Chapter
4
EDUCATIONAL PROGRAM
4.1: GENERAL REQUIREMENTS OF THE EDUCATIONAL PROGRAM
4.1.1
All aspects of the educational program must be clearly related to the
purpose of the institution.
The Mission Statement and Purpose of the University are delineated on page 5 of the 20012003 Troy State University Undergraduate Bulletin (hereinafter cited as the Bulletin). The purposes of
each college, department, and degree program are published in the Bulletin at the beginning of each
unit’s course offerings and are fully complementary to and congruent with the University’s purpose
statement. In addition, each educational program has outlined the relationship of its purpose to the
purpose (mission) of Troy State University in the Six Points of Institutional Effectiveness (SPIE). At the
close of each calendar year, each unit of Troy State University updates its SPIE as part of the
Institutional Effectiveness Cycle which won a National Association of College and University Business
Management Achievement Award in 1996. One of the Six Points addresses the purpose and how the
purpose relates to the University’s purpose (mission). In the SPIE for the Marketing Program, for
example, the Program supports the purpose of the University by being “dedicated to the preparation of
students in a variety of fields in…business…”; the purpose of the Marketing program relates
specifically to the University’s objectives of providing “programs that enable students to read, write,
compute, speak effectively, and think critically,” and the program prepares “students to demonstrate
competence in their chosen field(s) of study at appropriate degree levels.”
In another example relating to the University’s purpose as “global in perspective,” the K-6
Collaborative Teacher Program reaches a diverse population of “traditional and nontraditional
students;” encourages students “to realize their unique potential and to become productive members of
society,” and in keeping with the institutional objectives, the Program is committed to preparing
students who “demonstrate competence in their chosen field of study.” Additionally, the Program
encourages “excellence in student learning.”
Further evidence of the educational programs being related to the University’s purpose can be
found in the copies of the SPIE which are available in the Office of institutional Research, Planning,
and Effectiveness and on its website at http://spectrum.troyst.edu/~oirpe/.
4-2
4.1.2
The institution must provide a competent faculty, adequate library/learning
resources, and appropriate computer resources, instructional materials/
equipment and physical facilities.
Troy State University maintains a competent and qualified faculty, adequate library and
computer resources, and appropriate learning materials and equipment. As evidence of faculty
competency and qualification, the following table provides students’ ratings from surveys administered
during Academic Year (AY) 2000-2001.
Table 4.1.2A
Students’ Ratings of Academic Areas
Survey
Graduating Student
Survey (N=766)
Graduate Student
Survey (N=166)
Undergraduate
Survey (N=584)
Item
Knowledge of subject matter and processes
in their major
Knowledge of issues and trends in their
major
Knowledge of theories in their major
Strategies for applying skills in their field
Knowledge of management and
organizational skills in their major
Instruction in their major
Courses in their major
General education courses
Accessibility of instructors in their major
Attitude of faculty towards students
Students’ academic experience
% Rating Good,
Excellent
94%
92%
90%
90%
89%
89%
92%
80%
84%
82%
88%
Classes students have taken
Quality of courses in preparing students
for employment
Quality of instruction in students’ courses
Overall quality of students’ graduate
education
Students’ academic experience
89%
84%
Classes students have taken
Students’ professors
Quality of instruction in courses in the major
Professional competence of departmental
faculty in the major
83%
84%
84%
85%
87%
87%
83%
Ninety percent (90%) of graduate students strongly agreed or agreed that their respective
programs of study were exposing them to the theories most fundamental to their field; 90% strongly
agreed or agreed that their program was educating them in the current methodologies in their field; and
83% strongly agreed or agreed that their program was giving them the practical training they needed in
their field (Compendium of Survey and Test Results for 2000-2001). The competency and
qualifications of faculty can be further determined from the annual evaluations and the faculty files
located in the Office of the Provost.
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The adequacy of the Library/learning resources is substantiated by the results of student
surveys.
Table 4.1.2B
Students’ Ratings of Library/Learning Resources 2000-2001
Survey
Item
Graduating Student Survey
(N=766)
Graduate Student Survey
(N=166)
Undergraduate Survey
(N=584)
Students’ education in using the Library
% Rating Good,
Excellent
76%
Library Services
Library Facilities
Writing skills improvement services of the
Writing Center
Science and math skills improvement in the
Natural Science Center
Library
75%
75%
82%
Quality of library holdings in students’
programs
Quality of library holdings for students’
research
Natural Science Center
76%
Writing Center
79%
79%
78%
75%
81%
All ratings were based on the opinions of students who actually used the facilities (Compendium of Survey and Test Results 2000-2001).
Appropriate computer resources and instructional materials and equipment are provided, and
evidence may be found in the results of student surveys.
Table 4.1.2C
Students’ Ratings of Computer Resources
and Instructional Materials and Equipment
Survey
Item
Graduating Student
Survey (N=766)
Graduate Student Survey
(N=166)
Undergraduate
(N=584)
Survey
Computer Facilities
% Good & Excellent
00-01
73%
Laboratory/instructional equipment
Academic computer services and labs
Quality of computer support for
students’ research & studies
Quality of lab facilities for students’
research & studies
Computer Center/ ComputerWorks
Journalism Computer Lab
74%
75%
81%
Bibb Graves Computer Labs
ComputerWorks in McCartha Hall
66%
69%
77%
76%
81%
All ratings were based on the opinions of students who actually used the facilities (Compendium of Survey and Test
Results 2000-2001).
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Troy State University’s physical facilities are adequate, and several renovation projects are
ongoing or have been recently completed, including a major renewal of the Math/Science Complex
which houses many of the departments in the College of Arts and Sciences. On the Surveys, 78% of
graduating students rated building and grounds excellent or good; 72% of graduate students rated
campus facilities as excellent or good; and 70% of undergraduate students rated campus facilities
overall as excellent or good.
4.1.3
The student enrollment and financial resources of an institution must be
sufficient to support an effective educational program.
The University’s student enrollment and financial resources are adequate to support an
effective educational program. Over the past 10 years, Troy State University has encountered several
rounds of proration (reduction of funds) in the Alabama State budget emanating from the governor’s
office and the State legislature, but the University leadership has managed to maintain sufficient
financial resources to support effectively the educational programs of the University.
Because the instruction expenditure per FTE student is an expenditure statistic to demonstrate
that student enrollment and financial resources are sufficient, a comparison was made between the
expenditures per FTE student for Troy State University in various disciplines and national benchmark
expenditures per FTE student provided by the University of Delaware National Study of Instructional
Costs and Productivity in year 2000. For 19 disciplines, this study reported expenditures per student
FTE for both a national benchmark and the University. The information summarized in Table 4.1.3A is
based on Troy State University’s instructional cost and productivity compared to schools having a
similar comprehensive Carnegie classification. Table 4.1.3A shows that the University's expenditures
per FTE Student exceeded the national benchmark expenditures in 7 of 19 disciplines and were less
than $1,000 (ranging from $56 to $633) per FTE difference for four more disciplines; therefore, of the
19 disciplines studied eleven exceeded or were near the national benchmarks based on Carnegie
classification.
4-5
Table 4.1.3A
University of Delaware National Study of Instructional Cost and Productivity
Comparison of TSU Direct Instructional Expenditure per Student FTE
With National Direct Instructional Expenditure per Student FTE
Based on Carnegie Classification (Comprehensive)
Discipline
Communications
CIS1
Education2
English
Speech
Biology/EAM
Mathematics
Kinesiology& HP
Chemistry3
Psychology
Criminal Justice
Public Admin.4
Soc. Sciences5
Fine Arts
Music
Nursing
Business
Foreign Language
Military Tech.
National Exp./FTE
$3,269
$4,101
$4,050
$3,170
$3,509
$3,919
$3,153
$4,099
$5,119
$3,051
$3,423
$4,263
$2,390
$4,271
$6,753
$8,927
$4,627
$4,097
$2,659
TSU Exp./FTE
$3,478
$2,357
$2,142
$2,537
$3,874
$2,833
$3,499
$5,325
$1,758
$2,815
$4,515
$2,935
$1,025
$4,517
$8,257
$7,499
$4,571
$1,644
$2,492
1The CIS program was reorganized with Computer
Science (CS) moving to the Mathematics Department and Information
Systems (IS) housed in the College of Business. IS has been down graded to a concentration. Much of the work has been
shifted to IS in the College of Business. A cooperative program between TSU-Troy and TSU-Montgomery is in the final
stages of development to revitalize the CIS program.
2At the time of comparison, several faculty positions in Education were vacant. Since that time, seven faculty members
have been employed.
3A concern exists that at the time data were submitted for comparison, the reorganization of the science departments
caused the data submitted to be somewhat flawed; the actual expenditures per FTE are far greater. Moreover, this
department is small in majors and minors; the major focus is on service courses for other disciplines. It should also be
noted that fees held in escrow accounts heavily subsidize all of the science areas, and these subsidies are not accounted
for as direct institutional expenditures.
4This is a new program on the Troy campus, for which additional funds will be earmarked for the AY 2003-2004.
5As the university has moved to “teach out” several concentrations in this area, and in the absence of a pure department of
“social sciences,” no statistical validity may be drawn from the data.
Another chart in the Delaware study reported the University's instructional cost and productivity
compared to schools based on the highest degree offered. As shown in Table 4.1.3B below, the
University's expenditure per FTE Student exceeded the national benchmarks in seven of the 19
disciplines and was within less than $1,000 (ranging from $211 to $982) per FTE difference for 5 more
disciplines; therefore, 12 of 19 disciplines exceeded or were near the national benchmarks for 19
disciplines when compared based on highest degree (Fact Book, March, 2002, pp. 94-95).
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Table 4.1.3B
University of Delaware National Study of Instructional Cost and Productivity
Comparison of TSU Direct Instructional Expenditure per Student FTE
With National Direct Instructional Expenditure per Student FTE
Based on Highest Degree
Discipline
Communications
CIS1
Education2
English
Speech
Biology/EAM
Mathematics
Kinesiology& HP
Chemistry3
Psychology
Criminal Justice
Public Admin.4
Soc. Sciences5
Fine Arts
Music
Nursing
Business
Foreign Language
Military Tech.
National
Exp./FTE
$3,164
$3,937
$4,091
$3,478
$3,570
$3,815
$3,330
$4,426
$5,210
$3,026
$3,576
$4,597
$2,562
$4,479
$6,115
$9,112
$4,857
$3,492
$3,164
TSU Exp./FTE
$3,478
$2,357
$2,142
$2,537
$3,874
$2,833
$3,499
$5,325
$1,758
$2,815
$4,515
$2,935
$1,025
$4,517
$8,257
$7,499
$4,571
$1,644
$2,492
1The CIS program was reorganized with Computer
Science (CS) moving to the Mathematics Department and Information
Systems (IS) housed in the College of Business. IS has been down graded to a concentration. Much of the work has been
shifted to IS in the College of Business. A cooperative program between TSU-Troy and TSU-Montgomery is in the final
stages of development to revitalize the CIS program.
2At the time of comparison, several faculty positions in Education were vacant. Since that time, seven faculty members
have been employed.
3A concern exists that at the time data were submitted for comparison, the reorganization of the science departments
caused the data submitted to be somewhat flawed; the actual expenditures per FTE are far greater. Moreover, this
department is small in majors and minors; the major focus is on service courses for other disciplines. It should also be
noted that fees held in escrow accounts heavily subsidize all of the science areas, and these subsidies are not accounted
for as direct institutional expenditures.
4This is a new program on the Troy campus, for which additional funds will be earmarked for the AY 2003-2004.
5As the university has moved to “teach out” several concentrations in this area, and in the absence of a pure department of
“social sciences,” no statistical validity may be drawn from the data.
It should be noted that these comparisons are made with national averages and not regional
averages. The continued decrease in State appropriations is a major factor in the lower expenditures
for some disciplines, and the changes in programs, reorganization of programs, and size of programs
may also explain some of the lower expenditures. Because the accounting system is organized by
departments, the monetary amounts are calculated by departmental budgets, and there was no pure
department for Social Science. As noted in the footnotes, the CIS program was reorganized with CS
going to the Mathematics Department which exceeds the national average and with IS housed in the
College of Business which is very near the national average. In Education, there were faculty
vacancies that would reflect a lower expenditure for the discipline. Public Administration was a new
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program to the Troy campus, and Chemistry primarily supports other programs and the core curriculum
studies.
Based on these national benchmark comparisons and the explanations provided in the
footnotes and narrative, Troy State University’s enrollment and financial resources are sufficient to
support an effective educational program. Additional information regarding financial resources can be
found in Chapter 6 of this Self-Study.
4.1.4
In addition, the institution must ensure appropriate levels of student
achievement and equivalent quality of programs regardless of method of
instruction or location of program.
Through various means of internal and external assessment, the University ensures
appropriate levels of student achievement and maintains equitable levels of program quality throughout
Troy State University.
Internal assessments are required in all academic programs. In addition to course
assessments of instructors for all courses in a program, the Six Points of Institutional Effectiveness are
defined for all educational programs, and the SPIE provide for each program the purpose, objectives,
expected results, assessment methods, procedures for assessment, and positions responsible for
assessment reporting. Following the parameters established by the SPIE, each program provides an
Annual Assessment Report that gives the actual results of assessment and the comparison of actual
results to expected results. Whether a program is offered on the Troy campus, Phenix City campus, or
at one of the University College sites, the method of assessing student achievement of the program is
the same. This process provides one means of ensuring appropriate levels of student achievement and
equitable quality of programs regardless of the method of instruction or location of the program.
The SPIE and Annual Assessment Reports are available in the Office of Institutional
Research, Planning, and Effectiveness and on the OIRPE website http://spectrum.troyst.edu/~oirpe/.
Inspection of these documents will reveal that a wide variety of assessment instruments is used. For
undergraduate program assessment, instruments include Major Field Tests (MFT), exit examinations,
surveys, portfolios, and other assessment methods appropriate to the particular program.
For graduate programs, results from comprehensive exams, capstone seminars, focus groups,
and surveys are used for assessment. External assessments are made in Troy State University
programs that have achieved special accreditation, and these special accreditations ensure
appropriate levels of achievement and quality of programs. Professional accreditation is provided for
teacher education (NCATE), music (NASM), nursing (NLNAC), social work education (CSWE),
business (ACBSP and IACBE), athletic training (CAAHEP) and counseling and psychology (CACREP).
In all programs, assessment is sufficient to ensure appropriate levels of achievement of students and
equitable quality of programs regardless of method of instruction or location of the program.
4-8
4.2 UNDERGRADUATE PROGRAM:
4.2.1
Undergraduate Admission
4.2.1.1 General admission policies must be established by the governing board
on recommendation of the administration. The board is responsible for
deciding the size and character of the student body. Implementation of
specific admission policies, however, is the responsibility of the
administration and faculty of the institution.
Troy State University’s general admission policies described in the Undergraduate Bulletin
2001-2003 (pp.45-51) are established by the Institution’s Board of Trustees, based upon
recommendations from the Administration and the Enrollment Services Committee. In the Standing
Committees of Troy State University, August 1, 2001, through July 31, 2002, (pp. 12-13) the purpose of
the Enrollment Services Committee is given:
This committee recommends to the administration and the Board of Trustees the adoption of
policies related to admissions, retention, financial aid, scholarships, pre-registration, and
registration. It works closely with staff in Admissions, Financial Aid, and University Records.
(p. 12)
Under this administrative arrangement, the Board is responsible for determining the size and
character of the Troy State University student body, but the Board’s decisions are based on
recommendations from the administration. The admissions policies adopted by the Board of Trustees
are in compliance with a July 11, 1983, consent decree (United States of America v. the State of
Alabama, et al, Civil Action No. CV-83-M-1676-S). Under the terms of this consent decree, the
University may not modify admission standards and policies without providing written notice to the
United States Department of Justice.
4.2.1.2 The unit responsible for administering the policies must be clearly
identified.
The Office of Enrollment Management, chaired by the Dean of Enrollment Management and
located in the Division of Student Affairs, implements the University’s admissions policies. The Dean of
Enrollment Management is responsible to the Vice President for Student Affairs. Also, the Dean of
Enrollment Management is a member of the Enrollment Services Committee which is chaired by the
Vice President for Student Affairs (Standing Committees of Troy State University, August 1, 2001,
through July 31, 2002, pages 12 and 35).
4.2.1.3 In those institutions in which various subdivisions maintain separate
admission requirements, there must be institution-wide coordination of
all admission policies and procedures.
Various subdivisions of the University may maintain separate admission requirements, but the
Office of Enrollment Management coordinates the admission policies of all divisions. An Admissions
Coordination Committee with representation from all subdivisions and chaired by the Dean of
Enrollment Management, meets regularly to ensure adherence to all admission policies and
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procedures under the guidelines of the University bulletins. The Table 4.2.1.3 below provides a clearer
illustration of the subdivisions included in the Committee.
Table 4.2.1.3
SYSTEM ADMISSIONS COORDINATION
Troy State University
DEAN, ENROLLMENT MANAGEMENT
Graduate/
Undergraduate
Admissions

International
Programs
Troy Programs



Graduate
Undergraduate
ESL
Distance Learning/
University College


Graduate
Undergraduate
Phenix City

PC Programs
Montgomery
Nursing



ASN
BSN
MSN
The “Admissions Coordination Chart” in Table 4.2.1.4 below identifies admission requirements
by divisions of the University.
4.2.1.4 Admission policies must be consistent with the educational purposes
of the institution.
Troy State University admission policies, as stated in the 2001-2003 Undergraduate Bulletin
(pp. 45-51) and further defined Table 4.2.1.4 are consistent with the educational mission that is stated
in the Bulletin (p.5). This publication is available to all potential and current students in both printed and
on-line versions. The admission policies are consistent with the mission of Troy State University that
describes the University as “a publicly assisted institution” with personnel “committed to excellence in
education;” with degrees at the associate and bachelor’s levels; with “preparation of students…. in the
arts and sciences, fine arts, business, communication, applied science, counseling, nursing, allied
health sciences, and teacher education;” with commitment to education “in regional, national, and
international communities for .…traditional and non-traditional students;” with educational programs
“delivered by traditional and technological means;” with provision of “appropriate academic, cultural,
and social environment to encourage students to realize their unique potential and become productive
members of society.” Furthermore, the admission policies require students to demonstrate that they
are prepared for academic programs that will enhance their “ability to read, write, compute, speak
effectively, and think critically” as well as accomplish other institutional objectives given in the Bulletin
(p. 5). The following Table 4.2.1.4 provides additional information regarding coordination of admissions
and provides further evidence that admission policies are consistent with the educational purposes of
Troy State University.
4-10
Table 4.2.1.4
Admissions Coordination
Admissions
Status/by
Level or
Program
Unconditional
Troy
Graduate
Troy
Undergraduate
Nursing
Graduate
Nursing
ASN
International
Students
GRE 850
MAT 33
GMAT 450
ACT 18
SAT 870
2.0 GPA
2.0 transfer
GPA on 20
semester hours
attempted
GRE 860
MAT 40
ACT 19
SAT eqv.
or
Pre-admission
test score on
National
League for
Nursing Exam
Undergrad:
2.5 GPA or
M.S. Degree
Graduate of a
BSN program
from regionally
accredited
institution
Undergraduate
GPA of 3.0 or
3.0 in nursing
major
Transfer
Students:
Minimum
2.0 GPA
Maximum
Course Load of
12 hours
Maximum
Course Load of
16 semester
hours
Current RN
licensure
University
College/
Distance
Learning
Same as Troy
Graduate and
Undergraduate
Phenix City
Same as Troy
Graduate and
Undergraduate
Same as Troy
Graduate and
Undergraduate
Missing official
documentation
to complete
Admission
Status Review;
issued for two
terms only
Missing official
documentation
to complete
Admission
Status Review;
issued for two
terms only
Same as Troy
Graduate and
Undergraduate
In certain cases
issued to
“bridge”
students
May not
register without
signing the
Temporary
Admission
Status
Explanation
Form
TOEFL: 500 or
ACT 18 with 18
on English
portion of ACT
or
SAT 870 with
verbal score of
at least 430
Same as Troy
Graduate and
Undergraduate
Equivalent of
U.S. high
school
graduation
Meet financial
requirement
Three letters of
professional
reference
Comply with
INS “in-status”
requirements
Graduate:
GRE: 850
MAT: 33
GMAT: 450
TOEFL: 525
Equivalent US
baccalaureate
degree
Transient
Temporary
Admission
Completion of
transient
application
Completion of
transient
application
Completion of
transient
application
Completion of
transient
application
Transient
approval from
home institution
Missing official
Documentation
to complete
Admission
Status Review
Transient
approval from
home institution
Missing official
Documentation
to complete
Admission
Status Review
Transient
approval from
home institution
Not permitted
Transient
approval from
home institution
Not permitted
May not
register without
signing the
Temporary
Admission
Status
Explanation
Form
May not
register without
signing the
Temporary
Admission
Status
Explanation
Form
Maximum
course load of
9 hours
Meet financial
requirement
Not Permitted
May not
register without
signing the
Temporary
Admission
Status
Explanation
Form
4-11
Admissions
Status/by Level or
Program Table
4.2.1.4 cont.
Special Admission
Post-Degree
Dual Enrollment
Early Admission
Non-High School
Graduates
Troy
Graduate
Troy
Undergraduate
Nursing
Graduate
Nursing
ASN
International
Students
Non-degree
seeking;
proof of
degree;
approval of
dean
Not Applicable
Not permitted
Not
permitted
Not permitted
Non-degree
seeking; proof
of degree
Not Applicable
Not
Applicable
NSG 6691
Research
Methodology
only
Not permitted
Maximum of
six hours can
be applied to
degree later
Non-degree
seeking;
proof of
master’s
degree
Maximum of
six semester
hours
Student must
be within two
classes of
degree
completion
and meet
requirement
for
unconditional
admission
Six semester
hour
limitation;
only one
course can
be 6000
level
Not
Applicable
Not
Applicable
Degreeseeking: same
requirements
as transfer
students
Student
enrolled in high
school taking
college courses
for dual credit.
University
College/
Distance
Learning
Same as Troy
Graduate and
Undergraduate
Phenix City
Requirements
for unconditional
apply
Same as Troy
Graduate and
Undergraduate
Same as Troy
Graduate and
Undergraduate
Not
permitted
Graduate only:
Same as Troy
Graduate;
Not permitted
Graduate only:
Same as Troy
Graduate
Not
permitted
Not permitted
Not permitted
Not permitted
Not Applicable
Undergraduate
only: Proof of
GED certificate
and ACT/SAT if
applicable
Undergraduate
only: Proof of
GED certificate
and ACT/SAT
if applicable
Same as Troy
Graduate and
Undergraduate
ACT 20
3.0 GPA
permission from
high school
Student taking
college courses
during high
school for
college credit
only
Same
requirements
as Dual
Enrollment
Proof of GED
certificate and
ACT/SAT if
applicable
Not Applicable
Proof of
GED
certificate
and
ACT/SAT if
applicable
Note: Applicants 21 years of age or older are exempt from ACT/SAT requirements.
4-12
4.2.1.5
They (admissions policies) must include qualitative and
quantitative requirements that identify students who demonstrate
reasonable potential for success at the institution.
The admission policies of Troy State University include both quantitative and qualitative
requirements that identify students with reasonable potential for academic success at the University.
According to the 2001-2003 Bulletin, “Troy State University invites inquiries and applications from
interested persons who desire to further their education and who possess the intellectual capacity,
maturity, previous training, and motivation necessary for success in educational programs” (p. 46). The
student body of Troy State University is comprised of individuals of all ages. In addition to the
traditional full-time students who fall within the 18-22 age grouping, Troy State University serves older
adults who combine their educational pursuits with family, work, and other activities.
The Bulletin appropriately urges prospective students to make application for admission well in
advance of the proposed date of enrollment. The steps for applying for admission to Troy State
University are described in the 2001-2003 Bulletin (pp. 46-51). A concise summary of these
requirements is given below.

Prospective undergraduate students must submit an Application for Admission, accompanied
by the application fee. This fee is nonrefundable and constitutes a part of the admissions
requirements. Entering freshmen should request that copies of their high school transcripts
and ACT or SAT test reports be sent to the Admissions Office of Troy State University. The
high school transcript may be submitted as soon as the student completes his/her junior year,
and the final transcript (indicating the date of graduation) must be sent upon completion of a
student’s senior year. ACT or SAT scores are obtained by a student citing Troy State
University as one of his/her preferred institutions at the time of testing, or scores can be
obtained from the student’s high school.

Transfer students must have official transcripts sent from each institution attended. Such
students must cite all colleges where registration was completed, even though actual credit
may not have been earned. Transfer students who enroll at Troy State University with fewer
than 20 semester hours attempted at other institutions must also submit a high school
transcript and ACT or SAT scores in addition to transcripts of all college work.

Students must submit a Troy State University Medical Report and a Housing Contract (or offcampus housing card), which are provided when a student’s letter of acceptance is sent.
These forms are to be returned to the Admissions Office. Troy State University reserves the
right to investigate and review the academic and psychological records of any prospective
student to determine his/her admissibility to Troy State University. The University also
reserves the right to reject the application of any prospective student whose record indicates
definite academic or psychological weaknesses or generates other obvious and evident
controversy.

For unconditional admission as a freshman, high school graduates must have at least a 2.0
GPA (C average) on all work completed and must have a minimum composite of 18 on the
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ACT or a minimum composite of 870 on SAT 1. Applicants 21 years of age or older are
exempt from the requirement to submit ACT or SAT scores to the University.

Troy State University offers a dual enrollment program for academically superior high school
students. Such senior high school students will be allowed to earn college credit while
completing their high school graduation requirements. This program is a cooperative effort on
the part of various high schools and Troy State University, and affords highly qualified high
school students the opportunity to experience a university environment while they are
completing their high school work. The Admissions Office furnishes information about this
program upon request from interested students.
4.2.1.6 An institution admitting students with deficiencies in their preparation
for collegiate study must offer appropriate developmental or remedial
support to assist these students. Diagnostic testing should be an
important element of a developmental or remedial program.
Troy State University also seeks to encourage students who may demonstrate deficiency in
their preparation for college work. Students who do not qualify for unconditional admission may obtain
conditional admission by meeting the following criteria: (1) If the high school GPA is less than 2.0 on a
4.0 scale, the applicant must have a minimum composite score of 18 on the ACT or 870 on the SAT 1;
(2) If the applicant’s composite score on the ACT is less than 18 but at least 15, or less than 870 on the
SAT 1 but at least 740, he/she must have a cumulative high school grade point average of 2.3 or better
on a 4.0 scale.
Such conditionally admitted students will be permitted to carry no more than 13 semester
hours of course work during any given semester until 24 semester hours at Troy State University have
been successfully completed. Conditionally admitted students must also follow a prescribed course of
study designed to strengthen basic skills. Specific courses such as Developmental English or
Developmental Mathematics must be taken where weaknesses in such fields are apparent. In addition,
conditionally admitted students receive specialized academic advising, and the departments of English
and Mathematics offer students diagnostic placement tests to assist in the course selection process.
All students, whether admitted conditionally or unconditionally, have a number of opportunities
for assistance in improving their academic skills, including the following: TSU 1101—University
Orientation, ENG 1150 Basic Study Techniques, Adaptive Needs Program, Career Services,
ComputerWorks, Counseling Services, Natural Science Center, Sexual Violence Education (SAVE)
Project, Student Health and Wellness Center, Writing Center, Care Team, Honors Program, Institute
for Leadership Development, International Programs, and Student Involvement and Leadership.
Conditionally admitted students who earn an average of 2.0 or better upon completion of 24
semester hours of course work at Troy State University will be granted unconditional admission status.
Credits earned by conditionally admitted students are recorded on the student’s permanent record and
will count (if applicable) toward a regular undergraduate degree program. Any student who fails to earn
at least a 2.0 average on all work attempted during the conditional period will be dropped from
enrollment and will be unable to return to Troy State University until he/she achieves an overall grade
point average of 2.0 on all college work attempted. Such students may attempt to better their grade
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point averages by taking courses at other institutions and thus achieve readmission to Troy State
University. Applicants who do not meet other minimum criteria for admission, but have an overall 2.0 or
better GPA and a minimum ACT score of 15 or better may apply to the Dean of Enrollment
Management for special admission to the University.
The Office of Student Development and Counseling provides personal assistance to students
admitted to Troy State University conditionally. A monitoring process exists to assess success.
Students with learning disabilities are also assisted as needed. Intervention also occurs for students
who fail to meet basic writing and mathematics skills. These students are assigned to developmental
courses with appropriate lab support.
The Office of Instructional Support Services maintains a tracking system to monitor the
success of students enrolled in developmental courses. An October 1999 analysis of a random sample
(75 students) from the Fall 1994 Tracking Group (364 students who were enrolled in one or more
developmental courses) reveals that 36% of these students graduated from the University. Twenty-six
percent (26%) of the students had not graduated but had achieved a cumulative GPA of 2.0 or higher
upon leaving the University. Therefore, it can be concluded that 62% of the random sample of the Fall
1994 Tracking Group were successful.
A May 2002 analysis of the Fall 1995 Tracking Group (380 students) reveals that 36% of these
students graduated from the University, and 29.5% of the students who had not graduated had a
cumulative GPA of 2.0 or higher upon leaving the University. Therefore, it can be concluded that 65.5%
of the random sample of the Fall 1995 Tracking Group were successful.
Using the same criteria for analysis, the following conclusions can be reached based on an
October 1999 analysis of available data:
1. Of the Fall 1996 Tracking Group (315 students), 8% had graduated, 36% were still
enrolled at the University; 22% were not enrolled but had a cumulative GPA of 2.0 or
higher upon leaving. Overall, this group had achieved a 66% success rate.
2. Of the Fall 1997 Tracking Group (366 students), 1% had graduated, 48% were still
enrolled, and 16% had a cumulative GPA or 2.0 or higher upon leaving. Overall, this
group had achieved a 65% success rate.
3. Of the Fall 1998 Tracking Group (334 students), 1% had graduated, 57% were still
enrolled, and 9% had a cumulative GPA of 2.0 or higher upon leaving. Overall, this
group had achieved a 67% success rate.
4. The Fall 1999 Tracking Group (525 students) has no tracking data to report. This
number is higher than previous tracking groups because this term represents the
University’s move to the semester system.
An analysis of a random sample (50 students) of the Fall 1996 Tracking Group shows that
62% of the students enrolled in Developmental English 091 took the required English 101 course
during the next term (Winter Quarter 1997). Of the sample, 54% passed English 101 with a grade of C
or higher. Twenty-Two percent (22%) of the sample group took English 101 during a subsequent term.
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Seventy-six percent (76%) of the students in the Fall 1996 Tracking Group were successful (grade of C
or better) in the required English composition course ENG 101. Using the same criteria for analysis for
Mathematics, sixty-six percent (66%) of the students who had taken Mathematics 099 took either
Mathematics 111 or 132 during the term immediately following their enrollment in the developmental
math course. Thirty-two percent (32%) of this group passed Math 111 or 132 the next term, and 8%
passed Math 111 or Math 132 during a subsequent term.
Of the 294 students admitted conditionally in the fall of 2000, 135 have cleared their conditional
status. Similarly, of the 244 students admitted conditionally in the fall of 2001, 131 have cleared
conditional status and 105 remain enrolled conditionally.
The overall graduation rate for all Troy State University students in the Fall 1994 cohort group
as reported for the Student-Right-To-Know requirement was 47%, and the overall graduation rate for
all students in the Fall 1995 cohort group was 52% (Fact Book, March 2002, p. 38). Using these figures
as benchmarks for comparison to success of rates for developmental students of 62% (36% graduating
and 26% eligible to remain at the University) and 65.5% (36% graduating and 29.5% eligible to remain)
of the fall 1994 and fall 1995 groups respectively, it can be concluded that students who take
developmental courses are generally successful in required courses and that developmental students
graduate from the University at acceptable rates.
4.2.1.7
Each institution must regularly evaluate its admission policies.
In preparation for submission of the Annual Compliance Report on Remedial and Consent
Decrees, the Department of Enrollment Management provides critically reviewed data on applicants
from the previous year. The Enrollment Services Committee met on October 22, 2001, and again on
April 9, 2002, to review applicant data from the previous year. Minutes of these meetings are available
in the Self-Study Resource Room. In considering admission policies, one of the primary purposes of
this review is to ensure that students are provided equal access to the University and each of its
programs. Through this annual review process, the University’s analysis of applicants for admission
and the evaluation of its successful applicants and enrolled applicants indicate that admission is based
on published and appropriate criteria. As stated previously, because of the 1983 Consent Decree, no
changes in the University’s admissions policies may be made without first providing written notice to
the United States Department of Justice, and receiving approval for proposed changes.
Troy State University annually evaluates its admission policies as a requirement of federal
court order in compliance with the existing Consent Decree. As a result of this decree, admission
policies have remained the same following the court’s approval of all University admission policies.
Consent Decree compliance is reported annually through the Office of Human Resources, the Office of
the Provost, and the Office of the Dean of Graduate Studies and Research to the Troy State University
System Consent Decree Monitoring Committee. The court will review the University’s compliance, and
will consider possible removal of the decree in 2005. Annual Consent Decree reports are available for
review in the Office of the Provost and the Office of the Dean of Graduate Studies and Research.
All principal University publications, booklets, and brochures used in student recruitment are
reviewed and approved by the Vice President of Student Affairs and the Enrollment Services
Committee. The Office of University Relations provides assistance in the production of this literature.
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Regular analysis of these printed materials assures that they accurately reflect the University’s current
academic, social, and cultural climate.
In accordance with the Troy State University publication Standing Committees of Troy State
University, the Enrollment Services Committee is designated for the Troy State University Troy
campus. The composition of this committee is listed in the Standing Committees publication (p. 12),
and the Vice President for Student Affairs is designated as the responsible contact person. As
aforementioned, the committee met on October 22, 2001, and also on April 9, 2002.The Consent
Decree requirements were reviewed, and the conditional application form was reviewed for revision.
The committee left intact the current ACT admission score of 18 plus a 2.0 or better high school GPA
for unconditional admission. It revised the conditional admission form to ensure greater student
accountability. A copy of this revised form is in the Self-Study Resource Room. In essence, to earn
unconditional status, a student must attempt no more than 13 semester hours, complete TSU 1101
during the first term, complete all required placement tests, and earn a 2.0 cumulative GPA on at least
12 semester hours.
The Enrollment Services Committee regularly reviews publications containing the admissions
requirements. As part of the requirements of the Consent Decree, Troy State University regularly
reviews and evaluates its admission policies.
4.2.1.8
To be admitted to degree programs, applicants must show evidence of
high school graduation or other successful experiences which
reasonably predict their ability to make satisfactory progress at the
institution.
To be admitted to degree programs at Troy State University, all applicants who are graduates
of accredited high schools must submit official transcripts certifying their graduation and showing a
minimum of 15 Carnegie Units, with three or more units in English. Of the units presented, 11 must be
in academic courses. In addition, for unconditional admission, students must have a minimum 2.0 high
school GPA and a minimum composite score of 18 on the American College Testing examination or a
minimum 870 on the Scholastic Aptitude Test 1. Students 21 years of age or older are not required to
submit ACT/SAT scores. Applicants who are graduates of non-accredited secondary schools may be
admitted provided they meet the same requirements as students from accredited institutions.
For non-high school graduates, satisfactory performance on the high school level General
Education Development (GED) Examination is used to validate educational proficiency. Transfer
students must have a C average on at least 20 semester hours of college credit attempted. For all
categories of admission available in the Undergraduate Bulletin 2001-2003 (pp. 46-51), evidence of
high school graduation or other evidence that would reasonably predict a student’s ability to make
satisfactory progress at Troy State University must be presented, as further explained in 4.2.1.9
below.
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4.2.1.9 Each institution must assess and justify the appropriateness of
experiences offered in lieu of a high school diploma.
Troy State University assesses and justifies the appropriateness of experiences offered by
students in lieu of high school diplomas. Under ordinary circumstances, a student will have earned a
high school diploma prior to enrolling. If the applicant is under 21 years of age, an appropriate score on
the ACT or SAT 1 is required for admission. In the case of students with irregular or unique educational
backgrounds, however, academic proficiency equivalent to graduation may be validated by satisfactory
performance on the high school General Education Development (GED) Examination (Undergraduate
Bulletin 2001-2003, p. 47).
Students electing to pursue high school equivalency on a home-educated basis are eligible for
admission to Troy State University based on the same admission standards as traditionally schooled
students (as stated in the 2001-2003 Undergraduate Bulletin, pp. 46-51). Under standards established
by the United States Department of Education, a home-educated student may certify his/her eligibility
by self-certifying a high school transcript with proof of eight academic semesters.
4.2.1.10
Procedures established for implementation of institutional
admission policies must be followed in the admission of all
students.
Troy State University enforces the admission requirements for all applicants and is cognizant
of the different needs of its various markets and constituencies. Admission policies set forth on pages
Undergraduate Bulletin 2001-2003 (pp. 46-51) are uniformly applied to all students seeking admission
to Troy State University. Admission procedures for students include: (1) submission of an Application
for Admission accompanied by the application fee; (2) for entering freshmen, submission of high school
transcript and ACT or SAT test reports to the Admissions Office; (3) for transfer students, submission
of official transcripts from each college attended; (4) for Troy campus students, submission of a Troy
State University Medical Report and a Housing Contract, or off-campus housing card provided when
the acceptance letter is sent; and (5) review of records of the student by Troy State University officials
to determine acceptance or rejection of the student. The Bulletin presents policies for unconditional
admission, non-high school graduates, specially qualified high school students (dual enrollment),
conditional admission, special admission, transient students, transfer students, Alabama Articulation
Program (STARS), provisional credit, transfer of students on suspension from another institution,
IMPACT program (orientation program for new students), international admissions, post degree
students, temporary admission, unclassified students, and veterans. Troy State University Admission
Counselors follow admission procedures and verify that all admission policies are met for students who
apply to Troy State University.
4.2.1.11
The institution must provide evidence that it selects students
whose interests and capabilities are consistent with the admission
policies.
The University offers a traditional, values-based education, while exposing its students (many
of whom are first-generation college students) to modern standards of technology and research, and to
social and cultural growth and development.
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The University’s admission requirements are clearly published in the Undergraduate Bulletin
and in most recruitment brochures. These policies accommodate students from diverse backgrounds
and with a broad range of needs. Once a student is enrolled, the University seeks to provide him/her
with individual attention in a personalized setting. The University is committed to offering a culturally
and ethnically diverse campus environment as it ministers to its various constituencies. Enrollment
statistics from the AY 2000-2001 show that Troy State University students come from 48 states and
50 foreign nations. Twenty percent of newly enrolled students during the AY 2000-2001 were AfricanAmerican. Regardless of ethnicity, nationality, or other characteristics, Troy State University selects
students whose interests and capabilities are consistent with admission policies.
4.2.1.12
An institution must clearly define and publish its policy on the
admission of transfer students.
Troy State University clearly defines and publishes its policies regarding the admission of
transfer students. These policies are found in the 2001-2003 Undergraduate Bulletin (p. 48). The chart
below shows the number of transfer students who applied, the number accepted for admission, and the
number denied admission for the last three fall semesters (2000-2002):
Table 4.2.1.12
Transfer Students: Applications, Admitted, Denied
Term
Applications
Admitted
Denied
Fall 2000
765
501
56
Fall 2001
774
475
79
Fall 2002
938
561
25
Applicants not accounted for in the categories “admitted” and “denied” did not complete
admission procedures. They either attended other institutions or (perhaps) none at all.
4.2.1.13
The policy must include the following: the requirement for official
transcripts of credits earned from all institutions of higher
education previously attended; qualitative and quantitative criteria
determining the acceptability of transfer work; criteria regarding the
award of advanced standing, whether by credit earned at another
institution, by advanced placement examinations, or through
experiential probation, and conditions governing admission in good
standing, admission on probation, and provisional admissions.
Transfer students must have complete and official transcripts forwarded to the Admissions
Office from each previously attended college or university. All transfer credit is audited and evaluated
to determine which transfer courses meet Troy State University General Studies requirements. Such
evaluations are conducted on an individual basis. Acceptance to the University and application of
credits to degree programs are two separate processes. A junior/community college transfer student
must earn a minimum of 50 percent of all degree program hours on a senior college level in order to
graduate from Troy State University with a bachelor’s degree.
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Transfer students will be eligible for unconditional admission if they have a C average (2.0 on
a 4.0 scale) on at least 20 semester hours of college work attempted. Transfer students with a GPA of
1.70 to 1.99 may be admitted as conditional students. They must earn a 2.0 (on a 4.0 scale) GPA on
the first 24 hours attempted at Troy State University. Students with a transfer GPA of less than 1.70
who have not attended any college or university in the preceding 12 months must contact the Dean of
Enrollment Management to be considered for admission.
Students in University College programs with less than a 1.70 transfer GPA must contact the
Troy State University site/regional director for consideration for admission. Students who fail to achieve
this average are dropped from the program and are unable to re-enter Troy State University until they
have a 2.0 overall GPA on all college work attempted. Conditionally admitted transfer students are
permitted to take a maximum of 13 semester hours until their GPA reaches 2.0 or better, thus clearing
conditional status.
Troy State University houses the Alabama Articulation Program, also known as STARS
(Statewide Articulation Reporting System), a computerized articulation and transfer planning system
designed to inform students who attend Alabama community/junior colleges about degree
requirements, course equivalents, and other transfer information pertaining to specific majors at each
state-funded, four-year institution. Proper use of the STARS database prevents the loss of course
credit hours, provides direction for the scheduling of course work, and eases the transition from one
institution to another.
Students interested in receiving a “Transfer Guide and Contract” inform the Transfer
Coordinator at the Troy State University Admissions Office or access the STARS website at
http://stars.troyst.edu/. Troy State University is required by law (State Legislative Act 94-202) to accept
the course work as outlined in the STARS guide. In addition, Troy State University graduates students
with the same number of total hours as students in the same major/program who have attended Troy
State University from the beginning of their college careers. If a student changes his/her major, the
Guide is void.
Troy State University has an established policy regarding transfer credits from unaccredited
institutions of higher learning. If a student meets regular admission standards and has completed
college-level courses at such institutions, the student may be granted provisional credit. However, the
credits are not considered for final acceptance until the student has attended Troy State University as a
full-time student for two semesters and has met the GPA necessary for good standing. These
provisional credits will be reviewed by the Records Office and the Dean of the College in which the
student is majoring. A determination is then made based on the unaccredited institution’s affiliation with
the Commission on Recognition of Post-Secondary Accreditation and/or acceptance of such credit by
at least three other accredited institutions located in the general geographic area of the unaccredited
institution.
A student who has been suspended from another college is eligible to apply for admission to
Troy State University after serving the suspension from the previous institution. In addition, students on
disciplinary suspension from another institution must be eligible to return to that institution before being
considered for admission to Troy State University.
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Troy State University is justifiably proud of its growing International Studies program, and
requirements for International students’ admission have been clearly established. Application for
admission should be made at least three months before the date of proposed entrance, and must be
directed to the Center for International Programs. The application process may be expedited by
completion of certain forms by electronic means, but the credentials themselves must be completed,
signed, and mailed prior to the issuance of the I-20 form necessary for students to obtain a visa for
entry into the United States.
The following documents must be filed with the Center for International Programs:
(1)
(2)
(3)
(4)
(5)
an application for admission;
an official secondary school transcript, including certification of graduation;
one of the following:
a. appropriate score on either the paper or computer-based version of
the Test of English as a Second Language (TOEFL--The minimum
acceptable score is 500 for the paper test and 175 for the computerbased test);
b. or a minimum composite score of 18 on the ACT, with not less than 18
on the verbal score; or a minimum composite score of 870 on the SAT,
with not less than 430 on the verbal score;
a detailed statement of the student’s financial status that clearly documents the
student’s ability to finance studies at Troy State University which must show a
minimum of $11,000 per AY of study; and
an application fee of $20.
International students transferring from universities in the United States must submit the
following documents in addition to the ones cited above:
(1)
(2)
(3)
an official transcript including all work completed at other U.S. universities
showing a minimum GPA of 2.0;
an Adviser’s Report Form from the student’s adviser at the transferring institution;
an acceptable TOEFL score or grades of “C” or better on English Composition
courses attempted at a U.S. university.
International students transferring from universities outside the United States must submit the
following in addition to those listed above: an official transcript including all work completed at all other
universities attended, along with an official English translation. A minimum GPA of 2.0 on these
courses is required.
4.2.1.14
Institutions which award credit based on advanced placement or
other examinations; training provided by non-collegiate
institutions, such as armed forces and service schools;
professional certification; or experiential learning must meet the
following conditions governing the award of such credit:
(1) The amount of credit awarded is clearly stated and is in
accord with commonly accepted good practice in higher
education.
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(2) Credit is awarded only in areas offered within the current
curriculum of the institution, and is appropriately related to
the student’s educational program.
(3) Decisions regarding the awarding of credit and the
determination of such credit are made by qualified faculty
members at the institution, or according to procedures and
standards approved by qualified faculty. The institution
demonstrates that assessment procedures verify that the
credit awarded is appropriate.
Troy State University awards credit based on Advanced Placement and other examinations.
Credit is allowed for CLEP, General and Subject Examinations, the Advanced Placement program, and
DANTES examinations as approved by the Academic Council and department chairs. A complete list
of acceptable examinations, along with specific requirements, is available in the Records Office and
Counseling Office. (Undergraduate Bulletin 2001-2003, p. 55) Troy State University accepts for credit a
50 percentile score on the CLEP in accordance with the American Council on Education (ACE)
guidelines effective July 1, 2001. DANTES test score criteria follow those of CLEP. A student who
receives a score of 3 or better on an Advanced Placement subject examination will receive credit for
the equivalent course offered by TSU. SPECIAL NOTE: In the acceptance of such credit, Troy State
University adheres to guidelines promulgated by ACE, AACRAO, and SACRAO, and its policies reflect
the best practices commonly used in American higher education.
4.2.1.15
In awarding credit for experiential learning, the institution must (1)
award credit only for documented learning which demonstrates
achievement of all outcomes for specific courses in an approved
degree program; (2) award credit only to matriculated students,
identify such credit on the student’s transcript as credit for prior
experiential learning and, upon request from another institution,
document how such learning was evaluated and the basis on which
such credit was awarded; (3) ensure that credit for prior experiential
learning does not duplicate credit already awarded or remaining
courses planned for the student’s academic progress; (4) adopt,
describe in appropriate institutional publications, implement and
regularly review policies and procedures for awarding credit for
experiential learning; and (5) clearly describe, and establish the
validity of, the evaluation process and criteria for awarding credit
for prior experiential learning.
Troy State University awards credit for prior experiential learning to students enrolled in
University College. Troy State University documents, awards, and validates experiential credit in the
following manner:
Cross Discipline Courses (CDC)
CDC 3301 Portfolio Development – This is a course in the preparation of an educational
portfolio, a formal file or folder of information compiled by students on learning acquired through
specific past experiences and accomplishments. Students are required to prepare a portfolio under the
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guidance of the instructor. This course is required of all students prior to their submitting a portfolio to
the University for evaluation for experiential credit.
Experiential Learning Assessment (ELA) Credit - Experiential Learning Assessment is a
process used by Troy State University to evaluate college-equivalent prior learning attained by
students outside the classroom and not transferable through any of the standard methods of accepting
non-traditional credit. Each student prepares a portfolio which is a carefully-organized folder that
documents learning outcomes (not learning activities) for the purpose of earning credit for a specific
college course or courses. The procedure for students interested in requesting assessment of prior
experiential learning is as follows:

The student enrolls in CDC 3301 (Portfolio Development) for 2 semester hours of credit. The
instructor for this course (a) provides an overview of the experiential learning assessment
program, (b) assists in determining whether prior learning is appropriate or adequate to
request academic credit, (c) provides the guidance necessary to prepare an educational
portfolio, and (d) evaluates the portfolio to determine if the content is sufficient to warrant
submission for faculty assessment. Not more than 25% of the hours earned toward a degree
may be completed by using experiential learning assessment credit or portfolio-based credit.

