Troy University
SACS Reaffirmation of Accreditation
3.4.10 The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. (Responsibility for curriculum)
 
X Compliance   Partial Compliance   Non-Compliance

Narrative:  

Troy University is in compliance with this Comprehensive Standard.

Troy University has a long-standing commitment to faculty responsibilities for the content, quality and effectiveness of the University curriculum. It is the University belief, expressed in a variety of policies and procedures, that faculty have a clear ownership of the curriculum, beginning at the department/unit level and advancing through prescribed stages to include college and University-wide faculty involvement for development and review of academic programs.

Troy University has a clear set of policies for the development and approval of educational programs as well as for the revision of existing educational programs. These policies, and their implementation, principally involve the faculty in the process of creation and approval. All curricular changes at the undergraduate and graduate level that are entered into the University’s Undergraduate Catalog and Graduate Catalog must follow the prescribed approval process described in the Institutional Planning and Effectiveness Handbook (revised 2007). Additional information regarding the responsibilities of the Executive Vice Chancellor/Provost as chief academic officer, the college deans, and the Undergraduate Academic Council and the Graduate Council can be found in the Troy University Faculty Handbook, in the University’s ePolicy Manual (Section 300 Academics) and in the listing of the University’s standing committees.

All educational programs, including new ones and those which are extensions and alterations of existing programs, are principally developed by the University’s faculty. The faculty as members of departments as well as members of college-wide discipline and curriculum committees review all new educational programs prior to their submission to the dean of the respective college where the program will be housed.

Following approval by the respective dean, all proposed changes to the curriculum are evaluated by the University’s Institutional Effectiveness Committee (IEC), which is comprised of faculty and staff. The purpose of the IEC is to ensure that all proposed curriculum changes are consistent with the University’s mission and that these changes include specific applications to the University’s strategic objectives and incorporate student learning outcomes. All educational programs at the University are closely and clearly linked to the institution’s mission and the detailed strategic objectives located in the currently planning cycle. These learning outcomes are regularly reviewed by the faculty of the proposed programs once the programs are implemented; this process includes assessment of the learning outcomes and plans for improvement. University-wide academic councils (undergraduate and graduate), comprised of elected faculty members, offer final faculty reviews and approvals of any proposed curriculum changes prior to formal submission of the proposals to such agencies as the Alabama Commission on Higher Education and the Southern Association of Colleges and Schools. For a detailed description of this process for the development and review of curriculum, and the responsibilities of the faculty in this process, see Comprehensive Standard 3.4.1.

In addition to reviewing new program proposals, the Institutional Effectiveness Committee periodically reviews the learning outcomes of educational programs at the University to ensure that ongoing assessment is taking place and that the programs are regularly reviewed and improved, based on assessment data. The responsibility for on-going review and revision of the learning outcomes of educational programs resides with each program coordinator and through that coordinator, with his or her department chair, associate dean and dean. In this fashion, faculty members for each program bear the responsibility for maintaining the content, quality and effectiveness of the program’s curriculum. As such the faculty partner with faculty-led standing committees (the IEC, the Undergraduate Academic Council, the Graduate Council) and faculty-led college committees (discipline and curriculum) to create a University-wide process for maintaining the integrity of the institution’s curriculum.

Troy University is in compliance with this Comprehensive Standard.

 

Supporting Documentation Location
Alabama Commission on Higher Education (ACHE) http://www.ache.state.al.us/
ePolicy Manual http://sacs.troy.edu/reference/epolicy/
Faculty Handbook, 2008 Edition http://sacs.troy.edu/reference/Faculty-Handbook-2008-Edition.pdf
Graduate Council http://stars.troy.edu/troy_website/gac.html
Institutional Effectiveness Committee Report, College of Education http://sacs.troy.edu/reference/
IEC_Program_Review_for_College_of_Education_5-19-2008.pdf
Institutional Planning and Effectiveness (IP & E) Handbook, 2007-2008 http://sacs.troy.edu/reference/IP-E-Process-Handbook_2007-2008.pdf
Program Effectiveness Report - Criminal Justice http://sacs.troy.edu/reference/per/Criminal-Justice-Major-PER.pdf
Program Effectiveness Report - MBA http://sacs.troy.edu/reference/per/MBA-PER.pdf
Standing Committees of Troy University http://stars.troy.edu/troy_website/home.html
Undergraduate Academic Council http://stars.troy.edu/troy_website/uac.html

 

Last Updated: 08/26/2008