ACADEMIC STRATEGIC PLAN - 2016-2021 INNOVATION - University of Rhode Island
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ACADEMIC
STRATEGIC PLAN
2016–2021
INNOVATION
with IMPACT:
Shaping the Future of URI
Table of Contents 2 A Message from President David M. Dooley 3 President’s Transformational Goals for the 21st Century 4 A Message from Provost Donald H. DeHayes 5 Provost’s Acknowledgments 6 About the Academic Strategic Plan 7 Academic Vision 9 Overarching Focus: Innovation with Impact 10 Goals 11 Goal 1 — Enhance Student Success 14 Goal 2 — Expand Research, Scholarship, and Creative Work 16 Goal 3 — Grow a Global Presence 18 Goal 4 — Embrace Diversity and Social Justice 19 Goal 5 — Streamline Processes to Improve Effectiveness 22 Goal 6 — Implement a Bold Advancement Agenda 24 Appendix – Glossary of Key Terms
A Message from President President’s Transformational Goals
David M. Dooley for the 21st Century
Dear Colleagues and Friends: Creating a 21st Century 24/7 Learning Environment. To prepare our students to excel and
lead, URI must take full and systemic advantage of the most advanced educational tools and
The University’s Academic Plan is central to shaping our
practices. We must provide expanded opportunities for experiential learning (research, creative
priorities and defining our path for the future. Many areas of work, and scholarship), as well as opportunities to learn and work across disciplines and fields
significant, quantifiable progress have been made as a result of knowledge. It is essential to provide “hands-on” learning. Through the use of technology,
of the implementation of the 2010–2015 Academic Plan. This improved advising, and innovative curricula, URI must do its part to reduce barriers to
progress demonstrates the focus and dedication of URI faculty, graduation and enable more of our students to complete their degrees in four years.
administrators, staff, and students to achieve academic excellence.
Increasing the Magnitude, Prominence, and Impact of URI’s Research, Scholarship, and
The goals of this academic plan continue to build on URI’s momentum in certain areas Creative Work. URI must place additional emphasis on research, scholarship, and creative
but also incorporate new goals to achieve even greater success. The goals are: work. To do so will help preserve and enhance the nation’s global competitiveness; help create
enhancing student success; expanding research, scholarship, and creative work; a Rhode Island economy that is vibrant, competitive, and sustainable; and enrich our culture
growing a global presence; embracing diversity and social justice; streamlining and society. Increasing the research, scholarship, and creative work undertaken by our faculty
processes to improve effectiveness; and implementing a bold advancement agenda. and research staff will provide more opportunities for students to be engaged in these activities,
These goals strongly resonate with my vision for the University’s future, outlined on thereby providing a stronger education.
the following page. Internationalizing and Globalizing the University of Rhode Island. It is simply essential
for our students’ success that they are prepared to live and work in an increasingly globalized
This is an opportunity for all of us to think creatively and energetically about how we
economy and society. URI must substantially increase the number of our students who study
can work together to achieve these goals and transform our university and our state.
abroad and the number of international students who study at URI. We must expand the
Warm regards, number and scope of our international research and education partnerships. We must increase
the number of our graduates with competency and fluency in languages other than English,
and their knowledge of the cultures, politics, and history of other peoples and nations.
Building a Community at the University of Rhode Island that Values Equity and Diversity.
David M. Dooley In order for our students to thrive in an increasingly diverse and complex context, URI must assist
President them in developing their abilities to communicate, understand, and work with people who are
very different from themselves. Building a community at URI in which every member is wel-
comed, supported, and valued is an essential foundation to education and learning, and therefore
is central to our identity and mission. The University of Rhode Island must strive to prepare our
students not just to participate, but to lead, and effective leadership in the 21st century requires
the skills to build productive partnerships in contexts and institutions that are increasingly diverse.
As we meet these goals, URI will continue to be a leader in preparing its students for success,
and URI—through the work of its faculty and students—will have a major impact on economic
renewal in our state and region, and in maintaining our quality of life.
To learn more about the implementation progress related to these goals, please visit:
uri.edu/president/Transformational_Goals_ProgressFall2014.pdf
2 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 3
A Message from Provost
Donald H. DeHayes Provost’s Acknowledgments
Dear Colleagues and Friends: The Joint Committee on Academic Planning (JCAP) provided leadership for, and
steered the development of, this Academic Strategic Plan. JCAP diligently reviewed
The landscape of higher education is changing rapidly
important trends impacting higher education and organized the Seventh Annual
and dramatically. Disruptive technologies, rising student
Academic Summit—with 225 attendees and an especially engaging Student
debt, access and affordability, a renewed focus on student
Summit—to generate and shape ideas. From these summits, an array of goals
success and degree completion, globalization, and the
and strategies emerged that represent the core of this new plan. Ten task forces,
evolving demography of our nation present challenges for
including 150 faculty members, students, and staff, refined the goals and strategies
every higher education institution in our nation. However, for
and developed a series of recommended actions. The draft plan was shared with
those institutions committed to thoughtful strategies and innovation, these chal-
the community and with the Faculty Senate, then opened for public feedback. The
lenges will be opportunities for advancement and success. URI must be one such
focused and strategic efforts of JCAP members and their attention to gathering,
institution. Our future depends on our comprehensive commitment to thoughtfully
listening to, and incorporating the ideas of faculty, students, and others, with
and selectively embracing innovations with impact to shape a vibrant institutional
patience and persistence, reflects academic shared governance at its best—
future. We must define and invest in new modalities of student learning and edu-
shared responsibility for the health and vitality of the institution.
cational technology, partnerships that support and enhance impactful scholarship,
streamlined procedures and processes to allow agility, and advancement strate- Gratitude is extended to President David Dooley, the vice presidents and senior
gies that enhance our resource base and reputation. In so doing, we will become leadership, the deans, the Faculty Senate Executive Committee, and the URI
the first-choice institution for a dedicated and diverse community of students, Foundation for their thoughtful feedback. Hundreds of URI community members
staff, and faculty, and ensure a system of shared governance that will enable and provided suggestions, comments, and ideas for the plan. This collaborative
empower URI in the future. process created the University’s 2016–2021 Academic Strategic Plan, which
ensures that URI will remain focused on the initiatives that will serve our students,
The 2016–2021 Academic Strategic Plan, Innovation with Impact: Shaping the
our state, and our world.