The student prepares the portfolio, which includes (a) a statement of the student’s educational
goals (b) a chronological record of the student’s education and work experiences (c) a clear
statement of the knowledge and skills not learned in college for which the student desires to
receive academic credit (d) information that links the knowledge and skills to the student’s
goals and educational degree program (e) documented evidence that substantiates the
student’s claim to learning.

Once the portfolio is submitted to the faculty for evaluation, the faculty member uses several
methods of assessment, including product assessment such as an original computer program,
interviews, oral or written examinations, simulations, performance tests, and/or essays. The
faculty member then makes a formal recommendation on whether to award the requested
hours of credit.
o The student pays the appropriate fees for the credit awarded.
o Credit is then posted to the student=s Troy State University transcript.
Information regarding experiential learning credit is found in the Undergraduate Bulletin 20012003 (pp. 310-311). Troy State University rarely grants portfolio credit. There is no record of it being
granted at all on the Troy campus and only in rare instances by University College, whose students are
generally adults whose life experiences may occasionally warrant such consideration.
4.2.1.16
The institution must inform transfer students of the amount of
credit which will transfer, preferably prior to their enrollment, but at
least prior to the end of the first academic term in which they are
enrolled.
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4.2.1.17
Coursework transferred or accepted for credit toward an
undergraduate degree must represent collegiate coursework
relevant to the degree, with course content and level of instruction
resulting in student competencies at least equivalent to those of
students enrolled in the institution’s own undergraduate degree
programs.
Through the generation of an “Official Check Sheet,” Troy State University informs transfer
students of the amount of credit which will transfer. Once a transfer student’s complete records have
been received by Troy State University, the University generates the check sheet. This document
indicates the transfer credits that have been granted and cites the requirements yet to be completed.
To evaluate transfer credits for credit toward a Troy State University degree, the University follows the
guidelines established by the American Council on Education (ACE) and the American Association of
Collegiate Registrars and Admissions Officers (AACRAO).
4.2.1.18
4.2.1.19
There must be clearly defined policies regarding the academic
dismissal, suspension and readmission of students.
Readmission of students dismissed or suspended for academic
reasons must be consistent with the academic policies of the
institution.
Troy State University clearly defines its policies regarding the retention of students in the
Undergraduate Bulletin 2001-2003 (pp. 63-64). Students admitted conditionally must earn a 2.0 or
higher GPA on the first 24 hours attempted or their enrollment will be terminated. Unconditionally
admitted students must earn a 2.0 or higher GPA during their first term or be placed on academic
probation. A student on probation is limited to 12 hours per semester and must earn a minimum of a
2.0 GPA during each subsequent term until his/her overall GPA reaches 2.0.
A student on probation who fails to earn a term GPA of 2.0 or better will be suspended. A
student’s first academic suspension will be for one semester; a second suspension will be for two
semesters; and a third suspension will be for an indefinite period. Students are encouraged to continue
to study and to improve their study habits and attitudes while on suspension. However, no courses
taken at other institutions by a Troy State University student during his/her suspension period will be
accepted for credit at Troy State University.
A student who has been suspended may be readmitted through the regular readmissions
procedure after serving the first or second suspension period. Students placed on indefinite
suspension may petition for readmission following a period of twelve months. A student returning from
suspension will continue to be on probation until the minimum GPA of 2.0 or better each term is
achieved. These policies for readmission are consistent with other academic policies of Troy State
University.
4.2.2
Undergraduate Completion Requirements
4.2.2.1 In each degree program, there must be an appropriate sequence of
courses leading to the degree.
4.2.2.2 An institution must publish the requirements for each degree it awards.
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4.2.2.3 The requirements must be appropriate to the degree offered
4.2.2.4 and must specify the total credits, the number and distribution of
general education credits, the number of credits to be earned in the
major or area of concentration, the number of electives, standards for
satisfactory progress, and other degree requirements.
The Troy State University Undergraduate Bulletin 2001-2003 clearly states the requirements
for each undergraduate degree offered at the University (pp. 92-311). All courses are numbered (11004499) in sequence, indicating the level of the particular course. The requirements for each
undergraduate degree offered at Troy State University, including the Bachelor of Arts, Bachelor of
Science, Bachelor of Arts or Science in Business Administration, Bachelor of Arts or Science in
Education, Bachelor of Music Education, Bachelor of Science in Nursing, Bachelor of Applied Science,
Associate of Science, and Associate of Arts, are fully delineated and explained in the 2001-2003
Undergraduate Bulletin (pp. 92-311). Each bachelor’s degree program consists of 48 semester hours
of General Studies courses, as discussed further in item 4.2.2.6 below. The upper-level semester
hours required for the various majors and minors are outlined fully in the 2001-2003 Undergraduate
Bulletin.
Each student is assigned an advisor teaching in the student’s major, and each student also
receives an individual advisee worksheet (usually called a check sheet) to assist in taking the
appropriate sequence of courses. The core curriculum (known as the General Studies Program at Troy
State University), is also explained in detail in the 2001-2003 Undergraduate Bulletin (pp. 92-98). Most
degrees at Troy State University require 120 semester hours for completion, including 48 semester
hours of General Studies, a combination of majors and/or minors to total at least 54 semester hours,
and 18 semester hours of unrestricted electives.
4.2.2.5 Undergraduate degree programs must contain a basic core of general
education courses. A minimum of 15 semester hours for associate
programs and a minimum of 30 semester hours for baccalaureate
programs are required for degree completion.
4.2.2.6 The core must include at least one course from each of the following
areas: humanities/fine arts, social/behavioral sciences, and natural
sciences/mathematics.
As stated above, Troy State University requires a basic core of General Studies courses for all
bachelor’s degree programs. The General Studies Program is a common curriculum of 48 hours
(including 3 hours of electives) designed to provide a fundamental basis for advanced studies. The
specific requirements and the number of hours in each are listed below.
DISCIPLINE/FIELD
Written Composition
Humanities and Fine Arts
Natural Sciences and Mathematics
History, Social, and Behavioral Sciences
University Orientation
Introduction to Computers
Electives
Total semester hours
GS HOURS REQUIRED
6
13
11
12
1
2
3
48
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The General Studies requirements are given in the Undergraduate Bulletin 2001-2003 (pp.9298), and, while there are variations in the General Studies Program for teaching degrees depending
upon the area of emphasis, all options require at least 48 semester hours and must include courses
from the areas of humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics.
The Troy State University General Studies Program has won many accolades during the past
three decades from a variety of accrediting agencies, councils, and task forces. It inculcates basic skills
and knowledge, provides a broad-based general education, identifies strengths and weaknesses, and
establishes a strong academic foundation for advanced undergraduate studies in virtually any
academic discipline. Because of its stature and prestige, it served as a model for development of the
Alabama General Studies Committee (AGSC) STARS program, discussed elsewhere in this chapter.
4.2.2.7 The institution must demonstrate that its graduates of degree programs
are competent in reading, writing, oral communication, fundamental
mathematical skills and the basic use of computers.
Troy State University General Studies Curriculum ensures that its graduates are competent in
reading, writing, oral communications, fundamental math skills, and the basic use of computers. To
assess the general studies curriculum, the Administration requires that all students take the General
Education Competency Examination (GECE) in order to graduate. The GECE is a requirement for
graduation for all students (Bulletin, p. 63, p.92, and p. 94).
Table 4.2.2.7A
Results of the General Education Competency Examination (The Academic Profile)
AY 1999-2000 through AY 2000-2001
Academic Profile Area/Scale Score
Total Score Mean
Humanities Mean
Social Sciences Mean
Natural Sciences Mean
Reading Mean
Writing Mean
Critical Thinking Mean
Mathematics Mean
Essay Percentage at Levels 1 or Greater
Essay Percentage at Levels 2 or Greater
1999-2000
2000-2001
441
114
113
115
117
115
110
113
99.9%
32%
444
114
114
116
118
115
111
114
100%
36%
Peer Group
Mean with SD*
448.6/SD 6.3
116.1/SD 2
115.1/SD 1.9
117.5/SD 2
120.0/SD 2.2
116.6/SD 1.5
112.4/SD 2.1
114.9/SD 2.1
Not provided
Not Provided
*SD is Standard Deviation
In the Annual Assessment Report, actual assessment results are given and analyzed, and
strengths and weaknesses with plans for improvement are developed. The Six Points of Institutional
Effectiveness and Annual Assessment Reports for academic programs are available in the Office of
Institutional Research, Planning, and Effectiveness Office or on the OIRPE website and demonstrate
that graduates of the TSU academic programs possess basic competencies.
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4.2.2.8
4.2.2.9
4.2.2.10
An institution must clearly define what is meant by a major or an
area of concentration.
And must state the number of credits required for each.
An adequate number of hours with appropriate prerequisites must
be required in courses above the elementary level.
The University’s Undergraduate Bulletin for 2001-2003 clearly defines the various majors,
concentrations, minors, certificate programs, and credit hour requirements (pp. 88-311). Descriptions
of each major, major courses, required hours, and free electives are given within the above mentioned
pages in the Bulletin. A major is defined as a subject of academic study chosen as a field of
specialization.
Concentrations are specifically described in the Undergraduate Bulletin 2001-2003. For
example, in the Biology Program, a student takes 23 semester hours of core courses and then selects
32 hours in a concentration of General Biology, Ecology and Field Biology, Cell and Molecular Biology,
or Medical Technology. Other areas including Social Science, Political Science, General Business,
Management Major, and Art have concentrations with specific semester hours required.
4.2.2.11
4.2.2.12
4.2.2.13
For degree completion, at least 25 percent of semester credit
hours, or the equivalent quarter hours, must be earned through
instruction by the institution awarding the degree.
All courses, other than those identified by the institution as
developmental/remedial, offered by an institution for credit
must be acceptable as requirements or electives applicable to
at least one of its own degree or certificate programs, or
Must be clearly identified on transcripts as not applicable to
any of the institution’s own degree or certificate programs.
Troy State University requires that its graduates complete a significant portion of their
requirements at Troy State University. Students must complete a minimum of 25% of the semester
hours in their degree program at Troy State University. Grades of D or better may be transferred as
long as the specific Troy State University program in which the student is enrolling permits grades of D
to count toward the program. Otherwise, only grades of C or better are transferable. Specific
information regarding specific programs is given in the Undergraduate Bulletin 2001-2003. Credits are
evaluated for General Studies equivalencies on an individual basis. If transfer courses are not in
compliance with TSU requirements, such will be clearly stated on the student’s transcript. A
junior/community college transfer student intending to graduate from Troy State University with a
bachelor’s degree must earn 50% of all degree program hours on a senior college level.
The requirements for each undergraduate degree offered at Troy State University, including
the Bachelor of Arts, Bachelor of Science, Bachelor of Arts or Science in Business Administration,
Bachelor of Arts or Science in Education, Bachelor of Music Education, Bachelor of Science in
Nursing, and Bachelor of Applied Science, are delineated in the Curricula section of the 2001-2003
Troy State University Undergraduate Bulletin (pp. 92-311). All courses taken for credit are applicable
as either requirements or electives for degree programs.
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Associate degrees require a minimum of 60 semester hours. At least half of the degree
program must be traditional academic credit. No more than one-fourth of the hours toward such
degrees may be earned by using portfolio-based credit. At least one-fourth of the hours toward a
degree and at least nine semester hours of the major area of concentration must be completed at Troy
State University. In order to graduate, candidates must have an overall GPA of 2.0 on a 4.0 scale as
well as a 2.0 on a 4.0 scale in his/her major field. (Undergraduate Bulletin, pp. 61-62)
A bachelor’s degree requires a minimum of 120 semester hours. At least one-half of the
degree programs must be traditional academic credit, and no more than one-fourth of the hours toward
the degree may be earned by using portfolio-based credit. At least one-fourth of the degree program as
well as 12 semester hours in each major field must be completed in residence at Troy State University.
At least half of all degree program hours must be completed at the senior college level. In order to
graduate, candidates must have an overall GPA of 2.0 on a 4.0 scale as well as a 2.0 on a 4.0 scale in
his/her major field. (Undergraduate Bulletin, pp. 62-63)
The General Studies program for non-teaching degrees is outlined in the Undergraduate
Bulletin (pp. 92-93), and the General Studies program for teaching degrees is specified on pages 9498. Each program includes courses in humanities and fine arts, social and behavioral sciences, natural
sciences and mathematics, written composition, literature, speech, and computer applications. To
assess the quality of its students and programs, Troy State University administers the General
Education Competency Examination (GECE), which is the Academic Profile published by Educational
Testing Services (ETS) to assess the General Studies Program, and a variety of assessments such as
Major Field Tests (MFT). Required licensing examinations, such as in Nursing and Accounting, are
also administered, as are other assessment instruments to assess program majors prior to graduation.
Chapter 3 of this document provides additional information regarding assessment of programs, and the
OIRPE Office and website http://spectrum.troyst.edu/~oirpe/ provide further details regarding
assessment of programs.
4.2.3
Undergraduate Curriculum
4.2.3.1 Curricula must be directly related and appropriate to the purpose and
goals of the institution and the diplomas, certificates or degrees
awarded; to the ability and preparation of the students admitted; and to
the financial and instructional resources of the institution.
All curricula are derived from the purpose and goals of the University as articulated in the
University’s Strategic Plan and its Mission Statement. All schools, colleges, departments, and
programs also have purpose (mission) statements that reflect and mesh with the University’s Mission
Statement, and are contained in the Bulletin. For each academic program, Point #1 (Purpose) of the
Six Points of Institutional Effectiveness defines the purpose of the program and how the purpose
relates to the purpose (mission) of the University. The SPIE for each program can be found in the
OIRPE Office and on its website http:spectrum.troyst.edu/~oirpe/. A representative sample from the
Department of Athletic Training follows:
Purpose: The purpose of the Athletic Training Education curriculum is to educate the entrylevel student majoring in Athletic Training in the following practice areas (domains):
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




Prevention
Recognition-evaluation and assessment
Treatment, rehabilitation and reconditioning
Organization/administration
Professional development and responsibility
This task is accomplished by the blending of other academic disciplines that meet the
required Athletic Training educational competencies. The competencies are identified within
each domain and are categorized according to the following method of classifying behavioral
objectives:
1. Cognitive domain (knowledge and intellectual skills)
2. Psychomotor domain (manipulative and motor skills)
3. Affective domain (attitudes and values)
4. Clinical proficiencies (decision-making and skill application)
The behavioral objectives described define the core content in the educational process and
purpose of the Athletic Training Education curriculum. Upon graduation the student will have
completed all required core courses, which then enables the entry level ATS to sit for the
National Certification Board Examination.
NOTE: Troy State University is accredited by the Commission on Accreditation of Allied Health
Educational Programs.
The Athletic Training Education curriculum relates to the Troy State University Mission
Statement, by educating the entry level ATS majoring in Athletic Training Education, to
enhance the quality of health care for athletes and those who engage in physical activity and
to advance the profession of Athletic Training through education and research in the
prevention, recognition, evaluation and assessment, immediate care, treatment, rehabilitation
and reconditioning organization/administration, professional development and responsibility, in
cooperation with other allied health care personnel.
Troy State University is a four-year state-assisted university operated under the control and
supervision of the Troy State University Board of Trustees. This governing board is responsible for
approving the number and types of degrees, the number and nature of departments, divisions, schools,
and colleges through which the curriculum is administered, and the extent to which the Institution
should offer distance learning.
The undergraduate curriculum offerings at Troy State University are designed to help the
University meet its mission statement for pre-professional and professional fields in the Arts and
Sciences, Fine Arts, Business, Communication, Applied Sciences, Nursing, Allied Health Sciences,
and Education. Troy State University endeavors to develop in each student an appreciation of the arts,
humanities, and sciences, as well as the desire and ability to reason critically and creatively. The
University attempts to instill in each student an appreciation and respect for the dignity and worth of the
individual, a high regard for ethnic and national diversity, and the skills necessary to participate
effectively in a democratic society and to continue to acquire knowledge.
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Offerings are described clearly and accurately in a variety of published materials and clearly
demonstrate how the curriculum is directly related to the degrees awarded. The Troy State University
Undergraduate Bulletin, published biennially, includes official descriptions of the undergraduate
curricular offerings for all degree programs. The current issue of the Bulletin is operative for the years
2001-2003. The Schedule of Classes, published for the fall and spring academic terms and also for the
summer, provides additional information regarding specific courses offered during a given academic
term. In addition to these documents, numerous other sources provide information concerning
curricular offerings. The Records Office prepares, maintains, and distributes Official Check Sheets for
each academic major. Academic departments and colleges use these check sheets for student
advisement. Copies of check sheets are available in the Records Office and in the various academic
departments. Information concerning curricular offerings is maintained by the Admissions Office, the
Records Office, the Datatel Degree Audit System and the six colleges of the University.
Many academic areas and/or departments also publish information concerning some or all of
their curricular offerings. In all cases, curriculum offerings are directly related and appropriate to the
purpose and goals of Troy State University degrees awarded.
The ability and preparation of the students admitted to Troy State University are determined
according to established admission standards addressed in Section 4.2.1.1 through 4.2.1.19 in this
document. The Office of Enrollment Management, with assistance from the Enrollment Services
Committee, is charged with implementing the admission policies. To determine qualifications for
admission, the Office of Enrollment Management considers high school graduation or General
Education Development (GED) examination, high school transcripts, college transcripts for transfer
students, high school grade point average, ACT or SAT score (except for students 21 years or older),
and high school Carnegie units. Admission procedures, requirements, and information for
undergraduate students including freshmen students, transfer students, international students, postdegree students, temporary admission students, unclassified students, and veterans are set forth in the
TSU Undergraduate Bulletin 2001-2003 (pp. 46-51).
To ensure that the curricula are directly related and appropriate to the financial and
instructional resources of the University, each academic department requests and receives an annual
budget that adequately supports its academic programs. The Vice President for Financial Affairs
coordinates the budgeting process for the University. In late spring (generally May) of each year, each
academic department prepares an annual budget request. These requests are forwarded from
department chairs through the appropriate channels (for academic areas, a College Dean and the
Provost) for review and approval so that the Vice President for Financial Affairs receives the budget
requests at least by June of each year.
During the summer, discussions regarding the budget requests may be held among deans, the
Vice President for Financial Affairs, the vice chancellors, and the Provost. By late summer, the total
University budget is finalized and approved by the Board of Trustees, and departmental budgets are
provided to academic departments. Because the academic department chair is responsible for
preparing budget requests to support curricula, for expending funds appropriately, and for
recommending to the Library (along with faculty) the purchase of books, journals, databases, materials
and equipment for the department, the departmental curricula are adequately supported, directly
related, and appropriate to the financial and instructional resources of the University. Extensive
information regarding these resources is given in Chapter 1: Principles and Philosophy of
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Accreditation, Chapter 5: Educational Support Services, and Chapter 6: Administrative Processes.
4.2.3.2 The institution must have a clearly defined process by which the
curriculum is established, reviewed, and evaluated.
4.2.3.3 This process must recognize the various roles of the faculty, the
administration, and the governing board.
Curricula are established, reviewed, and evaluated by a well-organized process. The process
begins in the department and that process is described in Section 3.8.2.2 Course Offerings of the
Faculty Handbook 2001 (p. 57).
Each academic department or unit will establish a curriculum committee (unless in small
departments the faculty as a whole is so designated) to monitor and review departmental
courses, majors, and programs. Proposed curriculum changes should be presented to the
departmental faculty for a vote, and recommended additions, deletions, or revisions should be
forwarded through the curriculum committee of the School or College prior to submission to
the General Studies Council, the Academic Council or the Graduate Council (as appropriate).
Such proposals must conform to the guidelines and dates for submission established by the
respective councils.
The specific process and forms for review of new and revised programs are described in the
Manual for Annual Planning (p. 29-35), and the process and forms for review of existing programs are
described on pages 24 through 28 of this Manual.
The schematic in the Manual for Annual Planning (pp.31) outlines the process for establishing
new academic programs and revising existing programs. These processes include: (1) approval of the
idea by appropriate supervisors; (2) development of the program or revision using the “Troy State
University Justification for New Programs and Curriculum Additions/Modifications” form on page 32
and approval in the department, school, and/or college as described above (Faculty Handbook, p. 57);
(3) review and approval by the Institutional Effectiveness Committee using the “Checklist for the
Evaluation of the SPIE for New and Revised Programs”; (4) review and approval by the Academic
Council for undergraduate programs; (5) for new programs, review and approval by the Alabama
Commission on Higher Education and SACS-COC if a substantive change is required; (6) following
implementation of new or revised programs, the department annually applies the Institutional
Effectiveness Cycle which includes updating the Six Points of Institutional Effectiveness, providing the
Annual Assessment Report, developing the Annual Plan, developing the annual budget, and
implementation of the plan. Once implemented, during the next five years, the new or revised program
is reviewed as an existing program.
Over a five-year period, all existing programs are reviewed by the Institutional Effectiveness
Committee. The “Schedule for Review of Existing Programs, Operations, and Positions” in the Manual
for Annual Planning (p.4 and p. 25) is followed. The process for review of existing programs includes
(1) Identifying the programs to be reviewed and providing the Institutional Effectiveness Committee
with the website address, user ID, and password, so that each IEC member can access the SPIE,
Annual Assessment Report, and Annual Plan on the OIRPE website (prior to developing the website, it
was necessary to provide printed copies of all information for each IEC member); (2) reviewing the
programs designated for review using the “Checklist for Review of Existing Programs”; (3) providing a
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written report that includes recommendations and ratings to the appropriate administrators; (4) action
by the appropriate administrator on the recommendations and provision of a feedback report from the
administrator to the IEC.
Because the curriculum committees, Institutional Effectiveness Committee, General Studies
Council, Academic Council, and Graduate Council are made up of faculty and professional staff
(administrators serve in ex officio capacities), established review and evaluation of the University
curricula include assessment by these bodies. The Board of Trustees maintains a general overview,
but “the Board of Trustees entrusts the conduct of administration to the Chancellor and through the
Chancellor to other administrative officers of the University; and to the faculty, the Board of Trustees
entrusts the conduct of teaching and research” (Faculty Handbook 2001, p. 1, Section 1.2.1 Board of
Trustees). The administration and faculty are responsible for the development of proposed academic
programs or changes to existing programs.
Sections 1.2.1 Board of Trustees; 1.2.2 Chancellor; 1.3.1 Provost; 1.3.5 Vice President for
Institutional Research, Planning, and Effectiveness; and 3.8.2.2 Course Offerings of the 2001 edition of
the Faculty Handbook further address some aspects of the responsibilities of the administration and
faculty for the development and monitoring of academic programs. Minutes of the meetings of the
Board of Trustees are kept in the Chancellor’s Office; minutes of the meetings of the Institutional
Effectiveness Committee are kept in the Office of Institutional Research, Planning, and Effectiveness;
and minutes of the meetings of the Academic Council are kept in the Office of Academic Records.
These records demonstrate the curriculum development review and evaluation process that is
consistently followed.
NOTE: In fall 2002, one addition has been made in the process for establishing curriculum. In the move
to unify the Troy State University System (TSU, TSUD, and TSUM), a System Academic Coordinating
Council was created to review all proposals for new curricula prior to review by the Institutional
Effectiveness Committee and the Academic Council.
4.2.3.4 For each major in a degree program, the institution must assign
responsibility for program coordination, as well as for curriculum
development and review, to persons academically qualified in the field.
4.2.3.5 At least one full-time faculty member with appropriate credentials, as
defined in Section 4.8.2 must have primary teaching assignment in the
major.
Current faculty are listed alphabetically and identified by department or program in the 20012003 Undergraduate Bulletin (pp. 314-336). This listing identifies the chair or coordinator of each
program and/or department and shows that each has appropriate credentials. In the College of Arts
and Sciences, College of Communication and Fine Arts, College of Education, College of Health and
Human Services, the department chairs or the school directors are responsible for program
coordination, as well as for curriculum development and review. These individuals are members of the
teaching faculty of their departments or schools, teach courses, hold appropriate credentials, and are
academically qualified in their fields. See Table 1.4.38 in Chapter 1 for a comprehensive list of the
persons responsible for supervising each academic program. Also, see Table 3.1.2 in Chapter 3 for a
description of assessment tools used in each program and the person responsible for analyzing
assessment results.
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In the Sorrell College of Business, the responsibilities for program coordination as well as for
curriculum development and review are assigned to a qualified Assistant Dean and Coordinator for
Undergraduate Programs. Every academic department has at least one full-time faculty member with
appropriate credentials whose primary teaching responsibility is in the major, as certified and
documented by the department chair and other University officials, as well as by each faculty
member’s official transcripts. Further evidence of academic qualification, appropriate credentials, and
teaching assignment are cited in the faculty rosters in the Self-Study Resource Room and the faculty
personnel files in the Provost’s office.
4.2.3.6 The governing board must be responsible for approving the number
and types of degrees; the number and nature of departments, divisions,
schools or colleges through which the curriculum is administered; and
the extent to which the institution should offer distance learning
programs.
The Troy State University Board of Trustees is the legal governing body of Troy State
University. As such, it is also the final Institutional authority (Sec. 1.2.1 of the 2001 Faculty Handbook).
By virtue or the Alabama Code as amended by Act Number 97-586 of the Alabama Legislature, “the
Board of Trustees has full management and control over the Troy State University System” which
includes Troy State University (Bylaws of the Board of Trustees for the Troy State University System,
approved March 3, 2002). The primary responsibility of the Board of Trustees is the articulation of
general educational policies and academic goals.
The Board of Trustees maintains a general overview, but “the Board of Trustees entrusts the
conduct of administration to the Chancellor and through the Chancellor to other administrative officers
of the University; and to the faculty, the Board of Trustees entrusts the conduct of teaching and
research” (Faculty Handbook 2001, p. 1, Section 1.2.1 Board of Trustees). While the Board determines
broad policy issues, it delegates implementation of policy and all administrative matters to the
Chancellor of the Troy State University System.
In carrying out these responsibilities, the Chancellor may consult with other officers of the
University System, faculty, and staff as deemed prudent and appropriate to a university community.
(Bylaws of the Board of Trustees for the Troy State University System, Approved March 3, 2002) As
Secretary to the Board of Trustees, the Chancellor reports regularly to the Board and ensures that the
appropriate approvals regarding degrees, the structure of the University (i.e. the number and nature of
departments, divisions, schools or colleges), and the offerings in distance learning programs are acted
upon by the Board. Furthermore, the Bylaws state that the Board shall act on recommendations
brought by the Chancellor in 13 different areas: (1) regulations, alterations, or modifications of the
governance of the University; (2) policies and goals of the University; (3) academic plans, including
new programs and new units, and major modification in existing programs and units: (4) levying of
tuition, fees, and charges; (5) student admission and retention policies; (6) requests for legislative
appropriations; (7) annual budgets; (8) all loans, borrowing, and issuance of bonds; (9) compensation
policies for faculty and staff; (10) campus master plans, facilities development programs, and capital
development programs; (11) the transfer and sale of real property and plans to ensure that all
properties of the University are preserved and maintained; (12) objectives, policies, and practices
which provide for effective and prudent management, control, and preservation of the investment
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assets of the University; (13) such other policies that are in the best interest of the operation and
advancement of the University. (Bylaws of the Board of Trustees for the Troy State University System,
Approved March 3, 2002) Action on these13 items by the Board ensures that the Board of Trustees is
responsible for approving “the number and types of degrees; the number and nature of departments,
divisions, schools or colleges....; and the extent to which the Institution should offer distance learning
programs.”
4.2.3.7 The administration and faculty must be responsible for the
development of academic programs recommended to the governing
board. They are also responsible for implementing and monitoring the
general curriculum policy and the academic programs approved by the
board.
The Provost is responsible for administering the academic programs of the University, and
reports directly to the Chancellor on matters of instruction, faculty welfare, and academic integrity.
Other duties of the Provost that affect development, implementation, and monitoring of curriculum
policy and academic programs include the preparation of academic budgets, preparation of reports and
studies required by accrediting agencies, supervision and direction of faculty recruiting, faculty
development, faculty evaluation, preparation of class schedules, maintenance of faculty personnel files
and credentials, and the coordination and direction of studies related to faculty needs, curriculum
instruction, and professional concerns.
All academic deans, the Dean of University Libraries, the Vice President of University College,
the Vice President of Troy State University Phenix City, the Director of the University Honors Program,
Director of Instructional Support Services, and the Registrar report to the Provost. Chief Administrative
Officers of other off-campus locations report to the Provost through the Vice President of University
College. The Provost is the Chief Educational Officer of the University, and as such delegates to
members of the staff (deans, directors, department chairs, and others) direct responsibility for the
quality of individual and departmental programs, responsibility for the prompt completion of day-to-day
administrative activities necessary to sustain the academic programs of the University, responsibility
for the timely completion of special projects, responsibility for development of programs to recommend
to the Board, and responsibility for implementation and monitoring the general curriculum policy and
the academic programs approved by the Troy State University Board of Trustees. The Provost also
serves as an ex-officio member of the Academic Council, the Graduate Council, and the General
Studies Council.
Faculty members are involved in the development of academic programs as well as the
implementation and monitoring of the curriculum policy and the academic programs approved by the
Board. This faculty involvement begins in the department as described in the Faculty Handbook 2001
“Each academic department or unit will establish a curriculum committee (unless in small departments
the faculty as a whole is so designated) to monitor and review departmental courses, majors, and
programs. Proposed curriculum changes should be presented to the departmental faculty for a vote,
and recommended additions, deletions, or revisions should be forwarded through the curriculum
committee of the School or College prior to submission to the General Studies Council, the Academic
Council or the Graduate Council (as appropriate). Such proposals must conform to the guidelines and
dates for submission established by the respective councils.” The Institutional Effectiveness Committee
and the Academic Council—two bodies that review and approve new and revised programs—include
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faculty as members. Over a five-year period, all existing programs are reviewed by the Institutional
Effectiveness Committee. The “Schedule for Review of Existing Programs, Operations, and Positions”
on pages 4 and 25 of the Manual for Annual Planning is followed. Also, new and revised programs are
reviewed, and the specific process and forms for review of new and revised programs are described in
the Manual for Annual Planning (pp. 29-35).
The Troy State University institutional effectiveness process and the preparation of the
academic program reports for this self-study have provided additional means for involving faculty in
monitoring the review of curricula and academic policies. In addition to review by the Institutional
Effectiveness Committee and the Academic Council, new undergraduate degree programs must be
reviewed and receive approval from the Alabama Commission on Higher Education. ACHE new
program procedures require the University to conduct a thorough needs assessment and identify
available resources for all in-State programs. The State Department of Education monitors all
proposed changes to teacher certification programs and requires compliance with the published
standards for each program.
Areas of the curriculum which are subject to review and evaluation by specialized accrediting
agencies include the School of Nursing (Alabama State Board of Nursing and National League for
Nursing), the Department of Athletic Training Education (Joint Review Committee, Athletic Training and
Commission on Accreditation of Allied Health Education Programs), College of Education (National
Council for Accreditation of Teacher Education, Alabama Department of Education, and Council for
Accreditation of Counseling and Related Educational Programs for counseling and psychology),
Department of Human Services (Council on Social Work Education), College of Business (Association
of Collegiate Business Schools and Programs, American Assembly of Collegiate Schools of
Business—candidacy stage), and the School of Music (National Association of Schools of Music) in the
College of Communication and Fine Arts. Both the Army and Air Force ROTC programs are evaluated
by the U.S. Training Command and the U.S. Air Training Command, respectively. Substantive change
documents and/or letters of notification are submitted to SACS-COC prior to changes involving new
University College sites and some Troy campus activities. These special reviews involve both
administration and faculty.
In all examples cited above, the administration and faculty are responsible for the development
of academic programs recommended to the Board, and they are responsible for implementing and
monitoring the general curriculum policy and the academic programs approved by the Board of
Trustees.
4.2.3.8 Curricula intended to provide basic preparation for students who will
subsequently transfer to another institution must be designed to
consider the institutions to which these students transfer.
Troy State University ensures transfer of courses to other accredited institutions by
maintaining accreditation through SACS-COC. In addition, Troy State University offers programs
accredited by the National Council for the Accreditation of Teacher Education, the Council for
Accreditation of Counseling and Related Educational Programs, the National Association of Schools of
Music, the National League for Nursing Accrediting Commission, the Council on Social Work
Education, the Association of Collegiate Business Schools and Programs, the Commission on
Accreditation of Allied Health Education Programs, and the AGSC STARS program.
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Further, Troy State University offers certain programs for students who are interested in
preparing for careers in professions for which the University does not offer a degree. Students who
enter these pre-professional programs will transfer to another institution to complete the professional
degree. The University’s pre-professional programs feature small classes, special academic advisers,
free tutorial service, exceptional laboratory facilities, and an outstanding and well-qualified faculty.
Below are descriptions of the various pre-professional programs and the preparation provided to
students in each program as they progress toward enrollment in a professional school.

Pre-Engineering: Program requirements among professional schools of engineering
vary, although certain courses are common to most schools, especially during a
student’s first two years of work. Students may complete from one to two years of
pre-engineering course work at Troy State University before transferring to a
professional school. The choice of professional school and the particular field of
engineering chosen will determine the appropriate time for transfer. Consequently,
students are assigned pre-engineering academic advisers to assist them in
registering for the appropriate courses.

Pre-Health Professions: Courses required for admission to these professional schools
are available at Troy State University. Admission to these schools is highly
competitive. Troy State University recommends that students who plan a career in
medicine, dentistry, optometry, or osteopathic medicine follow a program that leads to
the Bachelor of Science or the Bachelor of Arts degree. Because certain courses are
required by medical, dental, optometry, or osteopathic medicine schools, Troy State
University provides pre-medicine and pre-dentistry advisers, and the pre-professional
student has the opportunity to consult with the major adviser throughout his/her
undergraduate studies.

Pre-Veterinary Medicine: Programs leading to the Doctor of Veterinary Medicine
degree normally require four years of college preparatory work and four years in the
professional school. This preparatory work may be taken at Troy State University.

