Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs (2008-2010)

UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS OFFICE OF THE DEAN OF ACADEMIC AFFAIRS OFFICE OF EVALUATION OF STUDENT LEARNING
Appendix XII: Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs Academic Years 2008-2010 (revised [*] January, 2011)
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 Operations 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 a. College of Natural Sciences i. Chemistry ii. Physics iii. Mathematics iv. Interdisciplinary Program in Natural Sciences
v. Environmental 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 d. College of Social Sciences i. Political Science ii. Economics* iii. Geography* iv. Psychology
v. Labor Relations* vi. Anthropology* vii. Sociology* e. College of Education i. Teacher Preparation Programs f. College of Business Administration i. Office System Management *
III.
Research and Creation a. College of Social Sciences i. Anthropology* ii. Sociology* iii. Social Work iv. Labor Relations* v. Psychology* vi. Geography* b. College of Business Administration 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
vii. Environmental Sciences*

e. College of General Studies i. General Studies Bachelor Program 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*
iv. Geography* v. Economics*

b. College of Business Administration 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 i. Teacher Preparation Programs f. School of Architecture i. Environmental Design
V.
Logical-mathematical reasoning a. College of Natural Sciences i. Biology* ii. Mathematics
iii. Interdisciplinary Program in Natural Sciences
b. College of General Studies i. General Studies Bachelor Program
VI.
Appreciation, culture and commitment to the ideals of the Puerto Rican society, Caribbean and International context a. College of Education i. Teacher Preparation Programs
VII.
Ongoing Learning a. College of Education i. Nutrition and Dietetics
VIII.
Capacity for independent studies a. College of Business Administration i. Core Programs b. College of Natural Sciences i. Computer Sciences
IX.
Intellectual curiosity a. College of Natural Sciences
i. Computer Sciences b. College of Education i. Nutrition and Dietetics
X.
Information Literacy a. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Mathematics b. College of Business Administration i. Core Programs c. College of Education i. Teacher Preparation Programs d. College of Social Sciences i. Anthropology* ii. Sociology* iii. Geography* iv. Labor Relations*
XI.
Ethical and Aesthetical Sensibility a. College of Social Sciences i. Geography*
ii. Economics*
XII. Technology integration a. College of Natural Sciences i. Mathematics
b. College of Business Administration i. Office System Management *
XIII.
Globalization a. College of Business Administration i. Office System Management *
XIV.
Content Knowledge, Skills or Dispositions Competencies in the Academic Programs a. College of Natural Sciences 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 iii. Teacher Preparation Programs*
d. College of Social Sciences i. Political Science ii. Economics* iii. Geography iv. Labor Relations* v. Anthropology vi. Sociology
vii. Psychology*
e. College of Business Administration i. Accounting ii. Office System Management *
f. School of Architecture i. Environmental Design
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 Findings 2008-2009
99% of the students obtained a score of 500 or more in the verbal aptitude section of the College Entrance Examination administered by the College Board of Puerto Rico (CEEB). In a test offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class. Findings were: When assessing the essay as a whole, 76 of 86 students (88%) obtained below the average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 64 of 86 students (74%) obtained below the average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 28 of 86 students (33%) obtained below average scores (50). These results showed that students have limited abilities in understanding the morphosyntactic aspects of their native language, such as in the equivalence of the spoken and written language and in using logical connectors. When assessing the lexical competency criterion, 24 of 86 students (28%) obtained below average scores (50). Findings showed that students have
Academic Programs Interdisciplinary Program In Natural Sciences
Transforming Actions 2008-2009

Although the students showed good verbal aptitude on the College Entrance Examination, a great need to improve students writing is evident. All incoming students that obtained 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 Language 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.
some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 22 of 86 (26%) obtained below average scores (50). Findings showed that students make some orthographic errors when writing an essay. Findings revealed that more than 50% of students showed serious writing problems. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 45 of 47 students (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%) showed to be on an advanced level. In the language usage and indirect writing criterion, 23 of 47 students (49%) obtained scores greater than the cut point (125 low intermediate). Of these students, 15 showed a competency level of high intermediate (32%) and 8 students (17%) showed to be on an advanced level. In the reading comprehension criterion, 26 of 47 students (55%) obtained scores greater than the cut point (125 low intermediate). Of these students, 22 showed a competency level of high intermediate (47%), and 4 students (9%) showed to be on an advanced level.
Recommendations to take an additional English course were given to 25 first 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 course (INGL 3236) or Expository Writing III course (INGL 3286).
As a result of these findings, recommendations were made to 76 students in order for the 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
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.
2009-2010
Analysis of 2008-2009 enrollment of the English and Spanish 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, 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 301112), and 18 took the academic writing course by taking the computer English course (INGL 3123-24). The expected outcome was that at least 70% of the students would approve these courses. Findings revealed that the rate of approval of these courses 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.
A recommendation was given to the laboratory coordinator to use the rubric on a higher number of sections in order to
When assessing effective writing skills by 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% obtained a 3 or more in a four point scale in the second report, and 100% obtained 3 or more on a four point scale in the third report. Thus, the expected outcome that 70% of the students would obtain an average score of 3 points or more was met in all three reports assessed. When assessing effective writing skills by using a rubric in the Physics laboratory course reports (FISI 3014), 100% of the students obtained 3 or more on a four point scale in all three laboratory reports assessed. Thus, the expected outcome that 70% of the students would obtain an average score of 3 points or more was met in all three reports assessed. When assessing effective writing skills by using a rubric in the General Biology course (BIOL 3101), 83% of the students 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 would obtain an average score of 2 points or more was met in all three of the reports assessed.
increase the number of students who could benefit from this assessment process.
Physics
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 essay as a whole, 21 of 23 students (91%) obtained below average scores (50). These results showed that students have limited abilities in writing skills.
2008-2009
Letters were sent to students that showed need to improve their writing skills as assessed in the CEEBs test, requesting them to attend workshops offered by the Center for the Development of Language 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 second letter will be sent to that effect to the FISI 3174 students. Writing communication skills will be emphasized in the higher level course FISI 4077.
When assessing the Theme and Structure criterion, 16 of 23 students (70%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 8 of 23 students (35%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as in understanding the equivalence of the spoken and written language, and in using logical connectors. When assessing the lexical competency criterion, 22 of 23 students (96%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 10 of 23 students (43%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. Findings revealed that 12.5% of the students obtained scores 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 test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were:
In the listening comprehension criterion, 14 of 14 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 7 showed a competency level of high intermediate (50%), and 7 students (50%) showed to be on an advanced level. In the language usage and indirect writing criterion,7 of 14 students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, 4 showed a competency level of high intermediate (29%), and 3 students (21%) showed to be on an advanced level. In the reading comprehension criterion, 6 of 14 students (43%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (36%), and 1 students (7%) showed to be on an advanced level. When assessing effective writing skills by using a rubric in the Physics laboratory reports (FISI 3174 and FISI 4077), in the criteria of communication, format, and style, findings were the following: 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 it was met on the higher level course (FISI 4077). When assessing effective writing skills by using a rubric in the writing section of the Physics laboratory reports (FISI 3174 and FISI 4077), the students obtained an average score of 2.7 out of a total of 4 points (67.5%). Thus, the expected outcome that the students would obtain an average of 3.2 points was not met. A class period will be dedicated to teach how to prepare a laboratory report with examples and with the appropriate format and writing style.
