Link 10 - Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs

8/4/2019 Link 10 - Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs

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UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUS

OFFICE OF THE DEAN OF ACADEMIC AFFAIRS

OFFICE OF EVALUATION OF STUDENT LEARNING

Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs(As submitted in their annual reports to the OEAE as of May, 2010)

I. Effective Communication

a. College of Natural Sciences

i. Interdisciplinary Program in Natural Sciences

ii. Physics

iii. Chemistry

iv. Biology

v. Mathematics

vi. Computer Science

b. College of Business Administration

i. Office System Management

ii. Accounting

iii. Economics

iv. Statistics

v. Finance

vi. Production and Operation’s Management

vii. Human Resources

viii. Marketing

ix. Business Administration General Program






x. Computer Information System

c. College of Humanities

i. Hispanic Studies

ii. Comparative Literature

iii. Modern Languages

iv. Art History

v. History of Europe

vi. History of the Americas

vii. Fine Arts

viii. Performing Arts

ix. Music

x. English Communication and Linguistics

xi. English Literature

xii. Interdisciplinary Studies

d. College of Social Sciences

i. Social Work

ii. Economics

iii. Political Science

iv. General Program in Social Sciences

v. Geography

vi. Sociology






vii. Anthropology

viii. Psychology

ix. Labor Relations

e. College of General Studies

i. General Studies Bachelor Program

f. College of Education

i. Teacher Preparation Programs

ii. Recreation

iii. Nutrition and Dietetics

g. School of Communication

i. Audiovisual Communication

ii. Information and Journalism

iii. Public Relations and Advertisement

h. School of Architecture

i. Environmental Design

II. Critical Thinking


i. Chemistry

ii. Physics

iii. Mathematics

iv. Interdisciplinary Program in Natural Sciences






b. College of Humanities

i. Art History

ii. History of Europe

iii. History of the Americas

iv. Hispanic Studies

v. English Communication and Linguistics

vi. English Literature

vii. Comparative Literature

viii. Fine Arts

ix. Music

x. Modern Languages

c. School of Communication

i. Audiovisual Communication

ii. Information and Journalism

iii. Public Relations and Advertisement


i. Political Science

ii. Economics

iii. Geography

iv. Psychology

v. Labor Relations






vi. Anthropology

vii. Sociology

e. College of Education


f. College of Business Administration


III. Research and Creation

a. College of Social Sciences

i. Anthropology

ii. Sociology

iii. Social Work

iv. Labor Relations


i. Core Programs

c. College of Humanities

i. Fine Arts

ii. Art History

iii. History of the Americas

iv. History of Europe

v. Performing Arts

d. College of Natural Sciences






i. Computer Science

ii. Chemistry

iii. Physics

iv. Biology

v. Mathematics

vi. Interdisciplinary Program in Natural Sciences

e. College of General Studies


f. College of Education

i. Nutrition and Dietetics

ii. Recreation

IV. Social Responsibility

a. College of Social Sciences

i. Anthropology

ii. Sociology

iii. Labor Relations


i. Core Programs

ii. Office System Management

c. College of Natural Sciences

i. Computer Sciences






ii. Environmental Sciences

iii. Interdisciplinary Program in Natural Sciencess

d. School of Communication

i. Information and Journalism

ii. Public Relations and Advertisement

iii. Audiovisual Communication

e. College of Education


f. School of Architecture


V. Logical-mathematical reasoning


i. Biology

ii. Mathematics

iii. Interdisciplinary Program in Natural Sciences

b. College of General Studies


VI. Technology integration


i. Mathematics








VII. Globalization

a. College of Business Administration


VIII. Appreciation, culture and commitment to the ideals of the Puerto Rican society, Caribbean and International context

a. College of Education


IX. Ongoing Learning

a. College of Education


X. Capacity for independent studies

a. College of Business Administration

i. Core Programs

b. College of Natural Sciences







XI. Intellectual curiosity



b.

College of Education


XII. Information Literacy


i. Interdisciplinary Program in Natural Sciences

ii. Mathematics


i. Core Programs

c. College of Education


XIII. Content Knowledge, Skills or Dispositions Competencies in the Academic Programs


i. Chemistry

ii. Physics

iii. Environmental Sciences

iv. Computer Science






b. College of Humanities

i. Art History

ii. English Communication and Linguistics

iii.

English Literature

iv. Fine Arts

v. Music

vi. Performing Arts

c. College of Education

i. Recreation

ii. Nutrition and Dietetics


i. Political Science

ii. Economics

iii. Geography

iv. Labor Relations

v. Anthropology

vi. Sociology

e. College of Business Administration

i. Accounting

f. School of Architecture







Effective Communication Skills - Ability to express oneself effectively in oral and written language that insures a clear, coherent and accurate

communication.

College of Natural Sciences

Academic Programs Findings Transforming Actions

Interdisciplinary Program In

Natural Sciences

2008-2009

99% of the students obtained a score of 500 or more inthe verbal aptitude section of the College Entrance

Examination administered by the College Board of

Puerto Rico (CEEB).

In a test developed by the CEEB to evaluate the

writing skills of the incoming class offered in August

2008. Findings were:

•When assessing the essay as a whole, 76 of 86

students (88%) obtained scores below the average

(50). These results showed that students have

limited abilities in written skills.

•When assessing the Theme and Structure

criterion, 64 of 86 students (74%) obtained scores

below the average (50). These results showed

that students have limited abilities in the

development of a topic and the structure of anessay.

•When assessing the Syntactic Structure criterion 28

of 86 students (33%) obtained scores below theaverage (50). These results showed that

students have limited abilities in morph

syntactic aspects of its native language, such as

equivalence of the spoken and written language

and the use of logical connectors.

•When assessing the lexical competency criterion, 24of 86 (28%) obtained scores below the average

2008-2009

Although the students showed good verbal aptitude on theCollege Entrance Examination, a great need to improved

students’ writing is evident. All incoming students thatobtained low scores on the writing test administered by the

CEEB were advised through a letter about the desirability of

strengthening their communication skills in the language where

deficiencies were identified, through the attendance of

workshops offered by the Center for the Development of

Languages Competencies (CDLC) of the General Education

College or by enrolling on an additional Spanish or English

courses.

Due to the low percentage of students who followed the

recommendation from their academic advisors to take

additional English or Spanish courses, further advising about

the need to strengthen their writing skills in both languages will

be given.






(50). Findings showed that students have some

deficiencies in discursive coherence and

cohesion and poor lexical skills required when

writing an essay.

•When assessing the Grammatical Correctness

criterion, 22 of 86 (26%) obtained scores belowthe average (50). Findings showed that students

have some orthographic errors when writing

an essay.

Findings revealed that more than 50% of studentsshowed serious writing problems.

The ELASH II English administered by the CEEB totest the effected communication skills in English was

administered to the incoming class in August 2008.

Findings were:

•In the listening comprehension criterion, 45 of 47students (96%) obtained scores greater than the

cut point (106 – low intermediate). Of these

students, 26 showed a competency level of high

intermediate (55%) and 19 students (40%) an

advanced level.

•In the language use and indirect writing criterion,23

of 47 students (49%) obtained scores greater than

the cut point (125 – low intermediate). Of thesestudents, 15 showed a competency level of highintermediate (32%) and 8 students (17%) an

advanced level.

•In the reading comprehension criterion, 26 of 47

students (55%) obtained scores greater than the

cut point (125 – low intermediate). Of thesestudents, 22 showed a competency level of high


advanced level.

Recommendations to take an additional English course weregiven to the 25first year students who obtained low scores on

the English Language Assessment for Hispanics Test (ELASH

II) in order to strengthen their skills in this language. 25% of the students followed the recommendation and took Scientific

Writing (INGL 3236) or Expository Writing III (INGL 3286)courses.






As a result of these findings, recommendations to 76

students were made to strengthen their writing skills

in Spanish. Only 8 students followed these

recommendations (9%). They enrolled in the course

ESPA 3208 (Writing and Style).

2009-2010

Analysis of 2008-2009 enrollment of the English andSpanish courses showed that 19 students took the

basic Spanish courses (ESPA 3003-04), 63 took the

regular Spanish courses (ESPA 3101-020, and 36 took

the honor Spanish courses (ESPA 3111-12). Also, for

this year 27 students took the basic English courses

(INGL 3003-04), 63 the regular English courses

(INGL 3101-02), 47 the English honor courses (INGL

3103-04), 7 took the English courses INGL 3011-12

and 18 took the academic writing course using thecomputer English (INGL 3123-24). The expected

outcome was that at least 70% of the students will

approve these courses.

Findings revealed that the rate of approval of thesecourses were:

For Spanish courses:

ESPA 3003-04 - 90%

ESPA 3101-02 - 95%ESPA 3111-12 - 87%

For English courses:

INGL3003-04 - 90%

INGL3101-02 - 97%

INGL 3103-04 - 91%

INGL 3011 and 3012 - 80%

INGL 3123-24 - 84%

Thus the expected outcome was met

2009-2010

A recommendation was given to the laboratory coordinators to

use the rubric on a higher number of sections in order to

increase the number of students who could benefit from this

assessment process.






When assessing effective writing skills using a rubric

in the Physics laboratory course reports (FISI 3013),

100% of the students obtained 3 or more on a four

point scale in the first report assessed, 81% in the

second report, and 100% in the third. Thus the

expected outcome that 70% of the studentsobtained an average score of 3 points or more was

met in all three reports assessed.


in the Physics laboratory course reports (FISI 3014),100% of the students obtained 3 or more on four point

scale in all three laboratory reports assessed. Thus the

expected outcome that 70% of the students obtainan average score of 3 points or more was met in all

three reports assessed.


in General Biology course (BIOL 3101), 83% of thestudents obtained a score of 2 or more in a three point

scale, exceeding the 70% expected outcome. Thus the

expected outcome that 70% of the students obtain

an average score of 2 points or more was met in all

three reports assessed.

A recommendation was given to the laboratory coordinator to

use the rubric on a higher number of sections in order to

increase the number of students who could benefit from this

assessment process.

Physics 2008-2009


writing skills of the incoming class offered in August2008. Findings were:


students (91%) obtained scores below the average(50). These results showed that students have






2008-2009

Letters were sent to students that showed needs in their writing

skills as assessed in the CEEB’s test, to attend workshopsoffered by the Center for the Development of Languages

Competencies (CDLC) of the General Education College in

order to strengthen their writing skills. Since there is no

evidence that students attended these workshops, a secondletter will be sent to that effect to the FISI 3174 students.

Writing communication skills will be emphasized in the higher

level course FISI 4077.






development of a topic and the structure of an

essay.

•When assessing the Syntactic Structure criterion 8 of

23 students (35%) obtained scores below the

average (50). These results showed that

students have limited abilities in morphsyntactic aspects of its native language, such as




(50). Findings showed that students have

deficiencies in discursive coherence andcohesion and poor lexical skills required when

writing an essay.


criterion, 10 of 23 (43%) obtained scores belowthe average (50). Findings showed that students

have orthographic errors when writing an

essay.

Findings revealed that 12.5% of the students

scored over the average mean. However, the

majority of the students, (87.5%) obtained scores

lower than the mean on the test (50 points).

The ELASH II English administered by the CEEB to

test the effected communication skills in English was


Findings were:

•In the listening comprehension criterion, 14 of 14










advanced level.

•In the language use and indirect writing criterion,7 of 14 students (50%) obtained scores greater than the



intermediate (29%) and 3 students (21%) anadvanced level.







in the Physics laboratory reports (FISI 3174 and FISI4077), in the criteria of communication format and

style in the first laboratory report assessed, the

students obtained an average score of 2.7 (67.5%) and

3.4 (85%) in a four point scale, respectively. Thus,

the expected outcome of 3.2 points (80%) was not

met in the lower level course (FISI 3174) but was

met on the higher level course (FISI 4077).


in the writing section of the Physics laboratory reports

(FISI 3174 and FISI 4077), the students obtained anaverage score of 2.7 out of the total of 4 points(67.5%). Thus, the expected outcome of an average

of 3.2 points was not met.


in all intermediate Physics laboratory courses reports

(FISI 4076-77), students obtained an average score of 3.4 (85%) on a four point scale in the writing section.

Thus, the expected outcome of an average of 3.2

score was exceeded.

A class period will be dedicated to teach with examples the

appropriate format and writing style for a scientific laboratoryreport.

A class period will be dedicated to teach with examples the

appropriate format and writing style for a scientific laboratory

report.






2009-2010


in the Physics laboratory reports in FISI 3173, thestudents obtained an average score of 3.2 (80%).

Thus, the expected outcome of an average of 3.2

score was met.

When assessing effective writing skills using a rubricin the Physics laboratory reports in FISI 4076, the

students obtained a scored 3.2 or more. Thus, the

expected outcome of an average of 3.2 (80%) score

was met.

2009-2010

Letters will be resent to students through the Academic Advisor

urging them to attend the workshops offered by the CDCL of the Faculty of General Studies or to enroll in Spanish writing

courses.

Emphasis on effective communication skills will continue inthis course.

Chemistry 2008-2009







criterion, 40 of 77 students (52%) obtained scoresbelow the average (50). These results showed

that students have limited abilities in thedevelopment of a topic and the structure of anessay.


of 77 students (26%) obtained scores below the


students have some limited abilities in morph




2008-2009

The Academic Advisors advised the students who obtain low

scores in this test to take an additional writing course inSpanish.

Promote more effectively the workshops offered by the CDCL

through the student body.






•When assessing the lexical competency criterion, 16

of 77 (21%) obtained scores below the average




writing an essay.


criterion, 13 of 77 (17%) obtained scores below

the average (50). Findings showed that students

have slight orthographic errors when writing

an essay.

Findings revealed that 20.8% of the student

obtained a score of 50 points or more.


test the effected communication skills in English wasadministered to the incoming class in August 2008.

Findings were:






advanced level.

•In the language use and indirect writing criterion, 28of 37 students (76%) obtained scores greater thanthe cut point (125 – low intermediate). Of these



•In the reading comprehension criterion, 27 of 37students (73%) obtained scores greater than the









advanced level.


in the General Chemistry laboratory reports in QUIM

3001L, 82.4% of the students obtained a score of 85%

or more in the writing section. Thus, the expected

outcome that 70% of the students obtain a score of 70% or more was met.

When assessing effective communication skills in an

oral presentation and in a special project using a rubricin the General Chemistry laboratory reports in QUIM

3002L, 85.7% of the students obtained a score of 85%

or more in the writing section. Thus, the expected

outcome that 70% of the students obtain a score of

70% or more was met.

2009-2010

Assessment data is in the process of being analyzed.

Provide students the rubric used for the assessment of the oral

presentation and for the special project previously to its

assignments.

2009-2010

Corresponding transforming actions will be submitted by the

end of the second semester.

Biology 2008-2009




•When assessing the essay as a whole, 204 of 243students (84%) obtained scores below the average(50). These results showed that students have



criterion, 161 of 243 students (66%) obtained

scores below the average (50). These results

showed that students have limited abilities in

the development of a topic and the structure of

an essay.

2008-2009

All incoming students that obtained low scores on the writing

test administered by the CEEB were advised through their

Academic Advisor about the desirability of strengthening their

communication skills in the language where deficiencies were

identified, through the attendance of workshops offered by theCenter for the Development of Languages Competencies

(CDLC) of the General Education College or by enrolling on an

additional Spanish or English courses. Only 16% of the

students referred to the CDLC attended at least one workshop.

Mechanisms to increase the number of students who participate

in the workshops offered by the CDLC will be identified.

UNIVERSITY OF PUERTO RICO

















writing an essay.



the average (50). Findings showed that studentshave some orthographic errors when writing

an essay.

Seventy four (74%) of the admitted students to the

Biology Department from the 2008-2009 cohort, took

the Spanish Writing test administered by the College

Board of Puerto Rico. Findings revealed that 84% of

the students obtained scores that reflect the need to

improve their skills in this competency (they obtained

50 points less on the test). This represents 62% of the

admitted students to the program.




Findings were:






The Campus must guarantee that the students who complete the

6 credits English courses requirements with the basic English

courses (INGL3003-04), develop university level competencies

in this language through workshops and courses recommended

by their the academic advisers.

At the moment, we are meeting our expectations regarding theapproval rate of English and Spanish courses. Students that do

not approve these courses in the first two years should be

identified and referred the CDLC.







advanced level.

•In the language use and indirect writing criterion,91of 109 students (83%) obtained scores greater

than the cut point (125 – low intermediate). Of

these students, 46 showed a competency level of

high intermediate (42%) and 45 students (41%) anadvanced level.






Analysis of 2008-2009 admitted students from the

2007 and 2008 cohorts, submitted by the Office of Academic Planning (OPA, its Spanish acronym)

regarding the enrollment and rate of approval of the

English and Spanish courses, revealed that only 6%

took the English basic course (INGL 3003-04). Thus

the majority of students from this cohort (94%) took

the regular or honor English courses or have approved

them through Advanced Placement Test.

Findings revealed that the rate of approval for English

courses for these cohorts were:

INGL3101 - 94%; INGL 3102 - 93%INGL3011 - 87%; INGL 3012 - 82%

INGL 3103 - 95%; INGL 3104 - 91%

Findings revealed that the rate of approval for Spanish

courses for these cohorts were:

ESPA 3101 - 86%; ESPA 3102 - 90%

ESPA 3111 - 98%; ESPA 3112 - 88%

ESPA 3001 - 88%; ESPA 3002 - 95%








in the Ecology course (BIOL 3112), the students

obtained an average score of 83% in the writing

section of their reports. Thus, the expected outcome

that 70% of the students obtain a score of 70% or

more was met.

When assessing writing skills on special projects

using a rubric in the Ecology course (BIOL 3112), the

students obtained an average score of 76% in the first

project and 84% in the second one. Thus, the

expected outcome that 70% of the students obtaina score of 70% or more was met on both occasions.

When assessing effective writing skills using a rubricon the laboratory reports of the Genetics course

(BIOL 3350), the students obtained an average score

of 95% in the first report and 91% on the second one.Thus, the expected outcome that 70% of the

students obtain a score of 70% or more was met onboth occasions.

2009-2010


in the General Biology course (BIOL 3101, firstcheckpoint), it was expected that 65% of the students

reached the level of good on the rubric. 35% of the

students enrolled on this course were assessed.Findings were:

16% of the students reached the level of excellence;

26% of the students reached the level of good;

44% of the students reached the level of regular;14% of the students reached did not comply with the

criteria assessed.

Thus, the expected outcome that 65% of the

students reach the level of good in the rubric was

not met.

Uniform assessment instruments will be used in the data

gathered.

2009-2010

The rubric used to assess writing skills in academic year 2008-

2009 was simplified considerably. The rubric used to assessprojects of the BIOL3112 course will be modified.

Graduate students who are laboratory instructors will be trainedthrough workshops in the use of the rubric and in the

assessment of laboratory reports.








in the Genetics Laboratory and Ecology course (BIOL

3350 and 3112, third checkpoint), it was expected that

55% of the students reached the level of excellent on

the rubric. 100% of the students enrolled on the

courses were assessed using two different rubrics.

Findings were:56% of the students reached the level of excellence;

36% of the students reached the level of good;8% of the students reached the level of regular;

Thus, the expected outcome that 55% of thestudents reach the level of excellent in the rubric

was not met on both occasions.

Mathematics 2008-2009









that students have limited abilities in thedevelopment of a topic and the structure of an

essay.

•When assessing the Syntactic Structure criterion, 17of 32 students (53%) obtained scores below the




equivalence of the spoken and written languageand the use of logical connectors.

2008-2009


test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening their


identified, through the attendance of workshops offered by the

Center for the Development of Languages Competencies


additional Spanish or English courses












writing an essay.





an essay.



Findings were:


students (100%) obtained scores greater than thecut point (106 – low intermediate). Of these



advanced level.

•In the language use and indirect writing criterion, 7


the cut point (125 – low intermediate). Of these

students, 2 showed a competency level of highintermediate (13%) and 5 students (31%) anadvanced level.



students, 5 showed a competency level of highintermediate (31%) and 2 students (13%) an

advanced level.







2009-2010


in the Undergraduate Seminar (MATE 4995), the

expected outcome was that at least 70% of the

students obtained a score of 8 or more points, in a 10

point scale, in the rubric. Findings revealed that 6 outof 7 students assessed (86%) obtained a score of 8 or

more in the rubric. Thus, the expected outcome was

met.

When assessing effective writing skills using a rubricin the laboratory reports of the Probability course

(MATE 5001), the expected outcome was that at least

70% of the students obtained a score of 8 or morepoints, in a 10 point scale, in the rubric. Findings

revealed that 6 out of 9 students assessed (67%)

obtained a score of 8 or more in the rubric. Thus, theexpected outcome was not met. Only two students,

who are double majors, included bibliographic quotesin their laboratory reports text, although all students

included references.

2009-2010

Explicitly include topics related to the search and proper use of

references in the undergraduate seminars.

Identify courses in which written reports can be used as useful

assessment tools to increase the number of reports that studentsshould develop during their studies.

Computer Science 2008-2009




•When assessing the essay as a whole, 17 of 17students (100%) obtained scores below the


students have limited abilities in written skills.





2008-2009

Students will be advised again to attend CDLC workshops to

improve their communication skills in Spanish.










students have some limited abilities in morph








writing an essay.


criterion, 3 of 17 (31%) obtained scores below the

average (50). Findings showed that studentshave slight orthographic errors when writing

an essay.

Findings revealed that of the 17 students from this

program who took the test, none of them were

found competent as defined by the rubric.The ELASH II English administered by the CEEB to



Findings were:

















advanced level.




students, 5 showed a competency level of highintermediate (83%).

Findings revealed that in the English Language

Assessment Test For Hispanics (ELASH II) 83% of

the students from this academic program (5 out of 6) who took the test were found competent as

defined by the rubric.

When assessing effective oral communication skills in

an oral presentation of the topic assigned in CCOM

3892, all the students (17, 100%) that gave thepresentations were found competent as defined in the

rubric. Thus, the goal of 70% or more was met.

2009-2010


an oral presentation of the topic assigned in CCOM

4027, 77% of the students that gave the oral

presentation were competent as defined in the rubric.

Thus, the goal of 70% or more was met.

2009-2010

No immediate action is needed at this moment since the

expected outcome was met.




RÍO PIEDRAS CAMPUS



College of Business Administration


Office System Management 2008-2009

In a test developed by the CEEB to evaluate thewriting skills of the incoming class offered in August



students (100%) obtained scores below the





below the average (50). These results showedthat students have limited abilities in the


essay.

•When assessing the Syntactic Structure criterion, 22












writing an essay.




2008-2009

Students will be advised again to attend CDLC workshops toimprove their communication skills in Spanish.




RÍO PIEDRAS CAMPUS




essay.




Findings were:





advanced level.



the cut point (125 – low intermediate). Of thesestudents, 8 showed a competency level of high


advanced level.




intermediate (30%) and one student (5%) an

advanced level.

When assessing effective communication skills inSpanish using a diagnostic examination, 33% of the

students obtained a score of 70% in the exam. Thus,

the expected outcome that 70% of the students

obtain 70% on this test was not met.

When assessing effective communication skills inEnglish using a diagnostic examination, 79% of the

students obtained a score of 70% or more in test.


students obtain 70% on this test was met.

The Department of Office System Management will begin

offering systematic tutoring and mentoring services to the

students in August 2009.

Some faculty members will give tutoring services in their office

hours.

The transforming actions proposed will be evaluated through

post-tests and practice exercises.




RÍO PIEDRAS CAMPUS



2009-2010

The results of pre tests in course ADSO 3055 and

ADSO 4045 to assess writing skills are in the processof being analyzed.

2009-2010



Business Administration Core

(7 programs)

2008-2009


oral presentations, findings revealed that on average

the students (88%) avoid the use of Anglicism, and

90% of them demonstrated proper use of audiovisual

resources. Thus, the expected outcome of obtaining

70% in the assessment of these criteria was met.

Effective writing communication skills were assessed

on a written paper in the Introduction to Business

course. Although the assessment data has beengathered, it is in the process of being analyzed. In a test developed by the CEEB to evaluate the


2008. Findings by concentration were:

Accounting






criterion, 123 of 172 students (72%) obtained

2008-2009

The Program should offer formative activities to all thestudents who obtained scores less than 70% in the oral

presentations such as:

a) Learning to modulate the voice and the speed of speech

in an oral presentation.

b) Recognizing their use of language crutches.

c) Maintaining an appropriate visual contact with the

audience.

d) Using facial expressions, gestures and postures that

convey the desired message to the audience.

e) Being more persuasive.f) Promoting interaction with the audience.

g) Demonstrating a thorough knowledge of the topic to be

presented.

The analysis of the data gathered will be completed by the end

of the academic year.






(CDLC) of the General Education College, the Departments of

Spanish and English Business Communication or by enrolling

on an additional Spanish or English courses.




RÍO PIEDRAS CAMPUS




showed that students have limited abilities in

the development of a topic and the structure of

an essay.








of 172 (24%) obtained scores below the average(50). Findings showed that students have some


cohesion and poor lexical skills required whenwriting an essay.





essay.



administered to the incoming class in August 2008.Findings were:





advanced level.



UNIVERSITY OF PUERTO RICO Í



RÍO PIEDRAS CAMPUS






advanced level.

