Alterações e Mais Valias

Proposta de Alteração da Portaria N.º 903/84 de 11 de Dezembro.
Curso de Licenciatura em Engenharia de Produção Industrial.

Virgílio A. P. Machado

Lisboa: FCT UNL
Dezembro 1987

... Quando a disponibilidade do corpo docente de Engenharia Industrial o permitir, espera-se poder suprir algumas deficiências pontuais do curso, oferecendo disciplinas de opção, nomeadamente, em: Segurança Industrial, Técnicas de Previsão, Planeamento e Projecto de Instalações, Teoria da decisão, Análise de Custos, Simulação e Manutenção.
...

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Planeamento e Projecto de Instalações. Começou a funcionar em 1986/1987, lecccionada pelo autor da proposta acima citada.

Manutenção (Fiabilidade) Começou a funcionar em 1986/1987, lecccionada actualmente pelo Prof. José António Mendonça Dias. Contratado para o Grupo de Disciplinas de Engenharia Industrial, como Assistente Convidado, em 1992. Doutorado em Engenharia Industrial pela UNL, em 2002.

Técnicas de Previsão. Começou a funcionar em 1989/1990 e

Simulação. Começou a funcionar em 1991/1992, lecccionadas pela Profa. Ana Paula Ferreira Barroso. Contratada para o Grupo de Disciplinas de Engenharia Industrial, como Assistente Estagiária, em 1990. Mestrado em Investigação Operacional e Engenharia de Sistemas no IST da UTL, em 1994. Doutorada em Engenharia de Sitemas pela UTL, em 2003.

Análise de Custos. Começou a funcionar em 1997/1998, lecccionada actualmente pelo Prof. Rui Fernando Miranda Vieira. Contratado para o Grupo de Disciplinas de Engenharia Industrial, como Assistente Convidado, em 1989.

Modelos de Decisão. Começou a funcionar em 2001/2002, lecccionada actualmente pelo Prof. Virgílio António Cruz Machado. Contratado para a Secção de Gestão Industrial do Departamento de Engenharia Mecânica e Industrial, como Professor Associado, em 2000.

Higiene e Segurança no Trabalho. Começou a funcionar em 2004/2005, lecccionada pela Profa. Maria Celeste Rodrigues Jacinto. Contratada para o Grupo de Disciplinas de Engenharia Industrial, como Assistente Convidada, em 1997. Ph.D., Mechanical and Manufacturing Engineering, Occupational Safety pela The University of Birmingham, UK, em 2003.

Contraponto de Bach

Um Bacharelato em Engenharia e Gestão Industrial

Virgílio A. P. Machado
1999/12/05
A organização de um Bacharelato em Engenharia Industrial pode ter uma estrutura semelhante à de qualquer outro Bacaharelato em Engenharia. Um Bacharelato em Gestão ... é um Bacharelato em Gestão. Já a organização de um Bacharelato em Engenharia e Gestão Industrial oferece mais dificuldades.

Num bacharelato que se pretende ser em Engenharia, quer-se, também, introduzir uma componente significativa de Gestão. Como o número de anos lectivos e a escolaridade semanal de um Bacharelato têm valores finitos, para nele se incluirem disciplinas de Gestão, algumas outras vão ter que ficar de fora. Para os alunos aprenderem algumas matérias de Gestão, vão ter que deixar de aprender algumas outras.

Mas o que faz um Bacharelato é a sua duração em anos lectivos e, consequentemente, o grau de profundidade e desenvolvimento com que os assuntos são tratados ou, se se preferir, a maneira como as matérias são abordadas. Por isso parece ser possível organizar um plano de estudos a que se possa chamar Bacharelato em Engenharia e Gestão Industrial.

Só que não será, nem pode ser, um Bacharelato em Engenharia Industrial nem um Bacharelato em Gestão, nem a soma dos dois. Será, por outro lado, um Bacharelato que, para além de uma ou outra matéria comum às duas formações, combina algumas disciplinas de Engenharia Industrial e outras de Gestão.

Essas disciplinas serão aquelas que se pensa melhor corresponderem às necessidades de formação dos alunos. Serão tratadas com a profundidade e desenvolvimento que o tempo e a formação que for sendo adquirida pelos alunos permitirem.

