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1 Global Campus Atlantic Region Ft. Bragg/Fayetteville, North Carolina

2 Fort Bragg/Fayetteville Overview & History Troy University s site at Ft. Bragg, home of the 82nd Airborne, has provided the Master of Science in International Relations program since In 2005, TROY expanded programs offerings to include online Associates and Bachelor s degrees to active duty military, federal employees, and military spouses. On November 16, 2006, SACS approved an additional classroom teaching location off-base in. On September 18, 2009, the Board of Governors (BoG) for the University of North Carolina approved the offering of graduate degree programs in Criminal Justice, Post Secondary Education, International Relations, Public Administration and Management at the Fayetteville site. The BoG also approved the advertising of ecampus programs and to provide student support services for ecampus students residing in North Carolina.

3 Fort Bragg/Fayetteville Overview and History Continued On April 19, 2010, site moved from Stamper Road to new location at 2620 Bragg Blvd. Current Address: Ft. Bragg: Building , Room 315 Corner of Macomb & Riley Ft. Bragg, NC Fayetteville: 2620 Bragg Blvd., Suite R Current Degree Programs: Ft. Bragg: MSIR Fayetteville: MSIR, MSM with concentrations in Healthcare and Human Resource Management

4 Fort Bragg, North Carolina

5 Fayetteville, North Carolina

6 Programs Offered Ft. Bragg/: Master of Science in International Relations Concentration in Global Studies Concentration in National Security Affairs Master of Science in Management Concentration in Healthcare Management Concentration in Human Resource Management

7 Master of Science in International Relations Master of Science in International Relations Concentration in Global Studies Concentration in National Security Affairs

8 MSIR Availability Alabama Campuses Troy Dothan Global Campus ecampus Ft. Bragg/ Ft. Belvoir, VA Ft. Benning/Columbus, GA Tampa Bay, FL Ft. Carson/Colorado Springs, CO Ft. Lewis, WA Davis-Monthan AFB/Tucson, AZ Malmstrom AFB, MT San Antonio, TX Kadena AFB, Japan Misawa AFB, Japan Yongsan Army Garrison, South Korea Worldwide President Barack Obama conversing with Indian Prime Minister Manmohan Singh, Danish Foreign Minister Per Stig Møller, and Israeli President Shimon Peres at the United Nations Climate Change Conference in Copenhagen, Denmark, Dec 19, 2009 (Official White House Photo by Pete Souza)

9 MSIR Full-Time Faculty MSIR full-time faculty are located at several Troy University locations Troy Campus 4 Dothan Campus 4 Fayetteville 2 Ft Belvoir 0 (Hiring in progress) Columbus 0 (Hiring in progress) Ft. Walton FL 1 Ft. Lewis 1 Colorado Springs 1 Kadena 2 (Replacement of 1 hiring in progress) Yongsan 0 (Hiring in progress) Total 15 (18 after spring hiring)

10 MSIR Program Recent Improvements Dr. David Hayes has taken over advising direction in the Southeast as well as Atlantic Region pending arrival of new faculty assets in the Southeast Region General J. Gary Cooper former US Ambassador to Jamaica is Troy University Ambassador in Residence for ; he participated in events at the Troy and Montgomery campuses A summer study abroad program to be held at the University of Padova, Italy was fully organized; it will not be conducted, however, because an insufficient number of students were able to commit to the program although the program was modestly priced for what it offered, it remained prohibitively expensive for many Troy students

11 Ft. Bragg/ MSIR Program Recent Improvements Dr. George Poteat retired as a full-time member of the faculty but will continue service to the MSIR program as an adjunct instructor Wimba Live Classroom has been used as the video teleconferencing technology in two courses in Terms 1 and 2; this allowed sections in Fayetteville and Ft. Belvoir to be combined The MSIR program received North Carolina state licensure allowing it to be taught off post and offered to civilians

12 MSIR Program Expected Outcomes & Results The effectiveness of Troy University s MSIR Program is measured by the following Expected Outcomes and Results; 1-3 are Program Outcomes; 4-6 are Student Outcomes 1. Number of MSIR students 2. Number of MSIR graduates 3. Percentage of MSIR courses taught by full-time faculty 4. Percentage of MSIR students who passed the Comprehensive Examination the first time 5. Percentage of MSIR Students who received an A in their research project in IR 6601 Research Method 6. Percentage of MSIR graduating students satisfied with the overall quality of the MSIR program