In the reading comprehension criterion, 51 of 93


students, 45 showed a competency level of highintermediate (48%) and 6 student (7%) an

advanced level.

Economics

•When assessing the essay as a whole, 1 of 2 students

(50%) obtained scores below the average (50).

These results showed one student has limited

abilities in written skills.

•When assessing the Theme and Structure criterion, 0


average (50). These results showed that the two

students assessed have the necessary abilities inthe development of a topic and the structure of

an essay.

•When assessing the Syntactic Structure criterion, 0 of

2 students (0%) obtained scores below the average

(50). These results showed that the twostudents assessed have the necessary abilities in

morph syntactic aspects of its native language,

such as equivalence of the spoken and written

language and the use of logical connectors.

•When assessing the lexical competency criterion, 0 of


(50). Findings showed that the two students

assessed have the necessary abilities in

discursive coherence and cohesion and lexical

skills required when writing an essay.

UNIVERSITY OF PUERTO RICO Í



RÍO PIEDRAS CAMPUS





below the average (50). Findings showed that

one student has orthographic errors when

writing an essay.




Findings were:

•In the listening comprehension criterion, one student

(100%) obtained a score greater than the cut point

(106 – low intermediate); this student achieved acompetency level of high intermediate.

•In the language use and indirect writing criterion, thestudent assessed did not obtain a score greater

than the cut point (125 – low intermediate).

In the reading comprehension criterion, the

student assessed did not obtain a score greater


Statistics

•When assessing the essay as a whole, the student

assessed obtained a score below the average (50).These results showed this student has some



criterion, the student assessed did not obtain


showed that the student assessed have the

necessary abilities in the development of a topic

and the structure of an essay.

•When assessing the Syntactic Structure criterion, the




RÍO PIEDRAS CAMPUS



student assessed did not obtain scores below the

average (50). These results showed that the

student assessed has the necessary abilities in

morph syntactic aspects of its native language,

such as equivalence of the spoken and written

language and the use of logical connectors.

•When assessing the lexical competency criterion, the

student assessed did not obtain scores below the

average (50). Findings showed that the student

assessed has the necessary abilities in

discursive coherence and cohesion and lexicalskills required when writing an essay.

•When assessing the Grammatical Correctnesscriterion, the student assessed did not obtain

scores below the average (50). Findings showed

that the student does not have orthographicerrors when writing an essay.




Findings were:

•In the listening comprehension criterion, the student

assessed did not obtain a score greater than the cut

point (106 – low intermediate).

•In the language use and indirect writing criterion, thestudent assessed did not obtain a score greater


In the reading comprehension criterion, the

student assessed did not obtain a score greater





RÍO PIEDRAS CAMPUS



Finance
















average (50). Findings showed that students

have deficiencies in discursive coherence and


writing an essay.




students have orthographic errors when

writing an essay.




Findings were:




RÍO PIEDRAS CAMPUS








advanced level.

•In the language use and indirect writing criterion, 8of 17 students (47%) obtained scores greater than




advanced level.




students, 5 showed a competency level of highintermediate (29%) and 2 students (12%) anadvanced level.

Production and Operation’s Management










students have limited abilities in the


essay.





RÍO PIEDRAS CAMPUS












have some deficiencies in discursive coherence

and cohesion and poor lexical skills requiredwhen writing an essay.

•When assessing the Grammatical Correctnesscriterion, 4 of 13 students (31%) obtained scores


students have orthographic errors whenwriting an essay.




Findings were:





advanced level.



students, 2 showed a competency level of highintermediate (22%) and one student (11%) an

advanced level.





RÍO PIEDRAS CAMPUS






intermediate (44%).

Human Resources










essay.

•When assessing the Syntactic Structure criterion, 9 of 20 students (45%) obtained scores below the







20 students (30%) obtained scores below theaverage (50). Findings showed that students



writing an essay.





writing an essay.




RÍO PIEDRAS CAMPUS






Findings were:





advanced level.


of 15 students (20%) obtained scores greater thanthe cut point (125 – low intermediate). Of these

students, one showed a competency level of high


advanced level.




intermediate (20%).

Marketing









essay.





RÍO PIEDRAS CAMPUS













and cohesion and poor lexical skills requiredwhen writing an essay.



students have some orthographic errors whenwriting an essay.




Findings were:





advanced level.




advanced level.





RÍO PIEDRAS CAMPUS






intermediate (57%) and 3 student (14%) an

advanced level.

Business Administration General Program
















•When assessing the lexical competency criterion, 20of 54 students (37%) obtained scores below the




writing an essay.





writing an essay.









Findings were:





advanced level.





advanced level.





advanced level.

Computer Information System










essay.
















and cohesion and poor lexical skills required

when writing an essay.


criterion, 7 of 16 students (44%) obtained scoresbelow the average (50). Findings showed that

students have orthographic errors whenwriting an essay.




Findings were:





advanced level.





advanced level.










advanced level.

2009-2010

A written paper in the Strategic Management course

was used to assess effective writing communication

skills. Although the assessment data has been

gathered, it is in the process of being analyzed.

When assessing effective oral communication skills inan oral presentation in the Introduction to Marketing

course (MERC 3115), findings revealed that 60% of the students obtained 70% or more in the rubric used.

Thus, the expected outcome that 70% or more of

the students communicate effectively orally was

not met.

2009-2010

The analysis of the data gathered will be completed by the end

of the academic year.






College of Humanities


Hispanic Studies 2008-2009






These results showed one student has limited




average (50). These results showed that the two

students assessed have difficulties in the




average (50). These results showed that the one

student assessed does not have the necessary

abilities in morph syntactic aspects of its native

language, such as equivalence of the spoken

and written language and the use of logical

connectors.



(50). Findings showed that the three students

assessed have the necessary abilities in

discursive coherence and cohesion and lexical

skills required when writing an essay.




the three students assessed do not have

2008-2009



Academic Advisor about the desirability of strengthening theircommunication skills in the language where deficiencies were




additional Spanish or English courses.






orthographic errors when writing an essay.




Findings were:




students, one showed a competency level of high

intermediate (50%) and one student (50%) anadvanced level.

•In the language use and indirect writing criterion, the

students assessed did not obtain a score greater




cut point (125 – low intermediate). This student

achieved a higher level competency on thiscriterion.

2009-2010

When assessing effective communication skills usinga rubric, 86% of the students (n=14) on average

obtained a score of 70% more. Thus, the expectedoutcome that 70% of the students obtain a score of 70% or more on the rubric was met.

2009-2010

Increase the number of students assessed.

Advise students that showed limitations in their writing skills toattend CDLC’s workshops.

Promote that faculty members offer more essay type exams,

monographs, critical reviews, among others.

Consider the possibility of developing writing skills workshops

of specific topics.

Consider the possibility of creating a Journal in which

undergraduate students from the program could publish their

papers.






Comparative Literature 2008-2009




•When assessing the essay as a whole, 7 of 7 students(100%) obtained scores below the average (50).

These results showed that students have limitedabilities in written skills.

•When assessing the Theme and Structure criterion, 5of 7 students (71%) obtained scores below the


students have limited abilities in thedevelopment of a topic and the structure of an

essay.


7 students (29%) obtained scores below theaverage (50). These results showed that two







(50). Findings showed the students assessed donot have deficiencies in discursive coherence





three students have orthographic errors whenwriting an essay.


2008-2009






(CDLC) of the General Education College or by enrolling on anadditional Spanish or English courses.








Findings were:






advanced level.





advanced level.




students, one showed a competency level of highintermediate (50%) and one student (50%) an

advanced level.

2009-2010

In a rubric used to assess effective communication

skills, only 4 students showed a competency levelgreater than 80% in each one of the criteria assessed.Two students showed a competency level of 50% and

66%. The rest of the 7 students obtained an average

score of 44% in this domain. The arithmetic mean (a

maximum score of 18 and a minimum score of 6

points, was 9.62 (53.4%). Thus, the expected

outcome that 70% of the students obtain a score of

70% or more on the rubric was not met.

When the data was analyzed, findings revealed that

the three students with the lowest scores did not have

2009-2010

Make sure through the Academic Advisor, the Department

Secretary, and the professor of the course that the students have

fulfilled the pre-requisite and that has preferably approved itwith A or B before enrolling in this course, and therefore have

the necessary formation to continue and approve the coursesatisfactorily.

Emphasize the pre-requisites and the necessary explanations in

the description of the course used for enrollment purposes.

Begin introducing readings of theory and literary critiques in

elementary level courses.







the course’s pre-requisites or have approved them

with C grade. Most of the students did not have the

required level to approve the course satisfactorily. Modern Languages 2008-2009








that students have limited abilities in thedevelopment of a topic and the structure of anessay.










have slight deficiencies in discursive coherenceand cohesion and poor lexical skills required




students have some orthographic errors when

2008-2009





Center for the Development of Languages Competencies(CDLC) of the General Education College or by enrolling on an








writing an essay.




Findings were:











advanced level.






advanced level.

2009-2010

A written test to assess effective communication skills

was given on the third semester of each of the

following Modern Languages courses: French, Italian,Portuguese, and German. Thirty percent of the tests

were graded for assessment purposes using a rubric. A

second test was given on January 2010, results arebeing analyzed. The expected outcome was an

average score of 70% or more on this test (24.5 on a

35 maximum score on the rubric).

Findings were:

2009-2010









Portuguese: 75% of the students assessed showed a

competency level of 70% on this domain. Only two

students did not reach the expected outcome, whosescore were 66% and 69%. The arithmetic mean was

26 (74%). Grammatical correctness criterion obtained

the lowest score in the rubric (57%) and was the only

criterion that did not meet the expected outcome of

70% or more.

German: 83% of the students assessed showed a

competency level greater than 70% in the effectivecommunication domain. Only one student did not

meet the expected outcome. The arithmetic mean was

27.83 (79.52%). In all assessed criteria the scoreobtained was over 70%. Thus, the goal was met.

Italian: 77% of the students assessed showed acompetency level greater than 70% % in the effective

communication domain. Six out of 26 students did notmeet the expect outcome and they scored from 46% to

66%. The arithmetic mean was 27.83 (79.72%). In all

assessed criteria the score obtained was over 70%.

Thus, the goal was met.

French 3045: 67% of the students assessed showed a

competency level greater than 70% in the effective

communication domain. Only 2 of the 6 students

assessed did not meet the expected outcome and theyscored from 60% to 69%.The arithmetic means was

25.3 (72.4%). In all assessed criteria the score

obtained was over 70%. Thus, the goal was met.

French 3035: 78% of the students assessed showed a

competency level greater than 70% in the effective

communication domain. Only 8 out of the 36 students

assessed did not meet the expected outcome and they

scored from 57% to 68.6%. The arithmetic mean was

27.53 (78%). In all assessed criteria the score








Art History 2008-2009




•When assessing the essay as a whole, 15 of 16students (94%) obtained scores below the average



•When assessing the Theme and Structurecriterion, 12 of 16 students (75%) obtained scores



essay.


16 students (50%) obtained scores below theaverage (50). These results showed that







average (50). Findings showed that studentshave slight deficiencies in discursive coherence





students have some orthographic errors whenwriting an essay.


2008-2009















Findings were:






advanced level.


of 6 students (67 %) obtained scores greater than



advanced level.




students, 4 showed a competency level of highintermediate (67%).

2009-2010

When assessing effective communication skills instudents enrolled in Art History courses (n=47), the

findings were:

Excellent/Good: 33/47 = 45%

Satisfactory/Must improve: 14/47 = 55%

According to these findings, the expected outcome of

70% or more was not met. Half of the student assessed

requires improvement of their writing skills.

2009-2010

The Art History courses should continue requiring research

projects, monographs, and essays in topics pertinent to the

study of this and other related disciplines. Also, they should

comply with classroom oral presentations in topics related tothis discipline. These two measures will help students improve

their writing and oral communication skills.

Tests should have essay type questions to assess studentperformance in Spanish.

Notify students about their deficiencies and advise them to use

the resources available on Campus to improve their writing and

oral communication skills such as: The Center for theDevelopment of Linguistic Competencies or the Writing and

Style course from the College of Humanities.







History of Europe 2008-2009




•When assessing the essay as a whole, 8 of 9 students(89%) obtained scores below the average (50).


•When assessing the Theme and Structure criterion, 7of 9 students (78%) obtained scores below the



essay.









average (50). Findings showed that two studentshave deficiencies in discursive coherence and


writing an essay.



two students have orthographic errors whenwriting an essay.


2008-2009















Findings were:





intermediate (100%).




students, one showed a competency level of highintermediate (50%).




intermediate (100%).

2009-2010

A rubric was used to assess writing skills in Spanish

in the HIST 4225 and HIST 4226 courses. Findings

revealed that students obtained an average score of 57% on the levels exceeds and meets the expectations.

Since the expected outcome was that at least 55% of the students meet these two levels, the expected

outcome was met.

2009-2010

A tutoring system in which graduate students serve as tutors to

undergraduate students of the History Department will be

established.

History of the Americas 2008-2009






These results showed that students have limited

2008-2009



















essay.



average (50). These results showed that one

student has limited abilities in morph syntactic

aspects of its native language, such as




average (50). Findings showed that two students



writing an essay.




two students have orthographic errors when

writing an essay.




Findings were:




students, one showed a competency level of highintermediate (500%) and one student (50%) an







advanced level.



students, cero showed a competency level of highintermediate (0%) and one student (50%) an

advanced level.




students, cero showed a competency level of high


2009-2010

A rubric was used to assess the writing skills in

Spanish in the HIST 4225 and HIST 4226 courses.

Findings revealed that students obtained an average

score of 57% on the levels exceeds and meets the

expectations. Since the expected outcome was that at

least 55% of the students meet these two levels, the


2009-2010

A tutoring system in which graduate students tutor

undergraduate students of the History Department will be

established.

Fine Arts 2008-2009










2008-2009













essay.








•When assessing the lexical competency criterion, 15of 32 students (47%) obtained scores below the


have slight deficiencies in discursive coherenceand cohesion and poor lexical skills required





writing an essay.




Findings were:
















advanced level.





advanced level.

When assessing a review of an art piece (on a written

paper), 6 students obtained a score of 10 points or less

in the rubric used and 17 out of 18 students obtained a

grade less than B. Thus, the expected outcome was

not met.

2009-2010

When assessing effective oral communication skills

ARTE 3815 (Painting I) course, 8 out of 14 studentsobtained scores greater than 75% (Two of them

obtained 100% and two of them 95%). Six out of 14

students (42.8%) obtained less than 70% (from 50% to

65%). In spite of this, all the criteria assessed obtained

average scores of 75% or more on this domain except

in the interpretation criterion (71%). Thus, the

expected outcome was met in all the criteria

assessed with the exception of the interpretation

criterion.

Two questions were chosen to assess writing skills

using electronic forum discussions in the Yahoo!

platform. A rubric was used to assess this discussion.

Findings revealed that 60% of the students obtained a

score less than the expected outcome of 70%.

Nevertheless, in the second evaluation this amountwas reduced to 37.5%. Although an improvement is

observed, it was not enough to meet the expected

outcome of 70% or more in both questions

assessed.

Advise students that showed limitations in their writing skills to

attend CDLC’s workshops.

2009-2010

Planning of a quinquennial sequence for the painting courses

aimed to develop students’ techniques and conceptual abilities

is recommended. In addition, workshops schedules should be

planned outside classroom hours.

Reinforce the description and lexical competency criteria in theFoundations I and II courses.

Design and maintain an active electronic page with daily

activities in order to continue strengthening written effective

communication skills during the course.






Performing Arts 2008-2009








•When assessing the Theme and Structure criterion,22 of 31 students (71%) obtained scores below the



essay.












writing an essay.




writing an essay.


2008-2009















good written communication skills was not met.

2009-2010


2009-2010



Interdisciplinary Studies 2008-2009







•When assessing the Theme and Structurecriterion, 26 of 33 students (79%) obtained scoresbelow the average (50). These results showed



essay.





syntactic aspects of its native language, such asequivalence of the spoken and written language


•When assessing the lexical competency criterion, 8 of 33 students (24%) obtained scores below the






2008-2009


















writing an essay.












advanced level.






advanced level.

Music 2008-2009



2008-2009

All incoming students that obtained low scores on the writingtest administered by the CEEB were advised through their















below the average (50). These results showedthat students have limited abilities in the


essay.
















below the average (50). Findings showed thatstudents have orthographic errors when

writing an essay.



Findings were:















advanced level.




advanced level.



students, 3showed a competency level of high


advanced level.

2009-2010

When assessing effective communication in

monograph using a rubric an average of 84% was

obtained. In the assessment of an essay submitted by

students, an average score of 86 was obtained. Only

two criteria in the rubric to assess the monograph

(conclusion and foot notes), did not obtain theexpected average of 70% or more: Conclusion (66%)

and foot notes (61%).Thus, the expected outcome

was met in all the criteria assessed with theexception of two criteria mentioned above.

2009-2010

Analyze different texts, writing procedures in the classroom

and assign an existent short paper for students to provide the

footnotes.

Exercises related to synthesis of ideas, reading comprehension,

reading understanding, reading summaries, and even

syncretism (conciliation of ideas or divergent thoughts) should

be given for students to improve writing an effective

conclusion.

English Communication and

Linguistics

2008-2009






These results showed that students have limited

2008-2009




communication skills in the language where deficiencies wereidentified, through the attendance of workshops offered by the















essay.











writing an essay.





writing an essay.




Findings were:




students, 3 showed a competency level of








advanced (100%).




advanced level.






The ability to develop effective communication

competences through the evaluation of an academic

argument/text that is accurate, relevant, logical and

coherent was assessed with a four point rubric in the

final paper of the course. The findings were:

Three out of 8 students (37.5%) showed a level 4

competency.

Five out of 8 students (62.5) showed a level 3.8

competency

Since the expected outcome was that 70% of the

students achieved 2.8 points or more in the rubric, the


2009-2010

Assessment data gathering is underway in four

sections of ESL (English as a Second Languages).

Increase the expected outcome competency level for more

advanced development of these skills.


2009-2010

LICO course INGL 4206 was recommended to include more

structured writing activities, aligned with course learning

objectives. Those were incorporated by the professor who

teaches the class.







English Literature 2008-2009











essay.

•When assessing the Syntactic Structure criterion, 4 of 5 students (80%) obtained scores below the









writing an essay.





writing an essay.


2008-2009





Center for the Development of Languages Competencies(CDLC) of the General Education College or by enrolling on anadditional Spanish or English courses.

Increase the expected outcome competency level for moreadvanced development of these skills.










Findings were:




students, 3 showed a competency level of advanced (100%).





advanced level.





The ability to develop effective communication

competences through the evaluation of an academic

argument/text that is accurate, relevant, logical andcoherent was assessed with a four point rubric in the

final paper of the course. The findings were:

Three out of 8 students (37.5%) showed a level 4

competency.

Five out of 8 students (62.5) showed a level 3.8

competency


students achieved 2.8 points or more in the rubric, the







2009-2010

Assessment data gathering is underway in four

sections of ESL (English as a Second Languages).

2009-2010

LICO course INGL 4206 was recommended to include more

structured writing activities, aligned with course learning

objectives. Those activities were incorporated by the professor

who teaches the class.






College of Social Sciences


Social Work 2008-2009



2008, findings were:

When assessing the essay as a whole, 40 of 43




When assessing the Theme and Structure



development of a topic and the structure of theessay.

When assessing the Syntactic Structure criterion

14 of 43 students (33%) obtained scores below the






When assessing the lexical competency criterion,15 of 43 students (35%) obtained scores below the




writing an essay.

When assessing the Grammatical Correctness



students have a significant number of

2008-2009

Letters were sent to the students that showed needs in their

writing skills in Spanish, as assessed in the CEEB’s test, and inEnglish listening, reading and indirect writing comprehension,to attend workshops offered by the Center for the Development

of Languages Competencies (CDLC) of the General Education

in order to strengthen their writing skills.

Students should hand in prove of their attendance to the

workshops offered by this Center by the next year

Students will have the opportunity to further practice the proper

use of their native language when writing a record and reports

in the unit of case history of the TSOC 4011 course. Also, in

pre practice and professional practicum courses, students will

be required to attend 6 hours of writing workshops offered by

the CDLC of the College of General Studies to comply with the

expected outcome of a graduate from this program. The

assessment committed will design a rubric to assess his

competencies.






orthographic errors when writing the essay.



Findings were:

In the listening comprehension criterion, 16 of 18

(89%) students obtained scores greater than thecut point (106 – low intermediate). Of these



advanced level.

In the language use and indirect writing criterion,

8 of 18 (44%) students obtained scores greaterthan the cut point (125 – low intermediate). Of

these students, 7 showed a competency level of

high intermediate (39%) and 1 student (6%) an

advanced level.


(39%) students obtained scores greater than the



intermediate (39%).

2009-2010


2009-2010



Economics 2008-2009



2008, 30% of the freshman students were assessed.

Findings were:



2008-2009


writing skills in Spanish, as assessed in the CEEB’s test , and inEnglish listening, reading and indirect writing comprehension,

to attend workshops offered by the Center for the Development

of Languages Competencies (CDLC) of the General Educationand the Writing Zones Project of the College of Education in

order to strengthen their writing skills. This possibility should












development of a topic and the structure of theessay.






•When assessing the lexical competency criterion, 4of 11 (36%) obtained scores below the average(50). Findings showed that students have



writing an essay.




have a significant number of orthographic

errors when writing an essay.





(100%) students obtained scores greater than the

cut point (106 – low intermediate). Of thesestudents, one showed a competency level of high

be offered annually to the incoming students on their

Orientation Week.

Use the Blackboard platform to offer modules to improve

writing skills in the students.







advanced level.


of 6 (83%) students obtained scores greater than



•In the reading comprehension criterion, 5 of 6 (83%)

students obtained scores greater than the cut point

(125 – low intermediate). Of these students, 2

showed a competency level of high intermediate(33%) and 3 students (50%) an advanced level.


oral presentations of research projects, findings

revealed the following average scores in a four pointsscale obtained by students:

3.65 (92%) between excellent and good in the global

evaluation of their oral presentations.

4.0 (100%) between excellent and good in theirdelivery/projection.

3.52 (88%) between excellent and good in the content

and the structure of the presentation.

3.52 (88%) between excellent and good in the use of

audiovisual resources.

When assessing effective written communication

skills in research projects, findings revealed the

following average scores in a four points scaleobtained by students:

3.30 (82.5%) between excellent and good in the global

evaluation of their research projects.

Encourage the use of audiovisual resources in the classroom.

Encourage the assignment of written papers in the courses.






3.48 (87%) between excellent and good in the

introduction section of their research projects.

3.0 (75%) between excellent and good in the writing

skills of their research projects.

3.52 (88%) between excellent and good in the in thecontent and the structure of their research projects.

2009-2010


2009-2010



Political Science 2008-2009












essay.

•When assessing the Syntactic Structure criterion 18of 44 students (41%) obtained scores below the





2008-2009



Academic Advisor about the desirability of strengthening theircommunication skills in the language where deficiencies were

















some students have significant number of

orthographic errors when writing an essay.



Findings were:

•In the listening comprehension criterion, 19 of 22students (83%) obtained scores greater than thecut point (106 – low intermediate). Of these


intermediate (46%), and 9 students (41%) an

advanced level.









advanced level.

54.5% of the students surveyed indicated high A bigger sample will be selected to administer the

questionnaire. Also, focus groups to investigate student’s






satisfaction with the preparation received by the

academic program in their development of writing

communication skills. Thus, the expected outcome

of 70% or more was not met.

41% of the students surveyed indicated high

satisfaction with the academic preparation received

concerning the development of oral communicationskills. Thus, the expected outcome of 70% or more

was not met.

In a written text and in classroom participation in thecourse CIPO 3035, 81.4% of the students showed

excellent or good oral and writing communication

skills when assessed using a rubric. Thus, the

expected outcome of 70% or more was met.

In a written text and in classroom participation in the

course CIPO 3135, 86.8% of the students showedexcellent or good oral and writing communicationskills when assessed using a rubric. Thus, the


2009-2010

When assessing effective communication skills on amidterm paper using a rubric on the answer given by

students on questions related to previous reading of two chapters in a book in the course CIPO 3035,

students (n=52) obtained an average score of 71.2%between excellent or good category. Thus, the

expected outcome of 75% or more was not met.

concerns about the academic preparation received from this

program regarding the development of oral and written

communication skills will be arranged.

Letters will be sent to students that showed limited skills in oraland written communication in both courses to attend workshops

in these topics offered by the CDLC.

Professors should use short exercises during the semester in

addition to examinations and written papers in order to correct

communication deficiencies in students.

Follow up should be given to these students in order to decideif they should take writing workshops.

2009-2010

The following transforming actions were proposed:

Professors will grade written papers, emphasizing

grammatical errors for student to learn about their

mistakes.

Encourage all faculty members to assess oral and writtencommunication skills in their classrooms.

A seminar or workshop in effective written

communication skills should be offered to sophomorestudents.

Frequent use of group discussions, debates, deliberations,

oral discussions, and the assignment of more research

projects in which students have to give presentations in

the classroom should be encouraged.

A sound reflection among professors in relation to the

principal deficiencies encountered in the assessment of






students’ written papers should be carried out, taking into

consideration courses offerings as well as teaching

practices. These reflections should include also part time

faculty members.

General Social Sciences Program 2008-2009






•When assessing the Theme and Structurecriterion, 13 of 20 students (65%) obtained scores



essay.













writing an essay.

