In continuing our work on quality assurance and outcomes assessment, the University has redesigned its program review process now called Program Quality Review. Sixteen programs are currently being reviewed. This review will complement the Program Contribution Analysis which analyses the relative cost of programs. Results of these reviews will include recommendations and a plan for their implementation.

Working toward a University-wide assessment program, the Office of the Provost has sponsored a series of mini-grants in the development of assessment models.

Key Initiatives (1999-2002)

·         Sample List of Assessment Mini-Grant Recipients.

·         Learning-centered Curriculum Development. The College of the Environment and Life Sciences is currently exploring ways to expand the innovative learning-centered curriculum initiated by the Department of Natural Resources Science. This curriculum places strategic emphasis on the creation of a learner-centered environment in which students and faculty engage in an ongoing process of assessment through a variety of feedback mechanisms. The expansion of the model within the College will then serve as a model for other colleges. A member of the University’s professional staff, Deborah Grossman-Garber, is serving as URI’s representative on the New England Association of Schools and Colleges (NEASC) study group on assessment. Ms. Garber is the Director of the Coastal Fellows Program, an integrated learning/research component of the Partnership for the Coastal Environment.

Indicators of Success for 1999-2000

The challenge of quality assurance and assessment is multifold. In addition to the University-wide accreditation by the New England Association of Schools and Colleges (NEASC), the University undergoes rigorous external evaluation from a number of specialized discipline specific accrediting groups such as the Accreditation Board for Engineering and Technology (ABET). The challenge is to develop models which speak to the unique goals and methodologies of individual disciplines. The promising aspect of these challenges is that there is a proliferation of assessment model development apparent at the department, college, focus area and university level.

In accordance with the suggestions from the NEASC Accreditation Team, the University continues to develop and institute outcomes placed assessment instruments for programs.

Go to:

Priority #1 -- Access and Affordability

Priority #2 -- Fiscal Planning
[To be included in President’s Management Letter.]

Priority #3 -- K-12 and Teacher Preparation Reform

Priority #4 -- Technology

Program Projections

Addressing Other Institutional-Based Priorities and Possibilities

View/Download the complete Academic Plan 1999-2002 in Adobe Acrobat PDF format.

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