University of Rhode Island
Academic Plan
and
University Response to Board of Governors’ Priorities
1999-2002
Response to Board Goals and Priorities for
1999-2002
Priority #1 -- Access and Affordability
As the State’s only publicly supported research university, the
University of Rhode Island is charged with providing an opportunity to state
residents for undergraduate and graduate study at a land grant, research
university. In order to offer a wide range of programs and bring additional
diversity to the academic community, the University also enrolls a significant
number of out of state students. Because of the University’s mission, the
admissions policy is "selective" in that only students judged prepared for
university-level study are granted regular admissions. In response, however, to
the charge of accessibility and affordability and recognizing the increasing
educational diversity of potential students, the University maintains several
programs for special populations and has started several new initiatives as
well. In addition to its traditional menu of financial aid programs, the
University has the following special programs aimed at increasing access and
affordability.
The University has worked with the Office of Higher Education
to keep its tuition and fee rates affordable and competitive. Increases have
averaged just over 3% in the last five years compared with significantly higher
increases in the eighties.
Key Initiatives (Ongoing)
- Articulation Transfer Programs. The University supports and
participates in the Board of Governors’ Articulation Transfer Program. In
addition, the University has an agreement with the SUNY System in the area of
the environment and life sciences, and continues to explore similar
arrangements with other institutions.
- Minority Recruiting. The Office of Admissions has initiated numerous
recruitment activities to increase minority enrollment. Activities include
presentations at college fairs, participation in high school career days,
phonathons, and targeted mailings. Admissions staff attended over 30 events
in-state and out-of-state and visited 15 out-of-state high schools with
significant minority populations.
Feinstein Scholars. Income from an endowment provides support for
undergraduates at the Alan Shawn Feinstein College of Continuing Education
(ASFCCE). The urban setting of ASFCCE combined with its mission creates a
student body that is unique in its diversity. The student body is comprised of
individuals who are significantly different from the more traditional students
who make up the majority of the Kingston campus undergraduate student body.
Scholarships targeted for ASFCCE serve single parents; GED and students whose
primary language is not English; and non-traditional as well as academically
challenged and returning students.
- Guaranteed Admissions Program (GAP). This program has been functioning
for over ten years under the leadership of the University’s Urban Field Center
in Providence. Its purpose is to promote an early identification of middle
school age children in the greater Providence schools who show academic
promise but who could be potential school dropouts. These students receive
special attention throughout junior high school to ensure that they follow a
pre-college preparatory program of study. At the completion of the ninth
grade, they are invited to participate in a summer component of the GAP
program. During their sophomore year in high school they attend a contract
signing program in their community where they join with their high school
principals, their parent or guardian, and the University’s Dean of Admissions
and actually sign a contract that includes the following:
Students in the program must maintain a C+ average, attend
workshops, participate in support programs and have a good attendance record.
The parents must support the students in these activities. The University
guarantees those students who fulfill these commitments a place in the freshman
class. University representatives work with the students during their high
school careers to ensure that they select the appropriate courses and learn
about the University and its opportunities.
- Academic Initiatives in Support of Diversity. A Faculty Senate
appointed subcommittee of the University College and General Education
Committee (UCGE) developed a plan to address the formal inclusion of diversity
in the General Education Program. That plan is currently being reviewed by the
whole of UCGE Committee and a smaller task force is working on an
implementation proposal with the goal of presenting it by the end of this
academic year.
The University appointed five new minority teaching staff
members for the current academic year. In addition, a Distinguished
Scholar-in-Residence was appointed as Director of the Center for Non-Violence
and Peace Studies. Diversifying the faculty and supporting these faculty
remain high priorities for the University.
- Centennial Scholarship Program. This program is an academic merit
scholarship based upon a combination of high school class rank or cumulative
quality point average (QPA) and standardized test scores. Applicants must have
a completed application for admission in the Office of Admission by December
15, to be considered for an award. Awards pertain to tuition only and range
from $1000 to full tuition, guaranteed renewable each semester as long as the
recipient maintains a cumulative quality point average of 3.0, and full time
enrollment. Currently, more than 1550 Centennial Scholars are enrolled
throughout the University. Approximately 23% of each new Freshmen Class
consists of Centennial Scholars.
Learning Assistance Center. This Center provides both individual and
group study skills assistance including workshops (reading and memory,
efficient notetaking, time management, strategies for success), individual
tutoring, and group tutoring for identified high-risk courses. Approximately
seven hundred students use the services each semester. They attend on a
voluntary basis, and students on probation are strongly encouraged to use the
services which are designed specifically for them. A major emphasis of the
workshops is to aid new students in making a successful transition from high
school to college.
