Standard Eleven 
INTEGRITY

Description

The University of Rhode Island Vision Statement commits us to building a new culture for learning while demanding of ourselves uncompromising integrity. Guidelines for uncompromising integrity are extensive and appear in policies which follow state and federal guidelines. For example, the University Manual  outlines our institutional commitment to academic freedom with principles which apply to teaching and research, to seeking knowledge and exchanging ideas and to activities engaged in by community members that are external to the University community.

University structures are in place to insure that policies governing integrity are adhered to: e.g., Subcommittees on Sexual Harassment, Racial and Ethnic Harassment, Native American Committee, Admissions Advisory Committee, Affirmative Action Committee, Institutional Review Board for the Protection of Human Subjects, Animal Care and Use Committee, Biosafety Committee, Radiation Safety Committee, Intellectual Property Committee, and numerous advisory committees. A complete set of source documents for ethical standards and integrity are available in the workroom.

The following section describes highlights of the University's quest to build a new culture for learning with uncompromising integrity.

The John Hazen White Sr. Center for Ethics and Public Service. This center was established in 1994 to promote discourse, education and scholarship on ethical issues and the character of service in public life. The Center serves elected and appointed officials, faculty, graduate and undergraduate students and citizens throughout the state.

The center's programs and activities include workshops in ethics and public service for appointed members of the state bureaucracy, workshops and seminars for elected officials, including members of the state legislature, and interdisciplinary faculty conferences on integrating issues of ethics and public service into the graduate and undergraduate curriculum. Areas of focus include Liberal Arts, Business, Law and Pharmacy.

The center also conducts a series of citizen forums, inviting members of the community to engage in a dialogue about various state issues especially citizen responsibility for the character of public life. The center is charged with promoting and supporting interdisciplinary research and scholarship on issues of civic and ethical responsibility.

In September 1995, the center sponsored workshops at the University dealing with issues of academic integrity in the areas of teaching, research and service. Thirty participants engaged in a discussion designed to encourage the identification of ethical dilemmas and proposed resolutions in an effort to establish a procedure for on going dialogue that would enable us to create a culture in which the most common dilemmas no longer arise.

URI CORNERSTONES.  The URI CORNERSTONES  were developed by the Quality of Student Life Committee after a year of extensive discussion with all University constituents. It was endorsed by the Student Senate and the Graduate Student Association in 1994 and reflects our commitment to the support of ethical standards. The CORNERSTONES  appear in virtually every publication used by students.

Research. Ethical practices in research at the administrative, faculty and student levels are formally addressed through a system of policies, committees and boards that meet University, state and federal laws and guidelines. Policies are reviewed and revised on a regular basis. Education for members of the University community is accomplished throughout the academic year by presenting seminars and workshops for faculty and graduate students on scientific integrity, conduct of research, and related activities.

The Research Office was reorganized in 1988 by the Vice Provost for Research. Occupational health and safety have been a top priority for faculty, staff and students involved in the care of research animals. The areas of animal and human research policies and procedures have recently received much scrutiny and are fully in compliance with state and federal guidelines. It is the intention of the Research Office to meet the challenge of the University's vision of continuous improvement and high-quality standards in its quest for knowledge and discovery.

Nondiscrimination and Valuing Diversity. During the 1990-1991 and 1991-1992 academic years, the Faculty Senate engaged in extensive debate concerning whether or not to retain ROTC on campus, given the inherent conflict between the ROTC's policy of excluding individuals based on sexual orientation and the University's official policy which prohibits discrimination based on sexual orientation. The Senate passed a motion to require ROTC to come into compliance with University policy or to remove itself from campus. Included in the motion was a deadline and a procedure for phasing out the program unless the government took action that was consistent with the University's non-discrimination policy. President Clinton's policy was later viewed as sufficient to allow the ROTC to stay on campus. While the conflict between federal policy and institutional policy continues, the debate increased awareness of the type of invidious discrimination endured by some members of our community and occasioned a renewed commitment to redress discriminatory policies and practices both inside and outside of the University community. This work is continued by the Committee to Eliminate Heterosexism and Homophobia and by an annual symposium on Lesbian, Gay, Bisexual and Transgender Issues held since 1995.

The University of Rhode Island has devoted concerted efforts to fostering an atmosphere for diversity. In the fall of 1991, the University convened a Conference on Racial and Ethnic Diversity at the University's W. Alton Jones Campus. One hundred invited participants from the University and the community met for two days to explore the themes of "Building Community" and "Creating Curriculum."

In 1992, a student group staged a building takeover and issued "14 Points" in protest of perceived inattention to issues of racism. This resulted in spirited and prolonged discussions across all segments of the University community. In the spring of 1992, President Carothers endorsed a Diversity Initiative which established broad goals for increasing and enhancing cultural diversity at the University.

Since then, the multicultural component in the student body has gone up from 7% to 10%, efforts have increased to hire more multicultural staff and faculty, and groundbreaking has taken place for a new Multicultural Center to be built in the heart of campus. Yearly, since 1993, the highly successful Unity Weekend program takes a group of 50-60 students off campus for a structured program designed to increase cooperation and understanding across racial boundaries.

Organizations such as the Women's Center, Black Faculty and Staff Association, the Association for Professional and Academic Women, and student groups such as Uhuru Sa Sa, the Latin American Students Association, Asian Students Association, Cape Verdean Students Association, International Students Association, Korean Students Association, Indian Students Association, Students Organized Against Racism, URI Students for Social Change, People Organized for Women's Equality and Resilience, the Independent Students Association, and the Gay, Lesbian, Bisexual Association work to support and maintain a community which values diversity. The Special Programs for Talent Development continue to enjoy widespread recognition for their successful efforts to attract and support diverse students.

