NEW ACADEMIC PROGRAMS
African and African American Studies
Planning Unit(s): College of Liberal Arts and Social Sciences, Department of Social and Behavioral Sciences.
Responsible Administrators: Dean, and Head, Department of Social and Behavioral Sciences
Planning Objective: To develop and implement an interdisciplinary major in African and African American Studies leading to the Bachelor of Arts degree.
Action Plans
FY 1998:
Receive Board of Regents approval of the proposal.
Develop new courses to augment current course offerings in the area.
Recruit students for major.
Arrange and sign memoranda of understanding with agencies that will host program interns.
Establish partnerships with non-governmental organizations for program enhancement.
Conduct workshop for faculty who will teach in the program.
Resources Needed: $2,000
FY 1999:
Implement major.
Expand student recruitment effort.
Start implementation of memoranda of understanding.
Resources Needed: $289,000 (Source of funds: budget reallocation)
FY 2000:
Expand student recruitment effort.
Establish a Center for African and African American Studies.
Resources Needed: $200,000
Airway Science
Planning Unit: Office of Academic Affairs, College of Sciences and Technology
Responsible for Objectives: VP for Academic Affairs, Dean
Planning Objective: The program relates to the institution's commitment to a high quality general education program supporting a variety of disciplinary, inter-disciplinary and professional programming at the baccalaureate level.. The program will increase the participation of minorities in the aviation industry. There are no universities or colleges in the University System of Georgia that have an Airway.
Action Plans
FY 1998:
· Program to begin with semester conversion
· Collaborative and/or distance learning components: We plan to collaborate with Savannah Aviation Inc. and Diamond Aviation Inc.
· Insure Institutional readiness for program implementation: The Dean of the School of Sciences and Technology has appointed a committee to do the "need analysis" and Feasibility study.
· The committee has found that in order to implement the program, the college will need to obtain the following resources: two faculty to teach aviation courses; Aircraft Simulator Laboratory; Aviation magazines, library resources, and two classrooms
· Fiscal implications of the new program:
· To start the program, the college will need $160,000.
·
To maintain the program $110,000 will be required.
Psychology
Planning Unit(s): College of Liberal Arts and Social Sciences, Department of Social and Behavioral Sciences.
Responsible Administrators: Dean, and Head, Department of Social and Behavioral Sciences
Planning Objective: To develop and implement a major in Psychology with an urban community psychology concentration leading to the Bachelor of Science degree.
Action Plans
FY 1998:
Receive Board of Regents approval of the proposal.
Develop new courses to augment current course offerings in the area.
Recruit students for major.
Negotiate and sign memoranda of understanding with agencies that will host program interns.
Establish partnerships with non-governmental organizations for program enhancement.
Resources Needed: $1,000
FY 1999:
Implement major.
Expand student recruitment effort.
Start implementation of memoranda of understanding.
Hire one Assistant Professor to complement current faculty.
Identify instrumentation needed for a Behavioral Sciences Laboratory.
Resources Needed: $50,000
FY 2000:
Expand student recruitment effort.
Establish a Behavioral Sciences Laboratory.
Resources Needed: $150,000
Hospitality Management
Planning Unit: Office of Academic Affairs, College of Business Administration
Responsible for Objectives: VP for Academic Affairs, Dean
Planning Objective: The 1994-97 University Plan contained strategies leading to the creation of an academic major in Hospitality Management in the School of Business. In the Fall of 1996 in light of the System budget redirection efforts and the fiscal difficulties arising from the enrollment decline, the faculty of the College of Business Administration decided to put the plans for this project on hold until such time as the fiscal environment would allow its revival. All associated plans and undertakings including the search for two faculty positions in Hospitality Management were suspended. Further, the College of Business Administration (COBA) has undertaken a major commitment to pursue professional accreditation from AACSB for its programs. In light of this and given that programmatic stability is one of the key criterion for securing AACSB accreditation, it is unlikely that the COBA would be able to revive this project during the next planning period.
International Business Management
Planning Unit: Office of Academic Affairs, College of Business Administration
Responsible for Objectives: VP for Academic Affairs, Dean
Planning Objective: The School of Business accomplished the action items mentioned in the University Plan relating to this area. Never-the-less, this major did not attract the expected critical mass of students. The School of Business began a review of this area during the Spring Quarter of 1996 and made the recommendation that this area be refocused. Much of the international content of the major was included into the newly formed Foundation Knowledge in Business area in the semester based B.B.A. degree in all programs. Further, given the entrepreneurial focus of the International Business Management curriculum, COBA is working to refocus this program so that it can meet the need for training in small business management and entrepreneurship.
Criminal Justice
Planning Unit: College of Liberal Arts
Responsible for Objectives: Dean
Planning Objectives: This five year plan for the Criminal Justice Program at Savannah State University derives from several proposals, which were created during the 1996-97 academic year, and are now in various stages of review. The activities described in these proposals serve as a set of concrete objectives to be implemented in a five-year plan. They are as follows:
The proposal for the new, semester-based curriculum for the Criminal Justice Program (see below). This has been approved by the Departmental Curriculum Committee and the Faculty of the Department. This curriculum contains new courses that must be designed. It also requires of each student in the program a one-semester, full-time internship, which can be served in agencies out of the city. This will take careful planning to implement. It is appropriate, thus, that the instructional part of the five-year plan be based on carrying out this new curriculum. The new curriculum and the description of the new courses described below should be the blueprint for action over the next five years.
The proposal on school-based violence prevention and violence research which was submitted to the undergraduate research program of the National Science Foundation in January of 1997. This proposal describes a two-year program of undergraduate training and research on adolescent violence prevention (abstract attached).
The proposal on community policing and violent disputes which was submitted to The National Institute of Justice in December of 1996 (abstract attached.) This proposal calls for a research and action collaboration with the City of Savannah Police Department and the Public Housing Authority for the reduction of violence caused by disputes.
The proposal on violence against women (abstract attached). This is currently written in draft form and is being modified by a work group made up of criminal justice and sociology faculty. This proposal also calls for collaboration with community agencies
Action Plans
FY 1997-98:
Teach current courses.
Plan new courses for next year. Create a uniform senior seminar for all sections. Write catalog descriptions and course outlines. Order books and supplies. Order library materials to support the new curriculum.
Create advisement procedures for the new curriculum. Create articulation plan between the old and new curriculum.
Orient students to the new curriculum.
Write a brochure about the new curriculum to be used to recruit students to the program.
Create a schedule of class offerings that will lead to all future seniors to take a senior seminar in the Fall semester and a one-semester internship in the Spring semester.
Arrange administrative procedures for the new curriculum that will provide for small class sizes for the senior seminar and financial support for faculty travel to supervise interns.
FY 1998-99:
Implement articulation plan between old and new curriculum.
Teach new courses for the first time.
Develop full-time internship sites for the Spring Semester during the Fall Semester. Place students and travel to all sites in the Spring semester.
FY 1999-2000:
Assess and modify courses in the new curriculum.
Continue to develop internship sites.
FY 2001-2002:
Have program reviewed by the program review process of the American Academy of Criminal Justice Sciences
Have faculty work group make plans that respond to the review of the American Academy of Criminal Justice Sciences.
