Compliance Certification ReportDocumentation for the . Off-Site Reaffirmation Committee . Compliance Certification Report . September 4, 2015 . SACSCOC Archival Copy . Please note

Documentation for the

Off-Site Reaffirmation Committee

Compliance Certification Report

September 4, 2015

SACSCOC Archival Copy

Please note that the institution's name was changed to Augusta University on December 1, 2015

Table of ContentsTitle Page 1

Core Requirements 2

2.1 Degree-granting Authority 2

2.2 Governing Board 4

2.3 Chief Executive Officer 8

2.4 Institutional Mission 10

2.5 Institutional Effectiveness 11

2.6 Continuous Operation 24

2.7.1 Program Length 25

2.7.2 Program Content 32

2.7.3 General Education 35

2.7.4 Coursework for Degrees 38

2.8 Faculty 40

2.9 Learning Resources and Services 49

2.10 Student Support Services 53

2.11.1 Financial Resources 57

2.11.2 Physical Resources 61

2.12 Quality Enhancement Plan 66

Comprehensive Standards 67

3.1.1 Mission 67

3.2.1 Governance and Administration: CEO evaluation/selection 69

3.2.2 Governance and Administration: Governing Board Control 70

3.2.3 Governance and Administration: Board conflict of interest 73

3.2.4 Governance and Administration: External influence 75

3.2.5 Governance and Administration: Board dismissal 77

3.2.6 Governance and Administration: Board/administration distinction 78

3.2.7 Governance and Administration: Organizational structure 81

3.2.8 Governance and Administration: Qualified administrative/academic officers 83

3.2.9 Governance and Administration: Personnel Appointment 92

3.2.10 Governance and Administration: Administrative staff evaluations 97

3.2.11 Governance and Administration: Control of intercollegiate athletics 99

3.2.12 Governance and Administration: Fund-raising activities 102

3.2.13 Governance and Administration: Institution-related entities 103

3.2.14 Governance and Administration: Intellectual property rights 105

3.3.1 Institutional Effectiveness 107

3.3.1.1 Institutional Effectiveness: Educational Programs 123

3.3.1.2 Institutional Effectiveness: Administrative Support Services 148

3.3.1.3 Institutional Effectiveness: Academic and Student Support Services 154

3.3.1.4 Institutional Effectiveness: Research 163

3.3.1.5 Institutional Effectiveness: Community/Public Service 174

3.3.2 Quality Enhancement Plan 182

3.4.1 Educational Programs: All: Academic program approval 183

3.4.2 Educational Programs: All: Continuing education/service programs 186

3.4.3 Educational Programs: All: Admission policies 192

3.4.4 Educational Programs: All: Acceptance of academic credit 195

3.4.5 Educational Programs: All: Academic policies 197

3.4.6 Educational Programs: All: Practices for awarding credit 200

3.4.7 Educational Programs: All: Consortial relationships/contractual agreements 203

3.4.8 Educational Programs: All: Noncredit to credit 204

3.4.9 Educational Programs: All: Academic support services 205

3.4.10 Educational Programs: All: Responsibility for curriculum 208

3.4.11 Educational Programs: All: Academic program coordination 211

3.4.12 Educational Programs: All: Technology use 242

3.5.1 Educational Programs: Undergraduate:General Education Competencies 251

3.5.2 Educational Programs: Undergraduate: Institutional credits for a degree 254

3.5.3 Educational Programs: Undergraduate: Undergraduate program requirements

255

3.5.4 Educational Programs: Undergraduate: Terminal degrees of faculty 258

3.6.1 Educational Programs: Graduate/Post-Baccalaureate: Post-Baccalaureate program

rigor 262

3.6.2 Educational Programs: Graduate/Post-Baccalaureate: Graduate curriculum 265

3.6.3 Educational Programs: Graduate/Post-Baccalaureate: Institutional credits for a

graduate degree 268

3.6.4 Educational Programs: Graduate/Post-Baccalaureate: Post-baccalaureate program

requirements 269

3.7.1 Faculty: Faculty competence 272

3.7.2 Faculty: Faculty evaluation 275

3.7.3 Faculty: Faculty development 277

3.7.4 Faculty: Academic freedom 279

3.7.5 Faculty: Faculty role in governance 281

3.8.1 Library and Other Learning Resources: Learning/information resources 284

3.8.2 Library and Other Learning Resources: Instruction of library use 288

3.8.3 Library and Other Learning Resources: Qualified staff 290

3.9.1 Student Affairs and Services: Student rights 292

3.9.2 Student Affairs and Services: Student records 293

3.9.3 Student Affairs and Services: Qualified staff 297

3.10.1 Financial Resources: Financial stability 300

3.10.2 Financial Resources: Financial aid audits 305

3.10.3 Financial Resources: Control of finances 307

3.10.4 Financial Resources: Control of sponsored research/external funds 313

3.11.1 Physical Resources: Control of physical resources 316

3.11.2 Physical Resources: Institutional environment 319

3.11.3 Physical Resources: Physical facilities 322

3.12 Substantive change 327

3.13.1 Policy Compliance: Accrediting Decisions of Other Agencies 330

3.13.2 Policy Compliance: Collaborative Academic Arrangements: Policy and Procedures

336

3.13.3 Policy Compliance: Complaint Procedures Against the Commission or Its

Accredited Institutions 337

3.13.4.a Policy Compliance: Reaffirmation of Accreditation and Subsequent Reports

339

3.13.4.b Policy Compliance: Reaffirmation of Accreditation and Subsequent Reports

343

3.13.5.a Policy Compliance: Separate Accreditation for Units of a Member Institution

345

3.13.5.b Policy Compliance: Separate Accreditation for Units of a Member Institution

346

3.14 Representation of status with the Commission: Publication of accreditation status

347

Federal Requirements 348

4.1 Student achievement 348

4.2 Program curriculum 350

4.3 Publication of policies 353

4.4 Program length 354

4.5 Student complaints 359

4.6 Recruitment materials 361

4.7 Title IV program responsibilities 363

4.8 Verification of Student Identity in Distance or Correspondence Education 365

4.9 Definition of Credit Hours 367

2.1

Degree-granting AuthorityThe institution has degree-granting authority from the appropriate government agency or agencies.

Judgment Compliance Non-Compliance Not Applicable

Narrative

Georgia Regents University (GRU) has degree-granting authority from the University System of Georgia (USG) Board of Regents (BOR). TheConstitution of the State of Georgia grants authority to the USG to govern, control, and manage all system institutions [1].

The Establishment and Authority of the Board of Regents

The BOR was created in 1931 as a part of the reorganization of Georgia’s state government. Public higher education in Georgia was unified forthe first time under a single governing and management authority.

In addition, Article I, Section 2 of the BOR Bylaws clearly articulates the authority of the Board over its member institutions. The charter of theBOR consists of the original charter of the Trustees of the University of Georgia embodied in the Act of the General Assembly of the State ofGeorgia. The charter was approved January 27, 1785, and modified by a subsequent Act of the General Assembly of Georgia in 1931, asfollows:

"Be it further enacted by the Authority aforesaid, that there is hereby set up and constituted a department of the State Government ofGeorgia, to be known as the 'Board of Regents of the University System of Georgia.' The name of the corporation heretofore establishedand existing under the name and style, 'Trustees of the University of Georgia' be and the same is hereby changed to 'Regents of theUniversity System of Georgia.'"