•When assessing the Grammatical Correctnesscriterion, 5 of 20 (25%) obtained scores below the


2008-2009


writing skills in Spanish, as assessed in the CEEB’s test andEnglish listening, reading and indirect writing comprehension

to attend workshops offered by the Center for the Development









the essay.

Findings revealed that all students showed

deficiencies in one or more of the criteria

assessed.



Findings were:



cut point (106 – low intermediate). Of thesestudents, 2 students showed a competency level of

high intermediate (18%) and 7 students (63%) an

advanced level.






advanced level.




students, 2 showed a competency level of highintermediate (18%) and 2 student (18%) an

advanced level.

Geography 2008-2009






2008-2009

In all Geography courses, exercises will be assigned for

students to give oral presentations in order to continue

developing their oral communication skills in Spanish and in

English.

The students will be referred the Center of Development of


















•When assessing the lexical competency criterion, 4of 14 (29%) obtained scores below the average(50). Findings showed that students have some



writing an essay.





an essay.



assessed.




Findings were:

Linguistic Competencies and follow up will be given to assure

their attendance to their workshops.











advanced level.




intermediate (43%).




intermediate (43%).

Findings revealed that all students obtained on

average higher scores than the cut points in the

criteria assessed.

When assessing oral communication skills in oral

presentations in the Geographic Research Methodscourse GEOG 4550 using a four point rubric to assess

confidence and precision when answering questions,

excellence use of the Spanish language, clarity, and

coherence of the presentation, findings (average

scores) were:

A score of 4.0 points in confidence and precision

showed when answering questions.A score of 3.83 points in excellent use of the Spanish

language.

A score of 3.5 points in clarity, coherence andorganization of the presentation.

Thus, the expected outcome of 2.8 points in the

rubric (70%) was met in each of the criteria

Exercises in which students write monographs, essays,

summaries and field trips journals will continue to be assigned

in all geography courses. The purpose is to develop in students

a culture of effective communication skills in Spanish and in

English (if requested by the student).




d



assessed.

In an essay type exam in the course of History and

Philosophy of Geography, GEOG 4500, a rubric was

use in order to assess effective written communication

skills. The average score of the students was 2.77

points (69%) in a four point scale rubric. Thus, the

expected outcome of 70% was not met. Sociology 2008-2009













essay.











writing an essay.

2008-2009

Students were referred to attended workshops offered by the

CDLC in writing communication skills. In addition, a

workshop was offered in the College of Social Sciences by

personnel of CDCL for students to improve their

communication skills. However, only one student attended the

workshop.









some orthographic errors when writing an

essay.

Findings revealed that 35 of 41 (85.4%) studentsshowed deficiencies in one or more of the

criteria assessed.



Findings were:



cut point (106 – low intermediate). Of thesestudents, 6 showed a competency level of highintermediate (35%) and 8 students (47%) an

advanced level.





advanced level.





advanced level.




2009 2010 2009 2010



2009-2010

In rubric used to assess effective communication skills

in written papers, oral presentations, examinations andassignments, students obtained an average score of 4

points (in a 5 point scale; 80%) in all the learning

activities assessed. Thus the expected outcome of


2009-2010

In all sociology courses, exercises will be assigned in order for

students to prepare presentations, aiming to the development of oral communication when answering questions, focusing on

aspects such as: clarity, coherence and organization of the

presentations.

Anthropology 2008-2009




students (100%) obtained scores below theaverage (50). These results showed that







essay.











writing an essay.

2008-2009

Students were referred to attended workshops offered by theCDLC in writing communication skills. In addition, a

workshop was offered in the College of Social Sciences by

personnel of CDCL for students to improve theircommunication skills. However, only one student attended the

workshop.











Findings revealed that all students showeddeficiencies in one or more of the criteria

assessed.



Findings were:




advanced level.





advanced level.





advanced level.

Findings revealed that most students showed

deficiencies in or more of the criteria assessed.




2009 2010 2009 2010



2009-2010

In rubric used to assess effective communication skills

in written papers, oral presentations, examinations andassignments, students obtained an average score of 3.9

points (in a 5 point scale; 78%) in all the learning

activities assessed. Thus the expected outcome of


2009-2010

In all anthropology courses, exercises will be assigned in order

for students to prepare presentations, aiming to thedevelopment of oral communication focusing on aspects such

as: in clarity, coherence and organization of the presentations.

Psychology 2008-2009










development of a topic and the structure of the

essay.








(50). Findings showed that some students have



writing an essay.

2008-2009

Students were referred to attended workshops offered by the

CDLC in writing communication skills. In addition, aworkshop was offered in the College of Social Sciences by

personnel of the CDCL for students to improve their

communication skills. This possibility should be offeredannually to incoming students on their Orientation Week.








the average (50). Findings showed some have



Findings revealed that all students showeddeficiencies in one or more of the criteria

assessed.



Findings were:




advanced level.





advanced level.





advanced level.




2009-2010 2009-2010



2009-2010

When assessing writing communication skills in the

Introductory Psychology course (PSIC 3003) the totalaverage score the students obtained in the rubric was

3.6 points (51%), in a 7 point scale. Thus the

expected outcome of 70% or more was not met.

Seven out of 35 students (20%) obtained scoresequivalent to 70% or more in the rubric. Findings

revealed that freshman students at this phase of their

academic formation have not developed an adequate

level of effective communication skills.

Using the same rubric on an upper level course, PSIC

4001, written communication skills were assessed in

the same semester. The average score obtained was

6.3 points (90%), in a 7 point scale, results expected

of more mature students in this discipline. Thus, theexpected outcome was met in this higher level

course.

Regarding individual scores, 14 of a total of 15students (93.3%) obtained between 86 to the 100

percent when assessing written communication skills.

2009-2010

The students will be referred to the Center for the Development

of Linguistic Competencies (CDCL) of the General StudiesCollege and follow up will be given to assure their attendance.

Recommendations will be given to incoming students in theOrientation Week to attend effective communication skillsworkshops given by the CDCL.

Labor Relations 2008-2009










2008-2009


writing skills in Spanish, as assessed in the CEEB’s test and

English listening, reading and indirect writing comprehensionto attend workshops offered by the Center for the Development



The Academic Advisor followed -up students that were advised

to attend the communication skills workshops offered by the

CDCL during the first semester of the 2009-2010 academic

year. In addition, he /she visited the classrooms to convey tothe students the importance of attending these workshops. Also,

the Student Advisor created a referred letter for the professors




development of a topic and the structure of an of the program to refer identified students with effective




essay.










writing an essay.

•When assessing the Grammatical Correctnesscriterion, 5 of 14 (36%) obtained scores below theaverage (50). Findings showed that students

have a significant number of orthographic

errors when writing the essay.




Findings were:








students, 2 showed an advanced competency

of the program to refer identified students with effective

communication limitations in his courses to the CDCL.

The Student Advisor will recommend that, students who

require it take elective courses that promote the development of

effective communication skills.

A contest titled Analyze and Communicate the crisis in Puerto Rico from the labor relations and labor studies point of views

to encourage writing and style competencies will be

summoned.

It is discussed with the professors of this program the need to

improve the oral and written communication skills of the

students through:

1) A greater number of reading assignments in English and

Spanish in order to facilitate the comprehension and acquisition

of both languages.2) The assignment of reports and/or projects where the use of technological skills is encouraged.

3) The requirement of the use of style manuals in students

written reports or projects, particularly the manual of the

American Psychological Association (APA).

The effective writing and oral communication domain will be

continually enforced in order to continue obtaining positive

experiences in the labor relations field.

In the approved curricular revision of 2008, in addition to therequired basic courses of English and Spanish, the students will

be able to take Spanish Literature, English or another language,

Comparative Literature and other elective courses that will

allow them to improve their oral and written communicationskills in both languages. Also this curricular revision proposed

a course with includes a travel experience (3 to 6 credits in the

summer) with the purpose of providing international

experiences as an inherent part of the multicultural and

intercultural academic formation of the students. It is

understood that this course will serve to stimulate students’




level. interest in the development of oral and written communication



level.



students, 1(15%) showed a competency level of high intermediate and 1 student (15%) an

advanced level.

In the RELA 4045 course (Supervised Practicum),

students were evaluated by their supervisors of the

practicum centers using a rubric prepared by this

program. The assessment showed that the students

were doing an excellent work in all the criteria

assessed related to effective communications skills

(91% and 94% in the first and second evaluation

respectively, in the first semester of academic year

2008-09; and 94% and 95% respectively in the second

semester of this same year). Therefore, the expectedoutcome was met.

A rubric was used to measure oral and writing

communications skills in a workshop with researchlearning objectives. Students obtained 94% in the

distribution of the didactic material, which includessyntax and grammar and 91% in oral communication.

In a rubric used to evaluate the last reflection of thecourse, the students obtained an average score of 98%

in the writing criterion. Therefore, the expectedoutcome was met.

When assessing writing skills in the RELA 3155

course using a rubric, the students obtained an average

of 88% in this criterion. The students followed the

established format in the introduction, in the

development and conclusion, and developed themes

with relative consistency. They could also establish

conclusions. Thus, the expected outcome was met.

interest in the development of oral and written communication

skills.

Greater emphasis will be given in courses to the criteria

established in the rubrics. A workshop was given to the

students that did not approve the assessment criteria as stated in

the rubric.

Most communication difficulties encountered by the students

were amended in the last reflection handed.

There are indicators that oral and written communication skills

of Labor Relations students continue improving through the

baccalaureate degree. The Writing Seminar offered by theprofessors in charge of the practicum courses could be an

important contributor to the improvement observed in students,

at least in written communication skills. In addition, every 10

days professors evaluate the journals and reports handed by thestudents and give them back so they can remake the assignedwork and learn from their mistakes.




College of General Studies




Academic Programs Findings Transforming Actions General Studies Bachelor Program 2008-2009












essay.









of 33 (37%) obtained scores below the average(50). Findings showed that students have


writing an essay.





an essay.

2008-2009




communication skills in the language where deficiencies wereidentified, through the attendance of workshops offered by the











Findings were:





advanced level.





advanced level.






2009-2010

An essay was used to assess writing skills in ESGE3130 course using a rubric. Findings showed that 70%

or more of the students assessed obtained the

following results as stated in the rubric: Theme and

Structure (90.28%), Syntactic Structure (87.00%),

Lexical Mastery (80.00%) and Grammatical

Correctness (72.00%). Thus, the expected outcome

that 70% or more of the students obtain 70% or

more on the criteria assessed was met.

2009-2010

The course’s syllabus will be revised in order to increase thenumber of curricular activities related to the “GrammaticalCorrectness” criterion.

Advise students who obtained low scores in the “Grammatical

Correctness” criterion of the rubric to attend workshops offeredby the Center for the Development of Language Competencies

(CLC) in order to improve this writing competency.







g


Teacher Preparation Program (23) 2007-2008

In a test develop by the CEEB to evaluate the writing

skills and dispositions of the incoming teacher

candidates class offered in August 2007 (SEDeRe),

findings were:

From the 313 students who took the test, 131 (42%)obtained a lower score than the average of 50 points.

A “t test” was utilized in order to compare gradesobtained in the basic Spanish courses by the students

who attended workshops offered by the CDLC, with

the grades of students who did not attend these

workshops. No significant differences between both

groups were found. A higher percentage of the

students who did not attend any workshops did not

approve the Basic Spanish course.

In the first semester of 2007-2008 academic year, a

total of 222 teacher candidates obtained an

outstanding level in the rubric when assessed in the

writing communication skills in their Practicum

course. They scored between 12 (75%) and 16 points

(100%), in a 16 point rubric.

2007-2008

The Office of the Dean of Students from the College of

Education sent a letter to the 61 students with the lowest scores

on the writing test advising them to attend effective

communication workshops offered by the CDLC. According tothe Center, 19 of the 61 referred students attended at least one

workshop.

Continue follow up will be given to the 60 students who did not

achieve a satisfactory academic progress and showed a low

writing competence level according the SEDeRe test.

Nevertheless, attention could not be given to all of these

students. Once the future teacher candidates enroll in the Pre

practicum courses, it will be required the attendance to the

Writing Zones Workshops. Development of Linguistic

competences will be assessed in these workshops.

A meeting with the CDLC professors will be carried out to

identify tasks and assessments techniques used with the

referred future teacher candidates in order to gather more

precise data about the writing competencies.

The general point average will be analyzed in those students

who did not approve the basic Spanish course in order to offer

academic guidance in the improvement their academic

performance in the identified needs. Follow up will be given to

those students with low academic progress.

Since the teacher candidates obtained an excellent evaluation inthis competency in the Pre practicum course, there is not a need

to take further transforming actions.

The aggregate data by programs at the College level in the

Practicum course are shared yearly with the faculty members

through a report and particularly with the Practicum supervisors

in order to take the necessary measures to improve teacher

candidates’ performances through course changes.




2008-2009 2008-2009



A test developed by the CEEB to evaluate the writing

skills and dispositions of the incoming teacher

candidates’ class was offered in August 2008. Usingresults from this test, the Office of the Dean of

Students of the College of Education identified a total

of 80 students with writing limitations. These studentswere referred to the CDLC to attend at least threewriting workshops offered by the Center. By the end

of the semester, the CDLC informed that of the 80

referred students, 72 attended workshops: 46 attended

one workshop, 15 attended between three and two

workshops and 10 students attended more than three

workshops. Follow-up was given to last year students

who did not attend any workshops and did not

approved the basic Spanish course. Findings revealed

that these students do not have a satisfactory academic

progress. Thus, it is necessary to make an intensiveintervention with these students for them to improve

their writing skills.

Out of a total of 426 students enrolled in the WritingZones workshops, 98 of them (23%) finished all of

them. Assessment results of these workshops will be

handed by the professor in charge of the WritingZones workshops.

Only the first results from the assessment of these

workshops are available at this moment (2008-2009).Of the 212 teacher candidates assessed, findings

showed that in a scale from 0 to18, where 12 is

achieved, and 16 is outstanding; the average score was

14.2 (88.8%). Thus, the expected outcome of 70%

or more was obtained. Data from the second semester assessment was

gathered, but is in the process of being analyzed.

The Dean of Academic Affairs together with the Office of the

Student Affairs of the College of Education is strengthening afollow-up system for the referred students in order to know

their academic progress and support services needed. Timely

support to avoid failure and poor academic and professional

performance will be available from these offices. It will berequired from all students referred to the CDLC, evidence of their participation in at least three workshops as a requisite for

enrollment in the next academic semester.

The requisite of attendance to the Writing Zones workshops

will be required for all students that enroll in a Pre practicum

course by the academic year 2009-2010. This will guarantee

that all teacher candidates benefit from this experience in order

to obtain a higher score in essay type questions of the Teacher

Certification Test (PCMAS, its Spanish acronyms).

A revised version of the rubric to assess writing competencies

in the Supervised Practicum will be implemented in 2009-2010

academic year.

The faculty members of the College of Education are

incorporating effective writing skills through the currrilum,

especially in the Teacher Practicum course. A program todevelop professional skills in teacher candidates is being

planned in order to continue strengthening student’s writingskills.




2009-2010 2009-2010



The digital platform for the development of a student

electronic portfolio (Porta-e) to assess effectivecommunication skills when writing an Education

Philosophy and future professional teacher projections

will be used.

In a rubric to assess a stated sound position of theteacher candidates related to how the learning process

was brought in the classroom experience, 85% of the

students obtained a score between good, very good or

excellent. Since the expected outcome was that

70% of the students reach the above describe

levels, the goal was met.

Using the same rubric, when assessing if the students

assume a critical vision when observing a clinical

experience and if he/she uses solid arguments todescribe the learning environment, the average

obtained was 80% between good, very good and

excellent. Since the expected outcome was that 70%

of the students reach the above describe levels, thegoal was met.

When assessing effective communication skillscompetencies in teacher candidates, aggregate data by

program and at the College level revealed that in a 16point scale, where 12 is achieved, and 16 is

outstanding; the average score was 14.2 (88.8%).Thus, the expected outcome of 70% or more was

obtained.

When assessing the Professional Teacher Certification

Test results, the students obtained an average score of

54 points on a 20 to 80 points scale. Since the

expected outcome was an average of 50 points or

more, the goal was met.

Results of the assessment of writing skills in the Educational

Philosophy and future professional teacher projections writtenby the students in the Porta-e will be available by the end of

this academic year.

A revised version of the rubric to assess writing competenciesin the Supervised Practicum course was implemented in 2009-2010 academic year.

Results will be compared between years in order to determine if

the interventions made trough the currilum affect the scores

obtained by teacher candidates in the PCMAS test.




Recreation 2008-2009 2008-2009



Writing skills of only two students were assessed

using a rubric in the RECR 3820 course. One of themshowed over the average performance, the other one,

an average performance. Thus, the expected

outcome was met.

Writing skills of four students were assessed using arubric in the RECR 4015 course. All students showed

an excellent performance as assessed by their

supervisors using a rubric designed by this program.

One of them showed over the average performance,

the other one, an average performance. Thus, the


2009-2010

When assessing effective communication skills in awritten paper in the RECR 3685 course using a rubric,50% of the students met the expected outcome. Thus,


obtain 70% or more was not met.

In the second semester of the academic year 2009-2010,

additional assignments will be given to those students whoshowed average performance in the RECR 4142 course in order

to improve their writing skills.

Since all students obtained an excellent evaluation by theirsupervisors, further transforming actions are not needed.

2009-2010

The results obtained by the students in the assessment of thislearning activity will be discussed in a meeting to that effect.

Nutrition and Dietetics 2008-2009

Rubrics to evaluate effective communication skills in

a written and oral presentation and in laboratoryreports showed that students obtained the following

results at three different checkpoint courses:

HOEC 4031 - 87.5%HOEC 4086 - 77 %

HOEC 4085 - 88 %

In HOEC 4031 and 4085 courses 80 % of thestudents earned a grade of B or better in a written

and oral presentation of articles and special topics,

short speech presentations to food service employees

and in case studies related to the clinical area. Thus,

the expected outcome of 80% or more was met,

except on the HOEC 4086 course.

2008-2009

Students were given the opportunity to review their mistakes,

assuring that students understood the errors made and learnedfrom this process.







a written and oral presentation and in laboratory

reports showed that students obtained the following


HOEC 4041 – data not available

HOEC 4163 – 100 %

HOEC 4164 – 100 %

In all occasions they met the expected outcome that

80 % of the students will earn a grade of B orbetter in a written and oral presentation of articles andspecial topics, short speech presentations to food

service employees and in case studies related to the

clinical area.

2009-2010

Rubrics to evaluate effective communication skills ina written and oral presentation and in laboratory



HOEC 4031 – 100%HOEC 4086 – 92 %

HOEC 4085 – 100 %


80 % of the students will earn a grade of B orbetter in a written and oral presentation of articles and

special topics, short speech presentations to foodservice employees and in case studies related to the

clinical area.


a written and oral presentation and in laboratory



HOEC 4041 – 100 %

HOEC 4163 – data not submitted

HOEC 4165 - 100 %

2009-2010

Students were given the opportunity to review their mistakes,assuring that students understood the errors made and learned

from this process.

Continue with established teaching activities and incorporateothers.




I ll i h h d h




80 % of the students will earn a grade of B orbetter in a written and oral presentation of articles and

special topics, short speech presentations to food

service employees and in case studies related to the

clinical area.

The expected outcome was achieved for the check point 3.

Data from the 2005-2008 Graduate & Employer

Survey revealed that 90% of the employers believethat graduates demonstrate excellent and good writing

communication skills and 86% indicate graduates

demonstrate excellent and good oral communicationskills.

Continue administering the Graduate & Employer Survey

developed by this program.




School of Communication




Audiovisual Communication 2008-2009




• When assessing the essay as a whole, 30 of 34



• When assessing the Theme and Structure





essay.

• When assessing the Syntactic Structure criterion, 11







• When assessing the lexical competency criterion, 8

of 34 (24%) obtained scores below the average(50). Findings showed that students have some


writing an essay.

• When assessing the Grammatical Correctness




an essay.

2008-2009



Academic Advisor about the desirability of strengthening

their communication skills in the language where deficiencieswere identified, through the attendance of workshops offered

by the Center for the Development of LanguagesCompetencies (CDLC) of the General Education College or

by enrolling on an additional Spanish or English courses.




Fi di l d th t ll t d t h d





assessed.




• In the listening comprehension criterion, 18 of 19




• In the language use and indirect writing criterion, 12




advanced level.

• In the reading comprehension criterion, 12 of 19students (63%) obtained scores greater than the




advanced level.

In a rubric used to assess effective communication

skills, students obtained scores lower than 75% in thecriterion of Grammatical Correctness in two of the

three sections assessed. Thus, the expected outcome

that 70% of the students obtain scores of 75% ormore was not met.

The program coordinator communicated electronically withthe four students that obtained low scores averages for them

to attended CDLC workshops.




2009-2010 2009-2010



When assessing effective communication skills in

some sections of the COMA 4315 course, 14% of thestudents obtained 67% or less in the rubric used. The

rest of the students obtained scores between 77% and

100%. In relation to the Grammatical Correctness

criterion, all students obtained a score of 80% or morein the rubric. In the interview and study, solution andresolution, (both variables tied to effective

communication skills), scores reflect a lower

performance when compared with other variables in

the rubric, although the scores obtain when assessing

this criterion on the rubric were over 70%. Thus, the


Examples of papers that show difficulties in spelling and

communication mistakes will be discussed in class.

Students with writing limitations will be referred to the

course developed by the School of Communication (Media

Writing) toward that end. Also, students will be referred tothe workshops offered by the CDLC of the College of General Studies.

Information and Journalism 2008-2009



• When assessing the essay as a whole, 33 of 41students (80%) obtained scores below the average



• When assessing the Theme and Structure




essay.

• When assessing the Syntactic Structure criterion, 11






2008-2009


test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening

their communication skills in the language where deficiencies

were identified, through the attendance of workshops offered

by the Center for the Development of Languages

Competencies (CDLC) of the General Education College or

by enrolling on an additional Spanish or English courses.

A writing course was developed for students with special

needs in their writing skills. This will be a no credit courseand a suggested elective up to this moment.




• When assessing the lexical competency criterion 6





(50). Findings showed that students have slight



writing an essay.




have slight orthographic errors when writingan essay.



Findings were:

• In the listening comprehension criterion, 22 of 26students (85%) obtained scores greater than the




advanced level.





advanced level.

• In the reading comprehension criterion, 13 of 26




advanced level.





informative notes using a rubric in COPU 4148

The establishment of a tutors program will be considered.



informative notes using a rubric in COPU 4148

course, students obtained scores of 75% or less. Thus,

the expected outcome of 75% was partially met.


INFP 4001 course, Journalistic Writing I, students

obtained an average score of 70% in pertinent criteria:thematic unit, appropriate selection of outstanding

news’ element, journalistic style, and syntax and

sentence construction. Thus the expected outcome

was met. In another section assessed, the studentsscore between 55% and 70% on these criteria. Thus

the expected outcome was not met.

When assessing writing skills in the INFP 4002

course, the students obtained an average score of 77%

or more on the criteria pertinent to thematic unit and

grammatical correctness. In the Journalism SupervisedPracticum, students obtained 70% in the criteriapertinent to effective communication. Thus the

expected outcome was met in both occasions.

When assessing writing skills in the INFP 4059

course, Electronic Journalism in the following criteria:

style, writing, syntax and title writing. Students

obtained an average score of 67%. Thus, the

expected outcome was not met.

It is important that students practice writing Explanatory

Titles that are more difficult and creative than the Indicative

Titles. In the writing of a news article, students wrote good

titles, but only of the Indicative type. The School of

Communication should organize separated courses for the

Written Media, and for the development of listening (Radio)and visual (Television) skills.

Several changes were submitted for the following courses:

COPU 4148: Emphasize informative type writing including

journalistic writing for Internet.

INFP 4001: Continue emphasizing informative type

journalistic writing, with greater emphasis in the news

search. The use of sound and photography, as well as writing

for the Internet, was added to this course.

INFP 4002: The elements included in the above courses will

to continue to be developed in this course, and designing of

videos web pages will also be integrated.

INFP 4016 (coded before as COPU 4016): This course will

be part of the core courses of the area.

The assessment process revealed the need to add an

introductory theoretical-historical course in the journalism

area that will be offered in August 2010.

As a result of this assessment process, syllabi from INFP

4001, 4002 and 4016, were updated.




Public Relations & Advertisement 2008-2009 2008-2009









• When assessing the Theme and Structurecriterion, 31 of 46 students (67%) obtained scores



essay.

• When assessing the Syntactic Structure criterion, 15of 46 students (33%) obtained scores below theaverage (50). These results showed that







(50). Findings showed that students have slight


writing an essay.

• When assessing the Grammatical Correctnesscriterion, 7 of 46 (15%) obtained scores below the


have slight orthographic errors when writingan essay.



test administered by the CEEB were advised through theirAcademic Advisor about the desirability of strengthening

their communication skills in the language where deficiencies

were identified, through the attendance of workshops offered

by the Center for the Development of LanguagesCompetencies (CDLC) of the General Education College orby enrolling on an additional Spanish or English courses.

A writing course was developed for students with special

needs in their writing skills. This will be a no credit course

and a suggested elective up to this moment.





administered to the incoming class in August 2008




Findings were:





advanced level.





advanced level.