13 MSIR Program Curriculum Map Expected Outcome and Result Supporting Courses Assessment Method 1. Number of MSIR Students NA DB (Database) 2. Number of MSIR Graduates NA DB 3. Percentage of MSIR course taught by full-time faculty 4. An understanding of international relations theory and international political economy and their application to historical and contemporary circumstance NA IR 5551 Survey of IR IR 6620 International Political Economy IR 6652 Theory and Ideology of International Relations DB FE (Final Examination MSIR Comprehensive Examination) 5. Percentage of MSIR Students receiving an A on IR 6601research projects IR 6601 Research Methods in International Relations RP (Research Project) 6. Percentage of MSIR Graduates satisfied with the overall quality of the MSIR program All courses and support S (Survey)

14 MSIR Program Expected Outcomes and Results Expected Outcome 4 focuses on student learning. Students in the Master of Science in International Relations program are expected to demonstrate the following through completion of their final exam: Explain major theories of International Relations. Summarize the contributions of prominent authors in International Relations. Compare and contrast differing explanations of international events. Criticize theoretical explanations of international events. Recommend international policies.

15 MSIR Program Fayetteville Expected Outcomes and Results (1-3) Expected Outcomes & Results 1 Number of MSIR Students Goal Fall 2009 Average # Not Met / Met / Exceeds Fayetteville Exceeds Expected Outcomes & Results 2 Number of MSIR Graduates Goal Fall 2009 Average # Not Met / Met / Exceeds Fayetteville Not Met Expected Outcomes & Results 3 Percentage of MSIR courses taught by full-time faculty Goal Fall 2009 Average % Not Met / Met / Exceeds Fayetteville 50% 08/12 08/12 03/04 68% Exceeds

16 MSIR Program Fayetteville Expected Outcomes and Results (4-6) Expected Outcomes & Results 4 Percentage of MSIR graduating students satisfied with the overall quality of the MSIR program Goal Fall 2009 Average % Not Met / Met / Exceeds Fayetteville 90% NA NA 00/00 NA NA Expected Outcomes & Results 5 Percentage of MSIR Students who passed the Comprehensive Examination the first time taken Goal Fall 2009 Average % Not Met / Met / Exceeds Fayetteville 75% 06/07 21/26 02/04 78% Exceeds Expected Outcomes & Results 6 Percentage of MSIR students who received an A in their research project in IR 6601 Research Method Goal Fall 2009 Average % Not Met / Met / Exceeds Fayetteville 50% NA NA 02/02 100% Exceeds

17 MSIR Student Satisfaction Expected Outcomes & Results Graduate Student Survey It is expected that MSIR students will express 81-90% satisfaction with library resources. Result: Student Satisfaction Survey (n=84) indicates 86% satisfaction. Expectation met. It is expected that MSIR students will express 81-90% satisfaction with instruction in major courses. Result: Student Satisfaction Survey (n=110) indicates 95% satisfaction. Expectation exceeded. It is expected that MSIR students will express 81-90% satisfaction with advising services. Result: Student Satisfaction Survey (n=108) indicates 81% satisfaction. Expectation met. It is expected that MSIR students will express 81-90% satisfaction with faculty s use of educational technology. Result: Student Satisfaction Survey (n=111) indicates 95% satisfaction. Expectation exceeded.

18 MSIR Program Plans for Further Improvement The April 9-11, 2010, faculty meeting discussed a number of issues and agreed on the following action items for MSIR program improvement Enhancing program quality, recruitment, and retention Discussion: MSIR faculty agreed that the Troy University MSIR program provides a high quality product to a diverse though often military predominant constituency; the program has unmatched flexibility of instruction and an impressive faculty; its advantages are not necessarily well understood by faculty and administrative personnel, nor are all administrative procedures optimum Action: Ensure all instructors and administrative personnel are aware of MSIR program requirements and advantages (Krupnick) Action: Create an easy-to-use document to evaluate PME (military education) transfer credit (Krupnick) Action: Renew emphasis on a dedicated MSIR website (Taylor) Action: Increase efforts at undergraduate recruitment both within the Troy system and statewide (Krupnick) Action: Improve mid-program advisement to increase retention rates (Hayes)