The government, control, and management of the University System of Georgia and each of its institutions are vested by the people of Georgiaexclusively with the Board of Regents of the University System of Georgia. The Board of Regents possesses such other authority as is grantedby the Constitution of the State of Georgia and by acts of the General Assembly [2].

The Legal Authority to Establish Georgia Regents University

The legal authority to create GRU is vested with the BOR through the Constitution of the State of Georgia and by acts of the General Assemblyas well as the Official Code of Georgia Annotated Statute (O.C.G.A. § 20-3-31 [3]), which states the BOR shall have power:

"To make such reasonable rules and regulations as are necessary for the performance of its duties;

To elect or appoint professors, educators, stewards, or any other officers necessary for all of the schools in the university system, as maybe authorized by the General Assembly; to discontinue or remove them as the good of the system or any of its schools or institutions orstations may require; and to fix their compensations;

To establish all such schools of learning or art as may be useful to the state and to organize them in the way most likely to attain theends desired; and

To exercise any power usually granted to such corporation, necessary to its usefulness, which is not in conflict with the Constitution andlaws of this state."

Acting within its constitutional authority as the governing board, the BOR ratified the consolidation of Augusta State University and GeorgiaHealth Sciences University at its January 8, 2013, meeting [4].

GRU Degree-Granting Authority

Per BOR policy [5], the Board authorizes GRU to grant degrees in the following nine colleges/schools:

College of Allied Health SciencesPamplin College of Arts, Humanities, and Social SciencesHull College of BusinessCollege of Dental MedicineCollege of EducationGraduate SchoolCollege of NursingCollege of Science and MathematicsMedical College of Georgia

These degrees consist of one career associate degree, 40 bachelor’s degrees, 29 master’s degrees, three educational specialist degrees,three first-professional doctoral degrees, and 15 doctorates. In addition to degrees, the University has been approved to grant 31 certificates atthe less-than-one-year, one-year, and advanced levels. The Board defines certificate programs as those “that provide academic credit butaward certificates rather than degrees … using guidelines issued by the Chancellor” of the USG [6].

SourcesGeorgia Regents University Page 2 / 370

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Board of Regents BylawsBoard of Regents Policy Manual - 3.6 Creation and Elimination of Academic ProgramsBoard of Regents Policy Manual - 3.8 DegreesBoard of Regents Resolution on ConsolidationGeorgia Constitution, Article VIII. Education, Section IV. Board of RegentsO.C.G.A. 20-3-31 - Board of Regents, General powers

Georgia Regents University Page 3 / 370

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2.2

Governing BoardThe institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is anactive policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution areadequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interestsseparate from it. Both the presiding officer of the board and a majority of other voting members of the board are free of any contractual,employment, or personal or familial financial interest in the institution. A military institution authorized and operated by the federal government to award degrees has a public board on which both the presidingofficer and a majority of the other members are neither civilian employees of the military nor active/retired military. The board has broad andsignificant influence upon the institution’s programs and operations, plays an active role in policy-making, and ensures that the financialresources of the institution are used to provide a sound educational program. The board is not controlled by a minority of board members or byorganizations or interests separate from the board except as specified by the authorizing legislation. Both the presiding officer of the board anda majority of other voting board members are free of any contractual, employment, or personal or familial financial interest in the institution.


Narrative

Georgia Regents University is a member institution of the University System of Georgia (USG), which is governed by the Board of Regents(BOR). The institution has no other board of directors or trustees. The formal authority of Georgia Regents University (GRU) originates with theconstitutional charter of the Board of Regents (BOR) of the University System of Georgia (USG) [1] calling for representation from the 14congressional districts of Georgia, along with five at-large members, which provides a governing body of 19 members.

Board of Regents Membership

Current members of the BOR for the 2015 calendar year are:


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Table 2.2-a: Board of Regents Current Members

Name BoardTitle Occupation/Professional Affiliation District Term

Neil Pruitt, Jr. Chair Chairman and CEO of PruittHealth Inc. 11th CongressionalDistrict2013-2017

Kessel Stelling, Jr. ViceChair Chairman and CEO of Synovus Financial Corporation6th CongressionalDistrict

2015-2022

Dean Alford Regent President and CEO of Allied Energy Services 4th CongressionalDistrict2012-2019

Paul Bowers Regent Chairman, President and CEO of Georgia Power At-Large 2014-2020

Lori Durden Regent Vice President for Economic Development at Ogeechee Technical College 12th CongressionalDistrict2013-2020

Larry Ellis Regent CEO of ESSE 5th CongressionalDistrict2013-2017

Rutledge Griffin,Jr. Regent Former Chairman and CEO of Griffin LLC

8th CongressionalDistrict

2013-2018

Thomas Hopkins,Jr. Regent Physician

3rd CongressionalDistrict

2010-2017

James M. Hull Regent Member Manager of Hull Storey Gibson Companies LLC At-Large 2013-2016

Donald Leebern,Jr. Regent

Chairman of Georgia Crown, Alabama Crown, and Tennessee Crown DistributingCompanies At-Large

2012-2019

Doreen StilesPoitevint Regent Partner in Stiles Apartments and A.B. Stiles Enterprises

2nd CongressionalDistrict

2011-2018

Sachin Shailendra Regent President of SG Contracting 13th CongressionalDistrict2014-2021

Scott Smith Regent Board Member and Secretary of NW Services Corp. 14th CongressionalDistrict2013-2020

BenjaminTarbutton, III Regent Assistant Vice President of Sandersville Railroad Company

10th CongressionalDistrict

2013-2020

Richard Tucker Regent Managing Partner of Arlington Capital LLC 7th CongressionalDistrict2012-2019

Thomas RogersWade Regent

Chairman of the Board of Trustees of the Georgia Public Policy Foundation and SeniorPartner of Capitolink, Inc. At-Large

2013-2020

Larry Walker Regent Attorney At-Large 2009-2016

Don L. Waters Regent Chairman, President, and CEO of Brasseler USA, Inc. 1st CongressionalDistrict2013-2018

Philip Wilheit, Sr. Regent President of Wilheit Packaging and Marketing Images 9th CongressionalDistrict2015-2022

The organizational structure for the BOR is provided as evidence [2].

Active Policy-Making Body The same constitutional paragraph that describes the BOR's authority also specifies that the BOR will be the sole recipient of stateappropriations for the USG and will have authority, responsibility, and accountability to distribute those funds among the member institutions.The constitution specifies that the BOR will have “government, control, and management” authority over all institutions in the USG and is anactive policy-making body. Its Bylaws state that the BOR must hold a meeting at least eight times annually (Section III) [3] and describe otherduties of the BOR, including budget responsibilities (Section IV) [4].