Pre-Agriculture and Forestry: Students who plan to follow courses of study leading to
degrees in agricultural engineering, animal or poultry husbandry, dairy management,
farm management, horticulture, wildlife, agriculture education, or forestry may
complete as much as the first year’s work at TSU. Certain courses required during the
second year also are offered, but before continuing into the second year, the student
should carefully examine the requirements of the professional school selected and
confer with the adviser at the professional school.
Through regional accreditation with SACS-COC, through specialized accreditation in some
programs, and through the careful attention given to curricula for students who will transfer to other
institutions, Troy State University provides curricula designed to consider the institutions to which
students will transfer and provides academic advising support for pre-professional students.
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4.2.3.9 Associate and baccalaureate degree-granting institutions should work
cooperatively to develop articulation agreements. The agreements
should be evaluated periodically to ensure an equitable and efficient
transfer of students. “Inverted,” “two plus two” and similar programs
must include an adequate amount of advanced coursework in the
subject field.
As stated previously, the University was instrumental in developing the Alabama Articulation
Program which has been adopted by the State of Alabama and is housed on the Troy State University
campus. The STARS (STatewide Articulation Reporting System) program is a computerized
articulation and transfer planning system designed to inform students who attend Alabama community
colleges about degree requirements, course equivalents, and other transfer information pertaining to
specific majors at each state funded four-year institution. STARS is an efficient and effective way of
providing students with accurate information upon which transfer decisions may be made.
Students interested in transferring to Troy State University can receive a “Transfer Guide and
Contract” by contacting the Transfer Coordinator at Troy State University or the STARS website at
http://stars.troyst.edu. Troy State University will accept the course work as outlined on the STARS
guide. The contract is valid and will allow the transfer students to graduate with the same number of
total hours as native students in the same major/program so long as the transfer student does not
change his/her major (TSU Undergraduate Bulletin 2001-2003, pp. 48-49). In 2001-2002, the STARS
program underwent a rigorous assessment review by outside consultants, and this review validated the
articulation agreements as ensuring an equitable and efficient transfer of students.
Troy State University has developed partnerships with selected universities in China. All
partner institutions are accredited by the China Ministry of Education. The purpose of this
undergraduate articulation program is to provide the opportunity for Chinese students to study in the
United States while ensuring their return to China where the skills they acquire at Troy State University
are needed. Commonly referred to as the “1-2-1 Program,” Chinese students spend their first collegiate
year completing general education courses at the Chinese partner universities prior to transferring to
Troy State University. They then spend two years (longer, if required to remediate deficiencies in the
composition, speaking, and reading of English or listening to it) completing advanced undergraduate
courses in their respective majors before returning to the partner universities to complete degree
requirements. Students accepted into this program are required to meet all Troy State University
admission and course requirements, including placement and course prerequisites. Troy State
University and each Chinese partner university carefully evaluate each cohort group for strengths and
weaknesses, and the results of the evaluation will guide revisions to improve this articulation
agreement. Copies of the signed articulation agreement have been forwarded to the Commission on
Colleges; other copies are available in the Center for International Programs and the Office of the
Provost.
4.2.3.10
Institutions which enter into programmatic partnerships with
secondary schools which result in the award of college credit, such
as technical and dual enrollment programs must ensure that credit
awarded is at the collegiate level and is in compliance with the
Criteria and with Section IV in particular.
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Troy State University has established several programmatic partnerships with secondary
schools with courses delivered through distance learning and traditional methodologies. These
partnerships result in the awarding of college credit in accordance with Strategic Initiative #2 (Over the
Horizon: Strong Values-Clear Vision, p. 15). The initiative clearly states that TSU will work with
strategic partners to provide education, training, and technology learning options and will fully develop
educational and service relationships with schools, colleges, businesses, organizations, governments,
and other entities within its service area of Southeast Alabama as well as the entire State, the Nation,
and the world. In courses offered using the traditional methodologies such as the Global Academy
courses offered in partnership with the local high school, students take college courses on the Troy
campus along with the regularly matriculated college students. This dual enrollment ensures that credit
awarded is at the collegiate level and is in compliance with the Criteria and Section IV in particular.
Another partnership is an educational consortium established in the Southeast Alabama area entitled
the “Southeast Alabama Network” (SEAL). An inter-institutional agreement with the Okaloosa County
School Board in Northwestern Florida, entitled “University School” ended in 2002 in favor of a Florida
community college because of internal state politics.
Using distance learning technologies, the SEAL network is a partnership that fosters economic
development and promotes educational opportunities to citizens throughout Southeast Alabama with
an emphasis on serving rural communities by engaging in the following:
1. Educational consortia that promote articulation of educational efforts among secondary
schools (with emphasis on grades 11-12), two-year colleges, and four-year colleges/
universities.
2. Courses for continuing education, enrichment, and lifelong learning that allow students to
expand their academic, vocational, or avocational skills.
3. Business/educational consortia that promote educational opportunities and economic
development.
4. Training for Business and Industry courses and activities that respond to individual and
corporate needs.
Troy State University ensures that any academic credit awarded through these partnerships is
at the collegiate level and is in compliance with Section IV through standardization of course content,
course objectives, and specified textbooks (where practicable) for all campus locations. The
comparable quality of the educational programs offered through Troy State University is ensured by
several procedures. Course syllabi that describe the course content and requirements, provide a
reading list (if required), explain evaluation procedures, and state the goals, objectives, and
prerequisites for the course are required for all courses. The course syllabi for individual courses are
based upon the course syllabi designed and approved through the distance learning course approval
process under the supervision of the appropriate college dean, department chair, and graduate dean
(as necessary), and the courses follow the same procedures and review as Troy Campus courses.
The expected content for distance learning courses is standardized for all locations through
the course objectives and specified textbooks, wherever practicable. In addition, special instructor and
instructional support materials are provided where appropriate. This support is not intended to
constrain academic freedom, creativity, instructional strategy, or subject matter expertise of the
individual faculty member. It is meant to ensure that the courses a student takes–even when
transferring from one location to another within the University system–will, in fact, make their intended
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contribution to his/her career objectives and degree programs. This system maintains the integrity of
Troy State University degree programs despite geographic diversity and dispersion, and relies on each
faculty member for its effective implementation.
Faculty members are encouraged to submit recommended changes to the course outline,
textbook recommendations, instructional support materials, and case studies (as appropriate) to their
respective department chairs. All faculty members submit copies of their syllabi to the Distance
Learning Center and/or regional department chair. Copies are sent to the University College office in
Troy.
Other options for dual enrollment also exist. The Global Studies program allows students
attending schools in Pike County the opportunity to receive 24 hours of college credit (approved by the
respective city/county boards of education) during their high school junior and senior years while also
receiving credit for high school courses. Students enrolling in this program must have made at least 20
on the ACT and must have at least a 3.0 GPA. Additionally, these students must receive permission
from their high school principals to participate.
Students not attending public schools in Pike County who desire admission under dual
enrollment must meet the requirements stated above. However, an authorization letter from the
school principal must be submitted each term a course is taken.
4.2.3.11 Partnerships must be evaluated regularly by the participating
institution of higher education.
Ongoing quality assessment and improvement is achieved through the procedures set forth in
the Institutional Effectiveness process (See Manual for Annual Planning 2000 for Institutional
Effectiveness Cycle). These procedures achieve strategic planning through student and faculty
evaluation of the partnership program, and through tracking of individual comments and suggestions
that come to faculty and the particular program staff.
NOTE: In fall 2002, with the move toward unifying the Troy State University System, an Academic
Coordinating Council was added and approval by this Council precedes review by the Institutional
Effectiveness Committee and the Academic or Graduate Council.
The SEAL Lay Advisory Committee reviews high school dual enrollment course material, and
also reviews University-wide print and electronic materials for appropriateness to the distance learner
or traditional course, which may cause wording to be changed or services to be altered. Statistical
analyses produced by the SEAL Network indicate that most of the distance learning enrollment
consists of students who are taking courses on campus as well. They seem to find the ease of access
and the flexible scheduling of on-line courses an asset in completing their college work.
The SEAL Network prepares statistical reports each semester which help determine growth
and success of the program and students. The reports also provide the background to analyze reasons
for growth and success (or lack thereof), and to seek directions that will help achieve the desired
results. Additionally, the SEAL students complete a “Distance Learning Exit Survey” near the end of
each term. Specifically, the survey requests feedback on the technology that is used, the accessibility
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of course and university, and positive and negative aspects of the delivery methodology for individual
learning.
Ongoing review of educational programs through the institutional effectiveness process and by
Troy State University committees, SACS-COC, and various specialized accrediting agencies helps
ensure the quality of all Troy State University programs regardless of method of instruction or location
of program. Such internal and external reviews likewise ensure that appropriate levels of student
achievement are maintained.
4.2.3.12 The participating institution must assume full responsibility for the
academic quality and integrity of partnerships as measured by the
Criteria.
Monitoring of the University SEAL courses is the responsibility of instructors and
department/program chairs and the corresponding dean, while the monitoring and assessment of
students is the responsibility of the instructors. The Associate Dean of the SEAL Network and the
Instructional Course Designer review the work of the instructor in designing and developing the course
website/telecourses and make recommendations for change or improvement to the instructor and/or
department/program chairs as the need arises. SEAL faculty and administrators are committed to
quality assurance and have been very responsive to making necessary changes to achieve quality.
Through the work of the SEAL Lay Advisory Committee, quality information and direction for
improvements to all areas of instruction and support are given. Several of the committee members also
serve on Alabama statewide committees, which provide another source for information sharing to
improve distance learning courses.
SEAL courses and programs are evaluated using the following instruments and methods:
1. Faculty must complete the SEAL Course Development Review Checklist, which helps prepare
faculty in distance learning training, software use, methods of student testing/assessment, and
criteria in the “Principles of Good Practice.”
2. Faculty must then complete the online Course Development & Evaluation Worksheet. This
assessment provides information on such items as instructional design, communication types,
interactivity types, question types, scoring and feedback, and several other elements. This
information is then submitted to the Southeast Alabama Technology Network Office for
evaluation.
3. Once item #2 is completed and the course is online, students and administrators are required
to complete the End of Course Survey. Analysis of each course is conducted and distributed
to all faculty and administrators involved in the program.
4. All faculty are then required to complete the Exit Survey Review & Implementation form as a
method of “closing the loop.” This helps faculty members determine if course revisions are
needed based on the End of Course Survey results.
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The chart below shows SEAL enrollment for the past five semesters:
Table 4.2.3.12
SEAL Network Enrollments
Semester/Year
High School
TSU Graduate Enrollment
Fall 2000
162
0
Spring 2001
76
12
Fall 2001
307
15
Spring 2002
190
22
Fall 2002
374
11
4.2.4
Undergraduate Instruction
4.2.4.1 Instructional techniques and policies must be in accord with the
purpose of the institution and be appropriate to the specific goals of an
individual course.
Instructional techniques used at Troy State University are in accord with the purpose of the
University as described in the Mission Statement: As “a publicly assisted coeducational institution of
higher education”.…authorized to offer “associate, bachelors, master’s, and education specialist
degrees….in a variety of fields,” and as a University with “a strong liberal arts core,” with
“administrators, faculty, staff, and students committed to excellence in education,” with provision of “an
appropriate academic, cultural, and social environment,” with responsiveness “to the needs of its
diverse student population and the larger community,” and with dedication to the nine Institutional
Objectives in the mission statement, Troy State University uses a variety of instructional techniques
that are in accord with the purpose of the University and appropriate to the specific goals of an
individual course. Instructional techniques include lectures, technologically enhanced presentations,
laboratories, seminars, internships, individual attention and instruction, practicums, Internet methods,
BlackBoard, and other techniques required for effective teaching in individual courses.
The goals of general studies courses (lower-level courses) and upper-level courses in
individual academic majors are congruent with the purpose of the Institution as stated in the Troy State
University Bulletin and as demonstrated in the Six Points of Institutional Effectiveness for each
program. Individual syllabi for each of these courses demonstrate that instructional techniques and
policies are appropriate to the goals of individual courses.
The goal of general studies courses, as stated in the 2001-2003 Bulletin, supports a portion of
the University’s purpose (mission) which is to provide educational programs that enable students to
read, write, compute, speak effectively, and think critically. Upper-level courses in individual academic
areas require assignments that call for critical thinking skills, both oral and written presentations, and
essay examinations, thus aligning those courses with the University purpose and providing
instructional techniques appropriate to the specific goals of the courses.
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Syllabi for Criminal Justice 4430 and Health, Physical Education, and Recreation 3391
(included in the packet of supporting documents for 4.2.4 Undergraduate Instruction) give further
evidence of such requirements. Many teacher education courses mandate field experiences that
require students to demonstrate competence in their chosen field of study, which is one of the
University’s goals. For example, the Department of Accounting and Finance achieves that same goal
by preparing its students to complete successfully the Uniform CPA Examination as does the School of
Nursing for the NCLEX.
While individual departments make efforts to align their courses with the purpose of the
University and provide instructional techniques and policies appropriate to the goals of courses,
oversight of these efforts is accomplished by having all proposed new courses and programs approved
by the Academic Council and the Institutional Effectiveness Committee. Each department and college
submits a Six Points of Institutional Effectiveness to assure compliance of academic programs with the
purpose of the University, and course syllabi demonstrate that instructional techniques are in accord
with the purpose of the University and appropriate to the specific goals of courses.
Instructional policies are also in accord with the University’s mission (purpose). Evidence of
this congruence of policies with purpose can be found in the Faculty Handbook in Section 3.4.2
Teaching Effectiveness (p. 42) and in Appendix C “Comprehensive Faculty Evaluation Plan” (p. 85).
Section 3.4.2 states:
Troy State University recognizes that excellence in teaching is the most important attribute of
any faculty member. The attributes and qualifications which should be considered and
documented in evaluating teaching effectiveness may include, but not be limited to, the
following: a. command of one’s subject; b. ability to organize subject matter and to present it
clearly, logically, and imaginatively; c. knowledge of current developments in one’s teaching
discipline; d. ability to relate one’s subject to other areas of knowledge; e. ability to provoke
and broaden student interest in the subject matter; f. ability to develop and utilize effective
teaching methods and strategies; g. availability for and effectiveness in academic advising and
directing students; h. ability to develop and foster student utilization of current information
technology; and i. possession and demonstration of the attributes of integrity, industry, openmindedness, and objectivity in teaching.
The “Comprehensive Faculty Evaluation Plan” requires that faculty supervisors evaluate
faculty performance in teaching that includes average scores from the “Instructor and Course
Assessment” completed by students as well as ratings by the supervisor (Faculty Handbook, pp. 9091). The students evaluate instructional techniques and methods such as preparedness for class,
knowledge and presentation of subject matter, encouragement of class participation, clarification of
materials at students’ requests, and fair grading practices.
The supervisor evaluates the faculty member’s command of the subject; subject matter
organization; maintenance of knowledge of current developments in the teaching discipline; ability to
relate subject matter to other areas; motivation of students; use of effective teaching methods and
strategies; effectiveness in directing students in clinical, internship, or thesis work; use of class time;
creativeness in designing and presenting instruction; preparation and adherence to the course syllabi;
utilization of available technology; and advisement and mentoring of students. These criteria represent
policies dedicated to teaching excellence and hence in accord with the University’s mission
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4.2.4.2
Instruction must be evaluated regularly and the results used to
ensure quality instruction.
The Troy State University Faculty Handbook delineates a comprehensive plan for faculty
evaluation, including a detailed explanation of procedures for promotion and tenure. One of the first
documents a faculty member receives when he/she is employed by Troy State University is the Faculty
Handbook, and faculty are expected to familiarize themselves with it as soon as possible and to refer
to it frequently.
Troy State University considers teaching effectiveness to be the most important attribute of a
faculty member. Other important factors considered in tenure and promotion are teaching experience,
service to the University, research and creative work, professional competence and activities, and
service to the community. Specific information regarding each of these categories is found in pages
the Faculty Handbook (pp. 42-44). The criteria for obtaining tenure are outlined in the Faculty
Handbook (pp. 46-49), and are discussed more fully in the section of this chapter dealing with the
faculty.
To document a faculty member’s progress toward tenure and/or promotion, Troy State
University employs several assessment instruments to determine to what degree a faculty member is
meeting the crucial attributes mentioned above. A Year-End Self-Evaluation is required of each faculty
member in August immediately prior to the beginning of a new academic year. In this evaluation, a
faculty member assesses whether he/she has met the goals set forth in his/her previous year’s
Professional Development Plan.
Each faculty member’s supervisor then completes a Supervisor’s Review by September 15 of
each year, and confers with the faculty member about this review. The final step in the three-step
process by which faculty are evaluated is the faculty member’s completion of his/her Professional
Development Plan for the coming academic year. Forms for the Professional Development Plan, the
Year-End Self-Evaluation, and the Supervisor’s Review of Faculty Performance are found on pages in
the Faculty Handbook (pp. 87-98). The comprehensive nature of this review process ensures its interrelationship with promotion and tenure procedures and the maintenance of quality instruction.
Faculty members at TSU are evaluated by students at least once annually. Adjunct faculty
members are evaluated each semester; faculty members in their first year of teaching are evaluated
both semesters of their first year; and faculty members at University College sites are evaluated each
term. At the beginning of each academic year, each faculty member completes a Professional
Development Plan, which requires that the faculty member rate himself/herself in the areas of teaching,
scholarly and creative activities, and community service, ranking by percentage the relative importance
to the faculty member of each area. In addition, each faculty member completes a Year-End Self
Evaluation each year, assessing his/her progress toward achieving the goals specified in the
Professional Development Plan.
As stated above, students evaluate each faculty member at Troy State University at least once
a year. Nine specific items on the evaluation concern the instructor, and the results of the 2001-2002
evaluations are given in Table 4.2.4.2A below.
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Table 4.2.4.2A
Students’ Evaluation of Instructors at Troy State 2001-2002
Undergraduate – Troy Campus
Fall 2001
ITEM
Was prepared for class
Demonstrated knowledge of subject
matter
Presented subject matter clearly
Encouraged class participation
Clarified material for student when
requested
Showed an interest in student
achievement
Kept appointments with students
including class time, lab time and
office hours
Reported grades to students promptly
Graded fairly
ALWAYS
76.7%
MOST OFTEN
15.9%
OFTEN
5.1%
SELDOM
1.5%
NEVER
0.6%
N/A
0.2%
77.1%
66.4%
70.6%
13.9%
16.8%
15.1%
5.9%
9.9%
8.6%
2.1%
4.7%
3.8%
0.9%
1.9%
1.5%
0.1%
0.3%
0.4%
72.5%
14.6%
7.4%
3.4%
1.8%
0.3%
70.2%
15.7%
8.2%
3.6%
2.0%
0.4%
73.5%
72.4%
75.2%
14.2%
15.5%
13.7%
6.1%
6.8%
6.6%
2.0%
2.6%
2.2%
1.2%
1.6%
1.6%
3.0%
1.3%
0.7%
ITEM
Was prepared for class
Demonstrated knowledge of subject
matter
Presented subject matter clearly
Encouraged class participation
Clarified material for student when
requested
Showed an interest in student
achievement
Kept appointments with students
including class time, lab time and
office hours
Reported grades to students promptly
Graded fairly
ALWAYS
77.3%
MOST OFTEN
14.7%
OFTEN
5.2%
SELDOM
2.1%
NEVER
0.5%
N/A
0.1%
79.6%
67.5%
71.4%
12.9%
17.0%
15.1%
5.0%
8.7%
8.1%
1.8%
5.0%
4.1%
0.6%
1/7%
1.2%
0.1%
0.1%
0.2%
73.4%
14.3%
6.9%
3.5%
1.6%
0.2%
71.1%
15.5%
7.5%
3.8%
2.0%
0.2%
74.2%
72.3%
74.9%
14.1%
16.1%
14.1%
5.5%
6.6%
6.5%
1.9%
2.9%
3.0%
1.0%
1.4%
1.2%
3.4%
0.6%
0.3%
Spring 2002
Inasmuch as the most important criterion for faculty evaluation is teaching effectiveness,
attention should be directed to improving the teaching ability of instructors whose evaluations fall below
the Troy State University average.
In addition, instruction is evaluated through annual surveys of graduating students,
undergraduate students, and graduate students. Survey results are published in the Compendium of
Survey and Test Results and reports sorted by individual majors (where there are at least five
respondents for a major) are provided to deans and department chairs. Table 4.2.4.2B provides some
of the instructional evaluation results from these surveys. Column three provides the percentage of
students rating each item as good or excellent.
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Table 4.2.4.2B
Students’ Ratings of Academic Areas
Dealing with Instruction (2000-2001)
Survey
Graduating Student
Survey (N=766)
Graduate Student
Survey (N=166)
Undergraduate
Survey (N=584)
Item
Instruction in their major
% Rating Good,
Excellent
89%
Courses in their major
General education courses
Accessibility of instructors in their major
Attitude of faculty towards students
Knowledge of subject matter and
processes in their major
Knowledge of issues and trends in their
major
Knowledge of theories in their major
Strategies for applying skills in their field
Knowledge of management and
organizational skills in their major
Students’ academic experience
92%
80%
84%
82%
94%
Classes students have taken
Quality of courses in preparing students
for employment
Quality of instruction in students’ courses
Overall quality of students’ graduate
education
Students’ academic experience
89%
84%
Classes students have taken
Students’ professors
Quality of instruction in courses in the
major
Professional competence of
departmental faculty in the major
83%
84%
84%
92%
90%
90%
89%
88%
87%
87%
83%
85%
In addition to faculty evaluation and surveys, each academic program’s director (e.g.,
department chair), following the parameters established by the Six Points of Institutional Effectiveness,
develops an Annual Assessment Report that provides the results of program assessment. Also, each
department provides an annual Statement of Achievements that evaluates the departmental plan and
an Annual Plan that includes plans for improvement—many of which are based on assessment. The
institutional effectiveness process provides still another means of evaluating programs by examining
each unit’s SPIE and determining whether all the appropriate criteria have been met. The results of
the Institutional Effectiveness Committee’s examination of the SPIE documents are reported to the
directors of each unit, deficiencies (if any) are pointed out, and plans for improvement are then
formulated by the unit directors and submitted to the Institutional Effectiveness Committee. This
process continues, if necessary, until the Institutional Effectiveness Committee is satisfied that the
appropriate improvements have been made to the program to ensure its quality and excellence of
instruction.
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Through evaluation of faculty members, annual surveys of students, and Annual Assessment
Reports in each program, instruction is evaluated regularly, and the results are used to ensure quality
instruction. Other methods of assessment include the General Education Competency Examination
(GECE), administered to all students after the completion of their General Studies courses, and the
Major Field Test, which is used by many departments to judge their majors against national norms as
the majors near completion of their course work.
4.2.4.3
Students must be provided written information about the goals and
requirements of each course, the nature of the course content, and
the methods of evaluation to be employed.
All undergraduate degree programs are outlined in the Bulletin, and a description of each
course appears in that publication. Course syllabi are distributed to each student at the beginning of
the semester or term, and some faculty also put their syllabi on-line for access through the Internet.
These syllabi include a course description and stated grading criteria so that students know how they
are being evaluated. Syllabi also contain an explanation of the number of tests, course objectives,
course content, and other material deemed necessary by individual faculty members. Course syllabi
are available in the departmental offices. Courses required for teacher certification are also required to
have syllabi that meet the criteria of the National Council for Accreditation of Teacher Education
(NCATE), and they must contain stated purposes that are relevant to NCATE’s conceptual framework.
Detailed criteria for syllabi are given on pages 59-60 of the Faculty Handbook.
4.2.4.4
Methods of instruction must be appropriate to the goals of each
course and the capabilities of the students.
Teaching methods in different courses vary according to the nature of the course and method
of instruction, i.e., lecture, lab, performance, or field experience. For example, the College of
Communication and Fine Arts utilizes a wide variety of teaching methods appropriate to the goals of its
courses and to the capabilities of the students. Private lessons are offered in music, along with group
instruction and rehearsal in concert band or chorus. Lectures, demonstrations, group discussions, and
computer lab instruction are used in journalism, music, and visual arts. Studio instruction and
supervision of individual effort are provided in visual arts. Senior capstone/senior projects and
internships are also among the instructional methods employed in the College of Communication and
Fine Arts. Electronic visual aids are used as needed in most courses. Other Colleges provide
instructional methods appropriate to the goals of the courses and the capabilities of its students.
In addition to regular class offerings, a number of instructional support systems supplement
and enhance the undergraduate instructional program. Each course syllabus contains a statement
regarding the Americans with Disabilities Act (ADA), directing students who may need these services
to the TSU Adaptive Needs Office. Instructors who have students in their classes who are being served
by the Adaptive Needs Office are provided with a description of the student’s specific learning disability
along with a statement of modifications and accommodations that the instructor should make in the
areas of instruction, assignments, and evaluations.
Additional support services are provided by the Natural Science Center and the Writing
Center. These services are aimed at supporting instruction appropriate to course goals as well as to
the capabilities of students. Through regular instruction and supplemental instructional support
4-46
systems at Troy State University, students are taught with methods of instruction appropriate to course
goals and appropriate to the capabilities of students.
4.2.4.5
Experimentation with methods to improve instruction must be
adequately supported and critically evaluated.
Troy State University defines “experimentation with methods” to mean innovative approaches
to teaching and/or new methods of presentation. Troy State University is involved in a modest number
of experimental methods to improve instruction. For each example, there is adequate support and
critical evaluation. Experimentation with methods to improve instruction is supported University-wide by
the awarding of Faculty Development Grants through the Faculty Development Committee. The
Committee requires evaluation of the project upon its completion. Another initiative that supports
instructional improvement efforts is Troy State University’s membership in the Multimedia Educational
Resource for Learning and Online Teaching (MERLOT). MERLOT member-partners serve as peer
reviewers for on-site learning materials and also help to expand MERLOT’s collection. Another
instructional innovation is Troy State University’s involvement in a grant for preparing teachers to teach
using technology (PT3 Grant). Two faculty members from the College of Education are receiving
training in the use of Marco Polo, a repository for on-line lesson plans designed to meet national
standards in mathematics, the arts, natural sciences, and economics education.
The College of Education’s Teaching Methods Project, with funds provided by a Pike
County/Troy City Schools grant , has been established to support instructors of methods courses from
all disciplines. Specialized training in using technology in consensus building, in teaching to various
learning styles, and in conceptualized teaching were provided in summer workshops. In addition,
members of the project participated in internships in various businesses in the area. Follow-up
meetings have been held, and a permanent focus group for methods teachers is being formed. Funds
from the project allowed participants to purchase technology and other teaching materials to enhance
instruction in their classes.
From the inception of the Alabama Reading Initiative (ARI), Troy State University faculty
members have been active in the program. Release time has been granted to allow faculty members to
work on committees designing training modules for the Initiative, to serve as presenters and as
presenter-trainers for the summer ARI Institutes, and to serve as higher education ARI partners for
Literacy Demonstration Site Schools. This involvement of the faculty has resulted in major
modifications of literacy classes to align them with the principles taught in the Initiative training. The
Alabama State Department of Education is now requiring such alignment. In addition to the support
given by the University in the form of release time, the Southeast Regional Inservice Center also
supported the work of Troy State University faculty members during the first year of Troy State
University’s involvement in the ARI. Literacy courses in the College of Education have been revised to
reflect the principles of teaching as presented by the Alabama Reading Initiative.
Across the campus, the University has made a concerted effort over the past three years to
provide each faculty member with computer equipment and to train faculty as needed in its utilization.
This effort was under the direction of the Ad Hoc Technology Committee, which annually develops
plans to meet the future technology needs of faculty and students, and reviews the implementation of
past technology plans. Technology surveys regularly assess the degree of technology use by the
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faculty in instruction. Minutes of the Ad Hoc Technology Committee give further insight into this effort to
increase technology use at Troy State University.
For approved activities involved in experimentation with methods to improve instruction, the
University supports these activities and evaluates them.
4.2.4.6
An institution must use a variety of means to evaluate student
performance.
An examination of course syllabi indicates that students are evaluated by a variety of means,
including objective tests, essay tests, exit examinations, oral presentations, practicums, internships,
performances, and class projects. For example, students in some areas of the College of Health and
Human Services are judged on their practicum performance, as are journalism students in the College
of Communication and Fine Arts. Some students in the College of Health and Human Services and the
College of Education are evaluated during internships, and some students in the College of Health and
Human Services are required to take national board examinations. Chapter 3 contains an extensive
analysis of these evaluation instruments.
Typical of the colleges of Troy State University, the College of Communication and Fine Arts
provides a variety of means of evaluating student performance. The College of Communication and
Fine Arts evaluates students using timed computer projects, assignments in print journalism, music
recitals, performance auditions in music and theater, performance critiques in speech and theater
courses, exit examinations, and an annual forensics tournament for speech/theater students. The
College also employs news packages in journalism, senior projects evaluated by faculty committees,
in-class discussion, and festival competitions adjudicated by theater professionals. The General
Education Competency Examination is administered to all students prior to graduation, and the
summary results of these examinations are available in the Compendium of Survey and Test Results in
the Self-Study Resource Room while the detailed results are available in Office of Institutional
Research, Planning, and Effectiveness.
Seniors majoring in history, English, biology, chemistry, psychology, and criminal justice are
required to take the Major Field Test as an exit exam before graduation, and seniors in the capstone
course in business in spring take the Major Field Test to assess the core portion of the business
curricula. Table 3.1.2 in Chapter 3 provides a list of some of the most common assessment tools used
to evaluate student and program performance. Regardless of the program or discipline, performance of
students at Troy State University is evaluated using a variety of means.
4.2.4.7 The evaluation must reflect concern for quality and properly discern
levels of student performance.
All of these evaluation procedures—objective tests, essay tests, exit examinations, oral
presentations, practicum performance, internships, national board examinations, practical experience,
Major Field Tests, and numerous others—reflect Troy State University’s commitment to quality. All
grading procedures define levels of student performance, and the number of final grades in each
category (A, B, C, etc.) is frequently cited in a department’s annual assessment as a gauge of
academic standards.
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Comparisons to previous academic years for in-house tests and to national standards for
nationally standardized tests are made to assure that departments maintain programs of sufficient
rigor. Department chairs regularly prepare grade distribution reports to assess standards within the
department, the College, and the University, and results of national Board examinations and Major
Field Tests are used to discern levels of student performance and to ascertain program quality.
4.2.4.8 An institution must publish its grading policies and
4.2.4.9 Its grading policies must be consistent with policy.
The Troy State University Faculty Handbook 2001 (pp. 60-62) describes grading procedures in
assigning regular grades, incomplete grades, and grade appeals. The TSU Undergraduate Bulletin
2001-2003 (pp. 56-58) includes a description of the grading system, the procedure for computing grade
point averages, information about repeating courses, the meaning of incomplete grades, procedures
for removing incomplete grades, and procedures for grade appeals. All grading procedures at Troy
State University follow these published policies.
4.2.4.10
The institution must evaluate the effectiveness of its instructional
program by a variety of techniques, which may include the
following: use of standardized tests and comprehensive
examinations, assessment of the performance of graduates in
advanced programs or employment, and sampling of the opinions
of former students.
The Annual Assessment Report that follows the parameters of the Six Points of Institutional
Effectiveness provides evidence of evaluation of effectiveness of each program in each department
each year. The documentation provided by these reports can be found on the website for the Office of
Institutional Research, Planning, and Effectiveness at http://spectrum.troyst.edu/~oirpe/ and hard
copies are filed in the OIRPE office. This documentation reveals that Troy State University does
evaluate the effectiveness of its instructional programs by a variety of techniques.
The performance of Troy State University graduates in graduate or professional school and in
employment also indicates program effectiveness. The various departments in the different colleges
have other means of evaluating program effectiveness that are peculiar to their disciplines. For
example, the School of Music uses senior recitals and senior capstone courses and adheres to the
accreditation standards of the National Association of Schools of Music. Some departments in the
College of Health and Human Services use results of their students’ performance on national and state
board examinations to judge program quality. The Departments of history, biological sciences,
chemistry, criminal justice, psychology, and English use their students’ test results from the Major Field
Test, and the Geomatics Program uses the Alabama Surveyors’ Licensure Examination results. The
departments (such as history) that use Major Field Tests are not only assessing their programs
internally but they are also assessing externally through comparison to national norms.
In addition to the departmental assessments and standardized test results, Troy State
University evaluates the effectiveness of its instructional program using student satisfaction surveys.
Each year, the Office of Institutional Research, Planning, and Effectiveness surveys one-year-out
alumni and five-year-out alumni, graduating students, graduate students, some undergraduate
students, and some employers to determine their level of satisfaction with the education provided by
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Troy State University. Some departments also conduct their own alumni surveys to provide more
major-specific information. For example, in the College of Communication and Fine Arts, the School of
Journalism periodically surveys its graduates to determine satisfaction with their program of study. The
Department of Speech and Theatre surveys its graduates, and departments in the Sorrell College of
Business send surveys on a semi-annual basis to their graduates as well as to employers of its
graduates.
Two departments within the College of Health and Human Services conduct both alumni and
alumni employer surveys. Every five years, Sports Medicine/Athletic Training surveys recent graduates
and their employers using questions pertinent to the curriculum in the graduates’ programs. The
department reports an 85% return rate on the surveys of graduates and a 100% return rate on surveys
of employers. The School of Nursing sends surveys annually to graduates and to employers of
graduates. Copies of the surveys from the School of Nursing are included in the supporting
documentation.
The College of Education currently employs three measures in addition to student assessment
to determine program effectiveness: exit surveys completed by student interns, surveys completed by
teachers supervising interns in the Clinical Master Teacher Program, and annual reports from the
Alabama State Department of Education revealing scores earned by Troy State University graduates
on the Alabama Professional Development Evaluation Program during their first year of teaching.
The use of post-baccalaureate performance of students, capstone courses, portfolio review,
student performance on national and state board examinations, Major Field Tests, licensure
examinations, student satisfaction surveys, alumni surveys, employer surveys, and external reports for
program evaluation demonstrates that Troy State University does use a variety of techniques to
evaluate the effectiveness of its instructional programs.
4.2.4.11
4.2.4.12
Courses offered in non-traditional formats, e.g., concentrated or
abbreviated time periods, must be designed to ensure an
opportunity for preparation, reflection, and analysis concerning the
subject matter.
The institution must demonstrate that students completing these
programs or courses have acquired equivalent levels of knowledge
and competencies to those acquired in traditional formats.
Troy State University offers courses in the traditional semester format as well as summer
classes, interim classes, weekend classes, and evening classes. Troy State University also has a
modest “Maymester” program that began in 2001, designed essentially to meet the General Studies
needs of those students who must work during the summer. The summer session consists of two
terms, and some classes are offered throughout the summer in a single-term format. In every case, the
courses meet the minimum requirements of contact hours for semester hour credit. All such courses
maintain the same standards as if they were offered during a regular semester. Courses offered in the
weekend format are spread over more than two weekends, and evening classes meet either one or
two nights per week during the course of the semester so that students have an opportunity for
preparation, reflection and analysis of the subject matter. Those courses which meet twice a week
during the semester meet for 75 minutes each time, while those that meet once a week during the
semester meet for 150 minutes. University College and Phenix City offer courses in non-traditional
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formats with five terms per year except for the Pacific Region which has six terms. Courses offered in
non-traditional formats are taught from the same master syllabi as those taught in the regular,
traditional semester format. Completion criteria are the same for all delivery modes, and grade
distributions and outcomes are fully comparable. Regardless of when the class is taught, the same
standards of grading and academic rigor apply.
A study of teaching formats within University College was accomplished in 1993 by a team of
three outside consultants. The results of this study indicated that the compressed forty-five hour
weekend teaching format (2 or 3 weekends) resulted in comparable student outcomes as the forty-five
hour traditional (one night per week for 10 weeks) teaching format. University College has continued to
use the two and three weekend teaching formats since 1993 with very positive results. The end-ofcourse student surveys, as well as graduating student surveys, support the continued use of the
weekend format. Also, the results provided in Table 4.3.5.10A in Section 4.3.5.10 demonstrate that
students completing the non-traditional programs have acquired equivalent or higher levels of
knowledge and competencies than those acquired in traditional formats.
4.2.4.13
An institution of higher education must provide for its students a
learning environment in which scholarly and creative achievement
is encouraged.
One specific vehicle used by Troy State University to encourage scholarly and creative
endeavor is the Chancellor’s Fellowship Program, which provides funds for faculty and student
collaboration in research projects. Such funds have made publication of research articles by faculty
and students possible. In addition to University-wide initiatives, specific departments at Troy State
University have a variety of methods for providing a learning environment in which scholarly and
creative achievement is encouraged. Departments sponsor nationally sanctioned honor societies which
meet frequently during the year to hear and discuss research of faculty and/or students. Honor
societies at Troy State University include Alpha Epsilon Delta (pre-medical), Alpha Epsilon Rho
(broadcast journalism), Alpha Kappa Delta (sociology), Alpha Lambda Delta (for freshmen), Alpha Phi
Sigma (criminal justice), Beta Beta Beta (biological sciences), Gamma Beta Phi (scholarship and
leadership), Kappa Delta Pi (education), Lambda Pi Eta (communications), Mortar Board, Inc. (seniors
who excel in scholarship, leadership and service), Omicron Delta Epsilon (economics), Omicron Delta
Kappa (leadership), Order of Omega (social Greek organizations), Phi Alpha Theta (history), Phi
Epsilon Kappa (health, physical education, recreation, and sport and fitness management), Phi Kappa
Phi (superior scholarship in all fields of study), Psy Chi (psychology), Sigma Delta Pi (Spanish
language and literature), Sigma Tau Delta (Engish), Sigma Theta Tau (nursing), and University Honors
Alliance (students and personnel interested in honors programs).
The College of Communication and Fine Arts encourages student involvement in
professionally adjudicated festivals, journalism symposia, daily newscasts produced by journalism
students, student publications, a forensic tournament, and a variety of performance opportunities in
music and theater. Through Chancellor’s Fellowship activities, honor societies, student involvement in
festivals and symposia, practical experiences, and performance opportunities, Troy State University
provides for its students a learning environment in which scholarly and creative achievement is
encouraged.
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4.2.4.14
In all such cases, learning experiences for which credit is awarded
must be under the ultimate control and supervision of the
educational institution.
In cases such as student internships where credit is awarded for learning experiences and
university affiliation with other agencies is necessary for implementation of these learning experiences,
Troy State University has ultimate authority for assigning grades for the internships. For example,
nursing clinicals and internships in education, journalism, and other areas are controlled and
supervised by University faculty. In learning experiences such as the Chancellor’s Fellowship Program,
fellows are supervised by faculty who assign credit in keeping with the standards applied in more
traditional classroom settings. Regardless of the learning experience, if credit is awarded by Troy State
University, then the learning experience is under the control and supervision of Troy State University.
4.2.4.15
The institution must demonstrate that an effective relationship
exists between curricular content and current practices in the
field of specialization.
Across the campus, an effective relationship exists between curricular content and current
practices. This relationship is confirmed frequently by accreditation or reaccreditation team visits. For
example, a National Association of Schools of Music visitation team recently confirmed accreditation of
the Music Department and approved the plan for the new Master’s degree in Conducting. Furthermore,
accrediting teams visit regularly to reaffirm the professional accreditations of the National Council for
the Accreditation of Teacher Education, the Council for Accreditation of Counseling and Related
Educational Programs, the National League for Nursing Accrediting Commission, the Council on
Social Work Education, the Association of Collegiate Business Schools and Programs, the American
Assembly of Collegiate Schools of Business (AACSB), and the Commission on Accreditation of Allied
Health Education Programs. Troy State University is in AACSB candidacy. Remaining accredited by
these agencies requires that the University maintain an effective relationship between curricular
content and current practices in these fields.
In addition, Visual Arts and Theater faculty are guided by standards of the National Association
of Schools of Art and Design and the National Association of Schools of Theater. Both the Department
of Art and Design and the Department of Speech and Theatre are considering the pursuit of
specialized accreditation. The Hall School of Journalism consistently schedules a journalism
symposium for its students, providing an opportunity to hear up-to-date opinion regarding critical
journalism issues. Faculty members from all units are encouraged to attend professional meetings at
the state, regional, and national levels. Although the effects of proration have substantially reduced the
amount of university funding support for attending such meetings, the University does strive diligently
to support travel to such meetings for those faculty who are actually presenting papers or presiding at
sessions.
The Department of Art and Design has institutional membership with the Southeastern College
Art Conference as well as with the Mid-America College Art Association. Art and Design faculty are
active participants in these meetings. The Geomatics program within the College of Arts and Sciences
is approved by the Alabama Board of Licensure for Engineers and Surveyors. The Geomatics Advisory
Board, composed of experts from the field, regularly evaluates the Geomatics curriculum. The College
of Education must adhere to Alabama State Board of Education Standards in order to be accredited by
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the State. In addition to state accreditation, the College of Education, as noted above, is also
accredited by NCATE, which requires institutions granting degrees in early childhood teaching to follow
the guidelines of the National Association for the Education of Young Children. Alabama’s requirement
that the College’s literacy courses adhere to ARI principles assures that the content and instructional
methods in those courses is current. Moreover, the College’s involvement in the Schools to Careers
Project brings the best in current techniques and technology to those faculty members who teach
methods courses.
The Center for Design, Technology, and Industry was implemented to engage art students in a
working professional venue with actual clients. Visiting artists and designers are brought to campus for
exhibitions, demonstrations, and lectures. Furthermore, each academic unit at Troy State University
encourages students to attend professional meetings and to interact with professionals in their fields.
Special lectures afford students additional opportunities to hear cutting-edge scholarship and to meet
distinguished scholars. In this vein, the University sponsors several lecture series, including the Helen
Keller Lecture Series (university-wide), the McPherson-Mitchell Lecture Series in Southern History
(Department of History), and the Hall-Waters Southern Prize Lecture Series (Department of English).
During the last three years, these lecture series have brought such speakers as former Senator Howell
Heflin, Sarah Wiggins, Shirley Ann Grau, and George C. Rable to the campus.
Colleges within the University also encourage their students to attend state, regional, and
national professional meetings and to present scholarly papers and posters. For example, officers of
Kappa Delta Pi (honorary society for excellence in education) regularly accompany faculty advisers to
the Kappa Delta Pi National Convocation and serve as co-presenters for a session at the Convocation.
Students in the College of Education also make presentations at monthly Brown Bag Luncheons,
reporting on scholarly endeavors and field experiences. The College of Arts and Sciences hosts a
similar monthly Brown Bag Luncheon at which members of the Arts and Sciences faculty present the
results of their research to students and faculty.
Through all of these avenues, from accreditation visits to lecture series to attendance at
professional meetings, Troy State University demonstrates that an effective relationship exists between
curricular content and current practices in the field of specialization.
4.2.4.16 An institution must demonstrate that program length, clock hours or
credit hours, and tuition and fee charges are appropriate for the degrees
and credentials it offers.
Troy State University demonstrates that program length, clock hours or credit hours, and
tuition and fee charges are appropriate for the degrees and credentials it offers. The University reports
program length, credit hours, and tuition and fee charges for degree programs in the Undergraduate
Bulletin. Undergraduate programs range from 120 to 136 semester hours. The Alabama Commission
on Higher Education (ACHE) approves the length of programs, credit hours, and out-of-State tuition
rates. Undergraduate program lengths are in compliance with ACHE policies and are set according to
a Carnegie Unit requirement of 45 contact hours per three semester hours of credit awarded.
Tuition and fee charges are determined by the University and confirmed by the Board of
Trustees. The tuition and fee structure is comparable to those of all Alabama State institutions of
higher education. The Alabama Commission on Higher Education webpage provides a list of all public
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4-Year Institution Tuition and Fees. A summary of this list is provided in the tables below. Except for
out-of-State students who live within a 50-mile radius of a TSU campus, the University complies with
the ACHE requirement of charging twice the in-State tuition rate for out-of-State students. ACHE’s
webpage address is http://www.ache.state.al.us/.
Table 4.2.4.16A
ALABAMA PUBLIC 4-YEAR INSTITUTION TUITION AND FEES FOR AY 2001-2002
Institution
Alabama A & M University
Alabama State University
Athens State College
Auburn University
Auburn University Montgomery
Jacksonville State University
Troy State University
Troy State University Dothan
Troy State University Montgomery
University of Alabama
University of Alabama Birmingham
University of Alabama Huntsville
University of Montevallo
University of North Alabama
University of South Alabama
University of West Alabama
Median
Resident UG
$3,600
$2,904
$2,730
$3,380
$3,440
$2,940
$3,296
$3,296
$3,080
$3,292
$3,640
$3,536
$3,974
$3,024
$3,230
$3,174
$3,294
Non-Res. UG
$6,000
$5,808
$5,280
$9,900
$9,860
$5,880
$6,316
$6,316
$6,100
$8,912
$6,610
$7,430
$7,664
$5,688
$6,140
$5,958
$6,228
Resident G
$3,650
$3,312
N/A
$3,380
$3,272
$2,940
$3,588
$3,588
$3,108
$3,292
$3,250
$4,408
$3,434
$3,312
$3,368
$3,282
$3,312
Non-Res. G
$6,900
$6,624
N/A
$9,900
$9,416
$5,880
$6,900
$6,900
$6,156
$8,912
$5,938
$9,054
$6,602
$6,264
$6,416
$6,474
$6,624
Source: Alabama Commission on Higher Education, 2001-2002 – 2002-2003 Annual Tuition and Required Fees at Alabama Public Senior Institutions.
Table 4.2.4.16B
ALABAMA PUBLIC 4-YEAR INSTITUTION TUITION AND FEES FOR AY 2002-2003
Institution
Alabama A & M University
Alabama State University
Athens State College
Auburn University
Auburn University Montgomery
Jacksonville State University
Troy State University
Troy State University Dothan
Troy State University Montgomery
University of Alabama
University of Alabama Birmingham
University of Alabama Huntsville
University of Montevallo
University of North Alabama
University of South Alabama
University of West Alabama
Median
Resident UG
$3,670
$2,904
$3,090
$3,784
$3,620
$3,240
$3,532
$3,532
$3,290
$3,556
$3,880
$3,764
$4,334
$3,314
$3,410
$3,480
$3,532
Non-Res. UG
$6,820
$5,808
$5,940
$11,084
$10,400
$6,480
$6,752
$6,752
$6,510
$9,624
$7,810
$7,940
$8,384
$6,236
$6,500
$6,540
$6,752
Resident G
$4,360
$3,312
N/A
$3,784
$3,464
$3,240
$3,840
$3,840
$3,382
$3,556
$3,562
$4,714
$3,746
$3,596
$3,560
$3,648
$3,596
Non-Res. G
$8,200
$6,624
N/A
$11,084
$9,992
$6,480
$7,368
$7,368
$6,694
$9,624
$7,258
$9,678
$7,226
$6,836
$6,800
$7,176
$7,258
Source: Alabama Commission on Higher Education, 2001-2002 – 2002-2003 Annual Tuition and Required Fees at Alabama Public Senior Institutions
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For the associate, baccalaureate, masters, and education specialist degrees that Troy State
University offers, the program length, clock hours, credit hours, and tuition and fee charges are
appropriate.
Additionally, Troy State University program lengths comply with the following state and
specialized accreditation criteria and standards: Alabama State Department of Education, American
Association of Colleges of Nursing, American Association of Colleges of Teacher Education, American
Council of Education, Association of Collegiate Business Schools and Programs, Commission on
Accreditation of Allied Health Programs, Council for Accreditation of Counseling and Related
Educational Programs, National Association of Schools of Music, National Council for the Accreditation
of Teacher Education, and the National League of Nursing.
4.2.5
Academic Advising of Undergraduate Students
4.2.5.1
Each institution must conduct a systematic, effective program of
undergraduate academic advising.
Troy State University recognizes that academic advisement is critical to the success of
students, and considers academic advisement to be an integral part of the educational process and a
logical correlate of classroom teaching. In this spirit, Troy State University has established a systematic
and effective program of undergraduate academic advising based on the institutional definition that
academic advising stimulates students to form good relationships with their advisers which, in turn, will
enable them to succeed academically. Under the guidance of the Coordinator for Academic Advising,
Troy State University published a comprehensive guide to student advising during the fall of 2002.
Entitled the Odyssey Handbook: TSU Academic Advising Program AY 2002-2003,, this manual
provides faculty and students with information on almost every aspect of advising. Copies of the
Odyssey manual are available in the Self-Study Resource Room.
Troy State University believes that good academic advisement involves a committed adviser
helping a responsible student to understand the nature and purpose of higher education; clarify
personal values and goals in order to maximize potential; plan an educational program consistent with
interests and abilities; acquire accurate information about educational options, requirements, policies,
and procedures; and monitor educational progress.
Incoming students are assigned advisers during their initial orientation sessions. Students who