Special Programs for Talent Development (SPTD). SPTD encourages
applications from socially, economically and culturally disadvantaged
individuals from Rhode Island. To encourage applications from such applicants,
the University has instituted recruiting and prematriculation programs. In
addition, students admitted to SPTD with financial need are eligible for
financial aid. This program not only provides assistance to identified
individuals with academic promise, but also assists the University in meeting
its goal of diversifying the student body. While some SPTD students are white,
the majority are African American, Hispanic, Asian, Cape Verdean or Native
American.
Indicators of Success for 1999-2000
The University is enjoying two major shifts as a result of
efforts to increase accessibility and affordability: 1) the Centennial Scholars
Program; and 2) the emphasis on diversity. For the past few years the Centennial
Scholars academic profile has reflected an SAT average of 1240 and a top 13%
high school class rank. Our Centennial Scholars have significantly influenced
the academic culture in the classroom and on the campus. The percentage of
minority students in incoming freshman classes has risen from 10.3% in 1995 to
11.4% in 1999. This increase in diversity is creating a richer cultural
environment complementary to the enriched intellectual environment. These two
factors frequently overlap in the activities and accomplishments of groups and
individuals.
Priority #2 -- Fiscal Planning
[To be included in President’s Management Letter.]
Priority #3 -- K-12 and Teacher Preparation
Reform
As part of our mission, we seek to integrate the strengths of
the University with those of our partners in schools, communities, and others in
the private and public sectors and to ensure that through teaching, research,
policy analysis, and service, all children and families are fully prepared to
succeed in school, be effective life-long learners, and participate in a
democratic society, its institutions, and the economy. We prepare educators to
serve diverse populations and communities. Further, through collaborative
research and service, we seek to advance knowledge and understanding across our
discipline to inform policy, improve practice and thereby strengthen schools,
communities, and all levels of educational and related developmental programs
and policy. To realize its mission and vision the University’s School of
Education has been engaged in reform and re-engineering of the unit’s teaching,
service, and research efforts. These efforts include:
Key Initiatives (1999-2002)
Transforming the Assessment and Teaching of Pre-service Teachers. The
redesign of teacher education programs focuses on key areas of the content and
nature of the curriculum, both in campus-based instruction and
student-teaching placements. This work reflects a shift from an "inputs-based"
model, where student readiness is judged largely by the courses they have
taken, to a "proficiency and performance-based" approach where students must
both complete necessary educational experiences and also demonstrate that they
have acquired and can apply to the teaching of pre-12 students, the skills,
knowledge, and dispositions necessary to effectively, and at high levels,
impact the learning of their students.
- The University of Rhode Island/Holmes and Urban Partnership Network.
This partnership, involving schools throughout Rhode Island, has a particular
focus on middle-level education but will include all levels of K-12 education
when fully implemented. This effort seeks to provide for a network of
"professional develop districts" as intensive placements for student teachers,
and the enhancement and mentoring of young teachers.
- "Preparing Tomorrow’s Teachers to use Technology (PT3)." This
federally-funded initiative seeks to improve teaching and learning through the
use of technology and targets not only pre-service students but also seeks to
enhance the skills and collaboration of faculty from the School of Education,
the College of Arts and Sciences, and classroom teachers to enhance their
instruction and preparation of pre-service educators.
- The URI/Rhode Island Federation of Teachers’ Partnership. This
partnership focuses on enhancing the education of pre-service teachers, and
providing ongoing mentoring, educational opportunities and experiences to
teachers in their early years of teaching–as well as to assist veteran
teachers–as they move toward National Board Certification. A second major core
of this work is the development of literacy and reading instruction and skills
for pre-service URI students. We hope to expand this work to include
RI-National Education Association.
- Focus on Transfer Articulation for Education Majors. We are working in
partnership with the Community College of Rhode Island and Rhode Island
College to encourage students from diverse backgrounds to pursue a career in
public education and to support their transfer to URI or RIC education
programs.
- Information Works! and School Accountability for Teaching and Learning
(SALT) Survey. The National Center on Public Education and Social Policy
works in collaboration with the Rhode Island Department of Education to
produce Information Works! and the SALT survey data, both part of Rhode
Island's school information and accountability program. Information Works! is
the annual report on the status and progress of K-12 education for the State
as well as each district and school. SALT is the umbrella initiative of the
Rhode Island Department of Education to enhance student achievement and
performance for all students through improved instruction, learning conditions
and accountability.