19 MSIR Program Plans for Further Improvement Resolve differences in outcomes between in-class and online students Discussion: Students associated with in-class instruction at Alabama and Global Campus sites have a persistent 20% greater success rate at passing the MSIR comprehensive examination the first time than do students associated with on-line instruction through ecampus, 85% vs. 65%; the current written guidance on comprehensive examinations provided to ecampus students was useful but had not affected exam success rates Discussion: It was believed that some of the difference in success rate was almost unavoidable because of the greater contact with inclass faculty as well as the dedicated academic environment experienced by many in-class students many if not most ecampus students work full-time; some of the difference, however, was undoubtedly caused by inadequate preparation for the comprehensive examination by ecampus students as a result of lack of faculty contact and unfamiliarity with the standards expected Action: Ensure all instructors, particularly those teaching ecampus courses, are aware of their roles as mentors and advisors. (Krupnick) Action: Develop new means of ensuring ecampus students are fully prepared for their comprehensive examinations. (Fiedler)

20 MSIR Program Plans for Further Improvement Clarification and possible alteration of MSIR comprehensive examination methodology Discussion: The MSIR comprehensive examination has four sections that are effectively covered by required core courses; the nomenclature and alignment of tested material to required courses could be improved, however Discussion: Research methods is not evaluated during the comprehensive examination even though IR 6601 Research Methods is a required core course Action: No action required at this time; faculty committees are being formed to evaluate research assessment needs and the content of IR 5551 Survey of International Relations a core course considered key to current comprehensive examination preparation; once these studies are completed, faculty attention will return to the comprehensive examination and its utility in assessing student learning

21 MSIR Program Plans for Further Improvement MSIR Comprehensive Examination Administration Discussion: p. 33 of the Graduate Catalog under 1. Comprehensive Examination has the statement Students choosing this option must successfully complete a six-hour comprehensive examination, typically after all course work is completed or during the last term that they are registered for course work; students and administrators sometimes use the word typically to argue that students be allowed to take the comprehensive examination earlier than the last term of classes, which is not the intent of the statement Action: Create a change proposal for the Graduate Catalog that removes the word typically for the above cited statement (Fiedler)

22 MSIR Program Plans for Further Improvement Graduate Catalog MSIR Admission to Candidacy procedures Discussion: p. 31 of the Graduate Catalog under Requirements for Admission to Candidacy has the statement If the student makes a D or F in a core course, the course must be retaken; if the student makes a D or F in an elective course, the course may be retaken or another elective taken in its place Discussion: The placement of the above statement in the Graduate Catalog confuses students and administrators on the requirements for admission to candidacy Action: Create a change proposal for the Graduate Catalog that moves the statement in question to the next section of p. 31, i.e., Degree Requirements (Fiedler)

23 MSIR Program Plans for Further Improvement MSIR course and concentration change proposals; because of the complexity and interrelationship of some proposals, further study by faculty committee may be required Discussion: Globalization has been specifically taught as an IR 6629 Seminar in International Relations course on ecampus; there may be a need and market to continue teaching the subject matter of the course Action: Evaluate the desirability and feasibility of a permanent MSIR course on the topic of globalization; create a change proposal to add the course to the Graduate Catalog if appropriate (Course and Concentration Committee) Discussion: The interest in and impact of environmental and resource issues on international relations has grown because of population and economic pressures and increased public awareness Action: Offer a temporary course titled IR 6630 Environmental Security and Governance in Term 1/2010; create a change proposal to add the course to the Graduate Catalog if the temporary course is successful (Harrington)

24 MSIR Program Plans for Further Improvement MSIR course and concentration change proposals (continued) Discussion: IR 6656 International Power and Influence covers material relevant to the National Security Affairs concentration Action: Create a change proposal for the Graduate Catalog that adds IR 6656 to the list of course options available for the National Security Affairs concentration (Hayes) Discussion: The Middle East and Africa are regions of substantial contemporary interest in international relations; the MSIR program has a Region Affairs concentrations with Latin America, Europe, and Asia groups but does not have a Middle East or Africa group Action: Investigate the desirability and feasibility of establishing a Regional Concentration group on the Middle East and Africa; submit a Graduate Catalog change proposal if appropriate (Course and Concentration Committee)