Future of URI, responds to these challenges and opportunities with a clear set
of goals, strategies, and actions developed and embraced by our community.
The plan is dynamic and ambitious—it will stretch us forward and raise the bar
on our expectations of ourselves. As a “living” plan, we expect these strategies
and actions to evolve, even as they define and guide our strategic direction,
shape our future, and also serve as a framework for investment and resource
allocation. Hopefully, the bold ideas articulated here will inspire us to be
innovative and impactful, moving us in important and exciting new directions.
Donald H. DeHayes
Provost and Vice President
for Academic Affairs
4 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 5
About the Academic Strategic Plan Academic Vision
This plan provides strategic direction, a set of broadly defined goals critical to the The University of Rhode Island will be the institution of first choice for students and
evolution of our university. It is not a prescriptive plan, but rather a dynamic one faculty with a passion for inquiry. Our emphasis on innovation and interdisciplinary
open to modification as we proceed, progress, and observe changes in the world. learning and discovery connects us with the world and is built upon a contemporary
The ideas in this plan are meant to guide our work, focus our priorities, and inspire foundation of liberal learning and scholarship that celebrates diversity and complexity,
us to move forward in exciting new directions. and instills empowerment and social responsibility. Our emphases and expertise
in the broadly defined realms of health, environment, and science and technology
translate into learning and discovery that matters deeply in the world. We contribute
directly to global prosperity through collaborative innovation and productive
partnerships.
In our academic vision, we establish the goal of creating a learning environment
steeped in innovation and characterized by discovery, collaboration, inquiry, and
engagement. We take pride in demonstrating these values for our students and
their families in their academic and co-curricular experiences. We shall become
more self-sufficient and entrepreneurial so that we can better meet the opportunities
before us. We must lead the way in new integrative approaches to teaching,
scholarship, and outreach by developing meaningful partnerships and embracing
innovation.
OUR VALUES: uri.edu/cornerstones
OUR MISSION: uri.edu/mission
6 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 7
OVERARCHING FOCUS:
INNOVATION WITH IMPACT
The University of Rhode Island aspires to nothing less
than strategic excellence in all areas of academic
pursuit and institutional investment. Therefore, all
institutional efforts and initiatives outlined in this
Academic Strategic Plan will emphasize and
focus on innovation in the following areas:
d
Engaging and innovative pedagogies, research,
and academic programs that foster learning and
success in matters of critical importance in the world
d
Exciting and relevant collaborations deeply
rooted in innovation that push the frontiers of
learning, discovery, and problem solving
d
New applications of technology that promote
innovation, engagement, efficiency
and effectiveness
d
A community that reflects innovation and a
commitment to strategic institutional
advancement in all areas
d
Innovative models and processes that promote agility
and responsiveness across all divisions
GOAL Enhance Student Success
01 Transform undergraduate and graduate student learning and academic
GOALS support with a firm commitment to student success and the development
of knowledgeable, skilled, and engaged graduates prepared for an
ever-changing world.
GOAL Enhance Student
01 Success
PG. 11
Strategy 1 Strategy 2
Expand pedagogical approaches focused Significantly expand opportunities for
on engaging students in learning across experiential learning within all majors, and
GOAL Expand Research, Scholarship, the curriculum restructure academic and career advising
02 and Creative Work ACTIONS to better support students in meeting their
PG. 14 1. Promote use of engaging pedagogical
life goals
approaches (e.g., flipped classrooms, ACTIONS
team-based/problem-based learning, 1. Move toward a model of professional
less hierarchical/more facilitative pedagogy, advising, especially in early years of the
study groups, action research, students student experience and systematically
teaching students) assess the effectiveness of advising at
GOAL Grow a Global
2. Implement widespread data analytics and all levels
03 Presence self-paced learning options in courses 2. Emphasize internships and experiential
PG. 16 learning opportunities through
3. Promote increased faculty-student
GOAL Embrace Diversity and student-student interaction (e.g., knowledgeable advisors and a strong
instructor-student feedback cycle, peer collaboration between the Center for
04 and Social Justice assessment/review, early alerts) Career and Experiential Education (CCEE)
PG. 18 and advisors in all areas
4. Expand the scope and strategy of the Honors
Program to ensure student engagement and 3. Expand efforts to make graduate students
to enhance recruitment and retention of and their advisers aware of and prepared for
high-achieving students; seek external both academic and non-academic careers
investment to ensure the Program’s 4. Cultivate, value, and track experiential/
GOAL Streamline Processes to continued vitality project-based learning early in the student’s
05 Improve Effectiveness 5. Explore options that allow students to design college career in every undergraduate major
or customize their own majors and in all graduate degree programs
PG. 19
6. Coordinate curriculum (align curriculum 5. Expand advisory boards/groups for all
among multi-section courses, upper- and majors and/or colleges with goal of
lower-level courses), integrate civic promoting internships and mentorships,
engagement and experiential learning where potentially useful
projects (e.g., “unclassroom,” integrated 6. Develop greater coordination between
clinical experience), and ensure programs the CCEE and departments/programs,
actively engage students in integration, including the assessment of graduates
synthesis, and application of knowledge and their success
Implement a Bold 7. Advance student support through 7. Reconceptualize and affirm (collaboratively
GOAL information literacy
Advancement Agenda among faculty and areas) the meaning and
06
8. Expand online course offerings for all intent of service learning and undergraduate
PG. 22 students and for targeted populations student research; and reorganize the under-
(adult learners) graduate student research funding program
to ensure it is fully available to and meets the
needs of engaged students
10 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 11
GOAL Enhance Student Success (continued)
01 8. Develop more interdisciplinary 8. Support appropriate assessment strategies Strategy 5 Strategy 6
learning opportunities for all students, to measure learning outcomes for both
Reframe and redefine liberal Focus on access and affordability 8. Develop specific strategies to
including those in professional master’s undergraduate and graduate programs
improve retention of graduate
degree programs and ensure the Academic Program Review education at URI in the context and improve credit and degree
students and ensure timely
Committee’s criteria is aligned with the of the 21st century completion rates for all undergrad- completion of advanced degrees
Strategy 3 Plan’s learning themes uate and graduate students, with
ACTIONS
9. Support and expand dual enrollment