FY 2002-2003:
· Review the employment status of graduates of the Criminal Justice program. Create a Criminal Justice Program Alumni group to support the program.
Planning Unit: Division of Learning Support
Responsible for Objective: Director of Learning Support
Planning Objective: To propose a new Learning Support Program. The present SSU Learning Support Program needs redefining to conform to Savannah State University's "Mission Statement' and to the Regents' "Vision for the University System," its "Guiding Principles," and its "P-16 Policy Directive."
Goals of Change:
The redefining must address the problem of the growing numbers of under prepared students seeking college admission, keeping in mind that "there must be a collaborative effort among public schools, TRIO programs, community organizations and post secondary institutions" in order to reduce under preparedness.
The redefining should not negate the nurturing environment that Savannah State University emerging scholars now have.
The redefining must include a commitment to attract more students better prepared for college and to sustain their interests through more planned scholarly activities.
The redefining must provide a structure flexible enough to accommodate the needs of nontraditional students, projected to be one of the fastest growing groups on college campuses by the year 2000.
The redefining in the delivery of Learning Support Services must not only be cost effective but also offer improved delivery as well as improved communication interaction, and collaboration in that delivery.
The redefining must also reflect a commitment to excellence in teaching, to superior academic support services, to fulfillment of community needs, and to a high quality general education program. (Core Mission Statement for Senior Colleges in the University System of Georgia, 1996).
The redefining should provide support for faculty and staff development activities that impact on student development.
Using these assumptions the Division of Learning Support has redefined its mission and its structure, offering a viable, comprehensive plan that would improve academic support and develop and coordinate faculty and staff development activities.
Action Plans
FY 1998:
Under the proposed configuration Learning Support proposes to change its name to University College, a more inclusive, generic term that covers the scope of the proposed non-degree related programs and services. Moreover, because Learning Support on this campus has been limited to remediation for under prepared learners, its connotation would hinder the acceptance of our vision to expand our program and services to accommodate the University in general. In short, "University College" would be more palatable to the University family.
Under the new configuration, University College would be the bona fide academic support umbrella for the University. The terms "developmental studies" learning support would continue to refer to remediation/skills development provided specifically for under prepared students, whereas "academic support' would subsume remediation for under prepared students as well as include development of student talent through enrichment activities. At SSU, "academic support" would mean academic assistance rendered to all students needing some form of intervention (1) to prepare for the academic and social rigors of the University, (2) to achieve and maintain success in their core and major courses, and (3) to develop and express their talents. Research suggests that the more comprehensive the services of a developmental program, the greater its likelihood of promoting student success.
This shift in focus is significant because it embraces the philosophy of developmental education in its broad interpretation. Remediation of under prepared learners is only one facet of developmental education. Developmental education includes learning experiences from remediation to enrichment, to the fullest development of talent. Therefore, University College would be an umbrella providing academic support to the following categories of students:
Developmental studies students needing remediation and development of skills to prepare them for the academic rigors of the core.
Provisionally admitted students who satisfy SAT requirements but whose Freshman Index is less than 1940 because of a low high school GPA,
Nontraditional students who need both academic and psychosocial support;
Regularly admitted students having difficulty with core subject area(s);
Students having difficulty with the Regents Examination;
Honor roll students who have the ability but not the discipline to become Deans' List/President's List students;
Students seeking enrichment courses outside the core to refine skills needed for college success.
Students needing activities and forums to develop and express their talents.
Secondly, this shift in focus for Learning Support is especially significant because the new configuration would benefit a variety of students through the expansion of its academic programs and support services.
Under the new configuration, University College would bridge the gap not only between remedial and core courses but also between core and major courses. To enhance student success, additional courses in mathematics, English, and reading are proposed for nommajors as electives.
One of the guiding principles of University College would be to identify at-risk students as early as possible in order to connect them to appropriate academic support. Such academic support might include developmental studies courses, learning support courses and taught parallel to freshman college algebra, English, and history courses respectively; enrichment courses; tutorial services; counseling; and academic advisement.
Moreover, gifted students at the University need more opportunities to develop and display their talents. University College proposes to provide and/or connect students to appropriate activities that include debates, colloquies, publication and presentation of scholarly research and contributions in sciences and technology, business, humanities, fine arts, and social sciences; and experiential activities.
The University College could also provide computer training for older students who have not acquired skills necessary for computer assessment and laboratory experiences. Since the current faculty/staff computer training, funded by Title III, will terminate in 1997, the University College proposes to incorporate this activity under its umbrella to provide continued, nonpartisan training for the employees in use of new software, new hardware, and new technologies. Moreover, the College would provide a mechanism to support the improvement and development of curricula and instructional delivery for the new millennium.
Also, in support of "raising the bar" for academic excellence, the term "academic support"' would include a collaborative P-16 effort with Trio in order to reduce the burgeoning number of under prepared college students in Savannah/Chatham County. Through the Director of University Testing, the University College would provide test-taking strategy workshops, mock testing and timely feedback. The University College faculty would serve as consultants on basic skills needed for college success. University College would also co-sponsor with Trio a Middle School Day and a High School Day to expose prospective college students to the various major departments on campus and to arrange for students to attend core/major classes for a day. University College would develop partnerships with the community to sponsor basic skills camps for at-risk youths. Additionally, University College would develop a partnership with the Savannah/Chatham Public Schools to offer early college credit in core courses to high school seniors with honor status. This program would be a mechanism to attract gifted students to the campus who might stay provided adequate financial aid/scholarships are available.
In short, under the new configuration, Learning Support/Developmental Studies (L.S./DS) would be liberated from the narrow confines of remediation for under prepared college students. It would become a bona fide support program for the University as a whole.
A consolidation and/or collaboration of all interrelated support programs of the University in which a degree is not granted.
The development of more courses and activities for enrichment and seminars in the area of academic reinforcement: study skills, test-taking strategies, etc.
The academic programs would offer remediation in basic skills of English, mathematics, and reading, and enrichment in practical skills requisite in the professional arena.
The academic support services would include a miscellany of support mechanisms and activities to promote faculty, staff, and student development; and P-16 initiatives to help reduce college under preparedness in coastal, southeastern Georgia.
The academic programs would include English, reading, mathematics, orientation to University life (Freshman Year Experience), and computer literacy.
The areas of academic support services would include the three Learning Labs (En&h,
LEARNING SUPPORT PROGRAMS
LEARNING SUPPORT ADVISEMENT
Planning Unit: Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor and Mrs. Norma E. Wilson-Burton
Planning Objective: The Learning Support Academic Advisement Program is responsible for providing academic support through advisement to the following students: 1) Developmental Studies students until they exit the core; 2) undecided majors until they declare a major; 3) students whose majors are not offered at Savannah State University until they transfer to another institution or change majors; and 4) all other provisionally admitted students until they exit the core curriculum. The program is structured to meet nationally established goals of academic advisement. The advisement program will work in tandem with Academic Tracking and Early Intervention to develop and maintain an intrusive advising system that monitors student progress through the curriculum and that intervenes before students experience an academic crisis.
Action Plans
FY 1997:
Work with administration, faculty, staff, and students to develop a needs assessment of current advisement practices and desired advisement structure.
