cycle of Administrative and Support Unit Assessment will generate periodic information about customer satisfaction with university offices, it is imperative that improvements be made now in unit respon siveness. Managers need to be trained and held accountable for staff performance and unit effectiveness. The offices of Institutional Research and of Strategic Support will provide support.
Enrollment Management. The Enrollment Management Committee of the Senate Committee on Admissions and Standards will give leadership to this vital area. Fall 2001 admission requirements will require aggressive recruitment and retention ef forts to help the university recover and increase its student headcount and student credit hour generation. Various initiatives to enhance enrollment will be made and their effectiveness assessed. Pace of advancement towards fall 2001 targets will be mad e in consideration of overall impact on enrollment. There will be a balanced commitment to recruit and retain all students - freshmen, transfer, non-traditional, international, and graduate students. A cross-functional tea m will be established to improve processing of financial aid awards.
IS&T Infrastructure. The final year of a multi-year plan to bring all buildings up to industry standards for network connections will be funded as part of the foundation for improved communications and for improved academic and admin istrative computing. The migration of administrative information systems from existing legacy programs to a client-based environment will continue. Human Resource system migration was delayed from FY 00 and, with continued difficulties associated with t he legacy student information system, migration of SIS to Banner will be pursued with an expected completion date of summer 2002. A Faculty Information System will be developed partly to ensure that the university is in compliance with SACS requirements. Workstation support for faculty and staff needs to be increased to provide more rapid response than the present 14-day level. Improvements will continue to upgrade the number and quality of media-equipped classrooms. A management Decision Support System w ill continue to be developed. A data warehouse will be finalized. The DSS will be web based, thin client with analytical capabilities. Upon completion, the DSS should have enterprise information characteristics, incorporating selected data from Student Information System, Spectrum, Human Resources data, facilities data, and faculty data. Development of an integrated relational database will greatly facilitate collection of the "Data Needed" section.
Follow Up to SACS and NCAA Reports. As a follow up to SACS recommendations, there will be further development of student learning outcomes for both General Education and majors. A cross-disciplinary team will refine current efforts for General Education. All departments will develop outcomes for their majors. Academic Program Review will include examination of student learning outcomes for programs to which a department contributes. Pilots for idealized learning outcomes or standards will be developed in biology and history as part of a national project. In addition, pilot performance assessments for admission to the university as freshmen or transfer students will be developed in conjunction with four two-year and three other four- year System institutions. In addition, the university will develop a plan to mentor and orient PTIs and GTAs and to assess learning outcomes of graduate programs.
Implementation of Task force recommendations: In early spring 1999, two task forces were established on advancement of women and on recruitment and retention of under-represented faculty. Various recommendations will be implemented in 20 00, spearheaded by part-time faculty dedicated to each area, and working on behalf of the Provost=s office.
Strengthening Student Learning
Presidential Assistantships: Students are being provided assistantship experiences according to their academic goals. Attractiveness of this program as a recruiting device for highly qualified freshmen and transfer students will be assessed. P>
Honors Program: The Honors program will be relocated to the University Center. Expanded offerings within and beyond Arts & Sciences will be developed. It will undergo Academic Program Review.
Semester conversion adjustments: Pedagogical impact of the change from a quarter system to a semester system will be discussed in forums led by the Center for Teaching & Learning. In addition, attention will be given to course load advisem ent for students.
Academic Improvement Program: Students in academic difficulty are being provided assistance through a structured program that includes advisement, academic skills development, and counseling.
Comprehensive Campaign: The campaign has moved to its public phase. Successful completion is anticipated by December 31, 2000. To date, December 1999 over $70 million of the $75 million goal has been received or pledged.
Strategic Plan: The current Strategic Plan that was developed in Fall 1994 and approved in March 1995, is being reviewed and revised in fall 1999, with anticipated approval by the University Senate in Spring 2000.
The many institutional improvements that have followed upon the adoption of Georgia State's Strategic Plan reflect a considerable effort on the part of dedicated faculty, staff, and administrators. The con scientious work of everyone who has contributed to the collective effort is sincerely appreciated.