A class period will be dedicated to teach how to prepare a laboratory report with examples and with the appropriate format and writing style.
When assessing effective writing skills by using a rubric in all intermediate Physics laboratory course 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 that the students would obtain an average of 3.2 score was exceeded.
2009-2010
When assessing effective writing skills by using a rubric in the Physics laboratory reports in FISI 3173, the students obtained an average score of 3.2 (80%). Thus, the expected outcome that the students would obtain an average of 3.2 score was met. When assessing effective writing skills by using a rubric in the Physics laboratory reports in FISI 4076, the students obtained a scored 3.2 or more. Thus, the expected outcome that the students would obtain 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 in this course.
Chemistry
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 61 of 77 students (79%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 40 of 77 students (52%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 20
2008-2009
The Academic Advisors advised the students that obtained low scores in this test to take an additional writing course in Spanish. Promote more effectively the workshops offered by the CDCL throughout the student body.
of 77 students (26%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as in understating the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 16 of 77 students (21%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 13 of 77 students (17%) obtained below average scores (50). Findings showed that students made slight orthographic errors when writing an essay. Findings revealed that 20.8% of the students obtained a score of 50 points or more. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 34 of 37 students (92%) obtained scores greater than the cut point (106 low intermediate). Of these students, 15 showed a competency level of high intermediate (41%), and 91 students (51%) an advanced level. In the language usage and indirect writing criterion, 28 of 37 students (76%) obtained scores greater than the cut point (125 low intermediate). Of
these students, 14 showed a competency level of high intermediate (38%), and 14 students (38%) an advanced level. In the reading comprehension criterion, 27 of 37 students (73%) obtained scores greater than the cut point (125 low intermediate). Of these students, 17 showed a competency level of intermediate to high (46%) and 10 students (27%) an advanced level. When assessing effective writing skills by using a rubric 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 would obtain a score of 70% or more was met. Provide students the rubric used for the assessment of the oral presentation and for the special project previous to its assignments.
When assessing effective communication skills in an oral presentation and in a special project by using a rubric in the General Chemistry laboratory reports of the course 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 would obtain a score of 70% or more was met.
2009-2010
Corresponding transforming actions will be submitted by the end of the second semester.
2009-2010
Assessment data is in the process of being analyzed.
Biology
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 essay as a whole, 204 of 243 students (84%) obtained scores below the average (50). These results showed that students have
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 need to strengthen their communication skills in the language where deficiencies were identified. They were advised to attend workshops offered by the Center for the Development of Languages Competencies (CDLC) of the General Education College or to enroll on an
limited abilities in written skills. When assessing the Theme and Structure 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. When assessing the Syntactic Structure criterion 81 of 243 students (33%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 54 of 243 students (22%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 56 of 243 students (23%) obtained below average scores (50). Findings showed that students made 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.
additional Spanish or English course. Only 16% of the students referred to the CDLC attended at least one workshop. Mechanisms will be identified in order to increase the number of students who participate in the workshops offered by the CDLC.
The Campus must guarantee that the students who complete the
The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 104 of 109 students (95%) obtained scores greater than the cut point (106 low intermediate). Of these students, 32 showed a competency level of high intermediate (29%), and 72 students (66%) an advanced level. In the language usage and indirect writing criterion, 91 of 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%) an advanced level. In the reading comprehension criterion, 90 of 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 44 students (40%) an advanced level. An analysis of 2008-2009 admitted students from the 2007 and 2008 cohorts was submitted by the Office of Academic Planning (OPA, its Spanish acronym) regarding the enrollment and rate of approval of the English and Spanish courses. It revealed that only 6% took the English basic course (INGL 3003-04). Thus the majority of students from this cohort (94%) either took the regular or honor English courses, or have approved them through the Advanced Placement Test. Findings revealed that the rate of approval of English courses for these cohorts were:
6 credit English course 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 the approval 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.
INGL3101 - 94%; INGL 3102 - 93% INGL3011 - 87%; INGL 3012 - 82% INGL 3103 - 95%; INGL 3104 - 91% Findings revealed that the rate of approval of Spanish courses for these cohorts were: ESPA 3101 - 86%; ESPA 3102 - 90% ESPA 3111 - 98%; ESPA 3112 - 88% ESPA 3001 - 88%; ESPA 3002 - 95% When assessing effective writing skills by using a rubric 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 would obtain a score of 70% or more was met. When assessing writing skills on special projects by 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 would obtain a score of 70% or more was met on both occasions. When assessing effective writing skills by using a rubric in 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 would obtain a score of 70% or more was met on both occasions. Uniform assessment instruments will be used in the data gathered.
2009-2010
The rubric used to assess writing skills during the academic year 2008-2009 was simplified considerably. The rubric used to assess projects of the BIOL3112 course will be modified.
2009-2010
When assessing effective writing skills by using a rubric in the General Biology course (BIOL 3101, first checkpoint), it was expected that 65% of the students would reach the level of good on the rubric; 35% of
Graduate students who are laboratory instructors will be trained
the students enrolled on this course were assessed. Findings were: 16% of the students reached the level of excellent; 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 would reach the level of good in the rubric was not met. When assessing effective writing skills by using a rubric in the Genetics Laboratory and Ecology course (BIOL 3350 and 3112, third checkpoint), it was expected that 55% of the students would reach the level of excellent on the rubric. 100% of the students enrolled on the courses were assessed by using two different rubrics. Findings were: 56% of the students reached the level of excellent; 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 the students would reach the level of excellent in the rubric was met on both occasions. When assessing effective writing skills by using a rubric in the Ecology and Genetics Laboratory courses (BIOL 3350 and 3112, third checkpoint), it was expected that 55% of the students would reach the level of excellent on the rubric. One hundred percent of the students enrolled on the courses were assessed by using a rubric. Findings were: Ecology Lab - BIOL3112 46% of the students reached the level of
through workshops in the use of the rubric and in the assessment of laboratory reports.
Assessments results will be discussed with the Course Coordinators and with the Curriculum Committee of the Biology Department in order to propose and implement the corresponding transforming actions.
excellent; 52% of the students reached the level of good; 2% of the students reached the level of regular;
Genetics Lab - BIOL 3350 28% of the students reached the level of excellent; 67% of the students reached the level of good; 5% of the students reached the level of regular;
Thus, the expected outcome that 55% of the students would reach the level of excellent in the rubric was not met on both courses.
Mathematics
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 27 of 32 students (84%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 21 of 32 students (66%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 17 of 32 students (53%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the
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 need to strengthen their communication skills in the language where deficiencies were identified, through the attendance of workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education College or by enrolling on an additional Spanish or English course.
morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 11 of 32 students (34%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 10 of 32 students (31%) obtained below average scores (50). Findings showed that students made some orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 16 of 16 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 9 showed a competency level of high intermediate (56%), and 7 students (44%) an advanced level. In the language usage and indirect writing criterion, 7 of 16 students (44%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (13%), and 5 students (31%) an advanced level. In the reading comprehension criterion, 7 of 16 students (44%) obtained scores greater than the
cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (31%), and 2 students (13%) an advanced level.