9. Strategically expand post-baccalaureate specific attention in data reporting
Facilitate the implementation of new 1. Frame and emphasize the value of and statewide articulation agreements
online degree programs and certificates to underrepresented, economically
learning pedagogies and expand modes liberal learning as a foundational to expand access to college
platform for intellectual inquiry and disadvantaged, international, credit-bearing courses
of course delivery and assessment by
Strategy 4 development (all majors) with the out-of-state, and in-state populations 10. Advance degree completion
leveraging space and time in new ways potential to be intellectually
Provide a comprehensive faculty ACTIONS efforts, including programs such
ACTIONS rewarding, personally fulfilling, as “Finish What You Started” that
development program, align incentives, and economically beneficial 1. Focus and expand efforts to ensure
1. Strategically plan and allocate space and target at-risk populations and/or
and explore the opportunity for a faculty/ student success in gateway courses
technology to facilitate interdisciplinary 2. Engage students with pedagogies of bring students back to the University
teaching commons and expanded digital and continually assess those efforts
collaborations and connections among problem solving through historical, to complete degrees
and between faculty, students, and initiatives within the University Libraries contemporary, and personal 2. Successfully implement the new
graduate students ACTIONS perspectives, and connect these general education curriculum com-
habits of mind to lifelong learning prising new and revitalized courses
2. Transform the scheduling of classes to 1. Coordinate extended opportunities for
effectively meet new pedagogical faculty development (e.g., utilize faculty 3. Expand formal programs and 3. Engage more full-time faculty in
approaches, including service and expertise, networking, shared practices, opportunities for undergraduate teaching general education courses
experiential learning faculty sharing forums, learning commu- research and increase the integration and highlight the critical importance
nities, faculty development series, online of faculty research into courses of faculty efforts and continuous
3. Expand interconnectivity between campus-
resources for faculty) in collaboration with innovation in these courses
es by improving intercampus transportation 4. Refigure and present the
options, developing an effective adminis- the Office for the Advancement of Teaching undergraduate experience as 4. Target appropriate financial aid to
trative and academic integration among and Learning (ATL) lifelong learning and introduce its support economically disadvantaged
Providence, Kingston, and Bay campuses, 2. Promote initiatives designed to assist meaning, importance, and pursuit students and retain out-of-state
and advancing digital integration faculty in recognizing different student starting at matriculation students
4. Facilitate learning through collaborative use learning styles and developing inclusive 5. Facilitate curricular and teaching 5. Assess and identify progress and
of resources, e.g., interprofessional educa- curricular and assessment strategies strategies that highlight student gaps in programs and services that
tion (IPE), area/topic cluster courses 3. Advance digital initiatives, the Digital agency, learning outside of formal are focused on student access, at-risk
Commons, and open access within the class structures, and curricula that students, and overall student success,
5. Consider alternate course delivery systems
University Libraries, and pursue consortium enhance building connections, including academic and student
that facilitate engagement, deep learning,
opportunities that would effectively serve integration and synthesis, and support services
on-time graduation, and exploration in other
majors (e.g., 4-credit courses, half-semes- the University broad contextual perspectives 6. Ensure effective organization/struc-
ter modules, pass/fail option, auditing, 4. Expand the University Library’s Learning 6. Explore institutionalizing an turing of curriculum and academic
J-term offerings, certifications, credit Commons with a Teaching Commons e-portfolio initiative to integrate policies to promote ease in transfer-
system/seat time); and address the needs focused on faculty and the advancement student knowledge and development ring to URI from other colleges and
of academically challenged students of teaching and learning and serve as a means of assessment, within URI between majors; reduce
in addition to the traditional student redundancy/duplication of work; and
6. Support the University Libraries plan to 5. Create feedback structure with ATL so that
transcript eliminate unnecessary prerequisites
accommodate the increasing demand for faculty who want feedback on their teaching
academic support services can receive site visits, consultation, etc. 7. Encourage and increase collaboration 7. Continue to refocus URI 101 on
between departments that would student responsibilities for academic
7. Implement a variety of teaching methods 6. Provide faculty with instructions and
lead to innovative interdisciplinary planning and success, including
and student assessments within the same resources for applying Student Ratings
master’s and doctoral programs preparation to achieve professional,
course, where possible, and expand the of Instruction results toward course career, and life goals
utilization of technology applications to modification with the aim of improvement
enhance learning
12 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 13
GOAL Expand Research, Scholarship,
Strategy 3 3. Create research-based courses to 2. Encourage the Big Data Collaborative
02 and Creative Work Target research initiatives that
fulfill core major and/or general to form an Institute for Data Intensive
education requirements Discovery (ID2) to generate synergy
Achieve high-impact, translational, and innovative research, impact economic and workforce among Big Data researchers and
4. Expand research-based, creative,
development innovative J-term courses/projects
to coordinate related education and
scholarship, and creative work that addresses state, regional, and research activities across campuses
ACTIONS
5. Engage undergraduate students early
world challenges to improve health, environmental sustainability, 1. Expand and nurture synergistic in their tenure—especially those who
3. Create undergraduate and graduate
courses, certificates, programs, and
economic development, and the human experience. partnerships and funding with various are first-generation, low-income, or
minors in big data, data science and/
stakeholders (e.g., corporations, from underrepresented groups—as
or data analytics. Begin with grand
philanthropic, governmental, and well as graduate students, in seeking
centerpiece of scholarship and a a. Develop an interactive, visible, challenge, honors, and general educa-
community-based organizations) external funding for research and/or
distinctive element of URI and the searchable website that lists tion courses and develop training and
at local, state, national, and creative activities
State of Rhode Island faculty areas of expertise in educational support for faculty and
international levels 6. Aggressively publicize funding
research, teaching, and service student users
6. Continue and extend commitment 2. Build public support and appreciation opportunities and successfully
to international collaborations b. Explore establishing differenti- 4. Develop user policies and manage-
for the University’s research, funded and completed research