- Teacher Preparation for Certification. URI is a partner with the Rhode
Island Department of Education (RIDE), the Rhode Island Foundation, Rhode
Island College, the Rhode Island National Education Association and the Rhode
Island Federation of Teachers to provide support to teachers preparing for
certification by the National Board for Professional Teaching Standards.
- Rhode Island Teachers in Technology Initiative (RITTI). Rhode Island
Teachers in Technology Initiative (RITTI) is a partnership among the Rhode
Island Foundation, the University of Rhode Island, and the Rhode Island
Department of Education (RIDE) to provide laptop computers, training, and
support to one-quarter of Rhode Island K-12 educators. This ongoing and very
successful project has earned funding of about $3 million from the U.S.
Department of Education.
- Gender Equity in Mathematics and Science (GEMS) Initiative. This
National Science Foundation funded initiative works with partners at RIC and
RIDE to strengthen the skills and knowledge base of teachers in schools
throughout Rhode Island in the teaching of mathematics and science with a
particular concern on equity for all students. URI faculty involved are from
the School of Education as well as science and mathematics related areas and
programs throughout the campus. The National Science Foundation support to
date is $1.2 million.
Indicators of Success for 1999-2000
- All teacher education programs will implement portfolio assessments as
part of both admissions and ongoing assessments of students.
Faculty in Education, partner schools, and related courses will identify
specific products and competencies to be demonstrated in each
course/educational experience.
A framework will be developed for the ways in which the College of Arts
and Sciences and related core faculty will provide more fully integrated
teacher preparation and ongoing professional development and support efforts.
The middle-level program and at least four of its Holmes Partner sites
will be fully operational and an initial state review visit will have been
received.
Joint offerings with field-based teacher to enhance the preparation of
students in reading and literacy will be developed and implemented.
- A first and second round of Education, Arts and Sciences, and other
faculty will participate in the PT3 initiative, and the program will be
refined based on their feedback.
Further reliability and validity work will occur on the assessments that
are developed by the School of Education to consider student progress.
University and the School of Education faculty will continue to
collaborate with the Policy Consortium, the Higher Education Preparation
Policy Group, and related RIDE and other statewide policy and professional
entities.
The National Center on Public Education and Social Policy (NCPE) and the
School of Education will continue to refine and expand their work with State
agencies, schools and districts.
Students from diverse backgrounds will increasingly apply to and complete
the Teacher Education Program.
Like other Schools of Education in its sister New England Land-Grant and
research institutions, URI will create and implement a development plan that
provides for the resources necessary to confront the challenges of excellence
in teacher education and land-grant partnerships and public service to the
State of Rhode Island.
- Students in the teacher education programs will increasingly reflect
competencies to teach special needs students and thosefrom diverse and
multi-lingual backgrounds
.
Initial institutes and joint professional development experiences in
partnerships with districts and unions will be provided.
Priority #4 -- Technology
Due in large measure to the funding support provided by the
1998 Technology Bond Initiative, the University has undertaken a wide range of
new and/or augmented initiatives to meet the technology needs of the University
community. The ongoing costs to refresh the infrastructure and maintain it have
yet to be addressed fully. With the bond funding slated to end in 2001, this
challenge will have to be faced soon.
Key Initiatives (1999-2002)
- Network Infrastructure Project. The University will complete its
campus network to the various outlying smaller campus buildings and upgrade
the outdated cabling and network electronics in buildings that were networked
prior to this networking bond funded initiative.
The Ocean State Higher Education, Economic Development and Administrative
Network (OSHEAN).
OSHEAN is currently comprised of three founding partners: URI, Brown
University, and RINet, the Rhode Island K-12 network. In the future, OSHEAN
expects to add members from other Rhode Island colleges, universities,
government agencies, and non-profit organizations. The long-term goal is to
pool the resources, skills and purchasing power of member institutions to
provide a cost-effective, state-wide network infrastructure that will nurture
collaboration among the institutions and provide a foundation for economic
development within the State of Rhode Island.
Expanding Networking Options. The University will increase student,
faculty and staff network access options through the strategic use of wireless
mobile networking devices both on and off-campus. In addition, in order to
ensure high-speed off-campus access, the University will seek ways to take
greater advantage of the expansion of commercial digital services to the home
such as Digital Subscriber Line (DSL) and Cox’s digital cable service.
- University Learning Spaces. A task force comprised of members of
Information and Instructional Technology Services (IITS) is developing an
ongoing program that ensures that all classrooms are physically conducive to
learning and are equipped with the technology needed for flexible, interactive
learning environments. In addition, we are developing the necessary
maintenance and support processes to ensure that instructional equipment in
our classrooms is reliable.