are undecided about majors or conditionally admitted to the University are advised by professionals in
Counseling Services. Distance Learning students are assigned to qualified staff members. All other
students are assigned advisers in the academic departments housing their majors. Both faculty and
professional advisers are expected to meet with students individually each term to determine the
students’ career interests, needs, and goals, and to plan course schedules.
To ensure that faculty advisers have adequate information and background to implement the
academic advising program, new faculty members are expected to attend an annual Academic
Advising Information Session, and all faculty members are provided a copy of the annual academic
advising handbook.
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With the advent of on-line registration, faculty advisers confronted a serious challenge
inasmuch as adviser-approved schedules had served for many years as a pre-requisite for registration,
and it had become the major vehicle for cementing student-adviser bonds. Students were eager to
bypass their assigned academic advisers in their haste to register for their preference of class times
and days. After several failed attempts to ensure an effective system of advisement, a great deal of
debate, and surveys of other institutional practices, the Registration Management Committee proposed
that the University place an adviser’s “hold” on on-line registration to ensure that each student meet
periodically with his/her assigned academic adviser to chart a path to achieve the student’s academic
goals. Evaluation of this new procedure is ongoing, but early analysis indicates positive results.
4.2.5.2 An institution must ensure that the number of advisees assigned to
faculty or professional staff is reasonable.
The academic discipline generally determines an adviser’s load, and individual departments
determine the system for assigning students to advisers. Advisers in the most populated disciplines
(i.e., business and education) often have heavier advisee loads. In such cases, advisers are
encouraged to use group-advising and on-line sessions. The system for assigning advisers at
University College sites is determined by that particular site, but closely parallels the system used at
the Troy campus. Because of the methods of advising employed by faculty and professional staff,
regardless of the discipline—highly populated or not—the number of advisees assigned to faculty or
professional staff is reasonable. A current roster of faculty advisers and assigned advisees is available
in individual departmental offices.
4.2.5.3 An effective orientation program must be made available to all fulland part-time undergraduate students.
Troy State University students receive two primary opportunities for orientation to the
University and higher education. New students are required to attend an orientation session, called
IMPACT. Freshmen attend an extensive two-day session, and transfer students who have earned at
least 20 semester hours of college credit attend a one-day session. While at IMPACT, students plan
their college curricula, meet faculty in their academic departments, learn about academic requirements
and course work, and receive their schedule of classes.
All students (except those who transfer a comparable orientation course) must complete TSU
1101, a one-hour component of the General Studies program. According to the 2001-2003
Undergraduate Bulletin, TSU 1101 University Orientation is a study of the university’s resources,
services, policies, and procedures. Among the topics covered are the university’s purpose and
objectives, academic regulations, policies and procedures, services, student organizations, the Library,
learning centers, and computer labs; responsibility, time management, and strategies for succeeding in
college (p. 102).
4.2.5.4 Orientation and advisement programs must be evaluated regularly
and used to enhance assistance to students.
The Survey of Graduating Students and the Survey of Undergraduate Students, published
annually, provide comprehensive evaluations of many facets of the University, including orientation and
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advisement programs. Below are some of the applicable results from the Survey of Graduating
Students for the AY 1999-2000.
Table 4.2.5.4A
Graduating Student Survey Results
Advisement and Orientation Evaluation
Survey Item
Admissions
New Student Orientation Program
Academic Advisement Services
The accessibility of instructors in the
major
The helpfulness of instructors in
assisting with career plans
Faculty academic advising
The attitude of faculty toward students
% Rating Good or
Excellent
1999-2000
81%
72%
75%
84%
% Rating Good or
Excellent
2000-2001
80%
74%
73%
84%
78%
78%
79%
82%
77%
82%
According to the results of the Survey of Undergraduate Students for 2000-2001, 73% rated
the quality of advising as excellent or good, and 74% rated Admissions as excellent or good. The
results of these surveys are made available across the University and are reviewed by the Dean of
Enrollment Management and the Coordinator of Academic Advising who use the results to evaluate the
orientation and advisement programs and to enhance assistance to students. This information is made
available to deans, department chairs, and other unit heads in the annual Compendium of Survey and
Test Results. Deans, department chairs, and unit heads then address any short comings and plans for
improvement in departmental meetings and/or Supervisor’s Review of Faculty Performance. In
addition, the TSU 1101 course, University Orientation, is evaluated regularly, and the Coordinator of
the course annually adjusts the TSU 1101 textbook to reflect the information gleaned from the
evaluation of the course.
4.3 GRADUATE PROGRAM
4.3.1 Initiation, Operation and Expansion of Graduate Programs
Troy State University offered its first graduate program in 1957 with a master’s degree in
education. The graduate program has grown to offer additional master’s level degrees and certificate
programs in the arts and sciences, business, education, fine arts, and health and human services.
Goals of graduate study at Troy State University are to develop the professional skills and academic
competencies of students, to prepare students for further graduate study, and to promote the
development of intellectual inquiry and research skills that may be applied in a professional context
(TSU Graduate Bulletin, p. 9).
The administrative organization of the Troy State University Graduate School is clearly defined
in the Troy State University Organizational Chart. The Dean of Graduate Studies and Research, who
leads the unit, reports to the Provost. The Dean is a member of the Troy State University Council of
Deans and an ex officio member of the Troy State University Graduate Council. The Graduate School
operates under the general supervision of the Graduate Council, comprised of elected members from
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the graduate faculty (Standing Committees of Troy State University, 2002-2003, pp. 19-20). The
Graduate Council formulates all policies and regulations affecting graduate curricular and degree
programs and provides systematic examination, approval, and evaluation of all curricular offerings and
degree requirements.
4.3.1.1
The administration and faculty must be responsible for the
development of new academic programs recommended to the
governing board.
The graduate faculty and administration have responsibility for the development of any new
academic programs. While the University is increasing its number of graduate programs, it is not
initiating any programs at degree levels higher than those already approved. The development of new
or revised programs follows the guidelines outlined in the Troy State University Manual for Annual
Planning, October 2000: Procedures for Review of New and Revised Programs and Operations (pp.
29-35). These guidelines cover all aspects of new program and program expansion initiatives,
beginning with the academic units and continuing through review by the Institutional Effectiveness
Committee, the Graduate Council, and the Alabama Commission on Higher Education (ACHE). The
procedures for review of new academic programs are clearly defined and the committees that review
these programs consist of faculty and administrators; therefore, from conception and development of
academic programs at the departmental level through approval by campus committees, the
administration and faculty are responsible for development of new academic programs that are
recommended to the Board of Trustees.
NOTE: In the fall of 2002, with the move toward unifying the Troy State University System, a System
Academic Coordinating Council was added, and approval by this Council precedes review by the
Institutional Effectiveness Committee and the Graduate Council.
4.3.1.2 A graduate program must have curricula and resources substantially
beyond those provided for an undergraduate program.
Graduate programs and their curricula are substantially more advanced than those of
undergraduate programs in the method of delivery, course goals and objectives, and requirements.
The nature of graduate work is stated clearly in the Troy State University Graduate Bulletin 2001-2003
(p. 10), and this segment of the Graduate Bulletin clearly delineates that graduate programs at Troy
State University have curricula and resources substantially beyond those provided for an
undergraduate program. Extensive information regarding these resources is given in Chapter 1:
Principles and Philosophy of Accreditation, Chapter 5: Educational Support Services, and Chapter 6:
Administrative Processes:
Graduate students must recognize that graduate level work differs appreciably from that of
undergraduate programs. While undergraduate students often find that their course of study
requires that they pass a definite number of courses that are part of a specific and rather
inflexible curriculum, graduate students find that their programs are geared to meeting certain
criteria. The first of these criteria is that the graduate student should understand the
ramifications of research as well as the manner in which it is conducted. In the context of
graduate study, research–free of preconceived notions and receptive to new ideas–is
systematic, thorough, critical, interpretative, and analytical. Such research attempts to collate
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and synthesize new patterns of meaning, to discover new truths, to correct past errors. The
second component of the graduate program requires that graduate students master their field
of study. Such mastery would entail a thorough grasp of the subject matter, bibliography,
theory, and methodology related to the student’s field of interest. Finally, every graduate
program must give the student the opportunity to demonstrate research skills, knowledge of
the field, and ability to contribute to the field of study. Thus, a person who wishes to do
graduate level work must be prepared to pass examinations, both written and oral, to write
coherent papers that reflect the results of research as defined above, and to participate in
course projects (Graduate Bulletin, p. 10).
To meet the criteria for graduate study at the University, students have access to the Troy
State University libraries that hold a wide variety of resources in multiple formats including print,
multimedia (e.g., CD ROM, video, audio, microfilm, microfiche) as well as electronic linkages both on
the Library network ILIOS and on the Internet, linking to libraries and information resources worldwide.
These resources allow students and faculty access to the information they need to fulfill their
educational and research goals (TSU Undergraduate Bulletin 2001-2003, p. 17).
4.3.1.3 Research, scholarly activity and/or advanced professional training
must be included in graduate studies and supported by adequate
resources.
Graduate degree requirements are clearly described in the Troy State University 2001-2003
Graduate Bulletin, and each graduate program requires a demonstration of research skills, knowledge
and mastery of the field, and the ability to contribute to the field of study pursued. For example, the
Master of Science in Criminal Justice requires a 3.0 GPA or better in course work, successful
completion of comprehensive examinations, and completion of the research requirement (Graduate
Bulletin, p. 40); the Master of Science in Environmental Analysis and Management requires an overall
average of B or better in course work and for the thesis option—thesis research, thesis defense, and
public seminar and for the non-thesis option—passing the comprehensive examination and public
seminar (Graduate Bulletin, p. 47); and the Master of Business Administration requires an overall
grade point average of 3.0 in coursework, completion of the research component requirement,
successful completion of a written and, if necessary, an oral comprehensive examination, and
successful completion of a student assessment exit instrument (Graduate Bulletin, p. 89). Specific
course requirements for the various graduate degrees, including the research course requirements, are
found in the 2001-2003 Graduate Bulletin, keyed to each specific degree and concentration.
In general, graduate students are required to have an overall grade point average of 3.0 (B) or
better on graduate course work; to pass written and, in some programs, oral comprehensive
examinations; to write scholarly papers reflecting appropriate research skills in the subject area; and to
interact with fellow graduate students in course projects, public seminars, or other scholarly venues.
Close association with students allowed by small class size in graduate programs enables faculty to
stimulate student interest, and gives faculty the opportunity to evaluate individually each student’s
achievement. The following results of the Graduate Student Survey reveal that 84% to 90% of students
rated various aspects of graduate studies good or excellent and 70% to 90% agreed or strongly agreed
with faculty involvement items and other aspects of their graduate fields of study. (Compendium of
Survey and Test Results, 2000-2001, Graduate Student Survey, pp. 40-44)
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Table 4.3.1.3A
Results of Graduate Student Survey 2001 for Graduate Studies
Survey Item
Student’s academic experience; N=164
Classes students have taken; N=163
Close personal relationship developed with two or more faculty
members; N=161
Quality of courses in preparing me for employment; N=163
Quality of instruction in my courses; N=166
Opportunities for interaction with faculty; N=164
Overall quality of my graduate education; N=165
I have a faculty member who is taking a special interest in my
progress; N=164
I have a faculty member who is serving as my “mentor”; N=164
I am being exposed to those theories most fundamental to my
field; N=165
Faculty are expected to work with graduate students on research
projects; N=163
I am being educated in the current methodologies in my field;
N=164
I am being given the practical training I need in my field; N=166
% Rating Item Good
or Excellent
88%
89%
84%
84%
87%
90%
87%
% Who Agree or
Strongly Agree
79%
70%
90%
79%
90%
83%
All graduate faculty members can recommend the purchase of library and other resources
needed to support graduate studies. Based on the results of 166 students who participated in the
Graduate Student Survey administered in 2001, adequate resources were provided for support of
graduate studies.
Table 4.3.1.3B
Results of Graduate Student Survey 2001 for
Library and Computer Resources (N=166)
Survey Items
Library; N=153
Computer Center; N=131
Quality of library holdings in my program; N=160
Quality of library holdings for my research; N=163
Quality of lab facilities for my research and studies; N=120
Quality of computer support for my research and studies;
N=146
% Rating Item Good or
Excellent
78%
76%
76%
75%
77%
81%
Students rating library and computer items good or excellent at 75% to 81% provides evidence
that graduate studies are supported by adequate resources. (Compendium of Survey and Test
Results, 2000-2001, Graduate Student Survey, pp. 41-42)
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4.3.1.4 An institution must provide a competent and productive faculty,
adequate library and learning resources, adequate computer and
laboratory facilities, and an appropriate administrative organization.
Graduate faculty members are competent and productive. The Faculty Handbook 2001, (p.
35), states that “graduate faculty membership is required of individuals conducting courses offered for
graduate credit and for those who assist graduate students as advisors or members of graduate
committees.” The Troy State University Graduate Bulletin 2001-2003 lists 117 members of the
Graduate Faculty. To further define the status and improve the quality of Graduate Faculty, the
Graduate School requests faculty to report, as a part of their annual evaluations, scholarly activities.
Scholarly Activity by Graduate Faculty will be assessed using the Graduate Faculty guidelines
described on of the Faculty Handbook (p. 36) beginning the fall of 2006. Following this assessment,
some Graduate Faculty will be accorded Full Membership, some will receive Associate Membership,
and some may lose Graduate Faculty status because of a lack of scholarly activity
Full membership may be awarded to full-time faculty members who meet four criteria:
1. Possession of an appropriate earned doctorate in the teaching discipline from a
graduate institution of recognized standing, or accomplishments that are considered
equivalent (e.g., outstanding performance in the creative arts or in the business
community); and
2. Demonstrated excellence in teaching at the graduate level and/or senior
undergraduate level (evaluations of teaching, peer/colleague evaluations, student
evaluations and/or letters of support regarding the faculty member’s teaching abilities
[from chairs, deans, and colleagues] are required); and
3. Evidence of professional involvement and/or service through active participation in
state, regional, national, or international professional meetings, membership on
professional committees, or by holding office in professional organizations; and
4. Evidence of developed scholarship in the subject-matter field, or continued,
noteworthy performance in the creative arts including publication and/or presentation
in recognized disciplinary scholarly meetings or comparable activities in the creative
arts.
To attain and maintain full graduate faculty membership, faculty members must accumulate 12
points for scholarly/creative activities within a five-year period. The three categories of scholarly
activities are published-refereed, refereed, and peer-reviewed (Faculty Handbook, p. 37). The
procedure for attaining full graduate faculty membership is described on page 36 of the Faculty
Handbook which states that “full members of the Graduate Faculty may teach graduate courses,
supervise directed studies, serve on graduate examination and thesis committees, and direct theses.”
Members are evaluated every five years for reappointment to graduate faculty by the dean of their
college, the Graduate Dean, and the Provost.
Associate membership may be awarded to full-time or adjunct faculty members who have no
prior university teaching experience or others who do not qualify for full graduate faculty membership.
Associate membership requires that criteria 1, 3, and 4 of the full membership criteria are met.
Associate members may provide the same services as the full members and may remain associate
members so long as they exhibit evidence of scholarly achievement, professional service, and
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demonstrate excellence in classroom teaching. These requirements for graduate faculty members
guarantee that Troy State University provides competent and productive faculty to teach in graduate
programs.
Further evidence of faculty competency is given in the following table of results taken from the
Graduate Student Survey 2001. (Compendium of Survey and Test Results, 2000-2001, pp. 40-43)
Table 4.3.1.4A
Graduate Student Survey Results
Items Related to Faculty
Survey
Graduate Student
Survey (N=166)
Item
Students’ academic Experience; N=164
Classes students have taken; N=165
Quality of courses in preparing students
for employment; N=163
Quality of instruction in students’ courses;
N=166
Overall quality of students’ graduate
education; N=165
% Rating Good,
Excellent
88%
89%
84%
87%
87%
By following the Graduate Faculty Membership Guidelines, Troy State University provides a
competent and productive faculty, whose competency is evidenced in the ratings provided by graduate
students for items on the Graduate Student Survey related to faculty.
Library collections, staff, and access are adequate to support the graduate programs offered at
Troy State University. Students are able to support their research through a large inventory of print
collections and on-line resources, with the total number of books, serials, government documents,
audio resources, and visual resources increasing annually. On-line database titles include ABI Inform,
CINAHL, CJPI, EBSCOhost, ERIC, GaleNet, Infotrac, SearchBank, PsychINFO, and SPORTDiscus,
among others. These databases offer scholarly resources and allow limiting search results to peer
reviewed journals. All databases can be used to support graduate education, depending on the subject
area and the use of the data. For example, Lexis Academic Universe is excellent for news coverage,
legal cases and law reviews, corporate annual reports, and accounting literature. Statistical Universe is
excellent for indexing statistics published by federal and state governments, as well as statistics hidden
within publications from corporate sources such as insurance companies and special issues of
periodicals. Students are allowed international access to the Troy State University Library via the Web.
Computer laboratories with appropriate hardware and software for graduate study are
available to students in each graduate program area. Troy State University Information Technology
Management (ITM) and Information Technology Services (ITS) units (formerly combined as
Management Information Services--MIS) publishes TSU Technology Standards for hardware and
software. These standards define the recommended hardware/software endorsed by the University. A
copy of the Standards is on the TSU website at https://tsutech.troyst.edu/standards_policy.htm.
Hardware in computer laboratories includes desktop personal computers with floppy and CD-ROM
drives, scanners, and printers. Software titles include the Microsoft Office Suite with Microsoft Word for
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word processing, Microsoft PowerPoint for electronic presentations, Microsoft Excel spreadsheet, and
Microsoft Access database; and McAfee Anti-Virus software. Students also have access to Statistical
Package for the Social Sciences through a site-license agreement making the software available for
installation on any student lab on campus. Students with specialized software needs have appropriate
software; for example, graduate nursing students have access to diet analysis software in Troy,
Montgomery, and Phenix City computer labs.
Results from the annual Graduate Student Survey indicate that students’ positive evaluation of
the Library has increased steadily from 1997 through 2000, while evaluation of the quality of computer
support and lab facilities has similarly improved, as shown in Table 4.3.1.4B. Items specific to library,
computer, and other resources for AY 1999-2000 and 2000-2001 from both the Graduate Student
Survey and the Graduating Student Survey are presented in Tables 4.3.1.4C and 4.3.1.4D.
(Compendium of Survey and Test Results, 2001-2002, pp. 36, 41-42; Ibid, 1999-2000, pp. 41-43).
TABLE 4.3.1.4B
Graduate Student Survey: Library, Computer, and Lab Resources Percentage
Replying Good or Excellent over Periods Indicated
Item
Library
Quality of Computer Support
Quality of Lab Facilities
1996-1997
60%
66%
59%
1997-1998
47%
61%
64%
1998-1999
62%
78%
73%
1999-2000
76%
75%
75%
TABLE 4.3.1.4C
Graduate Student Survey: Library, Computer, and Lab Resources
26.
36.
37.
38.
39.
26.
36.
37.
38.
39.
1999-2000
Library; N=129
Quality of library holdings in my program; N=132
Quality of library holdings for my research; N=126
Quality of computer support in my research and studies;
N=111
Quality of lab facilities for my research and studies; N= 85
2000-2001
Library; N=153
Quality of library holdings in my program; N=160
Quality of library holdings for my research; N=163
Quality of computer support for my research and studies;
N-146
Quality of lab facilities for my research & studies; N= 120
Excellent
33%
21%
24%
27%
Good
43%
50%
47%
48%
21%
Excellent
26%
23%
25%
30%
54%
Good
52%
53%
50%
51%
25%
52%
2000-2001
78%
81%
77%
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TABLE 4.3.14D
Graduating Student Survey of Library, Computer, and Lab Resources
Graduate Student Data
1999-2000
55. Library Services; N=134
59. Academic Computer Services Labs; N=132
61. Library Facilities; N=135
63. Computer Facilities; N=133
64. Laboratory/Instructional Equipment; N=133
2000-2001
55. Library Services; N=81
59. Academic Computer Services/Labs; N=81
61. Library Facilities; N=82
63. Computer Facilities; N=81
64. Laboratory/Instructional Equipment; N=81
Excellent
34%
33%
33%
34%
26%
Good
43%
49%
42%
35%
41%
35%
36%
38%
31%
27%
44%
33%
44%
37%
35%
These survey results give evidence that Troy State University provides adequate library and
learning resources and adequate computer and laboratory facilities for its graduate programs.
4.3.1.5 An undergraduate institution planning to initiate its first graduate
program, a graduate institution planning to initiate a program at a
degree level higher than that already approved, or a graduate institution
planning to initiate a program at the same level but substantially
different from those already approved must inform the Executive
Director of the Commission on Colleges in advance of the admission of
students.
4.3.1.6 The institution must document that any necessary approval from
state or other agencies has been secured.
In cases where a new or expanded graduate program is substantially different from degree
programs already in place, the University informs the Commission on Colleges of the Southern
Association of Colleges and Schools, as specified by the most current edition of the General
Substantive Change Policy for Accredited Institutions of the Commission on Colleges
(http://www.sacscoc.org/pdf/sub/change/final.pdf.) For graduate programs with specialized
accreditation, such as the Master of Science in Nursing program accredited by the National League for
Nursing Accrediting Commission and the Master of Business Administration degree accredited by the
Association of Collegiate Business Schools and Programs, the University also informs the individual
accrediting agencies of any such substantial differences. Documentation of approvals by the Alabama
Commission on Higher Education and other agencies are filed in the Office of Institutional Research,
Planning, and Effectiveness.
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4.3.1.7 Before an institution moves from baccalaureate to graduate status, or
attempts to expand the number of its graduate programs at the same
level, it must demonstrate that it has conducted a thorough assessment
of needs, market and environmental factors, and resource requirements
and financial implications for the institution.
For any new program in the State of Alabama, the Alabama Commission on Higher Education
requires the University to assess need, market, and environmental factors of the program, program
duplication among State universities, as well as resource requirements and financial implications for
the University. In addition, justification for each new or expanded program is prepared on the “TSU
Justification for New Programs and Curriculum Additions/Modifications” form that requires information
about assessment, environmental factors, resource requirements, and financial implications for the
University (TSU Manual for Annual Planning, October 2000, pp. 32-33). This justification form requires
the definition of the Six Points of Institutional Effectiveness (SPIE), information about how faculty will
be provided, additional resources that will be needed, the estimated annual cost, student curriculum
requirements, credit hour production analysis, and course syllabi.
Established criteria are used in proposal review to ensure that each new or revised program’s
purpose is addressed, including how the program will improve the overall graduate program and how
the program’s purpose relates to the institutional purpose (TSU Manual for Annual Planning, October
2000, pp. 34-35). This review is particularly important in terms of market and environmental factors,
notably factors related to the University’s purpose to provide “graduate education in regional, national,
and international communities for both traditional and nontraditional students” (University Mission
Statement). Attention is devoted to current program enrollment and departmental demographics.
Faculty availability and additional resources (e.g., library materials and lab equipment) to meet the
needs of new or expanded programs that have a financial impact on the University are also addressed.
Through complete review of new graduate programs by curriculum committees in the college
or school, the Institutional Effectiveness Committee, the Graduate Council, the Alabama Commission
on Higher Education, and, when required, the SACS-COC, Troy State University demonstrates that it
has conducted a thorough assessment of needs, market and environmental factors, resource
requirements, and financial implications for the University.
4.3.1.8
4.3.1.9
4.3.1.10
Institutions must maintain strong educational programs at the
master’s and/or baccalaureate levels before attempting doctoral
programs, or
must justify their departure from the requirement.
Free-standing graduate and professional schools are exempted
from this requirement. However, they must demonstrate not only
the strength of their individual programs, but also that students
admitted have met undergraduate requirements specified for the
program.
“Must statements” 4.3.1.8 through 4.3.1.10 are not applicable because Troy State University
does not offer doctoral programs, and the University does not have any free-standing graduate and/or
professional schools.
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4.3.2 Graduate Admission
4.3.2.1 An institution must establish qualitative and quantitative requirements
which result in the admission of students whose educational
preparation indicates the potential for a high level of performance.
The Troy State University Graduate Council has established qualitative and quantitative
requirements that result in the admission of students, including international students, whose
educational preparation indicates the potential for a high level of performance. Admission criteria for
each level of graduate work are published in the Graduate Bulletin, available to prospective students
printed and on the Web at http://www.troyst.edu/graduatestudies/gradbulletin.html/. General admission
requirements and procedures can be found in the TSU 2001-2003 Graduate Bulletin 2001-2003 (pp.
11-21).
Requirements include the following: Students must have a master’s degree from a regionally
accredited university or a baccalaureate degree with a minimum overall GPA of 2.5 or a 3.0 GPA on
the last 30 semester hours, and an acceptable score on the appropriate entrance exam (GRE 850verbal and quantitative, MAT 33, GMAT 450). Students must meet the unconditional requirements of
the specific program. Some departments prescribe additional admission requirements beyond the
general admission criteria to meet professional program certifications. Such requirements are agreed
upon by the Graduate Council, the Dean of Graduate Studies and Research, academic deans, and
program chairs, and are published in the departmental program sections of the Graduate Bulletin.
As an illustration of an additional admission criterion, the Master of Science in Nursing (MSN)
program requires a BSN degree and proof of current Registered Nurse status with the State of
Alabama prior to admission (TSU Graduate Bulletin, p. 227). By virtue of the composition of the
Graduate Council and the representation of program faculty through program chairs, faculty members
are involved in establishing admission policies. In admission standards, Troy State University has
established qualitative and quantitative requirements that result in the admission of students whose
educational preparation indicates the potential for a high level of performance in the particular graduate
program.
4.3.2.2 Admission criteria typically include an appropriate baccalaureate
degree. In cases where the baccalaureate degree is not required, the
institution must demonstrate that the student has adequate educational
preparation to complete the graduate program.
Troy State University undergraduate students who are seniors in their final semester at the
University, who lack six or fewer semester hours for graduation, and who are approved by the Dean of
Graduate Studies and Research may be admitted to the graduate program as a dual enrollment
student (TSU Graduate Bulletin, p.13). This is the only category of students for whom a baccalaureate
degree is not a requirement for admission. Requirements for admission of these students are as
stringent as for degree-holding applicants, including minimum entrance examination scores and grade
point averages. By adhering to these stringent requirements, the University demonstrates that these
dual enrollment students have adequate educational preparation to complete their graduate programs.
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4.3.2.3 Admission procedures must include the requirement that an applicant
submit, as part of the formal application process, official undergraduate
transcripts of credit earned from all institutions of higher education
previously attended; and other appropriate documents, such as official
reports on nationally recognized aptitude tests and evaluations by
professionals in the field as to the readiness of an applicant for
graduate work.
4.3.2.4 Admission criteria for all graduate programs must be published.
Procedures for applying for admission to a graduate program are published and fully explained
in the Troy State University 2001-2003 Graduate Bulletin (pp. 11-21) and the graduate admissions
website http://www.troyst.edu/graduatestudies/admissions.html/. Applicants must provide a completed
application for admission accompanied by any applicable fee, official transcripts showing all
undergraduate and graduate work from all universities attended, and official copies of scores earned
on appropriate entrance examinations.
Some graduate programs, such as those in the School of Nursing, require evaluations by
professionals in the field regarding the readiness of the applicant for graduate work, while others
require professional certification, as is the case in the Master of Science in Education degree. Other
documents specific to particular programs or admission classifications may be required. Examples
include a medical history record for students who enroll on the Troy campus and for students in the
Master of Science in Nursing degree program and the Nurse Practitioner certificate program; additional
test scores and financial records for international students; and transcripts or completion certificates of
Professional Military Education (PME) course completions for Master of Science in Management,
Master of Science in Human Resources Management, Master of Public Administration, Master of
Science in International Relations, Master of Science in Counseling and Psychology, and the Master of
Education degrees. The TSU PME Matrix is available to students on the World Wide Web at
http://www.troyst.edu/graduatestudies/pme.pdf.
4.3.2.5 Coursework transferred or accepted for credit toward a graduate
degree must represent graduate coursework relevant to the degree,
with course content and level of instruction resulting in student
competencies at least equivalent to those of students enrolled in the
institution’s own graduate degree programs.
The University has established definitive guidelines for the transfer of graduate work. Policies
and procedures regarding transfer credit are published in the TSU Graduate Bulletin (pp. 18-21). To
ensure that transfer work is relevant to the degree, is compatible with course content, and reflects a
level of instruction at least equivalent to that offered by Troy State University, students requesting
transfer credit submit a Petition for Transfer of Graduate Credit form to the Office of the Dean of
Graduate Studies and Research. A copy of the transcript showing the course taken, course description
from the college catalog where the course was taken, and a copy of the course syllabus must
accompany the petition. Furthermore, all transfer work must have been taken for graduate credit from a
regionally accredited graduate school and completed with a grade of B or higher.
Approval for transfer credit lies with the dean or director of the graduate program to which the
application is made. No credit may be transferred to a graduate program until a student is
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unconditionally admitted and has completed a minimum of six semester hours with the University.
Some other general rules regarding transfer credit include the following:
1. Master of Science or Masters in Education, Conducting, Nursing, Sport and Fitness
Management, Management, Human Resources Management, Public Administration,
International Relations, Environmental Analysis, Business Administration and
Criminal Justice programs allow up to twelve semester hours of transfer credit while
all other master’s degree programs allow a maximum of six semester hours of
transfer credit unless otherwise approved by the Graduate Council.
2. Hours accepted as transfer credit must have been earned from a regionally
accredited graduate school, taken for graduate credit, and earned a grade of B or
higher in each course.
3. No more than 6 semester hours of credit earned in one master’s degree may be
applied to the requirement for a second master’s degree, subject to departmental
approval.
4. For the sixth-year program, graduate level work earned after completion of the
master’s degree program up to a maximum of six semester hours may be accepted
with the approval of a student’s advisory committee.
5. To be acceptable as transfer credit, all hours must have been earned within eight
years of the date of degree completion of the graduate program at Troy State
University or at one of its degree granting branches.
6. For students beginning graduate studies in the College of Education after January 1,
1983, the transfer/transient credit policy (1-4 above) is applied to all students seeking
NCATE approved programs.
7. At military sites where Troy State University is replacing another university, students
will be permitted to transfer six courses (18 semester hours). This rule applies for one
calendar year from the start of the Troy State University program and only for
students who have been in attendance at that site (TSU Graduate Bulletin 2001-2003,
pp. 18-19.)
The University recognizes that some students may wish to transfer from an unaccredited or
non-regionally accredited graduate program. A determination of credits allowed will be based on the
Institution’s affiliation with the Commission on Recognition of Post-Secondary Accreditation and/or
acceptance of credit by at least three other accredited institutions located in the area of the
unaccredited institution. Transfer credit for Professional Military Education courses from military service
schools for which the American Council on Education recommends credit must be approved by the
appropriate graduate program dean.
The PME Matrix (http://www.troyst.edu/graduatestudies/pme.pdf) specifies courses currently
approved for individual programs. No PME credit may be granted for work that will be over eight years
old at the time of graduation from the Troy State University program for which transfer credit was
requested. Exceptions to transfer credit policies and the point at which transfer credits can be applied
are published in the Graduate Bulletin (pp. 18-21). For example, students in the College of Education
may transfer 12 semester hours from other TSU System sites, whereas the limit is six semester hours
from other university graduate programs at regionally accredited colleges or universities.
Implementation of these rules and policies regarding coursework transferred or accepted for credit
toward a graduate degree ensures that the coursework will represent graduate coursework relevant to
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the degree, with course content and level of instruction resulting in student competencies at least
equivalent to those of students initially enrolled in the University’s own graduate degree programs.
4.3.2.6 Graduate credit must not be awarded for portfolio-based experiential
learning which occurs prior to the matriculation into a graduate
program and which has not been under the supervision of the
institution.
4.3.2.7 Justification for an exception must include adequate documentation.
The University does not accept any courses for graduate credit, including portfolio-based
experiential learning, that occurred prior to the student’s matriculation into a graduate program.
(Graduate Bulletin, pp. 18-20).
4.3.2.8 Separate admission criteria must be formulated for each level of
graduate work offered.
Specific and clear admission criteria and procedures are established for categories of
admission such as temporary, transient, transfer, master’s, post-master’s, Education Specialist (SixthYear Certification Program), certificate endorsement, and international students. Each category is
defined in the Graduate Bulletin (pp. 12-16). An example of specific admission criteria is that for postmaster’s admission (Graduate Bulletin, p. 15). Students admitted in this category must hold the
master’s degree. Graduate credit taken while a student is enrolled in post-master’s degree program is
not admissible as degree credit unless it is approved by the student’s advisory committee and is limited
to a total of six semester hours. An official transcript is required to verify the master’s or a higher
degree. In contrast, a student seeking admission in a professional certificate program as a non-degree
student may be admitted as a “Professional Certificate Student,” with the approval of the Dean of
Graduate Studies and Research or his/her designee (Graduate Bulletin, p.16). Admission to a certified
program may be granted to students holding a baccalaureate or higher degree from an accredited
institution or to students in good standing at another regionally accredited graduate school.
Certificate students who later apply for regular admission to a graduate program may apply
successfully completed courses toward the program in accordance with the requirements of that
program in effect at the time of admission. More specific details about admission criteria for master’s
degree programs in each discipline are given throughout the TSU Graduate Bulletin 2001-2003 (pp.
86–245). Specific admission criteria for the Education Specialist Degree (Sixth-Year Certification
Program) are given in the Bulletin (pp. 159-160). Separate admission criteria are formulated for each
level of graduate work offered at Troy State University.
4.3.2.9
Policies must clearly define probation or conditional admission
and how long a student may remain in that status.
Specific and clear admission criteria and procedures are established for unconditional and
conditional admission. An example of such detailed definition is the following description of conditional
admission for baccalaureate degree holders to the Graduate School:
Students who earned a baccalaureate degree from a regionally accredited college or
university, but lack the required grade point average or acceptable test score to be admitted
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unconditionally, may be granted conditional admission for a maximum of 12 semester hours.
Students admitted under conditional status may, with the consent of the major adviser, enroll
in as many as 9 semester hours during their first term. Students admitted conditionally due to
a low grade point average will be cleared of their conditional status if at the conclusion of 12
semester hours they have achieved a 3.0 grade point average or greater. If the 3.0 grade point
average is not achieved the first term, they will be limited to one course (3 semester hours)
during the next academic term. Students must clear the conditional admission requirement of
a 3.0 average at the conclusion of 12 semester hours or they will be dropped from the
graduate program for one calendar year after which they may petition the Dean of Graduate
Studies and Research to re-enter. Students admitted conditionally due to a low test score will
be granted unconditional admission prior to the completion of 12 semester hours provided
they have maintained a 3.0 grade point average and have retaken the test and received a
satisfactory score. (TSU Graduate Bulletin 2001-2003 p 13)
The policies given in the Graduate Bulletin clearly define conditional admission and how long a
student may remain in that status.
4.3.2.10
Admission criteria for each graduate program must be established
with representation by the faculty responsible for instruction in that
program.
New graduate program ideas begin within an academic unit which develops the program using
the “TSU Justification for New Programs and Curriculum Additions/Modifications” form (TSU Manual
for Annual Planning, October 2000, pp. 32-33). Representation by faculty responsible for instruction is
inherent in the development of new graduate program ideas. Whenever a program’s admission criteria
are identified as congruent with those of the University, there are no additional specific requirements.
However, in the event that exceptional criteria are believed to be required for program success, the
exception is noted in the curriculum addition proposal. Faculty members responsible for instruction in
the new program represent the academic unit at the Graduate Council to further discuss the proposed
program idea.
All internal University review committees (college/school curriculum committees, Institutional
Effectiveness Committee, Graduate Council) for new programs have faculty representatives who
review and approve the programs. Because the review process for graduate programs includes faculty
representation from the responsible unit throughout, admission criteria for each graduate program are
established with representation by the faculty responsible for instruction in that program.
4.3.2.11 An institution must publish both the general criteria for admission and
any special admission criteria for individual programs.
As described in section 4.3.2.4, general admission criteria for all graduate programs are
published in the TSU Graduate Bulletin 2001-2003 (pp. 11-17). Special admission criteria are included
in individual program sections throughout the Graduate Bulletin. For example, students seeking
unconditional admission to the Master of Science in Nursing (MSN) program must be a graduate of a
BSN program from a regionally accredited institution, must score at least 40 on the Miller’s Analogy
Test or score at least 860 on the Graduate Record Exam (GRE-verbal and quantitative), hold current
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RN licensure, have completed an undergraduate health assessment course or the equivalent, and
must present three letters of professional reference (Graduate Bulletin, p. 227).
These requirements differ from unconditional admission requirements for the master’s degree
listed in the Graduate Bulletin (p. 12); however, item 5 on page 12 directs students to refer to specific
programs for individual program admission standards. Another example of special admission criteria
for the Educational Specialist Degree is found on pages 159-160. The Graduate Bulletin publishes both
the general criteria for admission and any special admission criteria for individual graduate programs.
4.3.2.12
It must regularly evaluate its admissions policies.
The Dean of Graduate Studies and Research evaluates admission policies annually, as does
the Enrollment Services Committee. As stated previously in the undergraduate section, this committee
met twice during AY 2001-2002 (October 22, 2001, and April 9, 2002). According to the schedule
published in the Manual for Annual Planning, October 2000 (p. 25), existing graduate programs are
reviewed by the Institutional Effectiveness Committee every five years. Furthermore, students evaluate
admissions through two surveys: the Graduate Student Survey that is administered to every graduate
student annually during the spring semester, and the Graduating Student Survey that is completed
when the Intent to Graduate form is filed. Overall results of the University-wide surveys are published
annually in the Compendium of Survey and Test Results. Academic deans receive the survey results
regarding their specific academic programs. Students’ comments on the surveys are sorted and
forwarded to the Vice Chancellor, the Provost, and the Dean of Graduate Studies and Research. The
following table provides the results from the Graduate Student Survey for 1999-2000 and for 20002001. (Compendium of Survey and Test Results 1999-2000, p. 40; 2000-2001, p. 39)
TABLE 4.3.2.12A
Graduate Student Survey: The Graduate Admissions Process
1999-2000
20. The graduate admissions process; N=137
Excellent
45%
Good
44%
2000-2001
20. The graduate admissions process; N=163
36%
44%
Based on the results in Table 4.3.2.12A, in 1999-2000, eighty-nine percent (89%) of students
rated the graduate admissions process as excellent or good, and in 2000-2001, eighty percent (80%)
of students responding rated the graduate admissions process as Excellent or Good. Table 4.3.2.12 B
provides the percentages of students rating the graduate admissions process as excellent or good
from 1995 through 2001. Compendium of Survey and Test Results, 1999-2000, p. 36; 2000-2001, p.
36).
TABLE 4.3.2.12B
Graduate Student Survey Item 20: The Graduate Admissions Process
Percentage Replying Excellent or Good Over Time
1995-1996
80%
1996-1997
87%
1997-1998 1998-1999 1999-2000
90%
83%
89%
2000-2001
80%
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The next table provides the results from graduate students who completed the Graduating
Student Survey in 1999-2000 and in 2000-2001.
TABLE 4.3.2.12C
Graduating Student Survey Item 76: Admissions
Percentage of Graduate Students Replying Excellent or Good Over Time
1999-2000
82%
2000-2001
73%
Note: The University converted to the semester system in August 1999.
Through review by committees and administrators and through surveys of students, the
admissions policies and processes of Troy State University are evaluated regularly.
4.3.3
Graduate Completion Requirements
4.3.3.1
General completion requirements for graduate degrees offered by
an institution must be determined by the faculty or an appropriate
body representing the faculty.
Degree completion requirements for graduate degrees are determined by the academic
departments with the approval of the Graduate Council, both of which include faculty representation.
This process ensures the appropriateness of requirements to the degree and the degree program.
4.3.3.2
4.3.3.3
4.3.3.4
Policies governing these requirements must include the following:
he specified period of time for degree completion, requirements
governing residency, thesis requirements, the minimum number of
credit hours required for the degree, the minimum acceptable
grade-point average, standards for satisfactory academic progress,
the level of academic progress at which the student should apply
for candidacy, and the types of qualifying and exit examinations the
candidate must pass.
These requirements, along with any others developed by the
institution, must be published and distributed to all incoming
graduate students and be appropriate to the degree and program
being offered.
If individual academic units develop special completion
requirements for their graduate programs, these requirements must
be published in the official catalog.
Policies governing requirements for degree completion are published in the Graduate Bulletin
which is provided to all new graduate students and is also available on-line through the TSU website.
Standards for progression, competency requirements, and special degree requirements are also
indicated in the Graduate Bulletin, as are credit hours required for each graduate degree, thesis
options, and exceptions in grade point averages and time limits for some programs (Graduate Bulletin,
pp. 21-30).
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The following summary statements are offered to illustrate the comprehensive policies
governing progression and degree completion: Each graduate degree except the Master of Science in
Nursing (MSN) must be completed within an eight-year time limit; all credits used to satisfy the degree
requirements must be fewer than eight years old at the time of degree completion. The time limit for
MSN program completion and credit viability is five years. Graduate Bulletin, (p. 30). All programs have
a minimum GPA of 3.0 on a 4.0 scale for degree completion, with the exception of the Educational
Specialist Degree, which requires a minimum GPA of 3.25 Graduate Bulletin, (pp. 27, 160).
In cases where courses have been retaken because of a grade of C or below, both grades are
counted as hours attempted in determining the overall grade point average, Graduate Bulletin (p. 22).
Most graduate degree programs require students to pass a comprehensive examination as part of
degree completion requirements, Graduate Bulletin, (p. 28). Arrangements for registering for
comprehensive examinations are made through students’ academic advisers within each degree
program, and exams must be taken no later than the student’s last semester of enrollment as indicated
by the Intent to Graduate form. Application for admission to candidacy may be made upon completion
of six semester hours and completion of requirements as outlined for specific degree programs.
Eligibility requires unconditional status and a GPA of at least 3.0 on all work attempted. Admission to
candidacy may be granted upon completion of a minimum of 12 semester hours. The Intent to
Graduate form is filed at the beginning of the term prior to expected graduation and is used to check
completion of requirements as well as for other administrative functions related to commencement
Graduate Bulletin, (pp. 27-30).
The University does not have a universal residency requirement for its graduate programs.
The term Aresidence credit@ refers to credit hours earned from the Troy State University degree
program in which the student is enrolled, as opposed to those hours accepted by transfer or transient
credit. The following table gives the required general completion policies and the page locations in the
Graduate Bulletin for each policy.
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Table 4.3.3.2A
2001-2003 Graduate Bulletin
Page Location for General Completion Requirements Policies
General Completion Requirement Policy
Specified period of time for degree completion
Requirements governing residency
Thesis requirements and the minimum
number of credit hours required for the degree
are given in the sections with page locations
as shown in column 2. (In general, master’s
programs require 30 to 36 semester hours;
programs in the College of Education require
from 36 to 60 semester hours.)
The minimum acceptable grade point average
Standards for satisfactory academic progress
The level of academic progress at which the
student should apply for candidacy
The types of qualifying and exit examinations
the candidate must pass
Page Location in Graduate Bulletin
Page 30, “Time Limit to Complete Graduate Degree Program”
Page 26, No universal residency requirement-see each
program; Page 18, Resident Credit Calculation & Transfer
Credit
Program
Page
Program
Page
Thesis MS/EdS
28
MS Conducting
122
Student
MS Criminal Justice
40
MS Ed. Traditional
130
MS Environmental
47
MS Ed.
137 &
Analysis & Man.
Alternatives
143
MS International
56
MS Counseling &
149
Relations
Psychology
Master Public Adm.
74
Ed. Specialist
160
MBA
89
MEd
167
EMBA
97
MS Nursing
228
MS Management
112
MS Human
105 MS Sport &
239
Resource
Fitness
Management
Management
Page 27 “Program Completion Requirements-Grade Point
Average” (3.0/4.0 required for masters); Page 160 (3.25/4.0
required for EdS)
Pages 21-30
Page 27, “Requirements for Admission to Candidacy for the
Master’s Degree”; Page 160 for EdS Degree
Page 12, Qualifying examinations (GRE 850-verbal and
quantitative, MAT 33, GMAT 450); Page 28, “Comprehensive
Examinations” (exit examinations)
4.3.3.5 All courses offered by an institution for credit must be acceptable as
requirements or electives applicable to at least one of its own degree or
certificate programs or
4.3.3.6 must be clearly identified on transcripts as not applicable to any of the
institution’s own degree or certificate programs.
All courses offered through the University’s graduate program are acceptable as requirements
or electives for degrees offered.
4.3.4 Graduate Curriculum
4.3.4.1 An institution offering graduate work must be able to demonstrate that
it maintains a substantial difference between undergraduate and
graduate instruction.
Distinct differences exist between the master’s degree and professional certificate programs
and the undergraduate programs at Troy State University. The University does not offer a doctoral
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degree. The nature of graduate work at Troy State University is described in the Graduate Bulletin (p.
10) and is based on three primary criteria: research that is systematic, thorough, critical, interpretive,
and analytical; mastery of the field of study; and opportunity for demonstration of research skills,
knowledge of the field, and ability to contribute to the field of study:
Graduate students must recognize that graduate level work differs appreciably from that of
undergraduate programs. While undergraduate students often find that their course of study
requires that they pass a definite number of courses that are part of a specific and rather
inflexible curriculum, graduate students find that their programs are geared to meeting certain
criteria. The first of these criteria is that the graduate student should understand the
ramifications of research as well as the manner in which it is conducted. In the context of
graduate study, research – free of preconceived notions and receptive to new ideas – is
systematic, thorough, critical, interpretative, and analytical. Such research attempts to collate
and synthesize new patterns of meaning, to discover new truths, to correct past errors. The
second component of the graduate program requires that graduate students master their field
of study. Such a mastery would entail a thorough grasp of the subject matter, bibliography,
theory, and methodology related to the student’s field of interest. Finally, every graduate
program must give the student the opportunity to demonstrate research skills, knowledge of
the field, and ability to contribute to the field of study. Thus, a person who wishes to do
graduate level work must be prepared to pass examinations, both written and oral, to write
coherent papers that reflect the results of research as defined above, and to participate in
course projects.(Graduate Bulletin, p. 10)
A comparison of courses within colleges of the University reveals differences based upon the
level of study. For example, the undergraduate course Managerial Finance (FIN 3331) focuses on the
analysis, planning, and control of internal and external finance decisions of a firm with emphasis on
corporate structure, whereas the Managerial Finance graduate course (FIN 6631) focuses on financial
problems and analysis of a business entity in today’s changing environment. Likewise, Music
Technologies (MUS 3305) is the study of the applications of the microcomputer to music teaching and
to the management, planning, and record-keeping tasks of the music educator, whereas Advanced
Music Technologies (MUS 6605) is an advanced study of the applications of microcomputers for the
music educator in the modern school music program. A review of the syllabi for these courses reveals
significant differences between undergraduate and graduate instruction.
In its Graduate Bulletin, syllabi, and comparisons of course descriptions, Troy State University
demonstrates that it maintains a substantial difference between undergraduate and graduate
instruction.
4.3.4.2
Graduate study must be at a level of complexity and specialization
that extends the knowledge and intellectual maturity of the student.
Graduate courses, as outlined in each course syllabus, reveal clear distinctions from
undergraduate courses in scope and content. All graduate curricula build upon undergraduate
programs, expanding the scope and understanding of the professional field of study. Admission into
any graduate program is contingent upon successful completion of a related undergraduate program,
thus recognizing the students’ achievement of a baccalaureate level of study (Section 4.3.2, Graduate
Admission). Objectives for each graduate course reflect competencies at the analysis, synthesis, and
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evaluation levels, and course activities are designed to develop these competencies in the graduate
student population, as evidenced in graduate course syllabi.
The emphasis on research in the Troy State University graduate programs is seen through the
inclusion of a research course in each program and the integration of research tasks in graduate
courses. Furthermore, the nature of graduate work at Troy State University as described in the
Graduate Bulletin (p. 10) is based on three primary criteria: research that is systematic, thorough,
critical, interpretive, and analytical; mastery of the field of study; and opportunity for demonstration of
research skills, knowledge of the field, and ability to contribute to the field of study. Such graduate work
will be at a level of complexity and specialization that extends the knowledge and intellectual maturity
of Troy State University students.
4.3.4.3
Graduate study must require graduate students to analyze, explore,
question, reconsider and synthesize old and new knowledge and
skills.
A critical element of graduate study is the opportunity for students to expand their educational
experience beyond basic knowledge and application of knowledge relative to a particular field of study.
A focus of each graduate program’s objectives is to ensure that analysis, synthesis, and evaluation of
information is achieved (Program objectives may be reviewed in the Graduate Bulletin 2001-2003 at