ated and individualized faculty ment plans that attract new users and
7. Ensure effective research scholarship, and creative work
workloads that better match encourage new and innovative ways
infrastructure, e.g., establishment and its interconnectedness with Strategy 5
interests, capabilities, and Uni- to use computing in the humanities,
of a vivarium research facility economic and workforce
versity needs and reflect faculty Develop high-performance research arts, and education
and a high-performance development and enhancing
Strategy 1 computing center members’ changing interests and quality of life in Rhode Island computing initiatives to facilitate 5. Provide incentives and organizational
abilities over time, e.g., increased research and advance big data structure to foster a community of
8. Leverage federally supported small 3. Emphasize experiential undergraduate
Broaden resources and support for teaching activities in exchange researchers in high-performance
business funding mechanisms and graduate learning and research analyses and applications across
significant growth in research for reduced research activities or and research computing
to support faculty research and through integrative services, all disciplines
opportunities with the state, nation, reduced teaching for increased
translate research into commercial programs, and courses 6. Develop metrics for areas such as
research activities with proven ACTIONS
and world, and demonstrate value applications 4. Develop a wide range of 1- or 2-credit
usage by faculty and students, funds
track record
and recognition for multiple forms 1. Procure and support computational invested by deans for faculty start-up
9. Ensure that University Libraries research/professional courses, or
of scholarship c. Expand opportunities to build resources for faculty and students packages, and grant impact—e.g.,
provides access to current online topical modules, that have value
vertical research teams with and provide a learning and training number of grant applications
ACTIONS publications and databases, and to and appeal across broad disciplines
interdisciplinary components environment that includes: referencing the HPC Center
1. Generate research, scholarship, and print collections in nearby libraries 5. Implement innovations in digital
4. Attract new graduate students by a. Technical support for 7. Ensure that graduate students have
creative work across all academic technology and communication for
developing new programs and computational, mathematical, access to statistical expertise for
disciplines with emphasis in four Strategy 2 researchers who are developing and
renewing existing programs and statistical consulting their research
core strategic and transdisciplinary preparing grant applications, prepar-
Foster inquiry-based interdisciplin- 5. Ensure that University-supported related to high-performance
themes: (a) Health, (b) Science and ing graduate fellowship applications,
computer (HPC) enabled research
Technology, (c) Environment, and ary knowledge and the Scholarship graduate assistantships (teaching writing Institutional Review Board
(d) Liberal Learning and Scholar- of Teaching and Learning (SoTL), and research) are: strategically and (IRB) submissions, or using the b. Incentives for the formation of
ship for the 21st Century and build greater connections equitably allocated to best support visual arts for enhancing graphics interdisciplinary research teams
teaching and research needs and and illustrations in scientific writing around HPC to encourage broad
2. Selectively recruit senior-level across disciplines and graduate program advancement; and presentations URI community involvement in
faculty hires in critical areas where academic units supportive of interdisciplinary research
the University is underrepresented programs; and reviewed on a
or needs to accelerate development
ACTIONS Strategy 4 c. Training and educational support
regular basis
1. Recognize the Scholarship of for researchers and students
3. Enlist senior research faculty to Involve undergraduate and
Teaching and Learning (SoTL) 6. Create permanent structures for
mentor, advise, and assist early- graduate students in rich and d. Enable and enhance HPC and
(e.g., promotions, awards, grants, graduate teaching assistants to
career tenure track faculty research computing support for
tenure, advancement, citations) develop and receive feedback on varied research, creative projects
teams seeking external research
4. Establish clear and open lines of their teaching and other opportunities funding
2. Improve publicity, marketing, and
communication about measuring sharing of faculty and student 7. Create professional development ACTIONS
faculty research productivity; e. Provide student and instructor
research to key stakeholders within opportunities for graduate students
appropriately value various disci- 1. Develop coordinated support services access to data, HPC and research
and outside the University across without teaching assistantships to
plines and types of scholarship for undergraduate research and computing, and advanced analytical
multiple media outlets and open gain experience and knowledge
explore the potential for creating tools to improve opportunities for
5. Focus on enhancing University access and digital commons about pedagogy
an office or center to support and critical problem solving in multiple
Libraries to support research, 3. Improve infrastructure to serve organize these services disciplines
scholarship, and creative work multidisciplinary faculty research,
and make Special Collections a 2. Increase student knowledge of
scholarship, and creative work preparing scholarly proposals
14 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 15
GOAL Grow a Global Presence
03 Advance the internationalization of the University, develop students Strategy 4 3. Effectively integrate study abroad 2. Create an interdisciplinary review
into the curriculum by engaging team to examine and confirm that
as engaged global citizens, and create meaningful international Create institutional policies and advisors to communicate opportuni- proposed collaborations are aligned
support mechanisms to provide ties to students, offer cross-cultural with institutional mission, are
strategic partnerships. faculty with opportunities to develop course options during and after study fiscally viable, and have appropriate
global competence to maximize the abroad experiences, and provide academic approvals
impact of student global experiences effective preparation for global
3. Streamline administrative process
Strategy 1 Strategy 3 learning by introducing cross-cultural
on learning outcomes and legal review of collaborative
Articulate and prioritize internationalization Create opportunities for the international- course options delivered prior to
agreements (e.g., memorandums
ACTIONS study abroad
of institution-wide strategic plans ization of the curriculum and co-curriculum of understanding/agreements)
and faculty hires to ensure that all students are exposed 1. Increase international mobility 4. Enhance partnership efforts to
4. Update collaboration proposal
opportunities for teaching, recruit and enroll international
ACTIONS to global perspectives and build global guidelines on URI website and
conducting research, and graduate and undergraduate students,
competence communicate these to the deans
1. Encourage colleges and divisions to attending conferences abroad e.g., Education Service Providers,
and faculty in all degree-granting
incorporate specific global initiatives ACTIONS 2. Encourage faculty applications development of URI pathway
colleges
into their planning for international scholarship and program, Associates in Cultural