• In the reading comprehension criterion, 14 of 21students (67%) obtained scores greater than the




advanced level.

When assessing effective communication skills using

a rubric in the REPU 4069 course, Introduction to

Advertisement, the students obtained an average score

of 4.6 (92%) in a 5 point scale in the oral

communication criterion and an average of 4.3 (86%)in the criterion of written communication. Thus, the

expected outcome of 70% or more in the rubric

was met in both occasions.


a rubric in the REPU 4018 course, Introduction toPublic Relations and Advertisement, the students

obtained an average of 4.3 points (86%) in a 5 point

scale. Thus, the expected outcome of 70% or more

in the rubric was met.

Offer more individualized attention according to students’needs, limitations and strengths.

Program coordinators will meet individually with students

that need to improve their writing skills to inform them aboutthe workshops available and offered by the CDLC of the

College of the General Studies. Also, a list of writing courses

offered by the College of Humanities was also provided in

these meetings.








a rubric in the COPU 4045 course, Advanced

Seminary, students obtained an average score of 3.4

points (85%) in a 4 point scale in the communication

written criterion; and an average of 3.5 points (88%)

in the oral communication criterion. Thus, the

expected outcome of 70% or more in the rubricwas met in both occasions.

2009-2010


2009-2010






School of Architecture





Enviromental Design 2008-2009

In a test developed by the CEEB to evaluate the writing

skills of the incoming class offered in August 2008.

Findings were:




• When assessing the Theme and Structure criterion, 21


average (50). These results showed that students

have limited abilities in the development of a

topic and the structure of an essay.

• When assessing the Syntactic Structure criterion, 8 of


average (50). These results showed that students

have some limited abilities in morph syntactic

aspects of its native language, such as



• When assessing the lexical competency criterion, 6 of

34 (18%) obtained scores below the average (50).

Findings showed that students have slightdeficiencies in discursive coherence and cohesion

and poor lexical skills required when writing anessay.



average (50). Findings showed that students have

minimal orthographic errors when writing an

essay.

2008-2009

All incoming students that obtained low scores on the

writing test administered by the CEEB were advised

through their Academic Advisor about the desirability of

strengthening their communication skills in the languagewhere deficiencies were identified, through the attendance

of workshops offered by the Center for the Developmentof Languages Competencies (CDLC) of the General

Education College or by enrolling on an additional

Spanish or English courses.








g


Findings were:


students (100%) obtained scores greater than the cut

point (106 – low intermediate). Of these students, 4showed a competency level of high intermediate

(25%) and 12 students (75%) an advanced level.





advanced level.

• In the reading comprehension criterion, 12 of 16students (75%) obtained scores greater than the cut

point (125 – low intermediate). Of these students, 7

showed a competency level of high intermediate

(44%) and 5 students (31%) an advanced level.

2009-2010

When assessing effective communication skills in the

final design presentations of the students enrolled in the

courses ARCH 3131, 4135, 3133, and 4133 using a

rubric, the average score obtained was 81.5% in graphical communication and 77.5% in oral

communication criteria. Thus, the expected outcome

of 70% or more in the rubric was met in bothoccasions.

According to the information gathered, the level of the

graphical and oral expression of the students of the

program is satisfactory. The compiled information did

not measure level of written expression.

2009-2010

Strategies will be designed and implemented in the

effective communication area in order to obtain higher

dexterity levels.

Internal Peer Review processes will be designed and

implemented in order to also comply with criteria

associated with the professional accreditation of the

School of Architecture (NAAB).

An instrument will be designed to assess the written

expression level of our students; Introduction to the

Architecture and Contemporary Architecture courses have

been selected to assess this skills.




The Introduction to Architecture course (ARCH 3121)

represents the entrance level in the History and Theory



p y y

sequence courses. The Contemporary Architecture course

(ARCH 4214) represents a superior level in the sequence.

In order to strengthen effective writing communication

skills, a component of introduction to information literacy

competencies will be added to the revision of theIntroduction to Architecture course syllabus. This

component will consist of approximately 5 contact hours.

The professor of this course and the School of

Architecture library personnel have been responsible forthe efforts to integrate of information literacy

competencies. We understand that some of the

components of the information literacy competencies arebound to effective communication skills since the mastery

of searching techniques, and identification of information

are fundamental for excellence in written communication.

Another transforming action that we have proposed thatwill have a profound impact in effective written

communication is the reassignment of the Research

Methods course from Masters degree in Architecture to

the baccalaureate program. This does not imply an

increase in the number of credits, since this course will

replace one of the courses of the History and Theory

sequence.

The Research Methods course has many hours dedicated

to writing papers and hence it will prepare students duringtheir baccalaureate studies for a better performance in

research areas at the graduated level.




Critical Thinking - A thinking skill that enables the student to analyze and interpret the object of study through judging criticizing and analyzing



Critical Thinking A thinking skill that enables the student to analyze and interpret the object of study, through judging, criticizing and analyzing

the diverse perspectives in a thorough and constructive way, aiming for the development their own criteria.



Chemistry 2008-2009

When evaluating a higher cognitive level question

in a general chemistry exam, that involves the

analysis of a data table or a graph, the findings

were:

1) 50% of the students answered correctlythe question on the final exam of the

General Chemistry course I (QUIM

3001) [n=106]. Thus, the expected

outcome that 60% or more of thestudents answered correctly was notmet.

2) 50.4% of the students answered correctlythe question on the final exam of the

General Chemistry course II (QUIM

3002) [n=88]. Thus, the expected

outcome that 60% or more of the

students answered correctly was not

met.

3) 33.3% of the students answered correctly

the question that measured the above in a

partial exam of the General Chemistry

course II (QUIM 3002)) [n=51]. Thus,

the expected outcome that 60% or

more of the students answered

correctly was not met.

In a laboratory report of a special project on the

General Chemistry course, 76.5% of the students

2008-2009

Faculty members were informed of these findings in order for them to

emphasize critical thinking skills on discussions and conferences in the

course next year.

A similar question as the one on the exams was discussed in theGeneral Chemistry II course (QUIMC 3002) classrooms. It included

the discussion of a graph to deal with student’s needs in these areas. Acomparative question will be prepared for the General Chemistry I

course (QUIMC 3001) discussions.




obtained 75% or more in the criteria of Analysis

and Discussion of the rubric. Thus, the expected



outcome that 60% or more of the students

obtained 75% or more in the Analysis and

Discussion section in the rubric.

2009-2010

When evaluating a higher cognitive level question

in a general chemistry exam, that involves

conversion of different concentration expressions,

findings were:

In the General Chemistry course, 71.4% of the

students (n=50) obtained 4 points or higher in a 6

point question on the partial and final exams.


students answered correctly this type of

question was met.

In a question about balancing chemical relations

and identification of the limiting reactant, 74.3%

of the students obtained a score of 4 points orhigher on a 5 point scale in a molecular type

question. Thus, the expected outcome that 60%

of the students answered correctly this type of

question was met.

In another question about balancing chemical

reactions and identification of the limitingreactant, 40.7% of the students obtained a score

of 4 points or higher on a 5 point scale in a

molecular type question. Thus, the expected

outcome that 60% or more of the students

answered correctly this type of question was

not met.

In a question to measure knowledge about

Lewis’ structures, molecular and orbitalgeometry, bond angles and molecular polarity,

2009-2010

Activities to maintain or raise the percentage of approval of thistype of question will continue to be given in the classroom.

Faculty members will give more emphasis to the discussion and

solution of this type of higher cognitive level problems in the

classroom.




students obtained 9 points (75%) or more on this

question (n=63) in a 12 points scale. Thus, theMore emphasis on the discussion of strategies for the solution of



expected outcome that 60% or more of the

students answered correctly this type of

question was met.

When assessing the design of a logic synthetic

route for an organic compound in the QUIM 3451course, 33% of students obtained 11 points or

more on a series of three questions that had a total

value of 18 points. Since the expected outcome

was that at least 50% of the students obtained 11points on these questions, the expected outcome

was not met.

More emphasis on the discussion of strategies for the solution of

exercises that involves the development of synthetic routes will be

given in class discussions and will be reevaluated in the QUIM 3452

course.

Physics 2008-2009

The Physics department assessed critical thinking

skills in laboratory reports using a rubric in FISI

3173-74, FISI 4076-77 courses.

In FISI 3173-74 laboratory courses, the students

obtained an average score of 3.3 points out of

total of 4. Thus, the expected outcome of 3.2

points was met.

In FISI 4076-77, an advanced laboratory courses,

the students obtained an average score of 2.2points out of total of 4. Thus, the expected

outcome to obtained 3.2 points was not met

2009-2010

The Physics department assessed critical thinkingskills in laboratory reports using a rubric in FISI

3173-74, FISI 4076-77 courses.

In FISI 3173 laboratory courses, the students

obtained an average score of 3.4 points out of total of 4. Thus, the expected outcome of 3.2

points was met.

2008-2009

Faculty members were informed of these findings for them to

emphasize critical thinking skills on discussions, debates, reports,

conferences, and exams in the classroom.

Include learning objectives on the syllabi with emphasis in the

development of critical thinking skills.

2009-2010

The rubric to be used in the assessment of the laboratories reports will

be distributed among students previous to the laboratory experience.

By doing this the students will know the criteria to be used to assess

critical thinking skills in a scientific report.

Faculty members and teaching assistants will continue to emphasize

critical thinking skills in this course (FISI 4076) to improve student

learning.




In FISI 4076, an advanced laboratory course, the



students obtained an average score of 3.2 points

out of total of 4. Thus, the expected outcome to

obtained 3.2 points was met.


Critical thinking skills were assessed on a writtenreport in the undergraduate seminar (MATE

4995) using a rubric. One hundred percent of the

students (n=7) obtained a score of 6 points or

more in the rubric used. The expected outcome

was that 70% or more of the students should

obtain 6 points or more. Thus, the expected

outcome was met.

In the course MATE 5001 critical thinking skills

were assessed on a written report using a rubric.

Thirty three percent of the students (n=9)obtained 6 points or more in the rubric used. The

expected outcome was that 70% or more of the

students should obtain 6 points or more. Thus,

the expected outcome was not met.

2009-2010

Increase the number of reports that students should present along theundergraduate experience in order for them to acquire the necessary

skills required to answer an exam and to write a report using critical

thinking skills.

Increase the number of reports that students should present along the

undergraduate experience in order for them to acquire the necessary

skills required to answer an exam and to write a report using criticalthinking skills.

Interdisciplinary Program in

Natural Sciences

2009-2010

Critical thinking skills of the students from the

Interdisciplinary Program in Natural Sciences

were assessed in laboratory reports in five

sections of the General Biology course (BIOL

3101). Findings revealed that 75% of the studentsobtained a score of 2 points or more in a three-

point scale in the rubric used. Since the expected

outcome was that 70% or more students obtained

two points in the rubric, the expected outcome

was met.

In a higher cognitive level problem in the

Environmental Science course of CINA 3005

final exam, 13 out of 32 students from this

program (40%) answered it correctly. Since the

2009-2010

Apply the rubric in a greater number of laboratory sections in order to

benefit more students from this assessment.

Evaluate the question selected to assess this domain in the CINA 3005

course. The question should be a part of the exam, not a bonus one.





students answered the question correctly, the




In a four-point rubric to assess critical thinking

skills in a laboratory report of the FISI 3013

course, findings were:

First report – 100% of the students obtained a

score of 3 points or more in the rubric.

Second report – 90% of the students obtained

a score of 3 points or more in the rubric.

Third report – 81% of the students obtained a

score of 3 points or more in the rubric.

Since the expected outcome was that 70% or

more of the students obtained a score of 3 points

or more in the rubric, the expected outcome was

met on the three reports assessed.

In a four-point rubric to assess critical thinking

skills in a laboratory report of the FISI 3014

course, findings revealed that 100% of the

students obtained a score of 3 points or more in

the three reports assessed. Thus, the expected

outcome that 70% students obtained 3 points

or more in the rubric was met on the three

reports assessed.













Critical thinking skills were assessed in the

analysis of an art piece submitted by 47 students

of this program. The findings were:


Satisfactory/ Could improve: 20/47 = 43%

The expected outcome that 70% or more of the

students’ analysis were classified, asexcellent/good was not met. Thus, about the half

of the student’s body requires attention in order todevelop the critical thinking skills needed in the

analysis of a piece of art.

2009-2010

Art History courses should continue requiring research projects,

monographs, and essays in themes pertinent to the study of this and

other related disciplines.

The examinations will include essay type questions in which students’capabilities to use critical thinking skills in the discussion of the topicsin the classroom, could be assessed.

History of Europe 2009-2010

When assessing the critical thinking skills of students in the analysis of history texts, only 20%

of the students met the expected outcome of

obtaining 55% in rubric used. Thus the expected

outcome was not met.

The data was gathered in a lower level course in

order to measure it again on a higher-level course

and compare them. Assessment findings showedthat students at this level cannot identify or

interpret correctly the author’s thesis havedifficulties in identifying theoretical and

historiographer’s approaches, and in the appraisalof the texts considered, thus they cannot make an

informed and a competent decision.

2009-2010

A mentoring system for the undergraduate students from the HistoryDepartment will be established using graduate students as mentors.


When assessing the critical thinking skills of

students in the analysis of history texts, only 20%of the students met the expected outcome of

obtaining 55% in the rubric used. Thus the

2009-2010

A mentoring system for the undergraduate students from the History

Department will be established using graduate students as mentors.





Th d t th d i l l l i



The data was gathered in a lower level course in

order to measure it again on a higher-level course

and compare them. Assessment findings showed

that students at this level cannot identify or

interpret correctly the author’s thesis havedifficulties in identifying theoretical and

historiographer’s approaches, and in the appraisalof the texts considered, thus they cannot make an

informed and competent decision.

Hispanics Studies 2009-2010

In a rubric developed to assess critical thinking

skills in written papers, 79% of the students

obtained 70% or more in the rubric used (n=14).

Thus, the expected outcome of 70% or more in

the rubric was met.

2009-2010


Encourage professors to give more essay type exams, monographs,

critical reviews, among others, for students to be able to develop

critical thinking skills.

Consider the creation of a Hispanics Studies Journal in which students

could publish their papers.

English Communication and

Linguistics

2008-2009

The ability to develop an evaluation of anacademic argument/text that is accurate, relevant,

logical and coherent was assessed with a four

point rubric in the final paper of the course.

Findings were:

Three out of 8 students (37.5%) showed alevel 4 competency.

Five out of 8 students (62.5) showed a level

3.8 competency


students achieved a level 2.8 competency on the

rubric, the expected outcome was met.

2008-2009

Increase the expected competency level for more advanceddevelopment of these skills.





2009-2010

A t d t th d i th

2009-2010

T f i ti t h f f 30% f th t d t



Assessment data was gathered in the course

INGL 4001(n=8), and in INGL 4230 and INGL4206 courses (n=23) to measure critical thinking

skills in a written paper. Findings revealed that

over 70% of students assessed performed as

expected. Thus, the expected outcome was met.

Transforming actions to enhance performance of 30% of the students

enrolled in these courses who did not demonstrated dominance of assessed areas include revising learning objective of all courses for

both programs and the recruitment of a writing specialist. Also, it was

recommended to the chair of the department that a tenured faculty

member should teach core courses in LITE so that LITE majors couldstart to practice writing and critical thinking early in their programsguided by a faculty member with full dominance of the program

expected learning’s outcomes. LICO course INGL 4206 wasrecommended to include more structured writing activities, aligned

with course learning objectives. The professor who teaches the class

incorporated those.


The ability to develop an evaluation of an

academic argument/text that is accurate, relevant,

logical and coherent was assessed with a fourpoint rubric in the final paper of the course.

Findings were:

Three out of 8 students (37.5%) showed a

level 4 competency.

Five out of 8 students (62.5) showed a level

3.8 competency


students achieved a level 2.8 competency on the

rubric, the expected outcome was met.

2009-2010

Assessment data was gathered in the course

INGL 4001(n=8), and in INGL 4230 and INGL4206 courses (n=23) to measure critical thinking

skills in a written paper. Findings revealed thatover 70% of students assessed performed as

expected. Thus, the expected outcome was met.

2008-2009

Increase the expected competency level for more advanced

development of these skills.


2009-2010

Transforming actions to enhance performance of 30% of the students

enrolled in these courses who did not demonstrate dominance of assessed areas include revising learning objective of all courses for

both programs and the recruitment of a writing specialist. Also, it was

recommended to the chair of the department that a tenured facultymember should teach core courses in LITE so that LITE majors could

start to practice writing and critical thinking early in their programs




guided by a faculty member with full dominance of the program

expected learning’s outcomes. LICO course INGL 4206 wasrecommended to include more structured writing activities aligned



recommended to include more structured writing activities, aligned

with course learning objectives. The professor who teaches the class

incorporated those.

Comparative Literature 2009-2010

In a rubric used to evaluate critical thinking skills(minimum 6 points maximum 36 points), only 4

of the 13 students papers assessed showed a

competency level higher than 80% in each one of

the sections of the rubric. The expected outcome

was that students must achieve an 80% level

competency in each section in the rubric. The

arithmetic mean in the evaluation of this

competency was a score of18.62 points (51.7%).

Thus the expected outcome was not met.

It was found that 3 of the students with the lowerscores measured by the rubric did not have the

pre-requisite courses approved or have approved

them with a grade of C. Also, most of the student

did not have the required level to approve this

course satisfactorily.

2009-2010

Through the Academic Counselor, the Department secretary and thecourse professors, the Department must assure that all students

enrolled comply with the pre-requisites of the course and that they

have approved them with an A or a B grade, and thus, that they have

the necessary formation to continue and approve this course

satisfactorily.

Emphasize the pre-requisites and the necessary explanations in the

description of the course used for enrollment purposes.

Introduce theory readings and literature critiques in the elementary

courses.

Fine Arts 2009-2010

Critical thinking skills were assessed in ARTE

3816 using a rubric. Findings revealed that 5 of

the 9 students’ papers assessed show a

performance level lower that 70%. Two studentsobtained 100% in all criteria assessed. In the

criteria of analysis, interpretation and evaluation,

an average performance level of less that 75%

was obtained. Since the performance of 75% was

the expected outcome, it was not met.

Critical thinking skills were also assessed in

ARTE 4826 (Experimental Painting) using a

rubric. Findings revealed that 7 of the 13

students’ work assessed show a performance level

2009-2010

This course should be given twice weekly instead of the actual once a

week in order to develop critical thinking skills through the constant

feedback to the students by the professor. The courses offered once a

week cannot maintain the needed concentration and frequency in theapproach of critical and philosophical issues that stem from the course

with the professor, which is present in a course that meets twice a

week.

Other courses should be given between the sequences of courses

ARTE 3815-16 in order for students to have the necessary time (2 or 3

semesters in between courses) to be able to improve the deficiencies

revealed in this assessment.

Keep an active electronic page of the course with daily activities in




lower that 70%. All criteria assessed except

painting techniques must be enforced since the

student obtained an average performance level of

order to give continuity to the development of critical thinking skills

during the course.



student obtained an average performance level of

less that 70% on the rubric used. Thus, the

expected outcome that 70% of the students

obtained 70% or more in the rubric was not

met.

Music 2009-2010

In a rubric to assess critical thinking skills in a

monograph, a value of 85% or more was obtained

in 3 out of 4 criteria assessed and an average of

85% in all the 4 criteria. The expected outcome

was that 70% of the students assessed should

obtain a score of 70% or more in each criterion.

Only one of the four criteria obtained less than

70% (conclusion, 65%). Thus, the expected

outcome of 70% or more in the rubric outcome

was met with the exception of the conclusioncriterion.

When the same rubric was used to assess an

essay, a total average score of 84% was obtained.

Thus, the expected outcome of 70% or more in

the rubric outcome was met.

2009-2010

Give exercises that emphasize synthesis of ideas, reading

comprehension, summaries writing and syncretism (conciliation of

ideas and divergent thoughts).

Modern Languages 2009-2010

A written test was given on the third semester of

each of the following Modern Languages courses:

French, Italian, Portuguese, and German. Thirtypercent of the tests were graded for assessment

purposes using a rubric. The expected outcome

was an average score of 70% or more on this test

(24.5 points on a 35 maximum score in the

rubric).

Findings were:

Portuguese: 88% of the students assessed showed

a competency level of 70% or more in the rubric.

2009-2010

Corresponding transforming actions will be submitted by the end of the

second semester.




The arithmetic mean was 26.88 points (76.79%).

In all assessed criteria the score obtained was

over 70% Thus the goal was met



over 70%. Thus, the goal was met.

German: 83% of the students assessed showed a

competency level of 70% or more in the rubric.

The arithmetic mean was 28.17 points (80.48%).



Italian: 80% of the students assessed showed a

competency level of 70% or more on the rubric.The arithmetic mean was 28.05 points (80.1%).



French 3045: 67% of the students assessed

showed a competency level of 70% or more on

the rubric. Only 2 of the 6 students assessed

didn’t meet the expected outcome. The arithmeticmean was 26.67 points (73.3%). Only one of the

criteria assessed obtained the expected outcome

of 70% (conclusion 69%). Therefore, the goal

was met in all criteria assessed except in the

conclusion criterion that was slightly met.

French 3035: 78% of the students assessed

showed a competency level of 70% or more in the

rubric. The arithmetic mean was 28.56 points

(81.6%). In all assessed criteria the score


A second test was given on January 2010 and the

results are being analyzed.




School of Communications

A d i P Fi di T f i A ti




Audiovisual Communication 2008-2009

Rubrics were developed to assess critical thinking

skills for radio and television performances in the

Script course. All the students obtained aperformance level higher than 80% in the criteria

pertinent to critical thinking used in the rubric.

Thus, the expected outcome of 70% or more

was met.

2009-2010

When assessing a report, a chronicle, and an

essay on the Advance Seminar Communication

course, an average score of 2.94 points (59%), on

a five point scale was obtained. Thus the

expected outcome of 70% or more was not

met.

When assessing the three criteria on the rubric

pertinent to critical thinking (Problem/Conflict,

Structure [theme development, central conflict

and climax], and Solution/Resolution), the

students obtained an average performance level of

76% in all the criteria assessed. Thus, the


2008-2009 and 2009-2010

Revise and modify the Advance Seminar Communication course

syllabi in order to reflect what the course wants to assess.

Establish written specifications and objectives of the project assigned.

Request that all students should hand-in a draft of their project during

its different stages.

Assign students advanced readings.

Design different rubrics to assess different courses’ projects in order

for students to develop an auto evaluation during the semester.

Urge professors to discuss the rubrics with the students previous to thework assigned.

Professors should emphasize that when discussing media products in

the course students should approach content analysis critically.

As the result of the assessment processes, the following courses were

proposed (for seminars or continued education courses):

Management production for radio, cinema, and television.

Camera direction: stage design

Illumination techniques

Sound design for radio, cinema, television.

Field production techniques

Studio production techniques

Basic audiovisual edition: AVID Media Composer and Final Cut

Studios system

Intermediate audiovisual edition: Final Cut Studio and Soundtrack

Pro

Advance audiovisual edition: Motion

DVD and format creation production: DVD Studio Pro and

Compressor

Multimedia Production




Journalism and Information 2008-2009

When assessing the final paper in the COPU 4045

2008-2009

Revise the Advance Research Seminar course syllabus in order to



When assessing the final paper in the COPU 4045

course (Advanced Research Seminar), that

consisted in writing a news article, a report, a

chronicle and an essay, students obtained an

average score of 2.94 points (59%) in the rubric

(in a five points scale). Therefore, in the relatedcriteria assessed, the expected outcome of 70%was not met.

2009-2010

In the assessment of the Supervised Practicum

course (INFP 4109), the supervisor evaluated

critical thinking skills in a five point scale rubric.

The average score of the students was 4.5 points

Revise the Advance Research Seminar course syllabus in order to

assess the desire learning objectives.

Establish written specifications and objectives of the project assigned.

Request that all students should hand-in a draft of their project duringits different stages.

Assign students advanced readings.

Design different rubrics to assess different courses’ projects in order

for students to develop an auto evaluation during the semester.

Informative type writing will be emphasized in the course COPU

4148, which includes journalistic writing for the Internet. This changewas implemented on January of 2009.

The INFP 4001 course (Journalistic Writing I), will continue

emphasizing the informative type journalistic writing stressing the

importance of news search. Use of sound, photography and journalistic writing for the Internet was added to this course. This

change will be implemented on August of 2009.

Elements included in previous courses will continue to be emphasized

in the INFP 4002 course, Journalistic Writing II. Also, this course will

integrate video and web pages design. This change will be

implemented in January of 2010.

Courses syllabi were revised to include learning outcomes in this

domain. (INFP 4001, INFP 4002 and INFP 4016).

2009-2010

Continue making the corresponding teaching efforts to obtain the

expected outcomes related to this domain.

The INFP 4001 course, (Journalistic Writing I), will continue




(90%) and 3.7 points (74%) in other criteria

related to this domain. Thus, in the related

criteria assessed, the expected outcome of 70%

emphasizing the informative type journalistic writing stressing the

importance of news search. Use of sound, photography and

journalistic writing for the Internet was added to this course. This




or more was met.

A rubric was used in the Electronic Journalism

course (INFP 4059) to assess critical thinkingskills. The students obtained an average score of

3 points out of 4 (75%). Therefore, in the

related criteria assessed, the expected outcome

of 70% or more was met.