25 MSIR Program Plans for Further Improvement MSIR course and concentration change proposals (continued) Discussion: Courses IR 6647 Western Europe in World Affairs and IR 6642 Russia and Eastern Europe in World Affairs do not reflect the geopolitical changes since the end of the Cold War; i.e., most of the countries in what is considered Central and Eastern Europe are now members of NATO and the European Union, organizations that must be considered as part of Western Europe in course IR 6647; a possible realignment would be to rename IR 6647 Europe in World Affairs and consider primarily the member countries of NATO and the European Union; IR 6642 could be re-titled Eurasia in World Affairs and would focus on Russia, Belarus, Ukraine, and the countries of the Caucasus and Central Asia Discussion: Changes to IR 6642 may affect Asian countries covered by IR 6645 Asia in World Affairs Action: Consider restructuring courses IR 6647 Western Europe in World Affairs, IR 6642 Russia and Eastern Europe in World Affairs, and IR 6645 Asia in World Affairs; submit Graduate Catalog change proposal if appropriate (Course and Concentration Committee)

26 MSIR Program Plans for Further Improvement IR 6601 Research Methods in International Relations course requirements Discussion: The course description for IR 6601 requires a substantial research paper, a requirement that takes considerable student and class time and, according to one professor, can preclude adequate instruction of research methodology Discussion: A possible corrective action would be to delete the substantial research paper as a requirement for IR 6601 and to place it elsewhere in the program, perhaps in an entirely new capstone course, or to delete the requirement entirely Action: Evaluate IR 6601 Research Methods in International Relations course requirements including possible removal of the substantial research paper requirement; make recommendations on where the substantial research paper requirement should be placed if removed from IR 6601; create a change proposal for the Graduate Catalog as appropriate; consider creation of an instructor guide specifying what should be covered in the course (Research Requirements Committee)

27 MSIR Program Plans for Further Improvement Evaluate Student Satisfaction Survey Procedures Discussion: Overall student satisfaction with the program by one measure was less than the desired 90% Action: Because the survey had a very small data set, investigate revised or new student survey procedures to achieve greater student participation and more effectively sample students from the various campuses and sites of the MSIR program; pursue other program action items to improve program advising and administrative procedures, increase course and program relevance, and reduced the difference between ecampus and in-class student performance (Krupnick) Evaluate Student Research Assessment procedures Discussion: Assessment of student research is currently accomplished by comparing the number of A s received by students on their IR 6601 research papers to the total number of students submitting the papers; this is an adequate means of evaluation, but further study may determine better ways to assess student research achievement Action: Evaluate the current practice of research assessment and make recommendations for change as appropriate (Research Requirements Committee)

28 MSIR Program Plans for Further Improvement IR 5551 Survey of International Relations timing and requirements Discussion: IR 5551 is intended to be one of the first courses taken by students in order to provide a foundation for the rest of the courses in the MSIR program, yet some students delay taking the course until well into the program Discussion: IR 5551 can be redundant to IR 6652 Theory and Ideology of International Relations because both courses focus substantially on international relations theory Discussion: The IR 5551 course description does not currently contain a methodology component, perhaps contributing to some student papers submitted in other courses that are well short of the procedures and analysis expected of the MSIR program Action: Reemphasize through changes to the Graduate Catalog and other means the importance of completing IR 5551 early in the MSIR program; develop an instructor guide that more specifically describes what must be covered in IR 5551; consider whether an introduction to IR research methodology should be included in IR 5551 course design (Research Requirements Committee)

29 Master of Science in Management Master of Science in Management Concentration in Healthcare Management Concentration in Human Resource Management Headcount Tally & Graduation Numbers Fayetteville Headcount Graduation # * **

30 MSM Assessment Procedures Students in the MSM program are required to take the ETS Major Field Test-MBA (MFT-MBA) and the MSM Capstone exam during the MGT 6685 Management Strategy course. The MFT exam is taken online in a proctored computer laboratory environment and students have three hours to complete the exam. Students also take the MSM Capstone exam online, while observed by a proctor and have three hours to complete the exam. The Capstone exam questions are based on a preselected Harvard Business School case that has been analyzed by the appropriate faculty. The case is provided to the student at the beginning of the exam. Each course in the MSM program has student learning outcomes listed on the SCOB Master Syllabi. Satisfaction data are collected by Institutional Review, Planning, and Effectiveness.