the beginning of each graduate program listing or on each program’s Six Points of Institutional
Effectiveness document). Additionally graduate course syllabi list course objectives that reflect higherlevel scholarship represented by analysis, exploration, questioning, reconsidering, and synthesis of old
and new knowledge and skills. A representative set of objectives is cited below from NSG 6670, Family
Nurse Practitioner (FNP) Role Synthesis Seminar, in the FNP track of the Master of Science in Nursing
(MSN) degree program:
1. Analyze significant social, political, and professional issues related to the FNP role in
primary care settings.
2. Interpret own professional strengths, role, and scope of ability to peers, clients, and
colleagues.
3. Analyze ethical dilemmas in the current practice arena.
4. Discuss current status of legislation affecting FNP practice.
5. Develop/revise a job description for an FNP in a primary care setting.
6. Interpret and market the FNP role to the public and other health care professionals.
Objectives such as these reflect the stated goals of the Troy State University Graduate School
which are to develop the professional skills and academic competencies of students, to prepare
students for further graduate study, and to promote the development of intellectual inquiry and to
develop research skills that may be applied in a professional context (Graduate Bulletin, p. 9).
Examination of course syllabi will document that graduate study at Troy State University requires
students to analyze, explore, question, reconsider, and synthesize old and new knowledge and skills.
4.3.4.4
The graduate curriculum must afford the depth of education, the
specialized skills, and the sense of creative independence that will
allow the graduate to practice and contribute to a profession or
field of scholarship.
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An excellent source documenting the extent to which Troy State University provides the depth of
education, specialized skills, and the sense of creative independence is the data from the Graduating
Student Survey and the Graduate Student Survey that show the extent to which graduate curricula
have met the needs of students in various areas (see Table 4.3.4.4A and Table 4.3.4.4B). In all areas
related to preparation in the academic field, 90% or more of the graduating graduate students indicated
excellent or good preparation in the two most recent surveys.
Table 4.3.4.4A
Graduating Student Survey: Preparation in Academic Field
1999-2000
49. Preparation in academic field: Knowledge of subject matter and processes
N=132
50. Preparation in academic field: Issues and trends; N=133
51. Preparation in academic field: Theories; N=134
52. Preparation in academic field: Strategies for applying skills in my field
N=133
53. Preparation in academic field: Management and organizational skills;
N=133
2000-2001
49. Preparation in academic field: Knowledge of subject matter and processes
N=82
50. Preparation in academic field: Issues and trends; N=80
51. Preparation in academic field: Theories; N=134
52. Preparation in academic field: Strategies for applying skills in my field
N=82
53. Preparation in academic field: Management and organizational skills;
N=82
Excellent
50%
Good
42%
53%
47%
56%
39%
47%
34%
49%
43%
52%
45%
55%
51%
52%
40%
40%
42%
59%
34%
Strongly
Agree
45%
Agree
45%
50%
39%
50%
41%
49%
41%
49%
36%
47%
Table 4.3.4.4B Graduate Student Survey:
Preparation in Academic Field
1999-2000
48. In my program I am being exposed to those theories most fundamental to
my field; N=137
49. In my program I am being educated in the current methodologies in my
field; N=137
50. In my program I am being given the practical training I need in my field;
N=137
2000-2001
48. In my program I am being exposed to those theories most fundamental to
my field; N=165
49. In my program I am being educated in the current methodologies in my
field; N=164
50. In my program I am being given the practical training I need in my field;
N=166
47%
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4.3.4.5
Combined instruction of graduate and undergraduate students, if
permitted at all, must be structured to ensure appropriate attention
to both groups.
Although combined instruction of undergraduate and graduate students is held to a minimum at
Troy State University, the practice does serve a small sector of the graduate student body quite well.
Combined instruction is typically reserved for students entering a discipline at the graduate level (e.g.,
alternative fifth-year programs in elementary, secondary, and P-12 education which lead to initial
Alabama teacher certification) to provide basic knowledge in a subject area, and to integrate advanced
research-based study for the graduate student. A graduate student, if permitted at all to enrolled in
combined instruction, must secure approval of his/her graduate adviser. A student may not enroll in a
5500-level course if it duplicates the same course listed on his/her undergraduate transcript.
Courses which allow combined instruction of graduate and undergraduate students clearly
delineate in the syllabi the requirements for graduate students and the requirements for undergraduate
students. Moreover, graduate students are expected to respond to research-based examination
questions in far greater depth and breadth than are undergraduate students. Clearly, both groups
receive appropriate attention and are held to acceptable standards of academic rigor.
A typical example illustrating the validity of combined instruction follows. If a student who seeks a
master’s degree in Language Arts Education did not have an upper-level undergraduate course in
Shakespearean studies, the student would be eligible to enroll in a combined instruction class.
However, if a student had earned undergraduate credit for an advanced upper-level course in
Shakespearean studies, the student would be placed in English 6644, Studies in Shakespeare. If the
66XX-level courses are properly structured, the likelihood of success for students who lack an
appropriate background would be marginal at best.
By enforcing logical parameters and evaluating graduate curricula, the University has
demonstrated over the years its commitment to academic integrity. Course syllabi for permissible
courses are available in the various departmental offices.
4.3.4.6
The curricular offerings must be clearly and accurately described in
published materials.
All graduate programs are outlined and course descriptions are provided in the Troy State
University Graduate Bulletin. For each program in the Graduate Bulletin, the purpose is given followed
by prerequisite requirements, admission requirements, curriculum, transfer credit, requirements for
admission to candidacy, degree requirements, a Graduate Degree Plan and Progress
Record/Application for Admission to Candidacy form, and course descriptions for every course offered
in the graduate program. In addition to the Graduate Bulletin, each course syllabus identifies specific
requirements, and criteria for all Troy State University course syllabi are specified in the Faculty
Handbook (pp. 59-60).
Curricula are reviewed regularly by departmental faculty, directors, and deans in accordance
with the University’s Six Points of Institutional Effectiveness (SPIE) to ensure conformity with University
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and program goals and to sustain program strengths and effectiveness. Individual programs are
subject to compliance with specialized criteria and further review by outside agencies and professional
organizations such as the Alabama State Department of Education, the National League for Nursing
Accreditation Commission, and the Association of Collegiate Business Schools and Programs. Troy
State University’s curricular offerings are described in published materials including the TSU Graduate
Bulletin and course syllabi. Through regular review by internal personnel and some external agencies,
the accuracy and clarity of published curricular offerings are maintained.
4.3.4.7
Curricula must be directly related and appropriate to the purpose
and goals of the institution and the degree program, and to the
financial and instructional resources of the institution.
All graduate curricula are derived from the purpose and goals of the University as articulated in
the University’s Mission Statement (Troy State University 2001-2003 Graduate Bulletin, page 7) and
the Troy State University Strategic Plan 2001-2005 Over the Horizon: Strong Values-Clear Vision. The
Graduate School and graduate programs have purpose (mission) statements that reflect and support
the University’s Mission Statement, and are contained in the Bulletin and the Six Points of Institutional
Effectiveness (SPIE) for the Graduate School and each graduate program. For each academic
program, Point #1, Purpose, of the Six Points of Institutional Effectiveness (SPIE) defines the purpose
of the program and how the purpose relates to the purpose (mission) of the University. The SPIE for
each program can be found in the OIRPE Office and at http:spectrum.troyst.edu/~oirpe/.
The goals of graduate study as stated in Section 4.3.4.3 encompass professional skills and
academic competency development, preparation for further graduate study, and stimulation of
intellectual inquiry and research. Objectives within the University’s Graduate School reflect these goals
of graduate study. An example is the Master of Science in Conducting program that prepares students
for professional advancement in leadership of school, community, and church music organizations, and
serves to prepare individuals for teaching positions in higher education or further study at the 6th year
or doctoral level (Graduate Bulletin, p. 120). A review of the curriculum for the Master of Science in
Conducting in the Graduate Bulletin (pp. 121-123 and 215-220) reveals that the curriculum is directly
related and appropriate to the purpose and goals of this degree program. Other examples can be
found for each of the graduate programs described in the TSU Graduate Bulletin: Master of Science in
Criminal Justice (pp. 38-44); Master of Science in Environmental Analysis and Management (pp. 4554); Master of Science in International Relations (pp. 54-71); Master of Public Administration (pp. 7284); Master of Business Administration (pp. 86-94); Executive Master of Business Administration (pp.
94-103); Master of Science in Human Resource Management (pp. 103-110); Master of Science in
Management (pp. 110-117); Master of Science in Conducting-(pp. 120-123 and 215-220); Master of
Science in Education Traditional, Master of Science in Education Alternatives, Master of Science in
Counseling and Psychology, Education Specialist, and Master of Education (pp. 126-224); Master of
Science in Nursing (pp. 226-236); Master of Science in Sport and Fitness Management (pp. 237-245).
Troy State University is a four-year state-assisted university operated under the control and
supervision of the Troy State University Board of Trustees. This governing board is responsible for
approving the number and types of degrees. The graduate curriculum offerings at Troy State University
are designed to help the University meet its mission for fields in the arts and sciences, business,
communication and fine arts, health and human services, and education. Graduate offerings are
described clearly and accurately in a variety of published materials. The Troy State University
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Graduate Bulletin, published biennially, includes official descriptions of the graduate curricular offerings
for all graduate degree programs. The current issue of the Bulletin is operative for the years 20012003.
The Schedule of Classes, published for the fall, spring, and summer academic terms, provides
additional information regarding specific courses offered during a given academic term. In addition to
these documents, numerous other sources provide information concerning curricular offerings. The
Records Office prepares, maintains, and distributes Official Check Sheets for each program. Also, the
Graduate Degree Plan and Progress Record/Application for Admission to Candidacy for each graduate
program is published in the Graduate Bulletin. (pp. 91, 163-65, and 235-36). In all cases, curriculum
offerings are directly related and appropriate to the purpose and goals of Troy State University and the
degree programs awarded.
To ensure that the curricula are directly related and appropriate to the financial and
instructional resources of the University, each academic department requests and receives an annual
budget that adequately supports its graduate programs. The Vice President for Financial Affairs
coordinates the budgeting process for the University. In late spring of each year, each academic
department prepares an annual budget request. The annual budget requests are forwarded from
department chairs through the appropriate channels (for academic areas a College Dean and the
Provost) for review and approval so that the Vice President for Financial Affairs receives the budget
requests at least by June of each year. During the summer, discussions regarding the budget requests
may be held among deans, the Vice President for Financial Affairs, the Vice Chancellor, and the
Provost. By late summer, the total University budget is finalized and approved by the Board of
Trustees, and departmental budgets are provided to academic departments.
The annual budgeting process addresses the financial and instructional resources required for
delivery of instruction for each graduate program and serves to ensure that resources are addressed
and procured. Because the academic department chair is responsible for preparing budget requests to
support curricula, for expending funds appropriately, and for recommending to the Library (along with
faculty) the purchase of books, journals, databases, and materials for the department, the graduate
curricula are adequately supported, directly related, and appropriate to the financial and instructional
resources of the University.
4.3.4.8 The institution must have a clearly defined process by which the
curriculum is established, reviewed, and evaluated. The faculty and
administration are responsible for implementing and monitoring the
general curriculum policy and the academic programs approved by the
board.
Curricula are established, reviewed, and evaluated by a well-organized process. The process,
which begins in the department, is described in section 3.8.2.2 Course Offerings of the Faculty
Handbook 2001, (p. 57).
Each academic department or unit will establish a curriculum committee (unless in small
departments the faculty as a whole is so designated) to monitor and review departmental
courses, majors, and programs. Proposed curriculum changes should be presented to the
departmental faculty for a vote, and recommended additions, deletions, or revisions should be
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forwarded through the curriculum committee of the School or College prior to submission to
the General Studies Council, the Academic Council or the Graduate Council (as appropriate).
Such proposals must conform to the guidelines and dates for submission established by the
respective councils.
The specific process and forms for review of new and revised programs are described in the
Manual for Annual Planning (pp. 29-35), and the process and forms for review of existing programs are
described on pages 24 through 28. The schematic on page 31 outlines the process for establishing
new academic programs and revising existing programs. This process includes approval of the idea by
appropriate supervisors; development of the program or revision using the Troy State University
Justification for New Programs and Curriculum Additions/Modifications form on (p. 32) and approval in
the department, school, and/or college as described above (Faculty Handbook, p. 57); approval by the
System Academic Coordinating Council (fall 2002) review and approval by the Institutional
Effectiveness Committee using the Checklist for the Evaluation of the SPIE for New and Revised
Programs; review and approval by the Graduate Council for graduate programs and by the Academic
Council for undergraduate programs; for new programs, review and approval by the Alabama
Commission on Higher Education (and SACS-COC, if a substantive change is required); following
implementation of new or revised programs, the department annually applies the Institutional
Effectiveness Cycle which includes updating the Six Points of Institutional Effectiveness, providing an
Annual Assessment Report, developing an Annual Plan, developing an Annual Budget, and
Implementation of the Plan. Once implemented, during the next five years, the new or revised program
is reviewed as an existing program.
Over a five-year period, all existing programs are reviewed by the Institutional Effectiveness
Committee. The Schedule for Review of Existing Programs, Operations, and Positions is set forth in
the Manual for Annual Planning (p. 4 and 25). The process for review of existing programs includes
identifying the programs to be reviewed and providing the Institutional Effectiveness Committee with
the website address, user ID, and password so that each IEC member can access the SPIE, Annual
Assessment Report, and Annual Plan on the OIRPE website (prior to developing the website, it was
necessary to provide printed copies of all information for each IEC member); reviewing the programs
designated for review using the Checklist for Review of Existing Programs; providing a written report
that includes recommendations and ratings to the appropriate administrators; and action by the
appropriate administrator on the recommendations and provision of a feedback report from the
administrator to the IEC.
As indicated previously, the development of new and revised graduate programs follows the
guidelines outlined in the Troy State University Manual for Annual Planning: October 2000 (pp. 29-35).
These guidelines govern the number and type of graduate degrees and the nature of departments,
schools, and colleges authorized to deliver graduate curricula. Where appropriate, graduate course
work is offered through alternative delivery methods such as weekend classes or distance learning.
When an alternative delivery model is used, course design ensures that contact hours are consistent
with traditional delivery models and provide sufficient opportunities for preparation, reflection, and
analysis.
In addition to the usual review described above, a separate review process for distance
learning courses is conducted according to guidelines established by the Distance Learning Center to
ensure that standards for assessment, student achievement, necessary student and faculty support,
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and feasibility are met, and to ensure that the dean of the appropriate college grants prior approval for
distance learning course work. Also, the process certifies that outcomes mirror those of traditional
course offerings.
Because the curriculum committees, Institutional Effectiveness Committee, General Studies
Council, Academic Council, and Graduate Council are made up of faculty, professional staff, and
administrators, established review and evaluation of the University curricula include regular evaluations
by faculty, administrators, and professional staff. The Board of Trustees maintains a general overview,
but “the Board of Trustees entrusts the conduct of administration to the Chancellor and through the
Chancellor to other administrative officers of the University; and to the faculty, the Board of Trustees
entrusts the conduct of teaching and research” (Faculty Handbook 2001, p. 1, Section 1.2.1 Board of
Trustees). The administration and faculty are responsible for the development of proposed academic
programs or changes to existing programs.
Section 4.3.1, Initiation, Operation and Expansion of Graduate Programs, (in particular Section
4.3.1.1) describes the faculty and administrative role in implementing and monitoring the graduate
curriculum.
The Graduate Council, comprised of 17 members of the graduate faculty and nine
administrative resource persons, plays a primary role through advising the Provost concerning all
phases of the graduate program, specifically long-range planning, curriculum development, revision,
and policy decisions (Standing Committees of Troy State University, 2002-2003, pp. 19-20). The
Graduate Council is responsible for approval of all proposed revisions and modification for all graduate
degree programs, subject to review and approval by the Provost and Chancellor. Furthermore, once a
new policy or new graduate program has completed the approval process, the faculty and
administration are responsible for implementing and monitoring the curriculum policy and academic
programs. Ongoing monitoring continues through the annual institutional effectiveness cycle—a
process that requires each program to bring current its Six Points of Institutional Effectiveness, provide
an Annual Assessment Report, and provide an Annual Plan that includes the Plan and the Statement
of Achievements to evaluate the previous plan, and the faculty and administration annually complete
the monitoring process.
4.3.4.9 The governing board must be responsible for approving the number
and types of degrees; the number and nature of departments, divisions,
schools or colleges through which the curriculum is administered; and
the extent to which the institution should offer distance learning
programs.
The Troy State University Board of Trustees is the legal governing body of Troy State
University. As such, it is also the final institutional authority (Faculty Handbook, Section 1.2.1, p. 1).
The Board’s primary responsibility is the articulation of general educational policies and academic
goals that encompass all degrees, the University’s organization, and the delivery of education including
distance learning.
By virtue of the Alabama Code as amended by Act Number 97-586 of the Alabama
Legislature, “the Board of Trustees has full management and control over the Troy State University
System” which includes Troy State University (Bylaws of the Board of Trustees for the Troy State
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University System, approved March 3, 2002). The primary responsibility of the Board of Trustees is the
articulation of general educational policies and academic goals. The Board of Trustees maintains a
general overview, but “the Board of Trustees entrusts the conduct of administration to the Chancellor
and through the Chancellor to other administrative officers of the University; and to the faculty, the
Board of Trustees entrusts the conduct of teaching and research” (Faculty Handbook 2001, p. 1,
Section 1.2.1 Board of Trustees). “While the Board determines broad policy issues, it delegates
implementation of policy and all administrative matters to the Chancellor of the Troy State University
System. In carrying out these responsibilities, the Chancellor may consult with other officers of the
University System, faculty, and staff as deemed prudent and appropriate to a university community”
(Bylaws of the Board of Trustees for the Troy State University System, Approved March 3, 2002).
These Bylaws state that the Board shall act on recommendations brought by the Chancellor in
13 different areas: 1) regulations, alterations, or modifications of the governance of the University; 2)
policies and goals of the University; 3) academic plans, including new programs and new units, and
major modification in existing programs and units: 4) levying of tuition, fees, and charges; 5) student
admission and retention policies; 6) requests for legislative appropriations; 7) annual budgets; 8) all
loans, borrowing, and issuance of bonds; 9) compensation policies for faculty and staff; 10) campus
master plans, facilities development programs, and capital development programs; 11) the transfer and
sale of real property and plans to ensure that all properties of The Troy State University System are
preserved and maintained; 12) objectives, policies, and practices which provide for effective and
prudent management, control, and preservation of investment assets; 13) such other policies that are
in the best interest of the operation and advancement of the University. (Bylaws of the Board of
Trustees for the Troy State University System, Approved March 3, 2002) Action on these13 items by
the Board ensures that the Board of Trustees is responsible for approving “the number and types of
degrees; the number and nature of departments, divisions, schools or colleges….; and the extent to
which the Institution should offer distance learning programs.” Some recently approved graduate
programs (since February, 2000) are the Master of Science in Sport and Fitness Management, the
Master of Science in Conducting, and the Master of Counseling & Psychology with a concentration in
Rehabilitation.
4.3.4.10 An institution must make a distinction between a course of study
leading to the master’s or specialist degree and a course of study
leading to the doctorate.
Troy State University does not offer a doctoral degree.
4.3.4.11 A program leading to a master’s or to a specialist degree must be the
equivalent of at least one year of full-time graduate study.
All graduate curricula are of reasonable length and credit hour equivalence to ensure
advanced mastery of content as evidenced by the criteria for degree completion. Although the degree
requirements differ among programs, all require the equivalent of at least one year of full-time graduate
study. All graduate programs require certification of the student’s ability to conduct research in the area
of specialization. Earning a grade of B or better in an approved research course evidences mastery of
research methodology. Other courses in the content area incorporate and emphasize research
methodology as indicated in course syllabi. Most graduate degree programs require written
comprehensive examinations as part of degree completion requirements as a means of certifying the
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abilities, knowledge, and skills degree candidates have acquired (TSU Graduate Bulletin, p. 28).
Graduate programs not requiring comprehensive examinations require a thesis or additional course
work.
To meet completion requirements for the master’s and educational specialist degrees, a
student must be engaged in graduate study the equivalent of at least one year of full-time graduate
study. The “time to degree” equivalent to at least one year of full-time graduate study can be further
evidenced by reviewing the requirements and curriculum of each of the graduate programs described
in the TSU Graduate Bulletin: Master of Science in Criminal Justice (pp. 38-44); Master of Science in
Environmental Analysis and Management (pp. 45-54); Master of Science in International Relations (pp.
54-71); Master of Public Administration (pp. 72-84); Master of Business Administration (pp. 86-94);
Executive Master of Business Administration (pp. 94-103); Master of Science in Human Resource
Management (pp. 103-110); Master of Science in Management (pp. 110-117); Master of Science in
Conducting-(pp. 120-123 and 215-220); Master of Science in Education Traditional, Master of Science
in Education Alternatives, Master of Science in Counseling and Psychology, Education Specialist, and
Master of Education (pp. 126-224); Master of Science in Nursing (pp. 226-236); Master of Science in
Sport and Fitness Management (pp. 237-245).
4.3.4.12
A master’s or a specialist degree must provide the following: an
understanding of research and the manner in which research is
conducted; an understanding of the subject matter, literature,
theory and methodology of the discipline; an association with
resident faculty sufficient to permit their individual evaluation of the
candidate’s capabilities; and demonstrated means of certifying the
knowledge and skills the candidate has acquired. A non-researchoriented professional master’s degree requires an understanding of
the accepted professional practices in the field.
As stated in previous sections, in section 4.3.4.22 below, and in the TSU Graduate Bulletin,
research is at the core of the Troy State University graduate programs. The excerpt cited previously
entitled “Nature of Graduate Work,” TSU Graduate Bulletin, page 10 (cited in Section 4.3.4.1 above)
confirms that the master’s degrees and educational specialist degree at Troy State University provide
an understanding of research and the manner in which research is conducted and an understanding of
the subject matter, literature, theory and methodology of the discipline.
Each degree program includes a research course; reviewing and/or completing research
activities are part of all graduate courses to different degrees, depending on the course’s objectives.
Degree candidates must successfully complete the program’s research course with a grade of B or
better; all degree candidates must successfully pass a comprehensive examination, successfully
defend a thesis or pass additional course work at the degree level in order to receive the degree
sought. The association of graduate students with graduate faculty is addressed in detail in Section
4.3.5.
“All Troy State University graduate programs require certification of the students’ ability to do
research in a specialization. This requirement is met by achieving a grade of B or better in an approved
research course in the student’s major field. Students must repeat the research course if a grade of C,
D, or F is attained.” (TSU Graduate Bulletin, p. 28) Only in the case of a second master’s degree might
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a student not be required to complete the research requirements: “If the research requirement was
completed for the first master’s degree, students are exempt from this requirement in the second
master’s degree. Students exercising this option must, however, complete an additional elective course
in their program, or obtain approved transfer credit to achieve the minimum required credits for
graduation” (TSU Graduate Bulletin, p. 28).
This information confirms that the TSU graduate programs provide a thorough understanding
of research and discipline subject matter, and a close association with resident faculty to certify
acquisition of candidates’ knowledge and skills.
4.3.4.13
The institution must demonstrate that an effective relationship
exists between curricular content and current practices in the field
of specialization.
The Graduate Student Survey results demonstrate that an effective relationship exists
between curricular content and current practices in the field of specialization. The following table
provides results from the 2000-2001 Graduate Student Survey (Compendium of Survey and Test
Results, 2000-2001, pp. 43-44).
Table 4.3.4.13A
Graduate Student Survey Results 2000-2001 (N=166)
Curricular Content and Current Practices in the Field of Specialization
Survey Item
48. In my program I am being exposed to those theories most
fundamental to my field; N=165
49. In my program I am being educated in the current
methodologies in my field; N=164
50. In my program I am being given the practical training I
need in my field; N=166
40. Opportunities to do research in my area of interest;
N=156
4.3.4.14
% Strongly Agree or
Agree
90%
90%
83%
% Rating Excellent
or Good
80%
The institution must demonstrate that program length, credit hours,
and tuition and fees are appropriate for its master’s and specialist
degrees and any other credential it offers.
All graduate curricula are of reasonable length and credit hour equivalence to ensure
advanced mastery of content as evidenced by the criteria for degree completion. Although the degree
requirements differ among programs, all require the equivalent of at least one year of full-time graduate
study. As stated previously, the “time to degree” equivalent to at least one year of full-time graduate
study can be further evidenced by reviewing the requirements and curriculum of each of the graduate
programs described in the TSU Graduate Bulletin: Master of Science in Criminal Justice (pp. 38-44);
Master of Science in Environmental Analysis and Management (pp. 45-54); Master of Science in
International Relations (pp. 54-71); Master of Public Administration (pp. 72-84); Master of Business
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Administration (pp. 86-94); Executive Master of Business Administration (pp. 94-103); Master of
Science in Human Resource Management (pp. 103-110); Master of Science in Management (pp. 110117); Master of Science in Conducting-(pp. 120-123 and 215-220); Master of Science in Education
Traditional, Master of Science in Education Alternatives, Master of Science in Counseling and
Psychology, Education Specialist, and Master of Education (pp. 126-224); Master of Science in
Nursing (pp. 226-236); Master of Science in Sport and Fitness Management (pp. 237-245). While the
program length is the equivalent of at least one year of full-time graduate study, there is a time
limitation on course work: “All credits used to satisfy degree requirements must be less than eight
years old at the time of degree completion. For students completing the Master of Science in Nursing,
all credits used to satisfy degree requirements must be less than five years old at the time of degree
completion” (TSU Graduate Bulletin, p. 30).
In general, master’s programs require 30 to 36 semester hours and master’s and educational
specialist programs in the College of Education require from 36 to 60 semester hours. For the number
of credit hours for each program see: Master of Science in Criminal Justice (p. 40); Master of Science
in Environmental Analysis and Management (pp. 48-49); Master of Science in International Relations
(p. 56); Master of Public Administration (pp. 74-77); Master of Business Administration (pp. 89-90);
Executive Master of Business Administration (pp. 97-98); Master of Science in Human Resource
Management (pp. 105-116); Master of Science in Management (pp. 112-113); Master of Science in
Conducting-(p. 122); Master of Science in Education Traditional (pp. 130-134), Master of Science in
Education Alternatives (pp. 137-139 and 143-144), Master of Science in Counseling and Psychology
(pp. 149-152), Education Specialist (pp. 160-162), and Master of Education (pp. 167-173); Master of
Science in Nursing (pp. 228-229); Master of Science in Sport and Fitness Management (p. 239).
Review of the number of semester credit hours required for the various master’s and education
specialist degrees at Troy State University reveals that the credit hours are appropriate for these
degrees. Also, additional information has already been given regarding program length, clock hours,
and credit hours in Section 4.2.4.16 of this chapter.
The tuition and fees associated with the delivery of graduate programs are set by the Troy
State University System Board of Trustees and are appropriate for the cost of education in the state as
evidenced by a comparison of annual resident and non-resident graduate tuition and required fees for
Alabama public senior institutions that offer graduate degrees (see Table 4.3.4.14). The University
ranks third highest of 15 in the amount of in-State tuition and fees, and fifth highest of 15 in the amount
of out-of-State tuition and fees based on data from the Alabama Commission on Higher Education in
the following table.
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TABLE 4.3.4.14
A Comparison of Resident and Non-Resident Graduate Tuition and Fees
For Alabama Public 4-Year Institutions 2000-2001*
Institution
Alabama A & M University
Alabama State University
Auburn University
Auburn University at Montgomery
Jacksonville State University
Troy State University
Troy State University Dothan
Troy State University Montgomery
University of Alabama
University of Alabama at Birmingham
University of Alabama in Huntsville
University of Montevallo
University of North Alabama
University of South Alabama
University of West Alabama
In-State Graduate
Tuition & Fees
$3,650
$2,880
$3,154
$2,880
$2,640
$3,396
$3,204
$2,940
$3,014
$3,027
$4,088
$3,030
$3,016
$3,001
$3,038
Out-of-State Graduate
Tuition & Fees
$6,500
$5,760
$9,254
$8,640
$5,280
$6,516
$6,324
$5,820
$8.162
$5,595
$8,394
$5,910
$5,704
$5,761
$5,966
*Statistics for AY 2001-2002 and 2002-2003 are found in Tables 4.2.4.16A and 4.2.4.16B earlier in this chapter.
The information from the TSU Graduate Bulletin referred to in this section provides evidence
that program length and credit hours of Troy State University graduate programs are appropriate for
the master’s and educational specialist degrees, and the information from the Alabama Commission on
Higher Education provides benchmarks for tuition and fees from other state universities to demonstrate
that tuition and fees of Troy State University are appropriate for the master’s and education specialist
degrees.
4.3.4.15 A doctoral degree program must be of sufficient duration to provide
for substantial mastery of the subject matter, theory, literature,
research and methodology of a significant part of the field, including
any language or other skills necessary to its pursuit, and independent
research as evidenced by a doctoral dissertation.
4.3.4.16 A substantial period of residence must be included to provide student
access to a wide range of support facilities, including a research
library, cultural events and other occasions for intellectual growth
associated with campus life, significant faculty/student interaction,
opportunities for student exposure to and engagement with cognate
disciplines and research scholars working in those disciplines, and
significant peer interaction among graduate students. It should
provide the opportunity for a mentoring apprentice relationship
between faculty and students as well as adequate time for in-depth
faculty evaluation of students. For appropriate professional
programs, a project may be substituted for the research dissertation.
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4.3.4.17 In such cases, the institution must demonstrate a substantial level of
competency appropriate to a doctoral degree.
4.3.4.18 There must be appropriate and regular means for determining
candidacy and the fulfillment of degree requirements.
4.3.4.19 The institution must demonstrate that an effective relationship exists
between curricular content and current practices in the field of
specialization.
4.3.4.20 The institution must demonstrate that program length, credit hours,
and tuition and fees are appropriate for its doctoral degrees.
“Must statements” 4.3.4.15 through 4.3.4.20 apply to doctoral degree programs, and Troy
State University does not currently offer any doctoral degree programs.
4.3.4.21 The institution must conduct frequent systematic evaluations of
graduate curricula offerings and program requirements.
Graduate programs and courses are evaluated regularly through the Institutional Effectiveness
Cycle that defines a process of updating each program’s Six Points of Institutional Effectiveness which
define purpose, objectives, expected results, assessment methods, procedures for assessment, and
responsibility for reporting and using assessment results for program improvement; developing an
Annual Assessment Report; and developing an Annual Plan that includes a Plan for the next year and
a Statement of Achievements to evaluate the Plan of the previous year. This process includes
evaluative criteria for each graduate program. Comprehensive examinations required for graduate
programs are used to evaluate most programs (Table 4.3.5.10A and Table 4.3.5.10B) and are part of
annual Six Points of Institutional Effectiveness documents while evaluation results are part of the
Annual Assessment Reports. The Annual Assessment Reports indicate strengths and weaknesses
from which plans for improvement are formulated. When indicated, modifications to program
requirements are implemented. Evaluative data are used to critique student performance as well as
program effectiveness, including course evaluations at least once per year via student surveys. Results
of course evaluations are disseminated to the departments and faculty teaching the courses.
Supervisors and department chairs incorporate student evaluations into annual faculty evaluations.
The Office of Institutional Research, Planning, and Effectiveness conducts the annual
Graduate Student Survey and the Graduating Student Survey, both of which report results specific for
graduate students. OIRPE also conducts the Alumni Survey one-year and five-years out. Each survey
provides specific results for graduate students and for individual graduate programs. Other tools for
determining program effectiveness are program specific, such as employer surveys used by the School
of Nursing and the Teacher Education Program Performance Profile that serves as a report card for all
teacher education programs as evaluated by the Alabama State Department of Education.
Graduate curricula are effective, according to survey results previously presented and
additional results shown below. Table 4.3.4.21A shows that at least 80% or more of students rated
curricular aspects of the graduate program as excellent or good according to the annual Graduate
Student Survey of all graduate students. Results for key items from this survey are shown in Table
4.3.4.21B. (Compendium of Survey and Test Results, 1999-2000, pp. 40-43; 2000-2001, pp. 36, 4043).
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TABLE 4.3.4.21A
Graduate Student Survey: Curricula
1999-2000
22. Your academic experience; N=137
23. The classes you have taken; N= 137
32. Quality of courses in preparing me for
employment N=136
40. Opportunities to do research in my area of
interest; N=132
42. Intellectual climate of the department; N=136
44. Overall quality of my graduate education;
N=137
2000-2001
22. Your academic experience; N=164
23. The classes you have taken; N=163
32. Quality of courses in preparing me for
employment; N=163
40. Opportunities to do research in my area of
interest; N=156
42. Intellectual climate of the department; N=164
44. Overall quality of my graduate education;
N=165
Excellent
39%
36%
40%
Good
Your academic
54%
experience
53%
43%
28%
53%
46%
42%
48%
49%
Excellent
33%
33%
40%
Good
55%
56%
44%
28%
52%
40%
34%
48%
53%
TABLE 4.3.4.21B:
Graduate Student Survey: Curricula
Percentage Replying “Excellent” or “Good” Over Time
Item
Your overall experience
Quality of Instruction
Overall quality of my graduate education
1996-97
93%
89%
91%
1997-98
84%
87%
86%
1998-99
88%
96%
86%
1999-00
93%
92%
91%
2000-01
83%
87%
87%
Additionally, during the past year, the Dean of Graduate Studies and Research mandated a
further review of all graduate programs. The purpose of the review was to evaluate the specific
program objectives outlined in the Graduate Bulletin 2001-2003 to determine whether or not these
objectives could be validated by outcomes assessment. To accomplish this goal, the Dean of Graduate
Studies and Research appointed an ad hoc Graduate Program Outcomes Committee, comprised of all
graduate program chairs and the deans of colleges offering graduate studies.
To initiate the process, each graduate program chair examined the published program objectives
to determine the following characteristics of each objective: appropriateness to the discipline, clarity,
measurability, consonance with the University’s stated mission.
Each program chair submitted the review to the graduate faculty in the discipline for comments
and suggestions for revision or improvement. The program chair then worked with the dean to
redefine or revise, as necessary, each program objective. These proposed revisions were submitted to
the Graduate Program Outcomes Committee for additional review and refinement.
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Being cognizant of the fact that the program objectives could not be achieved through electives,
the deans and program chairs, working with faculty, carefully threaded the redefined objectives across
the core curriculum of each graduate program. Faculty and program chairs again reviewed the data
collected from other assessment instruments to determine what trends existed, if any, and which
trends were to be dealt with prior to revising the syllabi for core courses to bring them into harmony
with the redefined objectives. Although program and student satisfaction data are collected each term
and compiled and analyzed annually, trend data became crucial at this juncture if the goal to
strengthen course and program continuity were to be realized. Faculty members responsible for the
core courses worked collegially to construct a common set of objectives which would ensure program
continuity and establish the basis for discrete outcomes assessment within each course, across the
core curriculum, and, most importantly, at the conclusion of the program.
Copies documenting this review are available in the Self-Study Resource Room. Although
insufficient data exist to date to declare the review an unqualified success, preliminary indications are
that each graduate core curriculum has been shaped to enhance subject area knowledge, mandate
critical thinking, foster creative problem solving, and develop interpersonal and team skills;
consequently, the Graduate Program Outcomes Committee has the expectation of better outcomes
results from its graduate programs, and through regularly monitoring of both the process and the
assessment, consistently high course and program performance will continue.
Troy State University, through its institutional effectiveness cycle, course evaluations, program
reviews, faculty evaluations, and annual surveys, conducts frequent systematic evaluations of graduate
curricula offerings and program requirements.
4.3.4.22
An institution must integrate research with instruction. Follow
up of students is one method of testing the effectiveness of the
graduate curriculum.
All graduate programs require each student to do research in the area of specialization
(Graduate Bulletin, p. 28). Each graduate program includes an approved research course in the
student’s major field. A grade of B or better must be earned; students must repeat the research course
if a grade lower than B is achieved. Only students who completed a research requirement in a first
master’s degree are exempt from this requirement while pursuing a second master’s degree. The
importance of research in graduate instruction is further enforced in a portion of the statement
regarding the nature of graduate work. One criterion for graduate research is that the graduate student
should understand the ramifications of research as well as the manner in which it is conducted. In the
context of graduate study, research -- free of preconceived notions and receptive to new ideas – is
systematic, thorough, critical, interpretative, and analytical. Such research attempts to collate and
synthesize new patterns of meaning, to discover new truths, to correct past errors (TSU Graduate
Bulletin, p. 10). Troy State University integrates research with instruction in all of its graduate
programs. Several departments employ alumni surveys as a “follow-up” means of evaluating graduates
and their reaction to the quality of Troy State University’s graduate programs. Departments that employ
this assessment instrument are identified in Chapter 3.
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4.3.5
Graduate Instruction
4.3.5.1
The institution must provide an environment that supports and
encourages scholarly interaction and accessibility among the
faculty and students consistent with the qualitative intent of the
Criteria.
A high level of faculty access and interaction with graduate students exists at Troy State
University. Each faculty member has established office hours posted for student convenience beyond
in-class contact time. In addition, technology-based interaction through e-mail, synchronous chat
sessions, and asynchronous discussion boards provides additional opportunities for interaction and
also provides alternative means for evaluating students’ knowledge and skills.
Scholarly interaction between faculty and students is evident in graduate programs and is
reflected through University surveys of graduate students as well as through participation in joint
research endeavors. For example, graduate students and faculty in the Department of Psychology,
Counseling and Foundations of Education (in the College of Education) participate regularly in
scholarly presentations at national, regional, and state professional meetings. Students in the
Department of Biological and Environmental Sciences (College of Arts and Sciences) participate in
multiple ongoing research projects that have led to joint publications in refereed journals and
presentations at regional and national professional meetings. The level of faculty-student interaction is
evidenced by students’ responses to survey questions from the Graduate Student Survey (see Table
4.3.5.1A) (Compendium of Survey and Test Results, 1999-2000, pp. 42-44; 2000-2001 pp. 42-44).
TABLE 4.3.5.1A
Graduate Student Survey
Faculty Interaction with Students
1999-2000
35. Opportunities for interaction with faculty; N=136
45. I have a faculty member who is taking a personal interest in my
progress; N=136
46. I have a faculty member who is serving as my “mentor”; N=135
47. In my department, the expectation is that faculty will work with
graduate students on research projects; N=135
2000-2001
35. Opportunities for interaction with faculty; N=164
45. I have a faculty member who is taking a personal interest in my
progress; N=164
46. I have a faculty member who is serving as my “mentor”; N=162
47. In my department, the expectation is that faculty will work with
graduate students on research projects; N=163
Excellent
48%
42%
Good
37%
38%
22%
32%
45%
48%
42%
42%
48%
37%
32%
29%
38%
50%
Based on the availability of faculty to interact with students, the electronically enhanced
opportunities for interaction, the participation of graduate students in research efforts with faculty, and
the survey results of the Graduate Student Survey, Troy State University provides an environment that
supports and encourages scholarly interaction and accessibility among its faculty and students.
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4.3.5.2 Instructional methods and delivery systems must provide students
with the opportunity to achieve the stated objectives of each course.
Instructional methods for graduate course work are designed to meet the needs of the
advanced student and to incorporate self-directed learning and research opportunities pertinent to the
field of study. In accordance with the mission of the University, graduate course delivery is designed to
meet the needs of traditional and nontraditional students through technological as well as conventional
methods. The delivery methods are appropriate for each course; for example, courses in the Master of
Science in Nursing Program are developed specifically for the non-traditional, working nurse
professional. Theory portions of many graduate nursing courses are delivered through live-interactive
synchronous transmission to electronic classrooms at Troy State University System sites in Phenix
City, Troy, and Montgomery, whereas the clinical portions of these courses are guided by professional
nurse preceptors in the workplace or in an appropriate clinical facility. Syllabi for other graduate
courses will also reveal that instructional methods and delivery systems in Troy State University
graduate courses provide students the opportunity to achieve the stated objectives of the courses.
As programs develop alternative instructional strategies appropriate for graduate study, careful
attention is given to planning and evaluating instructional effectiveness. Six Points of Institutional
Effectiveness reports and Annual Assessment Reports document student achievement of stated
program objectives and indicate strengths and weaknesses of programs. Results are then used to
develop plans for improvement.
The University’s policies and evaluation of instruction also ensure that instructional methods
and delivery systems will provide students with the opportunity to achieve the stated objectives of each
course. The following excerpt from the Faculty Handbook in Section 3.4.2 Teaching Effectiveness (p.
42) and in Appendix C “Comprehensive Faculty Evaluation Plan” (p. 85) supports this precept. Section
3.4.2 states:
Troy State University recognizes that excellence in teaching is the most important attribute of
any faculty member. The attributes and qualifications which should be considered and
documented in evaluating teaching effectiveness may include, but not be limited to, the
following: a. Command of one’s subject; b. Ability to organize subject matter and to present it
clearly, logically, and imaginatively; c. Knowledge of current developments in one’s teaching
discipline; d. Ability to relate one’s subject to other areas of knowledge; e. Ability to provoke
and broaden student interest in the subject matter; f. Ability to develop and utilize effective
teaching methods and strategies; g. Availability for and effectiveness in academic advising
and directing students; h. Ability to develop and foster student utilization of current information
technology; and i. Possession and demonstration of the attributes of integrity, industry, openmindedness, and objectivity in teaching.
The Comprehensive Faculty Evaluation Plan requires that faculty supervisors evaluate faculty
performance in teaching that includes scores from the Instructor and Course Assessment completed
by students as well as ratings by the supervisor (Faculty Handbook, pp. 90-91). The students evaluate
instructional techniques and methods such as preparedness for class, knowledge and presentation of
subject matter, encouragement of class participation, clarification of materials at students’ requests,
and fair grading practices. The supervisor evaluates the faculty member’s command of the subject;
subject matter organization; maintenance of knowledge of current developments in the teaching
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discipline; ability to relate subject matter to other areas; motivation of students; use of effective
teaching methods and strategies; effectiveness in directing students in clinical, internship, or thesis
work; use of class time; creativeness in designing and presenting instruction; preparation and
adherence to the course syllabi; utilization of available technology; and advisement and mentoring of
students. These represent policies regarding teaching and evaluation of teaching that are dedicated to
ensuring that instructional methods and delivery systems are such that students will achieve the stated
objectives of their courses.
4.3.5.3 Students must be informed of the goals and requirements of each
course, the nature of course content, and the methods of evaluation to
be employed.
Purposes, goals, and regulations concerning the University’s graduate program and individual
degree and certificate programs are outlined in the Graduate Bulletin. Each student in all graduate
courses is provided written information through a course syllabus that specifies the course objectives,
requirements of each course, methods of evaluation that will be used for assigning course grades,
grading system, additional information pertinent for specific courses, and the location of supplementary
resources important for meeting the course goals.
Because evaluation is based on established course goals that exhibit a clear distinction
between undergraduate and graduate work, evaluation of student performance is a reflection of the
appropriate level of achievement. Examples of formative and summative evaluation strategies used in
graduate courses are written examinations using a mix of design options with emphasis on essay
questions, original research papers and research reviews, and observation and evaluation of practicum
activity. Grading criteria are identified in each syllabus and are aligned with the policy of the University
as defined in the Graduate Bulletin.
4.3.5.4 Methods of instruction must be appropriate for students at the
specified level of graduate study.
Troy State University offers master’s and education specialist degrees, and methods of
instruction are appropriate for these degree programs. Instructional methods used in graduate courses
are selected to assist students to gain specialized knowledge about their field of choice. Because
graduate study is highly specialized, instructional methods are carefully developed to facilitate students
in meeting course objectives. The diversity in instructional methods in the graduate curriculum is
illustrated by courses in the Master of Science in Criminal Justice degree program. Survey courses in
which material is presented through professors’ presentations and readings from textbooks, journals,
and other publications, are complemented by critical reviews of current and historical trends in criminal
law and supervised practice in criminal justice agencies (Please refer to course syllabi for CJ 6610, CJ
6630, and CJ 6636 in the Self-Study Resource Room).
Some departments, such as the Departments of History and English, use the classic seminar
method that has been successfully employed in the Humanities for more than a hundred years.
Students critique each other’s papers and reports in no-holds-barred sessions that students
understand to be valid academic exercises and not personal attacks.
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Another example of appropriate instructional methods is the Instructional Technology
concentration in the Master of Education degree program in which graduate students use a
constructivist approach to learning computer-based skills and propose technology integration into
specific subject areas of the P-12 curriculum (Please refer to course syllabi for EDU 6605, EDU 6606,
and EDU 6607in the Self-Study Resource Room). A review of syllabi for graduate courses will further
substantiate that methods of instruction are appropriate for students in master’s and education
specialist degree programs.
Furthermore, instructional methods are aimed at achieving the goals of graduate study at Troy
State University:
1. To develop the professional skills and academic competencies of students
2. To prepare students for further graduate study
3. To promote the development of intellectual inquiry and to develop research skills that may
be applied in a professional context (TSU Graduate Bulletin, p. 9)
Also, graduate level instruction is geared to meet certain criteria of graduate study:
1. That graduate students understand the ramifications of research as well as the manner in
which it is conducted
2. That graduate students master their field of study to include mastery of subject matter,
bibliography, theory, and methodology of the field
3. That every graduate program gives the student opportunity to demonstrate research skills,
knowledge of the field, and ability to contribute to the field(Graduate Bulletin, p.10).
Thus, a person who wishes to study at the graduate level must be prepared to pass
examinations, both written and oral, to write coherent papers that reflect the results of research, and to
participate in course projects (TSU Graduate Bulletin, p. 10) Instructional methods geared to meet both
the goals and criteria of Troy State University graduate study are appropriate for students at the
master’s and education specialist levels of study.
4.3.5.5 Experimentation with methods to improve instruction must be
adequately supported and critically evaluated.
Ongoing instructional improvement is inherent in being a member of the Troy State University
faculty. Faculty members are expected to demonstrate teaching effectiveness, which includes
command of the subject and the ability to present the subject matter clearly, logically, and imaginatively
(Faculty Handbook, p. 42). The University’s Mission Statement asserts the Institution’s obligation to be
responsive to the needs of its diverse student population and to provide nontraditional delivery of
instruction to students. The University supports a Faculty Development Committee to award grants that
include funds for instructional improvement. This committee is responsible for administering the
program of research, professional development, tuition assistance, and sabbatical leaves, in
accordance with the goals of the University and its college and schools.
Any experimentation in instructional methods is subject to evaluation by students, immediate
faculty supervisors, and the faculty exercising the change. The latter two evaluations are formally
critiqued through the Comprehensive Faculty Evaluation Plan (Faculty Handbook, pp. 86-98)
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comprised of the Supervisor’s Review of Faculty Performance (Faculty Handbook, pp. 90-98) and the
faculty member’s annual Professional Development Plan and Year-End Self Evaluation (Faculty
Handbook, pp. 87-89). As stated in Section 4.3.5.2, careful attention is given to planning and
evaluating instructional effectiveness of alternative instructional strategies through SPIE reports and
Annual Assessment Reports. One example of a critical evaluation of a far-reaching change in
instructional method at the graduate level is the introduction of synchronous distance learning delivery
of theory courses to graduate nursing students in electronic classrooms at multiple Troy State
University System sites. Data comparing comprehensive exam results of a decade of nursing students
in the traditional classroom setting and in the live interactive setting are presented in Table 4.3.5.10A
in Section 4.3.5.10. Evaluation of graduate instruction is discussed further in Section 4.3.5.12.
Developments in instructional techniques are experimental when they are first initiated, and after the
experimental techniques produce sufficient data for evaluation, effective evaluative instruments are
developed. Therefore, Troy State University moves very carefully in developing any graduate and
undergraduate experimentation methods.
4.3.5.6
4.3.5.7
The institution must use a variety of means to evaluate student
performance.
This evaluation must reflect concern for quality and properly
discern levels of student performance.
The evaluation of graduate student performance is through both formative and summative
evaluations based on written examinations, research papers, and projects; and on evidence of
knowledge and skills inferred from performance in the field, for example, in nursing practicum courses.
The choices of evaluation tools are course-specific and are described in each graduate course
syllabus. Again using graduate nursing courses as examples, NSG 6671, Advanced Pathophysiology
incorporates unit exams to evaluate knowledge of key concepts, a graded case study to evaluate
application of concepts, and graded participation in and contribution to discussion sessions to evaluate
synthesis of concepts in professional-level discussions. Similarly, NSG 6622, Advanced Long-Term
Care of Adults, incorporates unit exams, graded team reviews of research dealing with long-term
health problems culminating with an analysis of research results and recommendation for further study,
a graded class presentation of the team’s findings, and a graded life review paper consisting of a
health-oriented biography of an aged individual. Because evaluation is based upon students’
