Chapter
2
INSTITUTIONAL PURPOSE
Introduction
Troy State University began as a teachers college on February 26, 1887. From the purely
academic curriculum of the Troy Normal School, the Troy State University System has developed
into a global educational system offering degree programs for the traditional as well as the nontraditional student.
Milestones in the school’s history occurred in 1929 when the Troy State Normal School
became the Troy State Teachers’ College. In 1931, the College granted its first baccalaureate
degree. In 1957 the Alabama Legislature changed the name to Troy State College, and the State
Board of Education authorized the master’s degree program. In 1967 the Institution’s name was
officially changed to Troy State University.
In 1976, the University consisted of the main campus in Troy and branch campuses in
Phenix City, Montgomery, and Dothan. Today, the Troy State University System includes these
campuses and University College, which evolved through the Institution’s offering of programs on
military installations. University College is responsible for the delivery of out-of-state educational
programs through traditional and non-traditional means. Providing programs worldwide, University
College is comprised of four geographic regions with over 52 teaching sites located in four
countries and 14 states, serving members of the military, civilians, and their dependents.
Along with its commitment to academic excellence, the University has a history of athletic
excellence as well. The University is a member of NCAA Division I. The intercollegiate athletic
program consists of 16 major sports. University sports teams have succeeded at every level,
earning 11 national championships in four different sports.
The University’s mission has historically guided institutional growth, program development
and delivery. Since 1976, the evolution of Troy State University has been reflected in several
significant revisions of its stated purpose. In 1976 the purpose was expanded by the addition of two
objectives that related to the increased importance of technology and life-long learning. In 1985 the
purpose statement was altered to connect more closely the University’s effort to embrace an
institutional effectiveness initiative. In 1989 the Mission Statement was simplified. In 1994 a major
commitment was made to provide educational services to a larger community, to reward
excellence in teaching, and to emphasize institutional evaluation and planning. In 1998 a change
was made to the Mission Statement that reflected the growth and success of Troy State University
athletics through a new emphasis on equitable opportunities for all students, staff, and faculty. The
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delivery of courses through technological means was also added to the Mission in 1998. In 2001,
the Mission was broadened to include the University’s partnership with public education, service to
the global community, and commitment to addressing the learning needs of individuals with
disabilities.
Today, the Mission Statement represents the University’s commitment to an increasingly
diverse student population that is global in perspective and whose learning needs will be met
through technological advances. From its beginning in 1887 to the present, Troy State University
has continued its commitment to excellence in education; a path enriched and extended through
technology.
2.1
An institution must have a clearly defined purpose or mission statement appropriate
to collegiate education as well as to its own specific educational role.
Troy State University has developed the following Institutional Mission Statement that
defines its educational role as an institution of higher learning in Alabama and at selected locations
throughout the United States and the world.
Mission Statement of Troy State University

Troy State University is a publicly assisted institution of higher education. The
University operates under the direction of a board of trustees composed of the
governor, the state superintendent of education, and ten members appointed by the
governor with the advice and consent of the Alabama Senate. Administrators, faculty,
and students are committed to excellence in education through a shared system of
governance.

The University offers associate, bachelor’s, master’s, and education specialist
degrees. It is dedicated to the preparation of students in a variety of fields in the arts
and sciences, fine arts, business, communication, applied science, counseling,
nursing, allied health sciences, as well as to its historic role in the preparation of
teachers and its outreach partnership with public education. A strong liberal arts core
is integral to all programs.

Global in perspective, the University is committed to providing undergraduate and
graduate education for regional, national, and international communities for both
traditional and non-traditional students. Education programs are delivered by
technological as well as traditional means.

