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 life goals PG. 14 1. Promote use of engaging pedagogical 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) GOAL Grow a Global assess the effectiveness of advising at 2. Implement widespread data analytics and all levels 03 Presence self-paced learning options in courses 2. Emphasize internships and experiential PG. 16 3. Promote increased faculty-student learning opportunities through 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 06 Advancement Agenda among faculty and areas) the meaning and 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

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GOAL Enhance Student Success (continued) 01 8. Develop more interdisciplinary 8. Support appropriate assessment strategies Strategy 5 Strategy 6 to measure learning outcomes for both learning opportunities for all students, 8. Develop specific strategies to undergraduate and graduate programs Reframe and redefine liberal Focus on access and affordability including those in professional master’s improve retention of graduate and ensure the Academic Program Review education at URI in the context and improve credit and degree degree programs 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 disadvantaged, international, of course delivery and assessment by platform for intellectual inquiry and credit-bearing courses Strategy 4 development (all majors) with the out-of-state, and in-state populations leveraging space and time in new ways 10. Advance degree completion 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, 1. Focus and expand efforts to ensure 1. Strategically plan and allocate space and and economically beneficial 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 of faculty efforts and continuous 3. Expand interconnectivity between campus- nities, faculty development series, online of faculty research into courses innovation in these courses es by improving intercampus transportation resources for faculty) in collaboration with 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 students, and overall student success, 5. Consider alternate course delivery systems Commons, and open access within the class structures, and curricula that including academic and student that facilitate engagement, deep learning, University Libraries, and pursue consortium enhance building connections, support services on-time graduation, and exploration in other opportunities that would effectively serve integration and synthesis, and 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 student responsibilities for academic 7. Implement a variety of teaching methods between departments that would 6. Provide faculty with instructions and planning and success, including and student assessments within the same lead to innovative interdisciplinary resources for applying Student Ratings preparation to achieve professional, course, where possible, and expand the master’s and doctoral programs of Instruction results toward course career, and life goals utilization of technology applications to modification with the aim of improvement enhance learning