2009-2010
When assessing effective writing skills by using a rubric in the undergraduate seminar (MATE 4995), the expected outcome was that at least 70% of the students would obtain a score of 8 or more points out of a 10 point scale. Findings revealed that 6 out of the 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 by using a rubric in the laboratory reports of the probability course (MATE 5001), the expected outcome was that at least 70% of the students would obtain a score of 8 or more points out of a 10 point scale. Findings revealed that 6 out of the 9 students assessed (67%) obtained a score of 8 or more in the rubric. Thus, the expected outcome was not met. Only two students, who are double majors, included bibliographic quotes in 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 useful assessment tools to increase the number of reports that students should develop during their studies.
Computer Sciences
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 17 of 17 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure
2008-2009
Students will be advised again to attend CDLC workshops to improve their communication skills in Spanish.
criterion, 12 of 17 students (71%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 5 of 17 students (29%) obtained below average scores (50). These results showed that students have some limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 17 of 17 students (100%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 3 of 17 students (31%) obtained below average scores (50). Findings showed that student made slight orthographic errors when writing an essay. Findings revealed that of the 17 students from this program who took the test, none were found competent as defined by the rubric. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 6 of 6 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 2 showed a competency level of high
intermediate (33%), and 4 students (67%) an advanced level. In the language usage and indirect writing criterion, 5 of 6 students (83%) obtained scores greater than the cut point (125 low intermediate). Of these students, 3 showed a competency level of high intermediate (50%), and 2 students (33%) an advanced level. In the reading comprehension criterion, 5 of 6 students (83%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (83%). Findings revealed that in the English Language Assessment Test For Hispanics (ELASH II), 83% of the students, who took the test, from this academic program (5 out of 6) were found competent as defined by the rubric. When assessing effective oral communication skills in an oral presentation of the topic assigned in the course CCOM 3892, all the students (17, 100%) that gave the oral presentation were found competent as defined by the rubric. Thus, the goal of 70% or more was met.
2009-2010
When assessing effective oral communication skills in
2009-2010
No immediate action is needed at this moment since the expected outcome was met.
an oral presentation of the CCOM 4027 course, 77% of the students that gave the oral presentation were competent as defined by the rubric. Thus, the goal of 70% or more was met.
Academic Programs Office Systems Management
2008-2009
College of Business Administration Findings 2008-2009
Transforming Actions
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 37 of 37 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 32 of 37 students (86%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 22 of 37 students (59%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 12 of 37 students (32%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 17 of 37 students (46%) obtained below
Students will be advised again to attend CDLC workshops to improve their communication skills in Spanish.
average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 19 of 20 students (95%) obtained scores greater than the cut point (106 low intermediate). Of these students, 12 showed a competency level of high intermediate (60%), and 7 students (35%) an advanced level. In the language use and indirect writing criterion, 11 of 20 students (55%) obtained scores greater than the cut point (125 low intermediate). Of these students, 8 showed a competency level of high intermediate (40%), and 3 students (15%) an advanced level. In the reading comprehension criterion, 7 of 20 students (35%) obtained scores greater than the cut point (125 low intermediate). Of these students, 6 showed a competency level of high intermediate (30%), and one student (5%) an advanced level. When assessing effective communication skills in Spanish 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 would obtain 70% on this test was not met. When assessing effective communication skills in English using a diagnostic examination, 79% of the students obtained a score of 70% or more in test. Thus, the expected outcome that 70% of the 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.
students would obtain 70% on this test was met.
2009-2010
2009-2010
A diagnostic test was given to the incoming class to assess effective communication skills in Spanish in the ADSO 3055 course (October, 2009). Findings were: Two students of a total of 14 (14%) obtained scores between 60%-64% on the test. Five students of a total of 14 (36%) obtained scores between 50%-59% on the test. Seven students of 14 (50%) obtained scores lower than 49% on the test. A diagnostic test was given to the incoming class to assess effective communication skills in English in the ADSO 3055 course (October, 2009). Findings were: Two students of a total of 14 (14%) obtained scores between 80%-84% on the test. Three students of a total of 14 (21%) obtained scores between 64%-68% on the test. Four students of 14 (29%) obtained scores between 50%-59% on the test. Five students of 14 (36%) obtained scores lower than 49% on the test.
Business Administration Core (7 programs)
2008-2009
When assessing effective oral communication skills in 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 that the majority would obtain 70% in the assessment of these criteria was met.
2008-2009
A program to integrate effective communication skills to the curriculum (ICCAC) is led by the Associate Dean Prof. Fernandez. The Program should offer formative activities to all the students 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. Effective writing communication skills were assessed on a written paper in the Introduction to Business course. Although the assessment data has been gathered, it is in the process of being analyzed. In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings by major were: Accounting: When assessing the essay as a whole, 154 of 172 students (90%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 123 of 172 students (72%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 66 of 172 students (38%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 42 of 172 students (24%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive All incoming students that obtained low scores on the writing test administered by the CEEB were advised through their Academic Advisor about the need to strengthen their communication skills in the language where deficiencies were identified, through the attendance of workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education College, the Departments of Spanish and English Business Communication or by enrolling on an additional Spanish or English course. The analysis of the data gathered will be completed by the end of the academic year. The ICCAC program will develop formative activities to integrate and enhance effective communication throughout the curriculum.
coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 83 of 172 students (48%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 75 of 93 students (81%) obtained scores greater than the cut point (106 low intermediate). Of these students, 33 showed a competency level of high intermediate (35%), and 42 students (46%) an advanced level. In the language usage and indirect writing criterion, 51 of 93 students (55%) obtained scores greater than the cut point (125 low intermediate). Of these students, 36 showed a competency level of high intermediate (39%), and 15 students (16%) an advanced level. In the reading comprehension criterion, 51 of 93 students (55%) obtained scores greater than the cut point (125 low intermediate). Of these students, 45 showed a competency level of high intermediate (48%), and 6 student (7%) an advanced level.
Economics: When assessing the essay as a whole, 1 of 2 students (50%) obtained below average scores (50). These
results showed one student has limited abilities in writing skills. When assessing the Theme and Structure criterion, 0 of 2 students (0%) obtained below average scores (50). These results showed that the two students assessed have the necessary abilities of developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 0 of 2 students (0%) obtained below average scores (50). These results showed that the two students assessed have the necessary comprehension of the morphosyntactic aspect of their native language, such as understanding the equivalence of the spoken and written language, and using logical connectors. When assessing the lexical competency criterion, 0 of 2 students (0%) obtained below average scores (50). Findings showed that the two students assessed have the necessary abilities of employing discursive coherence and cohesion, as well as lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 1 of 2 students (50%) obtained below average scores (50). Findings showed that one student made orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, one student
(100%) obtained a score greater than the cut point (106 low intermediate); this student achieved a competency level of high intermediate. In the language use and indirect writing criterion, the student 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 than the cut point (125 low intermediate).