Portanto, o Bacharelato em Engenharia e Gestão Industrial lá possível é, mas mais importante é responder à questão: Existe mercado para jovens com esta formação? Corresponde a uma necessidade dos empregadores? Os Bacharéis em Engenharia e Gestão Industrial encontrarão emprego (de preferência com facilidade e nas suas áreas de formação)? Várias maneiras de perguntar, mais ou menos, a mesma coisa.

A resposta parece ser afirmativa. Parece ser de utilidade para um grande número de empresas e outras organizações poderem dispôr de jovens que, para além de uma formação mínima em Engenharia Industrial, disponham de alguns conhecimentos em algumas áreas da Gestão.

A escolha das disciplinas, de ambas as áreas, a incluir no plano do curso poderá ser feita de acordo com as necessidades de formação dos alunos e dos empregadores. Alternativamente, essa escolha poderá ser feita por opção dos alunos, de entre um leque de disciplinas. Neste caso, cada bacharel colocar-se-á no mercado de trabalho com a sua formação específica, a somar a todas as suas outras características.

O que a escolha das disciplinas do plano de estudos terá sempre que ter em conta são os recursos disponíveis. Entre estes contam-se os docentes que, ou existem na instituição, ou terão que ser contratados.

Fonte: Fórum IPEI

M10. Georgia on my Mind

Georgia Institute of Technology
H. Milton Stewart School of Industrial and Systems Engineering


Our Mission Statement
Defining and Educating World-Class Engineering Talent

I. Vision
Industrial and Systems Engineering at Georgia Tech will be the world's leader in expanding and communicating engineering knowledge and innovation associated with designing, operating and improving sustainable processes for acquiring, producing, selling and delivering products and services.

II. Mission
ISyE's mission is the creation, assimilation, integration, and dissemination of knowledge involving industrial and systems engineering. In carrying out its educational mission, ISyE seeks to develop a high potential population of full-time, traditional students at the undergraduate and graduate levels as well as those in industry and government who need to acquire new and updated skills for positions of leadership in engineering, academia, and management. Specifically, ISyE seeks to
1. provide selected research and services to industry and government which meet their specific needs;
2. contribute to the advancement of the ISyE profession through faculty leadership;
3. facilitate the interface among industries, problems and methodologies;
4. and enhance the overall reputation of Georgia Tech.

III. Objectives
ISyE's objectives are to
1. graduate exceptionally qualified industrial and systems engineers: individuals with excellent problem-solving, technical, and leadership skills;
2. prepare students, alumni, practitioners, managers for the practice of industrial and systems engineering for the solution of engineering and management problems;
3. expand the frontiers of human knowledge, creating the educational base for the next generation of scholars providing a program in research education emphasizing quality in the preparation of students for careers in academics and research;
4. and provide leadership in setting the direction, and in bringing about changes in the field and Georgia Tech community.

IV. Building on Our Best
ISyE has a legacy of supporting a large and diverse faculty across the fundamental areas of industrial and systems engineering. Disciplinary strengths as well as a multitude of faculty connections across disciplines have enabled us to achieve a premier position in the field. We intend to continue leveraging our traditional strengths and searching for new opportunities to strengthen our ability to achieve our mission.

V. Five-Year Plan
In support of its mission and objectives, over the next five years ISyE -- its students, faculty, staff, alumni, and friends -- commit themselves to continuous improvement by undertaking the following initiatives.

A. Infrastructure
1. Provide students and faculty with suitable space to support their educational and research requirements [A]. ª
2. Provide students, faculty and staff high-quality computing support [A].
3. Review the organization of the School and identify opportunities that promote efficiency of operation, opportunity for leadership, targeting of resources and activity, etc. [A&F].

B. Programs
1. Strengthen curricula and faculty in computation [F&A].
2. Identify, develop and promote new opportunities in which ISyE can compete and excel, e.g., health and finance [F&A].
3. Consider new models of education [F&A].

C. Faculty
1. Enhance faculty success in obtaining external support for their research programs [A&F].
2. Provide greater support for untenured faculty development [A&F].
3. Develop the future leaders of the School [A&F].
4. Encourage methodological programs to build industry expertise [F&A].