Students are encouraged to realize their unique potential and to become productive
members of society; to this end, the University provides an appropriate academic,
cultural, and social environment. Moreover, the University is responsive to the needs
of its diverse student population and the larger community through administrative
services, utilization of staff and facilities, teaching, scholarship, creative activities,
research, and public service.
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Institutional Objectives
1. To provide educational programs that enhance students’ ability to read, write, compute,
speak effectively, and think critically.
2. To prepare students to demonstrate competence in their chosen field(s) of study and to
encourage excellence in student learning.
3. To develop programs to address the needs of constituencies.
4. To provide undergraduate, graduate, and continuing educational programs for both
professional advancement and personal enrichment.
5. To encourage and reward excellence in teaching.
6. To encourage and provide essential resources for creative activities and research.
7. To provide a variety of public services to enhance the well being of the University and its
community.
8. To provide leadership and planning for future development.
9. To provide equitable opportunities for all students, staff, and faculty, including women,
minorities, and individuals with disabilities.
2.2
This statement must describe the institution and its characteristics and address the
components of the institution and its operations.
The Troy State Mission Statement is well crafted to cover the diversified and unique
characteristics of the Institution. All components are included and each component is linked to an
institutional commitment to quality education, diverse delivery methods, and service to traditional
and non-traditional students.
2.3
The official posture and practice of the University must be consistent with its
purpose statement.
The University mission is shared with external and internal constituents through accurate
public information documents (e.g. Undergraduate Bulletin, Graduate Bulletin, advising brochures,
television advertisements, the Fact Book and the Faculty Handbook). The consistent alignment of
mission with the practice of the Institution is held to public, state and federal scrutiny, through the
review of all printed and electronic information.
The Undergraduate Bulletin and the Graduate Bulletin address academic, career, and
citizenship elements and policies that are identified in the Mission Statement. The description of
degree programs is consistent with the scope and purpose of the University as described in the
Mission Statement.
2-4
Specific institutional initiatives and/or changes are carefully connected to the Mission
Statement and reflected in the continuous planning process. An example of a clear connection
between the Mission Statement and practice is the outreach partnership that now exists in public
education through the Southeast Alabama Learning (SEAL) Network. The College of Education’s
webpage entitled “News and Notes” (http://spectrum.troyst.edu/~coe) provides many highlights of
this successful initiative with public education.
The global mission of the University is clearly demonstrated in Table I-A in the Introduction
and in the Graduate Bulletin matrices that indicate the availability of programs locally, regionally,
nationally, and internationally. The effort to provide graduate and undergraduate education in these
areas has been facilitated by the careful development and implementation of distance delivery for
selected degree programs and courses (www.tsulearn.net.).
The guiding principles for Troy State University are contained in the purpose statement, for
specific initiatives and the general practice of the University.
2.4
Appropriate publications must accurately cite the current statement of purpose.
The institutional purpose is accurately provided in the following publications: Fact Book,
Faculty Handbook, Graduate Bulletin, and the Undergraduate Bulletin.
The formulation of a statement of purpose represents a major educational decision.
It should be developed through the efforts of the institution’s faculty, administration
and governing board.
Recognizing that the Statement of Purpose represents a major education decision, Troy
State University developed its statement through the efforts of faculty, administration, and the
governing board. Faculty and administrators participated in the revision through service on various
committees. The University is committed to reviewing and accurately publishing the University
Mission in the appropriate documents. This continuous cycle of review has resulted in revised
statements in 1976, 1989, 1994, 1997, 1998, and 2001. The SACS-COC Institutional Purpose
Subcommittee reviewed the Mission Statement beginning in November 2000 and recommended
the latest changes reflected in the current Mission Statement.
The revision recommendations were shared with students, faculty, staff, and alumni. The
proposed revisions of the Mission Statement were published in the Wednesday Report, a
University-wide weekly publication, in November 2000, for all students, faculty, staff, and alumni to
review and to offer comments. The Council of Deans, Graduate Council, Academic Council,
Provost, Vice Chancellor, and Chancellor also reviewed the recommended revisions. Faculty and
Administration from Phenix City and University College serve on each of the various councils. The
Board of Trustees approved the revised Mission Statement on February 24, 2001.
Official publications will include the revised Mission Statement on the next publication date.
In the interim, the revised Mission Statement will be circulated via the Troy State University
website. An ongoing review process ensures that planning, assessment, recruitment, and standard
documents are systematically updated as they are revised or reprinted. (Documentation resides in