1. Partner with the Office of Advancement of 5. Review partnerships annually for
provide support (e.g., Fulbright) Exchange (ACE) conditional
2. Establish global committees and/or task Teaching and Learning (ATL) and other or- operational and programmatic
admission
forces within each college and division to ganizations to provide workshops for faculty effectiveness and communicate
monitor and assess progress of interna- on teaching experiential and global courses Strategy 5 5. Improve recruitment of international
with partners to discuss and
tionalization plans, including benchmarking students through print, video, and
2. Formalize a global studies minor that Expand support structures and implement changes as needed
with similar units at other institutions online materials in target languages
reinforces student global competencies
efforts to increase numbers of 6. Provide comprehensive support for
3. Ensure that global education, research, 3. Create experiences and opportunities such
service, and outreach are recognized domestic students engaging in and inclusion of enrolled international
as international tracks, global certificates,
and valued in promotion and tenure international education experiences, graduate and undergraduate students
and expanded study abroad or domestic
and successfully recruit, enroll, and through advising, peer support,
4. Work to create a campus community travel opportunities within majors and
retain international students and programs at the University
that reflects the diversity of the global graduate programs
and college levels, such as peer
community 4. Expand students’ global geographic, ACTIONS ambassadors and expanded
5. Provide professional development linguistic, and cross-cultural learning and 1. Expand opportunities for graduate housing options
opportunities for faculty to develop world orientation by expanding course and undergraduate students to gain
global competence and incorporate offerings in these areas across disciplines an international education experience Strategy 6
global perspectives into their teaching and departments of study, research, and/or internship
where appropriate (e.g., through an increased number Formalize the process of strategic
5. Increase number, breadth, and variety
of co-curricular activities that reinforce of J-term and full-semester planning and proposal review,
Strategy 2 international elements of the curriculum, faculty-led study abroad programs, approval, tracking, and assessment
including the new global competency and through partnerships with of international partnerships
Provide appropriate administrative international institutions and local
general education requirement
leadership and structure to promote globally-engaged organizations) ACTIONS
and coordinate the globalization efforts 2. Standardize policy for transfer of 1. Identify strategic regions and
of the University credit gained abroad across all countries as potential partner
colleges and maintain a database locations, based upon mission
ACTIONS
of pre-approved transfer credits fit and ability to support and
1. Assess current structures devoted to from international institutions sustain collaborations
globalization efforts and consider
whether to recommend changes
2. Establish clear internal and external
communication channels to promote
internationalization efforts (e.g., global
website, campus events, newsletters)
16 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 17GOAL Embrace Diversity and Social Justice GOAL Streamline Processes to
04 Inspire an enlightened community that is characterized by vibrant 05 Improve Effectiveness
cultural diversity; that embraces difference; that is built upon a
Engender a highly professional work culture that celebrates service and
learning environment that fosters respect, understanding, and
is characterized by flexible, effective, and efficient processes and by
social justice; and that rejects prejudice and intolerance.
trust, support, and recognition towards greater institutional effectiveness.
7. Develop professional development 6. Develop targeted opportunities to
and mentoring programs for staff increase diversity among graduate
and faculty from underrepresented students
groups at all career levels
Strategy 1 3. Ensure comprehensive recruitment strategies
8. Further advance and support work/ Strategy 3 with competitive salaries, dual professional
life flexibility policies and practices Develop new strategic and supportive employment opportunities, faculty start-ups,
Create an active learning commu-
9. Engage college diversity committees human resource, affirmative action, and and relocation assistance
nity among students, faculty, staff,
and presidential commissions in payroll administrative processes within 4. All divisional/department heads should
and administrators that engages
recruitment and retention, and in all divisions of the University that enable assess position descriptions annually to
fostering a welcoming, supportive,
in open discourse and enhanced
efficiency and effectiveness in hiring and determine if required skill sets are current
Strategy 1 and inclusive climate for faculty understanding about what it means and to propose updates to better meet
retaining excellent employees, and in
to be a diverse and socially just current and future workplace needs
Develop robust plans for diversify- performance management
Strategy 2 community
ing faculty and staff by employing ACTIONS a. Document the essential functions
new and novel approaches that Increase the recruitment, retention, ACTIONS performed by current employees
1. Lead a collaborative process to develop a
realize and retain greater numbers and graduation of students from un- 1. Engage and inform faculty about workplace vision and organizational values b. Review job responsibilities to ensure they
of diverse faculty derrepresented groups, and provide inclusive pedagogy, classroom for the University meet current needs and anticipate future
climate, practices and policies, needs; determine desired changes and
ACTIONS support for their inclusion and suc- 2. Propose changes to the hiring process—
and diverse learning styles and work with HR to update and keep current
cess in the academic environment encourage faculty scholarship in without compromising recruitment of
1. Encourage and support departments c. Identify new positions, taking into account
and colleges in using URI’s Affirma- ACTIONS these areas diverse applicants—such as:
creative ways to accomplish goals (e.g.,
tive Action plan, institutional data, 1. Designate academic program liaisons 2. Expand undergraduate coursework a. Update personnel classifications and shared positions, hourly work, and other
and best practices to increase the to work with the Office of Admission addressing diversity and inclusion re-engineer human resource processes employment arrangements)
number of diverse faculty and staff on recruitment efforts and to develop through infusion of diverse course to promote additional paperless electronic
processes (including internal payroll) d. Prioritize positions strategically and
2. Educate the community about outreach to engage and excite under- material in existing courses and
develop a long-range (2–4 years) timeline
systemic and structured represented K–12 students about URI development of new courses b. Develop a system designed to hire for future funding requests
discrimination and marginalization 2. Examine the use and impact on stu- 3. Urge graduate students from all qualified people for jobs at all levels in
a timely manner 5. Reinvest in a staff development program
3. Inform the community of the dent success of diversity coordinators/ departments and programs to