D. Environment
1. Promote and increase the sense of community and collegiality among the constituencies (students, faculty and staff) within the School [F&A].
2. Commit to sustain a culturally-diverse ISyE Community [A&F].

a [...] indicates leadership responsibility in implementing an initiative: A=Administrative, F=Faculty


Administration

Chair
Assistant to Chair
Director of Development
Associate Chair for Undergraduate Studies
Academic Advisor*
Associate Chair for Graduate Studies
Administrative Coordinator**

Staff
Managers:
Administrative Manager II
Financial Manager II
Supervisors:
Administrative Manager I
Administrative Manager I
Coordinators:
Program Coordinator II
Administrative Coordinator
Program Coordinator II
Administrative Coordinator
Financial:
Accountant III
Accountant III
Accountant II
Academic Advisors:
*Academic Advisor I (Undergraduate)
**Administrative Coordinator (Graduate)
Academic Advisor II (Undergraduate)
Administrative Assistants & Secretaries:
Program Coordinator II
Administrative Coordinator
Administrative Assistant II
Senior Secretary
Information and Infrastructure Management:
Facilities
System Development Engineer
Web/IT Co-op
Media Manager
System Analyst I
System Development Engineer
Senior Facilities Manager
Systems Development Engineer

M9. John Purdue

Purdue University
Industrial Engineering


Administration

Head
Associate Head
Associate Head
Head's Office Staff


Bylaws of the Faculty of the College of Engineering of Purdue University.


Administrative Review Processes

All administrative leadership appointments are, by university policy, subject to periodic formal reviews. Normally, the review interval is five years. Engineering engaged the Renewal and Transformation Group (RTG) as independent consultants to develop initial survey instruments and to assist with analyzing responses.

Specific steps in the review for an academic program leader consist of:

* The dean meets with faculty and staff of the unit to explain the review goals and process and to answer questions.
* All faculty and staff in the unit, the dean, and peers selected by the Head will receive a survey form to be completed within two weeks and returned to the dean's office in sealed, confidential envelopes.
* The Renewal and Transformation Group will receive and open survey responses. The survey will ask for name, telephone number and e-mail address only to allow the RTG to contact some respondents for one-on-one interviews to obtain additional information about the strengths and weaknesses of the unit's leadership.
* The RTG will prepare a summary report of results, excluding identification of sources, and then meet to review their findings with the dean.
* The dean will meet with the Head to discuss results of the evaluation.

Ultimately, response analysis will be performed by a small subcommittee of the Advisory Committee.

M8. Michig An Arbor

University of Michigan, Ann Arbor
Industrial and Operations Engineering


Administration

Department Chair
Administrative Manager
Curriculum Committee
Graduate Admissions & Financial Aid
Graduate Program Advisor
Undergraduate Program Advisor


Departmental Organization

V.A. General. A Department in the College is maintained for the purpose of providing an opportunity and the necessary facilities for study and research in a specified field of learning (See VI.A.). It shall have a separate budget and be responsible to the Dean and the Executive Committee. (Bylaws 6.04.)

The College shall be divided into such Departments as shall from time to time be recommended by the Executive Committee with the concurrence of the Members and authorized by the Board.

Each Department shall function under a Chair and shall be organized in such a manner as to provide general participation by Members in the management of departmental affairs (See V.F.). (Bylaws 6.04.)

V.B. Appointment of Department Chairs. Chairs shall be appointed by the Board on recommendations by the President. (Bylaws 5.06.)

V.C. Selection of Chair. The selection of the Chair of a Department shall be conducted in a way to utilize effectively the best professional and personal judgments of Department Members and members of the profession at large. A Chair shall hold the rank of professor or associate professor in a field of the Department's interest or in a related field. (See Executive Committee Guidelines for selection of a Chair.)

V.D. Term of Chair Appointment. Appointment shall be made for a term not to exceed five years. A Chair may be reappointed for an additional term following the usual review procedures. This policy assumes neither automatic reappointment nor automatic rotation. It does imply periodic assessment of the department situation based on extensive consultation with members of the Department and the profession.

V.E. Department Staff. The appointment of an associate or assistant chair may be recommended by the Executive Committee of the College, taking into account such factors as the size of the Department, teaching loads, facilities, and other responsibilities of the Chair.

V.F. Department Committees. Each academic Department of the College will have an Executive, Advisory, or Administrative Committee elected annually, identified here as the Department Committee. The Department may, by a majority vote of the Department Faculty, establish an alternative procedure for assuring Faculty participation.

The specific name and makeup of the Department Committee may vary depending on the wishes of the Department Faculty. For continuity from year to year, only part of the Committee membership shall be newly elected in any one year except for the initial election. The Department Chair shall serve as Chair of this Committee ex officio, with vote.

The Committee shall meet as often as it finds necessary. The major duties of this Committee are to advise the Chair on policy matters and to make recommendations regarding new faculty appointments, promotions, tenure, and termination. In order to obviate problems associated with relative rank, individual Committee members may be excluded during the consideration of promotions, tenure, and termination. On such major duties, the Chair of the Department may make recommendations to the Dean and the College Executive Committee which are contrary to the majority view of the Department Committee. However, in such cases the Chair must notify the Department Committee of the Chair's intention to make such recommendations. In all such cases, the Department Committee has the privilege of presenting its majority view directly to the Dean and the Executive Committee. The request of any member of the Department Committee for a secret ballot will always be honored.


Curricula Programs - Degrees

VI.A. Departmental Programs. Each degree granting Department in the College shall provide opportunities for study in a curriculum(s) or program(s) of study that leads to a bachelor's degree. Each Department of the College shall provide courses and instruction in subjects related to the qualifications of its faculty. A departmental program that specifies the requirements for a degree shall be reviewed by the Curriculum Committee (See VII.B.1.) and adopted by the Members before being submitted to the Board for approval.

VI.B. Interdisciplinary Programs may be provided according to the needs of the times. Each such program will be under the control and administration of an interdepartmental Program Committee appointed by the Executive Committee and shall be approved in the same manner as for a Department. The interdepartmental Program Committee shall provide counseling service to students and through Program Advisor(s) certify the graduation of students in the same manner as for a departmental program.

Similarly, the College may cooperate with other schools or colleges of the University to provide opportunities for interdisciplinary study that lead to specially designated degrees or a degree from each of the cooperating colleges.

VI.C. Graduate Study. The Departments of the College shall cooperate with Horace H. Rackham School of Graduate Studies to provide opportunities for graduate study and associated research leading to master's, professional, and doctor's degrees. The Departments of the College and College Interdisciplinary Programs may provide opportunities for graduate study leading to master's degrees and to doctor’s degrees. The requirements for each graduate degree shall be reviewed by the Curriculum Committee (See VII.B.1.) and adopted by the Members before being submitted to the Board for approval.

VI.D. Program Adviser. A Program Adviser, or Program Advisers, shall be appointed for each undergraduate degree program offered by the College, as a representative(s) of the College, as a representative of the Department, or as a representative of the Program Committee responsible for an interdisciplinary program. Appointments are made by the Executive Committee on recommendation of the respective Department Chair or Program Committee.

A Program Adviser is responsible for academic counseling of each student who has elected the respective program and for all related matters that determine the student's eligibility for graduation. Certain responsibilities and authorities are specified in the rules and procedures as published in the College Bulletin. The Program Advisor is also responsible for supervising the course selection counseling that leads to classification of students for each term, for course substitutions, and for assignments related to curriculum and preparation of material for the College Bulletin as delegated by the Department Chair or Program Committee.

From Rules of the Faculty of the College of Engineering. The University of Michigan.

M7. California Golden Bears

Let There Be Light

University of California, Berkeley

University of California, Berkeley is the oldest and flagship campus of the ten-campus University of California system. The University of California (UC) is a public university system in the state of California. The urban campus occupies 5 km2 of land.

In addition to the University of California’s ten campuses, higher education in the state includes the 23 campuses of the California State University System, the 108 campuses of the California Community College System, and independent institutions throughout the state.

The California Master Plan for Higher Education, adopted by the state in 1960, helps integrate the missions of these colleges and universities in meeting the educational needs of Californians.

The Master Plan designates UC as the primary state-supported academic research institution. It also gives UC exclusive jurisdiction in public higher education for doctoral degrees (with the exception that CSU can award joint doctorates) and for instruction in law, medicine, dentistry and veterinary medicine.

The Master Plan also established an admissions principle of universal access and choice, assigning UC to select its freshmen students from the top one-eighth (12.5%) of the high school graduating class and CSU from the top one-third (33.3%). The California Community Colleges were to admit any student capable of benefiting from instruction. The Master Plan was subsequently modified to provide that all California residents in the top one-eighth or top one-third of their high school graduating classes who apply on time be offered a place somewhere in the UC or CSU system, respectively.

The community college transfer function is an essential component of this commitment to access. Under the Master Plan, UC and CSU set aside upper division places for and give priority in the admissions process to eligible California Community College transfer students.

The Master Plan is one of California's truly outstanding accomplishments, because it helped in major ways to create the nation's largest and most distinguished system of higher education. Furthermore, California's economic vitality and its unequaled climate of opportunity are due in large part to the innovation, creativity, research and educated workforce that are the products of its higher education institutions.

In the 1970s, and again in the 1980s, the Legislature reaffirmed its support for the Master Plan as the state's blueprint for providing high-quality and affordable higher education to California's residents. It has served the state well for more than four decades, embodying a strong commitment on the part of the state and the segments to provide educational opportunity and make it affordable for all qualified Californians.

The legislature is now considering a Master Plan for Education, Kindergarten through University that would incorporate California's elementary and secondary school system into the current higher education plan.

Robert Gordon Sproul assumed the presidency in 1930 and, during his tenure of 28 years, UC Berkeley gained international recognition as a major research university. Prior to taking office, Sproul took a six month tour of other universities and colleges to study their educational and administrative methods as well as to establish connections through which he could draw talented faculty to the campus in the future. In spite of funding cutbacks caused by the Great Depression and World War II, Sproul maintained academic and research excellence by campaigning for private funds.

The position of Chancellor was created in 1952 during the reorganization and expansion of the University of California; there have since been nine inaugurated chancellors (one was acting chancellor).

The Chancellor heads the Berkeley campus. He oversees six divisions, each of which is led by a vice chancellor (Ornanizational Chart).

The "Executive Vice Chancellor" (EVC) serves as the Chancellor's leading senior executive responsible for day-to-day campus operations; convenes as appropriate Vice-Chancellors and other senior administrators to address issues that cut across divisional lines; manages the campuswide budget process, including in-year operating budget allocations and capital finances; and leads strategic campus initiatives as may be determined in close collaboration with the Chancellor.

The "Provost" serves as the chief academic officer of the Berkeley campus and has principal responsibility for the planning, development, implementation, assessment and improvement of all academic programs, policies and supporting infrastructure including facilities and information technology. The Provost has responsibility for ensuring Berkeley's academic preeminence through planning for faculty recruitment, retention and renewal as well as through rigorous review of faculty appointments, tenure and promotion for Berkeley's 1,700 faculty. The Provost also has overall responsibility for the planning, quality and delivery of education provided to Berkeley's 23,500 undergraduate students and 10,000 graduate students. These activities are carried out in consultation and cooperation with the Academic Senate under Berkeley's shared governance model (Ornanizational Chart).

In the Fall of 2005, UC Berkeley had a total enrollment of 33,558, of which 10,076 were graduates. More than 6.5 thousand undergraduates (28 %) live on campus.

Berkeley's 130-plus academic departments and programs are organized into 14 unique colleges and schools. ("Colleges" are both undergraduate and graduate, while "Schools" are generally graduate only, though some offer undergraduate majors, minors, or courses)

M6. Michigan Wolverines

Artes Scientia Veritas

University of Michigan, Ann Arbor

The university has about 24,800 undergraduate and 14,900 graduate students. There are just over 5,000 faculty members. The University of Michigan campus housing system accommodates up to 12,562 people.

Executive Offices:
Regents of the University of Michigan
Office of the President
Office of the Provost and Executive Vice President for Academic Affairs
Office of the Chief Financial Officer and Executive Vice President for Business and Finance
Office of the Vice President for Communications
Office of the Vice President for Development
Office of the Vice President and General Counsel
Office of the Vice President for Government Relations
Office of the Vice President for Research (OVPR)
Office of the Vice President and Secretary of the University
Office of the Vice President for Student Affairs

The University is governed by the Board of Regents, which consists of eight members elected at large in biennial state-wide elections. The president of the University serves as an ex officio member of the board.

The Regents serve without compensation for overlapping terms of eight years. According to the Michigan Constitution of 1963, the Regents have “general supervision” of the institution and “the control and direction of all expenditures from the institution’s funds.”

The Regents meet once a month in a public session.

M5. Washington Huskies

Lux sit

University of Washington

The UW opened officially on November 4, 1861, as the Territorial University of Washington. The following year, the legislature passed articles formally incorporating the University and establishing a Board of Regents. The school struggled initially, closing three times: in 1863 for lack of students, and again in 1867 and 1876 due to shortage of funds. But by the time Washington entered the Union in 1889, both Seattle and the University had grown substantially. Enrollment had increased from an initial 30 students to nearly 300, and the relative isolation of the campus had given way to encroaching development. A special legislative committee headed by UW graduate Edmond Meany was created for the purpose of finding a new campus better able to serve the growing student population. The committee selected a site on Union Bay northeast of downtown, and the legislature appropriated funds for its purchase and subsequent construction.

The University relocated from downtown to the new campus in 1895, moving into the newly built Denny Hall. The regents tried and failed to sell the old campus, and eventually settled on leasing the area. The University still owns what is now called the Metropolitan Tract. In the heart of the city, it is among the most valuable pieces of real estate in Seattle and generates millions of dollars in revenue annually.

In the early 1950s, the University of Washington Police Department was established. It currently has jurisdiction over the University of Washington campus and University-owned housing, except for the Radford Court apartments in Sand Point.

The University opened branch campuses in Bothell and Tacoma in 1990. Initially, these campuses offered curricula for students seeking bachelor's degrees who have already completed two years of higher education, but both schools will transition to four year universities accepting its first freshman class in the fall of 2006. Both campuses offer master's degree programs as well.

Private support strengthens the University's outstanding teaching, research, and public service programs. Donors may choose to support any program or purpose at the University. Through the work of the University of Washington Foundation, donors are able to learn about the many ways of giving and giving opportunities, as well as how their gift helps the UW.

The University is governed by ten regents, one of whom is a student, appointed by the Governorof the State of Washington. Its most notable current regent is likely William H. Gates, Sr., father of Bill Gates. The undergraduate student government is the Associated Students of the University of Washington (ASUW) and the graduate student government is the Graduate & Professional Student Senate (GPSS).

Selected statutes of the State of Washington relating to the authority and duties of the Board of Regents.

The President leads the administration of the university.

The Executive Vice President is the chief business and financial officer for the University of Washington. He is also one of the primary policymakers for the UW and represents the university in political, business, and civic affairs. Leadership in financial and administrative areas is provided by a team of assistant vice presidents and special project managers.

The Office of the Provost provides leadership and services to the University of Washington in academic program, budget, research and faculty matters. Deans report to the Provost. Services are provided through a number of administrative units, which make up the Office of the Provost.

Vice Presidents

Recent UW Leadership Appointments

The UW Faculty Senate shares university governance with the President and the academic deans, with powers delegated by both statute and the actions of the Board of Regents.

Because the shared governance structure doesn’t resemble a chart outlining who reports to whom, it is sometimes puzzling to those unfamiliar with the academic world. Its strengths, however, include bringing depth, breadth, and the extensive expertise of the faculty to the rewards and problems of governing a modern university. A strong system of shared governance is almost always an indicator of an excellent university.

Shared governance means that the UW faculty are responsible for educational policy, including requirements for admission, graduation and honors, approval of candidates for degrees, student activities and conduct, and the criteria for faculty appointment, tenure and promotion.

The faculty also make recommendations on the budget, and provide consultation on university facilities, policies on research, benefits and retirement, university libraries and coordination of policies on all three campuses, along with many other areas.

The importance of honoring and practicing shared governance led to an important accord between the faculty and the President. This 1956 accord was incorporated as part of the new Faculty Code (Section 12-20). It was passed unanimously by the Faculty Senate and approved by the University Faculty with an overwhelmingly positive vote.

In taking this action, the Faculty Senate emerged with a robust “constitution” in the form of the Faculty Code – the framework for shared governance that remains in effect to this day.

University of Washington Hanbook

M4. Filet Mignon

If the EU didn't have Baloney, only the rich could have Universities

Texas A&M University System

Statewide Network

Texas has a land and water area of 695,621.6 square kilometers. The 25 member EU is 5.7 times the size of Texas. Texas is 7.5 times the size of Portugal. Texas, however, is not very densely populated and it has only about twice as many people as Portugal.

The A&M System is one of the largest systems of higher education in the USA, with a statewide network of nine universities, seven state agencies and a comprehensive health science center.

The A&M System educates more than 101,000 students and reaches another 11 million people through service each year. With 26,000 faculty and staff, the A&M System has a physical presence in 248 of the state’s 254 counties and a programmatic presence in every Texas county. Externally funded research brings in $600 million every year to help drive the state’s economy.

Universities and Agencies

Each of the 17 members of the A&M System has its own mission, history and goals. The oldest institution and founding member of the A&M System is Texas A&M University, established in 1876. Many of the member universities and agencies joined the A&M System decades after being established. Together, they strive to provide educational programs, outreach and community enhancement services as well as research that will improve the lives of people in Texas and beyond.

* More than one in five students in a public university in Texas is enrolled in an A&M System institution.
* Texas A&M consistently ranks in the forefront among public universities in Texas in retention rates—keeping students enrolled and on course for graduation both overall and for African-American and Hispanic students.
* A&M System students received nearly $207 million in scholarships and grants in 2005.
* The A&M System awarded 21,886 degrees in 2004-2005.
* The A&M System’s faculty includes recipients of the Nobel Prize, National Medal of Science, Pulitzer Prize, World Food Prize and Wolf Prize, as well as members in the National Academy of Sciences and the National Academy of Engineering.

The A&M System encourages innovation and discovery. Faculty in the A&M System conducted about $600 million in research in FY 2005 using funds received from the state and federal governments, industry, foundations and individual donors.

The Office of Technology Commercialization provides revenue to the A&M System through the licensing of technologies. In FY 2005, A&M System intellectual property generated $9 million in gross revenue as A&M System researchers provided 118 new disclosures, received nine U.S. patents, executed 43 licenses and options, and formed five start-up companies, including Telemedicus and Texas Enterosorbents Inc.

A&M System History

Did You Know?

The A&M System is governed by a nine-member Board of Regents, who are appointed by the governor and confirmed by the Texas Senate for six-year terms. A non-voting student member was added in 2006. The A&M System chancellor, Bob McTeer, oversees the day-to-day administration, and each of the A&M System’s 17 members has a president, CEO or director. Each university is independent; only Texas A&M at Galveston and Texas A&M at Qatar are branch campuses of the oldest and largest member of the System, Texas A&M.

Texas A&M University-Texarkana, Tarleton State University-Central Texas and the Texas A&M University-Kingsville System Center-San Antonio are upper-level institutions. This means that the university offers courses only for junior and senior students (and perhaps graduate students). Students transfer to these institutions after completing their freshmen and sophomore years elsewhere.

The Permanent University Fund (PUF) is a public endowment contributing to the support of certain universities and agencies in the A&M System and certain universities in the University of Texas System.

The PUF was established in the Texas Constitution of 1876. Today, the PUF includes over 2.1 million acres in 19 West Texas counties.

Mineral income from this land has accumulated over several decades and the PUF was valued at approximately $9.4 billion as of Aug. 31, 2005. All mineral income and all increases in the value of equity investments from PUF capital gains become and remain an inviolate part of the endowment.

The PUF’s 2.1 million acres of West Texas land produce two streams of income. Mineral income remains forever part of the PUF endowment and cannot be expended, but surface income (primarily grazing and surface leasing) flows directly into the Available University Fund (AUF). In addition, financial investments held in the PUF are utilized to provide a payout stream into the AUF.

The annual distribution to the AUF is based on 4.75 percent of the market value for the last 12 quarters ended each February.

The A&M System may sell debt equal to 10 percent of the book value of the PUF. The indebtedness is secured by AUF income and among other factors is rated on the stability of the PUF, the quality of its investment management and other commitments of the AUF.

The Texas constitution specifies allowable uses of the AUF to include debt service on PUF debt, and support and maintenance for the A&M System Administrative and General Offices, Texas A&M and Prairie View A&M.

Those who graduate in the top 10 percent of their class from a Texas high school will gain admission into any of the A&M System’s nine universities. Students must contact directly the preferred A&M System institution’s admission office. A degree program inventory that lets search the offerings at all Texas A&M System universities. Academic Programs Search.

The System HR Office maintains links to all the job opportunities with the A&M System.

Answers to other FAQ.

System Offices and History.

The five articles, with a total of twenty sections, of the Bylaws of the Board of Regents.

Organizational Chart of the Executive Committee:
Chancellor
Executive Vice Chancellor for Finance
Vice Chancellor for Academic and Student Affairs
Vice Chancellor for Administration
Vice Chancellor for Governmental Relations
Vice Chancellor for Research and Federal Relations
Vice Chancellor for Technology Commercialization
General Counsel
Director of Communications
Chief Auditor
Chief of Staff

The Texas A&M University System CEOs
Universities:
Texas A&M University President
Prairie View A&M University President
Tarleton State University President
Texas A&M International University President
Texas A&M University-Corpus Christi President
Texas A&M University-Kingsville President
West Texas A&M University President
Texas A&M University-Commerce President
Texas A&M University-Texarkana President
Health Science Center President and Vice Chancellor for Health Affairs
Agencies:
Vice Chancellor for Agriculture and Life Sciences, Texas Agricultural Experiment Station Director
Vice Chancellor for Engineering, Texas Engineering Experiment Station Director
Texas Cooperative Extension Director
Texas Forest Service Director
Texas Veterinary Medical Diagnostic Laboratory Executive Director
Texas Engineering Extension Service Director
Texas Transportation Institute Director

M3. What a Peach

All this for Peanuts

The University System of Georgia

Statewide Network

The USA state of Georgia has a land and water area of 154,077 square kilometers. The 25 member EU is 25.8 times the size of Georgia. Georgia is 2/3 larger than Portugal. Georgia, however, is not very densely populated and it has only about 8.2 million people, 23 % less than Portugal.

A Board of Regents oversees all public colleges and universities in the University System of Georgia. The University System of Georgia's Board of Regents was created in 1931 as a part of a reorganization of Georgia's state government. With this act, public higher education in Georgia was unified for the first time under a single governing and management authority. The governor appoints members to the Board, who each serve seven years. Today the Board of Regents is composed of 18 members (biographies), five of whom are appointed from the state-at-large, and one from each of the 13 congressional districts. The Board elects a chancellor who serves as its chief executive officer and the chief administrative officer of the University System.

The University System of Georgia offers students higher education options at 35 colleges and universities throughout the state, providing a wide range of academic programming, including certificates, associate, baccalaureate, master's, doctoral and professional degrees: 4 research universities, 2 regional universities, 13 state universities, 7 state colleges, and 9 two-year colleges. These institutions enroll more than 233,000 students and employ more than 9,000 faculty and 35,000 employees to provide teaching and related services to students and the communities in which they are located.

The nine articles, with a total of 33 sections, of the Bylaws of the Board of Regents.

The Board of Regents, Academic Affairs, and Administrative and Fiscal Affairs Organization Charts.

M2. Impossible Done Every Day

The European miracle takes a little longer

Ohio's colleges and universities

Ohio has a land and water area of 116,096 square kilometers, only 25 % larger than Portugal and has 7.5 % more population. The 25 member EU is 34.25 times the size of Ohio.

The Ohio Board of Regents is a nine-member coordinating board with two ex-officio representatives from the State Legislature (includes links to biographies) created in 1963 by the General Assembly. The nine Regents are not compensated and are appointed by the Governor to nine-year terms of service. The Regents appoint a Chancellor who leads a professional staff in service of higher education. The Regents have a direct, non-governing relationship with all of Ohio's colleges and universities. Working in partnership with Ohio's higher education community, the Regents:

Advocate for and recommend how to best direct the state's current $2.6 billion investment in higher education;
Work with the State Board of Education through the Joint Council to develop a seamless primary, secondary and higher education system to prepare citizens for the challenges of the 21st century;
Authorize and approve new degree programs;
Manage state-funded financial aid programs for students;
Develop and advocate policies to maximize higher education's contributions to the State and its citizens.

Senior Administration Organization Chart

14 Four-Year Public Universities and Medical Schools
23 Two-Year Public University Branch Campuses
24 Two-Year Technical and Public Community Colleges
72 Independent Colleges and Universities with a total of 77 campuses
11 Diploma Schools of Nursing
3 College and University Associations and Councils

Ohio’s Articulation and Transfer Policy

M1. Appearances are Deceiving

To be rather than to seem

University of North Carolina

North Carolina has a land and water area of 139,509 square kilometers, between that of Georgia, which is bigger, and Ohio, but still 50 % larger than Portugal. The 25 member EU is 28,5 times the size of North Carolina. With 8 million people, 25 % less than Portugal, it's population density is between that of Ohio (higher) and Georgia.

Wikipedia has a good article about the University of North Carolina