Develop an advisement system tailored to meet the needs of the student populations served.
Select and train faculty, staff, and peer advisors.
Consult with administration and faculty to develop a practical recognition and reward system for advisement.
Evaluate current advising materials and develop supplemental material as necessary.
Develop an assessment procedure to evaluate program effectiveness.
FY 1998:
Provide ongoing training of advisors.
Monitor the appropriateness of the recognition and reward system.
Update advising materials as needed.
Continue regular assessment of program effectiveness.
FY 1998-2003:
Continue the maintenance of the advisement program.
Resources Needed:
Professional Consultation
Survey Research
Empirical Data
Advisor Training Workshop Materials
Workshops and Conferences
Advisement Resources
Projected Cost:
Professional Consultation (FY 1997) $1,500.00
Program Assessment (FYs 1997-2003) 1,400.00
Advisor Training (FYs 1997-2003) 2,100.00
Advising Information (FYs 1997-2003) 3,500.00
________
TOTAL (FYs 1997-2003) $ 8,500.00
Evening/weekend University
Planning Unit: Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor and Ms. Rosalind Kent
Planning Objective: More and more older students are enrolling in colleges across the nation. At Savannah State University, 13% of entering freshmen for Fall 1996 exceeded the age of twenty (20). The growth in nontraditional students could help boast University enrollment if it were possible for nontraditional students to pursue and complete a degree in any of the major programs during evenings and weekends. The Evening/Weekend Program would be responsible for collaborating with department heads to schedule course offerings, time, and instructors and with the Director of Auxiliary Services to offer extended services during evenings and weekends. The Program would also be responsible for creating incentives to attract some of the brightest and most enthusiastic instructors to help build a strong, viable program with a growing clientele that could offset any loss in enrollment due to the new admissions criteria.
Action Plans
FY 1997-1998:
Develop and place the Evening/Weekend Degree Program in the proposed University College.
Conduct a needs assessment of nontraditional students.
Work with the Office of Admissions to identify those students who would be potential Evening/Weekend Degree Participants.
Develop appropriate advisement and support mechanisms.
Develop marketing publications and promotional materials.
Visit the military and businesses in local and surrounding areas as well to recruit and promote the program.
Develop and implement office for Evening/Weekend Degree Program.
FY 1998-1999:
Implement courses during the summer months.
Attend workshops on programs for the adult learner.
Compile and/or update study on the needs of the students in the program.
Write grants for funding for a day care or contract day care services with a private owner.
FY 1998-2003:
Continue to expand enrollment in the program. Solicit help from businesses to offer incentives to employees for attending the Evening/Weekend Degree Program.
Resources Needed:
Evening/Weekend Degree Office
Compensation for Director and Assistant Director
Marketing Publications
Promotional Material
Travel (workshops)
Office Assistant
Cost
Annual Compensation for Director $ 3,000.00
Annual salary of Office Assistant $18,000.00
Promotional Materials (per FY) 2,500.00
Travel (per FY) 2,000.00
Office Supplies (per FY) 2,500.00
Equipment for initial set-up 2,000.00
Benefits for Office Assistant (33%) 5,944.00
Total Start-up Cost $35,944.00
Freshmen Year Experience I & II (Univ 101 & 102)
Planning Unit: Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor and Mrs. Juanita Adams
Planning Objective: To implement the Freshman Year Experience Courses I & II , one semester credit hour, pass/fail courses which focus on providing an enhanced orientation to the university by teaching the skills that promote college survival. The course objectives will include a range of skills including study skills, test-taking, memory, time management, interpersonal skills, critical thinking, note-taking, listening, concentration, goal-setting, money management, building relationships, career assessment, decision-making, leadership training, computer literacy, and opportunities for community volunteerism. In addition, students will be exposed to a series of academic resource mechanisms such as the computer labs, tutorial labs, the college library, and the career placement center in order to assist them in professional goal-setting. These courses should increase the likelihood of increased student retention and academic success in the upper level classes.
Action Plans
FY 1997:
* Site visit to University of South Carolina to preview its University 101 course, which has set the pace for student orientation courses in the southeastern region.
* Recruit and identify prospective faculty for the courses
* Conduct training (on-site workshops) of Freshman Year Experience (FYE) faculty
* Prepare course syllabi
FY l998:
* Identify community resources ( for volunteerism sites)
* Select textbooks and course materials
* Implement course Fall Semester of l998
FY l998 - 2003:
* Continuous implementation and evaluation of course
Resources Needed
* Appropriate software, videos, interest inventories, and other instructional aides
* Printed brochure for volunteerism phase of course (Freshman Year Experience II)
Projected Cost
Instructional Aids .....................................................$2,200.00
Printing .................................................................... 800.00
TOTAL $3,000.00
Learning Support Courses
READING COURSES
Reading Skills (Rgtr 0198) 3 Institutional Credit Hours: Proposed Collaborative
Planning Unit: Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor and Mrs. Yvonne Mathis
Planning Objective: As currently designed, this course would continue to assist students who have failed the reading section of the Regents’ Examination. Students enrolled in undergraduate degree programs leading to the baccalaureate degree need to pass the Regent’s Examination as a requirement for graduation. Students must take the Examination in the quarter after they have completed 60 quarter credit hours (or the semester equivalent) if they have not taken it previously. The Division of Learning Support and the Department of Humanities shall provide an appropriate program of remediation for students who fail the reading section of the Regents’ Examination and shall require students who have earned 75 quarter credit hours ( or the semester equivalent) and who have not taken the Examination to enroll in a reading skills course until they pass the Examination, subject to limitations established in the Board of Regents’ guidelines. Regents’ remediation courses are to be classified as a regular part of the students’ academic load, resulting in institutional credit.
Action Plans
FY 1997-1998:
Have faculty from the Department of Humanities and Division of Learning Support to teach the course collaboratively.
Co-schedule Regents’ reading remedial classes through the Division of Learning Support and the Department of Humanities.
Rationale: Over half of the System institutions with Regents’ Remediation have programs housed in the Developmental Studies/Learning Support; it would reduce the number of adjunct/part-time faculty in the Department of Humanities; and it would share the responsibility of remediation with faculty trained in remedial/developmental education.
Have the Humanities and Learning Support Reading faculty meet regularly to maintain consistency in the remedial program curriculum objectives and outcomes.
FY 1998-1999:
Work on incorporating computer software for reading Regents’ remediation for long term lab work use.
FY 1999 - 2003:
Continue to improve and enhance the Regents’ remedial reading program.
Resources Needed
Appropriate software
Course guides
Cost
Software $5.000.00
Course Guides 2,000.00
Total $7,000.00
Faculty-developed course guides will be copy-righted and sold in the University Bookstore to support replenishment of course guides in the future.
Reading Foundations (Rdg 0099) Institutional Credit Hours: 4
Planning Unit: Reading Component, Division of Learning Support
Responsible for Objective Implementation: Mrs Joan Maynor
Planning Objective: This course is designed for students failing to meet placement requirements of a score below 75 on the Reading Pre-College Placement Examination. Replacing the present Reading 97 and 98 courses, Reading 99 is designed to expand student’s reading skills for creative critical and interpretive reading, and prepare students to pass the post CPE/COMPASS. Laboratory oriented, the course provides learning situations in both the classroom and the learning laboratories. Diagnostic examinations at the beginning of the course will identify specific skills in which a student needs to improve in order to succeed on unit tests and the exit examinations, including the College Placement Examination at the end of the semester. Students passing the exit examinations would then be eligible for the appropriate college level course for which reading is a prerequisite.
