For example, curricular changes in Athens impact the regionals butthey are infrequently considered in such decisions. Maintaining standards is difficult given the different admissionsprocesses between Athens and the regionals. Studentsthat transfer with high gpas don't always perform at comparablelevels in Athens. It is difficult to provide consistent experiences in the sameclasses taught at the various locations. Students completing a courseat a regional may find themselves failing to meet certainexpectations of background knowledge in later courses.
Distance learning requires significant investment in facultydevelopment.
Faculty can't simply be dropped into a distance learningenvironment and expected to deliver a course of the same quality asthey do in the classroom. The technology infrastructures, especially for certain majors andin the HEMS classrooms, may place extra burdens on distance learnersfinancially. The university has to address the reality that the regionalcampuses behave as 4 year rather than 2 year institutions. Students who walk away with high numbers of hours completed oftendo so because of career opportunities or career changes. There is a need for greater connection between faculty on theregionals and in Athens, particularly for those teaching same orrelated courses.