Statistics: When assessing the essay as a whole, the student assessed obtained a score below the average (50). These results showed that this student has limited abilities in writing skills. When assessing the Theme and Structure criterion, the student assessed did not obtain a below average score (50). These results showed that the student assessed has the necessary abilities of developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, the student assessed did not obtain a score below the average (50). These results showed that the student assessed has the necessary comprehension in the morphosyntactic aspects of its native language, such as understanding the equivalence of the spoken and written language, as well as using logical connectors. When assessing the lexical competency criterion, the student assessed did not obtain a score below the average (50). Findings showed that the student assessed has the necessary abilities of
employing discursive coherence and cohesion, as well as lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, the student assessed did not obtain a score below the average (50). Findings showed that the student did not make orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. 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 usage and indirect writing criterion, the student 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 than the cut point (125 low intermediate).
Finance: When assessing the essay as a whole, 32 of 34 students (94%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 29 of 34 students (85%) obtained below average scores (50). These results showed that
students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 18 of 34 students (53%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 13 of 34 students (38%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 12 of 34 students (35%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 15 of 17 students (88%) obtained scores greater than the cut point (106 low intermediate). Of these students, 5 showed a competency level of high intermediate (29%), and 10 students (59%) an advanced level. In the language usage and indirect writing criterion, 8 of 17 students (47%) obtained scores greater than
the cut point (125 low intermediate). Of these students, 4 showed a competency level of high intermediate (24%), and 4 students (24%) an advanced level. In the reading comprehension criterion, 7 of 17 students (41%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (29%), and 2 students (12%) an advanced level.
Production and Operations Management In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 11 of 13 students (85%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 8 of 13 students (62%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 4 of 13 students (31%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 3 of 13 students (23%) obtained below average scores
(50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 4 of 13 students (31%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 9 of 9 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 4 showed a competency level of high intermediate (44%), and 5 students (56%) an advanced level. In the language usage and indirect writing criterion, 3 of 9 students (33%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (22%), and one student (11%) an advanced level. In the reading comprehension criterion, 4 of 9 students (44%) obtained scores greater than the cut point (125 low intermediate). Of these students, 4 showed a competency level of high intermediate (44%).
Human Resources When assessing the essay as a whole, 20 of 20
students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 18 of 20 students (90%) obtained below average scores (50). These results showed that students have limited abilities developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 9 of 20 students (45%) obtained below average scores (50). These results showed that students have limited abilities in comprehending morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 6 of 20 students (30%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 6 of 20 students (30%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 12 of 15 students (80%) obtained scores greater than the
cut point (106 low intermediate). Of these students, 9 showed a competency level of high intermediate (60%), and 3 students (20%) an advanced level. In the language usage and indirect writing criterion, 3 of 15 students (20%) obtained scores greater than the cut point (125 low intermediate). Of these students, one showed a competency level of high intermediate (7%), and 2 students (13%) an advanced level. In the reading comprehension criterion, 3 of 15 students (20%) obtained scores greater than the cut point (125 low intermediate). Of these students, 3 showed a competency level of high intermediate (20%).
Marketing When assessing the essay as a whole, 37 of 42 students (88%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 29 of 42 students (69%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 18 of 42 students (43%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors.
When assessing the lexical competency criterion, 12 of 42 students (29%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion and poor lexical skills required when writing an essay. When assessing the Correct Grammar Usage criterion, 9 of 42 students (21%) obtained below average scores (50). Findings showed that students made some orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 18 of 21 students (86%) obtained scores greater than the cut point (106 low intermediate). Of these students, 5 showed a competency level of high intermediate (24%), and 13 students (62%) an advanced level. In the language usage and indirect writing criterion, 14 of 21 students (67%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (43%), and 5 students (24%) an advanced level. In the reading comprehension criterion, 15 of 21 students (71%) obtained scores greater than the cut point (125 low intermediate). Of these students, 12 showed a competency level of high intermediate (57%), and 3 students (14%) an advanced level.
Business Administration General Program
When assessing the essay as a whole, 51 of 54 students (94%) obtained scores below the average (50). These results showed that students have limited abilities in written skills. When assessing the Theme and Structure criterion, 40 of 54 students (74%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 23 of 54 students (43%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 20 of 54 students (37%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar Usage criterion, 51 of 54 students (94%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were:
In the listening comprehension criterion, 22 of 29 students (76%) obtained scores greater than the cut point (106 low intermediate). Of these students, 10 showed a competency level of high intermediate (34%), and 12 students (38%) an advanced level. In the language usage and indirect writing criterion, 13 of 29 students (45%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (31%), and 4 students (14%) an advanced level. In the reading comprehension criterion, 10 of 29 students (34%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (31%), and one student (3%) an advanced level.
Computer Information System When assessing the essay as a whole, 16 of 16 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 13 of 16 students (81%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 9 of 16 students (56%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the
equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 7 of 16 students (44%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 7 of 16 students (44%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 10 of 10 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 6 showed a competency level of high intermediate (60%), and 4 students (40%) an advanced level. In the language usage and indirect writing criterion, 6 of 10 students (60%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (50%), and one student (10%) an advanced level. In the reading comprehension criterion, 4 of 10 students (40%) obtained scores greater than the cut point (125 low intermediate). Of these students, 3 showed a competency level of high
intermediate (30%), and one student (10%) an advanced level.
2009-2010
The rubric was revised. The ICCAC developed and administrated workshops to help students develop the skill. The program will create an instructional module that students can consult at any time.
2009-2010
When assessing effective oral communication skills in an 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 would communicate effectively was not met.
Academic Programs Hispanic Studies
College of Humanities Findings 2008-2009

In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class. Findings were: When assessing the essay as a whole, 2 of 3 students (67%) obtained below average scores (50). These results showed one student has limited abilities in writing skills. When assessing the Theme and Structure criterion, 2 of 3 students (67%) obtained below average scores (50). These results showed that the two students assessed have difficulties in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 1 of 3 students (33%) obtained below average scores (50). These results showed that the one student assessed does not have the necessary abilities in comprehending the morphosyntactic aspects of its native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 0 of 3 students (0%) obtained below average scores (50). Findings showed that the three students assessed have the necessary abilities in employing discursive coherence and cohesion and lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 0 of 3 students (50%) obtained below average scores (50). Findings showed that the three students assessed do not make

orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 2 of 2 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, one showed a competency level of high intermediate (50%), and one student (50%) an advanced level. In the language usage and indirect writing criterion, the students assessed did not obtain a score greater than the cut point (125 low intermediate). In the reading comprehension criterion, 1 of 2 students (50%) obtained scores greater than the cut point (125 low intermediate). This student achieved a higher level competency on this criterion.
2009-2010
When assessing effective communication skills using a rubric, 86% of the students (n=14) obtained an average score of 70% more. Thus, the expected outcome that 70% of the students would obtain a score of 70% or more on the rubric was met.