Actions Plans
FY 1997:
Identify and examine successful pre-university Reading program.
Develop the Reading 0099 curriculum with particular emphasis on incorporating appropriate technology that will enhance individualized learning.
FY 1998:
Implement the course in the Fall, 1998.
FY 1998-2003:
Refine the course through evaluations, outside consultations, statistical analysis, and academic seminars.
Resources Needed:
Appropriate software
Faculty generated supplemental text(to be sold in the bookstore)
Projected Cost:
software and hardware $10,000
seed funding for supplemental
text, laboratory pits,
black novels and security system $8,000
Total $18,000
Speed Reading (Actr O105), 2 Semester Credit Hours
Planning Unit: Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: To introduce speed reading, to prepare students to increase comprehension and reading rate across the content areas. The course will offer essentials such as increasing vocabulary, locating facts and details, recognizing main ideas, drawing conclusions, increasing reading rate and comprehension, processing and retaining information, and increasing memory capabilities. Students will be taught through multifaceted approaches and resources such as computer labs, video-taped lessons, the media center, and other learning databases. This course will help students become more efficient readers, strengthening both concentration and memory.
ACTION PLANS
FY 1997:
Search Internet for speed reading courses at other institutions which currently offer reading courses in their core offerings.
Recruit and train interested on site professors to teach course.
Schedule training sessions through faculty development services.
Develop syllabus and select textbooks, software, and videotaped lessons highlighting speed reading for college students.
FY 1998:
Identify resources on and off campus through the media center and throughout the college campus.
Select primary and supplementary textbooks and audio-visual materials.
Implement course Fall Semester of 1998.
FY 1998-2000:
Observe and evaluate course productivity and examine feasibility in content area.
Appropriate software, videos, and other supplementary materials for enhancement.
Establish a projected core of instructional materials for continuous implementation.
Projected Budget
Audio-visual equipment
5 VCR monitors @ $ 100.00 = $ 500.00
20 blank tapes @ $ 5.00 = $ 100.00
10 programmed tapes @ $ 25.00 = $ 250.00
1 Overhead projector @ $ 200.00 = $ 200.00
10 Tape cassette recorders @ $ 100.00 = $1000.00
50 blank tapes @ $ 5.00 = $ 250.00
Computer software @ $3000.00 = $3000.00
2 Auto-tutors @ $1000.00 = $2000.00
2 Speed Readers @ $ 500.00 = $1000.00
Scan converter @ $ 250.00 = $ 250.00
Other equipment
10 sets of earphones @ $ 25.00 = $ 250.00
2 letter file cabinets @ $ 100.00 = $ 200.00
Training Personnel = $2500.00
Total = $11,400.00
Fundamentals of Logic (Log 1106), 2 University Credit Hours: Proposed Collaborative
Planning Unit: Reading Component, Division of Learning Support, in collaboration with
interested faculty throughout the university
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: To introduce a basic logic course. This course will focus on fundamentals such as distinguishing between deductive and inductive reasoning, composing syllogisms, formulating propositions and premises and conclusions, distinguishing between truth and validity and categorizing propositions. Students will be trained in logical thinking experiences by various audio-visual activities including video cassettes, slide presentations, access to the library’s computerized offerings, for example, Galileo, Yahoo, and other pedagogical learning databases. Experiences utilizing logic would help students recognize that balance and order in life is enforced by logical thought processes.
Action Plans
FY 1997:
* Seek syllabi from other colleges and universities who currently offer logic courses in their liberal arts core curriculum.
* Train and utilize faculty who are interested in teaching a course in logic as a knowledge
base.
* Seek out distance learning offerings in the discipline.
* Prepare syllabi and review, select, and purchase computer software and supplementary textbooks focusing on logic for classroom or laboratory use.
FY 1998:
* Identify on campus resources employing logic in other support laboratory settings.
* Select textbooks and course materials.
* Offer the course in Fall 1998.
FY 1998-2003:
* Monitor the effectiveness of the course and explore practical ways to present difficult logic principles.
* Determine the feasibility of the course in terms of meeting the needs of students.
Resources Needed:
* Standardized diagnostic tests; audio-visual equipment; computer software lessons along with myriad teaching tools, for example, powerpoint presentations; auditorium classroom settings (much like a classical forum).
Projected Cost:
Diagnostic tests $1,000
Computer software 2,000
Video Cassettes 1,000
Teleconferences 1,000
Conventions 2,000
--------
Total $7,000
ENGLISH COURSES
Learning Strategies for College English 1101( Lrng 0091), 2 Institutional Credit Hours
Planning Unit: English Component of the Division of Learning Support , in collaboration with members of the English faculty in the Department of Humanities and Fine Arts
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: Redesigned both for those students exiting the English Component of the Division of Learning Support with a post CPE score of 75 to 76 and for those new students who scored 75 to 76 on the College Placement Examination, LRNG 0091 will prepare, monitor, and support students in their successful completion of ENGL 0101. In addition to the regular hours of ENGL 0101, LRNG 0091 will require its students to meet twice weekly with an adjunct teacher for supplemental instruction. Successful completion of ENGL 0101 will result in a grade of S in LRNG 0091 (satisfactory completion). Adjunct teachers will be selected on their ability to assess student learning and therefore must be experts on how students learn and how those students can gain facility in adapting to differing teaching styles.
Action Plans
FY 1997:
·
Collaborative planning of a pilot to be delivered Winter Quarter, 1997-8. This pilot will track former Learning Support students through their first quarter of regular college English , will monitor their progress, will identify significant problems that arise, and will be used in assessing the success of the course.FY 1998:
·
Implementing of LRNG 0091 during Fall, l998, followed by evaluations, revisions, statistical comparisons of success rates and constant feedback.FY 1998-2003:
·
Increasing the number of offerings of English 101(a) if its track record and student demand suggest.Resources Needed:
·
No additional Resources Needed.Projected Cost:
·
NoneOral Communication for the Professional (Acte 1101), 2 University
Credit Hours
Planning Unit: English Component, Division of Learning Support, in collaboration with interested faculty throughout the University
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: This learning support enrichment course, one of several proposed by the Division of Learning Support to support academically any interested student, will explore the essentials of successful oral communication in the professional and business world. Using lectures, readings, class discussions, modeling, simulations, and presentations, the class will prepare students to perceive their own level of oral communication skills. Critiques, student and professional feedback, and videotaping sessions will guide those students in improving their oral communication skills level. Topics such as identification of purpose, audience analysis, effective planning and delivery, and appropriate language in the professional and business world will be addressed.