achievement of course objectives, and course objectives reflect the nature of graduate study,
evaluation inherently discerns the performance level expected of the student in the graduate program.
Chapter 3 (Institutional Effectiveness) contains much information relating to both 4.3.5.6 and 4.3.5.7.
4.3.5.8 An institution must publish its grading policies,
4.3.5.9 and its grading practices must be consistent with policy.
Grading policies for graduate students are published in the Graduate Bulletin (pp. 22-26),
which is provided in book form to each student through the Graduate Programs office and is available
in full text through the TSU website http://www.troyst.edu/graduatestudies/gradbulletin.html. The Troy
State University Faculty Handbook 2001 (pp. 60-62) also describes grading procedures in assigning
regular grades, incomplete grades, and grade appeals. These policies are reflected in each course
syllabus. The registrar monitors timely submission and posting of grades on student transcripts and
ensures that policies for grades of INC, DP, DF, WP, WF, and P are followed.
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4.3.5.10
4.3.5.11
Courses offered in non-traditional formats, e.g., concentrated or
abbreviated time periods, must be designed to ensue an
opportunity for preparation, reflection and analysis concerning the
subject matter.
The institution must demonstrate that students completing these
programs or courses have acquired equivalent levels of knowledge
and competencies to those acquired in traditional formats.
Courses delivered in non-traditional formats such as weekend courses and distance learning
courses allow at least one calendar week of reflection and analysis for each credit hour offered.
Courses are scheduled according to the University’s academic calendar. Non-traditional delivery
courses maintain consistent objectives and purposes as the same course delivered in a traditional
model. Furthermore, comprehensive examination questions and grading criteria are consistent for
those receiving instruction through traditional and non-traditional delivery models to ensure that
equivalent levels of knowledge have been acquired. Regardless of delivery method, academic advisers
assist students individually as they progress through graduate programs. Monitoring of academic
progress is provided by advisers and supported through Datatel access, with department chairs
assuring the availability of advisers and assisting students when necessary. Academic advisement is
discussed further in the next section.
In a review of 1,068 graduate students, the following Table 4.3.5.10A provides a comparison
of students’ pass rates, remediation rates, and failure rates on comprehensive examinations for
students taught in instructional delivery formats of distance learning, traditional, and mixed (DL and
traditional). In the sample of 1,068 students, there were 733 first-time passes, 140 requiring
remediation, and 155 failures.
Table 4.3.5.10A
Comparison of First-Time Pass Rates on Comprehensive Examinations for
Weekday, Weekend, Distance Learning (DL), and Mixed Delivery of Courses
Delivery/Rates
Weekday Delivery
Weekend Delivery
DL Delivery
Mixed Delivery
Total of All Deliveries
First-Time Pass Rates
64.1% (N=82)
87.5% (N=35)
95.8% (N=23)
72.3% (N=633)
72.4% (N=773)
Remediation Rates
21.1% (N=27)
5.0% (N=2)
4.2% (N=1)
12.6% (N=110)
13.1% (N=140)
Failure Rates
14.8% (N=19)
7.5% (N=3)
0% (N=0)
15.2% (N=133)
14.5% (N=155)
The table demonstrates that students completing the non-traditional programs have acquired
equivalent or higher levels of knowledge and competencies than those acquired in traditional formats.
Furthermore, Table 4.3.5.10B shows data collected by the Troy State University School of
Nursing summarizing comprehensive examination results from 1989-2001. These data reveal that the
pass rates on comprehensive examinations from 1995-1996 forward, when a non-traditional live
interactive format of instruction was begun in nursing, are similar to the pass rates prior to 1995 when
only traditional formats of instruction were used.
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Table 4.3.5.10B
Summary of Comprehensive Exam Results 1989-2001
TSU School of Nursing, MSN
Percentage of Students Successfully Writing the Comprehensive Examination
Academic Year *
1989-1990
1990-1991
1991-1992
1992-1993
1993-1994
1994-1995
1995-1996
1996-1997
1997-1998
1998-1999
1999-2000
2000-2001
N
18
22
29
21
38
37
47
44
39
35
32
38
Pass Rate, First Attempt
77.7%
100%
69%
100%
76.3%
94.6%
80.8%
77.3%
76.9%
85.7%
90.6%
89%
Pass Rate after Second Attempt
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
*Course presented in the live interactive format began in AY 1995-1996; new conditional admission criteria were implemented in 1992-1993
Through provision of time for reflection and analysis; through consistency in purpose, objectives,
examinations, and grading; and through quality academic advising, students completing courses in
non-traditional formats acquire equivalent levels of knowledge and competencies of those students
completing similar courses in the traditional formats.
4.3.5.12
There must be provision for assigning students to their advisors
or directors, appointing their graduate committees, and monitoring
their academic progress.
Students are assigned to advisers at the beginning of their first term of graduate study, and
assignments are based on mutual program interests. The student’s adviser assists the students in all
phases of graduate study. Additional information regarding student advisement is provided in Section
4.3.6.
While master’s and education specialist degree programs do not require appointment of
graduate committees for each student, the Dean of Graduate Studies and Research works with the
other deans, department chairs, vice presidents, and off-campus directors to coordinate and administer
the various graduate degree programs offered by the University. The Dean of Graduate Studies and
Research is guided by the Graduate Council which is responsible for advising the Provost concerning
all phases of the graduate program including planning, curriculum development, revision, and policy
decisions. The Council has the responsibility for approval of all proposed revision and modifications for
all graduate degree programs, subject to review and approval by the Chancellor and the Board of
Trustees. The Dean of Graduate Studies and Research, working with the Graduate Council and the
administrators in the University, is able to meet the needs of each graduate student. (Standing
Committees of Troy State University, p. 18, August 2001-July 2002; and Faculty Handbook 2001, p. 8)
Each student’s academic progress is monitored by the University Records Office, which can
provide check sheets to students. Also, the University has recently implemented electronic means
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through the Trojan Web Express for students to monitor their academic progress through the
mainframe Datatel system. In addition, the Graduate Bulletin provides a Graduate Degree Plan and
Progress Record/Application for Admission to Candidacy form for each graduate program offered at
Troy State University, and students and advisers may use these forms to monitor academic progress
toward a graduate degree (Please refer to section 4.3.4.7, paragraph 2).
For each graduate student, the University provides a knowledgeable advisor and several
means of monitoring progress toward a graduate degree, and the Dean of Graduate Studies and
Research, working with the University administrators and Graduate Council, manages any policy
issues, program issues, or other graduate school needs.
4.3.5.13 There must be frequent, systematic evaluation of graduate instruction
and, if appropriate, revision of the instructional process based on the
results of this evaluation.
Graduate faculty status is reserved for those professionals who maintain scholarly productivity
in their chosen fields of expertise. All faculty members participate in the University’s Comprehensive
Faculty Evaluation Plan outlined in Appendix C of the Faculty Handbook. This comprehensive plan
includes a Professional Development Plan submitted at the beginning of each academic year, followed
by a Year-End Self-Evaluation. These processes coupled with the supervisor’s systematic review
,reflect the University’s emphasis on instruction, scholarly and creative endeavors, and service.
Students evaluate graduate courses and faculty annually. Results of student evaluations are
provided to faculty and are included in the supervisor’s annual evaluation of faculty. Where indicated,
these results are used to modify instruction, materials, format, or content. In addition, the Office of
Institutional Research, Planning, and Effectiveness administers the Graduate Student Survey and
Graduating Student Survey as well as surveys of alumni one year and five years past graduation.
Results of alumni surveys provide indicators of job readiness and program effectiveness and
may be used to determine appropriate program changes. Table 4.3.5.12A shows the most recent
results comparing one-year-out and five-year-out surveys for items related to instruction of students
who completed a graduate program at TSU. Survey results from the Graduate Student Survey have
been presented in Sections 4.2.4.5, 4.3.1.3, 4.3.1.4, 4.3.2.12, 4.3.4.4, 4.3.4.13, 4.3.4.21, and 4.3.5.1.
Some Graduating Student Survey results for graduate students have been presented in Sections
4.3.1.4, 4.3.2.12, and 4.3.4.4. Employer surveys, also conducted by OIRPE, are used to determine the
needs of professionals in the field. Results from surveys of students, graduates, and employers provide
useful insights in making decisions to enhance programs in each discipline and are available in printed
format in the Compendium of Survey and Test Results and in electronic format on the OIRPE website
at http://spectrum.troyst.edu/~oirpe (Compendium of Survey and Test Results, 2000-2001, p. 113).
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TABLE 4.3.5.12A Alumni Surveys:
One Year Out Compared with Five Years Out, Administered 2001
56.
57.
58.
61.
56.
57.
58.
61.
One Year Out
Excellent
Good
Your academic experience; N=89
The courses you took; N=90
Your professors (in class and
outside of class); N=90
Quality of instruction; n=91
39%
37%
50%
54%
58%
40%
33%
57%
Five Years Out
Excellent
Good
Your academic experience; N=100
The courses you took; N=101
Your professors (in class and outside
of class); N=101
Quality of instruction; N=101
51%
43%
53%
44%
50%
41%
45%
50%
The Annual Assessment Report that follows the parameters of the Six Points of Institutional
Effectiveness provides evidence of evaluation of effectiveness of each graduate program each year
and provides plans for improvement when the assessment results reveal the need for improvement in
the program. The documentation provided by these reports can be found on the website at
http://spectrum.troyst.edu/~oirpe/, and hard copies are filed in the OIRPE office. This documentation
reveals that Troy State University does have frequent, systematic evaluation of graduate instruction
and, if appropriate, revision of the instruction program based on the evaluation results.
4.3.6 Academic Advising of Graduate Students
4.3.6.1 Each institution must conduct a systematic, effective program of graduate
academic advising.
The academic advisement program at Troy State University is in accordance with the
institutional purpose of encouraging students to develop their individual and unique potential. The
University considers academic advisement to be an integral part of the educational process and to be a
logical correlate to classroom teaching. The Office of the Provost, which publishes the academic
advising handbook, the Odyssey, to assist faculty as they advise students, administers this systematic
program. The handbook covers the academic advising program philosophy, policies, and practices,
and is distributed annually to all full-time faculty members who advise students in scheduling and
academic endeavors. Troy State University has established a systematic and effective program of
graduate academic advising based on the institutional definition that academic advising stimulates
students to form good relationships with their advisers which, in turn, will enable them to succeed
academically.
The academic advising program is effective, as indicated by 91% of graduate students rating
the availability of their advisers and the willingness their advisers to help as excellent or good in 19992000, and 90% rating the availability of their advisers and 92% rating the willingness of their advisers
to help as excellent or good in 2000-2001 (Compendium of Survey and Test Results, 1999-2000, pp.
41-42; Ibid, 2000-2001, p. 41). The program’s success is due to well-qualified graduate faculty advisers
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who assist students in setting academic goals, who strive to ensure that curricular and University
requirements are understood and met, and who aid in planning electives that coincide with each
student’s personal and career objectives. Faculty advisers identify students with academic deficiencies
and/or limited background and experience, and may recommend additional course work when needed.
Advisers also alert students to professional assistance provided through Troy State University Career
Services. Advisers are available through regularly scheduled office hours, and many faculty members
provide alternative contact opportunities through e-mail and discussion boards. Troy State University
conducts a systematic graduate advising program that is effective as measured by the graduate
students responding to the Graduate Student Survey.
4.3.6.2 An institution must ensure that the number of advisees assigned to
faculty or professional staff is reasonable.
Students are assigned to advisers at the beginning of their first term of graduate study, and
assignments are based on mutual program interests. The ratio of students to advisers is reasonable
and varies among graduate programs. Such ratios of students to advisers substantiate that the
number of advisees assigned to faculty or professional staff is reasonable.
4.3.6.3 An effective orientation program must be made available to all full- and
part-time graduate students.
The University initiated a graduate student orientation program in the summer of 2001 for all
part-time and full-time graduate students. Sessions are held at the beginning of each semester and
conducted by the Graduate Admissions Office. Topics covered include Troy State University Graduate
School policies, campus services, and procedures for registration and billing. Program-specific
orientation sessions are held for full-time and part-time students in some programs, including the
Sorrell College of Business and the School of Nursing graduate programs. During program-specific
sessions, students are informed about the options and requirements associated with the degree
sought, familiarized with the nature of graduate study, and introduced to their advisers. All graduate
students have a general orientation program, and some students have program-specific orientation
sessions; therefore, with both levels of orientation, all students receive effective orientation to meet
their graduate school needs.
4.3.6.4 Orientation and advisement programs must be evaluated regularly and
used to enhance effective assistance to students.
The effectiveness of the program for new student orientation and the effectiveness of
academic advising are measured by a variety of surveys, and the results are distributed to both
administrative and academic areas for review and consideration in annual planning. Each attendee
evaluates the graduate student orientation session and the Graduate Admissions Office compiles
responses. The effectiveness of academic advising is assessed through the Graduate Student Survey
that is administered to every graduate student annually during the spring semester. The Graduating
Student Survey that is completed when the Intent to Graduate form is filed provides additional
evaluation information. In fall 2002, Troy State University published a new and comprehensive manual
for faculty advisors. The new manual is called the Odyssey and is available in the Self-Study Resource
Room. This manual enhances Troy State University’s ability to provide effective advisement assistance
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to students. Although it is designed primarily for undergraduate advisors, it contains much material that
is helpful to graduate advisors.
Troy State University instituted an Orientation Program for graduate students in 2001, but it
has not been in place long enough to produce any meaningful data concerning its effect on their
success rate. The Director of Graduate Admissions is in charge of this program and is optimistic that
the graduate orientation sessions held in 2001 and 2002 have resulted in better performance and
greater retention. The Graduate Student Surveys taken during the next few years should validate this
position.
Overall results of these University-wide surveys are published annually in the Compendium of
Survey and Test Results. Academic deans receive these results according to specific academic
programs in their colleges. Students’ comments on the surveys are sorted and forwarded to the ViceChancellor and the Provost and, when related to the graduate program, to the Dean of Graduate
Studies and Research. The following tables provide the results relative to academic advising and are
taken from the Graduate Student Survey and the Graduating Student Survey for 1999-2000 and 20002001.
TABLE 4.3.6.4A
Graduate Student Survey: Academic Advising
1999-2000
30. Availability of adviser; N=136
31. Willingness of adviser to help; N=136
2000-2001
30. Availability of adviser; N=164
31. Willingness of adviser to help; N=165
Excellent
59%
69%
Good
32%
22%
52%
62%
38%
30%
TABLE 4.3.6.4B
Graduating Graduate Student Survey: Academic Advising
1999-2000
54. Academic Advisement services; N=126
71. Faculty academic advising; N=133
89. New student orientation program; N=87
2000-2001
54. Academic Advisement services; N=76
71. Faculty academic advising; N=78
89. New student orientation program; N=53
Excellent
40%
47%
21%
Good
45%
36%
56%
42%
47%
36%
38%
40%
40%
The professionally accredited graduate programs independently assess the effectiveness of
their advising and orientation programs. For example, the Sorrell College of Business administers the
Graduating Student Questionnaire at the end of each semester, and the School of Nursing graduate
program requests that students complete an exit survey that addresses various elements of program
satisfaction. Copies of each are available for review in the Self-Study Resource Room.
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Through the use of surveys and a variety of other evaluation methods, the orientation and
advising programs are evaluated regularly and used to enhance assistance provided to graduate
students.
4.4 PUBLICATIONS
4.4.1
The content and design of publications produced and distributed by an
institution must be accurate and consistent in describing the institution and
rigorously adhere to principles of good educational practice.
The primary publications of Troy State University relating to undergraduate and graduate
education include the Troy State University Undergraduate Bulletin, the Troy State University Graduate
Bulletin (both of which are published biennially, with the latest issue being that for 2001-2003), and the
Schedule of Classes, which is published each term for the following term (i.e., fall and summer
schedules of classes are published in spring, and the spring Schedule of Classes is published in fall)
and which is available prior to early academic advising and registration. Each student enrolling at Troy
State University is given a copy of the appropriate Bulletin, and specific information is posted on the
Troy State University website at http://www.troyst.edu.
4.4.2
An institution must make available to students and the public accurate, current
catalogs or other official publications.
The Schedule of Classes is made available to each student and faculty member through oncampus distribution in printed form, and it is also available to the public on the University website.
Registration information is also provided in the Schedule of Classes. Modifications made to the
Undergraduate and Graduate Bulletins are under the supervision of the Provost. Prior to publication of
the Undergraduate Bulletin, each section is reviewed and modified appropriately by the department or
area responsible for the information in the section. Content changes are reviewed and approved
through the academic review processes of the Academic Council (undergraduate) and Graduate
Council. The Bulletins define University policies, procedures, and regulations regarding admission
requirements, degree completion criteria, costs, and financial obligations. The Bulletins also provide
complete curricula information for all academic programs in each department of each College.
The Oracle, the student handbook, is published annually through the Office of Student Affairs.
It contains information regarding academic policies, general University policies, student services,
residence life policies, and also contains an academic calendar. A copy is given to each undergraduate
and graduate student during orientation and in the TSU 1101 class. Faculty members receive a copy at
the beginning of each fall semester. All publications designed and produced by Troy State University
are closely supervised through the Office of University Relations, following policies that ensure
accuracy and consistency in describing the Institution and its educational practices.
The Undergraduate Bulletin, the Graduate Bulletin, the Schedule of Classes, and the Oracle
represent the official publications of the University that students need. Through thorough review
processes, these publications are kept current and accurate. All publications are provided to students
in printed form, and some are available on the University’s website.
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4.5 DISTANCE LEARNING PROGRAMS
4.5.1
An institution must formulate clear and explicit goals for its distance learning
programs and demonstrate that they are consistent with the institution’s
stated purpose.
The Distance Learning Center at Troy State University, consistent with the University’s
Mission Statement and general purpose, seeks to achieve the following goals for 2002-2003:
1. Increase course offerings to meet the needs of students.
2. Develop a plan for sharing full-time faculty members and recruitment of quality adjunct
faculty members
3. Improve the quality of current degree programs.
4. Provide support for students in the advising, enrollment and registration process for
Distance Learning Center courses and programs.
5. Improve communication between the DLC and students enrolled in distance learning
courses.
6. Support faculty in the development and delivery of online and interactive courses.
7. Publish training materials for developing distance learning courses including live
interactive, asynchronous web-based, and video-based.
8. Provide specialized technology-based training for faculty, staff, students, and the TSU
community.
9. Maintain an effective working relationship with other TSU departments involved in
distance learning course delivery.
10. Provide accurate billing of student tuition and fees and track financial aid students.
11. Ensure accurate and timely collection of student payments and input of receivables.
12. Prepare, submit and track student refund requests in a timely manner.
13. Monitor/control revenues and expenses.
14. Support the SEAL Network.
15. Represent TSU at local, state, regional, and national levels through involvement in
conferences as speakers and participants, and through publishing articles and research
related to technology and the work of TSU and the DLC.
16. Serve as faculty for selected distance learning courses.
17. Promote the use of technology in teaching and learning at TSU.
18. Provide service to the university and the community at large.
19. Develop distance learning course guidelines and procedures for the TSU System.
20. Maintain operations that keep pace of the changing continuing education, distance
learning and educational technology environment and the needs of today’s students.
(Source: Annual Plan 2002-2003 for the Distance Learning Center)
In addition to the Annual Plan, the purpose, objectives, and expected results for the Distance
Learning Center are contained in the unit’s Six Points of Institutional Effectiveness report, and the SPIE
report also demonstrates how the purpose of the Distance Learning Program supports and is
consistent with the University’s purpose (mission). The Statement of Achievements of the annual
planning goals, provides evidence of the achievements of the Distance Learning Center. This
information is available on the OIRPE website at http://spectrum.troyst.edu/~oirpe/.
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Troy State University’s Distance Learning Center (DLC) was established as an educational
component of Troy State University, designed to allow any qualified student, regardless of age or
location, the opportunity to earn an accredited college education via distance learning. Since its
inception, the DLC has expanded to offer programs through various methodologies to reach local
students, working adults, and military personnel. The increase in the number of offerings results in
large measure from the increased demand from working adult students for courses delivered on an
“anytime, any place” basis.
To facilitate consistency in course appearance and delivery, Troy State University has adopted
the Blackboard Courseware Management system as the standardized courseware system for delivery
of electronically based (online) or enhanced (web-enhanced) courses. To ensure proper training of
faculty for electronically delivered or electronically enhanced courses over the Blackboard courseware
management system, steps of proficiency were proposed by the Provost’s Ad Hoc Blackboard Training
Committee and unanimously approved by the Provost and Council of Deans on November 21, 2002.
All staff and faculty members who have been trained before November 21, 2002, and are currently
using or teaching with Blackboard will receive a one year Blackboard Proficiency Rating until January
1, 2004. Additional Blackboard proficiency information is available in the Self-Study Resource Room.
The programs offered using distance learning techniques are consistent with the purpose of
the University as stated in the Troy State University Mission Statement and its Institutional Objectives.
The University is committed to providing undergraduate and graduate education for the national and
international communities, not only by traditional means of delivery but also by the technological
means afforded by the concept of distance learning. The Distance Learning Center achieves its
purpose through meeting the University’s Institutional Objectives to develop programs to meet the
needs of constituencies and to provide graduate and continuing educational programs.
In its Statement of Achievements document submitted in June, 2001, the Distance Learning
Center reported that it had increased the number of learning opportunities that are independent of time
and/or place; supported students enrolled in continuing education, distance learning, and technologyenhanced courses; maintained an effective working relationship with other departments involved in
distance learning course delivery; promoted the use of technology in teaching and learning at the
University; provided service to the University and community at large; and experienced increased
enrollment. Taken collectively, these achievements address the Strategic Initiatives outlined in Troy
State University’s 2001-2005 Strategic Plan.
These documents show the efforts of the Distance Learning Center to facilitate and support
student matriculation and utilization of the Distance Learning facilities. The Distance Learning Center
coordinates and maintains consistency between the Distance Learning courses and traditional courses
offered on the Troy campus. Communication between the Distance Learning Center main office
personnel and the faculty and staff of the University who work within the Distance Learning Center is
excellent and facilitates an effective working relationship with their respective departments involved in
distance learning course delivery. The Distance Learning Center at Troy State University has promoted
the use of technology in teaching and learning at Troy State University by training faculty in the use of
BlackBoard course development orientation and by supporting faculty in the development of on-line
courses.
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4.5.2
Further, an institution must demonstrate that it achieves these goals and that
its distance learning programs are effective and comply with all applicable
Criteria.
Troy State University demonstrates that it achieves the goals of the Distance Learning
Program through the Six Points of Institutional Effectiveness, through its Annual Assessment Report,
through the Annual Plans that include planned goals for the next year and Statement of Achievements
of goals established in the previous year. While excerpts from these reports are given in Section 4.5.1,
the full reports—SPIE, AAR, SOA, and AP—can be found on the OIRPE website at
http://spectrum.troyst.edu/~oirpe/ or in printed form in the Office of Institutional Research, Planning,
and Effectiveness. In addition, the updated substantive change proposals for the Distance Learning
Program demonstrate compliance with applicable Criteria, and these documents are available in the
Distance Learning Center.
Troy State University’s Distance Learning Center received a favorable report in late 2001
during a SACS-COC substantive change visit specifically for the distance learning programs. A
favorable report on the Florida/Western Region of University College was also received from SACSCOC in 2002 for a 2001 substantive change visit which included undergraduate distance learning
programs. Because the distance learning programs at Troy State University have already received a
favorable report from SACS-COC in its substantive change reviews in 2001, continued cooperation
between the Distance Learning Center and classroom-based instruction should ensure that standards
of traditional and non-traditional delivery of instruction are equivalent and that rigor is consistent. As
Troy State University moves ever further into the area of distance learning, great care will be exercised
at every level to make certain that the rigor and quality of distance learning programs are equivalent to
traditional classroom-based instruction. While Troy State University fully supports opening doors of
opportunity to those who may not be able to avail themselves of on-campus instruction, the University
will continue to exercise a healthy skepticism of nontraditional methods such as distance learning to
ensure that such methods of instructional delivery and receipt are not abused and that the basically
uncharted opportunities of the “virtual university,” while replete with opportunities for erosion of quality,
will be rigorous in scholarship, quality driven, and able to strike the fine balance between accessibility
and quality.
4.6 CONTINUING EDUCATION, OUTREACH AND SERVICE PROGRAMS
4.6.1
Continuing education and outreach and service programs must be clearly
related to the purpose of the institution.
The Six Points of Institutional Effectiveness from the Center for Continuing Education ensures
that the Continuing Education program agrees with and supports the University’s institutional purpose
and objectives. This SPIE can be found in printed form in the Office of Institutional Research, Planning,
and Effectiveness or on the OIRPE website at http://spectrum.troyst.edu/~oirpe/. Point #1, Purpose of
the SPIE for the Center for Continuing Education follows:
a.
The purpose of the program: The mission of the Center for Continuing Education is
to build continuing education and professional development programs to meet the
needs of the life-long learner. Committed to the philosophy that learning is a
continuum, the Center for Continuing Education (CCE) will respond to the needs and
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interests of all learners by offering programming to enrich the University community.
Such offerings will facilitate self-development by coordinating offerings between
individual learners, faculty, business, industry and professional groups. To
accomplish this mission, the CCE will promote continuing education credit and noncredit offerings to those who seek the services for professional development and/or
personal enrichment. The CCE will coordinate, facilitate, and support the
development and implementation of programs and activities such as seminars,
workshops, and conferences.
b.
4.6.2
How the purpose relates to the purpose – mission – of the University: The CCE
supports the mission of the University by being “responsive to the needs of….the
larger community through administrative services, utilization of staff and facilities,
teaching, scholarship, creative activities, research, and public service.” The CCE
supports institutional objectives stated in the Mission Statement by offering
continuing education programs that enhance students’ ability to read, write, compute,
speak effectively, and think critically (Institutional Objective #1), by developing
programs to address the needs of constituencies (Institutional Objective #3), by
providing continuing educational programs for both professional advancement and
personal enrichment (Institutional Objective #4), and by providing a variety of public
services to enhance the well-being of the university and its community (Institutional
Objective #7).
All continuing education programs, both credit and non-credit, must be
evaluated regularly.
Troy State University offers a variety of Continuing Education programs and conferences both
on and off campus. All are non-degree credit courses with opportunity for obtaining Continuing
Education Units (CEUs). All programs are assessed using the Troy State University Center for
Continuing Education Program Evaluation Form, and permanent records are maintained for each
individual who qualifies for a CEU. Through the annual institutional effectiveness cycle, the continuing
education program is evaluated. The Six Points of Institutional Effectiveness (SPIE), Annual
Assessment Report, and Annual Plan that includes a Statement of Achievements that evaluates the
previous Annual Plan can be found in the Office of Institutional Research, Planning, and Effectiveness
or online at http://spectrum.troyst.edu/~oirpe.
4.6.3
All continuing education programs and outreach and service programs offered
for credit must comply with the requirements of the Criteria, and with Section IV
in particular.
Continuing education programs that award Continuing Education Units follow the guidelines of
the Troy State University Center for Continuing Education Handbook of Policies and Procedures
(Revised March 2002). These guidelines are designed to meet the requirements of the Criteria—
particularly Section IV. Also, The Continuing Education Unit: Guidelines, The Commission on
Colleges, The Southern Association of Colleges and School, Fifth Edition, Reprinted 2000, were used
in updating the latest revision of the TSU Center for Continuing Education Handbook of Policies and
Procedures, and this further ensures compliance with the Criteria.
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4.6.4
4.6.5
For outreach and service programs, an institution must provide the resources and
services necessary to support the programs and
must evaluate the programs regularly.
A Coordinator and a staff of one part-time clerical assistant coordinate programs in the
colleges and departments of the University desiring to award CEUs following national guidelines. Troy
State University’s Center for Continuing Education is located in Wendell Mitchell Hall on the Troy
campus, and while some records are maintained there, the official records are maintained in the
Records Office for the University’s Continuing Education Program. The Coordinator of the Center for
Continuing Education reports directly to the Dean of the College of Education. Many of the continuing
education programs are funded through external agencies, but the direct line of authority from the
Coordinator to the Dean of the College of Education ensures that adequate resources and services
are available to support the Continuing Education programs, each of which is evaluated using the Troy
State University Center for Continuing Education Program Evaluation Form. Annually, the Continuing
Education Center updates its SPIE, prepares an Annual Assessment Report, and develops an Annual
Plan that includes a Statement of Achievements.
Troy State University sponsors many types of outreach and service programs, including band
and choral clinics, sports clinics, and workshops in various academic disciplines. The Department of
Speech and Theatre, for example, has secured grant monies to bring the Birmingham Ballet to Troy for
the benefit of the Pike County schools. The Theatre program established a “High School Day” for
students to come to campus and view a collegiate theatrical production. Discussion packets were
mailed to high school teachers to help prepare their students for this activity, and evaluation
instruments were included in the packets. In December 2002, the Trumbauer Statewide Theatre
Festival for Alabama was held on the Troy campus and supported by faculty from the Department of
Speech and Theatre. The festival organizers evaluated this festival. For a number of years, the
Department sponsored the high school Prep Bowl which was aired by TSU-TV throughout the State.
The Hall School of Journalism sponsors a High School Journalism Workshop which regularly attracts in
excess of 300 participants. The high school teachers who attend this workshop evaluate its programs.
Assessment of this workshop has also resulted in curriculum revisions in the Journalism program.
Additionally, the School of Journalism has a long-standing relationship of outreach with the
local high school journalism students and regularly assigns these students design and editing
problems. Students in Journalism/Public Relations complete campaign projects each year, many of
which are in support of community groups. The Journalism faculty are involved in a number of outreach
activities as individuals, based on their particular areas of expertise. The Department of Art and Design
sponsored the Alabama High School Art Competition in the summer of 2000 with 40 participants.
Elements of evaluation included responses by the high school teachers who participated in this
program. In the summer of 2001, the Department sponsored a high school animation workshop as part
of a grant secured from the Alabama State Council on the Arts. The Long School of Music performs a
regular calendar of band and chorale activities which are held in Troy and throughout the State and
region. Annually, the Long School of Music hosts the Southeast United States Middle School Concert
Band Clinic and Honor Bands for middle school students and directors and the Southeastern United
States Concert Band Clinic and Honor Bands for high school students and directors. These Clinics are
planned and evaluated by a Board of Directors consisting of music professionals, faculty, alumni, and
music industry personnel. In addition, the School of Music offers summer music camps, a Troy
Children’s Chorus, symphony band concerts for area children, and joint concerts with area choirs—
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area high school, community, and college choirs. In these and other University outreach activities, key
stakeholders and participants regularly evaluate the programs upon their completion.
Members of the faculty also participate in non-institutional programs such as the Alabama
Humanities Foundation Speakers Bureau. These presentations are evaluated in writing by audience
members. Many civic and professional clubs and organizations in southeast Alabama depend heavily
on Troy State University faculty and professional staff for programs at their regular meetings and for
special events. Outreach and Service programs directly under the auspices of Troy State University
are supported adequately, and those administered by other agencies (e.g., the Alabama Humanities
Foundation) receive adequate support from the sponsoring group.
4.6.6
An institution planning to initiate, through continuing education or outreach
programs, a degree program must inform the Executive Director of the
Commission on Colleges in advance of program implementation.
When a degree-granting outreach program is planned and initiated, Troy State University will
follow the guidelines of the SACS-COC which include notifying the Commission of the University’s
intent to submit a substantive change prospectus six months prior to implementation of the program.
This notification is then followed by submission of the substantive change prospectus during the sixmonth time frame prior to the implementation of the program. Then, the Commission determines when
and if an onsite visit will be made to the new program. This process has been followed for numerous
University College programs and most recently for Distance Learning programs offered by Troy State
University. Copies of substantive change prospectuses can be found in the Self-Study Resource Room
and in the Office of Institutional Research, Planning, and Effectiveness, which serves as the liaison
office to SACS-COC.
4.7 STUDENT RECORDS
4.7.1
The institution must have adequate student records for both credit and noncredit courses.
The maintenance of student records is the responsibility of the Division of Academic Affairs.
The Registrar has direct responsibility for maintaining all credit and non-credit records of the University.
The Troy State University Office of University Records is located on the first floor of the Adams
Administration Building, where records for all students who have taken any courses for credit and noncredit are maintained. The Institution maintains adequate student records for all courses.
4.7.2
The institution must take all steps necessary to ensure the security of its
student records, including storage in a secure vault or fireproof cabinet.
All University records are stored in a secure vault located on the lower level of the Adams
Administration Building. Complete backup files for these records are imaged to disk or on tape and
stored in Bibb Graves Hall. Information Technology Management, formerly Management Information
Systems, protects the official student academic records data, which is programmed into the
administrative system known as Datatel. This data is backed up nightly, with one copy being kept in the
computer room in Bibb Graves Hall and one copy being kept off-site in a fireproof safe in Wallace Hall.
The daily copies are kept for 28 days, and the Wednesday daily tape is sent to Troy State University in
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Montgomery to be housed in a fireproof safe there. This rotation is maintained on a five-week cycle. In
addition, a 52-week rotation of the Saturday daily tapes is maintained in the off-site fireproof safe in
Wallace Hall. These steps are taken to ensure that students’ records are secure.
4.7.3
4.7.4
The institution must have policies concerning what constitutes the permanent
record of each student, as well as policies concerning retention and disposal of
records.
It must establish and publish information-release policies which respect the
rights of individual privacy, the confidentiality of records, and the best interests
of the student and institution.
Troy State University recognizes the importance of maintaining accurate student records and
the confidentiality of information contained in these records. The Student Records Policy is included in
the Undergraduate Bulletin 2001-2003 (pp. 38-43), and this policy addresses the definition of
educational records; retention and disposal of records; as well as information release policies that
respect the rights of individual privacy, the confidentiality of records, and the best interests of the
student and the University. This entire section of the Bulletin, (pp. 38-43), represents Troy State
University’s support and compliance with the Family Educational Rights and Privacy Act of 1976 which
protects the privacy of educational records, establishes the rights of students to inspect and review
their educational records, and provides guidelines for the correction of inaccurate or misleading data
through formal and informal hearings. In addition to the Bulletin, some of these guidelines and criteria
related to University Records are published in the student handbook entitled The Oracle (p. 60). In all
cases, the University Records Office is guided by the criteria set forth in various documents
promulgated by American Association of Collegiate Registrars and Admissions Officer, Southern
Association of Collegiate Registrars and Admissions Officers, and the American Association of
Collegiate Registrars.
4.8 FACULTY
4.8.0
An institution must provide evidence that it has employed faculty members
qualified to accomplish its purpose.
During AY 2001-2002, Troy State University Alabama sites (Troy campus, Phenix City, and the
Nursing program) employed 380 instructional staff members. Of these, 209 (55%) were full-time and
171 (45%) were part-time. Among full-time instructional staff, 109 (52%) were men and 100 (48%)
were women. The part-time instructional staff was composed of 41% men and 59% women. In AY
2001-2002, University College employed 292 instructional staff members located outside of Alabama
with 72 full-time and 220 part-time instructional staff.
In recent years, there has been a trend toward greater use of part-time instructional staff. For
sites in Alabama in 1998-99, part-time staff composed 41% of the instructional staff, in 1999-2000, the
percentage was up to 46%, and in 2000-2001 the percentage of part-time staff had increased to 48%.
This trend was at least temporarily reversed in 2001-2002 when part-time faculty composed 45% of the
total. For Troy State University, full-time faculty produced 69.6% of credit hours generated on the Troy
campus, 34.4% on the Phenix City campus, and 34.2% in University College. The number of full-time
faculty in the various ranks for AY 2001-2002 for all sites (in Alabama and outside of Alabama) is
shown in the table which follows.
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TABLE 4.8.1A
Number and Percentage of Full-Time Faculty by Rank, 2001-2002
(Troy State University including University College)
Rank
Professor
Associate Professor
Assistant Professor
Instructor
Lecturer
Number
31
79
134
23
14
Percentage
11%
28%
48%
8%
5%
The majority of the full-time faculty members are in the lower ranks. Table 4.8.1B shows
faculty rank by gender for AYs 1999-2000, 2000-2001, and 2001-2002.
TABLE 4.8.1B
Faculty Rank by Gender for 1998-1999, 1999-2000, and 2000-2001
(Troy State University including University College)
RANK
Professor
Associate
Assistant
Instructor
Lecturer
1999-2000
Men
Women
16 (70%)
7 (30%)
55 (63%)
33 (38%)
66 (52%)
62 (48%)
9 (33%)
18 (67%)
5 (71%)
2 (29%)
2000-2001
Men
Women
19 (79%)
5 (21%)
55 (64%)
31 (36%)
48 (45%)
58 (55%)
12 (38%)
20 (62%)
8 (80%)
2 (20%)
2001-2002
Men
Women
22 (71%)
9 (29%)
53 (67%)
26 (33%)
71 (53%)
63 (47%)
9 (39%)
14 (61%)
11 (79%)
3 (21%)
An examination of Table 4.8.1B reveals the relatively small number of senior faculty members. It
can also be seen that a greater percentage of males are in the upper ranks while the lower ranks
contain a larger percentage of females. Of the 281 full-time faculty members in 2001-2002, -163 (58%)
hold the terminal degree. The percentage of full-time faculty holding the terminal degree by college is
listed below.
TABLE 4.8.1C
Full-time Faculty with Terminal Degrees by College
Discipline
Arts and Sciences
Business
Education
Communication and Fine Arts
Health and Human Services
Library
Percentage with Terminal Degrees
71%
70%
88%
59%
43%
14%
During AY 2001-2002, fifty-three percent (53%) of the full-time instructional faculty members
were tenured. Among males, 50% were tenured while 55% of females held tenure. Table 4.8.1D
contains the percentage of tenured faculty by college for the three most recent academic years.
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Table 4.8.1D
Percent of Tenured Faculty by College and Library
1998-1999, 1999-2000, and 2000-2001
College
Arts and Sciences
Business
Education
Communication and Fine Arts
Health and Human Services
Library
1998-1999
1999-2000
2000-2001
43%
61%
50%
69%
63%
33%
48%
59%
52%
68%
53%
43%
52%
55%
42%
68%
61%
33%
Further evidence that the University has employed qualified faculty members is found in the
results of the student surveys given in Table 4.1.2A and in Section 1.4.37 which addresses
sponsored programs awarded to faculty and professional staff in the amount of $25,797,347 over the
past four years. Sponsored programs have been funded in both the research and public service
areas with research topics such as “CAREER: Relationship Between Transcription, Termination &
Replication” funded by the National Science Foundation and “Genetic Characteristics of Montana
Sauger” funded by PPL Montana.
This demographic information regarding Troy State University faculty, the survey results from
students for items related to faculty, and the quantity and quality of the sponsored programs efforts of
faculty provide evidence that Troy State University has employed faculty members qualified to
accomplish the University’s purpose (Mission) which can be found in the Undergraduate Bulletin 20012003 (p. 5) and in the Graduate Bulletin (p. 7).
4.8.1 Selection of Faculty
4.8.1.1
4.8.1.2
An institution must show that it has an orderly process for recruiting and
appointing its faculty.
Recruitment and appointment procedures must be described in the
faculty handbook or other published documents.
The process of recruiting, selecting, and appointing faculty members is outlined in detail in The
Faculty Handbook, (pp. 38-41). Requests for additional faculty members ordinarily originate at the
departmental level. When a pool of applicants has been obtained, the department (or often a search
committee composed from departmental members) screens applicants based on their academic and
teaching competencies in view of the department’s specific needs. For each candidate, a preemployment file is developed which contains a curriculum vitae, official transcripts, references, and
completed application. All appointments of ranked faculty are made by the Chancellor on the
recommendation of the department chair, the dean, and the provost.
All applications for faculty positions come first to the Office of Human Resources. The
procedure for evaluating candidates and conducting interviews is very specific. The Director of Human
Resources meets with each screening committee to review the process. Because of federal and state
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law as well as desegregation lawsuit requirements, the Office of Human Resources is required to keep
extensive records concerning applicant pools, interviews, race, gender, disability status, veteran status,
reasons for rejection, and other employment information.
When a person is employed by Troy State University, a personnel file is developed. It includes
the faculty member’s curriculum vitae, transcripts, information relating to the faculty member’s
academic and professional accomplishments, copies of ratings and evaluations from students and
supervisors, certification forms, and other materials necessary to document faculty teaching specialties
and competencies. These files are kept in the Office of the Provost. The department chair, dean, and
provost are responsible for ensuring that each faculty member employed has academic preparation of
at least 18 graduate semester hours in the teaching discipline and holds an appropriate graduate
degree.
From identification of need for faculty at the departmental level through employment and
appointment of faculty to meet University needs, Troy State University has an orderly process for
recruiting and appointing its faculty.
4.8.1.3
4.8.1.4
If an institution employs a faculty member whose highest earned degree
is from a non-regionally accredited institution within the United States or
an institution outside the United States, the institution must show
evidence that the faculty member has appropriate academic
preparation.
Institutions must ensure that each faculty member employed is proficient
in oral and written communication in the language in which assigned
courses will be taught.
For each faculty member employed, whether that person’s highest earned degree is from a
non-regionally accredited U.S. institution or an institution outside the United States or whether that
person holds a degree from a regionally accredited US institution, the process for recruiting and
appointing faculty ensures that the faculty member will have appropriate academic preparation as well
as proficiency in oral and written communication in the language in which assigned courses would be
taught. This recruiting and appointing process (which is described in Section 3.3 of the Faculty
Handbook, pp. 38-41) includes written and oral communication to verify proficiency in these
communication areas as well as thorough examination of faculty credentials to verify that the faculty
member has appropriate academic preparation. More details about this process can be found in
Section 4.8.1.1 above.
4.8.2
Academic and Professional Preparation
4.8.2.0 Both full-time and part-time faculty must meet the following criteria for
academic and professional preparation
Full-time and part-time faculty members meet the criteria for academic and professional
preparation, as attested by their personnel files maintained in the Office of the Provost and also in the
offices of the deans of the various Colleges. This criterion is further addressed in Sections 4.8.2.1.1
through 4.8.2.4.2 that follow.
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4.8.2.1 Associate
4.8.2.1.1 In an associate degree program, full-time and part-time faculty
members teaching credit courses in the following areas:
humanities/fine arts; social/behavioral sciences; and natural
sciences/mathematics must have completed at least 18
graduate semester hours in the teaching discipline and hold at
least a master’s degree, or hold the minimum of a master’s
degree with a major in the teaching discipline. In exceptional
cases, outstanding professional experience and demonstrated
contributions to the teaching discipline may be presented in
lieu of formal academic preparation in the above areas.
4.8.2.1.2 Such cases must be justified by the institution on an individual
basis.
4.8.2.1.3 The Commission encourages interdisciplinary courses and
recognizes that appropriate credentials for teaching may vary.
The institution must document and justify the academic and
professional preparation of faculty members teaching in such
courses or programs.
While the University has no interdisciplinary program as such, some courses that can be
appropriately described as interdisciplinary courses are offered in the University’s Honors Program,
and all faculty members who teach these courses have the proper academic and professional
credentials. As with all faculty members, these records are on file in the Provost’s Office and are
available for examination in the Self-Study Resource Room.
4.8.2.1.4
4.8.2.1.5
4.8.2.1.6
Each full-time and part-time faculty member teaching courses
in professional, occupational and technical areas other than
physical activities courses that are components of associate
degree programs designed for college transfer, or from which
substantial numbers of students transfer to senior
institutions, must have completed at least 18 graduate
semester hours in the teaching discipline and hold at least a
master's degree, or hold the minimum of the master's degree
with a major in the teaching discipline.
Each full-time and part-time faculty member teaching credit
courses in professional, occupational and technical areas that
are components of associate degree programs not usually
resulting in college transfer, or in the continuation of students
in senior institutions, must possess appropriate academic
preparation or academic preparation coupled with work
experience.
The minimum academic degree for faculty teaching in
professional, occupational and technical areas must be at the
same level at which the faculty member is teaching. The
typical combination is a baccalaureate degree with
appropriate work experience.
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4.8.2.1.7
In exceptional cases, outstanding professional experience
and demonstrated contributions to the teaching discipline
may be presented in lieu of formal academic preparation for
faculty members teaching both transfer and non-transfer
courses in these areas. Such cases must be justified by the
institution on an individual basis.
It is the responsibility of the institution to keep on file for all
full-time and part- time faculty members documentation of
academic preparation, such as official transcripts and, if
appropriate for demonstrating competency, official
documentation of professional and work experience, technical
and performance competency, records of publications,
certifications and other qualifications. Non-degree diploma or
certificate occupational courses are typically taught by faculty
members with some college or specialized training, but with
an emphasis on competence gained through work experience.
While competency requirements may vary, they should be
clearly defined by each institution.
4.8.2.1.8
In all cases, faculty members must have special competence
in the fields in which they teach. It is the responsibility of the
institution to keep on file documentation of work experience,
certifications and other qualifications if these are to substitute
for or supplement formal academic preparation.
In Alabama, Troy State University offers only one associate degree program, the Associate of
Science in Nursing (ASN), which is offered in Montgomery under the auspices of the Troy State
University School of Nursing at the Troy campus. All full-time and part-time faculty members who teach
in the ASN program are fully qualified by academic preparation and experience (or both), as evidenced
by a recent reaffirmation review by the National League for Nursing.
University College offers the Associate of Science in General Education, the Associate of
Science in Business Administration, the Associate of Arts in Business Administration, and the
Associate of Arts in Social Science in the Florida/Western Region; and the Associate of Science in
General Education, the Associate of Science in Information Systems, and the Associate of Science in
Business Administration in the Southeast Region. Examination of the credentials of faculty members
who teach in these programs reveals that each faculty member has at least 18 graduate semester
hours in the teaching discipline and holds at least a master’s degree in his/her discipline. Faculty
credentials are on file in the Provost Office on the Troy campus and file copies are located in the
Regional offices for the Florida/Western Region and the Southeast Region of University College.
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4.8.2.1.9
Faculty members who teach basic computation and
communication skills in non-degree occupational programs
must have a baccalaureate degree and, ideally, should have
work or other experience which helps them relate these skills
to the occupational field.
The University does not offer non-degree occupational programs diplomas or certificate
occupational courses.
4.8.2.1.10 Faculty members who teach adult basic education courses
below the collegiate level must have a baccalaureate degree,
and also should have attributes or experiences which help
them relate to the particular needs of the adults they teach.
The University does not offer adult basic education courses below the collegiate level.
4.8.2.1.11 Faculty members who teach in remedial programs must hold a
baccalaureate degree in a discipline related to their teaching
assignment and have either teaching experience in a discipline
related to their assignment or graduate training in remedial
education.
Faculty members who teach in remedial courses which are non-degree credit courses in English
and mathematics are also fully qualified. Faculty on the Troy campus who teach remedial courses have
at least a master’s degree, experience in teaching the discipline, and experience and training in
teaching remedial courses.
4.8.2.2 Baccalaureate
4.8.2.2.1
4.8.2.2.2
4.8.2.2.3
Each full-time and part-time faculty member teaching credit
courses leading toward the baccalaureate degree, other than
physical education activities courses, must have completed at
least 18 graduate semester hours in the teaching discipline
and hold at least a master’s degree, or hold the minimum of a
master’s degree with a major in the teaching discipline. In
exceptional cases, outstanding professional experience and
demonstrated contributions to the teaching discipline may be
presented in lieu of formal academic preparation.
Such cases must be justified by the institution on an
individual basis.
The institution must document and justify the academic and
professional preparation of faculty members teaching in such
courses or programs.
Each faculty member who teaches courses leading to a baccalaureate degree holds at least a
master=s degree with at least 18 semester hours in the teaching discipline or offers outstanding
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professional experience in lieu of formal academic preparation. Interdisciplinary courses are taught in
the University Honors Program by full-time faculty who also meet these criteria.
4.8.2.2.4
At least 25% of the discipline course hours in each
undergraduate major must be taught by faculty members
holding the terminal degree, usually the earned doctorate, in
that discipline.
At least 25% of the discipline course hours in each undergraduate major are taught by faculty
members holding the terminal degree, as indicated previously in Table 4.8.1C showing the percentage
of terminal degrees held by Troy State University full-time faculty. Faculty rosters on file in the SelfStudy Resource Room will demonstrate that at least 25% of the discipline course hours in each
undergraduate major are taught by faculty members holding the terminal degree.
4.8.2.2.5
Faculty members who teach in remedial programs must hold
a baccalaureate degree in a discipline related to their teaching
assignment and have either teaching experience in a
discipline related to their assignment or graduate training in
remedial education.
All faculty members who teach in remedial courses hold at least a baccalaureate degree, and
many are full-time faculty members whose qualifications exceed this minimum requirement.
4.8.2.3 Graduate
4.8.2.3.1
Institutions offering either master’s or specialist degrees must
demonstrate a high level of faculty competence in teaching