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GOAL Expand Research, Scholarship, Strategy 3 3. Create research-based courses to 2. Encourage the Big Data Collaborative 02 and Creative Work fulfill core major and/or general to form an Institute for Data Intensive Target research initiatives that education requirements Discovery (ID2) to generate synergy impact economic and workforce among Big Data researchers and Achieve high-impact, translational, and innovative research, 4. Expand research-based, creative, to coordinate related education and development innovative J-term courses/projects scholarship, and creative work that addresses state, regional, and research activities across campuses ACTIONS 5. Engage undergraduate students early 3. Create undergraduate and graduate world challenges to improve health, environmental sustainability, 1. Expand and nurture synergistic in their tenure—especially those who courses, certificates, programs, and partnerships and funding with various are first-generation, low-income, or economic development, and the human experience. 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 challenge, honors, and general educa- centerpiece of scholarship and a a. Develop an interactive, visible, community-based organizations) external funding for research and/or tion courses and develop training and distinctive element of URI and the searchable website that lists 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 4. Develop user policies and manage- to international collaborations b. Explore establishing differenti- for the University’s research, funded and completed research ment plans that attract new users and ated and individualized faculty scholarship, and creative work 7. Ensure effective research encourage new and innovative ways workloads that better match and its interconnectedness with infrastructure, e.g., establishment Strategy 5 to use computing in the humanities, interests, capabilities, and Uni- economic and workforce of a vivarium research facility Develop high-performance research arts, and education and a high-performance versity needs and reflect faculty 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 structure to foster a community of 3. Emphasize experiential undergraduate research and advance big data Broaden resources and support for 8. Leverage federally supported small teaching activities in exchange researchers in high-performance and graduate learning and research analyses and applications across business funding mechanisms for reduced research activities or and research computing significant growth in research through integrative services, to support faculty research and reduced teaching for increased all disciplines opportunities with the state, nation, programs, and courses 6. Develop metrics for areas such as translate research into commercial research activities with proven and world, and demonstrate value ACTIONS usage by faculty and students, funds applications track record 4. Develop a wide range of 1- or 2-credit 1. Procure and support computational invested by deans for faculty start-up and recognition for multiple forms research/professional courses, or 9. Ensure that University Libraries c. Expand opportunities to build resources for faculty and students packages, and grant impact—e.g., of scholarship topical modules, that have value provides access to current online vertical research teams with and provide a learning and training number of grant applications and appeal across broad disciplines ACTIONS publications and databases, and to interdisciplinary components environment that includes: referencing the HPC Center print collections in nearby libraries 5. Implement innovations in digital 1. Generate research, scholarship, and 4. Attract new graduate students by a. Technical support for 7. Ensure that graduate students have technology and communication for creative work across all academic developing new programs and computational, mathematical, access to statistical expertise for researchers who are developing and disciplines with emphasis in four Strategy 2 renewing existing programs and statistical consulting their research preparing grant applications, prepar- core strategic and transdisciplinary related to high-performance Foster inquiry-based interdisciplin- 5. Ensure that University-supported ing graduate fellowship applications, themes: (a) Health, (b) Science and 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 across disciplines and 2. Selectively recruit senior-level 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 ACTIONS Strategy 4 c. Training and educational support or needs to accelerate development regular basis 1. Recognize the Scholarship of Involve undergraduate and for researchers and students 3. Enlist senior research faculty to 6. Create permanent structures for Teaching and Learning (SoTL) d. Enable and enhance HPC and mentor, advise, and assist early- graduate teaching assistants to graduate students in rich and (e.g., promotions, awards, grants, research computing support for career tenure track faculty develop and receive feedback on varied research, creative projects tenure, advancement, citations) teams seeking external research their teaching and other opportunities 4. Establish clear and open lines of 2. Improve publicity, marketing, and funding communication about measuring 7. Create professional development sharing of faculty and student ACTIONS e. Provide student and instructor faculty research productivity; opportunities for graduate students research to key stakeholders within 1. Develop coordinated support services access to data, HPC and research appropriately value various disci- without teaching assistantships to and outside the University across for undergraduate research and computing, and advanced analytical plines and types of scholarship gain experience and knowledge multiple media outlets and open explore the potential for creating tools to improve opportunities for about pedagogy 5. Focus on enhancing University access and digital commons 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