A rubric was used in the Media Writing course

(COPU 4018), to assess critical thinking skills.

The students obtained an average performancelevel of 2.9 points out of 4 (73%). Therefore, in

the related criteria assessed, the expected

outcome of 70% or more was met.

A rubric was used in two sections of theJournalistic Writing course I (INFP 4001) to

assess critical thinking skills. The students

obtained an average of 78% and 71%,

respectively in the rubric. Therefore, in the


of 70% or more was met in the two course

sections.

A rubric was used in two sections of the

Journalistic Writing II course (INFP 4002) to

assess critical thinking skills. The students

obtained an average score of 78% and 80%,

respectively in the rubric. Therefore, in the


of 70% or more was met in the two course

sections.

journalistic writing for the Internet was added to this course. This

change was implemented on August of 2009.

Elements included in previous courses will continue to be emphasizedin the INFP 4002 course, (Journalistic Writing II). Also, this course

will integrate video and web pages design. This change was

implemented in January of 2010.

Introduction to Journalism course (INFP 4016) will be included as

part of the core courses in the communication area.

The assessment process revealed the need to include an introductory

historic-theoretic course in the Journalism area. This course was

designed in the second semester of 2009-2010. It will be offered for

the first time in August 2010 as part of the Journalism curriculum.




Public Relations and

Advertisement

2008-2009

A rubric was used in the Introduction to Public

2008-2009



A rubric was used in the Introduction to Public

Relations and Advertisement course, (REPU

4018), to assess critical thinking skills. The

students obtained an average score of 4.3 points

out of 5 (86%). Thus, in the related criteria

assessed, the expected outcome of 70% ormore was met.

A rubric was used in Media Planning course,

(REPU 4155), to assess critical thinking skills.

The students obtained an average score of 4.4

points out of 5 (88%). Thus, in the related


or more was met.

A rubric was used in the Advertising Planning

and Production course, (REPU 4157), to assesscritical thinking skills. The students obtained an

average score of 4.5 points out of 5 (90%). Thus,

in the related criteria assessed, the expected


A rubric was used in the Advance Seminarcourse, (COPU 4045), to assess critical thinking

skills. The students obtained an average score of

3.8 points out of 4 (95%). Thus, in the related


or more was met.

2009-2010

Assessment data is in the process of being

analyzed.

Design rubrics for the Advanced Seminary course that include, among

others, the assessment of critical thinking skills in the final group

work and in individual assignments.

2009-2010

Corresponding transforming actions will be submitted by the end of

the second semester.






Political Science 2008-2009 2008-2009



When assessing critical thinking skills using a

questionnaire, 72.7% of the students surveyedindicated high satisfaction with the academic

preparation they received in this program

regarding this domain. Thus, the expectedoutcome of 70% or more was met.

In CIPO 3035 course, 81.4% of the studentsshowed excellent or good critical thinking skills

when assessed using a rubric. Thus, the expected


In CIPO 3135 course, 83% of the studentsshowed excellent or good critical thinking skills

when assessed using a rubric. Thus, the expected


2009-2010

When assessing critical thinking skills on a

midterm paper in the CIPO 3035 course, using arubric to assess the answers given by students on

two questions related to previous reading of two

chapters in the textbook, students (n=52) obtaineda performance level of 67.3% between the

excellent or good categories. Thus, the expected

outcome of 70% or more was not met.

Focus groups to investigate student’s concerns about the academic

preparation they received by this program, regarding this domain, willbe scheduled.

Faculty members will continue promoting class discussions to offerstudents the opportunity to state own positions both on written tests

and oral discussions in the classroom in order to strengthen the skillson this domain.

Encourage faculty members to promote an ongoing assessment oncritical thinking skills continually in the classroom and to design more

written assignments in order to develop these skills among the

students.

2009-2010

Economics 2008-2009


rubric on research projects, students obtained anaverage score of 3.25 points (81%) on a four

point scale. Thus, this finding exceeds the

expected outcome of 70% or more.

2008-2009

Promote class discussions, frequently, of existent debates and

controversies related to economics topics.

Continue requesting students the use of critical thinking skills when

analyzing topics and articles related to economics.

Keep encouraging students’ participation in Campus, Social Sciences




College, Department of Economics, and Puerto Rico Economists

Association conferences, forums and activities. These activities will

be promoted through the Black Board platform and the Economics



2009-2010

Assessment data is in the process of beinganalyzed.

p g p

Students’ Association.

2009-2010

Corresponding transforming actions will be submitted by the end of thesecond semester.

Geography 2008-2009

Critical thinking skills were assessed in a research

project in the GEOG 4550 course using a four

point rubric. The criteria assessed were:

Synthesis, Analysis, Evaluation, Research

Question, Process Product, Cartography

Documentation and Quantitative Methods.

Findings revealed the average scores:

Synthesis - 3 points (75%); Analysis - 3 points (75%);

Evaluation - 3.25 points (82%);

Research Question - 3.5 points (88%);

Process Product - 3.08 points (77%);

Cartography - 2.91 points (73%);

Documentation - 2.83 points (71%);

Quantitative methods - 2.33 points (58%).

In all the criteria assessed, with the exceptionof Quantitative Methods criterion, the


In an essay type exam in the History and

Philosophy of Geography, GEOG 4500 course, a

four point rubric was used in order to assesscritical thinking skills and content knowledge.

Findings revealed the following average scores:

Critical thinking skills 3.53 points (88%)

Content knowledge 2.67 points (77%).

2008-2009

Exercises will be assigned in order for students to continue developing

critical thinking skills when writing monographs, essays or tests and

offering oral presentations. The purpose is to develop in students a

culture of research and creation in which they could use and continue

developing critical thinking skills.

Adequate statistics models, maps design and documentation of a

research project will be strengthened on the Research Methods course.

Exercises in which students prepare monographs, presentations or tests

will continue to be assigned in all geography courses. The purpose is to

develop in students a culture of research and creation in which they

could use and continue developing critical thinking skills.





was met in both domains.



2009-2010


analyzed.

2009-2010 Corresponding transforming actions will be submitted by the end of the

second semester. Psychology 2009-2010

Critical thinking and effective communication

skills were assessed using a 7-point rubric in the

introductory Psychology course (PSIC 3003).

Findings revealed an average score of 2.98

(43%).

When analyzing individual scores, only one

student of a total of 35 obtained a score

equivalent to a performance level of 70% or morein the critical thinking skills criteria assessed.

This is equivalent to 2.9% of the total enrollment.

Ten students out of 34 (29.4%) obtained scores

between 50% and 65%. Therefore, the expected

outcome of 70% or more was not met in this

course.

Findings revealed that freshman students at this

stage of their academic formation have notdeveloped an adequate level of critical thinking

skills and, although written communication skillsare developed better than their critical thinking

skills, they have not yet reached the expected

levels.

Using the same rubric in an upper level course,

(PSIC 4001), critical thinking and written

communication skills were assessed in the samesemester. The average score obtained was 5.8

points (83%), in a 7-point scale, results expectedof more mature students in this discipline. Thus,

2009-2010

Include workshops and exercises related to the development of critical

thinking skills in the PSIC 3003 course. A pre and post tests could be

given before and after the workshops offered. A critical thinking skillsrubric could be applied to assess these exercises.

Develop class discussions that promote critiques, assuming theoretical-critical positions. Use a rubric to assess oral communication and

critical thinking skills for the above activity.

Requests from student’s critical analysis of pertinent topics when

evaluating professional articles from peer-reviewed journals, textbooks

and other related readings.




the expected outcome was met in this higher

level course.



In the critical thinking criteria 13 students of a

total of 15 (86.7%) obtained a score equivalent

to 70% or more. Eleven out of those 15 students

scored between 80% and 100%. The obtained

results demonstrate that in this stage of academic

formation the students have already developed a

level of critical thinking and written

communication skills that exceeds the expected

outcomes of the Psychology Program.

The scores obtained support previous arguments

related to the lack of experience of second year

students that enroll in the introductory course

(PSIC 3003).

Our hypothesis was that the students who are

finishing the baccalaureate degree have

developed the critical thinking skills through their

experiences in previous core and electives courses

in Psychology. The assessment findings confirm

our hypothesis.


The supervisors, in the Practicum laboratory

course, (RELA 4045), assessed student’s criticalthinking skills using a rubric. Supervisors gave

them an excellent evaluation in all the criteriaassessed.

In the first semester 2008-2009, the students

scored an average score of 90% in the first

evaluation and 94% in the second. In the second

semester of the same year the scores were 94%

and 95% respectively. These scores exceed the

expected outcome of 80% or more on the four

instances assessed.

2008-2009

Students’ critical thinking skills will be strengthened in all Labor

Relations courses through activities based on theories and references.More readings should be assigned in order to strengthen this domain.

A contest title To analyze and communicate the crisis in Puerto Rico

from the Labor Relations and work studies will be summoned in order

to:

1) Stimulate the critical analysis skills of the students of theprogram.

2) Encourage the use of concepts and theories this discipline.

3) Promote writing and style competencies.

Continued strengthening the critical thinking domain in order to carry

on with the positive experience obtained on the labor field.





questionnaire to measure student satisfaction

level with the academic preparation received from

Raise the level of three courses from 4000 to 5000 (RELA 4006, 4015

and 4055) in order to reinforce the theoretical and philosophical

formation needed for critical analysis and the academic life,



the program, 95% of the students stated that they

were very satisfied or with the preparation

received. This compares favorably with the

expected outcome of 80% or more.

A rubric was used in the second semester of

2008-2009 in RELA 4085 course to assess critical

thinking skills in a presentation with educational

and research methods objectives. Students

obtained an average score of 3.9 points (97%) in

the critical thinking skills and 4 points (100%) in

the conclusion criteria in a 4 point scale. Thus,

the expected outcome of 80% (an average

score of 3.2 points) was met in both criteria.

Although all the evaluated criteria to assess this

domain obtained excellent scores, a lack of agreater elaboration of the theoretical frame was

observed.


rubric to assess in the last written reflection of the

RELA 3155 course, the following criteria were

measured: topic development, critical thinking,

and conclusion. Findings revealed that studentsobtained the following average scores:

Topic development – 91%

Critical thinking – 99%

Conclusion – 100%


was met in all the criteria assessed.

In order for critical thinking skills to have a

theoretical basis, a deep reading process must

occur. Nevertheless, through the diagnostic and

summative assessment process a resistance in

particularly important for pursuing graduate studies.

Continue conversations with faculty members of this program about

the need to place greater emphasis in critical analyses based ontheories and concepts from the discipline.




several students in this area was observed.

Also, in a written paper is necessary to cite and tod h h i l f i l f



order the theoretical references using a manual of

style. In this area, resistance from several students

is observed.

The absence of a theoretical basis or critical

analysis at an elementary level shown by somestudents tends to surpass itself in Practical

Laboratory (RELA 4045). Usually, the students

of the Practicum laboratory course must dedicate

the first weeks to the intensive reading of the

legislation that regulates the center or the agency

in which they will make their practicum and to

other conceptual frameworks.

This knowledge facilitates a critical analysis

based on laws, theories and own philosophies of

the practice center by students.

2009-2010


analyzed.

2009-2010


second semester.


A rubric was used to assess critical thinking skills

in presentations, written papers, and assignments.Findings revealed that students obtained an

average score of 3.72 points (74%), in a five pointscale. This exceeds the expected outcome of

70%.

2009-2010

In all Anthropology courses, open discussions and critiques

considering the diverse theoretical and methodological traditions thatcharacterize this discipline will be encouraged. In addition, exercises

will be assigned for students to prepare monographs, presentations oressays in which they can use critical thinking skills.

Sociology 2009-2010

A rubric was used to assess critical thinking skills

in presentations, written papers, and assignments.

Findings revealed that students obtained an

average score of 3.35 points (67%), in a five point

scale. In all criteria assessed, a score equal to or

greater than 60% was obtained. In the criteria of

2009-2010

In all Sociology courses, open discussions and critiques considering

the diverse theoretical and methodological traditions that characterize

this discipline will be encouraged. In addition, exercises will be

assigned for students to prepare monographs, presentations or essays in

which they can use critical thinking skills.




identifying the statement of the problem, an

average score of 74% was obtained. The

expected outcome of 70% was met in only one

i i



criterion.






Teacher Preparation Program 2008-2009 2008-2009



p g

(23) A total of 210 students were enrolled on the FAED

4001 course in the first semester. The digital

platform for the development of a student

electronic portfolio (Porta-e) was introduced forthe first time this semester. The Porta-e

Coordinator offered workshops and support in its

use to faculty members. A meeting with all faculty

members was scheduled for May in order to

discuss their experiences with the course, the

platform used to develop a student electronic

portfolio, and its assessment process using a

rubric.

The element “R eflects critically about the

observations made related to the teaching andlearning process” is divided in two criteria:

Includes a narrative and a conclusion based on

how the learning process was brought about.

Findings revealed that 85% of the students

obtained a good, very good or outstanding

performance levels in this criterion. Thus, the

expected outcome of 70% was met.

Assumes a critical vision of his or her

observations, uses solid arguments. Findings

revealed 80% of the students obtained good,

very good, or outstanding performance levelsin this criterion. Thus, the expected outcome

of 70% was met.

Findings from the content analysis of the focal

groups were:

Reflection is an auto evaluation and critical

thinking process about the actions and

decisions taken by the students to improve

their learning.

The reflection process helps them relate theory

The Electronic Portfolio Coordinator and the Assessment Coordinator

will work together in the calibration of the rubric and in the analysis of

last semester FAED 4001 sample of student’s works, in order to present

findings and to identify areas of improvement in the rubric used in thiscourse and other FAED seminars. Assessment results related to the

reflection to be written by the students will be discussed with faculty

members in order for them to know the performance level of their

students, to evaluate the quality of their work in light of the College of

Education’s expectations for future teachers, and to produce specificrecommendations for the future offer of FAED courses as well as other

courses in which a written reflection is required from the students.

The Field Experience courses’ Coordinator is analyzing the results of

this assessment in collaboration with the College of Education

Assessment Coordinator in order to improve the rubric. In addition,findings will aid in the identification of implications for the design of

field experiences, and follow up the students who do not obtain asatisfactory evaluation in the first field experience course, in order to

strengthen future experiences in courses such as EDES 4006, EDPE

4121.

An analysis of the findings from assessment will be made based on the

review of the literature about the reflections of future teacher

candidates’ practicum in order to identify areas to improve in theCollege of Education. Findings will be shared with key faculty

members, in particular with those from FAED 4001, FAED 4002, andFAED 4003 courses in which an electronic portfolio is developed in

order to strengthen educational practices that support a more systematicand effective development of students’ capacities to reflect as afundamental part of the critical thinking process.




with practice, especially in the courses in

which there are field experiences. The students reflect in some courses in which

f i l d fi ld i i l



professors include field experiences or special

tasks. The effectiveness of the learning process

depends on the structure that the professor

provides for the reflection and in the feedback

given to the students. For the students, the reflection is a very personal

process that should not be required nor

grading. In agreement with these results, it is concluded

that these students have a general notion about the

reflection process, but this notion is limited and it

does not deepen in the reflection as a

metacognitive process that helps students attain

higher cognitive levels. Students’ answers together with key courses syllabi analysis show that,

although the reflection is promoted, it is not

developed in a systematic way. This possiblyprevents those future teachers to incorporate the

reflection as a continuous research process that

results in an excellent professional.

2009-2010 Critical thinking skills will be assessed when

teacher candidates writes their educational

philosophy and their projections as a professional

in their Porta-e.

In a rubric to assess the based position on how

learning was attained, findings showed that 85% of

the students obtained performance levels between

good, very good or outstanding. Since the

expected goal was that at least 70% of the students

reached these levels, the expected outcome was

exceeded.

2009-2010 Findings from this academic year will be available by the end of the

second semester of the academic year 2009-2010.




Using the same rubric to assess if the student

assumes a critical vision of his or her observations

and uses solid arguments, the average performance

levels were 80% between good very good and



levels were 80% between good, very good and

outstanding. Since the expected outcome was

that at least 70% of the students reached these

levels, the expected outcome was exceeded.










When assessing critical thinking skills in answer

given by students to questions in a diagnostic test,findings showed that 57% of the students

obtained an average score of 70% or more in

questions related to critical thinking. Therefore,


obtained 70% or more in the rubric was not

met.

When assessing critical thinking skills in the

analysis developed by students in a case studyusing a rubric, 60% of the students obtained an

average score of 70% or more in this criterion.

Therefore, the expected outcome that 70% of the students obtained 70% or more in the

rubric was not met.

When assessing decision making using a rubric,

findings revealed that 87% of the students

obtained an average score of 70% or more in the

rubric used. Therefore, the expected outcome

that 70% of the students obtained 70% or

more in the rubric was met. When assessing supervision skills using a rubric,findings showed that 33% of the students

obtained a score of 70% or more in the rubric.

Therefore, the expected outcome that 70% of

the students obtained 70% or more in the

rubric was not met.

2009-2010

Results of a diagnosis test in the ADSO 3055

course are in the process of being analyzed.

2008-2009

Provide a study guide and tutoring services to the students that did not

obtained 80% or more in this competency.

Use cooperative work and supplementary educational strategies to

improve student’s skills in this competency.

Systematic tutoring and mentoring services will begin August 2009.

Several professors offered tutoring in their office hours to students that

showed needs in critical thinking skills since the second semester of

the 2008-2009 academic year.

2009-2010

The department offers tutoring and mentoring services since October

2009.




When assessing critical thinking skills, using a

rubric, in the analysis developed by students in a

case study, findings revealed that 88% of the

students obtained scores between good and very

Several professors are offering tutoring in their office hours to students

that showed needs in critical thinking skills.



students obtained scores between good and very

good in the critical thinking criterion; 94% of

them obtained scores between good and very

good in the decision making competency, and

94% of them obtained scores between good and

very good in information literacy skillscompetency. Thus, the expected outcome of

70% or more was met in each one of the

criteria assessed.




Research and Creation - Mastery of skills needed to design and conduct a systematic, objective and critical investigation, qualitative or quantitative,

of a scientific or social problem or issue; the ability to create develop and present a work of art or literature



of a scientific or social problem or issue; the ability to create, develop, and present a work of art or literature.




A rubric was used to assess organization and

development in research projects. Findings showed

that students obtained an average score of 3.65

points (73%), in a five point scale in the rubric.

Thus, the expected outcome of 70% or more was

met.

2009-2010

In all Anthropology courses, the research

component will be strengthened. Students will be

trained in ethnographic and archeological research

techniques.

Theoretical tools will be provided to help students in

the research of the comprehension of human

processes.

Sociology 2009-2010

A rubric was used to assess research skills in a

research project. Findings revealed that students

obtained an average score of 3.15 points (63%), in a

five point scale in the rubric. In both criteria

assessed, organization and development, students

obtained scores equal or higher than 60%. Thus, the

expected outcome of 70% or more was not met in

both criteria.

2009-2010

In all Sociology courses, the research component

will be strengthened. Students will be train in

research techniques related to the basic sociological

research methods, for example, the ethnographic

method.

Theoretical tools will be provided to help students in

the comprehension of dynamic interactions that

includes society structural aspects, as well as the

human being.

Traditional research techniques as well as the

innovative ones will be emphasized.

Social Work 2008-2009

Analysis of findings in the research project assessed,using a validated rubric, showed that students

obtained an average score of 75.6% in the rubric.

Thus, the expected outcome of 95% level of

performance was not met in any of the criteria

assessed, with the exception of the Literature

2008-2009

The Social Work program extended the ResearchMethods course (TSOC 3132) from a one semester

to a one year course. It will be offered for the first

time in January 2010. Areas, in which findings

revealed students’ needs in these competencies ,will be emphasized. For example, improve students’




Review.

Findings revealed that the weakest criteria assessed

where: correct use of the APA style manual sample

skills related to research and design methods;

increase students’ participation in research projectsand in opportunities to carry out systematic

evaluation of their own professional practice using



where: correct use of the APA style manual, sample

size, research model and levels, current paradigms

and pertinent conclusions of the proposed study.

2009-2010


evaluation of their own professional practice using

designs of one unit, and qualitative methods such as

focal groups.

Findings from the assessment of the TSOC 3131

course showed that basic skills and learning of related concepts in the statement of the problem

areas, literature review, etc., should be emphasized.

In order to meet these goals, the Social Work Program will strengthen collaborative efforts with

the Computer Center of Social Sciences College for

students to attend workshops in software such asSPSS, Excel, etc.

Continue requiring the online National Institute of

Health Certificate for the protection of human

subjects.

2009-2010

Corresponding transforming actions will be

submitted by the end of the second semester.


In the RELA 4045 course (Supervised Practicum),

students were evaluated by their practicum

supervisors using a rubric prepared by the program.Ability to harmonize students’ participant-observer

role with his/her hearing and observing skills in the

constant change rate of the practicum center, was

assessed. Findings revealed that students obtained

an average score of 96% and 99% in the first and

second assessment in the first semester of the

course. In the second semester of the same academic

year, findings were 99.5% and 100% respectively.

When assessing interview techniques knowledge,

2008-2009

The Labor Relations Program will request from the

Contact Officials of the Practicum course, RELA

4045, that students practice more frequently theinterview techniques in the work place.

The need to incorporate, as a requisite, the use of a

style manual in all written papers, particularly the

American Psychological Manual (APA) is been

discussed by faculty members.

The design of a more suitable exercise to the

research and learning objectives workshop was

discussed with the students.

UNIVERSITY OF PUERTO RICO RÍO PIEDRAS CAMPUSOFFICE OF THE DEAN OF ACADEMIC AFFAIRS


the use of written material available, preparation,

synthesis and gathering of pertinent information,

students obtained an average score of 91% and 95%

in the first and second evaluation, respectively.



in the first and second evaluation, respectively.

Findings for the assessment of the same criteria in

the second semester were, 92% and 96%,

respectively.

When analysis of the information obtained usingtheoretical and conceptual frameworks that can be

applicable to the situation, clarity and precision in

the written diagnostic observation, and sketch of realistic intervention plans in terms of goals and

objectives, was assessed the average score obtained

by first semester students were 90% and 94% duringthe first and second evaluation, respectively. The

average scores obtained in these evaluations in the

second semester were 94% and 95%, respectively.

When assessing flexibility in the intervention withrelated situations in the practicum performance

shown by students, in the revision and periodic

evaluation of their interventions and in the needed

modification of their plans, the average scores

obtained by first semester students were 96% and

98% in the first and second evaluation. During the

second semester the average scores obtained in these

evaluations by the students were 98% and 100%,

respectively.

Thus, in all criteria assessed, the expectedoutcome of 80% or more was met.

From the analysis of this data it can be concludedthat students from the Labor Relations Program met

the expected outcomes on the research skills

objectives required, with the exception of the

quantitative competences criterion.

In a questionnaire designed to assess student’s

In the 2008 curricular revision, the CISO 3155

course was added as a requisite to the LaborRelations Program aiming to strength quantitative

skills in students to take care of observed needs.



satisfaction level with the academic preparation

received from the Labor Relations Program,

students showed a high level of satisfaction in all

criteria with the exception of quantitative measuring

The questionnaire was revised to include the

required research competitions of the graduate

profile of the Labor Relations Program.



w p q g

skills.

2009-2010

Assessment data is in the process of being analyzed

p g

2009-2010





College of Business Administration Academic Programs Findings Transforming Actions

Business Administration core (7 programs) 2008-2009 2008-2009



When assessing research skills in a group work,

findings revealed that 97% of the students showed

mastery in these competencies as stated in the rubricused. Thus, the expected outcome was met.

Three percent of the students who did not show

mastery of research skills, had difficulties in their

contribution to the group, in social skills, in attitudes

toward a critique to their performance, and

difficulties in communicating.

2009-2010


The rubric will be revised and used to measure these

competencies in a different course, since these

competencies are required in other BusinessAdministration College courses.

2009-2010





College of Humanities Academic Programs Findings Transforming Actions

Fine Arts 2008-2009 2008-2009



When assessing research and creation in the rubric’scriteria assessed (ideas, analysis, techniques and

organization), 13 out of 18 students (72.2%)obtained a B or a higher grade. Two students

obtained a score of 10 or less. Thus, the expected

outcome was met.

2009-2010


Propose corrective measures to be determined in the

next Curriculum Committee meeting in order to

improve research and creation skills in the coursesof the Fine Arts Program.

2009-2010




Research and Creation skills were assessed in an

analysis of a piece of art. The findings were:


Satisfactory/ Could improve: 20/47 = 43%

The expected outcome that 70% or more of the

students’ analysis were classified asexcellent/good was not met. About half of the

student’s body assessed requires attention in theseskills.

2009-2010

History of Art courses should continue requiring

research projects, monographs, and essays in themespertinent to the study of this and other related

disciplines. This proposed transforming action will

improve and strengthen their research and creation

skills.

The exams will include essay type questions, where

the students’ capabilities to use research and

creation skills in relation to topics discussed in the

classroom pertinent to the study of Art History and

other related disciplines, will be assessed.