and scholarship.
Troy State University offers both the master=s degree and the education specialist degree at
the graduate level. There are no doctoral programs. The Faculty Handbook is the principal source of
graduate faculty policy. The requirement placed upon graduate faculty to demonstrate a high level of
faculty competence in teaching and scholarship is emphasized in the Faculty Handbook, and the
requirements for graduate faculty status are also stated in the Handbook (pp. 35-36). A subcommittee
of the Faculty Advisory Council reviewed these requirements and made recommendations to the
University. These recommendations were passed by the Executive Committee on March 1, 2000, and
are included in the 2001 edition of the Faculty Handbook.
Troy State University requires graduate faculty certification of all instructors conducting classes
for graduate credit and for those who assist graduate students as advisers or members of graduate
committees. Faculty members who have not been granted graduate certification may not have primary
responsibility for graduate courses. The new graduate faculty guidelines specify two levels of
membership for graduate faculty: full and associate. These criteria are clearly defined and are
published in the 2001 edition of the Faculty Handbook, which is distributed to all faculty members.
As stated earlier in this chapter, the 2001-2003 Troy State University Graduate Bulletin lists
117 members of the Graduate Faculty. To further define the status of Graduate Faculty and to improve
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its quality, the Graduate School requires an annual report from each member of the Graduate Faculty
regarding his/her scholarly activities in three categories within a five-year period: Published-refereed,
Refereed, and Peer-Reviewed. This new program began during the fall of 2001 and will be fully
implemented in the fall of 2006. Scholarly Activities by Graduate Faculty during these five years will
then be assessed using the guidelines described in the Faculty Handbook (p. 36). After 2006,
Graduate Faculty will be evaluated annually using their cumulative records over the previous five years
FULL MEMBERSHIP may be awarded to full-time faculty members who meet four criteria:
1. Possession of an appropriate earned doctorate in the teaching discipline from a graduate
institution of recognized standing, or accomplishments that are considered equivalent
(e.g., outstanding performance in the creative arts or in the business community); and
2. Demonstrated excellence in teaching at the graduate level and/or senior undergraduate
level (evaluations of teaching, peer/colleague evaluations, student evaluations and/or
letters of support regarding the faculty member’s teaching abilities [from chairs, deans,
and colleagues] are required); and
3. Evidence of professional involvement and/or service through active participation in state,
regional, national, or international professional meetings, membership on professional
committees, or by holding office in professional organizations; and
4. Evidence of developed scholarship in the subject-matter field, or continued, noteworthy
performance in the creative arts including publication and/or presentation in recognized
disciplinary scholarly meetings or comparable activities in the creative arts.
To attain and maintain Full Graduate Faculty membership, faculty members must accumulate
12 points for scholarly activities within a five-year period. The three categories of scholarly activities are
published-refereed (4 points), refereed (2 points), and peer-reviewed (1 point) (Faculty Handbook, p.
37). The procedure for attaining full Graduate Faculty membership is described in the Faculty
Handbook (p. 36) which states that “full members of the Graduate Faculty may teach graduate
courses, supervise directed studies, serve on graduate examination and thesis committees, and direct
theses.” Members are evaluated every five years for reappointment to graduate faculty by the dean of
their college, Graduate Dean, and Provost.
Associate membership may be awarded to full-time or adjunct faculty members who have no
prior university teaching experience or others who do not qualify for Full Graduate Faculty
membership. Associate Membership requires that criteria 1, 3, and 4 of the Full Membership criteria be
met. Associate Members may provide the same services as the Full members and may remain
Associate Members so long as they exhibit evidence of scholarly achievement, professional service,
and demonstrate excellence in classroom teaching.
Further evidence of faculty competency is given in the following table of results taken from the
Graduate Student Survey 2001.
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Table 4.8.2.3.A
Graduate Student Survey Results for Items Related to Faculty
Survey
Graduate
Student Survey
(N=166)
Item
Students’ academic experience
Classes students have taken
Quality of courses in preparing students for
employment
Quality of instruction in students’ courses
Overall quality of students’ graduate education
% Rating Good,
Excellent
88%
89%
84%
87%
87%
The Roster of Instructional Staff contains a listing for each full-time faculty member. It is the
function of chairs, deans, and the Dean of the Graduate Study and Research to ensure that the
eligibility requirements are met by each faculty member. The Fact Book 2002, (p. 62), listed a total of
111 full-time tenured instructional faculty members at Troy State University. In addition, undergraduate
faculty members are listed in each edition of the Undergraduate Bulletin, and graduate faculty are
similarly listed in the Graduate Bulletin.
The Graduate Council is a standing committee of Troy State University. Standing Committees
of Troy State University lists all the members of each standing committee, along with the committee’s
task description. This publication is updated each year and distributed to all faculty members. The
Graduate Council advises the Provost concerning all phases of the graduate program, specifically
long-range planning, curriculum development, revision, and policy decisions. The Council has the
responsibility for approval of all proposed revisions and modifications for all graduate degree programs,
subject to review and approval by the Chancellor and the Board of Trustees. To be eligible for
membership on the Graduate Council, representatives must be graduate faculty who have completed
three consecutive years of full-time service as faculty members.
Teaching effectiveness is monitored through student evaluations of the faculty. Full-time
faculty members are required to have students evaluate all courses they teach at least once each
academic year. Each faculty member must also complete a Professional Development Plan in October
and a Year-End Self-Evaluation in August. A Supervisor’s Review of Faculty Performance is also
completed for each full-time faculty member in the fall semester of each academic year.
Research and creative work is monitored by the chair of each department through the annual
Supervisors Evaluation of Faculty Performance that contains a review of each faculty member’s
accomplishments during the past academic year. These citations are considered in recommendations
for retention, tenure, and promotion, and are placed in the faculty member’s permanent file.
Documentation available in the faculty members’ files in the Office of the Provost shows that graduate
faculty at Troy State University are involved in appropriate scholarly, professional, and service
activities.
By following the “Graduate Faculty Membership Guidelines” in the Faculty Handbook, by
utilizing the Graduate Council to provide oversight of graduate policies (including faculty), and by
implementing a comprehensive faculty evaluation process, Troy State University is able to provide a
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high level of faculty competence in teaching and scholarship, and this competency is evidenced in the
ratings provided by graduate students for items on the Graduate Student Survey given in the table
above.
4.8.2.3.2
Institutions offering doctoral degrees must demonstrate the
research capability of faculty members teaching in these
programs.
Troy State University offers no doctoral degrees.
4.8.2.3.3
Eligibility requirements for faculty members teaching
graduate courses must be clearly defined and publicized.
Eligibility requirements for faculty members teaching graduate courses are clearly defined and
publicized in the Faculty Handbook, pp. 35-36, and excerpts from this information are provided in
Section 4.8.2.3.1 above.
4.8.2.3.4
All institutions must have adequate resources to attract and
retain a qualified faculty, especially in the disciplines in which
doctoral programs are offered.
The financial resources of Troy State University related to instruction and academic support
are adequate and are analyzed and detailed in Chapter 6 of this report.
4.8.2.3.5
Faculty members responsible for the direction of doctoral
research must be experienced in directing independent study.
Troy State University does not offer doctoral degrees.
4.8.2.3.6
Each faculty member teaching courses at the master’s and
specialist degree level must hold the terminal degree, usually
the earned doctorate, in the teaching discipline or a related
discipline.
Review of faculty files in the Provost’s Office verifies that each faculty member teaching
courses at the master’s and specialist degree levels does hold the terminal degree in the teaching
discipline or a related discipline or possess equivalent training or experience.
4.8.2.3.7
All faculty members teaching courses at the doctoral degree
level must hold the earned doctorate in the teaching discipline
or a related discipline.
Troy State University does not offer doctoral degree programs.
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4.8.2.3.8
4.8.2.3.9
In either case, when an institution presents evidence of
competence or academic credentials other than the doctorate
in the discipline for its graduate faculty, it must justify the
employment of such faculty.
The institution must document and justify the academic and
professional preparation of faculty members teaching in such
courses or programs.
Except in cases of absolute emergency (such as sudden resignations or retirements, death, or
extended illness), Troy State University does not employ a faculty member to teach at the master’s or
specialist degree levels who does not hold the terminal degree (usually a Ph.D. or an Ed.D) in the
teaching discipline or a related discipline. In such documented emergency cases, Troy State University
may temporarily employ a graduate faculty member who does not hold the doctoral degree in the
specific teaching discipline. If such occurs, a letter of justification is placed in the faculty member’s file
in the Provost’s Office. This procedure is in compliance with Criteria 4.8.2.3, which states that “The
Commission recognizes that in unusual cases institutions may appropriately include as graduate
faculty members those who have demonstrated exceptional scholarly or creative activity, or
professional experience, but who may not possess the required academic credentials.” (1998 Criteria
for Accreditation, p. 45). Certainly sudden resignations, sudden retirements, deaths, and extended
illnesses would constitute “unusual cases.”
4.8.2.3.10 For each graduate degree program, an institution must
employ at least four qualified full-time faculty members whose
responsibilities include teaching in the program.
Table 4.8.2.3.10A below lists the number of graduate faculty teaching in each graduate
program, and demonstrates that Troy State University meets the requirement that each graduate
degree program must employ at least four qualified full-time faculty members whose responsibilities
include teaching in the program.
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Table 4.8.2.3.10A
Number of Graduate Faculty in Graduate Degree Programs
College
Arts and Sciences
Degree Program
Master of Public Administration
Number of Faculty
23 Faculty Members
Arts and Sciences
Master of Science in Criminal
Justice
Master of Science in Environmental
Analysis and Management
Master of Science in International
Relations
Executive Master of Business
Administration
Master of Business Administration
8 Faculty Members
Arts and Sciences
Arts and Sciences
Sorrell College of Business
Sorrell College of Business
Sorrell College of Business
Sorrell College of Business
College of Communication and Fine
Arts
College of Education
College of Education
College of Education
College of Education
College of Education
College of Education
College of Education
College of Education
College of Health and Human
Services
College of Health and Human
Services
Master of Science in Human
Resources Management
Master of Science in Management
Master of Science in Conducting
Master of Education
MS Collaborative Teacher (K-6)
MS & EDS Elementary Education
(K-6)
MS Secondary Education (History,
Biology, English/Language Arts,
General Science, Health Education,
Physical Education, Social Science,
Mathematics)
MS & Ed S School Counseling
MS P-12 Education (Physical
Education, Vocal/Choral Music,
Instrumental Music)
MS Counseling and Psychology
(Community Psychology,
Counseling Psychology,
Rehabilitation Counseling)
MS & Ed S Educational Leadership
Master of Science in Nursing
Master of Science in Sports and
Fitness Management
11 Faculty Members
11 Faculty Members
17 Faculty Members
5 Open Positions
39 Faculty Members
5 Open Positions
24 Faculty Members
5 Open Positions
41 Faculty Members
5 Open Positions
8 Faculty Members
7 Faculty Members
8 Faculty Members
13 Faculty Members
2 Open Positions
14 Faculty Members
8 Faculty Members
1 Open Position
10 Faculty Members
9 Faculty Members
5 Faculty Members
1 Open Position
11 Faculty Members
4 Faculty Members
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4.8.2.4
Distance Learning Programs/Activities
4.8.2.4.1
4.8.2.4.2
Institutions offering courses for credit through distance
learning activities and programs must meet all criteria related
to faculty.
Whether through direct contact or other appropriate means,
institutions offering distance learning programs must provide
students with structured access to and interaction with fulltime faculty members.
Faculty who teach in Distance Learning programs at Troy State University meet the same
qualifications as faculty who teach in traditional classrooms. Students in distance learning courses
have structured access to interaction with full-time faculty. In some cases, interaction takes place via
electronic classes. In all cases, students are able to interact with faculty and other students by means
of chat sessions through Blackboard 5.0 and/or Troy State University’s Spectrum. Students enrolled in
Distance Learning classes have services available to them which are equivalent to those accessible by
other students. The services include class materials, access to the TSU Library via the Internet, e-mail,
telephone communication, and fax. The syllabi and other course materials are, by nature, more
comprehensive than those used in traditional classrooms. Class materials are mailed or distributed by
electronic means to students.
4.8.3
Part-time Faculty
4.8.3.1 The number of full-time faculty members must be adequate to provide
effective teaching, advising and scholarly or creative activity, and be
appropriate to participate in curriculum development, policy making,
institutional planning and governance.
During AY 2001-2002, Troy State University Alabama sites (Troy campus, Phenix City, and
the Nursing program) employed 380 instructional staff members. Of these, 209 (55%) were full-time
and 171 (45%) were part-time. Among full-time instructional staff, 109 (52%) were men and 100
(48%) were women. The part-time instructional staff was composed of 41% men and 59% women.
In AY 2001-2002, University College employed 292 instructional staff members with 72 full-time and
220 part-time instructional staff. Full-time faculty produced 69.6% of the credit hours generated on
the Troy campus, 34.4% on the Phenix City campus, and 34.2% in University College. Collectively,
full-time faculty produced 50% of the credit hours. The number of full-time faculty is adequate to
provide effective teaching, advising, and scholarly or creative activity and to participate in curriculum
development, policy making, and institutional planning and governance.
The effectiveness of faculty is substantiated by survey results in Table 4.1.2A above and in
Section 1.4.37 which addresses sponsored programs awarded to faculty and professional staff in the
amount of $25,797,347 over the past four years. Sponsored programs have been funded in both the
research and public service areas with research topics such as “CAREER: Relationship Between
Transcription, Termination & Replication” funded by the National Science Foundation and “Genetic
Characteristics of Montana Sauger” funded by PPL Montana.
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4.8.3.2
4.8.3.3
4.8.3.4
The employment of part-time faculty members can provide
expertise to enhance the educational effectiveness of an institution,
but the number of part-time faculty members must be properly
limited.
Part-time faculty members teaching courses for credit must meet
the same requirements for professional, experiential and scholarly
preparation as their full-time counterparts teaching in the same
disciplines.
Each institution must establish and publish comprehensive policies
concerning the employment of part-time faculty members.
At Troy State University sites in Alabama in the fall of 2000, 194 of the 401 faculty members
were part-time, constituting 48% of the instructional staff. In the fall of 2001,for Alabama, 171 of the
380 faculty members were part-time, and this constituted 45% of the instructional staff. The part-time
or adjunct faculty members are required to meet the same standards for scholarly preparation as fulltime faculty. The policies governing these part-time or temporary employees (termed “unranked” or
“extraordinary” faculty) are found in the Faculty Handbook, Section 3.2.3.3 and Section 3.2.3.2 (pp. 3435) and 3.2.1.1 (pp. 30-31).
For University College sites in fall of 2000, 272 of the 332 faculty members were part-time,
constituting 82% of the instructional staff. In the fall of 2001 for University College sites, 220 of the 292
faculty members were part-time, constituting 75% of the instructional staff. Full-time faculty from the
Troy campus rotate through teaching in many University College sites, and these numbers do not
reflect the utilization of full-time faculty from the Troy campus.
For in-state and University College sites, part-time faculty members are appropriate to meet
the needs of students at each site. These part-time faculty members meet the same requirements as
their full-time counterparts as documented in the Faculty Handbook, “Selection of Adjunct Faculty
members should be consistent with the academic standards of Troy State University” (p. 34).
4.8.3.5 It must also provide for appropriate orientation, supervision and
evaluation of all part-time faculty members.
4.8.3.6 Procedures to ensure student access to part-time faculty members
must be clearly stated and publicized.
The Faculty Handbook also addresses provision for appropriate orientation, supervision, and
evaluation of part-time faculty members and procedures to ensure student access to part-time faculty
members:
Deans and Department Chairs are responsible for the appropriate orientation,
supervision, and evaluation of all part-time faculty members. Likewise, deans and
department chairs are responsible for establishing a reasonable amount of time for each
course taught by part-time faculty for the counseling of students regarding course work
and other course requirements. Moreover, these established times must be made known
to the students at the beginning of each term. (Faculty Handbook, p. 35)
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4.8.4
Graduate Teaching Assistants
4.8.4.1
An institution must avoid heavy dependence on graduate teaching
assistants to conduct classroom instruction.
Three departments at Troy State University (the Department of Kinesiology and Health
Promotion, the Department of Mathematics and Physics, and the Department of Biological and
Environmental Sciences) utilize graduate teaching assistants. The students who are awarded teaching
assistantships are in master’s level programs, and their teaching responsibilities are limited to remedial
courses, activity courses, and laboratory courses.
The Department of Kinesiology and Health Promotion began using graduate teaching
assistants in 1993-1994. Three have been employed during each of the last two years (1999-2000,
2000-2001). The graduate assistants teach in the physical education activity program. The two courses
they teach-HPR 2000, Health Concepts and HPR 2202, First Aid and CPR,-are classroom courses and
are considered physical education activity courses. Graduate Assistants’ teaching loads are six hours
each semester, and they are expected to keep five office hours per week.
The Department of Mathematics and Physics began using graduate teaching assistants in
1997. Four positions are available, but the availability of graduate teaching assistants in some years
has been such that the positions have remained unfilled. During 2001-2002, the Department employed
one graduate teaching assistant. Graduate teaching assistants are allowed to teach only MTH 1100,
Fundamentals of Algebra. This course is used to prepare students to take other math courses and
cannot be used to meet degree requirements. Graduate teaching assistants in math teach two classes
(6 hours) in the fall and one class (3 hours) in the spring. In addition, the graduate teaching assistants
are required to spend 10 hours per week in the math lab assisting and tutoring students.
The Department of Biological and Environmental Sciences utilizes graduate assistants to
assist faculty in labs.
With only three departments utilizing the services of graduate assistants, the University does
not have heavy dependence on graduate assistants to conduct classroom instruction.
4.8.4.2
Each institution employing graduate teaching assistants must
provide a published set of guidelines for institution-wide graduate
assistantship administration, including appointment criteria,
remuneration, rights and responsibilities, evaluation and
reappointment.
In June 2001, the Graduate School published guidelines for graduate assistantships for
institution-wide administration. This document is available on the Troy State University webpage. The
Graduate School has also published guidelines for supervisors of graduate assistantships and
fellowships.
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4.8.4.3
Graduate teaching assistants who have primary responsibility for
teaching a course for credit and/or for assigning final grades for
such a course, and whose professional and scholarly preparation
does not satisfy the provisions of Section 4.8.2 must have earned at
least 18 graduate semester hours in their teaching discipline, be
under the direct supervision of a faculty member experienced in the
teaching discipline, receive regular in-service training and be
evaluated regularly.
The Department of Biological and Environmental Sciences utilizes graduate assistants to
assist faculty in labs. Their responsibility is limited to preparation, cleanup, and assisting in instruction.
The normal load for a graduate teaching assistant in this department is one or two labs. In freshman
level courses, the teaching assistants are assigned two labs. In the upper-level courses, teaching
assistants are assigned only one course. The upper level labs are longer and generally require more
preparation time than do the freshman labs.
The Department of Kinesiology and Health Promotion, the Department of Mathematics and
Physics, and the Department of Biological and Environmental Sciences follow the guidelines
established for Teaching Assistants in the Faculty Handbook (pp. 33 and 34):
Graduate Teaching Assistants who have primary responsibility for teaching a course for credit
and/or for assigning final grades for such a course must have earned at least eighteen
semester hours or twenty-seven quarter hours in their teaching discipline, receive regular inservice training, and be regularly evaluated.
The above requirements do not apply to Graduate Teaching Assistants who are engaged in
assignments such as laboratory assistance, teaching physical education activity courses or
developmental studies, attending or helping prepare lectures, grading papers, keeping class
records, and conducting discussion or study groups.
Graduate Teaching Assistants as well as all others who teach in remedial programs must hold
as a minimum a bachelor’s degree in a discipline related to their teaching assignment and
either classroom experience in a discipline related to their teaching assignment or graduate
training in remedial education.
4.8.4.4
Institutions employing graduate teaching assistants must provide a
structure for administrative oversight at a level above that of the
individual academic units to ensure conformity with institutional
policies and procedures.
The Dean of Graduate Studies and Research retains administrative oversight for graduate
teaching assistants.
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4.8.5
Faculty Compensation
An institution should provide adequate salaries and benefits to attract and
retain able faculty members
The salary scale for faculty at Troy State University as shown below in Table 4.8.5.1A was
reviewed by the Faculty Advisory Council in early 2000.
Table 4.8.5.1A
Average Faculty Salaries in Alabama by School and Rank
1998-99/TSU 1999-2000
(Source: Integrated Post Secondary Education Data Systems)
SCHOOL
Auburn University Montgomery
University of North Alabama
Troy State University*
Jacksonville State University
Alabama State University
Alabama A & M University
University of Montevallo
University of West Alabama
PROFESSOR
$60,087
$57,981
$57,751
$56,007
$54,528
$51,103
$50,273
$43,427
ASSOCIATE PROF.
$53,277
$49,754
$43,674
$45,063
$46,249
$42,891
$43,612
$38,536
ASSISTANT PROF.
$43,133
$43,241
$36,449
$39,641
$40,972
$37,184
$34,695
$32,692
* The reliability of the TSU data is suspect in that faculty who elected to spread their academic year’s salary over twelve months
had the pro-rated salary reported as the actual contract salary for the IPEDS report. This computer glitch has since been corrected;
consequently, future comparisons between and among similar institutions will cast TSU in a far more positive light.
The Board of Trustees examined the results of the study in the summer of 2000. As a result of
this examination, the Board established minimum salaries for each rank except full Professor. In the
2002 Fall convocation, the Chancellor announced that the Board of Trustees had also approved a
minimum threshold salary for full Professors. Overall, the salaries at TSU now appear to be
comparable to the regional average, with the exception of salaries of newly employed faculty, which
still are well below the regional average. The table below shows current salary data by rank.
Table 4.8.5.1B
TSU Faculty Salary Data by Rank
RANK
Instructor
Assistant Professor
Associate Professor
Professor
4.8.5.1
MAXIMUM
$42,453
$63,540
$81,781
$90,300
MINIMUM
$30,000
$38,000
$44,000
$55,000
MEDIAN
$32,868
$41,216
$48,360
$61,357
MEAN
$33,771
$44,243
$52,347
$64,945
Salary increases must be based on clearly stated criteria.
Salary increases are granted in one of three ways: across the board, individual salary
increases when a faculty member is promoted, or when a faculty member shows exemplary
performance. The Department Chair, the Dean of the College in which the faculty member serves, and
the Provost define “exemplary performance.” The criteria for advancement in rank and exemplary
performance are described fully in the Faculty Handbook (pp. 41-44). At Troy State University, the
faculty population, while varied in age and experience, tends to be concentrated in one class with a
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mean of about five years of service and another with a mean of about 25 years of service. Naturally,
the latter class has a higher average salary than the former.
Full-time faculty members are required to join the Alabama Teacher’s Retirement System
(TRS). The University is required by State law to deduct 5% of a faculty member’s salary for
contribution to the system, and the University is required to contribute an additional amount as annually
specified by TRS. Faculty members must participate in the system for ten years before becoming
vested. In addition, the University offers supplemental matching retirement plans. A summary of these
plans is found on the Troy State University webpage under Human Resources. Troy State University
also offers health and medical insurance, life insurance, and disability insurance plans. Descriptions of
these are also maintained on the Troy State University webpage.
4.8.6
Academic Freedom and Professional Security
4.8.6.1
Faculty and students must be free to examine all pertinent data,
question assumptions, be guided by the evidence of scholarly
research, and teach and study the substance of a given discipline.
Troy State University affirms and is guided by the ideal that all members of the faculty,
regardless of tenure status, are entitled to academic freedom. Therefore, faculty and students are free
to examine all pertinent data, question assumptions, be guided by evidence gained from scholarly
research, and teach and study the substance of a given discipline. Troy State’s affirmation of academic
freedom is contained in the Faculty Handbook (pp. 69-70). This statement was set forth in the 1971
Statement of Academic Freedom and Responsibility formulated by the American Association of State
Colleges and Universities.
4.8.6.2
An institution must adopt and distribute to all faculty members a
statement of the principles of academic freedom as established by
the governing board, ensuring freedom in teaching, research and
publication.
The principles of academic freedom, as adopted by the governing board, are included in the
Faculty Handbook (p. 69), and the Handbook is distributed to all faculty members by the Provost’s
Office. The Faculty Handbook is revised as necessary.
4.8.6.3
Institutional policies must set forth the requirement for faculty
members to carry out their duties in a professional, ethical and
collegial manner that enhances the purpose of the institution.
The Faculty Handbook also deals in detail with other aspects of faculty rights and
responsibilities. It mandates, for example, that all faculty members must conduct themselves in a
professional and ethical manner (pp. 56-57), and sets forth clearly understandable policies regarding
employment (pp. 38-39), tenure (pp. 45-49), non-renewal of contract (p. 50), termination of
employment (p. 51), and other related topics. It delineates in great detail a faculty member’s right to
appeal dismissal (pp. 54-55), non-renewal of contract (p. 50), and outlines a grievance procedure
governing such issues as denial of promotion (pp. 70-72). Troy State University issues faculty
contracts regularly in the spring of each calendar year to non-tenured faculty covering the next
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academic year. Tenured faculty members receive letters confirming reappointments. The Handbook
notes that Awide latitude, consistent with academic freedom and due process, is accorded the
department chair and dean in meeting this responsibility (p. 50).
4.8.6.4
Although tenure policy is not mandated, each institution must
provide contracts, letters of appointment, or similar documents to
faculty members clearly describing the terms and conditions of
their employment.
Troy State University grants tenure under the thoroughly delineated guidelines published in the
Faculty Handbook (pp. 45-47). Troy State University provides contracts and letters of appointment to
faculty describing the terms and conditions of their employment. As indicated above, the Faculty
Handbook further details conditions of employment (pp. 39-41). Faculty personnel files are kept in the
Office of Human Resources. Examples of contracts and letters of appointment are in the Provost’s
Office. Individual departments screen applications for open faculty positions. The Department Chair
and the Dean in consultation with the Provost determine the candidates who are selected for oncampus interviews. The Provost and the Chancellor must approve all hiring of faculty after
recommendations from the Department Chair and the Dean.
4.8.6.5
All policies regarding employment, as established by the governing
board, must be published and distributed to the faculty.
Policies regarding employment of faculty are published in the Faculty Handbook and are
distributed to faculty upon employment and each time the handbook is revised. Policies are also
available on the Troy State University website.
4.8.6.6
If the institution uses faculty ranks and tenure, the policies and
procedures for promotion, for awarding tenure, for providing
adequate notice on non-renewal of a probationary appointment, and
for termination of appointments including those for cause, must be
clearly set forth in faculty handbook or other official publication.
The Troy State University Faculty Handbook discusses policies and procedures for promotion
on pages 41-45, for awarding tenure on pages 45-49, for providing notice of non-renewal on pages 5051, and for termination for cause on pages 51-54. Detailing these policies and procedures, the Faculty
Handbook is made available to all new faculty members upon employment and to all faculty whenever
a new edition of the Handbook is published.
4.8.6.7
Termination and non-renewal procedures must contain adequate
safeguards for protection of academic freedom.
The Faculty Handbook states, “Administrators must protect, defend, and promote academic
freedom . . .” (p. 70) and “It is the responsibility of administrators to protect and assure these rights
within the governing framework of the Institution” (p. 69). The causes for termination are listed in the
Faculty Handbook (pp. 51-54). Causes for dismissal are listed on pages 54 and 55.
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4.8.7
Professional Growth:
4.8.7.1
An institution must provide faculty members the opportunity to
continue their professional development throughout their career.
Faculty members at the University are offered a variety of methods for continuing professional
development. For example, funding is available for research, for paper presentations, and for
sabbaticals through the Faculty Development Committee. All faculty members have access to the
Internet and to search engines available through the Library at no cost to the individual. Courses taught
at TSU may be taken tuition-free by full-time faculty. In addition, faculty may arrange to take time off
from campus duties in order to attend professional meetings. Periodically, the University provides
workshops to advance faculty knowledge in areas such as computer technology.
4.8.7.2
And must demonstrate that such development occurs.
In 1981, the All-University Committee for Faculty and Professional Staff Development was
formed to encourage faculty research and development. That committee today is known as the Faculty
Development Committee, one of the University’s standing committees, whose purpose is to administer
the program of research, professional development, tuition assistance, and sabbatical leaves. Specific
university policies regarding research and sabbatical leaves are discussed fully in the Faculty
Handbook and are available on the University website as are forms for applying for funding. The Chair
of the Faculty Development Committee retains copies of approved requests for funding. The Office of
Grants and Contracts (which became the Office of Sponsored Programs in 2002) assists faculty
members in identifying potential research projects, locating external funding sources, and preparing
proposals. Below are tables listing the funding made available through the Faculty Development
Committee over the last five academic years and the number of faculty development grants awarded
by college.
TABLE 4.8.7.2A
Faculty Development Committee Funding, 1996-2001
Fiscal Year
1997
1998
1999
2000
2001
2002
Funding Amount
$31,415.75
$31,431.00
$40,616.00
$40,616.00
$57,500.00
$85,400.00
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TABLE 4.8.7.2B
Faculty Development Grants by College
College
Arts and Sciences
Business
Communication and Fine
Arts
Education
Health and Human
Services
Number of Faculty
Grants
54
28
5
10
18
In response to the Provost’s directive to review more stringently faculty credentials for
retention, tenure, and promotion, the University has increased significantly general funds for faculty
development and has entrusted the awarding of these budgeted funds to the Faculty Development
Committee. Additional funding opportunities are available through college/school/departmental
budgets, the Troy State University Foundation, and through the Office of Grants and Contracts.
Evidence of faculty development may be found in faculty self-evaluations, supervisor
evaluations of faculty, and studies/reports prepared for accreditation by NLNAC, NCATE, AACSB, and
others.
4.8.7.3
The general tones and policies of an institution must make it clear
that individual faculty members are to take the initiative in
promoting their growth as teachers, scholars, and, especially in
professional and occupational fields, practitioners.
The Faculty Handbook (p. 42) clearly states that excellence in teaching is the most important
characteristic of any faculty member. Each faculty member also has the obligation to maintain a high
level of professional competence and contribution and to keep abreast of developments in his/her
academic discipline. Individual faculty members are to take the initiative in promoting their own growth
as teachers, scholars, and (especially) in professional and occupational fields. Faculty members are
evaluated each year through the Faculty Evaluation Process in the areas of teaching, scholarship,
professional competence, service to the University, and service to the community. University College
faculty members are evaluated each term. Each faculty member also rates himself/herself within these
categories.
4.8.8
The Role of the Faculty and Its Committees
4.8.8.1
Primary responsibility for the quality of the educational program
must reside with the faculty.
Faculty input into curricular matters begins at the department level. With the approval of the
department chair, dean, and department, and college committees suggested changes and proposals
for new programs are presented to the Institutional Effectiveness Committee and the Academic Council
(for undergraduate programs) or to the Graduate Council (for graduate programs). The Institutional
Effectiveness Committee consists of more representatives from the faculty than from other divisions of
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the University. The Academic Council is composed of elected faculty representatives from all colleges
on the Troy campus, as well as representatives from the Phenix City campus and from University
College. The Graduate Council likewise includes elected faculty representatives from these same
University constituencies.
Approved changes in curricula and proposals for new programs are sent to the provost for
undergraduate programs and to the dean of the graduate school for graduate programs. With the
approval of the person responsible (the Provost or Graduate Dean), changes are then implemented at
the departmental level. Proposals for new programs must be submitted to the Alabama Commission
on Higher Education before implementation. In addition, approval boards and accrediting agencies
must support changes or initiation of new programs in some areas (e.g., nursing and education). See
Standing Committees of Troy State University, pages 7, 17, 18, and 22. Faculty involvement in
development of educational programs as well as faculty membership on key committees for review and
approval of educational programs ensure that the primary responsibility for the quality of the
educational programs of Troy State University resides with the faculty.
4.8.8.2
The extent of the participation and jurisdiction of the faculty in
academic affairs must be clearly set forth and published.
The extent of participation and jurisdiction of the faculty in academic affairs is clearly set forth
in two documents, the Faculty Handbook (pp. 27-30, 63) and Standing Committees of Troy State
University (pp. 1, 7, 17, 18, 22). Participation of faculty in the governance of the University is
particularly emphasized in the latter document, which states, “Administrative decisions are, in large
measure, the result of the work performed by committees and Councils which help to implement policy
and give counsel in University matters. Faculty serve on all standing committees and most councils.
Some members are elected by their colleagues; the Chancellor appoints others. The role of standing
and ad hoc committees is extremely important in the structure of University governance” (p. 1).
Faculty members serve on a specific committee for three years and are limited to service on
no more than three standing committees simultaneously (Standing Committees of Troy State
University, p. 2). A listing of committees, their purposes, and their membership is found in the annual
publication Standing Committees of Troy State University. Each college is represented on standing
committees as appropriate.
4.8.9
Faculty Loads
4.8.9.1
An institution must provide a faculty of adequate size to support its
purpose.
The Troy State University faculty is of adequate size to support the purpose of the University.
See Table 4.8.9.1A below.
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Table 4.8.9.1A
Faculty, FTE Student Enrollment, and
Faculty Student Ratio for the Troy Campus
1999-2001
124
Full-Time
Faculty
196
FTE
Student Enrollment
4,519
Student/Faculty
Ratio
21:1
Fall 2000
128
189
4,599
20:1
Fall 2001
104
193
4,733
19:1
Date
Fall 1999
Part-time Faculty
Source: Fact Book 2002, “Average Class Size Chart”
The 1999-2000 University of Delaware Study comparing Troy State University faculty
productivity with national data within the same Carnegie Classification indicates that faculty workloads
vary by discipline. Of the 19 disciplines compared, seven disciplines at Troy State University had lower
student credit hour productivity per full-time equivalent faculty than the national average. Faculty in the
remaining 12 disciplines all taught a higher number of students than the national average. Some of the
differences are slight while others were significant for that year; for example, the national average for
chemistry faculty was 175 while Troy State University faculty taught 409 student credit hours per fulltime equivalent faculty. The national mean was 218.79 while the Troy State University student credit
hour per full-time equivalent faculty was 233.16, with a standard deviation of 72.48 for the national
cohort and 101.53 for Troy State University faculty. As noted in the footnotes to Table 4.1.3A, there
were a number of vacancies in Education and reorganization was underway in CIS and the science
departments at the time of the Delaware Study. These circumstances, in all probability, caused the
higher student credit hours per full-time equivalent faculty for chemistry and for the overall Troy State
University mean.
These ratios and benchmarks provide evidence that Troy State University provides a faculty of
adequate size to support its purpose.
4.8.9.2
It must have procedures for the equitable and reasonable
assignment of faculty responsibilities—including classroom
instruction, academic advising, committee membership, guidance
of student organizations, and research and service to the public.
The procedures for the equitable and reasonable assignment of faculty responsibilities,
including classroom instruction, academic advising, committee membership, guidance of student
organizations, research, and service to the public may be found in the University Faculty Handbook
(pp. 62, 63, 64-65, 66-67). Several specific sections of the Handbook discuss such items as number of
students (p. 64) and the nature of the academic discipline (p. 57) as factors in calculating faculty loads.
Teaching loads are generally limited to 22 to 26 semester hours per academic year (Faculty
Handbook, p. 57). Faculty credit hour productivity for the fall of 2000 may be found in the document
room in supporting materials for Section IV. Limits on membership on faculty councils and/or
committees are also stated in the Faculty Handbook (p. 27) with some limitations due to heavy loads in
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large departments and in Standing Committees of Troy State University (p. 1). All faculty members
have access to secretarial assistance.
The Handbook carefully specifies that equitable practices should be followed in the distribution
of faculty assignments, and states clearly that “an unduly heavy workload can impair an instructor’s
effectiveness in class and laboratory and in student advising” (p. 64). In making equitable faculty
assignments, the Handbook mandates that the department chair, dean, and provost must consider
such factors as number of students taught, number of preparations, non-teaching responsibilities and
assignments, service to the department, school, college, or University, and involvement in professional
activity (pp. 64-65, 57). If a faculty member voluntarily agrees to teach an overload, the University
compensates that faculty member, usually at the adjunct pay rate.
4.8.10
Criteria for Procedures and Evaluation
4.8.10.1
An institution must conduct periodic evaluations of the
performance of individual faculty members.
Under the current system of faculty evaluation, each faculty member is evaluated by students
and by his/her department chair at least once a year. Adjunct faculty members are evaluated each
semester, and faculty members in their first year of service at Troy State University are evaluated both
semesters. The criteria for evaluation are detailed in the Faculty Handbook (pp. 41-44, 46-54, 85-98)
and on the forms in that document that are used by supervisors for evaluation of faculty. These criteria
are fully consistent with the purposes and goals of the Institution. The results of the annual faculty
evaluations for AY 2001-2002 are given in Table 4.2.4.2A found earlier in this chapter.
Results of the annual evaluations are shared with individual faculty members, along with
suggestions for improvement from the supervisor. Student evaluations of faculty are available to faculty
for their perusal before they are placed in the department’s permanent files. Examination of these
evaluations is sufficient to identify and subsequently address weaknesses. Evaluations are utilized
when faculty members are considered for continuing appointment, review for tenure and/or promotion,
and for merit salary increases.
4.8.10.2 The evaluation must include a statement of the criteria against
which the performance of each faculty member will be measured.
The Faculty Handbook, p. 42, indicates that the criteria set forth in Section 3.2, “Definition of
Academic Ranks and Titles,” and Section 3.4, “Policies on Promotion in Academic Rank,” “should be
used by the individual faculty member in preparing any self-evaluations, by the immediate supervisor in
evaluating faculty members, and by the dean, the Faculty Promotion and Tenure Committee, and the
Provost in their respective deliberations.” It is also noted on the same page that teaching effectiveness
is deemed of greater importance than any other criterion. The criteria to be considered related to
teaching effectiveness are delineated. In addition, other elements to be considered related to faculty
performance are spelled out under sections on teaching experience (p. 43), service to the University
(p. 43), research and creative work (pp. 43-44), professional competence and activities (p. 44), and
service to the community (p. 44).
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Related to evaluation of faculty are procedures for promotion in rank and procedures for
advancement in tenure. These procedures are included in the Faculty Handbook (pp. 48-49). In
addition, it is expected that faculty will conduct themselves in an ethically prudent manner. Criteria
related to ethical behavior may be found in the Faculty Handbook (pp. 56-57). In the event that
dismissal of a faculty member becomes necessary, factors that may be considered are included in the
Handbook (p. 54).
Also, the Troy State University Comprehensive Faculty Evaluation Plan includes criteria
against which the performance of individual faculty members is measured (see the Faculty Handbook,
pp. 85-98).
4.8.10.3
The criteria must be consistent with the purpose and goals of the
institution and be made known to all concerned.
The University mission statement includes the phrase, “Administrators, faculty, and students
are committed to excellence in education….” In addition, one Institutional Objective, is “to encourage
and reward excellence in teaching”. Other institutional objectives relate to faculty roles within the
University; for example, “to encourage and provide essential resources for creative activities and
research” (Faculty Handbook, p. 8). The criteria for faculty evaluation are consistent with the Mission
Statement and institutional objectives of the University. Upon initial employment and with each new
edition of the Faculty Handbook, faculty must sign a form indicating they received a copy. Also, both
the Undergraduate and Graduate bulletins containing the Troy State University Mission Statement and
the institutional objectives are available to faculty. During new faculty orientation at the beginning of
each academic year, the Faculty Handbook and its content are discussed by the Provost.
4.8.10.4
The institution must demonstrate that it uses the results of this
evaluation for improvement of the faculty and its educational
program.
Each department chair receives faculty and course evaluations completed by students with
compiled data analysis from the Provost. Evaluations of faculty by students and department chairs are
used to improve teaching methods and delivery of material to students. Similarly, evaluations of
courses are used to improve course content and curricula. (See minutes of departmental meetings and
Annual Assessment Reports for evidence of educational program improvement; see faculty personnel
files for evidence of faculty improvement based on student and department chair evaluations.)
4.9 CONSORTIAL RELATIONSHIPS AND CONTRACTUAL AGREEMENTS
4.9.1
A member institution which enters into such consortial relationships or
contractual agreements must have sufficient control of relationships/
agreements so as to maintain compliance with the Criteria when offering
educational programs through such arrangements.
Troy State University is committed to providing undergraduate and graduate education for the
national and international community through traditional and nontraditional learning environments. The
University recognizes the value of negotiating consortial relationships and contractual agreements in
fulfilling its mission. All consortial relationships and contracts remain under the control of the University.
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Troy State University responds to the needs of the larger community through contractual
agreements through which the Troy campus of Troy State University provides credit courses and
programs. These contracts support the University’s institutional objectives of developing programs to
meet the needs of constituencies and providing equitable opportunities for all students. The quality of
the courses offered is maintained through the same quality assurance measures practiced by the
colleges within Troy State University that offer the courses and programs. Policies and procedures
described in the respective substantive change reports guide compliance.
Lockheed Martin Corporation has contracted with the Sorrell College of Business to provide
credit courses for the Bachelor of Science in Management for employees at the Lockheed Martin
Missiles and Fire control production facility in Pike County, Alabama. The contract is administered by
the Small Business Development Center of the Sorrell College of Business. Faculty are full-time faculty
of the Sorrell College of Business, and courses taught on-site at the Lockheed Martin facility are
sections of the same courses offered at the Troy campus. The same rigorous standards apply for all
course sections. The contract with Lockheed Martin supports the purpose of the University by serving
mature non-traditional students at a location that provides an equitable opportunity for all qualified
employees to participate in this degree program.
HealthSouth Corporation has contracted with the Sorrell College of Business to offer the
Executive Master of Business Administration (EMBA) degree program to HealthSouth professionals.
The EMBA features the delivery of courses through a combination of classroom sessions at the
HealthSouth Corporate headquarters in Birmingham, Alabama, and home/group study via the Internet.
Instruction is by full-time faculty members in the Sorrell College of Business. Students represent the
national community served by the University and are mature non-traditional students whose education
is a mission of the University.
The United States Navy has contracted with the Sorrell College of Business at Troy State
University to offer the Executive Master of Business Administration (EMBA) degree program to Navy
career professionals. The EMBA features the delivery of the entire degree program via the Internet.
Instruction is by full-time faculty in the College. Students represent the international community served
by the University and are mature non-traditional students whom the University is committed to serve by
its mission.
The School of Nursing has two contracts to provide four graduate nursing courses via the
Internet. One of these is with the University of Alabama and the other is with Jacksonville State
University. Both institutions are regionally accredited by SACS-COC. At this time, only Jacksonville
State University has participated in the contractual agreement. These contracts support the purpose of
the Institution as it responds to the needs of the larger community. Specifically, the Alabama
Commission on Higher Education requested that Troy State University provide these courses to
minimize duplication of course offerings in Master of Science in Nursing programs statewide. Students
at Troy State University join with students at the other universities in these courses. Faculty members
are full-time faculty of the Troy State University School of Nursing, and all procedures that apply to
traditional on-site courses apply to these Internet courses.
Troy State University presently participates in the Marine Environmental Sciences Consortium
(MESC). This arrangement allows the Department of Biological and Environmental Sciences to offer
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the Marine Biology program and meets the instructional objective of preparing students to demonstrate
competence in the field of marine biology. The consortium, separately funded by the state of Alabama
as an independent unit of Alabama’s higher education system, is comprised of 22 colleges and
universities. Each member is accredited by SACS-COC and offers degrees at the undergraduate level
or beyond. Courses are taught during the summer term at the Dauphin Island Sea Lab (DISL) at
Dauphin Island, Alabama
Troy State University also has contractual agreements through its University College, but in all
contractual agreements and consortial relationships Troy State University has sufficient control of
these agreements so as to maintain compliance with the Criteria when offering educational programs
through such arrangements.
4.9.2
All consortia and contracts must be evaluated regularly.
The departments responsible for initiating and maintaining the contracts evaluate them
regularly. Quality and effectiveness of the educational program are ensured by complementing the
purpose of the University; by providing competent faculty, adequate library and learning resources, and
appropriate instructional materials; and by ensuring student achievement through quality courses and
programs. The Library, learning resources, courses, and faculty are evaluated following University
procedure (see Faculty Handbook, pp. 42-44, 85-98 and the substantive change reports for the 2001
SACS-COC visits).
4.9.3
If an institution plans to participate in consortial relationships or enter
into contractual agreements for educational programs it must follow
reporting policies and procedures related to substantive change.
Substantive change prospectuses following reporting policies and procedures specified by
SACS-COC were submitted. A team visited Troy State University main campus to review a substantive
change prospectus for Distance Learning on August 19-21, 2001.
Substantive change prospectuses have also been submitted for University College sites, and
all proposals followed the SACS-COC policies and procedures related to substantive change. Copies
of substantive change prospectuses are available in the Self-Study Resource Room and in the Office
of Institutional Research, Planning, and Effectiveness.
4.9.1.
Consortial Relationships
4.9.1.1
A member institution seeking to participate in a consortium degree
or certificate program must enter into such a relationship only with
regionally accredited institutions offering degrees or certificates at
the same level.
The Troy State University School of Nursing has two contracts to provide four graduate
nursing courses via the Internet. One of these is with the University of Alabama and the other is with
Jacksonville State University. SACS-COC regionally accredits both institutions.
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Troy State University presently participates in the Marine Environmental Sciences Consortium
(MESC). This arrangement allows the Department of Biological and Environmental Sciences to offer
the Marine Biology program and meets the instructional objective of preparing students to demonstrate
competence in the field of marine biology. The consortium, separately funded by the State of Alabama
as an independent unit of Alabama’s higher education system, is comprised of 22 colleges and
universities. Each member is accredited by SACS-COC and offers degrees at the undergraduate level
or beyond. Courses are taught during the summer term at the Dauphin Island Sea Lab (DISL) at
Dauphin Island, Alabama.
In the consortium relationships entered into by Troy State University Troy campus, the
consortium institutions are regionally accredited by SACS-COC.
4.9.1.2
Exceptions must be approved by the Commission in advance of the
formation or participation in the consortium.
At this time, Troy State University has no consortial agreements to offer degrees or certificates
with institutions that are not regionally accredited.
4.9.1.3 The member institution must maintain the quality of all courses/programs
offered through the consortium.
The School of Nursing faculty members teach the courses offered to the Jacksonville State
University students using the same standards of quality as used with all other nursing courses taught
at Troy State University. Students at Jacksonville State University join with Troy State University
students enrolled in these courses. Students at both institutions evaluate the courses and the faculty.
The department chair of the Troy State University MSN Program also evaluates the faculty teaching
the courses using the same criteria and procedures used in evaluating faculty teaching all other MSN
courses.
Faculty members for the Marine Environmental Sciences Consortium (MESC) are selected by
the Executive Director from among resident faculty, visiting professors, and adjunct faculty. All are
qualified by appropriate academic credentials to teach the courses which they are assigned.
4.9.1.4 Educational courses/programs offered through a consortial relationship
must be related to the teaching purpose of the institution and comply with
the Criteria.
Troy State University initiates or responds to requests for consortial relationships to meet the
needs of the larger community. The Mission Statement reads, “Global in perspective, the University is
committed to providing undergraduate and graduate education in regional, national, and international
communities for both traditional and nontraditional students.” An Institutional Objective is, “to develop
programs to address the needs of constituencies” (Faculty Handbook, p. 8). The consortial
relationships developed by Troy State University support the teaching purpose of the Institution.
Because the Nursing program relationship and the Marine Environmental Science Consortium
are operated with institutions accredited by the SACS-COC, the courses/programs offered do comply
with the Criteria.
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4.9.2
Contractual Agreements
4.9.2.1 Educational services and programs offered through a contractual
agreement with another institution or organization must support the
purpose of the institution.
Troy State University initiates or responds to requests for contractual agreements as part of its
mission to be “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.” Also, the Mission Statement reads, “Global in perspective, the
University is committed to providing undergraduate and graduate education in regional, national, and
international communities for both traditional and nontraditional students.” Another Institutional
Objective is, “To develop programs to address the needs of constituencies” (Undergraduate Bulletin, p.
5; Faculty Handbook, p. 8). The contractual relationships developed by Troy State University support
the teaching purpose of the Institution. The educational services and programs offered through
contractual agreements support the purpose of the Institution.
4.9.2.2
The member institution must maintain the quality of programs/courses
offered through the contract and ensure ongoing compliance with the
Criteria.
Troy State University maintains the quality of its programs/courses through the same
processes used for programs/courses taught on the Troy campus. Faculty are evaluated, courses are
evaluated, (Faculty Handbook, pp. 85-98), and the programs offered through contract are part of the
annual institutional effectiveness process and are included in the annual updates of the SPIE, the
Annual Assessment Reports, and the Annual Plan for the programs (Manual for Annual Planning, pp.
9-19). (See 4.9.1 for information about the programs offered through contracts and see the substantive
change reports submitted to SACS-COC to substantiate that contracted programs are in compliance
with SACS-COC requirements and the Criteria).
4.9.2.3
If an institution enters into a teach-out agreement with another
institution, it must submit the agreement to the Commission for
approval.
The current contracts and consortia are ongoing with no plans for a teach-out at the current
time.
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RESOURCES