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the SACS-COC Institutional Purpose Committee Meeting Minutes located in the Self-Study
Resource Room or in the office of the Dean of Graduate Studies and Research.)
2.5
It must be approved by the governing board.
The revised statement of the Mission of Troy State University was reviewed during the first
two months of 2001 by appropriate Troy State University governing bodies. The proposed Mission
Statement was included in the February 14 issue of the Wednesday Report, together with the
request for response from interested faculty, staff, students and alumni. Thereafter, the Board of
Trustees approved Resolution No.1 on February 24, 2001, formally amending the prior statement
of mission. The Resolution read, in part:
WHEREAS, the faculty, students, alumni, and the staff have had an opportunity to review,
comment on, and participate in the.…amended mission statement; [and]
WHEREAS, the Faculty Advisory Council, Graduate Council, Council of Deans, and Executive
Committee have adopted the….statement;
THEREFORE BE IT RESOLVED, the mission statement is hereby amended as attached [q.v.].
2.6
An institution must study periodically its statement of purpose, considering internal
changes as well as the changing responsibilities of the institution to its
constituencies.
The statement of institutional purpose of the Troy State University Mission Statement
serves as the foundation for all institutional operations, programs, and activities. Through periodic
reviews by the faculty, staff, administration, and the Board of Trustees, the Mission Statement is
amended to reflect all current institutional operations, programs, and activities.
While traditional in function, Troy State University has sought to maintain a mission
statement that both directs and reflects the purpose of the Institution. Through the modifications in
the University mission in 1976, 1989, 1994, 1997, 1998, and 2001, the University has continuously
considered internal changes as well as the changing responsibilities of the Institution to its
constituents.
The enormous changes in technology experienced in the final decades of the twentieth
century serve as a current example of external and internal forces that have impacted the delivery
of education programs at Troy State University and have resulted in broadening the constituent
base and addressing greater numbers of adult learner needs. Additionally, changes in State and
Federal laws that affect institutions of higher education, national affiliations, professional
accreditation, and the dynamic nature of higher education have necessitated several recent
mission changes.
During Academic Year (AY) 1993-1994, the University made several amendments to the
Mission Statement. State funding changes drove the change in terminology from “State-supported”
to a “publicly assisted” institution. New emphasis was also placed on shared governance of the
University. Rewarding excellence in teaching and making a “major commitment” to provide
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education services for the larger community (to include graduate and continuing education
programs) was added to the Mission. A renewed commitment was made to the University’s
maintaining a strong liberal arts core.
The next change in the Mission Statement was driven by the growth and success of Troy
State University athletics. On March 20, 1998, the Board of Trustees approved the addition of the
language “to provide equitable opportunities for all students, staff, and faculty, including women
and other minorities,” to better align the Mission Statement with National Collegiate Athletic
Association (NCAA) requirements. Several additional changes were also needed to address the
rapidly changing delivery of education to adult learners. The emergence of the Internet and a
decade of national economic growth fueled an increasing need for continuous life-long adult
learning for a generation of baby-boomers. New technologies are now being utilized globally at
Troy State University to address the learning needs of adult learners, who demand both
convenience and quality. The Board of Trustees approved the following addition to the Mission
Statement to address these changes: “A major commitment exists to provide undergraduate and
graduate education for the national and international communities, especially for mature students,
not only by traditional means of delivery, but also by technological means.” (Board of Trustees
meeting, June 3, 1998, pp. 11-12)
The latest Mission revision was made on February 24, 2001, to address the Institution’s
broadening responsibilities to its constituents, both with public education institutions and with
individual disabilities. Increasing demands for the University to partner with public education and to
assist individuals with disabilities initiated the 2001 changes in mission.
2.7
The University must demonstrate that its planning and evaluation processes,
educational programs, educational support services, financial and physical
resources, and administration processes are adequate and appropriate to fulfill its
stated purpose.
The Institutional Mission Statement is the foundation for the processes of planning and
evaluation, educational programs, educational support services, financial and physical resources,
and administration. The following sections of the Self-Study will demonstrate that these processes
are adequate and appropriate to fulfill the University’s stated purpose.
The planning and evaluation process adequately and appropriately fulfills the University’s
stated mission.
The adequacy and appropriateness of the University’s institutional effectiveness,
assessment and planning processes are addressed in greater detail in Chapter 3. The institutional
effectiveness assessment and planning process utilized at Troy State University incorporates four
major components to evaluate the extent to which the University’s purpose is being accomplished.
These components are the following:
1.