The BOR is an active policy-making body for GRU. However, the Board’s governing role in setting policies among all System institutions isdistinguishable from the operational roles of the University System of Georgia (USG) Office and the institutions for managing compliance withBOR policies. A representative example of the monthly policy-making activity of the BOR is evident in the Board’s action to approve theconsolidation of Augusta State University and Georgia Health Sciences University to form GRU [5]. At its January 2012 meeting, the BORapproved the USG Chancellor’s recommendation for institutional consolidations which had been under consideration for several months inaccordance with previously BOR-approved principles of consolidation. Separating its policy-making authority from operational procedures, theBOR authorized the Chancellor “to take those measures which the Chancellor deems necessary and prudent to give effect to the Board’sdetermination that these institutions be consolidated so as to enhance and improve educational offerings and student success. All finaldeterminations regarding consolidations, including effective dates, shall be made by the Board, in consultation with the Chancellor.”

Some examples of BOR policy-making reflected in the 2015 calendar year minutes included:


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Approval of a deletion of Policy 3.2.2 Election of Faculties, to remove policy that is outmoded and no longer practiced. The Board impartedto presidents in 2007 authority and responsibility for the initial appointment of faculty members, as well as all reappointments of facultymembers, under Policy 2.5.3 Personnel Policies. [6]

Approval of a revision to Policy 7.3.4.1 Out-of-State Tuition Waivers, providing out-of-state tuition waivers for select institutions withexcess capacity from both housing and facilities perspectives, owing to enrollment declines and population changes, expands the potentialstudent body those institutions may recruit. [7]

Approval of a Fiscal Year 2016 Salary and Wage Administration Policy, to administer the FY2016 budget’s inclusion of $11.3 million instate funds for merit-based pay adjustments, and employee recruitment and retention initiatives. [8]

Provision of Adequate Financial Resources

The Board is responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. Theconstitutional authority that created the BOR is explicit in relation to the financial matters and resources of the USG and its memberinstitutions. In that regard, the Georgia Constitution [1], and reinforced by state statute [9], declares:

"(a) All appropriations made for the use of any and all institutions in the university system shall be paid to the board of regents in alump sum, with the power and authority in said board to allocate and distribute the same among the institutions under its control insuch a way and manner and in such amounts as will further an efficient and economical administration of the university system.

(b) The board of regents may hold, purchase, lease, sell, convey, or otherwise dispose of public property, execute conveyances thereon,and utilize the proceeds arising therefrom; may exercise the power of eminent domain in the manner provided by law; and shall havesuch other powers and duties as provided by law.

(c) The board of regents may accept bequests, donations, grants, and transfers of land, buildings, and other property for the use of theUniversity System of Georgia."

Accordingly, the BOR has established a USG funding formula for requesting annual state appropriations and sets tuitions and fees onceappropriations and other legislative funding decisions are made. Those calculations take into account the adequacy of funding levels needed tomaintain sound programs and services. Thus, the BOR provides financial resources for GRU. The BOR Bylaws (Section XII) [10] states that:

"The Board shall make the allocation of funds to the several institutions at the April meeting or the next regular meeting following theapproval of the Appropriations Act or as soon thereafter as may be practicable in each year and shall approve the budgets of theinstitutions and of the office of the Board of Regents at the regular June meeting in each year or as soon thereafter as may bepracticable. The Board of Regents shall be the only medium through which formal requests shall be made for appropriations from the GeneralAssembly and the Governor of the State of Georgia."

Evidence of these policies and regulations in practice is provided in the institutional responses to Core Requirement 2.11.1 and ComprehensiveStandard 3.10.1.

Control of the Board

The BOR is not controlled by a minority of Board members as a majority of members is required to constitute a quorum to conduct business(Section III) [11]. Each BOR member must be notified a minimum of five days in advance of regular or called meetings. Each committee musthave a minimum of four Board members and must provide minutes of its meetings to the full BOR.

The full Board meets monthly ten times a year for face-to-face meetings, except in July and December unless the press of business requires it.In addition, special meetings of the Board are called as needed each year, such as occurred on July 8, 2015, when the BOR voted to appoint Dr.Brooks Keel as GRU's next president [12].

Agendas for the meetings are publicly available on the BOR web site the Friday prior to the meeting, and minutes are published at the samelocation after the next month's meeting following BOR approval of minutes. An archive of agendas and meeting minutes dating back to 1996 isavailable to the public on the USG’s website [13].

Eight standing committees and several special committees support the work of the BOR [14]. The standing committees are as follows:

Executive and Compensation CommitteeCommittee on Academic AffairsCommittee on Organization and LawCommittee on Finance and Business OperationsCommittee on Internal Audit, Risk, and Compliance Committee on Real Estate and FacilitiesCommittee on Economic DevelopmentIntercollegiate Athletics Committee

The 2015 special committees are as follows:

Committee on Personnel and Benefits State Archives Graduate Medical Education Consolidation CommitteeState Wide Academic Health Planning Committee Search Committees

Contractual, Employment, Personal, or Familial Financial Interest of the Board


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No member of the BOR has a financial, contractual, or employment relationship with the USG. State statute [15] prohibits part-time publicofficials with state-wide powers (including the Regents) from transacting business with any state agency, including their own; the Code ofEthics for government service [16] prohibits such conflicts of interest. Additionally, the Georgia Government Transparency and CampaignFinance Act [17] requires all public officials to file annually a financial disclosure statement with the state for payments of more than $10,000made by any state agency or department to the individual or to businesses they own. Adherence to these laws is monitored regularly and issubject to public scrutiny as facilitated by Georgia’s open records and open meetings regulations. Additionally, the BOR Bylaws (Section II)state that board members may not “accept gifts, honoraria, or other forms of compensation from University System institutions … ” [18].Members of the BOR are notified of the policies pertaining to their ethical duties and responsibilities each January. More information about BORethics training and on how members of the BOR report business transactions is provided [19].

Sources

Board of Regents Bylaws (Page 3)Board of Regents Bylaws (Page 5)Board of Regents Bylaws (Page 7)Board of Regents Letter to GRU re: Policy 8.2.20 Ethics Training (2015.8.21)Board of Regents Meeting Minutes 2015 April - Approval of Fiscal Year 2016 Salary and Wage Administration Policy (Page 2)Board of Regents Meeting Minutes 2015 January - Approval of Deletion of Policy 3.2.2 (Page 9)Board of Regents Meeting Minutes 2015 March - Approval of Revision to Policy 7.3.4.1 (Page 2)Board of Regents MeetingsBoard of Regents Organization ChartBoard of Regents Resolution on ConsolidationBoard of Regents Standing and Special CommitteesGeorgia Constitution, Article VIII. Education, Section IV. Board of RegentsGeorgia Government Transparency and Campaign Finance ActO.C.G.A. 20-3-31 - Board of Regents, General powersO.C.G.A. 45-10-1 - Code of Ethics, Establishment and text of code of ethics for government service generallyO.C.G.A. 45-10-24 Part-time public officials with state-wide powers prohibited from transacting business with any state agency;

part-time employees prohibited from transacting business with own state agency; exceptions to prohibitionsUSG News Release - Keel Named President of Georgia Regents University (2015.7.8)


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2.3

Chief Executive OfficerThe institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board.(See Commission policy “Core Requirement 2.3: Documenting an Alternate Approach.”) (Note: If an institution is part of a system and its chiefexecutive officer is also the chief executive officer of the system, the institution must provide information requested in Commission policy “CoreRequirement 2.3: Documenting an Alternate Approach.” This information should be submitted as part of the Compliance Certification.)