2009-2010
Increase the number of students assessed. Advise students that showed some limitations in their writing skills to attend CDLCs 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
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, 7 of 7 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 5 of 7 students (71%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 2 of 7 students (29%) obtained below average scores (50). These results showed that two students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 0 of 7 students (0%) obtained below average scores (50). Findings showed the students assessed do not have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills required when writing an essay. When assessing the Correct Grammar usage criterion, 3 of 7 students (43%) obtained below average scores (50). Findings showed that three students made orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to
2008-2009
test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 2 of 2 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 0 showed a competency level of high intermediate (0%), and 2 students (100%) an advanced level. In the language usage and indirect writing criterion, 2 of 2 students (100%) obtained scores greater than the cut point (125 low intermediate). Of these students, 0 showed a competency level of high intermediate (0%), and 2 students (100%) an advanced level. In the reading comprehension criterion, 2 of 2 students (100%) obtained scores greater than the cut point (125 low intermediate). Of these students, one showed a competency level of high intermediate (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 level greater 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 would obtain a score of 70% or more on the rubric was not met.
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 they have approved it preferably with grade A or B before enrolling in this course, and therefore have the necessary formation to continue and approve the course satisfactorily. Emphasize the pre-requisites and the necessary explanations in the description of the course used for enrollment purposes.
When the data was analyzed, findings revealed that
Begin introducing theory and literary criticism readings in elementary level courses.
the three students with the lowest scores did not have neither the courses pre-requisites nor had they approved it with a minimum grade of C. Most of the students did not have the required level to approve the course satisfactorily.
Modern Languages
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 32 of 36 students (89%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 27 of 36 students (75%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 13 of 36 students (36%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 7 of 36 students (19%) obtained below average scores (50). Findings showed that students have slight deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage
2008-2009
criterion, 9 of 36 students (25%) obtained below average scores (50). Findings showed that students made some orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 12 of 13 students (92%) obtained scores greater than the cut point (106 low intermediate). Of these students, 4 showed a competency level of high intermediate (31%), and 8 students (61%) an advanced level. In the language usage and indirect writing criterion, 11 of 13 students (85%) obtained scores greater than the cut point (125 low intermediate). Of these students, 6 showed a competency level of high intermediate (46%), and 5 students (39%) an advanced level. In the reading comprehension criterion, 9 of 13 students (69%) obtained scores greater than the cut point (125 low intermediate). Of these students, 7 showed a competency level of high intermediate (54%), and 2 students (15%) an advanced level.
2009-2010
A written test was given to assess effective communication skills 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 by using a rubric. A second test was given on January 2010; results are being analyzed. The expected outcome was that students would obtain an average score of 70% or
2009-2010
more on this test (24.5 on a 35 maximum score on the rubric). Findings were: Portuguese: 75% of the students assessed showed a competency level of 70% on this domain. Only two students did not reach the expected outcome, achieving scores of 66% and 69%. The arithmetic mean was 26 (74%). The Correct Grammar usage 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 effective communication domain. Only one student did not meet the expected outcome. The arithmetic mean was 27.83 (79.52%). In all assessed criteria the score obtained was over 70%. Thus, the goal was met. Italian: 77% of the students assessed showed a competency level greater than 70% % in the effective communication domain. Six out of 26 students did not meet the expected outcome, since their scores ranged 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 their scores ranged 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, since they scored from 57% to 68.6%. The arithmetic mean was 27.53 (78%). In all assessed criteria the score obtained was over 70%. Thus, the goal was met.
Art History
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 15 of 16 students (94%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 12 of 16 students (75%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 8 of 16 students (50%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morpho syntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 8 of 16 students (50%) obtained below average scores (50). Findings showed that students have slight deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are skills required when writing an essay. When assessing the Correct Grammar usage criterion, 5 of 16 students (31%) obtained below
2008-2009
average scores (50). Findings showed that students made some orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 5 of 6 students (83%) obtained scores greater than the cut point (106 low intermediate). Of these students, 3 showed a competency level of high intermediate (50%), and 2 students (33%) an advanced level. In the language usage and indirect writing criterion, 4 of 6 students (67 %) obtained scores greater than the cut point (125 low intermediate). Of these students, 3 showed a competency level of high intermediate (50%), and one student (16%) an advanced level. In the reading comprehension criterion, 4 of 6 students (67%) obtained scores greater than the cut point (125 low intermediate). Of these students, 4 showed a competency level of high intermediate (67%).
2009-2010
When assessing effective communication skills in the first semester in students enrolled in Art History courses (n=47) on the first semester, 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 students
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 to this discipline. These two measures will help students improve their writing and oral communication skills. Tests should have essay type questions to assess student performance in Spanish.
assessed required improvement in their writing skills. When assessing effective communication skills in the second semester in students enrolled in Art History courses (n=79) on the second semester, findings were: Excellent/Good: 44/79 = 56% Satisfactory/Must improve: 35/79 = 44% According to these findings, the expected outcome of 70% or more was not met. Half of the students assessed requires improvement in their writing skills.
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 the Development of Linguistic Competencies or the Writing and Style course from the College of Humanities.
History of Europe
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 8 of 9 students (89%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 7 of 9 students (78%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 3 of 9 students (33%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 2 of 9 students (22%) obtained below average scores
2008-2009
(50). Findings showed that two students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 2 of 9 students (22%) obtained below average scores (50). Findings showed that two students made orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 2 of 2 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 2 showed a competency level of high intermediate (100%). In the language usage and indirect writing criterion, 1 of 2 students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, one showed a competency level of high intermediate (50%). In the reading comprehension criterion, 2 of 2 students (100%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (100%).
2009-2010 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 rubric. Since the expected outcome was A tutoring system will be established in which graduate students serve as tutors to undergraduate students of the History Department .
that at least 55% of the students would meet these two levels, the expected outcome was met.
History of the Americas
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 7 of 9 students (78%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 4 of 9 students (44%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 1 of 9 students (11%) obtained below average scores (50). These results showed that one student has limited abilities in comprehending the morphosyntactic aspects of its native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 2 of 9 students (22%) obtained below average scores (50). Findings showed that two students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 2 of 9 students (22%) obtained below average scores (50). Findings showed that two students made orthographic errors when
2008-2009
writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 2 of 2 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, one showed a competency level of high intermediate (500%), and one student (50%) an advanced level. In the language usage and indirect writing criterion, 1 of 2 students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, none showed a competency level of high intermediate (0%), and one student (50%) an advanced level. In the reading comprehension criterion, 1 of 2 students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, none showed a competency level of high intermediate (50%), and one student (50%) an advanced level.
2009-2010 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 exceeding and meeting the expectations. Since the expected outcome was that at least 55% of the students meet these two levels, the expected outcome was met. A tutoring system will be established in which graduate students tutor undergraduate students of the History Department.
Fine Arts
2008-2009
In a test developed by the CEEB to evaluate the
2008-2009
All incoming students that obtained low scores on the writing
writing skills of the incoming class offered in August 2008. Findings were: When assessing the essay as a whole, 31 of 32 students (97%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 28 of 32 students (88%) obtained below average scores (50). These results showed that students have limited abilities developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 15 of 32 students (47%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 15 of 32 students (47%) obtained below average scores (50). Findings showed that students have slight deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 15 of 32 students (47%) obtained below average scores (50). Findings showed that students made some orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008.
test administered by the CEEB were advised through their Academic Advisor about the need to strengthen their communication skills in the language where deficiencies were identified, through the attendance of workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education College or by enrolling on an additional Spanish or English course.