The role of diversity issues in the curriculum continues to be examined. During the general education revision process initiated in 1995, the Faculty Senate studied the possibility of a diversity requirement. While general education revision is still in process, URI 101, a one-credit course required of all first year students, does include diversity issues in the curriculum.

The Professional Development, Leadership, and Organization Training Program. The Professional Development, Leadership, and Organization Training (PDLOT) program has worked with more than 1,400 employees since its inception in August of 1995. Focused and high-quality training is now available to assist employees in developing skills to support uncompromising integrity. Examples of such programs include "URI Begins with You," "Dealing Interpersonally with People Being Difficult," and "Problem Solving and Decision- Making." Complementing the personal training offered by PDLOT are programs in leadership development, team building, and systems interventions. PDLOT gives University employees tools for ongoing evaluation, assessment and improvement of processes and products.

Health and Safety. Beginning with the institution of fines and stricter enforcement in 1991, the University has taken purposeful steps to reduce substance abuse on campus. In spring 1996, a $10,600 NCAA grant was awarded to enhance substance abuse prevention, especially in cooperation with athletics and recreation. Five incidents of intergroup violence involving fraternities and the football team galvanized the community and numerous speakers, discussions and violence prevention programs ensued. A $65,000 FIPSE grant awarded in the fall of 1996 for substance abuse and violence prevention will support continued efforts towards a violence-free, substance-free community.

Communication with the Public. As a public, land-grant institution, the University is accountable to the citizens of the state who have a right to know how their tax dollars are spent and how their University operates. Most written communications within the University are in the public domain and must be shared with the public and news organizations if they make such a request. However, state and federal laws balance the public's right to know with the student's or employee's right to privacy. The Department of Communications/News Bureau works closely with the University's General Counsel to ensure the balance. The Public Relations Policy shapes the University's daily interactions with its various publics as well as sets standards to follow during emergencies. The policy includes a commitment that the University will not lie or intentionally mislead the press. Technology is used to disseminate information in a timely manner and open meetings/open records procedures are followed.

First Amendment Rights and Civility. Like many institutions, the University of Rhode Island has grappled with the issue of hate speech in view of our firm commitment to freedom of expression. We have successfully addressed speech which threatens or harasses by implementing guidelines in the student handbook and in contracts of bargaining units. Speech which is offensive but is not threatening or harassing is addressed by individuals in the community who choose to condemn such speech.

Interactions with the New England Association of Schools and Colleges. A review of the University's interaction with the NEASC indicates cordial and timely interaction in which the accreditation process is enthusiastically embraced as an opportunity for important assessment and planning.

Appraisal

This Self-Study  has provided the opportunity to reflect on many initiatives which support the standard of integrity at the University of Rhode Island. We are proud of the progressive efforts resulting from the application of thoughtful study and deliberation. We also recognize that there is room for continuous improvement and have identified a number of areas of concern.

Academic Integrity. While policies and procedures for research and scientific integrity have been well formulated and disseminated, this culture for learning needs more consistency in addressing academic dishonesty at the undergraduate level.

Affirmative Action. Changes in the nation's political climate have resulted in the review or rejection of Affirmative Action policies at other institutions. In addition to this ambiguity, the University of Rhode Island has also grappled with complaints about hiring delays caused by complicated procedures. The President has appointed Professor Judith Swift to review and evaluate the Affirmative Action process including both personnel and infrastructure in the Affirmative Action and Human Resources Offices.

Employee Evaluation. Most bargaining unity contracts include guidelines for evaluating non-classified employees, and established guidelines are being properly implemented and followed. A process for the evaluation of non-unionized employees has been established. Currently being developed is an evaluation for classified employees. In addition, if the evaluation process is to yield an opportunity for improved performance and functioning, supervisors should also be open to constructive feedback from employees.

Diversity. Ongoing, active programs to encourage understanding across differences are critical to building a harmonious multicultural community. While the University has risen to the challenge of Section 504 and the Americans with Disabilities Act in providing accessibility and accommodations for students and employees with disabilities, accessibility to auxiliary programs can still be a problem. For example, it is difficult to find internship placements at off-campus agencies for some students with disabilities. There is little flexibility to offer theme housing for student residents because so few residence halls are accessible.

Tuition and Billing. Tuition and fees billing terminology needs review for "truth in advertising" and student expenses should be honestly laid out for consumers. The addition of numerous required fees during the 1990s have raised questions from both students and faculty about how fee revenue is used and whether or not the funds are restricted to the named purpose. Questions have also been raised by the Board of Governors regarding the complexity of the fee structure used by the University.

Projection

Academic Integrity. A team composed of staff and faculty from both Academic Affairs and Student Affairs plans to develop more effective prevention strategies and uniform standards which overtly reject all forms of dishonesty. Preliminary discussions concerning this work have commenced. More concerted efforts to educate for prevention might also be initiated through the required first-year class, URI 101.

Affirmative Action. Professor Swift's review of Affirmative Action structure and policies should result in more clearly defined goals, improved office functions and coordination of efforts. Increased education and training regarding the ethical, moral and legal responsibilities of the University community regarding Equal Employment Opportunity and Affirmative Action are necessary and should proceed more regularly once the office is permanently staffed.

Employee Evaluation and Equity. The new evaluation process for classified staff will be tested and implemented and will include an opportunity for staff to give feedback about the quality of their supervision. The 1997 Common Agenda features a team working on employee morale and equity and includes a task force to design a new employee orientation program and a new employee handbook.

Diversity. The Multicultural Center now being built in the heart of the campus should make diversity programming and activities more marketable, accessible and popular. The newly