When assessing research processes in HIST 4225

and 4226 courses using a rubric, findings showed

that students obtained 55% in a level of compliance

and in the exceeds compliance level 35%. Thus, the


Findings showed that students have difficulties

when articulating a coherent and precise argument

related to the object or focus of the study. Also they

2009-2010

A mentoring system for the undergraduate students

of the History Department will be established using

graduate students as mentors.



failed to establish the right conclusion or synthesis

that reflects their findings and showed difficulties in

identifying primary and secondary literature sources. History of Europe 2009-2010 2009-2010



y p

When assessing research processes in HIST 4225

and 4226 courses using a rubric, findings showed

that students obtained 55% in a level of compliance

and in the exceeds compliance level 35%. Thus, theexpected outcome was met.

Findings showed that students have difficulties

when articulating a coherent and precise argument

related to the object or focus of the study. Also they

failed to establish the right conclusion or synthesis

that reflects their findings and showed difficulties in

identifying primary and secondary literature sources.

A mentoring system for the undergraduate students

of the History Department will be established using

graduate students as mentors.


When assessing creation competencies, a

questionnaire was used to measure spectators’perception of staging and acting performance in

three theater plays. The expected outcome was that

80% of the spectators considered that the plays hadgood staging and excellent acting performance, and

that the average evaluation score should be at least

3.5 points in a five point scale. Findings were:

El Lazarillo de Tormes: 96% of the surveyed

spectators (n=165) indicated that the play had

good staging and excellence acting

performance. The average evaluation obtainedwas 4.51 points in a five point scale.

La Casa de Bernarda Alba: 98% of the

surveyed spectators (n=555) indicated that the

play had good staging and excellence actingperformance. The average evaluation obtained

was 4.64 points in a five point scale.

2009-2010

Continue using this type of survey to learn about

spectators perceptions in relation with the theaterplays offered by the Performing Arts Program.

Continue doing a work of excellence as indicated byaudience assessment.



Bodas de Sangre: 96% of the surveyed

spectators (n=46) indicated that the play had

good staging and excellent acting performance.

The average evaluation obtained was 4.54 points



in a five point scale.

Thus, the expected outcome of 80% or more and

3.5 points in a five point scale were met in all

theater plays assessed.



College of Natural Sciences Academic Programs Findings Transforming Actions

Computer Sciences 2008-2009 2008-2009



When assessing research skills using a

questionnaire, 84% of students stated that they have

participated or are interested in participating in aresearch project. Since the expected outcome was

that at least 70% of students have participated or are

interested in participating in a research project, this

outcome was met.

Sixteen Computer Science students are working on

research projects, 8 of them are junior or seniors as

informed in a questionnaire for researchers. The

increase in the number of students doing

undergraduate research in the Department is

impressive. Prior to the academic year 2007-2008,

only two students were working on research

projects.

Each of the students working on research projects

gave an oral presentation of their projects during the

year.

2009-2010


Keep encouraging undergraduate students to work

or enroll on research projects or courses.

Although there is an increase in the number of

students doing research, the goal is to increase the

numbers of students by 20%.

2009-2010



Chemistry 2008-2009

When assessing research skills in a research project

in the QUIM 3002L course, findings revealed that

97.6% of the students who worked in a research

project met the established criteria. Thus, the

expected outcome that at least of 70% or more of the students obtained a score of 75% or more

was met.

2008-2009

The best projects were presented/displayed in the

first exhibition of research poster section of the

General Chemistry II Laboratory held on May, 4th

2009.

More promotion and support will be given to this

type of activities.



2009-2010

Assessment data is in the process of being analyzed. 2009-2010





y

Physics 2008-2009

The Physics department assessed research skillsusing a rubric in laboratory reports in the FISI 3173-

74, FISI 4076-77 courses. The expected outcome

was a score of 3.2 points or more in a four point

scale.

In FISI 3173-74 laboratory courses, the students

obtained an average score of 3 points. Thus, the

expected outcome of a score 3.2 points was not

met.

In FISI 4076-77, an advanced laboratory courses,the students obtained an average of 3.1 points.

Thus, the obtained outcome is slightly below the

score of 3.2 points expected outcome.

Findings revealed that 100% of the students’graduates in the last three years from the Physics

program pursue graduate studies.

2009-2010

The Physics department assessed research skills

using a rubric when in laboratory reports in the FISI

3173, FISI 4076 courses. The expected outcome was

a score of 3.2 points or more in a four point scale.

In FISI 3173 course, the students obtained an

average score of 3.1 points. Thus, the obtained

2008-2009

Minimum adjustments will be made to the rubric in

order to clarify the evaluation of the Application

criterion. Physic courses emphasize the inquiry

method and teaching tools are used to facilitate

tangible experiences as an introduction to concept

development.

The Department Chair advised the professor incharge of this course in order to not avoid the

research and creation component during the

development of this course, since thesecompetencies are a fundamental part of it.

Students are given the opportunity to do

undergraduate research and research summer

internships, experiences which motivate them to

pursue graduate studies.

2009-2010

Physics Student Society will give tutoring to thosestudents enrolled in this course if requested by them.



outcome is slightly below the score of 3.2 points

expected outcome.

In FISI 4076, an advanced laboratory course, the

d b i d f 3 2 i f l

Creation and research skills continue to be

h i d i thi



students obtained an average of 3.2 point out of total

of 4. Thus, the expected outcome to obtained 3.2

points was met.

Fourteen of 134 students in the Physics programcarried out research project under faculty member

guidance or enrolled on research courses.

emphasized in this course.

Increase the percentage of students that participatein undergraduate research with faculty members or

that enroll on research courses.

Biology 2008-2009

Ninety six percent of the students who enrolled onthe undergraduate research course BIOL 4990

approved this course. This represents 58% of the

students’ body of this Department.

When assessing research skills in laboratory reportsusing a rubric in the second semester of the BIOL

3001 course, findings showed that in the nine

sections assessed, students obtained an averagescore of 77% in both first and second reports. Thus,

the expected outcome of 70% or more in the

rubric was met.

When assessing research skills in laboratory reports

using a rubric in the second semester of the BIOL

3112 course (Ecology, n=76), findings showed that

the average score obtained by students were 75% in

the first report and 80% in the second report. Thus,

the expected outcome of 70% or more in the

rubric was met in both occasions.


using a rubric in the second semester of the BIOL

3250 course (Genetics), findings showed that theaverage score obtained by students in both first and

second reports assessed, students obtained a score

2008-2009

Design a test and other assessment tools to assessresearch skills.

Increase the percentage of students that participated

in undergraduate research with faculty members or

that enrolled on research courses.



higher than 90%. Thus, the expected outcome of

70% or more was met in both occasions.

2009-2010 2009-2010




using a rubric in the first instance in the course

BIOL 3101, it was expected that 65% of the students

assessed met the level of good in the rubric. Thirtyfive percent of the students enrolled in this course

were assessed. Findings revealed that students

obtained the following average scores: 17% met the

level of excellent, 34% the level of good, 36% met

the level of regular and 14% did not comply with

research and creation criteria assessed in the rubric.

Thus, the expected outcome was not met.

It is important to point out that 33% of the students

enrolled in BIOL3101 course are Biology majors,

15% are from the Interdisciplinary Program fromthe College of Natural Science, 20% are Chemistry

majors, 7% are Environmental Science majors, 7%

are from the College of Education and the rest of thestudents are from other majors in other Departments

of the Natural Science College.


using a rubric in the third instance in the BIOL 3350and BIOL 3112 courses, it was expected that 55% of

the students assessed met the level of excellent in

the rubric. One Hundred percent of the studentsenrolled in both courses were assessed using two

rubrics. Findings show that in general 44% of the

students scored at level of excellent in the rubric,

54% at the level of good, and 2% at the level of

regular. Thus, the expected outcome was not met.

The rate of approval of the undergraduate research

Transforming actions are geared to the course in

order to impact all students enrolled on this course.

All of them are being implemented since January

2010.First instance:

The rubric used in academic year 2008-2009

was simplified considerably. With themodifications made, the rubric is more

accessible to students for the preparation of

laboratory reports.

Guides and workshops in the preparation of the

reports will be offered.

Workshops will be given to train laboratory

instructors in the use of the rubric and in the

grading of laboratory reports.

A new laboratory experience to review primary

literature skills, application of the scientificmethod and writing of a hypothesis was added

to the BIOL3101 laboratory course.

Last instance:

The BIOL3112 rubric will be modified in order

to make it consistent with the rubric used in the

first instance and in others advanced Biology

laboratory courses.

Workshops will be given to train laboratory

instructors in the use of the rubric and in the

grading of laboratory reports.

Another transforming action for all courses targeted

to be assessed in the Assessment Plan, is the

revision of all courses’ syllabi according to thegraduate student profile of this Program, which are

aligned as well with the Campus’ Mission Domains.



course (BIOL 4990) was expected to be 65% of the

enrolled students. Findings showed that 88% of the

students enrolled in this undergraduate research

course obtained a grade of A. Approximately 300

t d t ll d thi h t

Although the rate of approval of the undergraduate

research course is the expected one, the percentage

of student from the Biology major who are doing

research in the BIOL 4990 course and other means

h ld b i ti t d A t f i ti ill



students enrolled on this course each semester.

Thus, the expected outcome was met.

should be investigated. A transforming action will

be to determine the exact number of students that

are doing research and raise the percentage of

students that have these kinds of experiences.


When assessing research skills using a rubric in the

Undergraduate Seminar course (MATE 4995), the


students obtained a score of 8 points or more in a 10

point scale. Findings revealed that of the 7 students

assessed, 6 (86%) obtained scores 8 points or higher

in the rubric. Thus, the expected outcome was

met.

2009-2010

Continue providing research tools in the capstone

courses.

Promote student participation in undergraduate

research experiences.

Interdisciplinary Program in Natural Sciences 2008-2009


FISI 3013 course, findings showed that all students

obtained 4 points in a 4 point scale. Thus, the

expected outcome that 70% or more of the

students obtained a score of 70% in the rubric

was met.


FISI 3014 course, findings showed that all students

obtained 3 points in a 4 point scale. Thus, the

expected outcome that 70% or more of thestudents obtained a score of 70% in the rubric

was met.

During the first semester of the academic year 2007-

2008, 48 of the 200 students enrolled in the

undergraduate research course of the BiologyDepartment (BIOL 4990) were from this Program.

Of these 48 students, 45 approved the course with Aand 3 with B.

2008-2009

Increase the number of sections assessed in order to

raise the sample of students of this Program.

Although the outcomes from the assessment of

undergraduate research course are more than met in

the number of students that have research

experiences, this number will increase as a result of

the addition of a capstone course in the revisedcurriculum of this Program.



During the second semester of the academic year

2007-2008, 57 of the 254 students enrolled in the

undergraduate research course of the Biology

Department (BIOL 4990) were from this Program



Department (BIOL 4990) were from this Program.

Of these 57 students, 56 approved the course with A

and one with B.

2009-2010

During the first semester of the academic year 2008-

2009, 62 of the 282 students enrolled in the

undergraduate research course of the Biology

Department (BIOL 4990) were from this Program.Of these 62 students, 61 approved the course with A

and one with B.

When assessing the research skills criteria using a

rubric in the General Biology course (BIOL 3001),

findings revealed that 62.5% of the students

obtained a score of 2 points or more in a 3 point

scale. Since the expected outcome was that 70%

of the students obtained 2 points in the rubric, it

was not met.

It is worth noting that the above percentage reflects

the assessment of only one report in five sections of

the Biology 3101 course of which only 12 students

were from this Program.

When assessing research skills in the FISI 3013

course laboratory reports, findings revealed that

98% of the students obtained 3 points or more in a 4

point scale in the first report assessed, 86% in the

second report assessed, and 92% in the third report

assessed. Thus, the expected outcome that 70% of

the students obtain a score of 3 points or more in

4 point scale was met in all occasions.

When assessing research skills in the FISI 3014

2009-2010

Although the outcomes from the assessment of

undergraduate research course are more than met in

the number of students that have research

experiences, the participation of students will

increase as a result of the addition of a capstone

course in the revised curriculum of this Program.

Increase the number of sections assessed in order to

raise the sample of students from this Program.



course laboratory reports, findings showed that all

students a score of 100% in all three reports

assessed. Thus, the expected outcome that 70% of

the students obtain a score of 3 points or more in

4 point scale was met in all occasions



4 point scale was met in all occasions.





General Studies Bachelor Program 2009-2010

Wh i fi l h i h

2009-2010

D i b i di h l l f h fi l



When assessing a final research paper in a research

course of this Program (ESGE 4102) using the

Colorado State Dissertation Rubric, the expectedoutcome was that 70% or more of the 12 research

projects assessed attain a score of 70%. Findings

revealed that only 47% of the research projects

evaluated met the expected outcome. Thus, the


After the approval of the ESGE 3008 course it was

expected that students quantitative data analysis

skills improve significantly after approving the

course. A multiple choice pre a post tests were given

that consisted of 16 items group in four subconcepts: lineal graph interpretation, sample

methods, frequency graph interpretation, and

descriptive characteristics of the sample. Findings

revealed that after a statistical analysis between total

scores obtained by the students in the pre and post

tests, an average increase of 28.43% in the total

score obtained (t = 14.10, p = 0.000) was observed.

Research skills were assessed in a laboratory

activity in the CIBI 3026 course. The expected

outcome was that the students from this Program

reach a 70% performance level when evaluating

their research skills. Findings revealed the following

results in the criteria assessed:Observation: 66.25%

Statement of the Hypothesis/Problem: 57.50%

Gathering of data: 77.50%Total score average: 67.08%.

Thus, the expected outcome was not met in the

observation or in the statement of the

hypothesis/problem criteria.

Design a rubric according to the level of the final

undergraduate research paper defining the criteria to

be assessed based on the governing documents forthe development of a research paper approved by the

Program.

Revise ESGE 4101 course syllabus (course that

must be taken before ESGE 4102) to include those

criteria in which the students obtained low scores:literature review, theoretical framework and results

and discussion of results.

Increase the number of curricular activities related

to the development of research skill:

Hypothesis/Problem

Observation.



Research skills were assessed in a laboratory

activity in the CIFI 3013 course. The expected

outcome was that the student form this Program

reach a 70% performance in the evaluation of their

Increase the number of curricular activities with

emphasis in the statement of a hypothesis/problem.



reach a 70% performance in the evaluation of their

research skills. Findings revealed the following

results in the criteria assessed:

Statement of the principal experiment problem:95.65%.

Statement of the hypothesis: 72.82%

Data gathering and organization: 84.78%Total score average: 84.42%.

Thus, the expected outcome was met in allcriteria assessed.






R h kill d i th f d i d

2009-2010



Research skills were assessed in the foodservice and

clinical service areas. Findings were:

Foodservice area- expected outcome in each course

representing three check points was 75%.HOEC 4031- 90%

HOEC 4086- 92%

HOEC 4085- 55 % before revising and 90%, after

revising.

Thus, the expected outcome was met in all three

courses.

Clinical area- expected outcome in each courserepresenting three check points was 75%.

HOEC 4041-data not submittedHOEC 4163- data not submitted

HOEC 4085- 100 %

Thus, the expected outcome was met in the

HOEC 4085 course.

At present, the Graduate & Employer Survey does

not measure research and creation criteria.

Students were given the opportunity to revise their

assignments to assure they understood the mistakesmade.

Continue with established teaching activities and

incorporate others.

Revise Graduate & Employer Survey to include

research and creation criteria. Recreation 2008-2009

When assessing research and creation skills inwritten papers in RECR 4142 course when

developing a survey of creative interests, the

expected outcome was that 70% of the students

obtain 42 points or more in the rubric used.

However, findings revealed that only 62% of thestudents obtained a score of 42 points or higher in

the rubric. Thus, the goal was not met.

2008-2009

Summon students who obtained low scores for thediscussion and revision of their submitted papers in

order to improve their performance in the second

assessment instance.



2009-2010

When assessing research and creation skills in the

design of an education program, the expectedoutcome was that 70% of the students obtain 42

2009-2010

Summon students who obtained low scores for the

discussion and revision of their submitted papers inorder to improve their performance in the second



outcome was that 70% of the students obtain 42

points or more in the rubric used. However, findings

revealed that only 67% of the students obtained a

score of 42 points or higher in the rubric. Thus, the

goal was not met.

order to improve their performance in the second

semester assessment.



Social Responsibility - The capacity to apply knowledge and skills gained through the undergraduate experience toward the development of abilities

and attitudes that promote ethics and civic responsibility for the advancement of society.



College of Social Science



A rubric was used to assess social responsibility in

presentations, written papers, assignments, and projects.

Students obtained an average score of 4.1 points (82%) in a

five point scale in the rubric.

This exceeds the expected outcome of 70%.

2009-2010

In all Anthropology courses, critical and reflective

thinking that promotes social, cultural, environmental

and civic responsibility will be encouraged.

A series of activities that extends to off-Campus

community in order to disseminate anthropologicalknowledge will be developed.

Sociology 2009-2010

A rubric was used to assess social responsibility inpresentations, written papers, assignments, and projects.

Students obtained an average score of 4.3 points (86%), in a

five point scale in the rubric.

This exceeds the expected outcome of 70%.

2009-2010

In all Sociology courses, critical and reflectivethinking that promotes social, cultural, environmental

and civic responsibility will be encouraged.

A series of activities that extends to off-Campus

community in order to disseminate sociological

knowledge will be developed.


Social responsibility in a team work experience was

assessed in three instances in the RELA 3085, before, during

and after the oral presentations in a workshop. Students thatdid not comply with the expected outcome on the criteria

assessed, received immediate feedback of the mistakes

made.

When assessing social responsibility skills in the SupervisedPracticum course (RELA 4045) by their supervisors using a

rubric, the students were evaluated as excellent (96% and

98% in the first and second evaluation respectively, duringthe first semester of academic year 2008-09). Also, students’performance in the same course during the second semester

2008-2009

Specific suggestions were given to the students

regarding team work characteristics.

More emphasis will be given in the courses where

students are trained in team work responsibilities.

A confidentiality agreement was developed in RELA4045 course to strengthen social responsibility

competencies. Students are required to sign this

document that consists of ethical and socialresponsibility issues.



of the same year was evaluated as excellent (98% and 100%,

in the first and second evaluation, respectively). Thus, the

expected outcome of 70% was met.

95% of the students, who answered a questionnaire to

Faculty members are available to discuss with students

any situation dealing with conflict of interest and/or

ethical problems.

The online Research Ethics module from the National



, q

measure student level of satisfaction with the preparation

that the program provides on the social responsibility

competencies, stated that they were very satisfied and

satisfied with the preparation received. This comparesfavorably with the expected outcome of 80% or more.

A rubric was used to measure social responsibility in aworkshop with research learning objectives. Students

obtained an average score of 91% in this criterion. Thus,

the expected outcome of 70% was met.

2009-2010


Institute of Health (NIH) will be assigned.

2009-2010

Corresponding transforming actions will be submitted

by the end of the second semester.



College of Business Administration Academic Programs Findings Transforming Actions

Business Administration Core (7

programs)

2008-2009

A case study was used to assess social responsibility and

2008-2009

Faculty members will validate the rubric used to




ethics using a rubric in the CONT 3105 course. Findings

revealed that 95% of the students can describe the situationor problem with certainty, and, although in lesser degree,

can formulate different courses of actions (79%). Thus, theexpected outcome of 70% or more in the rubric was met.

2009-2010


ethics using a rubric in the CONT 3105 course. Findings

revealed that 85% of the students can describe the situation

or problem with certainty. Thus, the expected outcome of

70% or more in the rubric was met.

Students showed difficulty in identifying the subject and the

interested party when analyzing ethical situations.

Faculty members will validate the rubric used to

assess ethical competencies in the Accounting course.

2009-2010

Social responsibility and ethics learning objectives

will be included in the courses’ syllabi.

Assessment exercises on specific courses such as basic

Accounting (first year) and Finance (second year) willtake place.

Move the course on ethics, which is actually offered inthe last year of the core curriculum of the Business

Administration College, to the first years of the

curriculum.

Emphasize analysis skills when discussing ethicalissues by the use of case studies.


Results from a case study to assess ethics and social

responsibility competencies are in the process of beinganalyzed.

2009-2010

Results will be available by the end of the second

semester.



College of Natural Science


Computer Sciences 2008-2009

Many of the students showed a poor attitude towards

2008-2009

Some of these results were found in the Spring



Many of the students showed a poor attitude towards

academic ethics in a group discussion (Spring 2008) as

measured in a questionnaire in CCOM 3982 course.However, students in the CCOM 3981 course had a much

better attitude towards ethics.

2009-2010

In a questionnaire given prior to group discussions in

CCOM 3982 course, findings revealed that 25% of the

students showed a positive attitude towards ethics.

Students from the CCOM 3981 course participated in the

analysis of case studies situations prepared by the SocialScience Department of the College of General Studies. 14 of

19 students (74%) that participated showed a positive

attitude towards ethics in general. Since the goal was that atleast 70% of students showed a positive attitude, the


Some of these results were found in the Spring

Semester of 2009 in the CCOM 3982 course. The

Department took immediately action and moved thediscussion of ethics to the second week of the first

semester of the seminar of Computer Science (CCOM3981). This action will allowed freshman students to

acquire a positive attitude towards ethics as they begin

their university studies.

2009-2010



Environmental Sciences 2009-2010

Students from the CINA 3005 course participated in the

analysis of case studies situations prepared by the Social

Science Department of the College of General Studies.

Findings revealed that 75% of the students obtained a score

of 3 or more points in a 4 point scale in the rubric used.

Since the goal was that at least 70% or more of students

obtained 70% or more on the rubric, the expected outcome

was met.

2009-2010

Ethical and social responsibility issues will continue to

be discussed in all Environmental Sciences courses.

Interdisciplinary Program in Natural

Sciencess

2009-2010

Students from the CINA 3005 course participated in the

analysis of case studies situations prepared by the Social

2009-2010





Science Department of the College of General Studies.

Findings revealed that 75% of the students obtained a score

of 3 or more points in a 4 point scale in the rubric used.

Since the goal was that at least 70% or more of students

obtained 70% or more on the rubric, the expected outcome



was met. Information and Journalism 2008-2009

Ethics and social responsibility competencies were assessedin COPU 4045 course, Advanced Seminar in

Communication, in the final project

that consisted in writing a news article, a report, a chronicle

and an essay. Findings revealed that students obtained an

average score of 3.81 points (76%) and 4.13 points (85%) in

the criteria assessed. Thus, the expected outcome of 70%

or more was met.

2009-2010

Ethics and social responsibility competencies were assessedin the Journalism Supervised practicum. Findings revealed

that students obtained 4 point (80%) in a five point scale.

Thus, the expected outcome of 70% or more was met.

2008-2009

The assessment process revealed the need to include atheoretical-basis course in the Journalism area that

will be named Introduction to Journalism. This course

will emphasize ethical values in the profession.

2009-2010

Continue emphasizing social responsibility ethicalvalues in the profession.

Public Relations and Advertisement 2008-2009

Ethics and social responsibility competencies were assessed

in COPU 4045 course, Advanced Seminar in

Communication. Findings revealed that students obtained an

average of 3.6 points (90%) in a four point scale in thecriteria assessed. Thus, the expected outcome of 70% or

more in the rubric was met.

2008-2009

The Public Relations and Advertisement program is

analyzing the curricular content and as a result of this

assessment process, a series of courses had been

modified to include research skills and also emphasize on ethical issues.

The courses are:

REPU 4018 - Introduction to Public Relations and

Advertisement.

REPU 4076 - Design and Production of

Advertisement.

REPU 4155 - Media planning

REPU 4165 - Public Relations Campaign

REPU 4166 – Advertisement Campaign

REPU 4147 - Public Relations Writing

REPU 4025 – Advertisement Writing



2009-2010


2009-2010





y

Audiovisual Communications 2009-2010

The assessed scripts reflect themes that include social,

economical and political problems, and situations faced byPuerto Rico as a nation. When assessing student exercises,

findings revealed that students obtained on average score of

more than 75%. Thus, the expected outcome of 75% or

more was met.

The analysis of the rubrics used, shows that students are

conscious of the complexity of the present society.

The plots of the assessed scripts integrate different

perspectives and scenes framed in debates related to actual

social problems.

2009-2010

Discussion of important issues for the Puerto Rican

and international community, as well as its inclusionor absence in mass media, will continue to be

encouraged.

Emphasis in the inclusion of topics, situations, and

characters with roots in social problems discussed in

the media will be continued.

According to ethics, diversity, and social

responsibility concepts a Cinema Seminar was

created. It will be offered in August 2010: Cinema

Seminary COMA 4815.





Teachers Preparation programs (23) 2007-2008

In a test developed by the CEEB to evaluate the writing

2007-2008

Results from the disposition test (SEDeRe) will be



p y w g

skills and dispositions of the incoming teacher candidates

class offered in August 2007 (SEDeRe), findings were:

The average score obtained by 242 teacher candidates of theUPR-RP Campus (almost 50% of the incoming class) was

48 points, in a scale from 20 to 80 points; an average score

below mean of the test (50 points). The Office of Evaluation

of the College of Education analyzed the results obtained by

these students in order to identify tendencies and take the

necessary course of action. Thus, although the expected

outcome was not met, it is important to point out that the

assessed students are beginning their College studies.

p ( ) w

presented in the Assessment of Student Day Faculty

Meeting in September 19th, 2008 with the

corresponding representatives and academic officials

in order to interpret results and identify the course of action. One of the immediate actions is to plan a

meeting with the field experience courses professors

(EDFU 3002, Learning Foundations, EDES 4006,

Education of the Exceptional Child), and in

Prepracticum and Practicum courses in order to

discuss the findings of this test and to obtain

observation and recommendation from the professors.