Findings were: In the listening comprehension criterion, 11 of 12 students (92%) obtained scores greater than the cut point (106 low intermediate). Of these students, 4 showed a competency level of high intermediate (33%), and 7 students (59%) an advanced level. In the language usage and indirect writing criterion, 7 of 12 students (59%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (42%), and 2 students (17%) an advanced level. In the reading comprehension criterion, 5 of 12 students (42%) obtained scores greater than the cut point (125 low intermediate). Of these students, 4 showed a competency level of high intermediate (33%), and one student (9%) an advanced level. Advise students that showed limitations in their writing skills to attend CDLCs workshops.
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 2009-2010
When assessing effective oral communication skills in the ARTE 3815 (Painting I) course, 8 out of 14 students obtained 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 Planning of a sequence for the painting courses aimed towards the development of 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 the Foundations I and II courses.
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 scores of less than the expected outcome of 70%. Nevertheless, in the second evaluation this amount was 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. 2008-2009 In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 28 of 31 students (90%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 22 of 31 students (71%) obtained below average scores (50). These results showed that students have limited abilities developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 13 of 31 students (42%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 10 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
of 31 students (32%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are skills required when writing an essay. When assessing the Correct Grammar usage criterion, 10 of 31 students (32%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 15 of 16 students (94%) obtained scores greater than the cut point (106 low intermediate). Of these students, 7 showed a competency level of high intermediate (44%), and 8 students (50%) an advanced level. In the language usage and indirect writing criterion, 9 of 16 students (56%) obtained scores greater than the cut point (125 low intermediate). Of these students, 4 showed a competency level of high intermediate (25%), and 5 students (31%) an advanced level. In the reading comprehension criterion, 9 of 16 students (56%) obtained scores greater than the cut point (125 low intermediate). Of these students, 7 showed a competency level of high intermediate (44%), and 2 students (12%) an advanced level. Select the best dramatic texts to be directed by the classroom students who take the Scenic Direction course.
In the Drama course, a rubric was used to assess
writing skills in the creation of a dramatic text. It was expected that 75% of the students would reach an acceptable level of writing skills. Although the assessment data has been gathered, it is in the process of being analyzed. A rubric was used to assess writing skills in the Appreciation of Theater course in reviews submitted by students with the purpose of evaluating logical and coherent written presentations aiming to improve information render to the public related to theatrical plays. Findings revealed that 60% of the students had good written communication skills. Thus, the expected outcome that 75% of the students would obtain good written communication skills was not met.
Increase the number of students who reach the levels of excellent and good in the rubric by the development of workshops in how to review the scenario presented. Also, allow students to assess their theater reviews with the suggestions and/or corrections of the professor.
2009-2010
2009-2010
Interdisciplinary Studies
2008-2009
In a test, offered in August and developed by the CEEB to evaluate the writing skills of the incoming class 2008, findings were: When assessing the essay as a whole, 30 of 33 students (91%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 26 of 33 students (79%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 13 of 33 students (39%) obtained below average scores (50). These results showed that students
2008-2009
have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 8 of 33 students (24%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 9 of 33 students (27%) obtained below average scores (50). Findings showed that students made some orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 13 of 16 students (81%) obtained scores greater than the cut point (106 low intermediate). Of these students, 6 showed a competency level of high intermediate (38%), and 7 students (43%) an advanced level. In the language usage and indirect writing criterion, 7 of 16 students (43%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (31%), and 2 students (12%) an advanced level. In the reading comprehension criterion, 8 of 16
students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (31%), and 3 students (19%) an advanced level.
Music
2008-2009
In a test, offered in August and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 16 of 16 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 15 of 16 students (94%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 7 of 16 students (44%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 4 of 16 students (25%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills,
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 need to strengthening their communication skills in the language where deficiencies were identified, through the attendance of workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education College or by enrolling on an additional Spanish or English course.
which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 7 of 16 students (44%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 9 of 10 students (90%) obtained scores greater than the cut point (106 low intermediate). Of these students, 3 showed a competency level of high intermediate (30%), and 6 students (60%) an advanced level. In the language use and indirect writing criterion, 7 of 10 students (70%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (20%), and 5 students (50%) an advanced level. In the reading comprehension criterion, 6 of 10 students (60%) obtained scores greater than the cut point (125 low intermediate). Of these students, 3showed a competency level of high intermediate (30%), and 3 students (30%) an advanced level.
2009-2010 2009-2010
When assessing effective communication in a monograph by using a rubric, an average of 84% was obtained. In the assessment of an essay submitted by Analyze different texts, writing procedures in the classroom, and assign an existent short paper for students to provide the footnotes.
students, an average score of 86 was obtained. Only two criteria in the rubric, did not obtain the expected average of 70% or more. These were the criteria of Conclusion (66%) and Foot notes (61%). Thus, the expected outcome was met in all the criteria assessed with the exception of the two criteria mentioned above.
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
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 5 of 5 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 4 of 5 students (80%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 4 of 5 students (80%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morpho syntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 3 of 5 students (60%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay.
2008-2009
When assessing the Correct Grammar usage criterion, 4 of 5 students (80%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 3 of 3 students (10%) obtained scores greater than the cut point (106 low intermediate). Of these students, 3 showed a competency level of advanced (100%). In the language use and indirect writing criterion, 3 of 3 students (100%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (67%), and one student (33%) an advanced level. In the reading comprehension criterion, 3 of 3 students (100%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (67%), and one student (33%) an advanced level. Increase the level of competency expected for an advanced development of these skills.
The ability to develop effective communication competences through the evaluation of an academic 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. Increase the number of students assessed.
Since the expected outcome was that 70% of the students would achieve 2.8 points or more in the rubric, the expected outcome was met.
2009-2010
The 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 were incorporated by the class professor.
English Literature
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 5 of 5 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 4 of 5 students (80%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 4 of 5 students (80%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors.
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 need to strengthen their communication skills in the language where deficiencies were identified, through the attendance of workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education College or by enrolling on an additional Spanish or English course. Increase the expected level of competency for an advanced development of these skills.
Increase the number of students assessed.
When assessing the lexical competency criterion, 3 of 5 students (60%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 4 of 5 students (80%) obtained below average scores (50). Findings showed that students made orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 3 of 3 students (10%) obtained scores greater than the cut point (106 low intermediate). Of these students, 3 showed a competency level of advanced (100%). In the language use and indirect writing criterion, 3 of 3 students (100%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (67%), and one student (33%) an advanced level. In the reading comprehension criterion, 3 of 3 students (100%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (67%), and one student (33%) an advanced level.
The ability to develop effective communication competences through the evaluation of an academic 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 expected outcome was met.
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.