and performance management system
success of efforts to diversify advisors as mentors of undergraduate participate in cultural competency i. Determine optimal position approval
faculty, staff, and students and graduate students from underrep- courses as part of postgraduate process for most efficient hiring a. Institute cross training or similar
resented groups education mechanism to allow decision-making
4. Secure institutional commit- ii. Improve timing in processes related and response time to flow more quickly
ment to eliminating disparities in 3. Expand peer tutoring and support pro- 4. Leverage the Multicultural and to all aspects of hiring including for hiring offers, search-related decisions,
recruitment, hiring, and retaining grams for underrepresented groups to Diversity Enhancement Fund processing forms, approval to and performance management
of employees, and ensure that all increase success in Gateway courses for course development in interview, approvals for hiring
departments are accountable for and other challenging courses multicultural competency offers, and appointments b. Examine compensation and merit pay
diversity hiring and retention connected to performance management
4. Seek and secure external funding for 5. Advance awareness and c. Formally propose greater autonomy from and professional development for greater
5. Ensure that search committees programs (e.g., Ford and Gates Foun- pedagogical sensitivity related the state classification system organizational effectiveness
within departments and colleges dations) that support the inclusion and to equity and diversity through
faculty and staff orientation and i. Explore opportunities to allow for c. Strengthen coordination between the
understand and implement affirma- success of marginalized students in
professional development programs greater autonomy for approvals of areas of Community, Equity, and Diversity
tive recruitment, hiring, and retention the academic environment
new positions and performance-based (including the Office of Affirmative Action,
plans sensitive to diversity 5. Educate faculty about effective 6. Incentivize faculty to integrate merit pay Equal Opportunity and Diversity) and
6. Elevate institutional recognition mentorship of graduate students diversity and inclusion principles
ii. Forms should reflect greater sensitivity Human Resource Administration, and
and visibility at all levels of from underrepresented groups and and practices in their work
to diversity (e.g., gender orientation) other areas as applicable
teaching and scholarship that develop other targeted opportunities
focus on diversity, equity, and to increase diversity among graduate d. Incorporate diversity and equity training
social justice, including ensuring students into staff development programs
appropriate consideration in the
promotion and tenure process
18 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 19GOAL Streamline Processes to
05 Improve Effectiveness (Continued) Strategy 4 processes and improving upon the
process and timeliness of response
Improve research administrative and decision times
processes at all levels and within
Strategy 2 3. Introduce new information technologies 3. Address college academic issues,
to ease processing of student forms. all units including those related to students,
Prioritize and improve information Develop e-forms to track the progress of ACTIONS faculty, and staff, more expediently
technology to better meet future graduate students and facilitate their time and locally, at the college level to the
technology-related needs of the institution to completion 1. Streamline and improve electronic
greatest extent possible
workflow for research awards, from
ACTIONS 4. In Business Services: proposal to post-award
1. Implement a shared governance process for a. Determine optimal centralization versus a. Ensure better research compliance
Strategy 6
Information Technology decentralization of business support by reducing paperwork Explore changes in long-range
services and consider the potential
2. Develop a comprehensive IT strategic plan 2. Create more effective pool fringe space, facility, and capital improve-
use of business support centers
in collaboration with the URI community rates for all URI employees to improve ment planning, including deferred
b. Explore re-engineering opportunities budget management and ease in maintenance plans; and assess
3. Develop annual priorities and a related
with end-users; assess results for service proposal writing
funding plan campus planning efforts with the
and efficiency improvements
4. Annually assess all IT services to improve 3. Create a strong and effective program community to regularly make
c. Develop more efficient processes for for mentoring potential principal
5. Work towards the connectivity of software improvements
travel, purchasing, and administrative investigators in grant writing and
systems to ensure consistency and functions in all divisions and assess submission ACTIONS
integration of systems and information progress by division and function
4. Better aid faculty members in 1. Comprehensively review the physical
across the University
d. Improve automation so that it is timely research administrative activities plant and maintenance priorities
6. Ensure the utilization of integrated and responsive and not reliant on the and develop a deferred maintenance
systems and better assist staff in learning presence of particular individuals 5. Provide more effective and efficient plan with identified funding streams;
new systems legal support for research and report progress
e. Assess processes and responses to compliance
ensure consistency, quality, and efficiency, 2. Improve the effectiveness of capital
Strategy 3 including those in procurement 6. Make the intellectual property process projects planning and implementation
more effective and efficient from
Explore new business and administrative f. Seek greater purchasing autonomy from disclosure of inventions to patents a. Track the time projects spend in
processes that serve faculty, staff, and State; update policies and procedures various stages of capital planning;
students with the highest degree of in Purchasing improve efficiency; identify bottle-
Strategy 5 necks; account for cost overruns
service and efficiency g. Streamline the Request for Proposal
(RFP) and Bidding processes Develop processes and practices b. Improve accuracy of cost
ACTIONS
that enable Academic Affairs to more estimating and account in
h. Utilize URI or Board of Education Master
1. In the Office of Budget and Financial nimbly update curriculum, solve writing for cost overruns,
Price Agreement (MPA) contracts for
Planning: repeating work, or underestimating
services or goods purchased in volume problems, and work collaboratively
a. Implement an interactive online budget cost of capital projects
where no state contract exists across disciplines in order to better
and reporting system meet the needs of future learners 3. Assess potential improvements
i. Complete a comprehensive study of
2. In the Office of Legal Counsel: in the areas of small project
whether travel agent services are ACTIONS management, traffic management
a. Delegate the review of certain types cost- and time-effective and should be
1. Update and streamline the program and parking, winter storm and
of contracts, such as maintenance required of all offices
proposal process and course snow management, and energy
agreements, equipment purchases, j. Work with State Administrative Office on proposal and revision processes for efficiency
simple contracts, etc., and communicate the MPA process for state travel agency graduate and undergraduate courses;