Action Plans
FY 1997:
·
Collaborative course planning involving faculty from the Division of Learning Support, interested faculty throughout the university, and interested members of the communityFY 1998:
·
Implement Oral Communication for Professionals as a new course offeringFY 1998-2003:
·
Continuous assessing and revising of the new courseResources Needed:
·
Video camera, VCR, and television for in class instruction and presentations
Projected Cost:
·
Audio visual equipmentTotal Cost: $4000.00
Suplemental instruction for engl 1101
Planning Unit: English faculty in the Division of Learning Support in collaboration with the English faculty in the Department of Humanities and Fine Arts
Responsible for Objective Implementation: Mrs. Joan Maynor and Mrs. Yvonne Mathis
Planning Objective: Supplemental instruction, which involves a trained student leader conducting study sessions for a high risk course, has proven itself effective in universities throughout the nation; additionally, its implementation is cost efficient. Identified in the university catalog and the class schedule as an enrichment course, this class or these classes could provide, through supplemental instruction, an academic assistance opportunity not always found in the traditional collegiate setting. Voluntary study sessions, based on the Socratic dialectic and on modern training originating from the University of Missouri-Kansas City, would stress note taking and study skills, shared viewpoints, questions and multiple solutions, and supportive group analyses of course content and activities.
Action Plans
FY 1997:
·
Collaborative planning of a pilot to be delivered Fall Quarter, 1997. Three members of the Divisionof Learning Support are already certified for supplemental instruction and will work with an
interested faculty member teaching English 107 to plan, implement, and assess the fall pilot. The
pilot sessions would be delivered by a Learning Support faculty member or an interested Humanities faculty member with a student worker who has already passed the course with a grade of A or B. An adjusted workload for the faculty member and student financing would assure minimal financial investment.
FY 1998:
·
Implementing of a supplemental-instruction assisted ENGL 0101 during Fall, 1998, followed byevaluations, revisions, statistical comparisons of success rates and constant feedback.
FY 1998-2003:
·
Increasing the number of supplemental-instruction (si) assisted ENGL 0101 courses if the track record and student demand suggest.Resources Needed:
·
A student leader per si course·
Adjusted loads for one involved faculty memberProjected Cost:
·
Minimum wages per hour allowed for at least a 15 hour work-week: 1 student 15 hours/week @ $4.75 an hour for a 15 week semester = $1,068.75
Human Diversity in the Workplace (Acte 1102): 2 Hours University Credit
Hours
Planning Unit: English Component, Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: This learning support enrichment course, one of several proposed by the Division of Learning Support to support academically any interested student, will focus on attitudes and behaviors toward gender, race and culture differences that may be encountered in the workplace. Through readings, outside lecturers, discussions, projects and research, students will examine attitudes toward authority, mentoring, and performance evaluations and will develop strategies for successfully understanding the role human diversity plays in the world of work.
Action Plans
FY 1997:
·
Collaborative course planning involving faculty from the Division of Learning Support, faculty in Sociology, Psychology and Business, and interested members of the business world.·
Planning of several campus-wide workshops to be offered as a pilot to test student interest in the course and to evaluate course development progress and effectiveness.FY 1998:
·
Implement Human Diversity in the Workplace as a new course offering.FY l998-2003:
·
Continuous assessing and revising of the new course.Resources Needed:
·
Workshop materials and resourcesProjected Cost:
·
Materials and resourcesTotal Cost: $400.00
Regents
Planning Unit: Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor and Mrs. Yvonne Mathis
Planning Objective: This course is designed to assist students who have failed the Writing section of the Regents
= Examination. Students enrolled in undergraduate degree programs leading to the baccalaureate degree need to pass the Regents’ Examination as a requirement for graduation. Students must take the Examination in the quarter after they have completed 60 quarter credit hours (or the semester equivalent) if they have not passed it previously. The Division of Learning Support Division and the Department of Humanities shall provide an appropriate program of remediation for students who fail the Writing section of the Regents= Examination and shall require students who have earned 75 quarter credit hours ( or the semester equivalent) and have not taken the Examination to enroll in the appropriate remedial course until they have passed the Examination. Regents= Examination remediation courses are to be classified as a regular part of the student’s academic load, resulting in institutional credit.Action Plans
FY 1997-1998:
·
Have faculty from the Department of Humanities and Division of Learning Support to teach the course collaboratively.·
Co-schedule Regents= writing remedial classes through the Division of Learning Support and the Department of Humanities.Rationale: Over half of the System institutions with Regents
= Remediation have their programs housed in the Developmental Studies/Learning Support Division. Such a configuration should reduce the number ofadjunct/part-time faculty in the Department of Humantities. It should also ensure the delivery of this remediation through faculty trained in remedial/developmental education.·
Have the Humanities and Learning Support English faculty regularly review consistency in the remedial program curriculum objectives and outcomes.FY 1998-1999:
·
Work on incorporating computer software for Regents= remediation.FY 1999 - 2003:
·
Continue to improve and enhance the Regents= remedial writing program.Resources Needed:
·
No additional Resources Needed.Projected Cost:
·
NoneFundamentals in writing (Engl 0099), 4 Institutional Credit Hours
Planning Unit: English Component, Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: This course is designed for students failing to meet placement requirements for College English ( a score below 75 on the Pre-College Placement Examination). Replacing the present English 97 and 98 courses, English 99 will offer intensive instruction in the mastery of standard written English, stressing sentence mechanics and basic grammar, paragraph and essay composition, and test-taking skills. Laboratory oriented, the course provides learning situations in both the classroom and the learning laboratories. Diagnostic examinations at the beginning of the course will identify specific areas in which a student needs to improve in order to succeed on unit tests, required compositions, and the exit examinations, including the College Placement Examination, at the end of the semester. Students passing the exit examinations would then be eligible for the appropriate college level English course.
Action Plans
FY 1997:
·
Identify and study successful pre-university English programs.·
Develop the English 99 curriculum with particular emphasis on incorporating appropriate technology that will enhance individualized learning.FY 1998:
·
Implement the course in the Fall, 1998.FY 1998-2003:
·
Refine the course through evaluations, outside consultations, statistical studies.Resources Needed:
·
Appropriate software·
Faculty generated supplemental text (to be sold in bookstore)
Projected Cost:
·
software $3,000.00·
seed fundings for supplemental text $2,000.00Total $5,000.00
Regents’ Testing Program: Remedial Course: Essay
RGTE - 0199 - 2 Hours Institutional Credit: Proposed
Planning Unit: Division of Learning Support
Responsible for Objective Implementation: Mrs. Joan Maynor and Mrs. Yvonne Mathis
Planning Objective: This course would be designed to assist students who have failed the Writing section of the Regents’ Test. Students enrolled in undergraduate degree programs leading to the baccalaureate degree need to pass the Regent’s Test as a requirement for graduation. Students must take the Test in the quarter after they have completed 60 quarter credit hours (or the semester equivalent) if they have not taken it previously. The Division of Learning Support Division and the Department of Humanities shall provide an appropriate program of remediation for students who fail the Writing section of the Regents’ Test and shall require students who have earned 75 quarter credit hours ( or the semester equivalent) and have not taken the Test to enroll in the appropriate remedial course until they have passed the test. Regents’ Test remediation courses are to be classified as a regular part of the students’ academic load, resulting in institutional credit.
Action Plans
FY 1997-1998:
Have faculty from the Department of Humanities and Division of Learning Support to teach the course collaboratively.