Annual Planning is the first component. Developed as a part of the institutional
effectiveness cycle, Annual Planning provides a means of implementing needed changes
as a result of assessing the effectiveness of academic programs, non-academic
operations, and individual performance. Program outcomes and performance objectives
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are continuously improved through the planning process. The planning cycle includes
defining the Six Points of Institutional Effectiveness to establish the parameters for the
Annual Assessment Report. The Annual Assessment Report provides information for the
Annual Plan that is supported by the Annual Budget. The cycle establishes a definite
relationship between assessment, planning, and budgeting. To aid in the implementation
of Annual Planning, the Office of Institutional Research, Planning, and Effectiveness
(OIRPE) compiles demographic and assessment data annually in the Fact Book and in the
Compendium of Survey and Test Results. The information assists departments, colleges,
and the University as a whole in assessing program and institutional effectiveness.
Additional information may be captured by individual departments and units as needed.
2.
The second component of the planning and evaluation process is Strategic Planning, the
long-range guide that gives direction to the planning process. Strategic Planning occurs on
a five-year cycle requiring identification and response to both external and internal factors.
Based upon this research, the University formulates assumptions, visions, strategic
initiatives, and defines strategic goals that will guide the ongoing future planning process of
the University. The Annual Plan supports the strategic plan and initiatives.
3.
The third component of the planning and evaluation process is the Review of Existing
Programs. The planning and implementation process is verified through a standing
committee review. The published “Procedures for Review of Existing Programs,
Operations, and Procedures” in the Manual for Annual Planning, October 2000 was used
by the committee to determine compliance. Distributed by the Office of Institutional
Research, Planning, and Effectiveness, a “Schedule for Review of Existing Programs,
Operations and Procedures” directs the work of the review committee. The schedule
rotates on a five-year program review basis. A “Checklist for the Evaluation of Existing
Programs, Operations, and Positions,” the review instrument, is discussed in Chapter 3.
4.
The fourth component of the planning and evaluation process is the Review of New and
Revised Programs. The purpose is to verify that the planning and evaluation process is
addressed in all new and revised programs. A “Schematic for Review of New and Revised
Programs” is used by the Institutional Effectiveness Committee to evaluate new program
compliance. The Institutional Effectiveness Committee uses the “Checklist for the
Evaluation of the Six Points of Institutional Effectiveness for New and Revised Programs”
to determine compliance.
Planning and evaluation processes of educational programs adequately and appropriately
fulfill the University’s stated purpose.
The effectiveness of the academic programs is documented through various assessment
elements integrated into the annual review process. The Compendium of Survey and Tests Results
provides a summary of the multiple assessment elements in use across the Institution. The
summary of assessment data is utilized in Annual Assessment Reports (program self-studies) and
operational changes implemented through departmental Annual Plans. The relationship of the
planning and evaluation procedures to the educational programs as these relate to the institutional
mission is further documented in Chapters 3 and 4 of this report.
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Educational support services adequately and appropriately fulfill the University’s stated
purpose.
In addition to library resources and technological supports, the University provides support
for conditionally-admitted students and undecided majors through student and academic advising
services. The Instructional Support Services (ISS) Department (located on campus) provides
students with opportunities for writing, mathematics, and computer assistance related to class
assignments. Off-campus students are supported through their sites and/or regional offices. Writing
Across the Curriculum (WAC) is a program that has enhanced the writing skills of students through
involved faculty who implement higher writing standards for students in their courses. Instructional
Support Services coordinates TSU 1101, University Orientation, a required course for
undergraduate students. The course provides a beginning support base for educational services
and orients the on- and off-campus students to the University. The Financial Aid Office provides
support to students needing financial assistance for education. Adaptive Needs Services supports
students who are disabled and need special accommodations for classes. To complement
educational support services, the University also provides personal counseling services, career
services, and health services. (Personal counseling and health services are provided for Troy
students only.)
Financial and Physical Resources and Administrative Processes adequately and
appropriately fulfill the University’s stated purpose.
The University’s organizational structure and administrative processes form a matrix
structure that supports the University Mission on the Troy campus, at Phenix City, and at University
College sites around the world. Alabama State Examiners annually audit all financial operations
and holdings of the University. Audit findings support the financial adequacy of the Institution and
speak to the sufficiency of the Institution’s financial support. Similarly, physical resources are
evaluated annually as they relate to the institutional mission through the Facilities Management
Survey.
2-9
RESOURCES