the approval process broadly to campus 4. Ensure that long-range space
for best options or alternatives remove unnecessary bottlenecks
and efficiently to approval requestors planning reflects institutional
k. Review Administrative Management 2. Improve the time it takes for all forms priorities and is conducted in
Review Committee (AMRC) proposal to be processed by assessing time broad collaboration with the
to consolidate custodial services under to completion of various academic community
Facilities Services and consider whether
to implement
20 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 21GOAL Implement a Bold Advancement Agenda
06 Elevate the stature of the University through robust and bold Strategy 3 Strategy 4
strategic advancement initiatives designed to establish a strong Leverage University relationships Ensure a cutting-edge infrastructure
and sustainable financial and marketplace position. to expand the pool of individual, that supports a robust advancement
alumni, Foundation, and corporate operation
The following strategies were coauthored between University and URI Foundation prospects and donors ACTIONS
leaders and representatives: ACTIONS 1. Enhance Foundation-based prospect
1. Identify emerging University research, reporting, and capacity
Strategy 1 Strategy 2 constituencies and friends to be analysis and ensure that such
evaluated as immediate or future information is accurate, timely,
Engender a University culture of Maximize the effective working comprehensive, and utilized in
development prospects
philanthropy through strong partnership between the URI Foundation developing prospect engagement
2. Develop processes to ensure that all
University partnerships and the University, leading to the launch strategies
appropriate University and Foundation
ACTIONS of a comprehensive campaign personnel appropriately share 2. Develop strategies and an
ACTIONS information that assists with the actionable plan for integrating
1. Recognize the URI Foundation as the
development process and prospect the work of the Foundation and
responsible organization for all fundraising 1. Clarify the roles, responsibilities, and
cultivation (e.g., contact reports) the Alumni Association
on behalf of the University of Rhode Island, expectations of each fundraising partner,
and as such, collaborative planning and including URI Foundation and Alumni 3. Ensure strategic fundraising 3. Develop a strong and effective
regular reporting to the University should Relations staff, VPs, deans, faculty, athletics messaging in all University and prospect and donor research
occur at various levels staff, and other staff Foundation communications, where component for discovery for
appropriate, including consistent each college and unit and ensure
2. Identify and jointly develop strategic 2. Develop and communicate policies and
development messaging in individual information is current in relation
funding priorities for the University through guidelines regarding how we successfully
college collateral materials, websites, to area strategic needs
collaborative planning between institutional conduct fundraising efforts/business,
leaders and the Foundation social media and other outlets 4. Work with the Foundation to
including standards in areas such as
prospect management, gift acceptance, 4. Leverage existing relationships with develop and implement creative
3. Educate University partners and the
naming opportunities, and the corporations and foundations, the and effective strategies to ensure
Foundation on the fundraising priorities
comprehensive campaign Business Engagement Center, and sufficient financial support to
of the University
other new business partners to achieve a robust and successful
4. Consider every University event an 3. Collaborate on identifying University comprehensive campaign
expand the potential prospect base
advancement opportunity, and develop funding priorities and creating case
statements for support 5. Ensure that a major focus of our 5. Implement best practices (Council
coordinated cultivation and communication
alumni outreach and engagement for Aid to Education/CAE, Council
strategies as appropriate 4. Facilitate transparent communication
is focused on advancement and for the Advancement and Support
5. Ensure that fundraising effectiveness, between the University and the Foundation of Education/CASE) and identify
support of the University
success, and accountability are embedded through regularly delivered fundraising processes, strategies, and resources;
in the responsibilities of the deans, reports, consistent meetings, joint identify and implement changes
development officers, and Foundation evaluation processes with University as needed
leadership, and as such will be used as leadership and Foundation staff, and
criteria for evaluations and hiring education regarding best practices
6. Develop a strategy to engage students and 5. Provide ongoing education and training
their families as well as faculty, staff, and of best practices
the University community in a manner that 6. Implement a collaborative process for
elicits a sense of “paying it forward” and the development of individual prospect
collective interest in investing in the future strategies
of the University
7. Develop plans for each college, as well as
7. Clearly communicate the expectation that key areas for annual giving (Annual Fund)
every institutional advisory council and and major gifts
board member participate in University
giving to model behavior critical to an 8. Engage Foundation leadership to ensure
advanced fundraising agenda that endowment sufficiently supports the
University and primary gift purpose, and
incentivizes future donor giving
22 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 23Appendix
GLOSSARY OF KEY TERMS
(Applied) Research and Scholarship Engaging Pedagogies Interdisciplinary Projects Mentoring and read and apply the literature on Unclassroom
Applied, as opposed to theoretical, Engaging pedagogies are theories of Interdisciplinary refers to the combination Mentoring relationships are established teaching and learning in their discipline The “unclassroom” is an educational
research and scholarship is focused on teaching that imagine students as of two or more academic disciplines. with the goal of providing support, and, perhaps, more generally. space that is not defined or limited by the
solving real-world problems. Students active participants instead of passive Interdisciplinary projects are designed training, and advising. Mentor/mentee Scholarly teaching is closely linked physical space of the classroom. On the
engaging in applied research and scholar- consumers. Engaging pedagogies to allow students to combine skills and models deviate from instructor/student to reflective practice. University of Rhode Island’s Harrington
ship participate in the practical application prioritize student involvement and knowledge from more than one academic models in that mentor/mentee relation- School of Communication and Media
Service Learning
of their studies to a specific client, state, investment. Such pedagogies allow discipline. By combining disciplinary ships are often cultivated outside of website, the unclassroom is described
Service learning incorporates community
business, or field-driven problem. for students and teachers to mutually knowledge and skills, students can the classroom and can be established as “an interdisciplinary program where
service with instruction and reflection
share their knowledge in classroom seek more complex and comprehensive between peers. Peer mentoring can help students will work on projects that
Certification Courses as an initiative in teaching and learning.