Co-schedule Regents’ writing remedial classes through the Division of Learning Support and the Department of Humanities.
Rationale: Over half of the System institutions with Regents’ Remediation have their programs housed in the Developmental Studies/Learning Support Division. Such a configuration should reduce the number of adjunct/part-time faculty in the Department of Humantities. It should also ensure the delivery of this remediation through faculty trained in remedial/ developmental education.
Have the Humanities and Learning Support English faculty regularly review consistency in the remedial program curriculum objectives and outcomes.
FY 1998-1999:
Work on incorporating computer software for Regents’ remediation.
FY 1999 - 2003:
Continue to improve and enhance the Regents’ remedial writing program.
Learning Strategies for History (Lrng 0092) Two Hours Institutional Credit
Planning Unit: Reading Component of the Division of Learning Support in collaboration with the history faculty in the Department of Social and Behavioral Sciences.
Responsible for Objective Implementation: Mrs. Joan Maynor and Dr. Merolyn Stewart
Prerequisite: A scaled score of 75 to 76 in Reading on the pre-Collegiate Placement Examination (CPE)
Planning Objective: This course is designed specifically for students who have satisfied the System’s minimum score of 75 in Reading but not the Institution’s cut off score (Proposed at 77 beginning Fall 1998). This is an adjunct course offered as an alternative to Reading 098. Students who meet the criteria for this course may choose to enroll in the adjunct course in place of the required Reading 098. In addition to earning 2 hours of institutional credit to satisfy the reading deficiency, students may earn 3 hours of university credit for History 101. An academic course offered to support students who are enrolled in a core history course, this course will cover such reading skills as note-taking, vocabulary, analysis for comprehension and synthesis for understanding.
Action Plans
FY 1997:
Have the Director of University Testing and Data Analyst to identify students whose scaled score is between 75 and 76 on the CPE.
Apprise academic advisors of students eligible to participate in the adjunct course so that students may be advised to register for the Learning Strategies course along with History 101.
Identify curriculum and other materials necessary for instruction.
FY 1998:
Implement course during the summer months to workout all problems that may arise prior to the regular academic year.
FY 1998-2003:
Continue to improve the quality of the course so that reading students may have an alternative to advance quickly toward exiting out of the Reading Program.
Resources Needed:
Software
Course guides
Projected Cost:
Software $5,000
Course guides 2,000
$7,000
MATHEMATICS COURSES
Fundamentals of Mathematics (MATL 0099) 4 Institutional Credit Hours
Planning Unit: Mathematics Component, Division of Learning Support.
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: Mathematics 0099 is an exit level course. It is mandatory for all students who earn a scaled score of 75 or below on the CPE(College Placement Examination). Course study includes: fundamental concepts of operations with signed numbers, roots, powers, concepts related to polynomials, fundamental operations with polynomials, plane and coordinate geometry as applied to first-degree equations in one variable, graphs and system of equations, first-degree equations in two variables, special products and factoring, quadratic equations, and topics in Euclidian geometry.
Action Plans
FY 1997:
Identify appropriate textbook, software, and other teaching materials required for instruction.
FY: 1998:
Implement the course in Fall 1998.
FY 1998-2003:
Continue to improve and modify this course
Resources Needed: Software
Projected cost:
Software: $4,000.00
Supplementary Material: $2,000.00
Total: $6,000.00
Learning Strategies for College Algebra (Lrng 0093), 2 Institutional Credit Hours
Planning Unit: Mathematics Component of the Division of Learning Support in Collaboration with the mathematics faculty in the Department of Mathematics, Physics, and computer Science.
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: Learning Strategies for College Algebra is designed for two groups of students: (1) students who have satisfied the System’s minimum score of 75 on pre-Collegiate Placement Examination (CPE) but not the institution’s cut off score of 77 and (2) students who are enrolled in MATH 1111 (College Algebra) with a need of fundamental algebra skills. This is an adjunct course offered as an alternative to MATH 0099 for students with CPE score of 75 or 76 (within two points off 77). All students who enroll in this course must also co-enroll in Math 1111. This course is geared toward assisting the individual student in his/her mastery of required MATH 1111 skills. This course covers the review of factoring polynomials, solving equations and inequalities, and graphing functions. It is expected that students who pass the course will successfully complete MATH 1111.
Action Plans
FY 1997:
·
Based on the data released by the Data Analyst of the Division of Learning Support, decide upon the number of LRNG 0093 classrooms needed to accommodate specified number of students in each class.·
Work with advisors in identifying prospective enrollees and encouraging them to register for the learning strategies course.·
During planning for semester conversion, work closely with prospective MATH 1111 faculty who will teach students with marginally passing math CPE scores.·
Identify appropriate textbook, software, and other materials necessary for instruction.FY 1998:
·
Implement course during the first semester.FY 1998-2003:
·
Continue to improve and modify LRNG 0093, based on the experiences gained from the previous years.Resource needed:
·
SoftwareProjected Cost:
·
Software¼¼¼¼¼¼¼¼¼¼¼¼$ 3,000Topics in mathematics (actm 1109), two hours university credit
Planning Unit: Mathematics Component of the Division of Learning Support in collaboration with the mathematics faculty in the Department of Mathematics, Physics, and Computer Science.
Responsible for Objective Implementation: Mrs. Joan Maynor
Planning Objective: The Topics in Mathematics is designed for the students who must have passed the College Placement Examination (CPE) test and are neither enrolled in MATH 0099 nor in LRNG 0093. This is a math enrichment activity course. Students who satisfy the above criteria may choose to enroll in this elective course. This course covers materials that every student needs to prepare basic income tax forms, balance checking accounts, calculate simple/compound interests, and to deal with the practical problems in the daily life.
Action Plans
FY 1997:
·
Inform academic advisers to encourage their advisees to register for ACTM 0109.·
Recommend to qualified students to register for ACTM 0109 as an elective course.·
Identify appropriate textbook, software and other teaching materials necessary for instruction.FY 1998:
·
Implement course during the first semester 1998.FY 1998-2003:
·
Continue to improve and modify ACTM 0109, based on the experiences gained during the beginning years.Resources Needed:
·
SoftwareProject Cost:
·
Software ¼¼¼¼¼¼¼¼ $3,000
NEW ACADEMIC PROGRAMS
Consistent with Savannah State University’s mission of developing and implementing curricular, Co-curricular, research, and public service activities that collectively address challenges, issues and needs of the coastal areas, the state and the nation, the graduate programs at SSU are committed to graduating students capable of performing at high levels of economic productivity, social responsibility, managerial efficiency, and technical excellence in a changing global community. This perspective is presented as an expression of SSU commitment to successfully achieving its mission and that of the university System of Georgia.
All new degree programs require approval of the Board of Regents of the University System. The approval process requires a proposal which demonstrates the need for the program and presents an implementation plan, a budget, and the Resources Needed to support the program. This proposal is prepared by the appropriate department or school and, following approval by departmental, school, and College faculties, the Vice President for Academic Affairs and finally the President of SSC. If approval is questioned such matters are referred back to the President of SSU for consideration and submission, then becomes part of the College's planning process.
