What We Do

Reports & Recognition

Qualified Online Faculty

List of Qualified Online Faculty (Google)

Both URI’s regional accreditor, New England Commission of Higher Education (NECHE)1 and the National Council for State Authorization Reciprocity Agreements (NC-SARA) require in order to offer online courses and programs that we meet their standards which require that, “Faculty responsible for delivering the on-line learning curricula and evaluating the students’ success in achieving the on-line learning goals are appropriately qualified and effectively supported.” The Joint Committee on Online and Distance Education has designated the methods listed below as ways that faculty can show they are “appropriately qualified” to teach online:

  • Completion of URI’s Online Teaching Fellows (pre fall 2013)
  • Completion of URI’s Online Teaching Fellow part 1 and part 2 (beginning fall 2013)
  • Completion of URI’s Online Pedagogy Class
  • Certificate of training in online teaching from a national organization such as Sloan-C or the University of Wisconsin’s Professional Certificate in Online Education, and demonstrated competency in URI’s learning management system.
  • Certificate of training in online teaching from another regionally accredited higher education institution, and demonstrated competency in URI’s learning management system.
  • Faculty can demonstrate “experience” by submitting one of their courses to the Quality Matters peer review process.

Faculty, including per-course faculty, who are deemed “qualified” through these means, can be assigned to teach any online course. Periodically the Joint Committee on Online and Distance Education will review the methods of ensuring that faculty are “qualified” and will add or remove methods as appropriate. These methods will be posted on the Online Education website. 

1. https://www.neche.org/wpcontent/uploads/2018/12/Pp90Guidelines_for_the_Evaluation_of_Dist ance_Education_On_line_Learning.pdf (Standard 6, page 3)

Faculty Showcase

Faculty from across the university share their innovations to improve student learning at URI at an annual showcase

Institutional Assessment Report Summary (NECHE)

The biennial reporting on the assessment of student learning provides critical information about what is important to programs, the signature assignments used to understand how well students demonstrate their learning, and the ways programs think about improving student learning. These reports also support the effort to document overall institutional effectiveness for the University’s regional accreditor, New England Commission of Higher Education (NECHE, formerly NEASC). Reports prior to 2018 available upon request from assess@uri.edu.

URI Assessment Policy

Assessment Climate Survey

The purpose of the triennial survey is to look at progress in the University’s implementation of program-level student learning outcomes assessment to guide practice and policy. Prior reports (2012, 2009) are available upon request from assess@uri.edu. 

Elaine Finan

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Annual Reports

The annual report provides a comprehensive examination of the work of ATL’s four divisions.