Distributed Learning Opportunities. The University is developing plans
for wider access to electronic media and instructional resources from
statewide, regional and global constituencies.
Curriculum Re-design for More Student-Centered Learning. The
University is developing a pilot incentive program to provide faculty teams
with the technology resources and logistical support for re-design of
key areasof the curriculum.
Information Literacy. The University Libraries are working to expand
and enhance pilot programs in information and technology literacy throughout
the curriculum to ensure that our students can take full advantage of new
technologies and network services.
Teaching and Technology Fellows Program. Information and Instructional
Technology Services (IITS) and the Instructional Development Program (IDP) are
expanding this program to ensure that all faculty have access to training and
support in using new learning technologies. Funding for the
inter-institutional program is from the Office of Higher Education Incentive
Fund for Excellence in Technology.
Leveraging Our Resources and Knowledge. The University is developing
"collaboratories" to foster interdisciplinary research in technology
applications.
Internet 2. The Vice Provost for Information Services and other
members of IITS are working to ensure URI’s participation in Internet 2, the
national high-speed networking research initiative.
Statistical Support. The University is working to enhance statistical
support and data access for researchers.
Political Papers Archives and Center. The University Libraries are
working to create a State Archives and University and Government Political
Papers Archive Center which would in turn support an environment that
encourages education, scholarship, research, and renewal of interest in
government.
PeopleSoft. The University is working to implement the PeopleSoft
system that includes Student Administrative, Financial (including grant
and research accounting), Alumni Development, and Human Resources Systems with
University needs driving the re-engineering of our systems and processes.
World Wide Web. The University is committed to expanding and enhancing
applications and information available through the World Wide Web.
Electronic Resources. The University is committed to expanding the
availability of access to library material in digital form so that learning
may more easily take place anytime and anyplace.
Library Collections. The University is working to expand its library
collections in both print and digital formats in support of the educational
and research mission of the University.
Sustaining Our Technological Infrastructure (Technology Asset
Protection Plan). The University continues to work with the Office of
Higher Education to develop the ongoing funding necessary to sustain our $29
million in technology infrastructure investments established through the
Technology Bond Initiative.
Indicators of Success for 1999-2000
Faculty are increasing the use of technology in classes through WebCT and
PictureTel offerings. The Technology Fellows Program has been very successful
in assisting faculty with integrating technology as a means to enhance quality
and increase the effectiveness of student learning.
The enhancement of technology systems has made use of the Web, e-mail and
numerous technology tools far more accessible to faculty, staff and students
throughout the four campuses. The result is that URI can continue to work on
the cutting edge in areas where this would no longer be possible without such
resources.
Priority #5 -- Quality Assurance and Outcomes
Assessment
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
.
|
Department of Physical Therapy |
" Incorporating
Portfolios into Physical Therapy Clinical Education"
|
|
College of the Environment and Life Sciences and the Graduate School of
Oceanography |
" Assessment of
Educational Outcomes Associated with Problem-Based Teams" |
|
School of Education |
" Development of a
Web-Based Portfolio System"
|
|
Department of Biological Sciences |
" Grade Tracking of
Former BIO 113 Students"
|
|
College of Human Science and Services |
" Outcomes Assessment in
Human Services"
|
|
College of Engineering |
" Objectives and
Outcomes in an Assessment Process" (Accreditation
related) |
- 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.
Program Projections
The University continues to strive for excellence in all
programs, to align activities with resources, and to view programs in terms of
focus areas:
1) "Marine and Environmental" offerings; 2) Offerings related
to "Enterprise and Advanced Technology;" 3) programs addressing issues related
to "Children, Families and Communities;" 4) "Health and Health Promotion"
programs; and 5) the "Liberal Arts Core."
Note: This section of the report contains those items which
will require Board of Governors' formal approval. Readers of earlier plans will
notice that the list presented here is shorter than ones presented in earlier
plans. That results from internal review and the revisiting of program proposals
as they come forward. As indicated in our earlier plans, such documents must
remain dynamic and provide for taking advantage of unforeseen opportunities as
well as for reassessing information presented in earlier iterations. This
section does not include information usually forwarded under the category of
"Notices of Change." Proposed changes of department names, for example, are not
included in the following list. Also not included are curricular changes within
programs (minor changes in degree requirements within a given program or
incremental changes in the General Education Program) since such changes are
part of the ongoing dynamic nature of an institution of higher learning and
usually do not require Board approval.