Also, study the feasibility of developing an assessment

measure comparable to the one used in the test to

evaluate student academic progress.

Identify outliers in order to help them in their

academic formation as well as to encourage exemplarystudents.



Architecture

Academic Programs Findings Transforming Actions Enviromental Design 2009-2010

Assessment data is in the process of being analyzed. 2009-2010




p g y p g g




Logical-mathematical reasoning





Biology 2009-2010

Pre and post tests were used to assess logical-mathematical reasoning skills in four sections of

the Biology 3349 course. Findings revealed no

significant increase in the post test mean scores

obtained by students. These findings could be aresult of different teaching emphasis regarding

logical-mathematical reasoning objectives. A t-

test was used for each section. Students’ scoresdid not increase significantly in three of the

sections. Nevertheless, a significant increase wasobserved in one of the sections. Thus, the

expected outcome of a significant increase in

all sections was not observed.

2009-2010

Coordinated examinations will be arranged in all BIOL 3349 sectionsin order to comply uniformly with the objectives of the course, in

particular with the logical-mathematical reasoning objective.

Learning activities to promote logical-mathematical reasoning skillswill be incorporated to all Biology courses, beginning with the General

Biology course (BIOL 3101).

Analyze the proportion of students who have approved the Statistic

course by section and discussed these findings with the facultymembers of the Mathematics Department of the College of Natural

Sciences.


Students’ answers to a higher level cognitivequestion were assessed in the final exam of

MATE 3325 course in which students had to

identify the hypothesis and theorem

consequences. The “SkyMath Scoring Rubric for open-ended items” was used to assess thisquestion. Findings revealed that 4 out of 9

students (44%) obtained three points or more in a

four point scale. Since the expected outcome was

that at least 66% of students obtain scores of threepoints or higher, the goal was not met.

Students’ answers to a higher level cognitivequestion were assessed in the final exam of

MATE 5001 course in which students had toidentify the hypothesis and theorem

consequences. The “SkyMath Scoring Rubric for

2009-2010




open-ended items” was used to assess thisquestion. Findings revealed that 4 out of 6

students (67%) obtained three points or more in a

four point scale. Since the expected outcome was

that at least 66% of students obtain scores of three

i t hi h th l t



points or higher, the goal was met.

A questionnaire was used to assess students

satisfaction level with the preparation theyreceived from the Program related to logical-mathematical reasoning skills. One hundred

percent of students surveyed (n=8) stated that

they were very satisfied or satisfied with thelogical-mathematical reasoning capacity,

familiarity with diverse mathematics fields,

mathematics knowledge and application of

concepts and mathematical models to real life

situations received by the Program. Only one

student stated to be very satisfied with the last

criterion. Thus, the expected outcome was met. Interdisciplinary Program in

Natural Sciences2008-2009

In the Mathematics Aptitude Test section of the

CEEB, required for Campus admission, findings

revealed that of the 117 students admitted to this

Program, 26 obtained scores from 700-800, 67

obtained scores from 600-699, and 24 obtainedscores from 500 and 599. Therefore, all the

students admitted to this program obtained scores

above the average (500) in this section of the

CEEB exam.

A 10 items diagnostic test was use to assess

students’ statistical analysis in the Biology

General course (BIOL 3101). Findings revealed

that the average score obtained by student was 5

points in a ten-point scale. Therefore, since the

expected outcome that students obtained an

average score of 7 points or more it was not

met.



2009-2010

A rubric was used to assess laboratory reports in

the General Biology course (BIOL 3101).


d bt i d f 2 i t i

2009-2010

Increase the number of sections in which the rubric is used to assess

this criterion.



assessed obtained an average score of 2 points in

a three-point scale. Since the expected outcome

was that at least 70% of the students obtain an

average score of 2 points or more in the rubric,the goal was met.

A four-point rubric was used to assess

mathematical-logical reasoning in three

laboratory reports of the FISI 3013 course.


assessed obtained an average score of 3 points or

more in the first report, 88% in the second, and

90% in the third report. Thus, the expected

outcome that 70% of the students obtain an

average score of 3 points or more in the rubricused was met in every occasion.

A four-point rubric was used to assess

mathematical-logical reasoning in two laboratoryreports of the FISI 3014 course. Findings revealed

that 100% of the students assessed obtained an

average score of 3 points or more in two

laboratory reports assessed. Thus, the expected

outcome that 70% of the students obtain anaverage score of 3 points or more in the rubric

used was met in both occasions.


this criterion.


this criterion.





General Studies Bachelor Program 2009-2010

Pre and post tests were used to assess logical-

2009-2010

A similar activity to assess students’ skills in relation to logical-



mathematical reasoning and quantitative analyses

in ESGE 3008 course. Findings in both tests

respectively were:

Linear graph interpretation - 2.52 points (63%);3.50 points (88%).

Sampling methods - 2.55 points (64%); 3.40 points

(85%)

Frequency graph interpretation - 2.14 points

(43%); 3.58 points (72%)

Sample descriptive statistics – 0.63 points (21%);

1.91 points (64%)Total Scores – 7.85 points (49%); 12.40 points

(78%)

An increase in the post test scores was observed. Aperformance level of 70% was observed in allcriteria assessed with the exception of sample

descriptive statistics. An increase in student

learning was observed after the content knowledgewas discussed in the classroom.

mathematical reasoning and its application to other disciplines will be

scheduled for next academic year.



Technology integration







Technology integration was assessed in MATE4995 course. Findings revealed that 6 out of 7

students (86%) obtained a performance level of

75% or more in the rubric used. Since the expected

outcome was that at least 70% of the students

obtained a performance level of 75% or more in the

rubric, the goal was met.

A questionnaire was used to assess students’satisfaction with the preparation they received by

the Program regarding this domain. Findings

revealed that 6 out of 8 students (75%) stated thatthey were satisfied or very satisfied in relation with

their management of information and

bibliographical sources. Seven out of 8 students

(87.5%) indicated that they were satisfied or very

satisfied with their formation regarding the use of the computer. Thus, the expected was met in both

criteria assessed.

2009-2010

Continue offering the needed academic preparation regarding thesecompetencies.






In a comprehensive exam in the ADSO 3054,

t d t ’ t h l i t ti kill

2008-2009

Increase the number of students that obtained a performance level of

90% i thi t t



students’ technology integration skills wereassessed. Findings revealed that 94% of the

students obtained a performance level of 90% or

more. Therefore, the 70% performance levelexpected outcome was met.

90% or more in this test.

A post test will be administered the first week of the ADSO 4049 course

to compare pretest results.



Globalization



Offi S t M t 2009 2010 2009 2010




Globalization skills were assessed in a project in

which student had to apply this criterion in theADSO 3055 course. Findings revealed that 64% of

the students obtained a performance level of 90%

or more and that 18% of the students obtained a

performance level of 80% or more. Therefore, the

expected outcome that at least 70% of the

students obtain a performance level of 70% or

more was exceeded.

2009-2010

Increase the percentage of students that obtained a performance level of

80% or more in the rubric.



Appreciation, culture and commitment to the values and ideals of the Puerto Rican society, Caribbean and

International context

Education




Teacher Preparation Program (23) 2008-2009

An essay type test developed by the CEEB was used

to evaluate teacher candidates’ dispositions in order to

measure their acknowledgement of diversity among

students, the acceptance of differences between them,

and equity among students with diverse needs by

means of teacher planning and its assessment. This

test was offered in January 2009. Results have not

been received, and thus we do not have the

corresponding analysis by the time this report wassubmitted to the OEAE.

A rubric was used to measure student’s fieldexperiences in a pilot group (n=20) of the EDFU 3002

course. Findings revealed that in one of the two

criteria related to the assessment of teacher candidatesdispositions, 75% of students obtained an average

score of 4 points or more in a six-point scale (4 =good; 5 = very good; 6 = outstanding). In the second

criteria measured, 70% of students obtained an

average score of 4 points or more. Thus, the expected

outcome that 70% or more of students obtain 4

points or more in the rubric was met.

2009-2010

A rubric was developed to assess field experiences in

the Human Growth and Development (EDFU 3002)

course. By the end of the second semester of this

academic year we will obtain the first results of this

assessment.

2008-2009

Once results are obtained, they will be analyzed to identify

students’ needs and discussed them with the professors,

especially with those who teach field experience courses such

as EDFU 3002, EDES 4006, and EDPE 4121 (Pre-Practicum)

and Teacher Practicum courses. Results will be disseminated

and discussed with faculty members for them to take

appropriate actions geared to strengthening the necessary future

teacher candidates’ dispositions.

The Field Experience courses’ Coordinator is analyzing the

results of this assessment in collaboration with the College of

Education Assessment Coordinator in order to improve the

rubric and to identify resulting implications in the design of

field experiences courses. Also, follow-up to students who did

not obtain a satisfactory evaluation will be offered with the

purpose of strengthening their progress in future upper level

field experience courses (EDES 4006, EDPE 4121). Rubrics for

these courses are being developed to continue including

assessment of teacher candidates’ dispositions trough thecurriculum. In addition, a revision of the rubric that will be

used in the academic year 2009-2010 was made.

2009-2010

Findings from the CEEB dispositions test revealed that teacher

candidates’ dispositions should be assessed in practicalexperience. Therefore, it was decided that teacher candidates’dispositions are going to measure in courses with field

experiences.




Ongoing Learning





cade c og a s d gs a s o g ct o s


Ongoing learning was assessed in graduatesregarding their participating after graduation in

professional education activities and in

memberships to any professional organization

related to nutrition and dietetics. The expected

outcome was that 85% of the students will join a

professional organization, College of Nutritionist

and Dieticians of Puerto Rico (CNDPR, anorganization from the American Dietetic

Association) and that at least 50% of the students in

their third and fourth years of study attend at least

one educational activity. Findings revealed that in aquestionnaire administered in HOEC 4085 course

75% of students the assessed attended at least oneprofessional activities; 100% of the third and fourth

years of study students joined the CNDPR, 95% of graduates that returned the survey took continue

education courses, and 95% of graduates that

returned the survey are members of the CNDPR.

Thus, the expected outcome was met in all

occasions.

2009-2010

Encourage students to continue participating incontinue education and professional activities.




Capacity for independent Studies




Programs Findings Transforming Actions

Business Administration Core (7 programs) 2008-2009

Data for this domain was gathered, and is in the

process of being analyzed.

2008-2009

Improve the assessment process of this domain.







In a rubric used to measure capacity for independent

study in the preparation and delivery of an oral

2008-2009

Other assessment activities are needed given that

students’ participation in research projects only



study in the preparation and delivery of an oral

presentation of an assigned topic, findings revealed

that all students were competent as defined in the

rubric.

This domain was also measured in students’participation in research experience projects. Of

the16 computer science students participating in this

type of projects, 8 of them are junior or seniors as

informed in a questionnaire addressed to researches.

Each student participating in research projects gavean oral presentation of their research

participation/collaboration experiences.

students participation in research projects onlyprovides information of current students; no

information is gathered from graduates.




Intellectual curiosity

Programs Findings Transforming Actions





In a rubric used to measure intellectual curiosity inthe preparation and delivery of an oral presentation

of an assigned topic for independent study, findings

revealed that all students were competent as

defined in the rubric.

The assessment of this domain was also assessed in

the attendance of students to departmental researchtalks (seminars given by graduate students and

professors of the Program). Findings revealed that

18% of current students attended the talks. The

expected outcome of this activity (50% of attendance) was not met.

A questionnaire was used to measure students’interest in pursuing graduate studies. Findingsrevealed that 35 of 43 students (82%) that answer

the questionnaire indicated that they are interested in

pursuing graduate studies. Since pursuing graduatestudies is an indicator of intellectual curiosity

capacity among students, the expected outcome of

this activity (50% or more that show interest in

pursuing graduate studies) was met.

2008-2009

Series of student’s talks will be organized once ayear to keep developing the research community in

this Department.

Professors will encourage students in their courses

to attend the departmental talks.

Continue encouraging undergraduate students to

pursue graduate studies.







Students’ intellectual curiosity was assessed in their involvement in research projects with their

2009-2010

Continue motivating students to participate in

research projects, nutrition fairs and in other



involvement in research projects with their

professors, participation in nutrition fairs and other

nutrition related activities. Findings revealed that in

HOEC 4085 course, 20 of the students are involvedin special research projects with their professors;

100% of the students stated that they have

participated in research projects, in nutrition fairs or

in others nutrition related activities. Since the

excepted outcome was that at least 100% of the

students have participated or collaborated in a

research project, nutritional fairs or other nutritionrelated activities, the expected outcome was met.

At present, the Graduate & Employer Survey does

not measure research projects participations orcollaboration.

research projects, nutrition fairs and in other

nutrition activities for the community.

Encourage and motivate students through courserelated workshops to continue graduate studies.

Review Graduate & Employer Survey to include

research participations or collaborations.




Information Literacy

College of Natural Science




Interdisciplinary Program in Natural Sciences 2009-2010

When assessing information literacy competenciesin General Biology (BIOL 3101) laboratory reports

using a rubric, findings revealed that 63% of the

students assessed obtained two or more points in a

three-point scale. Thus, the expected outcome that

70% of the students obtain 2 points or more in

the rubric was not met.

2009-2010

The Program requested the General BiologyLaboratory Coordinator to assess this domain using

the rubric in all sections, since only five sections

were assessed in this occasion.


When assessing information literacy competencies

in the development of oral presentations in the

classroom using a rubric, findings revealed that 6out of 7 students (86%) obtained a performance

level of 75% or more according to the rubric. Since

the expected outcome was that 70% of students

achieve a performance level of 75% or more, the


Using a questionnaire to assess satisfaction level of

graduates from this Program, regarding the

information literacy preparation received, 6 out of 8

students (75%) indicated that they were satisfied

with the formation received regarding managementof information and bibliographical resources. Since

the expected outcome was that 70% of the students

assessed achieved a performance level of 75% or

more, the expected outcome was met.

2009-2010

The Mathematics Programs will submit the

corresponding transforming actions by the end of

this academic year.






Business Administration Core (7 programs) 2008-2009

Data for this domain was gathered in the first course

of a sequence of two Statistics courses (ESTA

2008-2009

The data gathered will be analyzed by the end of this

academic year.



q (

3041). The data is in the process of being analyzed.

y






Teacher Preparation Program 2008-2009

The Standardized Assessment of Information

Literacy Skills (SAILS) test was administered to

2008-2009

The EDFU 4007 course will be revised in order to

incorporate findings from the SAILS test. Students



y ( )

two groups of the EDFU 4007 course. Both groups

(A & B) were similar in terms of students from the

same cohort. Students from group A obtained betterscores than students from group B (in 19 of the 36

items), while that students from group B obtained

better scores in 12 of the 36 items. There were 5

items in which no difference between both groups

was observed. Although findings revealed that

group A students obtained better scores than

students from group B, the difference is notsignificant.

Results from this test suggest that:

1) There are differences regarding previousmastery of information literacy skills betweengroups;

2) Workshops and course experiences did not have

a significant impact in the development of information literacy skills between participants.

3) Some items were not appropriate and should be

modified.

2009-2010

The Standardized Assessment of Information

Literacy Skills (SAILS) test was administered to

p g

will be required to take this course beginning 2009-

2010 as part of the revision of the Baccalaureate

Degree.

As part of the Integration of Literacy Competencies

to the Curriculum Program (PICIC, its Spanish

acronym) a group of 14 professors of core courses

will be trained during the first semester of the 2009-

2010 academic year in the integration and

assessment of these skills. This group of professorshould revise their courses, which should be offered

in the second semester of the 2009-2010 or firstsemester of 2010-2011 academic years. Assessment

data will be gathered during this period.

Different assessment instruments, besides the

SAILS test, are being developed to assess

information literacy skills. Also, rubrics to assessthe use of peer reviewed references in course

projects (essays, monographs, reports, and

presentations) and the evaluation of different

information sources related to central topics of these

courses will be developed.

A deeper analysis of these results (item by item) willbe made in order to identify areas with particular

needs that should be improved either in item

development, course experiences or in the

information literacy skills workshops.

2009-2010

The EDFU 4007 course was revised in order to

include findings from the SAILS test




assess information literacy skills. Data was gathered

in the first semester and it is in the process of being

analyzed.

administrations results. This is a required course

since the 2009-2010 academic year.

As part of the Integration of Literacy Competencies

to the Curriculum Program (PICIC, its Spanish

acronym) a group of 14 professors of core courses

t i d d i th fi t t f th 2009



were trained during the first semester of the 2009-

2010 academic year in the integration and

assessment of these skills. This group of professorsshould revise their courses, which should be offeredin the second semester of the 2009-2010 or first

semester of 2010-2011 academic years. Assessment

data will be gathered during this period.

Different assessment instruments are being

developed to assess the use of peer reviewed

references in course projects and to evaluate

different information sources.




Content Knowledge, Skills or Dispositions Competencies in the Academic Programs - Graduating students will demonstrate an in-depth

knowledge of the content they learned as part of their academic experience. They demonstrate their knowledge through inquiry, critical analysis, and

synthesis of the subject. Students demonstrate behaviors that show that they have acquired the dispositions that responsible citizens show. They also

demonstrate the necessary skills that support the content knowledge acquired in their disciplines



demonstrate the necessary skills that support the content knowledge acquired in their disciplines.



Chemistry 2008-2009

1. Content Knowledge

Student answers to two higher cognitive level

questions were assessed in a partial exam of the

General Chemistry I & II courses (QUIM 3001

and QUIM 3002). Findings revealed that students

obtained an average performance level of 81%

and 77%, respectively. Since the expectedoutcome was that 70% of the students should

obtain 67% or more in selected questions, the


Student answers to two higher cognitive level

questions were assessed in the final exam of the

General Chemistry courses I & II (QUIM 3001

and QUIM 3002). Findings revealed that students

obtained an average performance level of 72%and 65%, respectively. Since the expected

outcome was that 60% of the students shouldobtain 50% or more in selected questions, the


The American Chemical Society (ACS)standardized comprehensive exam was used to

assess content knowledge in the General

Chemistry courses (QUIM 3001 and QUIM

3002). Findings revealed that 48% of the students

who took the test obtained an average score of

2008-2009


Higher cognitive level questions will continue to be included and

assessed in partial and final examinations of the General Chemistry I &

II courses (QUIM 3001 and QUIM 3002).

The ACS exam was offered as an optional experience to increase thegrade obtained by students in the course. Students with high average

scores did not took the exam. This test can be used as the final exam in

the General Chemistry I & II courses (QUIM 3001 and QUIM 3002).




50% or more. Since the expected outcome was

that at least 60% of the students achieved an

average performance level of 50% or more in the

test, the expected outcome was not met.

2. Laboratory skills 2. Laboratory skills



Laboratory skills were assessed in the practical

exam offered at the end of the semester inGeneral Chemistry laboratory courses (QUIM

3001L and QUIM 3002L). Findings revealed that

88% and 92% students respectively reached aperformance level of 70% or more. Since the

expected outcome was that 80% of the students

obtained 70% or more in this exam, the expected

outcome was met.

2009-2010


When assessing content knowledge in the first

semester of the General Chemistry course (QUIM3001) in the final examination, findings revealed

that 62% of the students (n=71) obtained anaverage score of 65% or more in the test. Since

the expected outcome was that 60% of the

students obtain an average score of 65% or more,

the expected outcome was met.

When assessing the approval rate of the first

semester of the Organic Chemistry course (QUIM

3451), findings revealed that 66% of the students

approved this course with a C grade or higher.

Since the expected outcome was that at least 60%

of the students approve the course with a C grade

or higher, the expected outcome was met.


Suggest to the Chemistry 3001L and QUIM 3002L laboratory

coordinator to consider if the expected outcome can be raised.

Gather assessment data from the practical laboratory examinations in

the Analytical Chemistry and Organic Chemistry I and II laboratorycourses.

2009-2010

Continue carrying out learning activities in order to maintain or

increase the performance level obtained by the students.




semester of the Organic Chemistry course (QUIM

3451), findings revealed that 66% of the students

(n = 103) approved this course with a C grade or

higher. Since the expected outcome was that at

least 60% of the students approve the course with

a C grade or higher the expected outcome was



a C grade or higher, the expected outcome was

met.


semester of the Analytical Chemistry course

(QUIM 3255), findings revealed that 70.2% of

the students (n = 57) approved this course with an

average score of 70% or higher. Since the


students approve the course with an average score

of 70% or higher, the expected outcome was

met.

2. Laboratory skills

Laboratory skills were assessed in the practical

examination offered at the end of the semester of

Organic Chemistry laboratory course (QUIM3451L). Findings revealed that 82% students

(n=98) obtained 15 points or more, in a 20 pointscale. Since the expected outcome was that at

least 80% of the students obtained 15 points or

more, the expected outcome was met.

Physics 2008-2009


When assessing theoretical foundations using arubric in laboratory reports of the FISI 3173-74

courses, the average score obtained was 3.7points in a four point scale. Thus, the expected

outcome of 3.2 or points or more was met.

2008-2009


The course combines conference, discussion and the collective solutionof physics problems resulting in a satisfactory of content mastery. The

Physics department provides tutoring through teaching assistances tostudents with special needs in any of the above areas.




Students obtained on average a B grade in the

FISI 3173-74 courses. Since the expected

outcome was that on average students should

obtain a B grade or higher, the expected

outcome was met.

When assessing theoretical foundations using a

Since each laboratory experience is important to learn Physics

concepts, students are provided opportunities to take missed laboratory

experiences in order to avoid knowledge gaps.

The Intermediate Physics Laboratory courses (FISI 4076 77) provide



When assessing theoretical foundations using a

rubric in laboratory reports of the FISI 4076-77

courses, the average score obtained was 3.2points in a four point scale. Thus, the expected



FISI 4076-77 courses. Since the expected

outcome was that, on average, students shouldobtain a B grade or higher, the expected

outcome was met.

2. Knowledge, skills, techniques and handling

of laboratory technical equipment

When assessing data gathered from experiments

using a rubric in laboratory reports of the FISI

3173-74 courses, the average score obtained was

3.8 points in a four point scale. Thus, the

expected outcome of 3.2 or points or more was

met.



4076-77 courses, the average score obtained was3.4 points in a four point scale. Thus, the


met.

The Intermediate Physics Laboratory courses (FISI 4076-77) provide

students the opportunity to develop proactive skills and experimental

abilities when working in pairs. Also, it is required that students haveto study each topic prior to the experiment and assemble the

experimental setting by themselves under the supervision of the

professor. In this process students implement and strengthen learnedconcepts in previous courses.

2. Knowledge, skills, techniques and handling of laboratory

technical equipment

Continuous emphasis in the mastery of knowledge, skills, techniques

and handling of laboratory equipment technical will be given in

Physics laboratory courses.

The Intermediate Physics Laboratory courses (FISI 4076-77) provide

students the opportunity to develop proactive skills and experimental

abilities when working in pairs. Also, it is required that students haveto study each topic prior to the experiment and assemble the

experimental setting by themselves under the supervision of the

professor. In this process students implement and strengthen learnedconcepts in previous courses.




2009-2010



FISI 3171 course. Since the expected outcome

was that on average students should obtain a B

2009-2010


Advanced students of the Physics Student Association will offer

tutoring to those students with special needs in order to improve their

understanding and mastery of Physics concepts Also students who




grade or higher, the expected outcome was

met.


FISI 3173 course. Since the expected outcome


grade or higher, the expected outcome was

met.

Two Physics major students enrolled in the FISI

4051 course obtained an A grade. Since the

expected outcome was that on average students

should obtain a B grade or higher, theexpected outcome was met.

When assessing theoretical foundations using arubric in laboratory reports of the FISI 4076

courses, the average score obtained was 3.2

points in a four point scale. Thus, the expected


Students obtained on average an A grade in the

FISI 4076 courses. Since the expected outcome

was that on average students should obtain a Bgrade or higher, the expected outcome was

met.

2. Knowledge, skills, techniques and handling

of laboratory technical equipment



3173 courses, the average score obtained was 3.2

understanding and mastery of Physics concepts. Also, students who

obtained a C grade will be assign two teacher assistants of the

Department of Physics to support them in advanced Physic courses.

Continuous emphasis in the mastery of content knowledge in this

course, especially in rotational dynamics topics, will be offered in

Intermediate Physics courses.

The need to understand some concepts of Physics taught in this course

will be discussed with students in order to improve the grade they

obtain.

The assessment process revealed that the speed of light concept of wasa very difficult for student to understand. Continuous emphasis should

be given to the mastery of content knowledge in this course, especially

in this topic.

In order for students to have a better understanding of Physics

concepts, learning activities will be provided to those students who

obtained a C grade or less.

2. Knowledge, skills, techniques and handling of laboratory

technical equipment


and handling of laboratory technical equipment will be given in

Physics laboratory courses in order for students to obtain better grades.




points in a four point scale. Thus, the expected




4076 courses, all students obtained a score of 3.2

points or higher in a four point scale Thus the


and handling of laboratory technical equipment will be given in

Physics laboratory courses in order for students to obtain better grades.



points or higher in a four point scale. Thus, the


met.

Enviromental Sciences 2009-2010

When assessing students’ answers to a higher cognitive level question of the final examination

of the CINA 3005 course, findings revealed that

61% of the students obtained an average score of

2 points or more in a three point scale rubric.