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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 effective preparation for global impact of student global experiences 3. Streamline administrative process Strategy 1 Strategy 3 learning by introducing cross-cultural on learning outcomes and legal review of collaborative course options delivered prior to Articulate and prioritize internationalization Create opportunities for the international- agreements (e.g., memorandums ACTIONS study abroad of institution-wide strategic plans ization of the curriculum and co-curriculum of understanding/agreements) 1. Increase international mobility 4. Enhance partnership efforts to and faculty hires to ensure that all students are exposed 4. Update collaboration proposal opportunities for teaching, recruit and enroll international to global perspectives and build global guidelines on URI website and ACTIONS conducting research, and graduate and undergraduate students, communicate these to the deans competence attending conferences abroad e.g., Education Service Providers, 1. Encourage colleges and divisions to and faculty in all degree-granting development of URI pathway incorporate specific global initiatives ACTIONS 2. Encourage faculty applications colleges program, Associates in Cultural into their planning 1. Partner with the Office of Advancement of for international scholarship and Exchange (ACE) conditional 5. Review partnerships annually for 2. Establish global committees and/or task Teaching and Learning (ATL) and other or- provide support (e.g., Fulbright) admission operational and programmatic forces within each college and division to ganizations to provide workshops for faculty effectiveness and communicate 5. Improve recruitment of international monitor and assess progress of interna- on teaching experiential and global courses Strategy 5 with partners to discuss and students through print, video, and tionalization plans, including benchmarking 2. Formalize a global studies minor that implement changes as needed Expand support structures and online materials in target languages with similar units at other institutions 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 domestic students engaging in and inclusion of enrolled international service, and outreach are recognized as international tracks, global certificates, international education experiences, graduate and undergraduate students and valued in promotion and tenure 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 and programs at the University that reflects the diversity of the global graduate programs retain international students 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 Formalize the process of strategic where appropriate 5. Increase number, breadth, and variety (e.g., through an increased number 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 Provide appropriate administrative of international partnerships general education requirement international institutions and local 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 locations, based upon mission ACTIONS colleges and maintain a database 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 17 GOAL 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 Develop new strategic and supportive life flexibility policies and practices Create an active learning commu- employment opportunities, faculty start-ups, human resource, affirmative action, and 9. Engage college diversity committees nity among students, faculty, staff, and relocation assistance payroll administrative processes within and presidential commissions in and administrators that engages 4. All divisional/department heads should recruitment and retention, and in all divisions of the University that enable in open discourse and enhanced assess position descriptions annually to fostering a welcoming, supportive, efficiency and effectiveness in hiring and determine if required skill sets are current understanding about what it means Strategy 1 and inclusive climate for faculty retaining excellent employees, and in and to propose updates to better meet to be a diverse and socially just Develop robust plans for diversify- performance management current and future workplace needs 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 support for their inclusion and suc- climate, practices and policies, needs; determine desired changes and ACTIONS and diverse learning styles and 2. Propose changes to the hiring process— 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 these areas diverse applicants—such as: and colleges in using URI’s Affirma- ACTIONS 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 d. Prioritize positions strategically and outreach to engage and excite under- material in existing courses and processes (including internal payroll) 2. Educate the community about develop a long-range (2–4 years) timeline represented K–12 students about URI development of new courses systemic and structured 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 5. Reinvest in a staff development program dent success of diversity coordinators/ departments and programs to a timely manner 3. Inform the community of the 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 3. Expand peer tutoring and support pro- 4. Leverage the Multicultural and ment to eliminating disparities in to all aspects of hiring including for hiring offers, search-related decisions, grams for underrepresented groups to Diversity Enhancement Fund recruitment, hiring, and retaining 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 connected to performance management diversity hiring and retention 4. Seek and secure external funding for 5. Advance awareness and c. Formally propose greater autonomy from and professional development for greater programs (e.g., Ford and Gates Foun- pedagogical sensitivity related 5. Ensure that search committees the state classification system organizational effectiveness within departments and colleges dations) that support the inclusion and to equity and diversity through i. Explore opportunities to allow for understand and implement affirma- success of marginalized students in faculty and staff orientation and c. Strengthen coordination between the greater autonomy for approvals of tive recruitment, hiring, and retention the academic environment professional development programs areas of Community, Equity, and Diversity new positions and performance-based (including the Office of Affirmative Action, plans sensitive to diversity 6. Incentivize faculty to integrate 5. Educate faculty about effective 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

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GOAL 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 Prioritize and improve information including those related to students, 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 1. Streamline and improve electronic technology-related needs of the institution to completion greatest extent possible workflow for research awards, from ACTIONS 4. In Business Services: proposal to post-award Strategy 6 1. Implement a shared governance process for a. Determine optimal centralization versus a. Ensure better research compliance 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 space, facility, and capital improve- use of business support centers 2. Create more effective pool fringe in collaboration with the URI community rates for all URI employees to improve ment planning, including deferred b. Explore re-engineering opportunities 3. Develop annual priorities and a related budget management and ease in maintenance plans; and assess with end-users; assess results for service funding plan proposal writing and efficiency improvements campus planning efforts with the 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 improvements 5. Work towards the connectivity of software 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 1. Comprehensively review the physical across the University 4. Better aid faculty members in 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 writing for cost overruns, Price Agreement (MPA) contracts for nimbly update curriculum, solve Planning: repeating work, or underestimating services or goods purchased in volume problems, and work collaboratively cost of capital projects a. Implement an interactive online budget where no state contract exists across disciplines in order to better and reporting system 3. Assess potential improvements i. Complete a comprehensive study of meet the needs of future learners in the areas of small project 2. In the Office of Legal Counsel: whether travel agent services are ACTIONS management, traffic management cost- and time-effective and should be a. Delegate the review of certain types and parking, winter storm and required of all offices 1. Update and streamline the program of contracts, such as maintenance 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; 4. Ensure that long-range space the approval process broadly to campus 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 21

GOAL 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 information is accurate, timely, Engender a University culture of Maximize the effective working evaluated as immediate or future development prospects comprehensive, and utilized in philanthropy through strong partnership between the URI Foundation developing prospect engagement University partnerships and the University, leading to the launch 2. Develop processes to ensure that all strategies appropriate University and Foundation ACTIONS of a comprehensive campaign personnel appropriately share 2. Develop strategies and an actionable plan for integrating 1. Recognize the URI Foundation as the ACTIONS information that assists with 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, social media and other outlets leaders and the Foundation including standards in areas such as 4. Work with the Foundation to develop and implement creative 3. Educate University partners and the prospect management, gift acceptance, 4. Leverage existing relationships with and effective strategies to ensure Foundation on the fundraising priorities naming opportunities, and the corporations and foundations, the sufficient financial support to of the University comprehensive campaign Business Engagement Center, and other new business partners to achieve a robust and successful 3. Collaborate on identifying University 4. Consider every University event an expand the potential prospect base comprehensive campaign advancement opportunity, and develop funding priorities and creating case 5. Implement best practices (Council coordinated cultivation and communication statements for support 5. Ensure that a major focus of our 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 between the University and the Foundation 5. Ensure that fundraising effectiveness, support of the University of Education/CASE) and identify 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 23 Appendix

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 knowledge from more than one academic models in that mentor/mentee relation School of Communication and Media ship participate in the practical application prioritize student involvement and - Service Learning of their studies to a specific client, state, discipline. By combining disciplinary website, the unclassroom is described investment. Such pedagogies allow ships are often cultivated outside of Service learning incorporates community business, or field-driven problem. knowledge and skills, students can as “an interdisciplinary program where for students and teachers to mutually the classroom and can be established 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. 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 spaces. Engaging pedagogies may Service learning is intended to make connections between their different college learning. projects include “a course . . . partnering addition to or separate from a degree pro- include the use of active and enrich student learning experiences, courses of study without the artificial with the Initiative to Educate Afghan gram. When taken in addition to a degree cooperative learning, learning Outcome-Based Learning while simultaneously teaching civic separation of the classroom. Women, a nonprofit organization based program, a related certification enhances communities, service learning, Outcome-based learning is an responsibility, and benefiting in Providence that works with partner a student’s skills and provides additional cooperative education, inquiry J-term educational theory that bases each communities. Service learning provides colleges and universities to provide a full marketability after graduation. Certifica- and problem-based learning, and J-Term, or January Term, is a special part of an educational system around an opportunity to assist students in four-year U.S. undergraduate education, tion is an official, accepted designation team projects. month-long period of study during which goals (outcomes). The educational making connections between the leadership and social entrepreneurship that the certified individual is capable of E-Portfolio students can take classes held both on experience is designed to assist knowledge they again and the ways training for Afghan women.” performing a specific task or has acquired An e-portfolio is an electronic portfolio campus and around the world. 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 Web. These portfolios can provide an cation programs include ESL certification 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. edge and skills by working for an ex- material that depicts a student’s activ- certification (Chartered Accountant). Liberal Education/Learning 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. Faculty Learning Communities knowledge of the wider world Learning (SoTL) student with a means of reflecting on their own progress over time. Engaged Models of Learning A faculty learning community (FLC) is (e.g., science, culture, and society) as The Scholarship of Teaching and Learn- 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 25 OFFICE OF THE PROVOST

Green Hall, 35 Campus Avenue Kingston, RI 02881 uri.edu/provost

URI is an equal opportunity employer committed to the principles of affirmative action.

12/15/1000/INT1