Narrative

Georgia Regents University (GRU) is part of the University System of Georgia (USG) and falls under the operating guidelines of the Board ofRegents (BOR) of the USG. As specified by the regulations of the USG and BOR Bylaws (Section IV) [1], each institution within the universitysystem will have a president. That president will be “the executive head of the institution and all of its departments and shall exercise suchsupervision and direction as will promote the effective and efficient operation of the institution.” Each institution president is appointed by theBOR.

Georgia Regents University CEO

Effective July 20, 2015, President Brooks Keel is GRU’s chief executive officer [2]. His appointment was announced by the BOR on July 8,2015 [3], following a five-month, national search. Before joining GRU, Dr. Keel served as President of Georgia Southern University, also amember institution of the USG. President Keel has never served as a member of the BOR.

President Keel's predecessor is Dr. Ricardo Azziz [4], whose presidential tenure ended on June 30, 2015. Dr. Azziz had served as GRU'sfounding president upon the consolidation of ASU and GHSU, having become president of GHSU in 2010. Dr. Azziz never served as a member ofthe BOR.

During the short transition between GRU's past and current presidents, Dr. Gretchen Caughman served as Interim President [5]. Dr. Caughmanis GRU's Executive Vice President for Academic Affairs and Provost. She also has never been a member of the BOR.

Job Description and Relationship with the Governing Board

In keeping with BOR policies, GRU’s chief executive officer is the President of the University, whose primary responsibility is to the institution.The University President is not the presiding officer or a member of the governing board, as illustrated in the organizational structure for theBOR [6]. The President is appointed by the BOR and reports to the Chancellor of the USG, Hank Huckaby. The Chancellor of the USG is the chiefadministrative officer of the University System as well as the chief executive officer of the BOR [1][7].

The authority and responsibility of USG institutions presidents are described in the BOR Bylaws [7] and, to a greater extent, in the BOR policyon presidential authority and responsibilities [8] as stated below:

"The president of each institution in the University System shall be the executive head of the institution and of all its departments andshall exercise such supervision and direction as will promote the efficient operation of the institution. The president shall be responsibleto the Chancellor for the operation and management of the institution and for the execution of all directives of the Board and theChancellor. The president's discretionary powers shall be broad enough to enable him/her to discharge these responsibilities (BORMinutes, 1972-74, pp. 69-71; 1977-78, pp. 167-168; April, 2007, pp. 76-77).

The president shall be the ex-officio chair of the faculty and may preside at meetings of the faculty. The president and/or the president'sdesignee shall be a member of all faculties and other academic bodies within the institution. He/she shall decide all questions ofjurisdiction, not otherwise defined by the Chancellor, of the several councils, faculties, and officers.

The president shall have the right to call meetings of any council, faculty, or committee at his/her institution at any time. The presidentshall have the power to veto any act of any council, faculty, or committee of his/her institution but, in doing so, shall transmit to theproper officer a written statement of the reason for such veto. A copy of each veto statement shall be transmitted to the Chancellor.

At those institutions that have a council, senate, assembly, or any such body, the president or the president's designee may chair suchbody and preside at its meetings. The president shall be the official medium of communication between the faculty and the Chancellorand between the council, senate, assembly, or any such body and the Chancellor (BOR Minutes, 1993-94, p. 239; April, 2007).

The president shall be responsible for the initial appointment of faculty members and administrative employees of each institution, thesalary and all promotions of each, and be authorized to make all reappointments of faculty members and administrative employees,except as otherwise specified in this Policy Manual. The president has the right and authority to grant leaves of absence for up to oneyear for members of the faculty for study at other institutions or for such reasons as the president may deem proper.

He/she shall make an annual report to the Board, through the Chancellor or his/her designee, of the condition of the institution underhis/her leadership (BOR Minutes, February, 2007).

The president of each institution, or his/her designee, is authorized to accept on behalf of the Board the resignation of any employee ofhis/her institution (BOR Minutes, 1977-78, p. 123; 1982-83, p. 225).

The president of each institution, or the president's designee, shall have the authority to execute, accept, or deliver, on behalf of theBoard, the following types of research agreements, settlement agreements, service agreements, and reciprocal emergency law


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enforcement agreements affecting his or her institution:

1. Research or service agreements whereby the institution concerned, for monetary compensation or other good and valuableconsideration, agrees to perform certain institution-oriented research or other personal services within a time period of one yearor less.

2. Agreements between USG institutions and hospitals or other organized medical facilities, both public and private, located withinthe State of Georgia, whereby the hospital or medical facility concerned agrees to provide clinical services to nursing and otherstudents enrolled in nursing and allied health programs at the institution concerned. Said agreements shall be effective for oneyear with the option of annual renewal as specified therein and shall be subject to cancellation by either party.

3. Reciprocal emergency law enforcement agreements between USG institutions and county and municipal authorities, as authorizedby the Georgia Mutual Aid Act, as amended (BOR Minutes, 1993-94, pp. 63-64).

4. Settlements of grievances and complaints, including those filed by state and federal agencies, that do not include a monetarycommitment of more than $100,000. Notice of settlements shall be filed with the University System Office of Legal Affairs (BORMinutes, May 2006; April, 2007).

5. Any agreements necessary for the day-to-day operation of the institution (BOR Minutes, April, 2007)."

The GRU Statutes confirm adherence to the BOR bylaws and policies concerning the duties and responsibilities of the President:

"The President is the chief executive officer of the university and is appointed annually by the Board of Regents. The powers of thePresident are those ordinarily implied by the office and those set forth in the Board of Regents Policy Manual. The President is the chiefspokesman of the university and has the responsibility for defining goals, for taking administrative action, and for facilitating publicunderstanding. Directly reporting to the President are the Provost, and other senior administrators as deemed necessary. The Presidentutilizes the judgments of the faculty and also seeks outside evaluations by organizations and scholars of acknowledged competence. ThePresident will present through the Chancellor to the Board of Regents views of faculty and students, including dissenting views, in thoseareas and on those issues where responsibilities are shared. The President confers all degrees and presides at commencementCeremonies. The President authorizes the issuance of all diplomas and certificates. The President of GRU will serve as Head of thefaculty and the Executive Chair of the University Senate and is an ex-officio member of all committees and boards.

The President has the authority to appoint, reappoint, promote and dismiss Administrative Officers and members of the Corps ofInstruction. The President identifies and defines the responsibilities of other members of the Administration who, serving at thePresident's discretion, guide and direct other functions necessary to the complex academic institution. Through memoranda andorganizational charts, the President advises the University of organizational changes and shifts in responsibilities of members of theAdministration (Article II, Section 1.A)." [9]

Sources

Board of Regents Bylaws (Page 5)Board of Regents Bylaws (Page 6)Board of Regents Organization ChartBoard of Regents Policy Manual - 2.5 Presidential Authority and ResponsibilitiesCurriculum Vitae - Azziz (Former President)Curriculum Vitae - Caughman (Provost)Curriculum Vitae - Keel (President)GRU Statutes (Page 2)USG News Release - Keel Named President of Georgia Regents University (2015.7.8)


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2.4

Institutional MissionThe institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate forhigher education. The mission addresses teaching and learning and, where applicable, research and public service.