Academic Programs Social Work
College of Social Sciences Findings 2008-2009

In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 40 of 43 students (93%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 30 of 43 students (70%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of the essay. When assessing the Syntactic Structure criterion 14 of 43 students (33%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 15 of 43 students (35%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage

Letters were sent to the students that showed some limitations in their writing skills in Spanish, as well as in English listening, reading, and indirect writing comprehension, exhorting them to attend workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education in order to strengthen their writing skills. Students should hand in proof 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 a report in the unit of case history of the TSOC 4011 course. Also, in prepractice 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 committee will design a rubric to assess his competencies.
criterion, 15 of 43 students (35%) obtained below average scores (50). Findings showed that students made a significant number of orthographic errors when writing the essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 16 of 18 (89%) students obtained scores greater than the cut point (106 low intermediate). Of these students, 11 showed a competency level of high intermediate (61%), and 5 students (28%) an advanced level. In the language use and indirect writing criterion, 8 of 18 (44%) students obtained scores greater than 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.
In the reading comprehension criterion, 7 of 18 (39%) students obtained scores greater than the cut point (125 low intermediate). Of these students, 7 showed a competency level of high intermediate (39%).
2009-2010
2009-2010
Economics
2008-2009
In a test developed by the CEEB to evaluate the writing skills of the incoming class offered in August 2008, 30% of the freshman students were assessed. Findings were:
2008-2009
Letters were sent to the students that showed need of improvement in their writing skills in Spanish, as assessed in the CEEBs test , and in English listening, reading, and indirect writing comprehension, exhorting them to attend workshops offered by
When assessing the essay as a whole, 9 of 11 students (82%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 8 of 11 students (73%) obtained below average scores (50). These results showed that students have limited abilities developing the topic and the structure of the essay. When assessing the Syntactic Structure criterion 5 of 14 students (45%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 4 of 11 students (36%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 4 of 11 students (36%) obtained below average scores (50). Findings showed that students made a significant number of orthographic errors when writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in
the Center for the Development of Languages Competencies (CDLC) of the General Education and the Writing Zones Project of the College of Education in order to strengthen their writing skills. This possibility should 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.
August 2008. Findings were: In the listening comprehension criterion, 6 of 6 (100%) students obtained scores greater than the cut point (106 low intermediate). Of these students, one showed a competency level of high intermediate (17%), and 5 students (83%) an advanced level. In the language use and indirect writing criterion, 5 of 6 (83%) students obtained scores greater than the cut point (125 low intermediate). Of these students, 3 showed a competency level of high intermediate (50%), and 2 students (33%) an advanced level. 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. When assessing effective oral communication skills in oral presentations of research projects, findings revealed the following average scores in a four point scale: 3.65 (92%) between excellent and good in the global evaluation of their oral presentations. 4.0 (100%) between excellent and good in their delivery/projection. 3.52 (88%) between excellent and good in the content and the structure of the presentation. Encourage the assignment of written papers in the courses. 3.52 (88%) between excellent and good in the use of audiovisual resources.
Encourage the use of audiovisual resources in the classroom.
When assessing effective written communication skills in research projects, findings revealed the following average scores in a four points scale obtained by students: 3.30 (82.5%) between excellent and good in the global evaluation of their research projects. 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.
2009-2010
3.52 (88%) between excellent and good in the in the content and the structure of their research projects. Findings and proposed transforming action of the academic year 2008-2009 were discussed in a departmental meeting (February 26th, 2010). Findings for the academic year 2008-2009 were disseminated through a radio program named Hilando Fino desde las Ciencias Sociales of the University Radio Station on March 23th, 2010 at 4:00pm and also on a written paper to be published in the Economic Research Unit Bulletin. Assessment activities must be carried out inside (course professors) as well as outside (by the faculty assessment committee).
2009-2010
An assessment activity titled Economic Olympics was developed to assess various student learning domains (effective communication skills, critical thinking, social responsibility, ethical sensibility, access to existent knowledge, and the Economy of Puerto Rico). Students were to prepare an essay and offer an oral presentation relevant to the topic Post World War 2 Puerto Rican Economy. The essay should include definition, importance, structure, evolution through the years, and relationship with other eras in relation to the above topic. Also, the relation of this topic with Social Responsibility and Ethical Sensibility criteria will be assessed. A rubric was developed to assess the above criteria for both the essay and oral presentation.
Political Sciences
2008-2009
In a test developed by the CEEB to evaluate the writing skills of the incoming class offered in
2008-2009
All incoming students that obtained low scores on the writing test administered by the CEEB were advised through their Academic
August 2008. Findings were: When assessing the essay as a whole, 36 of 44 students (82%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 29 of 44 students (66%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion 18 of 44 students (41%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 12 of 44 students (27%) obtained below average scores(50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills required when writing an essay. When assessing the Correct Grammar usage criterion, 12 of 44 students (27%) obtained below average scores (50). Findings showed that some students made a significant number of orthographic errors when writing an essay. The ELASH II, English test administered by the
Advisor about the need to strengthen their communication skills in the language where deficiencies were identified, through the attendance of workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education College or by enrolling on an additional Spanish or English course.
CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 19 of 22 students (83%) obtained scores greater than the cut point (106 low intermediate). Of these students, 10 showed a competency level of high intermediate (46%), and 9 students (41%) an advanced level. In the language use and indirect writing criterion, 11 of 22 students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, 8 showed a competency level of high intermediate (36%), and 3 students (14%) an advanced level. In the reading comprehension criterion, 11 of 22 students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (41%), and 2 students (9%) an advanced level. 54.5% of the students surveyed indicated high satisfaction with the preparation in writing skills they received from their academic program. Thus, the expected outcome of 70% or more was not met. 41% of the students surveyed indicated high satisfaction with the academic preparation in oral communication skills. Thus, the expected outcome of 70% or more was not met. In a written text and in classroom participation in the course CIPO 3035, 81.4% of the students showed excellent or good oral and writing communication skills when assessed by using a
A bigger sample will be selected to administer the questionnaire. Also, focus groups will be arranged to investigate students concerns about the academic preparation received from this program regarding the development of oral and written communication skills.
Letters will be sent to students that showed limited skills in oral and written communication in both courses exhorting them to attend workshops in these topics offered by the CDLC. During the semester, professors should use short exercises in addition to examinations and written papers in order to correct communication deficiencies in students.
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 showed excellent or good oral and writing communication skills when assessed by using a rubric. Thus, the expected outcome of 70% or more was met.
Follow up should be given to these students in order to decide if they should take writing workshops.
2009-2010
The following transforming actions were proposed: Professors will grade written papers, emphasizing grammatical errors for students to learn about their mistakes. Encourage all faculty members to assess oral and written communication skills in their classrooms. A seminar or workshop in effective written communication skills should be offered to sophomore students. 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 course offerings as well as teaching practices. These reflections should include also part time faculty members.
2009-2010
When assessing effective communication skills on a midterm paper by using a rubric to assess the answers given by students on questions related to their 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.