Beyond the Normal: the Centennial History of Troy State University 1880-1986

Board of Trustees. “Resolution No. 1.” Adopted February 24, 2001

College of Education Webpage (http://spectrum.troyst.edu/~coe)

Compendium of Survey and Test Results for 2000-2001

Distance Learning Webpage (www.tsulearn.net)

Fact Book, March 2002

Faculty Handbook, 2001

Graduate Bulletin 2001-2003

Institutional Self-Study Report December 1992

Manual for Annual Planning, October 2000

Strategic Plan 2001-2005, Over the Horizon: Strong Values-Clear Vision, May 24, 2001

Undergraduate Bulletin 2001-2003
2-10
STRENGTHS

Troy State University periodically reviews and modifies the Mission Statement to insure
alignment with the Institution’s purpose, constituent need, institutional operations,
programs, and activities.

The Mission Statement clearly represents the purpose and actions of Troy State
University. Students, faculty, staff, alumni, administration, and the Board of Trustees are
involved in the periodic review of the Mission Statement.
AGENDA FOR EXCELLENCE

Suggestion 2.6: The Committee suggests that the Mission Statement be reviewed and
updated as needed prior to each publication of the Undergraduate Bulletin and the
Graduate Bulletin beginning in the spring of 2003.
RECOMMENDATIONS/
PLANS FOR IMPROVEMENT

The Institutional Purpose Committee makes no recommendations for compliance with the
Criteria for Accreditation in Section II Institutional Purpose.
2-11
COMPLIANCE CHART
COMPLIANCE
Must
Statement
2.1
Yes
2.2

2.3


2.4

2.4
(Should
Statement)

2.5
2.6
2.7



No
Not
Applicable
Supporting
Documentation
Fact Book, March 2002
Faculty Handbook 2001
Graduate Bulletin 2002-2003
Undergraduate Bulletin
2002-2003
Current Mission Statement
Undergraduate Bulletin
2001-2003
Graduate Bulletin 20012003
Advising brochures
Fact Book , March 2002
Faculty Handbook 2001
Fact Book, March 2002
Faculty Handbook 2001
Graduate Bulletin 2001-2003
Undergraduate Bulletin
2001-2003
Wednesday Report (Feb.
14, 2001),
November 2000 Issue
Board of Trustees.
“Resolution No. 1.” Adopted
February 24, 2001
Minutes from the SACSCOC Institutional Purpose
Committee Meeting
Wednesday Report (Feb.
14, 2001),
November 2000 Issue
Board of Trustees.
“Resolution No. 1.” Adopted
February 24, 2001
Undergraduate Bulletin
2001-2003
Graduate Bulletin 2001-2003
Board of Trustees, Adopted
June 3, 1998, pp.11-12
Fact Book, March 2002
Compendium of Survey and
Test Results 2000-2001
Strategic Plan 2001-2005
TSUPC Strategic Plan
Location
OIRPE
Provost
Graduate Dean
Provost
Self-Study Resource
Room
Provost
Graduate Dean
Admissions
Graduate Dean
University Relations
OIRPE
Provost
OIRPE
Provost
Graduate Dean
Provost
University Relations
Graduate Dean or
Office of the
Chancellor
Self-Study Resource
Room or Graduate
Dean
University Relations
Graduate Dean or
Office of the
Chancellor
Provost
Graduate Dean
Graduate Dean or
Office of the
Chancellor
OIRPE
OIRPE
OIRPE
OIRPE and TSUPC