Graduate education is supported by curricula and resources substantial beyond those provided for the undergraduate program. For example, special funds have been provided for the acquisition of library materials for the graduate programs and additional faculty have been hired. The curricula requirements of graduate programs are substantially different from those of the undergraduate programs.
The University provides adequate resources to support research, scholarly activity, and advanced professional training for graduate programs. Faculty teaching graduate courses are encouraged to engage in research and are provided with support services such as computers, secretarial services, and reduced teaching loads.
Students in graduate programs are encouraged to do research and to participate in scholarly activities. All three graduate programs are professional programs and students are encouraged to acquire practical field experience through internship courses.
The Office of Graduate Studies
Planning Unit: President Planning Group/Office of Academic Affairs
Responsible Party: VP for Academic Affairs
Planning Objective: Re-establishment of this office is pending Board of Regents Approval Acts as the nucleus of activity for all graduate programming Staff consists of Graduate Dean, secretary, Graduate Admissions Counselor and graduate assistants (when funding permits) Other graduate programs' activities will be supported by this office at times.
Action Plans
FY 1998:
Plan and establish a Office of Graduate Studies.
State-of-the-art instructional facilities and equipment will be provided
Funding needed: $198,100.00
The Master of Public Administration (MPA) Program
Planning Unit: Master of Public Administration Program, College of Liberal Arts and Social Sciences.
Responsible Parties: Director of MPA Program; and Dean, CLASS
Planning Objective: To strengthen the program leading to accreditation by the National Association of Schools of Public Affairs and Administration (NASPAA).
Action Plans
FY 1998:
Review curriculum and other aspects of the program in preparation for NASPAA accreditation and SACS reaffirmation.
Modify curriculum in response to program review.
Purchase equipment necessary to meet NASPAA standards.
Resources Needed: $70,000
FY 1999:
Implement recommendations of NASPAA.
Resources Needed: $25,000
The Master of Social Work (MSW) Program
Planning Units: Department of Social Work, College of Liberal Arts and Social Sciences.
Responsible Parties: Head, Department of Social Work; and Dean, CLASS
Planning Objective: To strengthen the MSW program via the accomplishment of the following goals:
Goals -- MSW
(1) To successfully obtain accreditation for the MSW program from the Council on Social Work Education. (1998-99)
(2) To develop and implement full two year MSW curriculum (1997)
(3) To develop curriculum for 18 month full time MSW program and part-time MSW program. (1998)
(4) To enhance student recruitment and retention by facilitating financial aid, registration and advisement procedures. (1997)
(5) To develop semester conversion plan for 1997 admissions as well as new admits for Fall 98.
(6) To conduct at least one study abroad program before 2000.
(7) To secure faculty, facilities and resources needed to sustain a graduate level program. (1997-2002)
(8) To develop a Social Work Research Center responsive to meeting student and community needs
Goals -- Field Practicum
(1) Complete staffing for field needs by Summer 1998.
(2) Development of Student Readiness Assessment Instrument.
(3) Development of non-traditional field placements
(4) Structure faculty liaison involvement in field practicum
Action Plans
FY 1998:
(1) Implement program guidelines according to CSWE standards for accreditation. (1997-2002)
(2) Implement course of study for a MSW program in candidacy status for the two year period of assessment. (1996-98)
(3) Develop alternative MSW plan of study responsive to applicant inquiries for part time and an 18 month full time program. (1998-2000)
(4) Participate on campus wide committees to address the shared concerns of financial aid, registration and admissions. (1997-99)
(5) Complete conversion plan for graduate level courses. (1997)
(6) Conduct nationwide search and hire a minimum of three new social work faculty and two administrative assistants.
(7) Secure adequate facilities for faculty and students.
Resources Needed: $97,000
FY 1999:
(1) Set up a Research Center in Social Work. Have laboratory equipped and running to engage students, university and community in interactive research collaboratives.
(2) Hire one full-time support staff
Resources Needed: $70,000
international education
Planning Units: Office of International Programs, Department of Social and Behavioral Sciences, College of Liberal Arts and Social Sciences, Office of Academic Affairs.
Responsible Administrators: Vice President for Academic Affairs; Dean of Liberal Arts and Social Sciences; Head, Department of Social and Behavioral Sciences; and Director of International Programs
Planning Objective: To more fully integrate international emphasis into the curriculum and
academic support programs of the University. This objective will be accomplished by:
implementing a minor in international studies; development of study abroad programs; development of student and faculty international exchange programs; increasing international emphasis in the University's core curriculum; increasing the number of co-curricular international activities offered at the University, and establishing an Intensive English Language Program.
Action Plans
FY 1998:
Expand the staffing of the Office of International Programs via release time and summer employment for the Director of International Programs. (Title 111)
Purchase of equipment necessary for the operation of the Office of International Programs. (Title III)
Implement minor in International Studies.
Develop faculty and student exchange arrangements with educational institutions abroad.
Developing a study abroad scholarship fund for SSU students.
Increase collaboration between Savannah State and other Georgia HBCUs.
Develop infrastructure for the establishment of a Research Center for International Education.
Hire clerical personnel.
Identify and seek external funding sources.
Resources Needed: $90,366 Source: Title III
The Master of Science in Marine-environmental Sciences Program
Planning Unit: President Planning Group/Office of Academic Affairs, College of Sciences and Technology
Responsible Party: VP for Academic Affairs, Dean
Planning Objective: The proposed program enhances the ability of the University to provide resources. expand programs and make services available to the citizens of Georgia; it also supports initiatives by the University to add new programs to meet the ever changing needs of a coastal urban area. The MS program in Marine Environmental Sciences will include collaboration with other institutions in the University System and elsewhere (e.g. Internships in government and industrial research laboratories); there are no distance leaning components. It is anticipated that at least one third (33%) of students enrolled in the program will be minority students. This number will include current undergraduates in Environmental Studies and Marine Biology. Benefits to research and scholarship as well as service missions include: acquisition of grants to support student fellowships and faculty development and outreach programs to area high schools and junior colleges. Evidence of demand for the program: Approximately seventy-eight percent (78%) of the student respondents to a recent survey supported the new program, prospective employer support is indicated in recent summaries of majors - in demand in publications such as the Black Collegian. Genetic Engineering views, Financial World and Money.
Action Plans
FY 1998:
Program is in the latter part of its development phase
Future expansion is needed for the existing facility will include collaboration with other institutions in the University System and elsewhere
Insure Institutional readiness for program implementation
Three faculty members (one in environmental science and two in marine science) can teach courses and direct student research in the new program; current library and research facilities are adequate to begin the program, and include resources at the Skidawav Institute of Oceanography.
· Additional library resources and research facilities will be needed for full implementation of the program.
Funding needed: $1,268,100.00
The Master of Urban Studies
Planning Units: Office of Academic Affairs, College of Liberal Arts and Social Sciences.
Responsible Parties: Vice President for Academic Affairs; Dean, College of Liberal Arts and Social Sciences; Head, Department of Social and Behavioral Sciences.
Planning Objective: To develop and implement an interdisciplinary and inter-institutional Master of Science in Urban Studies program in collaboration with Armstrong Atlantic State University.
Action Plans
FY 1998:
Submit program proposal to the Board of Regents.
Receive Board of Regents approval of program.