31 Fayetteville MSM Program Expected Outcomes & Results 80% of graduating students will evaluate their preparation for employment as good or excellent 65.3% of SCOB graduate students evaluated their preparation for employment as good or excellent (expectation not met) 80% of graduating students will evaluate their preparation for further education as good or excellent 65.1% of graduate students evaluated their preparation for further education as good or excellent (expectation not met) 80 % of graduating students will evaluate overall TROY experience as good or excellent 65% of SCOB graduate students evaluated their overall TROY experience as good or excellent (expectation not met) 80% of graduating students will report that they would definitely yes or pr0bably yes attend TROY again. 68.4% of SCOB graduate students reported that they would definitely yes or probably yes attend TROY again. (expectation not met) 80% of graduating students will report that they will recommend their academic program as definitely yes or probably yes. 69.1% of SCOB graduate students reported that they will definitely yes or probably yes recommend their academic program. (expectation not met) 80% of graduating students will report that they will recommend Troy University as definitely yes or probably yes.

32 MSM Program Results Students will demonstrate critical thinking ability by interpreting data, applying concepts and ideas, analyzing data, theories, and relationships deductively and inductively. Overall Program: MFT-MBA: 15 th percentile MFT-MBA: 20 th percentile MFT-MBA: 30 th percentile Fayetteville Program: 0 graduates for AY MFT-MBA: 30 th percentile MFT-MBA Management: 30 th percentile MFT-MBA Marketing: 15 th percentile MFT-MBA Accounting: 5 th percentile MFA-MBA Finance: 1 st percentile

33 Fayetteville MSM Program Plans for Improvement MSM Program: A recommendation has been made by the MSM DCC to the SCOB Graduate Committee to delete the following language: or selected pre-approved MPA courses (i.e., PA 6603, 6630, 6631, 6645, 6647, 6648, 6649, 6650) and an MSIR course, IR The MSM Program SLO #1 will be revised to reflect separate SLOs to enable SCOB to measure the demonstration of the knowledge of business management, the theories of business management, the concepts of business management, the principles of business management, and the practices of business management.

34 MSM Program-Atlantic Region Assessment Results Major Field Test Assessment The objective goal is 80% of Troy MSM students to achieve a raw score within one SD below the national mean or a raw score of or above Results by Atlantic Region- all locations (Ft. Monroe and Fayetteville, NC-Ft. Bragg): The percentage of Troy MSM students that achieved a raw score within one SD was 44% Average Score for MFT was (n=25)

35 MSM Program-Fayetteville Assessment Results Major Field Test Assessment The objective goal is 80% of Troy MSM students to achieve a raw score within one SD below the national mean or a raw score of or above Results by Atlantic Region -Ft. Bragg location: -Ft. Bragg: The percentage of Troy MSM students that achieved a raw score within one SD was 22.2% Average Score for MFT was (n=9)

36 MSM Atlantic Region Program Improvement Plan Plan Recommendations for MSM Program- all Atlantic-Region Sites: Ensure regular meetings with full-time and adjunct faculty at least twice a year for faculty development, and to improve communication and share best practices for MSM program Offer more business foundation courses in class Add short answer or multiple choice objective questions on tests for core and concentration courses to help prepare students for format of the MFT exam Ensure students take courses in proper sequence and have all subject matter classes completed prior to enrolling in the capstone course

37 Fort Bragg/Fayetteville Recent Improvements to Locations Revised student orientation program Established and implemented student success seminars to assist students with academic skills in grammar, writing, sentence structure, and navigating support and academic services. Extended proctor exams and testing hours to evenings and weekends during mid-terms and finals. Initiated monthly student services visits at area libraries in Raleigh, Durham and Wilson.

38 Fort Bragg Expected Outcomes for Location (1-4) EO % of students will be satisfied with access to staff. Result: 2009 student survey indicates 94.1% satisfaction. Expectation exceeded. EO % of students will be satisfied with the operating hours of the staff at the site. Result: 2009 student survey indicates 100% satisfaction. Expectation exceeded. EO % of students will be satisfied with the responses received from staff. Result: 2009 student survey indicates 94.2% satisfaction. Expectation exceeded. EO % of students will be satisfied with the general condition of the site facilities. Result: 2009 student survey indicates 94.1% satisfaction. Expectation exceeded.

39 Fort Bragg Expected Outcomes for Location (5-8) EO % of students will be satisfied with the academic counseling services. Result: 2009 student survey indicates 88.2% satisfaction. Expectation met. EO % of students will be satisfied with faculty academic advising. Result: 2009 student survey indicates 94.1% satisfaction. Expectation exceeded. EO % of students will be satisfied with library services. Result: 2009 student survey indicates 70.6% satisfaction. Expectation not met. EO % of students will be satisfied with library resources. Result: 2009 student survey indicates 76.5% satisfaction. Expectation not met.

40 Fort Bragg Expected Outcomes for Location (9-12) EO % of students will be satisfied with computer labs. Result: 2009 student survey indicates 58.8% satisfaction. Expectation not met. EO % of students will be satisfied with educational support technology. Result: 2009 student survey indicates 100% satisfaction. Expectation exceeded. EO % of students will be satisfied with site safety. Result: 2009 student survey indicates 94.1% satisfaction. Expectation exceeded. EO % of students will be likely to refer others to Troy University. Result: 2009 student survey indicates 100% likelihood of referral. Expectation exceeded.

41 Expected Outcomes for Location (1-4) EO % of students will be satisfied with access to staff. Result: 2009 student survey indicates 85.7% satisfaction. Expectation met. EO % of students will be satisfied with the operating hours of the staff at the site. Result: 2009 student survey indicates 71.4% satisfaction. Expectation not met. EO % of students will be satisfied with the responses received from staff. Result: 2009 student survey indicates 85.7% satisfaction. Expectation not met. EO % of students will be satisfied with the general condition of the site facilities. Result: 2009 student survey indicates 100% satisfaction. Expectation exceeded.

42 Expected Outcomes for Location (5-8) EO % of students will be satisfied with the academic counseling services. Result: 2009 student survey indicates 85.7% satisfaction. Expectation met. EO % of students will be satisfied with faculty academic advising. Result: 2009 student survey indicates 85.7% satisfaction. Expectation met. EO % of students will be satisfied with library services. Result: 2009 student survey indicates 71.4% satisfaction. Expectation not met. EO % of students will be satisfied with library resources. Result: 2009 student survey indicates 85.7% satisfaction. Expectation met.

43 Expected Outcomes for Location (9-12) EO % of students will be satisfied with computer labs. Result: 2009 student survey indicates 28.6% satisfaction. Expectation not met. EO % of students will be satisfied with educational support technology. Result: 2009 student survey indicates 85.7% satisfaction. Expectation met. EO % of students will be satisfied with site safety. Result: 2009 student survey indicates 85.7% satisfaction. Expectation met. EO % of students will be likely to refer others to Troy University. Result: 2009 student survey indicates 100% likelihood of referral. Expectation exceeded.

44 Fort Bragg/Fayetteville Plans for Further Improvement to Locations Establish Fort Bragg/Fayetteville Alumni Chapter Expand office hours to evenings and weekends Develop online Student Orientation and Academic Advising workshops Install additional computers at Fort Bragg office Upgrade video conferencing technology at Fayetteville Hold monthly academic support services training sessions

45 Fort Bragg/Fayetteville Plans for Further Improvement to Locations Include more FAQ links for processes and student support services; installation of mini student lounge; provide training for staff on protocol for handling student complaints; staff will respond to all voic / messages within 24 hours; extend site s evening hours to accommodate working adult students; encourage faculty to enforce university s in-class behavior policies such as no eating/talking on cellular phone; install a secure complaint box

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