A. Proposed Stage
B.S. in Financial Services proposed by the College of Business
Administration
Approval of a generic model for certificate programs at the Alan Shawn
Feinstein College of Continuing Education (ASFCCE)
Feinstein Center for a Hunger-Free America, a focal point for
experiential opportunities and an academic minor
Reorganization of the College of Business Administration
B. Planning Stage
M.S. in Software Engineering, a joint program proposed by the Colleges
of Engineering and Arts and Sciences
Post-Baccalaureate Certificate in Thanatology proposed by the College of
Nursing
B.A. in Computer Science proposed by the College of Arts and Sciences
- Interdisciplinary Master’s in Information Resources Management proposed
by the College of Arts and Sciences
C. Concept Stage
Interdisciplinary Master’s in the Humanities proposed by the College of
Arts and Sciences
Student-designed B.A. proposed by the College of Arts and Sciences
B.A. in Hemispheric Studies proposed by the College of Arts and Sciences
Baccalaureate in Film Studies proposed by the College of Arts and
Sciences and under discussion with Rhode Island College
While the Master of Public Health (MPH) has been approved by the Board
of Governors for Higher Education, it cannot be implemented until new
funding sources have been identified. This remains an open agenda item for
the University, the Board of Governors and the State Legislature.
M.S./M.A. in Transportation under discussion by the University’s
Transportation Center.
This URI Partnership Forensic Science includes scientists in Chemistry
and related fields and participants from the State's Crime Lab. While this
is currently a series of funded research projects, an academic major or
minor may result.
While the concept of Paidia (p a i d
i a ) has been presented
to the Board's Facilities Committee because it involves a building, there
may also be academic programs related to Greek language and culture which
develop over time.
Programs in Sustainable Communities which would be interdisciplinary and
involve departments and colleges University-wide.
- Department of Dental Hygiene
B.S. in Consumer Affairs
Addressing Other Institutional-Based Priorities
and
Possibilities
The University continues to work to maintain and enhance our
high-quality academic programs and provide strong support for our researchers.
The following remain among the institutional priorities. Some of these broad
initiatives may result in programs which will require Board approval. Others are
designed to support existing activities and respond to a projected increase in
enrollment.
- Environmental Biotechnology Initiative. This interdisciplinary will
involve departments and colleges university-wide in the study of life forms as
they relate to the environment. The University’s facility plan is being
adjusted to include the construction of the second floor of the Biological
Sciences Building. Initial funding for the Environmental Biotechnology Center
has been approved by the Economic Development Commission and Environmental
Policy Committee.
- Urban Initiative. Emanating primarily from the Providence campus, this
initiative may include service learning experiences for students, a Public
Policy Institute, and applied research in urban issues (education, hunger,
race, immigration, housing, crime, environmental health, mass transit, urban
design, planning and economics). Urban areas throughout the State will partner
with URI to design courses, internships, consulting and joint funding
proposals to attack a broad range of urban problems. Such partnerships may
yield credit and non-credit course offerings that could lead to a certificate
or a concentration in one of our degree programs.
- New Faculty Appointments. In the fall of 1998, the number of
tenure-track and tenured faculty was at an all time low. In order to maintain
the quality of our academic offerings, meet the demands of accrediting
agencies and fulfill our responsibilities to the growing number of students,
it is now necessary to increase the number of faculty. Toward this end we have
been submitting budget requests seeking funding to appoint an additional five
tenure-track faculty beyond the number that would be hired to replace those
lost through retirement or resignation.
Graduate Assistant Stipends. In order to sustain the most productive
graduate student contributions, it is critical that we attract graduate
students who are well-prepared, highly motivated and who show strong scholarly
and professional promise. The competition for such students is keen and is
increasing. Current stipend levels at URI place the University at a severe
competitive disadvantage in attracting these students and, this in turn,
threatens the strength of our programs. Data show that stipends for University
of Rhode Island graduate students fall below those at other peer universities.
For example, the stipend paid to the most advanced URI assistants is lower
than the stipend paid to beginning students at all New England Land-Grant
universities except one. Additional funding has been sought to move stipend
levels to competitive levels. Because of the magnitude of the increases
necessary, a two year correction is envisioned.
- Library Capital. The ability of the University Libraries to meet the
information needs of its faculty and students and the state's citizenry and to
play a leadership role in developing innovative solutions to information
access issues has been limited severely by the increasing costs of
acquisitions and our inability to make necessary increases in its capital
budget for materials. To stem the tide of further deterioration in the
libraries' collections and to avoid the significant detrimental impacts this
would have statewide, additional budget funding has been sought to augment the
budgets for serials/journals, monographs, and electronic resources. The
objective of these requests has been to bring the University's capital budget
for its libraries to a level with those at peer institutions.
Office of the Provost and Vice President for Academic
Affairs
March 2000