Narrative

Georgia Regents University (GRU) is a member institution of the University System of Georgia (USG), which is governed by the Board ofRegents (BOR). One of 30 USG institutions, GRU is unique among the state’s public universities. While the institution offers many of theprograms one expects to see at a broadly focused research university, such as programs in the liberal arts, business, education, and natural,social, and biomedical sciences, GRU also has a strong emphasis on the health sciences. The university is home to the state’s only publicmedical school, only dental school, and numerous other degree programs to prepare students for health care professions. GRU is the onlymember institution of the University System of Georgia (USG) with an affiliated health care system that provides students with real worldexperiences as part of their educational attainment.

These characteristics are clearly reflected in GRU’s mission as well as in the institution’s statement of vision and values:

Mission: To provide leadership and excellence in teaching, discovery, clinical care, and service as a student-centeredcomprehensive research university and academic health center with a wide range of programs from learning assistance throughpostdoctoral studies.

Vision: To be a top-tier university that is a destination of choice for education, health care, discovery, creativity, and innovation.

Our Values:

Collegiality – reflected in collaboration, partnership, sense of community, and teamwork.Compassion – reflected in caring, empathy, and social responsibility.Excellence – reflected in distinction, effectiveness, efficiency, enthusiasm, passion, and quality.Inclusivity – reflected in diversity, equality, fairness, impartiality, and respect.Integrity – reflected in accountability, ethical behavior, honesty, and reliability.Leadership – reflected in courage, honor, professionalism, transparency, and vision.

The GRU mission is comprehensive to reflect the complexity of the institution in accordance with the Board of Regents (BOR) mandates oninstitutional missions. Per BOR Policy 2.10 [1], GRU is the “state’s only health science/medical college,” and is classified as one of the USG’sfour research universities based on the institution’s “broad array of undergraduate and graduate and professional programs” paired its“emphasis on basic and applied research.”

As evidenced by the array of degrees offered at GRU [2], the university provides wide-ranging undergraduate and post-baccalaureate programsdelivering education, research/scholarship, and service that meet regional and statewide needs. The current mission statement was developedbased on feedback received from both the legacy universities’ communities prior to the consolidation of Augusta State University and GeorgiaHealth Sciences University and was approved by the BOR in May 2012 [3].

Publication of the GRU Mission

The GRU mission, vision, and values statement is principally and prominently published on the GRU website in the “About GRU” section [4].Only two clicks from the university home page, the statements are easily accessible by all members of the public with an internet connection.Additionally, the mission is published with the institution's strategic plan, Transition Forward, in both web-based [5] and print-based [6]formats.

Distance Education

The GRU Mission, Vision, and Values are applicable across all educational programs offered by the university, regardless of mode or location ofdelivery. Because the mission statement is published online, it also accessible to all students, faculty, and staff in distance education programs.

Sources

Board of Regents Meeting Minutes 2012 May - Approval of Consolidated MissionBoard of Regents Policy Manual - 2.10 Institutional MissionGRU Degrees and CertificatesGRU Strategic Plan - Transition ForwardGRU Website - About SectionGRU Website - Strategic Plan, Transition Forward


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2.5

Institutional EffectivenessThe institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate asystematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3)demonstrate the institution is effectively accomplishing its mission.


Narrative

Georgia Regents University (GRU) is committed to ongoing continuous improvement through an integrated, systematic, and data-drivenprocess that focuses on improving the quality of teaching, discovery, research, clinical care, service, and other University functions as outlinedin the GRU mission. Centrally administered processes for planning, resource alignment, and assessment provide a support structure used byeducational programs and administrative and academic and student support units.

Continuous improvement is implemented through the active involvement of faculty and staff in a shared governance process, dedicated staffresources, and the senior administration’s regard for the definition of expected outcomes and active measurement of progress toward theseresults.

Planning, resource alignment, and assessment activities are integrated and permeate all units and all levels of the university. In this wayplanning, resource alignment, and assessment at GRU serves three major purposes:

To promote accountability aimed at demonstrating that the institution is committed to data-driven decision making and continuousimprovement.To promote improvements in student learning in all educational programs. To assist the institution in meeting the requirements of accrediting agencies.

The current GRU policy on planning and assessment [1] is being revised to 1) better reflect improved processes; 2) to include resourcealignment and mission planning; and 3) to focus only on unit planning efforts. The reference in the current policy to student learning outcomeswill be removed, and a separate policy under Academic & Faculty Affairs will be written to support the process of student learning outcomes.

The updated GRU policy on Planning, Resource Alignment, and Assessment [2] states that all units must develop annual unit plans with definedgoals, tactics, measures, and expected outcomes that align with the GRU strategic plan, the mission, vision, and values of the institution,appropriate mission plans, and other related strategic plans. These plans are to be reviewed quarterly and through an annual assessmentreport to support the alignment of resources and to ensure continuous improvement and progress toward the strategic priorities in the GRUstrategic plan. Units are defined through the GRU organizational charts working with senior leadership.

At GRU, the planning, resource alignment, and assessment processes are designed to help GRU meet its mission and reach its vision throughthe GRU strategic plan. These processes and evidence of their impact on GRU's effectiveness are described in depth within this response. As anoverview of the process, a presentation that introduces the linkage of planning at all levels of the organization – from the University System ofGeorgia strategic plan to annual unit planning – and highlights the evolution of planning at GRU is provided below. (Note, this presentation maydownload slowly. Audio is needed.)

To demonstrate GRU’s compliance with Core Requirement 2.5, the information is organized to address the following aspects of the planning,resource alignment, budgeting, and assessment processes:

Institutional Effectiveness Link to Mission, Vision, and ValuesEstablishment of the GRU Strategic PlanAlignment with the University System of GeorgiaStrategic Planning Process, Cycle, and EvolutionAlignment of Planning at GRU


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GRU Ongoing Planning ProcessesEvidence of Continuous Improvement and Accomplishment of the Mission through the Strategic Plan Planning, Assessment, Resource Alignment, and Budgeting SupportDocumentation Support – Campus Labs’ Compliance Assist

Institutional Effectiveness Link to Mission, Vision, and Values

The systematic process of continuous improvement at GRU begins with the development of the mission, vision, and values. As described morecomprehensively in the institutional responses to Core Requirement 2.4 and Comprehensive Standard 3.1.1, these essential elements weredeveloped during the consolidation of Augusta State University (ASU) and Georgia Health Sciences University (GHSU) through a highly inclusiveprocess. This process included input from the Augusta community and more than 300 students, faculty, staff, and alumni at both institutionswho participated on more than 54 work teams and 30 sub teams.

To kick off the consolidation of ASU and GHSU, the Chancellor of the Board of Regents (BOR) of the University System of Georgia (USG)appointed a committee comprised of stakeholders from both institutions, the alumni, and the community. The Consolidation Work Group (CWG)unanimously accepted the mission, vision, and values during their February 22, 2012 meeting. [3]

The BOR formally approved the mission at its meeting held in May 2012. [4]

Mission: To provide leadership and excellence in teaching, discovery, clinical care, and service as a student-centeredcomprehensive research university and academic health center with a wide range of programs from learning assistance throughpostdoctoral studies.

Vision: To be a top-tier university that is a destination of choice for education, health care, discovery, creativity, and innovation.

Our Values:

Collegiality – reflected in collaboration, partnership, sense of community, and teamwork.Compassion – reflected in caring, empathy, and social responsibility.Excellence – reflected in distinction, effectiveness, efficiency, enthusiasm, passion, and quality.Inclusivity – reflected in diversity, equality, fairness, impartiality, and respect.Integrity – reflected in accountability, ethical behavior, honesty, and reliability.Leadership – reflected in courage, honor, professionalism, transparency, and vision

Establishment of the GRU Strategic Plan

GRU used these statements of Mission, Vision, and Values as the foundation of the inaugural strategic planning process. This first strategicplanning process was led by a team of six members from each of the constituent institutions, and was informed by a larger Strategic PlanningCouncil (SPC) composed of equally distributed representation that guided the development of the initial draft. This initial draft was crafted fromthe review and melding of both institutions’ existing strategic plans.

GHSU and ASU had each completed strategic planning processes within the year prior to consolidation, which resulted in plans reflecting theunique characteristics of each institution. Given the two institutions' different historic missions, and the foci of their strategic plans, the SPCmelded the two plans into one cohesive and comprehensive plan that incorporated and addressed the unique aspects of each former institutionwhile also helping to define commonalities shared by them in the new institution.

The process took approximately six months to complete. After the document was approved by Council members, a draft was postedelectronically, circulated broadly, and made available for review and comment. Members of the SPC delivered more than 40 orientation sessionsto GRU faculty, staff, and students to ensure that everyone understood the importance of the plan and the value the team was placing on theirsuggestions for improvement. GRU’s first strategic plan, entitled Transition Forward [5], was formally adopted in March 2013, and it continuesto serve as the foundation for the institution’s planning framework, resource alignment, budgeting, and assessment processes.

Alignment with the University System of Georgia

Transition Forward is also appropriately aligned with the University System of Georgia’s (USG) Strategic Plan [6]. As part of its plan, the USGidentified three Strategic Imperatives and associated focus areas within the framework of the 2013 - 2018 USG strategic plan. Theseimperatives are critical to the success of meeting the USG’s challenge to create a more educated Georgia, a challenge in which GRU is a keyplayer.

The GRU strategic planning process directly supports the system-level strategic plan and its three strategic imperatives. This support isdemonstrated by the clear linkage from each of GRU’s Strategic Priorities and Organizational Goals to the three USG Strategic Imperatives: 1)Academic Excellence and Degree Completion; 2) Economic Development; and 3) World Class Research, and Accountability, Efficiency andInnovation. Perhaps the best, specific example of this linkage can be found in GRU’s Strategic Plan Strategic Priority 1.

GRU Strategic Priority #1: Be a national model for the successful consolidation of two higher-education institutions into one fullyintegrated and aligned research university.

Institutionally known as the “consolidation priority,” the goals associated with this priority pertain to efficiency, stewardship, collaboration, andinnovation, all of which align with the USG Strategic Imperative 3 for Accountability, Efficiency, and Innovation.

Strategic Planning Process, Cycle, and Evolution

GRU subscribes to three basic steps in its process of strategic planning: 1) conducting an internal and external environmental analysis; 2)developing the vision, mission, and strategic goals; and 3) implementing, monitoring, assessing, and adjusting through annual unit planning.See Figure 2.5-c: Strategic Planning.


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GRU is midway through implementing a four-year strategic planning cycle that started with theinaugural GRU strategic plan formally adopted in March 2013 shortly following the establishment ofGRU. The strategic plan – entitled Transition Forward - includes six strategic priorities andsupporting organizational goals that span the university[5]. Many colleges and divisions thendeveloped their own strategic plans to align with the inaugural GRU strategic plan.

New tothe strategic planning process has been thedevelopment of plans for each of the tripartitemissions of GRU: education, research, and clinical.The Education Mission Strategic Plan [7] wascompleted in June 2015 and has been aligned with theGRU organizational goals.The Research MissionStrategic Plan [8] is in the final phase of review withan expected completion in September 2015, and theclinical plan will be developed during the fall of 2015.As each of these mission plans are completed,colleges and other units will conduct a rapid alignmentcycle with these plans. Beginning with their FY16 annual plans, units will directly align with the education mission strategic plan whereappropriate. When the research and clinical/service plans are complete, units will align their plans accordingly.

In January 2017, GRU will begin its second strategic planning cycle by reviewing and revising the GRU strategic plan starting with the mission,vision, and values. The three mission plans will then be reviewed and updated, and the college and other strategic plans will follow in sequence. See Figure 2.5-d: Strategic Planning Cycle at GRU.

Annually, units create plans that align with the GRU strategic plan as appropriate. With the addition of mission plans during FY16, units will linkto the strategic plan through the three mission plans and other appropriate strategic plans.

Alignment of Planning at GRU

All planning at GRU is aligned – from the strategic plan to the annual unit plans. The linkages between all planning at GRU are illustrated inFigure 2.5-e: Alignment and Linkages of GRU Strategic and Annual Unit Planning.


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Reports are created each year to review and ensure the appropriate alignment of annual unit plans with the GRU strategic priorities andorganizational goals. Figure 2.5-f: Annual Unit Plans in Alignment with GRU Strategic Priorities and Organizational Goals is a screen shot of aportion of the FY15 report to illustrate the linkages. Beginning in FY16, reports will be developed to show the alignment of unit plans withmission plans as well.


Following are links to the full alignment documents for FY14 and FY15:

FY14 Unit Planning Strategic Plan Linkages Summary [9] FY15 Unit Planning Strategic Plan Linkages Summary [10]

GRU Ongoing Planning Processes

At GRU, a number of processes support and inform planning and assessment at all levels of the institution. Such processes are ongoing, eachwith their own cycles and schedules based on the purpose and the needs of the process users and their beneficiaries.

GRU Strategic Planning

Strategic planning at GRU includes a thorough environmental analysis, a review of the mission, vision, and values, and the review ofand/or the development of strategic priorities and organizational goals. The strategic priorities reflect GRU’s mission, vision, and valuesand are statements about the future of the university. Strategic priorities and organizational goals were developed with broad-based inputfrom faculty, staff, students, administrators, and community members.

Organizational goals describe GRU’s common intentions for what the university expects to accomplish as an institution. In accordancewith this planning architecture, a thorough environmental analysis and a review of the strategic priorities and organizational goals isintended every four years. This review includes a comprehensive assessment of the extent to which the organizational goals have beenachieved, research on how the environment has changed in the four-year time period, and an update of metrics used to gauge success inmeeting organizational goals.

Mission-based Strategic Planning

Each of the GRU tripartite missions – education, research, and clinical – builds a strategic plan that outlines the focus of the specific


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mission in alignment with the strategic plan for the subsequent four years. These plans include the following elements:

Mission Strategic Focus Areas: Identified focus areas within the relevant mission supported by descriptions that are supported by missiongoals.Mission Goals: Clear statements of intention within the relevant mission.

College-level Strategic Planning

College-level strategic plans support the GRU Strategic Plan and the relevant GRU mission(s). These plans include college-specific focusareas and goals. Examples include the following:

MCG Strategic Plan [11] College of Allied Health Sciences Strategic Plan [12]College of Dental Medicine Strategic Plan [13]College of Education Interim Strategic Plan [14]

Other Strategic Planning

Many of the academic and administrative support services units within GRU develop strategic plans that directly support the college-levelplans and the overall GRU strategic plan. Examples include Advancement, Enrollment and Student Affairs [15], Facilities (MasterPlanning), the Libraries [16], etc.

Integrated Annual Unit Planning, Resource Alignment, & Assessment Cycle

The GRU annual planning and assessment cycle follows four basic steps: 1) Units develop their plans; 2) Units then implement thoseplans and collect data and information; 3) Units analyze their results and findings; and 4) Units close the loop by using their results forcontinuous improvement.

Using the GRU organizational charts starting at the Executive Vice President level, GRU works with executive leadership to identify acomprehensive inventory of units responsible for participating in the integrated planning, resource alignment, and assessment cycle. Withthe exception of the educational programs, all units are based on the GRU organizational structure. The inventory is maintained by theDivision of Institutional Effectiveness.

All units at GRU develop annual plans that support the relevant college-level strategic plans, mission-based plans, and the GRU strategicplan. Additional detail on Annual Unit Planning is provided in Comprehensive Standard 3.3.1.

At the end of each fiscal year, assessment units develop final assessment reports that include the following elements:

Units follow a defined sequence of steps or phases to establish, monitor, and assess annual unit goals, tactics, measures, and expectedoutcomes. The Provost and a team of resources from the Division of Institutional Effectiveness, the Office of Budget Planning andAnalysis, and other relevant ser

All presentations and supporting documentation are uploaded to an intranet site where they are available to all units who participated inthe resource alignment meeting process captured in Figure 2.5-h: Intranet Site for Planning & Resource Meetings.

A formal communication from the Provost and other key leadership is sent to all of the units who participated in the resource alignmenthearings with a synopsis of the process, the requests, and appropriate allocations. The following table 2.5-c: FY15 & FY16 ResourceAlignment Communications includes links to formal communications during phase 4 of the annual unit planning cycle.


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Table 2.5-c: FY15 & FY16 Resource Alignment Communications

FY15 Communications FY16 Communications

Summary of University Budget Requests [84]

Strategic Priorities Memo from Dr. Caughman(5/7/2014) [85]

FY16 Planning & Resource Next Steps Memo from Dr. Caughman(3/13/15) [86]

FY16 Allocation Report [87]

FY16 One Time Requests - All Units [88]

FY16 Budget Update Email from Dr. Caughman (6/26/15) [89]

During the finalization of plans phase, units input their approved unit goals, tactics, measures, and expected outcomes to an onlinedatabase where goals are monitored and tracked. The online database used by GRU is Campus Labs’ Compliance Assist: PlanningModule, and it is open to all users. Also during this phase, assessment units begin to initiate the actions necessary to complete theirunit goals.

This formalized process of resource alignment began in FY15. During this cycle, all units reporting to the Provost directly as well assome of the support services were included. From the lessons learned completed at the end of the FY15 process [90], alladministrative and academic and student support services were included for the FY16 process. Lessons learned after the FY16process are being used to inform the planning for FY17 [91]. Most notable from the lessons learned in FY16 was the need for bettercommunication throughout the process. For the FY17 planning and resource alignment process, GRU is planning a kick-off meetingto provide a high level overview of progress to date, priorities for FY17, and instructions for the resource alignment hearings to beheld in late January 2016.

Annual calendars are developed each spring for the subsequent fiscal year with these four phases and posted on the IE Website andthe Compliance Assist landing page shown in Figure 2.5-i: Compliance Assist Landing Page for Planning Module.

The following table, Table 2.5-d: Annual Planning & Assessment Calendars, provides links to the annual planning, resourcealignment, and assessment calendars for the past three years.

Table 2.5-d: Annual Planning & Assessment Calendars

FY14-15 Annual Calendar FY15-16 Annual Calendar FY16-17 Annual Calendar

[92] [93] [94]

Planning and Assessment Cycle for Educational Programs: Student Learning Outcomes


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Educational programs must define and submit student learning outcomes for each program and establish expected outcomes and measurementcriteria. GRU requires educational program units to submit student learning outcomes at the program level and for each concentration availableto students. Additionally, student learning outcomes for minors without a major must also be submitted. Student learning outcomes areassessed and reviewed annually by educational program faculty and refined as necessary. This process and evidence of use is further discussedin the sections addressing Comprehensive Standard 3.3.1.1.

Comprehensive Program Review

A further layer of review, termed Comprehensive Program Review, is required of all educational programs, per BOR policy [95]. This policyprescribes that all USG institutions must review their programs for viability, quality, and productivity on a cycle of seven years forundergraduate programs and 10 years for graduate programs.

The Division of Institutional Effectiveness oversees the University’s Comprehensive Program Review process, including management of theschedule for reviewing programs. Each year, the Director of Accreditation leads discussions with academic leaders, including Deans and theProvost, to verify the list of programs scheduled for review as well as to determine whether any special reviews will be requested for thefollowing academic year. Once the list of programs to be reviewed has been determined, the Director of Accreditation collaborates with theDirector of Institutional Research and the Director of Planning & Project Management to begin preparing materials that will inform the programreviews. Materials are then provided to program leaders (e.g., department chairs, program coordinators) in the fall semester, and programreviews culminate in conferences between respective deans and the Provost in the spring semester. Program review information, including theschedule, the process, and report materials, is published via Compliance Assist: Program Review. [96]

Specialized Accreditation Processes

Several of GRU’s educational programs hold their own specialized external accreditations. The Division of Institutional Effectiveness collaboratesand provides support for these accreditations including identifying and monitoring linkages of specialized accreditation standards with SACSCOCaccreditation and program review standards, providing the opportunity to leverage information collected and documented across regulatorybodies. The division also manages an inventory of specialized accreditations to document and monitor key historic dates, upcoming dates,contacts, and other pertinent information. The full list of specialized accreditations is provided in the section addressing Accrediting Decisions ofother Agencies in Comprehensive Standard 3.13.1. Facilities Planning, Design & Construction - Campus Master Planning

The purpose of the GRU Campus Master Plan is to align the physical, spatial, and fiscal objectives of the institution in support of the StrategicPlan. Following is an illustration, Figure 2.5-i: GRU Campus Master Planning Integration, of the purpose and integration of the GRU campusmaster planning.

Figure 2.5-i: GRU Campus Master Planning Integration

SACSCOC Compliance Certification and Quality Enhancement Planning

The Division of Institutional Effectiveness develops and maintains processes and support materials to assist leaders and administrators withongoing compliance with regional accreditation standards including decennial reaffirmation of accreditation, the Fifth-Year Review, substantivechanges, and any special requests from the SACSCOC. The division designs and implements processes for ensuring continuous compliance withthe SACSCOC Principles of Accreditation, such as those pertaining to faculty competence and physical, financial, and learning resources.