spaces. Engaging pedagogies may solutions to real world problems and new students meet the expectations of a real-world client will use.” These
Certification courses can be taken in Service learning is intended to
include the use of active and make connections between their different college learning. projects include “a course . . . partnering
addition to or separate from a degree pro- enrich student learning experiences,
cooperative learning, learning courses of study without the artificial with the Initiative to Educate Afghan
gram. When taken in addition to a degree Outcome-Based Learning while simultaneously teaching civic
communities, service learning, separation of the classroom. Women, a nonprofit organization based
program, a related certification enhances Outcome-based learning is an responsibility, and benefiting
cooperative education, inquiry in Providence that works with partner
a student’s skills and provides additional J-term educational theory that bases each communities. Service learning provides
and problem-based learning, and J-Term, or January Term, is a special colleges and universities to provide a full
marketability after graduation. Certifica- part of an educational system around an opportunity to assist students in
team projects. month-long period of study during which four-year U.S. undergraduate education,
tion is an official, accepted designation goals (outcomes). The educational making connections between the
students can take classes held both on leadership and social entrepreneurship
that the certified individual is capable of E-Portfolio experience is designed to assist knowledge they again and the ways
campus and around the world. training for Afghan women.”
performing a specific task or has acquired An e-portfolio is an electronic portfolio students in accomplishing these goals it can benefit those around them.
a specific skill. Some examples of certifi- containing student work uploaded to the Liberal Arts Project-Based Learning Student Portfolio
cation programs include ESL certification Web. These portfolios can provide an Specific disciplines, i.e., the humanities, Project-based learning is a teaching A student portfolio is a systematic
(teaching English as a Second Language alternative means for assessing student sciences, and social sciences. method in which students gain knowl- collection of student work and related
students in literature and writing) and CA success and evaluating student progress.
Liberal Education/Learning edge and skills by working for an ex- material that depicts a student’s activ-
certification (Chartered Accountant).
Experiential Learning Liberal education/learning focuses on the tended period of time to investigate and ities, accomplishments, and achieve-
Civic Engagement Activities Experiential learning is the process of liberal arts with the goal of developing respond to a complex question, problem, ments in one or more school subjects.
Civic engagement means actively learning through experience, and is more the mind. The Association of American or challenge. These problems are often Student portfolios may be collected over
working in and with our communities specifically defined as “learning through Colleges and Universities defines liberal based in the “real” world and assist the course of their academic career or
to their benefit. Activities that promote reflection on doing.” Experiential learning education as “an approach to learning that students in making connections between during a specific course or semester.
civic engagement create an opportunity is distinct from rote or didactic learning, empowers individuals and prepares them classroom learning and life outside the These portfolios provide an alternate way
for students to become involved in in which the learner plays a comparatively to deal with complexity, diversity, and academic institution. to depict and quantify student success
their community and improve passive role. change. It provides students with broad Scholarship of Teaching and while simultaneously providing the
living conditions. knowledge of the wider world Learning (SoTL) student with a means of reflecting on
Faculty Learning Communities
Engaged Models of Learning (e.g., science, culture, and society) as The Scholarship of Teaching and Learn- their own progress over time.
A faculty learning community (FLC) is
Student engagement refers to the level of a group of faculty, often gathered from well as in-depth study in a specific area ing (SoTL) draws on the reciprocal rela- Translational Research
attention, curiosity, interest, optimism, across the disciplines, who engage in of interest.” A liberal education helps tionship between teaching and learning. Translational research is research that,
and passion that students show when active and collaborative learning and students develop a sense of social An important goal of SoTL is to enhance when applied, will enhance human
they are learning or being taught. Levels teaching. These communities may also responsibility, as well as strong and and augment learning amongst and be- health and wellbeing. Such research is
of engagement may determine students’ include graduate students and staff. transferable intellectual and practical tween individual learners by investigating purposed to “translate” its findings into
motivation to learn and succeed. The communities engage in seminars, skills such as communication,analytical the many features of discipline-specific benefits in human health, environmental
Engaged models of learning prioritize retreats, interdisciplinary projects, and and problem-solving skills, and a demon- expertise and best pedagogical practice. sustainability, and economic develop-
practice and real-world application of other collaborative efforts. They are strated ability to apply knowledge and Scholarly teachers do things such as ment that will improve the quality of life
classroom knowledge. created for the purpose of supporting skills in real-world settings. (AACU, 2015, reflect on their teaching, use classroom for people globally.
faculty and encouraging the open aacu.org/leap/what-is-a-liberal-education) assessment techniques, discuss teaching
exchange of ideas, information, issues with colleagues, try new things,
and support.
24 ACADEMIC STRATEGIC PLAN 2016–2021 UNIVERSITY OF RHODE ISLAND 25You can also read