Since the expected outcome was that at least

70% of the students obtain an average of two

points or more in this question, it was not met.

2009-2010

Thirty six students took the final examination of the CINA 3005

course. Of these students, only 18 answered the selected assessment

question offered as a bonus. Since the answer to this question was

optional, the participation of students and the quality of the answer

provided could have resulted in the observed low participation.

Therefore, as a transforming action for the second semester of

academic year 2009-2010, this question will be part of the exam, not

an optional bonus question.Computer Sciences 2008-2009

1. Programming Skills

When assessing students’ answers to anexamination problem in CCOM 3034 course


students are competent as defined in the rubric.

The expected outcome was that at least 70% of the students are competent as defined in the

rubric, the goal was met.

When assessing students’ answers to an

examination problem in the CCOM 3029 course


students are competent as define in the rubric.


of the students are competent as defined in the

rubric, the goal was not met.

2008-2009

No need to take action at this time.




2009-2010

1. Knowledge of the subject

The ability to develop, analyze and evaluate

algorithms, for solving problems or performing

tasks was assessed in an examination problem in

2009-2010

1. Knowledge of the subject

The Department understands that there is a “gap” between the CCOM3034 (Data Structures) course and the higher level courses. The

students have problems with large projects The Department decided



tasks was assessed in an examination problem in

the CCOM 5050 course using a rubric. Findings

revealed that 4 of 8 students (50%) werecompetent in this outcome as define in the rubric.


of the students are competent as defined in the

rubric, the goal was not met.

When assessing students’ answers to an

examination problem in the CCOM 3030 course


students were competent as defined in the rubric.


of the students are competent as defined in therubric, the goal was not met.

When assessing students’ answers to anexamination problem in the CCOM 3034 course


students were competent as defined in the rubric.Since the expected outcome was that at least 70%

of the students are competent as defined in therubric, the goal was not met.


Six out of 16 students (38%) that took the new

course CCOM 3030 were competent in this

outcome as defined in the rubric. Since the


students are competent as defined in the rubric,

the goal was not met.

students have problems with large projects. The Department decided

that, in the future, this outcome will be assessed in CCOM 3034 course

through a project. It is also noticed that students that took the CCOM5050 course in Spring 2009, did not take the CCOM 3030 course; this

new required course could improve the student’s performance in thisoutcome. However, the Department will meet to further discuss and

analyze these findings.

The problem given in the exam was a difficult problem considering

that they were freshman students; it required sorting and this topic is

not taught in this course. After discussing this topic, a problem will be

assigned in the CCOM 3030 course to see how the students approach

the problem. A similar problem will be assigned in the next course

(CCOM 3033 or CCOM 3034) and results will be compared.

Even though most of the students in this group approved CCOM 3030,

they are not competent in this outcome. After studying the descriptorsof CCOM 3030, 3033, 3034 courses, the Department realized that

specific learning outcomes for algorithm design are not included in

neither CCOM 3030 nor CCOM 3034 course. Also, the amount of timedevoted to the algorithms topics in CCOM 3033 course has to be

increased. The descriptions of the courses will be modified to deal withthese findings. Also, in the future students will be required to include

the algorithm or flowchart of the programs designed in the homework

assigned for these courses.


No new action will be taken at this time. The outcome will be

measured again in the Spring 2010 when most of the student will have

taken the new course and results will be compared.







Content knowledge was assessed in the

2009-2010




Content knowledge was assessed in the

analysis of a piece of art submitted by 47

students of this Program using a rubric.Findings were the following:

Content:

Excellent/Good: 33/47 = 70%Satisfactory/Must improve: 14/47 = 30%

Description:Excellent/Good: 28/47 =60%


Interpretation:

Excellent/Good: 24/47 = 51%Satisfactory/Must improve: 23/47 = 49%

Originality:Excellent/Good: 18/47 = 38%


Therefore, only the content criteria in the rubric

used met the 70% expected outcome. Thus, the

expected outcome of content knowledge

domain was not met.


monographs, and essays in themes pertinent to the study of this

and other related disciplines.

The examinations of Art History courses will include essay type

questions in which students’ deep content knowledge will be

assessed.

English Communication and Linguistics

2008-2009

Written communication skills pertinent to athorough understanding of the English language

in which students’ capabilities to articulatestructured statements were assessed using arubric. Findings revealed that 8 of 8 students

(100%) performed as competent as defined in the

rubric. Thus, the expected outcome of 70% or

more was met.

2008-2009

Increased the number of students assessed.





Written communication skills pertinent to a

thorough understanding of the English language

in which students’ capabilities to articulatestructured statements were assessed using a

rubric. Findings revealed that 8 of 8 students

2008-2009

Increased the number of students assessed.



rubric. Findings revealed that 8 of 8 students

(100%) performed as competent as defined in the

rubric. Thus, the expected outcome of 70% ormore was met.

Fine Arts 2009-2010

Two content knowledge questions of

contemporary art topics were selected and placedin an electronic discussion forum in the Yahoo!

platform in order to assess student’s answers.Findings revealed that 8 out of 15 students (53%)

of the students assessed did not meet the 70%

expected outcome for this domain. Thus, the


2009-2010

This course should be given twice weekly instead of the actual once a

week in order to develop critical thinking skills through the constantfeedback to the students by the professor. The courses offered once a

week cannot maintain the needed concentration and frequency in theapproach of critical and philosophical issues that stem from the

presence of the professor in the course, conditions present in a course

that meets twice a week.

Online support must be given to maintain discussion forums for this

course.

Music 2009-2010

Assessment of students’ music skills using arubric will take place the second semester of the

2009-2010 academic year. The expected outcome

for this domain is that 70% of students achieve a

performance level of 70% or more in the rubric.

2009-2010


second semester.


1. Effective Theater Communication

Students’ participation in a theater plays was

filmed. Students had the opportunity to auto

evaluate their acting performances. Findings

revealed that all the students who participated inthe filming process of the theater play benefitted

from the experience according to answers

2009-2010

1. Effective Theater Communication

Increase the filming process to other Performing Arts courses, such as

the Illumination course, since the assessment experience allows

students to reflect on his or hers performance in order to improve it.




provided by students to a questionnaire provided

towards this end. Thus, the expected outcome

was met.


In the History of Theater course, essay type


Increase to 90% the number of students who should answer correctly



y , y yp

examinations were used to provide evidence of

students’ theater knowledge. The expected

outcome for this domain is that 75% of students

achieve an average score of 70% or more in all

the criteria assessed in the rubric. Results of thisassessment will submitted by the end of the

second semester.

In the acting course, open questions were used in

an essay type examination to assess student’sknowledge of theater vocabulary. Findings

revealed that 80% of the students showed mastery

of this type of vocabulary in their answers tothese questions. Thus, the expected outcome of

70% or more was met. After receiving

immediate feedback, 10% of the students that did

not reached the expected performance level in the

first assessment, showed knowledge of the theater

vocabulary in the second instance.

y

this type of questions.

Increase to 90% the number of students that show mastery of theater

vocabulary through practice exercises and written assignments.






Recreation 2008-2009

When assessing the knowledge of concepts such

2008-2009

The student who showed a low performance level will be summon



g g p

as leisure time, free time, and recreation in RECR

3820 course, only two students were evaluated.One student showed a performance level over the

average and the other one below the average, as

stated in the rubric. Thus, the expected outcome

was not met.

2009-2010

When assessing content knowledge in written

papers in the RECR 3820 course using a rubric,

findings revealed that 50% of the students

obtained an average score of 60 points (75%) ormore. Since the expected outcome was that at

least 70% of the students obtain an average score

of 60 points or more in the rubric, it was not met.

When assessing content knowledge in written

papers in the RECR 4142 course using a rubric,findings revealed that 100% of the students

obtained an average score of 60 points (75%).

Since the expected outcome was that at least 70%of the students obtain an average score of 60

points or more in the rubric, it was met.

p

periodically in the next academic year to improve his knowledge of

key concepts of the RECR 4142 course.

2009-2010

We will assure that all students hand over all their assignments on time

for assessment purposes.


When assessing content knowledge in thestandards of sanitation in a store, and in handling

and preparation of food, the expected outcome

was that 80% of the students will apply high

standards in these situations.

Assessment findings were the following:HOEC 4031 - 87%

2008-2009

Review the practice guide of the HOEC 4085 course for the nextacademic year.




HOEC 4086 - 93%

HOEC 4085 - 80%

Thus, the expected outcome was met in these

three courses.

When assessing nutrition content knowledge in



the clinical area using a case study, students have

to identify the nutrition-related problem, establish

the diagnostics plan, the intervention proposed,

and the evaluation of the process. The expected

outcome was that 80% of student willdemonstrate the above described knowledge.

Assessment findings were the following:

HOEC 4041 – Data not available

HOEC 4063 – Data not available

HOEC 4164 - 68 %


2009-2010

Content knowledge in the standards of sanitation

in a store, and in handling and preparation of food

were assessed in three courses. The expectedoutcome was that 80% of the students obtain a B

grade or to higher in each course.Assessment findings were the following:

HOEC 4031 - 100%

HOEC 4086 - 100%HOEC 4085 - 85%

Thus, the expected outcome was met in these

three courses.

When assessing nutrition content knowledge in

the clinical area using a case study, students have

to identify the nutrition-related problem, establish

the diagnostics plan, the intervention proposed,

and the evaluation of the process. The expected

2009-2010

Review the practice guide of the HOEC 4085 course in order to clarify

the assessment criteria for the second semester of this academic year.




outcome was that 80% of student will

demonstrate the above described knowledge.

Assessment findings were the following:

HOEC 4041 – data not submitted

HOEC 4163 - data not submitted

HOEC 4165 - 100%



Thus, the expected outcome was met in the

course where data was gathered (HOEC 4165).

In the Graduates Employers Survey

Opinion, 90% of the employers stated thatgraduates from the Nutrition and Dietetics

Program demonstrate excellent and good

academic knowledge in all nutrition and dieteticsareas.

Revise the Graduates Employers Survey Opinion to specify the

integration of knowledge related to the nutrition care process.






Political Science 2008-2009

Students’ capacities to apply correctly basic

2008-2009

A bigger sample and a modified questionnaire to compare pretest



concepts of the Political Science discipline to the

Puerto Rican context were assessed using apretest. Findings revealed that 68% of the

students (n=22) obtained a performance level

between excellent and very good in the rubric.

Since the expected outcome was that 80% of thestudents obtain an average performance level of

80% or more in the rubric, it was not met.

2009-2010

Students’ capacities to apply correctly basic

concepts of the Political Science discipline to thePuerto Rican context were assessed using a

pretest. Findings revealed that 90.4% of the

students obtained a performance level between

excellent and very good in the rubric. Since theexpected outcome was that 80% of the students

obtain an average performance level of 80% ormore in the rubric, it was met.

findings will be used in the first semester 2009-2010.

Two focal groups of students from this program with the objective of

exploring more deeply how students are mastering basic or

fundamentals Political Science concepts will be arranged in the next

academic year. Also, deficiencies in the understanding of basicconcepts found in the assessment process will be discussed in these

focal groups.

2009-2010

No transforming actions are recommended since findings exceeded the

expected outcomes.

Economics 2008-2009

When assessing access to existent knowledge in

economics using a rubric, findings revealed thatstudents showed an average performance level of

3 (75%) in a 4 point scale. Even though they

showed deficiencies in economics data search andits sources, the 70% or more expected outcome

was met.

2008-2009

Establish data search workshops each semester in coordination with

the Library System. The Blackboard platform will be used to announcethese workshops and other activities to the student body.




2009-2010


analyzed.

2009-2010


second semester.

Geography 2008-2009


2008-2009



g

Thinking skills and content knowledge in anessay type examination of the History and

Philosophy of Geography, GEOG 4500 course

were assessed using a rubric. Average scores

findings were (in a four point scale)

Thinking skills – 3.53 (88%)

Content knowledge – 2.67 (77%).

Thus, the expected outcome was met in both

criteria assessed.

2. Skills

Concepts and geographical skills were assessed ina diagnostic test at the first two weeks of the

GEOG 3285 course to know if students have

spatial and cartographic reasoning skills in

research projects. Findings revealed that 25% of

the students obtained a D grade and 75% an Fgrade in the total score of this test. Thus, the


The percent of the students who obtained F inspecial topics are:

Climate – 45%

Cartography – 55%

Geomorphology – 56%

Basic Concepts – 69%

Geography – 59%

In the essay question of the examination which

covered the topics of Climatology, Cartography

All concepts examined in this test will be strengthened in the Elementsof Geography GEOG 3100 course through practice exercises in which

students analyze and relate physical and human variables within the

discipline in order for students to have the necessary knowledge

needed in subsequence Geography courses.




and Geography, 90% of the students obtained F.


2009-2010


analyzed.

2009-2010


second semester.




The mastery content knowledge and skills of the

Labor Relations Programs were assessed throughthe sections C, D, F and G of the Guide for the

Evaluation of Students Enrolled in the RELA

4045 course (Practicum course)Section C - Functional management of the student

in the aid process. Students’ ability to observeand his or her capacity to listen were assessed by

the practicum supervisor. Findings revealed the

following average scores in a 4 point scale in

both occasions assessed each semester:First semester:

3.85 points (96.25%) and 3.97 points (99.25 %)Second semester:

3.98 points (99.50) and 4.00 points (100%)

Thus the expected outcome of 80% or more

was met in each occasion assessed.

Section D - Attitudes and skills in the data

gathering: The criteria of knowledge and use of

interviewing techniques, use of the written

material available, preparation, synthesizes andgathering of information pertinent under study

attention were assessed. Findings revealed thefollowing average scores in a 4 point scale in both

occasions assessed each semester:

First semester:

3.64 points (91.00%) and 3.81 points (95.25 %)

Second semester:3.68 points (92.00%) and 3.83 points (95.75%)


2008-2009

A contest title To analyze and communicate the crisis in Puerto Rico

from the Labor Relations and work studies will be summoned in orderto:

1) Stimulate the critical analysis skills of the students from the

program. 2) Encourage the use of concepts and theories this discipline.

3) Promote writing and style competencies.

There are continuous discussions with faculty members of this

Program about the need to emphasize students’ oral and writing

communication skills through increasing the number of readingassignments in English and Spanish in order for students to acquire a

broader vocabulary and comprehension on both languages. Also,

through the assignments of reports in which the use of technological

skills, and the requirement of the use of a style manual in all written

papers, especially the APA manual, will be promoted.

In the 2008 approved curricular revision, in addition to the required

basic courses of English and Spanish, the students will be able to take

Spanish Literature, English or another language, Comparative

Literature, and other elective courses, which will allow them toimprove their oral and written communication skills in both languages.

Also, this curricular revision proposed a course with includes a travelexperience (3 to 6 credits in the summer) with the purpose of providing

international experiences as an inherent part of the multicultural and

intercultural academic formation of the students. It is understood that

this course will serve to stimulate students’ interest in the developmentof oral and written communication skills.

Raise the level of three courses from 4000 to 5000 (RELA 4006, 4015





Section E - Skills in the identification and

appraisal of situations that deserves their

intervention: The criteria of appraising the

information obtained using theoretical and

conceptual frameworks, clear and precise writing

f th di ti b ti it t k t h

and 4055) in order to reinforce the theoretical and philosophical

formation needed for critical analysis and for academic life,

particularly important for pursuing graduate studies.

Students who did not comply with the criteria assessed in the RELA

3085 course after the workshop presentation were given concrete

suggestion in how to work in groups.



of the diagnostics observations, capacity to sketch

clear and realistic intervention plans, goals and

objectives were assessed. Findings revealed the

following average scores in a 4 point scale in both

occasions assessed each semester:First semester:

3.61 points (90.25%) and 3.75 points (93.75 %)

Second semester:3.77 points (94.25%) and 3.81 points (95.25%)



Section F: Skills in the management of diverse

situations in the performance of his or hers

practicum experience: The capability to show

flexibility in the intervention of situations related

with the Practicum; revision and evaluation of

periodic interventions and modifications of

existence plans if necessary, and if they have the

necessary skills to carry out their work were

assessed. Findings revealed the following average

scores in a 4 point scale in both occasions

assessed each semester:

First semester:

3.83 points (95.75%) and 3.92 points (98.00%)

Second semester:

3.90 points (97.50%) and 4 points (100%)


was met in each occasion assessed

Social responsibility is an inherent part of the

competencies of this Program. This componentwas assessed through group integration criterion

A more appropriate design of an exercise that complies with research

objectives was discussed with the students.




in a rubric used in the RELA 3085 course. This

criterion included the assessment of the

integration of all members in the presentation

given and mastery of the concepts presented,

integration and motivation of the group during

the presentation and equal participation and all

members of the group. Findings revealed that the

bt i d b t d t 3 62



average score obtained by students was 3.62

(90.50%). Thus the expected outcome of 80%

or more was met in each occasion assessed,

although the observed participation was

unequal among members.

Research and Creation skills are integral part of

the competencies required by the Program. Thefollowing criteria were assessed using a rubric in

the RELA 3085 course: Introduction

(presentation of the report topic, agenda, and

educational and research objectives),

Presentation content (explanation of conceptsand theories, and evidence of the use of research

sources), Distribution of didactic material (the

presented material is adequate and pertinent

without grammatical and syntax errors. Findings

revealed the following average scores in a 4

point scale:

1. Introduction – 3.88 points (96.88%)

2. Presentation content – 3.75 points (93.75%)

3. Distribution of didactic materials – 3.63 points

(90.50%)


was met in each.

2009-2010


analyzed.

Observations about student performance in the assessed criteria were

made such as: a preparation and clear statements of educational andresearch objective, clear explanation of theoretical framework linked to

research projects, and content knowledge. Areas in which students

have difficulties: the use of an exercise that did not complied with the

research objectives.

2009-2010






When assessing critical thinking and research

skills in relation to existing knowledge, in orderto contribute to the comprehension of the human

being, cultural and biological diversities, findings

revealed that students showed the following

i fi i t l

2009-2010

In all Anthropology courses, the research component will be

strengthened. Students will be trained in ethnographic andarcheological research techniques.

Theoretical tools will be provided to help students in the research of

th h i f h



average scores in a five-point scale:

Research – 3.65 points (72%)

Critical Thinking – 3.72 points (74%)

Therefore, the expected outcome of an average

score of 70% or higher was met.

the comprehension of human processes.

In all Anthropology courses, open discussions and critiques,

considering the diverse theoretical and methodological traditions that

characterize this discipline, will be encouraged. In addition, exercises

will be assigned to students in the development of monographs,

presentations or essays in which they can use critical thinking skills.

Sociology 2009-2010

Critical thinking and research skills, related to

existing knowledge, in order to contribute to the

analysis, critical evaluation, and comprehension

of social phenomenon and problems and theirexplanation in relation to sociological studies

were assessed. The professor assessedorganization, development of research projects,

written papers, examinations, presentations and

assignments. Findings revealed that students

showed the following average scores in a five-

point scale:

Research – 3.15 points (63%)

Critical Thinking – 3.35 points (67%)

Thus, the expected outcome of an average

score of 70% or higher was not met.

2009-2010

In all Sociology courses, the research component will be strengthened.

Students will be trained in research techniques related to the basic

sociological research methods, for example, the ethnographic method.

Theoretical tools will be provided to help students in the

comprehension of dynamic interactions that includes society structuralaspects, as well as the human being.

In all Sociology courses, open discussions and critiques considering

the diverse theoretical and methodological traditions that characterize

this discipline will be encouraged. In addition, exercises will be

assigned for students to prepare monographs, presentations or essays in

which they can use critical thinking skills.






Accounting 2008-2009

The importance of an effective corporative

government system was assessed in a partial

examination, in the final examination, and in ai it t b i fi i d t l th

2008-2009

A lecture related to the corporative government will be included in the

Accounting course.

A th i ill b id tifi d i d t di th



visit to a business firm in order to apply the

internal control knowledge acquired through

courses in a real situation. A checklist was used to

assess specific issues. Also, a written assignment

title “Internet assignment: annual report from a business firm”. Findings revealed that 88% of thestudents could identify the objective of the

corporative government. Thus, the expected

outcome that students obtain 70% or more in

this criterion was met.

Only 28% of the students could identify some of

the Sarbarnes-Oxley Law dispositions. Thus, theexpected outcome that students obtain 70% or

more in this criterion was not met.

60% of the students believe that the law requires

the auditor to guarantee the veracity of the

financial spreading. Thus, the expected outcome

that students obtain 70% or more in this

criterion was not met.

62% of the students identify correctly internal

control objective. Thus, the expected outcomethat students obtain 70% or more in thiscriterion was not met.

Only 35% of the students could identify at leastone of the inherent limitations of internal control.

Thus, the expected outcome that students

obtain 70% or more in this criterion was not

met.

Another exercise will be identified in order to discuss the governance

topic.




79% of the students know the elements that

compose internal control objective Thus, the

expected outcome that students obtain 70% or

more in this criterion was met.

76% of the students identified correctly

deficiencies and 97%, the strengths of the

business firm studied Thus the expected



business firm studied. Thus, the expected

outcome that students obtain 70% or more

was met in both criteria.

The ratio analysis concept was assessed using arubric in the Accounting course. Findings

revealed that 44% of the students obtained an

average score of 70% score or more in the rubric.


obtain 70% or more in this criterion was met.

The ratio analysis concepts should be taught in the QuantitativeMethods course. A module should be dedicated to the mathematical

construction of ratios before the students enroll in the Accounting

course.




School of Architect


Enviromental Design 2009-2010

A rubric was used to measure design skills of

architectonic projects The assessment criteria and

2009-2010

It could be inferred from the information gathered that, although

findings indicated that low performance level in certain issues improve



architectonic projects. The assessment criteria and

it findings were the following ones:

1. Basic issues of definition and spatial

organization

ARCH 3131 - 80%ARCH 3133 - 82%

ARCH 4133 - 81%

ARCH 4135 - 82%

Thus, the expected outcome that studentsobtain 70% or more in this criterion was met.

2. Complex issues of definition and spatial

organization

ARCH 3131 - 89%

ARCH 3133 - 74%

ARCH 4133 - 65%

ARCH 4135 - 78%


obtain 70% or more in this criterion was met

in all courses, with the exception of ARCH

4133.

3. Basic issues of structural systems

ARCH 3131 - 73%

ARCH 3133 - 74%ARCH 4133 - 73%

ARCH 4135 - 73%


obtain 70% or more in this criterion was met.

findings indicated that low performance level in certain issues improve

from a lower level course to an upper level course, strategies will be

designed and implemented to accomplish higher level designs and

critical thinking skills.

In relation to basic and complex issues of structural systems, and basicand complex issues of construction and materials technologies, the

director of the of Structure Material and Technology Committee

proposed that, as part of the sequence of structure and technologycourses, each course should be a combination of a lecture of 2 credits

contact hours and a laboratory of 1 credit contact hour. Thiscombination would strengthen the integration of content knowledge

with design exercises.

Another transforming action that is expected to have a profound impact

on the integration of design skills area in upper level courses will be

the change in the codification of the last course of the sequence from

workshop to seminar taken by students. The last course of this program

sequence , the Specialized Design Workshop, consolidates all issues

and elements discussed in previous courses and introduce related fields

of studies. The principal purpose for this change consists in providing

students exploration and reflection mechanisms before they start

graduate studies. The topics to be discussed in these specialized

workshops, at these upper level, (senior year) include, among others,:

design of urban conditions, design of living units, structural design

research issues, sustainable design considerations research, materials

and construction methods research, and design and digital technology

research. If these topics are covered in a Seminar course that is a co-requisite with the Research Techniques course, the Program will

provide the necessary space for the integration of design skills as well

as a possible inflexion in students’ academic experience.




4. Complex issues of structural systems

ARCH 3131 - 61%

ARCH 3133 - 64%

ARCH 4133 - 63%

ARCH 4135 - 70%

Thus the expected outcome that students





only in ARCH 4135 course.

5. Basic issues of theoretical systemsARCH 3131 - 60%

ARCH 3133 - 83%

ARCH 4133 - 61%ARCH 4135 - 76%

Therefore, the expected outcome that students


in ARCH 3133 and ARCH 4135 courses only.It could be inferred that students have improved

these skills by the time they are enrolled in an

upper level course.

6. Complex theoretical issues

ARCH 3131 - 47%

ARCH 3133 - 73%

ARCH 4133 - 45%

ARCH 4135 - 66%

Therefore, the expected outcome that students

obtain 70% or more in this criterion was metin ARCH 3133 course only. Although it can be

pointed out that students’ performance in thiscriterion improve when they go from a lower

level course to an upper level course, it was not

enough for the students enrolled in the ARCH

4135 course.




7. Basic issues of constructions and materials

technology

ARCH 3131 - 75%

ARCH 3133 - 75%

ARCH 4133 - 68%

ARCH 4135 - 81%






in all courses, with the exception of ARCH

4133.

8. Complex issues of constructions and materialstechnology

ARCH 3131 - 65%ARCH 3133 - 66%

ARCH 4133 - 57%

ARCH 4135 - 75%


obtain 70% or more in this criterion was metonly in ARCH 4135 course.

According to the information gathered, the level

of skills related to the design workshops is

developed in accordance with the expected goal

throughout the curriculum.

The information gathered did not measure the

integration of the above assessed criteria.

Documents

Link 10 - Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs