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6b. Unit Budget

6b.1.      Describe the proposed budget available to support educator preparation programs.  Describe how the proposed unit budget will compare to the budgets of other units with clinical components on campus or similar units at other institutions or agencies

The university provides unit funding through an annual budget process.  Each fall, Division Chairs prepare budget requests with justification for capital, new personnel, and operating budgets. These requests are forwarded to the Executive Vice President/Provost who reviews them with the Senior Vice President for Finance and Administration and the President, and a complete budget is formulated and presented to the Board of Trustees for approval.

The total operating budget allocation for FY15 for the Division is approximately $60,000. These resources are delineated by budget line items that are used to fund faculty professional development, attendance at conferences and required meetings, costs associated with delivering instruction and ensuring program and teacher candidate assessment, travel associated with supervising field experiences and student teaching, purchasing noncapital equipment, and maintaining the department office.  In addition, this budget allows for facility rental for satellite locations for program outreach.  The FY15 Division budget exceeds all other academic Division operating budgets.  It is double the next highest Division’s budget which also supports satellite locations and travel for clinical observation.

The personnel budget for the Division of Education is the second largest supporting an academic Division in the university.  This includes a year-round faculty appointment for the Division Chair of Education contracted for primarily administrative duties; six faculty lines devoted to teaching (two currently vacant); a Coordinator of Placements and Partnerships (part-time position), and a twelve month, full-time Administrative Assistant to the Division of Education, who supports the work of the Division Chair, the Coordinator of Placements and Partnerships, and the Coordinator of Assessment and Accreditation.  Approximately $55,000 is spent annually for adjunct personnel in the Division of Education.  The Division is allocated one full-time Graduate Assistant each semester to support the work of the Division.  In addition, student workers are assigned to the Division of Education for fifteen hours per week per person to assist in data entry, filing, and support of faculty.  Salaries and wages are competitive with those of other IIB private colleges and universities in Georgia. 

Approximately $100,000 is allotted annually to online and print journals, scholarly databases, and current books for the Library’s collection.


6b.2.      Describe the adequacy of the proposed budget to support all programs for the preparation of educators and plans for increasing the budget as program offerings expand.

The Education Division is allocated adequate resources to support the Division’s mission.  Administrative needs are met through the assigned time of the Division Chair, the Coordinator of Placements and Partnerships, and the Coordinator of Assessment and Accreditation.  The Coordinator of Assessment and Accreditation is assisted by the University’s Director of Institutional Assessment, as needed. The number and expertise of Education faculty, along with faculty in the Divisions of Math and Science and Humanities and Interdisciplinary Studies, is adequate to effectively address the teacher preparation programs. The university’s full-time Academic Technology Specialist assists faculty and students in utilizing educational technologies for instruction and assessment, including Smartboard technology, Collaborate, Blackboard, and LiveText.  Support staff needs are met by one full-time Administrative Assistant, one Graduate Assistant, and Student Assistants.

The university is committed to providing budget support for personnel, capital, and operating costs associated with growth.  The FY12 – FY14 budgets have resulted in a complete building renovation and capital investments in new classroom Smartboards and computers.  The strategic model at Thomas University reinvests dollars generated by enrollment growth directly into program support for those students, in the form of faculty and resources.


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