Annual Assessment Reports. Office of Institutional Research, Planning, and Effectiveness

Annual Planning Statements. Office of Institutional Research, Planning, and Effectiveness

Bylaws of the Board of Trustees for the Troy State University System, approved 3/3/02

Compendium of Survey and Test Results, 1999-2000

Compendium of Survey and Test Results, 2000-2001

Contracts with Lockheed Martin, HealthSouth, the United States Navy, Jacksonville State
University, the University of Alabama, and the Marine Environmental Sciences Consortium

Course Syllabi: CJ 6610; CJ 6630; CJ 6636; DRA 4451/5551; EDU 6605; EDU 6606; EDU
6607; FIN 3331; FIN 6631; MUS 3305; MUS 6605; NSG 6670; NSG 6622; NSG 6671

Fact Book, March 2002

Faculty Handbook, 2001

Faculty Personnel Files. Office of the Provost

Graduate Bulletin website: http://www.troyst.edu/graduatestudies/admissions.html

Graduate Bulletin, 2001-2003

Graduate Studies Admission website: http://www.troyst.edu/graduatestudies/admissions.html

Institutional Effectiveness Cycle website:
http://spectrum.troyst.edu/~oirpe/ManualforPlanning2000.pdf

Manual for Annual Planning, October 2000

Minutes of Departmental Meetings

MSN Program Exit Survey, School of Nursing

Office of Institutional Research, Planning, and Effectiveness website:
http://spectrum.troyst.edu/~oirpe

Official check sheets for each degree program. University Records Office

Professional Military Education Matrix: http://www.troyst.edu/graduatestudies/pme.pdf
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
Schedules of Classes. Troy State University

Six Points of Institutional Effectiveness (Planning Form)
http://spectrum.troyst.edu/~oirpe/Form1SPIE.doc

Six Points of Institutional Effectiveness Documents, Office of Institutional Research, Planning,
and Effectiveness

Sorrell College of Business Graduating Student Questionnaire

Standing Committees of Troy State University, August 1, 2002-July 31, 2003

Substantive Change Documents

Substantive Change for Accredited Institutions of the Commission On Colleges, Southern
Association of Colleges and Schools website: http://www.sacscoc.org/pdf/subchangefinal.pdf

The Odyssey

The University of Delaware National Study of Instructional Costs and Productivity 2000

Troy State University Strategic Plan 2001-2005 Over the Horizon: Strong Values – Clear Vision

Troy State University Technology Standards website:
http://www.tsutech.troyst.edu/standards_policy.htm

Undergraduate Bulletin, 2001-2003
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STRENGTHS
The Educational Program of Troy State University has many strengths, many of which are implicitly
identified and discussed in the various sections of this Self-Study. A few are worthy of special note.

Troy State University’s greatest strength is its comprehensive strategic plan, which affects not
only its Educational Program but also all aspects of the University. Entitled Over the Horizon:
Strong Values–Clear Vision and published in 2001, it is designed to guide the University from
2001 through 2005, and is a model of clarity and precision. Unlike some “strategic” plans
which are cobbled together, quickly shelved, and never particularly followed, this plan is being
consistently utilized and complements the Criteria for Accreditation in a remarkable manner.

Faculty and staff at Troy State University have a long history of working together amicably.
There is a good attitude that permeates the campus and inevitably has a beneficial effect on
everyone, especially students

An excellent working relationship exists between the administration and the faculty and staff.

Review of the various elements of the Troy State University graduate program indicates that
the program is well organized and academically sound. Information regarding the graduate
programs is effectively publicized in the Graduate Bulletin and on the TSU website and various
departmental websites. Students are pleased with the various aspects of the program, and the
graduate program is growing.
AGENDA FOR EXCELLENCE

Suggestion 4.2A: The Committee suggests that policies and regulations related to entrance
and admission requirements, degree completion criteria, costs, financial obligations, and
refund policies for high school credit courses and/or dual enrollment courses be defined in all
applicable academic publications.

Suggestion 4.2B: The Committee suggests that the University’s refund policy be stated
consistently in the various applicable publications and that the refund policies for high school
credit courses and/or dual enrollment courses be defined in applicable publications.

Suggestion 4.2C: The Committee suggests that publication of all applicable academic
documents for a coming academic year should be completed before the beginning of student
orientation sessions in the summer prior to a new academic year. In particular, the new
editions of the Undergraduate Bulletin and the Graduate Bulletin should be published in a
timely manner to meet this requirement.
4-141

Suggestion 4.2D: The Committee suggests that course listings for high school credit courses
and/or dual enrollment courses be published in the Schedule of Classes.

Suggestion 4.3.1: The Committee suggests that minor inconsistencies that exist between
procedures outlined in the Manual for Annual Planning and the actual steps taken in initiating
and expanding the graduate program be resolved. A detailed written plan for improvement
should be developed and presented for action to ensure that these inconsistencies are
resolved.

Suggestion 4.3.3.3: The Committee suggests that some exceptions in statements in the
General Regulations section of the Graduate Bulletin that may be misleading to students be
clarified and corrected. For example, on page 11 of the Bulletin, it states in #2 that “students
who plan to major in the College of Education teacher certification programs must furnish a
copy of a permanent teaching certificate.” This requirement is true for the traditional Master of
Science in Education program only and does not apply to students in the alternative fifth-year
program.

Suggestion 4.3.4.6: The Committee suggests that because the Graduate Bulletin states that
credit earned through correspondence will not be acceptable for graduate work, perhaps, a
definition of what constitutes correspondence work should be developed and provided in the
Graduate Bulletin.

Suggestion 4.3.6.3: The Committee suggests that because the University is moving toward
more technology-based applications for scholarly activities, a Graduate Library Orientation be
developed and implemented as part of the graduate student orientation program. In the
Library Orientation, emphasis should be placed on skills support for students in all graduate
areas. For example, support is needed for skills related to on-line scholarly research through
multiple sources including the TSU libraries, using specialized search engines, developing
electronic presentations, and communicating effectively through electronic avenues because
student skills in these areas are often lacking. This suggestion is based on evidence gathered
by survey results and suggestions from faculty as information was obtained for this report.

Suggestion 4.6: The Committee suggests that Continuing Education programs in Human
Services and the Center for Business and Economic Services be fully coordinated with the
Center for Continuing Education. The CCE also should maintain permanent copies of records
for each individual who qualifies for a Continuing Education Unit at Troy State University.

Suggestion 4.8: To reflect more clearly the role played by full-time and part-time faculty in
instruction and to establish a more valid barometer than faculty headcount, the Committee
suggests that the number and percentage of student credit hours taught by full-time faculty
and part-time faculty be tabulated by the Office of Institutional Research, Planning, and
Effectiveness and that the credit hour production comparison be used to accurately judge the
role played by part-time and full-time faculty in instruction.
4-142

Suggestion 4.8.2.1.3: Because interdisciplinary programs are encouraged by the Criteria for
Accreditation, the Committee suggests that Troy State University begin to develop
interdisciplinary programs

Suggestion 4.8.2.3: The Committee suggests that the Council of Deans, in conjunction with
the Graduate Council, continue to assess the pending criteria for Full and Associate Graduate
Faculty membership and that the assessment results be forwarded to the Provost.

Suggestion 4.8.10: The Committee suggests that the procedures for evaluating faculty by
supervisors described in the Faculty Handbook be evaluated and possibly revised so that the
procedures are less cumbersome and more concise.
RECOMMENDATIONS/
PLANS FOR IMPROVEMENT

Recommendation 4.1.2: The Committee recommends that improvements be made to the
computer labs in Bibb Graves Hall and McCartha Hall to enhance their ability to serve
students.
o Plans for Improvement 4.1.2: Purchase additional computer equipment and
generally refurbish these labs to make them more student-friendly.

Recommendation 4.2.3.4: The Committee recommends that the University move to employ a
highly qualified Pre-Health Adviser. The University’s previous Pre-Health Adviser accepted a
position elsewhere immediately before the last round of proration in Alabama, and this position
needs to be filled to serve properly the University’s Pre-Health students.
o Plans for Improvement 4.2.3.4: Conduct a search and employ a qualified Pre-Health
Adviser as soon as funds permit.

Recommendation 4.2.4.2: The Committee recommends that a plan of action be made
available to improve the instruction of those faculty members whose annual evaluations
indicate weaknesses. The respective Deans (who will receive information from the Provost’s
Office) will inform department chairs which of their faculty rank below the average.
o Plans for Improvement 4.2.4.2: Possible steps to improve the instruction of these
faculty might include, but not be limited to, the following:
1. Department Chairs will meet with each of their faculty members ranking below
the institutional average to inform him/her of the effort to improve his/her
instruction.
2. Specific categories on which the faculty member should improve will be identified
in this initial conference.
3. Senior faculty ranking above average will be assigned to help mentor these
faculty, including permitting them to visit their mentor’s classes to gain ideas for
improvement of instruction.
4. The faculty member’s next annual student evaluation will be closely monitored to
determine if improvement has occurred.
4-143
5. In all cases, care must be taken to emphasize that this effort is solely aimed at
improving instruction, and is not being employed to belittle faculty or to place
them in an intimidating situation. Nor is this effort to indict a faculty member’s
methods or approach to teaching. It is simply an effort to better serve students
with better instruction.

Recommendation 4.3.6.4: The Committee recommends that the new Graduate Student
Orientation program be encouraged and enhanced, and that students who complete this
orientation program be tracked through their graduate careers at Troy State University to
determine the program’s effectiveness.
o Plans for Improvement 4.3.6.4: Graduate students who complete the Graduate
Student Orientation program should be compared to an equal number of graduate
students who do not complete it. Both groups should be tracked through their
graduate careers to determine the effectiveness of the Orientation Program. It will
probably take 3-5 years to obtain sufficient data to determine such.
4-144
COMPLIANCE CHART
COMPLIANCE
Must
Statement
Yes
No
4.1
4.1.1
GENERAL REQUIREMENTS

4.1.2

4.1.3

4.1.4

4.2
4.2.1
4.2.1.1
UNDERGRADUATE
PROGRAM
Undergraduate Admission

NA
Supporting Documentation
Location
Undergraduate Bulletin;
Graduate Bulletin;
Six Points of Institutional
Effectiveness (SPIE) reports
Compendium of Survey and Test
Results
University of Delaware National
Study of Instructional Costs and
Productivity
SPIE reports; Annual Assessment
Reports (AAR); Professional
Accreditation reports.
Self-Study Resource Room
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Undergraduate Bulletin;
Standing Committees of Troy
State University;
United States of America v. the
State of Alabama, et al, Civil
Action No. CV-83-M-1676-S
Fact Book; Standing Committees
of Troy State University
Self-Study Resource Room
4.2.1.2

4.2.1.3

Fact Book; Standing Committees
of Troy State University
4.2.1.4

4.2.1.5
4.2.1.6
4.2.1.7



4.2.1.8
4.2.1.9
4.2.1.10
4.2.1.11




4.2.1.12
4.2.1.13


4.2.1.14
4.2.1.15
4.2.1.16
4.2.1.17
4.2.1.18





Undergraduate Bulletin;
Admissions Coordination Chart
Undergraduate Bulletin
Undergraduate Bulletin
United States of America v. the
State of Alabama, et al, Civil
Action No. CV-83-M-1676-S;
Minutes of the Enrollment
Services Committee; University
Publications; Standing
Committees of Troy State
University
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Discover TSU (Viewbook)
Undergraduate Bulletin
Undergraduate Bulletin;
STARS Transfer Guide;
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Self-Study Resource Room
Office of Institutional Research, Planning,
and Effectiveness (OIRPE)
Self-Study Resource Room
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Office of Enrollment Management
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Office of Enrollment Services & V.P. for
Student Affairs
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Articulation and General Studies Office
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
4-145
COMPLIANCE
Must
Statement
Supporting Documentation
Location

Undergraduate
Completion
Requirements







Undergraduate Bulletin
Self-Study Resource Room
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
General Education Competency
Examination (GECE-Academic
Profile) Results;
Manual for Annual Planning;
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
Undergraduate Bulletin
4.2.3.1






Undergraduate
Curriculum

Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Office of Institutional Research, Planning,
and Effectiveness (OIRPE)
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
4.2.3.2

4.2.3.3

4.2.1.19
4.2.2
4.2.2.1
4.2.2.2
4.2.2.3
4.2.2.4
4.2.2.5
4.2.2.6
4.2.2.7
4.2.2.8
4.2.2.9
4.2.2.10
4.2.2.11
4.2.2.12
4.2.2.13
4.2.3
Yes
No
Undergraduate Bulletin;
SPIE for Athletic Training program
on OIRPE website

4.2.3.4
4.2.3.5

4.2.3.6

4.2.3.7

4.2.3.8
4.2.3.9


4.2.3.10

4.2.3.11

4.2.3.12

NA
Faculty Handbook;
Manual for Annual Planning
Faculty Handbook;
Manual for Annual Planning
Undergraduate Bulletin;
Faculty Rosters
Undergraduate Bulletin;
Faculty Rosters
Minutes of the Board of Trustees;
Faculty Handbook
Faculty Handbook;
Academic Council Minutes;
Institutional Effectiveness
Committee Minutes;
Manual for Annual Planning
Undergraduate Bulletin
Undergraduate Bulletin;
STARS Transfer Guide and
Contract
Over the Horizon: Strong ValuesClear Vision, TSU Strategic Plan
to 2005; Distance Learning Center
Information
Manual for Annual Planning;
Distance Learning Center
Information
Distance Learning Center
Self-Study Resource Room
Office of Athletic Training Program
Director
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Chancellor’s Office
Self-Study Resource Room
Self-Study Resource Room
Provost Office
Office of Institutional Research, Planning,
and Effectiveness
Self-Study Resource Room
Self-Study Resource Room
Articulation and General Studies (STARS)
Office
Self-Study Resource Room
Distance Learning Center
Self-Study Resource Room
Distance Learning Center
Distance Learning Center
4-146
COMPLIANCE
Must
Statement
Yes
No
NA
Supporting Documentation
Location
Information
4.2.4
4.2.4.1
Undergraduate
Instruction


4.2.4.2
Undergraduate Bulletin;
SPIE, AAR, Annual Plan (AP), &
Statement of Achievements on
OIRPE website;
Course Syllabi;
Faculty Handbook
Faculty Handbook;
Supervisor’s Review of Faculty
Performance;
Fact Book; Compendium of
Survey and Test Results;
SPIE, AAR, AP, & SOA reports
Undergraduate Bulletin;
Course Syllabi
Course Syllabi
Multimedia Educational Resource
for Learning and Online Teaching
information; College of
Education’s Teaching Methods
Project information; Alabama
Reading Initiative (ARI)
information; Minutes of the Ad Hoc
Technology Committee
Course Syllabi;
Compendium of Survey and Test
Results; Major Field Test Results
SPIE, AAR, SOA, and AP reports
4.2.4.3

4.2.4.4
4.2.4.5


4.2.4.6

4.2.4.7

4.2.4.8
4.2.4.9
4.2.4.10



Faculty Handbook
Faculty Handbook
SPIE, AAR, SOA, and AP reports;
Major Field Test Results
4.2.4.11
4.2.4.12
4.2.4.13



4.2.4.14

4.2.4.15

Schedule of Classes
Schedule of Classes
Undergraduate Bulletin;
Oracle;
Sponsoring Departments
information
Undergraduate Bulletin;
Chancellor’s Fellowship Program
Professional Accreditation reports
4.2.4.16

4.2.5
4.2.5.1
Academic Advising of
Undergraduate
Students

Undergraduate Bulletin;
Alabama Commission on Higher
Education Survey Annual Tuition
and Required Fees;
Odyssey Program Manual;
Self-Study Resource Room
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Departmental Offices
Self-Study Resource Room
Offices of College Deans
Provost Office
Departmental Offices
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Departmental Offices
Departmental Offices
Distance Learning Center
College of Education
Southeast Region In-service Center
Office of Institutional Research, Planning,
and Effectiveness (ORIPE)
Departmental Offices
OIRPE
Departmental Offices
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Self-Study Resource Room
Departmental Offices
OIRPE and OIRPE website:
http://spectrum.troyst.edu/~oirpe/
Provost Office
Provost Office
Self-Study Resource Room
Departmental Offices
Self-Study Resource Room
Chancellor’s Office
Self-Study Resource Room
Deans Offices
Self-Study Resource Room
ACHE website:
http://www.ache.state.al.us/
Office of Coordinator for Undergraduate
4-147
COMPLIANCE
Must
Statement
Yes
No
NA
Supporting Documentation
Location
Academic Advising Handbook
Advisement
Office of Student Development &
Counseling
Departmental Offices
Self-Study Resource Room
Office of Student Development &
Counseling
Self-Study Resource Room
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
4.2.5.2
4.2.5.3


Departmental Files
Undergraduate Bulletin;
IMPACT Information
4.2.5.4

Compendium of Survey and Test
Results
4.3
4.3.1
Graduate Program
Initiation, Operation,
and Expansion of
Program
Graduate Bulletin;
Fact Book 2001;
Standing Committees of TSU
4.3.1.1

TSU Manual for Annual Planning,
October 2000
4.3.1.2

4.3.1.3

4.3.1.4

4.3.1.5

Graduate Bulletin;
Undergraduate Bulletin
Graduate Bulletin;
Graduate Student Survey 2001 in
the Compendium of Survey and
Test Results, 2000-2001
Faculty Handbook;
Graduate Student Survey 2001 in
the Compendium of Survey and
Test Results, 2000-2001;
TSU Libraries information
published on website;
TSU Technology Standardization
Guidelines
SACS guidelines;
Substantive change documents
4.3.1.6

4.3.1.7

Documents of approval by
accreditation agencies
TSU Manual for Annual Planning,
October 2000
TSU website, http://www.troyst.edu
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Human Resources website,
http://www.troyst.edu/humanresources
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
TSU Libraries website,
http://tsulib.troyst.edu
TSU MIS website, http://tsutech.troyst.edu
Self-Study Resource Room
SACS website, http://www.sacscoc.org
Self-Study Resource Room
OIRPE office
Self-Study Resource Room
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room



4.3.1.8
4.3.1.9
4.3.1.10
4.3.2
4.3.2.1
Graduate Admission

Graduate Bulletin
4.3.2.2

Graduate Bulletin
4.3.2.3

Graduate Bulletin;
Professional Military Education
(PME) Matrix
4.3.2.4

Graduate Bulletin
4.3.2.5

Graduate Bulletin
Undergraduate Bulletin;
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Graduate School website,
http://www.troyst.edu/graduatestudies/
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Graduate School website,
4-148
COMPLIANCE
Must
Statement
Yes
No
NA
Supporting Documentation
Location
http://www.troyst.edu/graduatestudies/
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
4.3.2.6

Professional Military Education
(PME) Matrix
Graduate Bulletin
4.3.2.7

Graduate Bulletin
4.3.2.8

Graduate Bulletin
4.3.2.9

Graduate Bulletin
4.3.2.10

TSU Manual for Annual Planning,
October 2000
4.3.2.11

Graduate Bulletin
4.3.2.12

TSU Manual for Annual Planning,
October 2000;
Graduate Student Surveys from
annual Compendium of Survey
and Test Results;
Graduating Student Surveys from
annual Compendium of Survey
and Test Results
4.3.3
4.3.3.1
4.3.3.2
4.3.3.3
Graduate Completion
Requirements



4.3.3.4

Graduate Bulletin
4.3.3.5

Graduate Bulletin
4.3.3.6
4.3.4
4.3.4.1
Graduate Curriculum

4.3.4.2

4.3.4.3

4.3.4.4

4.3.4.5

4.3.4.6

4.3.4.7

Standing Committees of TSU
Graduate Bulletin
Graduate Bulletin
Self-Study Resource Room
Self- Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room

Graduate Bulletin;
Course Syllabi
Graduate Bulletin;
Course Syllabi
Graduate Bulletin;
Course Syllabi
Graduate Student; Surveys from
annual Compendium of Survey
and Test Results
Graduating Student Surveys from
annual Compendium of Survey
and Test Results
Graduate Bulletin;
Course Syllabi
Graduate Bulletin;
Faculty Handbook;
Course Syllabi
Departmental Six Points of
Institutional Effectiveness (SPIE)
Graduate Bulletin;
TSU Strategic Plan 2001-2005;
TSU website, http://www.troyst.edu
SACS Self Study Room
TSU website, http://www.troyst.edu
SACS Self Study Room
TSU website, http://www.troyst.edu
SACS Self Study Room
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Human Resources website,
http://www.troyst.edu/humanresources
Self-Study Resource Room
TSU website, http://www.troyst.edu
OIRPE website,
4-149
COMPLIANCE
Must
Statement
Yes
No
NA
Supporting Documentation
Location
Fact Book 2001;
Current Schedule of Classes
Departmental Six Points of
Institutional Effectiveness (SPIE)
Faculty Handbook;
Manual for Annual Planning;
Departmental Six Points of
Institutional;
Effectiveness (SPIE)
Standing Committees of TSU
Faculty Handbook;
Board of Trustees Bylaws
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
TSU website, http://www.troyst.ed
Self-Study Resource Room
TSU website, http://www.troyst.edu
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
University Relations website,
http://www.troyst.edu/universityrelations/
Self-Study Resource Room
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
4.3.4.8

4.3.4.9

4.3.4.10
4.3.4.11

Graduate Bulletin
4.3.4.12

Graduate Bulletin;
Graduate Student Survey from the
Compendium of Survey and Test
Results;
Wednesday Report Archives
4.3.4.13

Graduate Student Survey from the
Compendium of Survey and Test
Results
4.3.4.14

Graduate Bulletin
Data from Alabama Commission
on Higher Education (ACHE)
TSU website, http://www.troyst.edu
ACHE website,
http://www.ache.state.al.us
Self-Study Resource Room
Departmental Six Points of
Institutional Effectiveness (SPIE)
and Annual Assessment Reports
(AAR);
Graduate Student Surveys from
annual Compendium of Survey
and Test Results;
Graduating Student Surveys from
annual Compendium of Survey
and Test Results;
Nursing Graduates’ Employer
Surveys;
Teacher Education Program
Performance Profile;
TSU Manual of Annual Planning
Graduate Bulletin
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
School of Nursing Director’s Office
College of Education’s Dean’s Office
Self-Study Resource Room
Faculty Handbook;
Course Syllabi;
Human Resources website,
http://www.troyst.edu/humanresources
Human Resources website,
http://www.troyst.edu/humanresources
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Human Resources website,
http://www.troyst.edu/humanresources
Self-Study Resource Room







4.3.4.15
4.3.4.16
4.3.4.17
4.3.4.18
4.3.4.19
4.3.4.20
4.3.4.21

4.3.4.22

4.3.5
4.3.5.1
Graduate Instruction

TSU website, http://www.troyst.edu
Self-Study Resource Room
4-150
COMPLIANCE
Must
Statement
Yes
No
NA
Supporting Documentation
Location
Wednesday Report Archives;
Graduate Student Surveys from
the annual Compendium of
Survey and Test Results
University Relations website,
http://www.troyst.edu/universityrelations/
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
TSU website, http://www.troyst.edu
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Human Resources website,
http://www.troyst.edu/humanresources
Self-Study Resource Room
4.3.5.2

4.3.5.3

4.3.5.4

4.3.5.5

4.3.5.6
4.3.5.7
4.3.5.8



Course Syllabi
Course Syllabi
Graduate Bulletin;
Faculty Handbook;
Course Syllabi
4.3.5.9

Schedule of Classes
4.3.5.10

4.3.5.11

School of Nursing Comprehensive
Examination Data;
University College data comparing
traditional and non-traditional
programs;
Graduate Bulletin;
Standing Committees of TSU;
Faculty Handbook
4.3.5.12

4.3.5.13

4.3.6
4.3.6.1
Academic Advising of
Graduate Students

University Mission Statement;
Course Syllabi;
Departmental Six Points of
Institutional Effectiveness (SPIE)
and Annual Assessment Reports
(AR);
Faculty Handbook
Graduate Bulletin;
Course Syllabi
Graduate Bulletin
Course Syllabi
Mission Statement;
Faculty Handbook;
Standing Committees of TSU
Faculty Handbook;
Supervisor Evaluations of Faculty;
Graduate Student Surveys from
annual Compendium of Survey
and Test Results;
Graduating Student Surveys from
Annual Compendium of Survey
and Test Results;
Departmental Six Points of
Institutional Effectiveness (SPIE)
and Annual Assessment Reports
(AAR)
Faculty Handbook;
Compendium of Survey and Test
Results; SPIE, AAR, AP, & SOA
reports
Academic Advising Handbook;
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
TSU website, http://www.troyst.edu
Human Resources website,
http://www.troyst.edu/humanresources
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
TSU website, http://www.troyst.edu
Human Resources website,
http://www.troyst.edu/humanresources
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
Self-Study Resource Room
TSU website, http://www.troyst.edu
Human Resources website,
http://www.troyst.edu/humanresources
Self-Study Resource Room
Human Resources website,
http://www.troyst.edu/humanresources
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Deans’ and/or Directors’ Offices
Self-Study Resource Room
Self-Study Resource Room
OIRPE website:
http://spectrum.troyst.edu/~oirpe/
OIRPE website,
4-151
COMPLIANCE
Must
Statement
Yes
4.3.6.2

4.3.6.3


4.3.6.4
4.4
4.4.1
Publications

4.4.2

4.5
4.5.1
Distance Learning
Programs

4.5.2

4.6.1
Continuing
Education, Outreach,
and Service
Programs

4.6.2

4.6
No
NA
Supporting Documentation
Location
Graduate Student Surveys from
annual Compendium of Survey
and Test Results;
Graduating Student Surveys from
annual Compendium of Survey
and Test Results;
Interviews with various
administrators
Interviews with various
administrators
Graduate Student Surveys from
annual Compendium of Survey
and Test Results;
Graduating Student Surveys from
annual Compendium of Survey
and Test Results;
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
Undergraduate Bulletin;
Graduate Bulletin;
Schedule of Classes;
TSU website,
http://www.troyst.edu
TSU website, http://www.troyst.edu
Self-Study Resource Room
Undergraduate Bulletin;
Graduate Bulletin;
Schedule of Classes;
TSU website,
http://www.troyst.edu
Oracle
TSU website, http://www.troyst.edu
Self-Study Resource Room
Distance Learning Program, Six
Points of Institutional
Effectiveness (SPIE), Annual
Assessment Report (AAR), and
Annual Plans (AP)
TSU website, http://www.troyst.edu
Self-Study Resource Room
Distance Learning Program, Six
Points of Institutional
Effectiveness (SPIE), Annual
Assessment Report (AAR), and
Annual Plans (AP)
TSU website, http://www.troyst.edu
Self-Study Resource Room
Continuing Education, Six Points
of Institutional Effectiveness
(SPIE), Annual Assessment
Report (AAR), and Annual Plans
(AP)
Continuing Education, Six Points
of Institutional Effectiveness
(SPIE), Annual Assessment
Report (AAR), and Annual Plans
(AP);
TSU website, http://www.troyst.edu
Self-Study Resource Room
OIRPE website,
http://spectrum.troyst.edu/~oirpe/
Self-Study Resource Room
TSU website, http://www.troyst.edu
Self-Study Resource Room
Center for Continuing Education
4-152
COMPLIANCE
Must
Statement
Yes
4.6.3

4.6.4

4.6.5
4.6.6
4.7
4.7.1
4.7.2


Student Records


4.7.3

4.7.4

4.8
4.8.0
Faculty

4.8.1
4.8.1.1
Selection of Faculty

No
NA
Supporting Documentation
Troy State University Center for
Continuing Education Handbook
of Policies and Procedures
(Revised March 2002)
The Continuing Education Unit:
Guidelines, The Commission on
Colleges, The Southern
Association of Colleges and
School, Fifth Edition, Reprinted
2000;
Troy State University Center for
Continuing Education Handbook
of Policies and Procedures
(Revised March 2002)
Troy State University Center for
Continuing Education Handbook
of Policies and Procedures
(Revised March 2002);
Continuing Education, Six Points
of Institutional Effectiveness
(SPIE), Annual Assessment
Report (AAR), and Annual Plans
(AP)
Location
TSU website, http://www.troyst.edu
Self-Study Resource Room
Center for Continuing Education
TSU website, http://www.troyst.edu
Self-Study Resource Room
Center for Continuing Education
Substantive Change Prospectuses
Self-Study Resource Room
Student Records
University Backup Files
University Records
Computer Room Bibb Graves Hall
Wallace Hall
Troy State University Montgomery
TSU website, http://www.troyst.edu
Self-Study Resource Room
Undergraduate Bulletin
Family Educational Rights and
Privacy Act of 1976 (the Buckley
Amendment);
Graduate Bulletin;
Oracle
Undergraduate Bulletin
Family Educational Rights and
Privacy Act of 1976 (the Buckley
Amendment);
Graduate Bulletin;
Oracle
TSU website, http://www.troyst.edu
Self-Study Resource Room
Fact Book;
Materials on file in Office of
Provost;
Materials on file in Offices of
College Deans
Office of Provost
Offices of College Deans
Self-Study Resource Room
Faculty Handbook
Office of Provost
Self-Study Resource Room
Office of Human Resources
Office of Provost
Self-Study Resource Room
Office of Human Resources
Office of Provost
4.8.1.2

Faculty Handbook
4.8.1.3

The Faculty Handbook
4-153
COMPLIANCE
Must
Statement
4.8.1.4
4.8.2
4.8.2.0
Yes

Academic and
Professional
Preparation

4.8.2.1
4.8.2.1.1
Associate

4.8.2.1.2

4.8.2.1.3

4.8.2.1.4

4.8.2.1.5

4.8.2.1.6

4.8.2.1.7

No
NA
Supporting Documentation
Location
Materials on file in Office of
Provost
The Faculty Handbook
Materials on file in Office of
Provost
Self-Study Resource Room
Materials on file in Office of
Provost;
Materials on file in Offices of
College Deans
Office of Provost
Offices of College Deans
Materials on file in Office of
Provost;
File copies in Regional Office for
the Florida/Western Region of
University College;
File copies in Regional Office for
the Southeast Region of
University College
Materials on file in Office of
Provost;
File copies in Regional Office for
the Florida/Western Region of
University College;
File copies in Regional Office for
the Southeast Region of
University College
Materials on file in the College of
Education
Materials on file in Office of
Provost;
Materials on file in the School of
Nursing
Materials on file in Office of
Provost;
Materials on file in School of
Nursing;
Materials on file in Regional Office
for the Florida/Western Region of
University College;
Materials on file in Regional Office
for the Southeast Region of
University College
Materials on file in Office of
Provost;
Materials on file in School of
Nursing;
Materials on file in Regional Office
for the Florida/Western Region of
University College;
Materials on file in Regional Office
for the Southeast Region of
University College
Materials on file in Office of
Provost;
Office of Provost
Regional Office for the Florida/Western
Region of University College
Regional Office for the Southeast Region
of University College
Office of Provost
Self-Study Resource Room
Office of Provost
Regional Office for the Florida/Western
Region of University College
Regional Office for the Southeast Region
of University College
College of Education
Office of Provost
School of Nursing
Office of Provost
Regional Office for the Florida/Western
Region of University College
Regional Office for the Southeast Region
of University College
Office of Provost
Regional Office for the Florida/Western
Region of University College
Regional Office for the Southeast Region
of University College
Office of Provost
Regional Office for the Florida/Western
4-154
COMPLIANCE
Must
Statement
4.8.2.1.8
Yes
No
NA

Supporting Documentation
Location
Materials on file in School of
Nursing;
Materials on file in Regional Office
for the Florida/Western Region of
University College;
Materials on file in Regional Office
for the Southeast Region of
University College
Materials on file in Office of
Provost;
Materials on file in School of
Nursing;
Materials on file in Regional Office
for the Florida/ Western Region of
University College;
Materials on file in Regional Office
for the Southeast Region of
University College
Region of University College
Regional Office for the Southeast Region
of University College
Materials on file in Office of
Provost
Office of Provost
Materials on file in Office of
Provost
Materials on file in Office of
Provost
Materials on file in Office of
Provost
Materials on file in Office of
Provost;
Materials on file in Offices of
College Deans
Materials on file in Office of
Provost
Office of Provost
The Faculty Handbook
Materials on file in Office of Dean
of Graduate Study and Research;
Materials on file in Offices of
College Deans;
Materials on file in Office of
Provost;
Minutes of the Graduate Council;
Graduate Survey Results;
Roster of Instructional Staff;
Evaluation of Faculty Performance
and Professional Development
Plans
Office of Provost
Office of Dean of Graduate Study and
Research
Offices of College Deans
Self-Study Resource Room
Office of Provost
Dean of Graduate Study and Research
Office of Provost
Office of Vice President for Finance
Office of Provost
Regional Office for the Florida/Western
Region of University College
Regional Office for the Southeast Region
of University College


4.8.2.1.9
4.8.2.1.10
4.8.2.1.11

4.8.2.2
4.8.2.2.1
Baccalaureate

4.8.2.2.2

4.8.2.2.3

4.8.2.2.4

4.8.2.2.5

4.8.2.3
4.8.2.3.1
Graduate

4.8.2.3.2
4.8.2.3.3

The Faculty Handbook
4.8.2.3.4

See Section VI of this report
4.8.2.3.5
4.8.2.3.6

Office of Provost
Office of Provost
Office of Provost
Offices of College Deans
Office of Provost


Materials on file in Office of
Office of Provost
4-155
COMPLIANCE
Must
Statement
Yes
No
NA
Supporting Documentation
Location
Provost

4.8.2.3.7
4.8.2.3.8

4.8.2.3.9

4.8.2.3.10

4.8.2.4
4.8.2.4.1
Distance Learning
Programs/Activities

4.8.2.4.2

4.8.3
4.8.3.1
Part-Time Faculty

4.8.3.2

4.8.3.3

4.8.3.4

4.8.3.5

4.8.3.6

4.8.4
4.8.4.1
Graduate Teaching
Assistants

The Faculty Handbook;
Materials on file in Office of
Provost
The Faculty Handbook;
Materials on file in Office of
Provost
Materials on file in Office of
Provost;
Materials on file in Offices of
College Deans
Office of Provost
Distance Learning Program
Six Points of Institutional
Effectiveness (SPIE),
Annual Assessment Report,
Annual Plans;
Also, see responses to 4.5, 4.51,
and 4.52
Distance Learning Program
Six Points of Institutional
Effectiveness (SPIE),
Annual Assessment Report,
Annual Plans;
Also, see responses to 4.5, 4.51,
and 4.52
TSU website, http://www.troyst.edu
Self-Study Resource Room
Fact Book;
Materials on file in Office of
Provost
Fact Book;
Materials on file in Office of
Provost
Fact Book;
Materials on file in Office of
Provost
Fact Book;
Materials on file in Office of
Provost
The Faculty Handbook;
Materials on file in Offices of
College Deans
The Faculty Handbook
Materials on file in Offices of
College Deans
Self-Study Resource Room
Office of Provost
Materials on file in Department of
Kinesiology and Health Promotion;
Materials on file in Department of
Mathematics and Physics;
Materials on file in Department of
Biological and Environmental
Sciences;
Department of Kinesiology and Health
Promotion
Department of Mathematics and Physics
Department of Biological and
Environmental Sciences
Office of Provost
Office of Provost
Offices of College Deans
TSU website, http://www.troyst.edu
Self-Study Resource Room
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Offices of College Deans
Self-Study Resource Room
Offices of College Deans
4-156
COMPLIANCE
Must
Statement
Yes
No
NA
Supporting Documentation
Location
Office of the Dean of Graduate Study and
Research
TSU website, http://www.troyst.edu
Self-Study Resource Room
Department of Biological and
Environmental Sciences
Department of Mathematics and Physics
Department of Kinesiology and Health
Promotion
4.8.4.2

The Graduate School
4.8.4.3

4.8.4.4

The Faculty Handbook;
Materials on file in Department of
Biological and Environmental
Sciences;
Materials on file in Department of
Mathematics and Physics;
Materials on file in Department of
Kinesiology and Health Promotion
The Faculty Handbook;
Materials on file in Department of
Biological and Environmental
Sciences;
Materials on file in Department of
Mathematics and Physics;
Materials on file in Department of
Kinesiology and Health Promotion
4.8.5
Self-Study Resource Room
Department of Biological and
Environmental Sciences
Department of Mathematics and Physics
Department of Kinesiology and Health
Promotion
4.8.6.1
4.8.6.2
4.8.6.3
4.8.6.4
Faculty
Compensation

Academic Freedom
and
Professional Security




4.8.6.5

TSU Faculty Handbook
TSU Faculty Handbook
TSU Faculty Handbook
TSU Faculty Handbook;
Personnel Files
TSU Faculty Handbook
4.8.6.6

TSU Faculty Handbook
Self-Study Resource Room
4.8.6.7
4.8.7
4.8.7.1

Professional Growth

TSU Faculty Handbook
Self-Study Resource Room
4.8.7.2

4.8.7.3
4.8.8
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
4.8.8.1
4.8.8.2

The Role of the
Faculty
and Its Committees


TSU Faculty Handbook;
Faculty Vitas
TSU Faculty Handbook;
Faculty Vitas
TSU Faculty Handbook
TSU Faculty Handbook
TSU Faculty Handbook;
Standing Committees of TSU
Handbook
Self-Study Resource Room
Self-Study Resource Room
4.8.9
4.8.9.1
Faculty Loads

Self-Study Resource Room
4.8.9.2
4.8.10

Criteria for
Procedures and
University of Delaware National
Study of Instructional Costs and
Productivity
TSU Faculty Handbook
4.8.5.1
4.8.6
TSU Faculty Handbook
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Self-Study Resource Room
4-157
COMPLIANCE
Must
Statement
Yes
4.8.10.1
Evaluation

4.8.10.2

4.8.10.3

4.8.10.4
4.9

Consortial
Relationships and
Contractual
Agreements



Consortial
Relationships

4.9.1
4.9.2
4.9.3
4.9.1
4.9.1.1
4.9.1.2
4.9.1.3
4.9.1.4
4.9.2
4.9.2.1
4.9.2.2
4.9.2.3
No
NA



Contractual
Agreements



Supporting Documentation
Location
TSU Faculty Handbook;
Personnel Files
TSU Faculty Handbook;
Personnel Files
TSU Faculty Handbook;
Personnel Files
Faculty Profile Documents
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Office of Provost
Self-Study Resource Room
Contracts and Agreements
Department Minutes
Substantive Change Documents
Individual Departments
Individual Departments
Self-Study Resource Room
Contracts and Agreements
Individual Departments
Substantive Change Documents
Substantive Change Documents
Substantive Change Documents
Self-Study Resource Room
Self-Study Resource Room
Self-Study Resource Room
Contracts and Agreements
Student Evaluations
Individual Departments
Individual Departments
4-158