Identify/hire Program Director
Recruit students for program.
Identify agencies and non-governmental organizations (NGOs) for student internships.
Negotiate and sign memoranda of understanding with agencies and non-governmental organizations for student internships and other collaborative activities.
Resources Needed: $15,000
FY 1999:
Implement program.
Start implementation of memoranda of understanding with local and state agencies and NGOs.
Hire an Assistant Professor.
Improve university library holdings for the program.
Resources Needed: $90,000
Planning Unit: President Planning Group/Office of Academic Affairs
Responsible Party: VP for Academic Affairs
Planning Objective: Will be a cooperative program with Armstrong-Atlantic State University (AASU)-SSU will be lead institution to foster a strong commitment to improving the quality of urban life and will offer a multitude of positive benefits to the research, scholarship and service missions of both AASU and SSU.
This program is collaborative in concept, design, and implementation. Using the City of Savannah as an urban laboratory, both campuses will provide interdisciplinary academic courses and specialized training in urban development while ensuring the most efficient use of educational resources. The Distance Learning Centers on each campus will be used for teaching modules designed to expand educational resources within the University System.
In a 1995 Student Interest Survey conducted on each some campus, 318 of the 395 responses indicated an interest in graduate study with 169 stating probability of enrolling in a collaborative master's program in urban studies. A survey of public and private agencies in the Savannah-Chatham metropolitan area is in progress to determine the local need.
Action Plans
FY 1998:
· Institutional readiness for the new program.
· The Gordon and Lane libraries at Savannah State and Armstrong State contain adequate resources. The facilities and faculties on each campus are adequate to support a graduate program in urban studies.
· Develop a Master of Science in Urban Studies Program
Pending funding: Initial fiscal implications include the necessity for additional funding of two (2) positions, a Director at Savannah State and an Associate Director on Armstrong’s. Projected budget for salaries is $ 110,000 per academic year. $133,000.00
The Master of Science in Bio-technology Program
Planning Unit: President Planning Group/Office of Academic Affairs
Responsible Party: VP for Academic Affairs
Planning Objective: Anticipates collaboration with other institutions in the University
System of GA and elsewhere through research internships. The proposed program enhances the ability of the College to provide resources expand programs and make services available to Georgia citizens. it also supports initiatives by the College to provide new programs and levels of services to meet the ever changing needs of a coastal urban area. Benefits to research and scholarship/service missions include: acquisition of grants to support student fellowships; faculty development through sabbaticals, fellowships and publications as well as enhancement of the quality of pre-college science education in the service area of the College (through teacher training in the practice in biotechnology). Benefits to research/scholarship and/or service missions.
Action Plans
FY 1998:
· Insure Institutional readiness.
· Three faculty members can teach courses and direct student research in the proposed program and faculty recruitment is underway. Additional library resources and facilities will be needed for full implementation of the program. Current facilities are adequate to start the program, however we will need a substantial investment in equipment to maintain the program.
·
Approximately eighty percent (80%) of the student respondents to a recently administered questionnaire supported the program; prospective employer support is indicated in recent summaries of majors in demand in publications such as the Black Collegian, Financial World, Money Magazine, Biotechnology and Genetic Engineering News.· Fiscal implications of the new program: Start-up funds for the new program will range from 3375,000 to $700,000.
International Curriculum Emphasis
Planning Units: Office of International Programs, the School of Business, and the Department
of Behavioral Sciences.
Responsible Administrators: Vice President for Academic Affairs, Dean of Humanities and
Sciences, Dean of Business, Director of International Programs
Planning Objective: To more fully integrate an international emphasis into the curriculum and academic support grams of the College by 1997. This objective will be accomplished by: implementing a major international business; initiating a minor in intentional studies; development of study abroad pr s; development of student and faculty international exchange programs; developing an increased international emphasis in the College's core curriculum; and increasing the number of co-curricular international activities offered at the College.
Action Plans
FY 1998:
Expand the staffing of the Office of International Programs via release time and summer
employment for the Director of International Programs. (Title III)
Purchase of equipment necessary for the operation of the Office of International Programs. (Title III)
Start the process of developing faculty and student exchange arrangements with educational institutions abroad.
Start the process of developing a study abroad scholarship fund for SSU students.
Start negotiations with state supported HBCUs in Georgia for the formation of an international education consortium.
Five new international courses will be developed by the Director of the Office of International Programs in consultation with the appropriate departments and faculty committees. These five new courses will be approved by the overall faculty by June, 1994.
The Director will develop and implement at least nine co-curricular programs that are international in content and focus during the 1993-1994 academic year.
The Director will write and submit at least three gant proposals in support of international
programs during the 1993-1994 academic year.
Resources Needed: Director's summer employment and student assistant - $ 18,943, travel $2,500, equipment (computer, printer, furniture) - $ 5,063, supplies - $ 1,500, telecommunications - $ 1,000, registration fees - $ 640. Source of funds: Title III grant
The Coordinator of the program will identify and purchase appropriate library and instructional materials for the international business major.
The Coordinator will develop agreements with institutions in Africa for the purpose of providing internship experiences for program majors.
The Coordinator will identify potential sources of support for a scholarship endowment for the program and write grant proposals for that support.
FY 1999:
International Studies Minor
The Director of International Programs will develop and pursue faculty approval of and interdisciplinary international studies minor.
The Director of International Programs will seek external funding for the minor in international studies.
International Programs
The Office of International Programs will hire a part-time secretary to perform the clerical and secretary duties necessary for the effective operation of the office.
Implement an exchange agreement with an institution abroad.
Implement a study abroad scholarship program for SSU students.
Resources Needed: $40,000 for Director's summer employment, part-time secretary,
The Director of the OEP and the Head of the Department of Social and Behavioral Sciences will implement the minor in international studies.
The Office of International Programs will supervise the development of new courses and the revision of existing courses that will be part of the international studies minor.
The Director of OIP will coordinate three faculty development workshops on internationalizing the curriculum.
Resources Needed: Summer salary for Director and student assistant - $ 27,936 (including fringes), stipends for faculty involved in course development and course revision $ 13,500. Funds will also be used to pay for honoraria, travel and lodging expenses for workshop consultants, and for other workshop-related expenses. Source of funds: Title III grant
Internationalize the Core Curriculum
The Office of International Programs will conduct a study of the college's core curriculum to determine need for changes.
FY 2000:
Expand the position of Director of OEP and the Secretary's position to full-time status
Expand the study abroad program.
Expand exchange arrangements with educational institutions abroad.
Resources Needed: $60,000 for part of Director's salary, full-time secretary's salary, equipment needs, and staff travel.
Internationalize the Core Curriculum
The Director of International Programs will coordinate two faculty development workshops on internationalizing the core curriculum.
Resources Needed: $5,000 for honoraria, travel and other expenses for consultants, and other
workshop-related expenses
FY 2001:
International Programs
Expand international education activities.
Resources Needed: $10,000 for office operation and travel.
The minor will be further institutionalized in the curriculum.
Internationalization of the Core
· The OIP will supervise the implementation of course revisions for the purpose of including an international component to courses in the core curriculum.
Resources: $10,000 for stipends to faculty for core course revisions.