Evidence of Continuous Improvement and Accomplishment of the Mission through the Strategic Plan

All planning at GRU is aligned from the strategic plan to the annual unit plans in direct support of the GRU Mission. Following is evidence ofprogress toward the mission through the achievement of key accomplishments under each of the six GRU Strategic Priorities as shown in Table2.5-e: Evidence of Continuous Improvement Toward GRU Mission.


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Table 2.5-e: Evidence of Continuous Improvement Toward GRU Mission

GRU Strategic Priority Continuous Improvement and Accomplishments

GRU Strategic Priority 1: Be a national model for thesuccessful consolidation of twohigher-education institutions intoone fully integrated and alignedresearch university.

A campus master planning process was conducted and finalized in August 2015 to provide physical,program, and fiscal objectives in support of the GRU and the Education Mission Strategic plans. [97 -Note: slow download]

Many of the consolidation work teams continued to work after the consolidation to ensure an efficienttransition from two separate institutions into one institution. Many of the team members that workedtogether prior to the consolidation became constituents within the same department. They continuedtheir work to consolidate and improve services and efficiencies. Examples include the following:

The Division of Communications & Marketing reorganized to better meet the needs of allaudiences and provide critical, relevant, easily accessible, and timely information. [98]

Human Resources reviewed, developed, and audited existing Human Resources policies on adefined time schedule to ensure policies are relevant and up-to-date, including coordination withrelevant policy committees. [99]

Student Affairs has an overall strategic goal to expand the reach of student health to improveoverall student well being. After the consolidation, the former ASU students became eligible forStudent Health Services. In FY14, the unit focused on creating adequate space to provide thesestudent health services for the consolidated university. [100]

GRU Strategic Priority 2: Be a comprehensive researchuniversity that leverages itshistory of excellence in healthscience and medical educationwith a strong foundation of liberalarts education and professionaldegrees.

The University completed an Education Mission Strategic Plan in June 2015 that provides priorities andfocus on the following areas: student success, curriculum and pedagogy, academic programs andreputation, and culture and engagement. These strategic focus areas directly support strategic prioritytwo and its organizational goals. In fall 2015, the Provost will hold a retreat with her direct reports toreview progress toward meeting the strategic goals within the plan and prioritize tactics for FY17. [101]

The University now has added 19 new programs for a total of 124 educational programs. New programsincluded 4 bachelor programs, 1 specialist program, 2 doctoral programs, 2 certificates, 6 post-baccalaureate certificates, 2 post-master’s certificates, and 2 post-first-professional certificates.[102], Degrees and Majors Authorized Website

GRU Strategic Priority 3: Be a nationally and internationallyrecognized leader in research,discovery and scholarship.

In December 2014 the Interim Senior Vice President for Research (named permanently in February2015) provided an update to the President’s Executive Committee that highlighted progress toward theongoing strategy to expand clinical and translational research at GRU. In that report he highlighted theassessment process used to identify the GRU needs and the steps taken to address those needs andprogress as of that date. [103]

One of the outcomes of the continuous improvement in the area of research was the development ofthe first draft of a Research Mission Strategic Plan that is currently under review for institution-wideinput. This plan includes the following strategic focus areas for research: innovation and integration,infrastructure and support, collaboration and partnerships, community engagement, and culture andengagement. The infrastructure and support aspect of the mission plan is a direct output of the ongoingstrategy to expand clinical and translational research at GRU. [104]

As reported during the FY16 Fall Kick-off Meeting FY15 grant submissions were up more than 5% overFY14. FY15 research funding increased $.5 Million from FY14, and FY15 licensing revenue was up morethan 45% over FY14. [105]

GRU Strategic Priority 4:Provide service to the local, state,national, and global communities.

Georgia Regents University’s Day of Service held in September 2014 included more than 500 volunteerswho contributed their time and services to help those in need at locations throughout Richmond,Columbia, and Aiken Counties. This number of volunteers represented a significant increase from theintroduction of the Day of Service in 2011 when 261 volunteers contributed their time. Source: [106]

The Costa Layman Health Fair celebrates a decade of service. Ten years ago, Costa Layman Farms andthe Georgia Regents University College of Nursing took a bold and important step into the field ofpersonalized, preventive health care when they partnered to offer a health fair for workers at the SouthCarolina plant nursery. The health fair continues to improve every year making a difference in students,faculty, and participants lives. [107]

GRU Strategic Priority 5: Optimize our potential as a wholethrough greater efficiency,effectiveness and productivitysupporting strategic growth anddevelopment.

To support the organization goals of establishing GRU as an employer of choice and optimizing facultyand staff engagement, this year the university implemented an employee engagement survey to betterunderstand the needs, desires, and concerns of GRU employees. All units throughout the organization –from senior leadership to individual units – developed action plans to focus on areas in need ofimprovement. This survey will serve as a baseline for future improvements. [108]

The Leadership Academy was created to develop faculty, staff, and students as authentic leaders atGRU. The Academy and the Office of Leadership Development provides a suite of comprehensive,experiential, enterprise-wide, leadership and management development opportunities to address needsoutlined in the employee engagement survey. [109]

A new centralized information technology help desk was created through the Jaguar Collaborative – aunique collaboration with Cerner Corporation to provide IT services for the University and the HealthSystem. A team from the collaborative conducted a comprehensive assessment to gain insight into theenvironment and current business processes, include the specific IT customer service procedures,workflows, and escalation methods. The new service offers faculty and staff access to professionalservice delivery associates any time, day or night, 365 days per year. [110]

The College of Nursing focused on implementing a plan to expand services for vulnerable populations by


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GRU Strategic Priority 6: Provide sustained commitment todiversity and inclusion across allmissions.

focusing course work, faculty practice, student projects, and clinical opportunities on priority needsidentified in the community health needs assessment. [111]

The Professional and Community Education Department focused on offering cultural immersion activitiesto embrace GRU global partners in China and South America and GRU’s own cultural diversity. Anumber of programs have been implemented including the grand opening of the Confucius Institute, theGRU Diversity Summit, study tour in western Ireland and other study abroad trips. [112]

Planning, Assessment, Resource Alignment, and Budgeting Support

At GRU, responsibility for ongoing and integrated planning, resource alignment, and assessment is borne by nearly every organizational unit.However, oversight for the processes and systems that ensure GRU is effectively accomplishing its mission is the responsibility of three keysupport units:

Division of Institutional Effectiveness: Institutional effectiveness at GRU is supported by a team of professionals in theDivision of Institutional Effectiveness [113], led by a Vice President, Beth Brigdon, [114] who reports directly to the ExecutiveVice President for Academic Affairs and Provost. The Division of Institutional Effectiveness provides leadership and support forplanning and assessment, institutional research, accreditation, project management, change management, and lean processimprovement. Working in concert, the

Documents

Compliance Certification ReportDocumentation for the . Off-Site Reaffirmation Committee . Compliance Certification Report . September 4, 2015 . SACSCOC Archival Copy . Please note