General Social Sciences Program
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 16 of 20 students (80%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 13 of 20 students (65%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of
2008-2009
Letters were sent to the students that showed need of improvement in their writing skills in Spanish, as assessed in the CEEBs test and English listening, as well as in reading, and indirect writing comprehension exhorting them to attend workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education in order to strengthen their writing skills.
an essay. When assessing the Syntactic Structure criterion 8 of 20 students (40%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 7 of 20 students (35%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion and poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 5 of 20 students (25%) obtained below the average scores (50). Findings showed that students made some orthographic errors when writing the essay. Findings revealed that all students showed deficiencies in one or more of the criteria assessed. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 9 of 11 students (82%) obtained scores greater than the cut point (106 low intermediate). Of these students, 2 students showed a competency level of high intermediate (18%), and 7
students (63%) an advanced level. In the language use and indirect writing criterion, 6 of 11 students (55%) obtained scores greater than the cut point (125 low intermediate). Of these students, 3 showed a competency level of high intermediate (33%), and 3 student (33%) an advanced level. In the reading comprehension criterion, 4 of 11 students (36%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (18%), and 2 students (18%) an advanced level.
Geography
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 14 of 14 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 12 of 14 students (86%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 7 of 14 students (50%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as equivalence of the spoken and written
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 to the Center of Development of Linguistic Competencies and follow up will be given to assure their attendance to their workshops.
language and using logical connectors. When assessing the lexical competency criterion, 4 of 14 students (29%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion and poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 2 of 14 students (14%) obtained below average scores (50). Findings showed that students have some orthographic errors when writing an essay. Findings revealed that all students showed some deficiencies in one or more of the criteria assessed. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 7 of 7 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 4 showed a competency level of high intermediate (57%), and 3 students (43%) an advanced level. In the language use and indirect writing criterion, 3 of 7 students (43%) obtained scores greater than the cut point (125 low intermediate). Of these students, 3 showed a competency level of high intermediate (43%). In the reading comprehension criterion, 3 of 7 students (43%) obtained scores greater than the
cut point (125 low intermediate). Of these students, 3 showed a competency level of high 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 Methods course GEOG 4550 by using a four point rubric to assess confidence and precision when answering questions, excellent use of the Spanish language, clarity, and coherence of the presentation, findings (average scores) were: Students achieved a score of 4.0 points in confidence and precision when answering questions. Students received a score of 3.83 points for excellent use of the Spanish language. A score of 3.5 points was achieved in clarity, coherence and organization of the presentation. Thus, the expected outcome of 2.8 points in the rubric (70%) was met in each of the criteria assessed. 2009-2010 In an essay type exam in the course of History and Philosophy of Geography, GEOG 4500, a rubric was used 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.
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).
2009-2010
Exercises in which students write monographs, essays, summaries and field trip 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). As a result of the assessment of this domain, the expected
On the second semester, when assessing Effective Communication skills by using a 4 point rubric on the History and Philosophy of Geography and Geography Research Methods course (GEOG 4500 and GEOG 4550, respectively), it was expected that 70% of the students would reach the level of excellent or good. Findings revealed that students scores on average were: History and Philosophy of Geography Written Communication 2.9pts (72.9%) o Grammar and Orthography 3.1pts (77.5%) Oral communication (public speaking) 3.77pts (94.25%) o Adequate use of Spanish 3.28pts (82%) o Clarity, coherence, and organization 3.31pts (82.75%)
outcomes for different criteria on the rubric were revised: Written Communication o Grammar and Spelling will increase from 70% to 75% Oral communication (public speaking) Adequate use of Spanish will increase from 80% to 90% o Adequate use of Spanish will increase from 70% to 80% o Clarity, coherence, and organization will increase from 70% to 80%
Thus, the expected outcome of 70% was met.
Sociology
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 20 of 25 students (80%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 12 of 25 students (48%) obtained below average scores (50). These results showed that students have limited abilities
2008-2009
Students were encouraged 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 in order to help students to improve their communication skills. However, only one student attended the workshop.
in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 10 of 25 students (40%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 6 of 25 students (24%) obtained below average scores (50). Findings showed that students have some deficiencies in discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 5 of 25 students (20%) obtained below average scores (50). Findings showed that students made some orthographic errors when writing an essay. Findings revealed that 35 of 41 (85.4%) students showed deficiencies in one or more of the criteria assessed. The ELASH II, English administered by the CEEB to test the effected communication skills in English was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 14 of 17 students (83%) obtained scores greater than the cut point (106 low intermediate). Of these students, 6 showed a competency level of high
intermediate (35%), and 8 students (47%) an advanced level. In the language use and indirect writing criterion, 11 of 17 students (65%) obtained scores greater than the cut point (125 low intermediate). Of these students, 6 showed a competency level of high intermediate (35%), and 5 students (29%) an advanced level. In the reading comprehension criterion, 9 of 17 students (53%) obtained scores greater than the cut point (125 low intermediate). Of these students, 7 showed a competency level of high intermediate (41%), and 2 students (12%) an advanced level.
2009-2010
In all sociology courses, exercises will be assigned in order for students to prepare oral presentations, aiming towards the development of better oral communication skills. It will focus on aspects such as: clarity, coherence, and organization of the presentations.
2009-2010
In rubric used to assess effective communication skills in written papers, oral presentations, examinations, and assignments, 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 70% or more was met. A five point rubric was used to assess students effective communication skills in exams, presentations, written papers, and assignments. Limited data was gathered in various courses (SOCI 3245, SOCI 4187, SOCI 4005, ANTR 3046, SOCI 3267, and SOCI 4186). Findings revealed that students showed mastery of both spoken and written forms of Spanish as well as English as a second language. Students on average obtained 5 points (100%) in a 5 point rubric.
Anthropology
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 28 of 28 students (100%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 26 of 28 students (93%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 14 of 28 students (50%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 12 of 48 students (43%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 14 of 28 students (46%) obtained below average scores (50). Findings showed that students made a significant number of
2008-2009
Students were encouraged to attend 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.
orthographic errors when writing the essay. Findings revealed that all students showed deficiencies in one or more of the criteria assessed. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 13 of 17 students (76%) obtained scores greater than the cut point (106 low intermediate). Of these students, 8 showed a competency level of high intermediate (47%), and 5 students (29%) an advanced level. In the language use and indirect writing criterion, 5 of 17 students (29%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed a competency level of high intermediate (12%), and 3 students (17%) an advanced level. In the reading comprehension criterion, 5 of 17 students (29%) obtained scores greater than the cut point (125 low intermediate). Of these students, 4 showed a competency level of high intermediate (24%), and one student (6%) an advanced level.
2009-2010
Findings revealed that most students showed deficiencies in or more of the criteria assessed. In all anthropology courses, exercises will be assigned in order for students to prepare presentations to help them develop oral communication skills. It will focus on aspects such as: clarity, coherence, and organization of the presentations.
2009-2010
In rubric used to assess effective communication skills in written papers, oral presentations,
examinations, and assignments, 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 70% or more was met. A five point rubric was used to assess students effective communication skills in exams, presentations, written papers, and assignments. Limited data was gathered in various courses (ANTR 3006, ANTR 3046, ANTR 3025, ANTR4046, ANTR 4098, SOCI 4186, and SOCI 4187). Findings revealed that students showed mastery of both spoken and written forms of Spanish as well as English as a second language. Students on average obtained 4.1 points (82%) in a 5 point rubric.
Psychology
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 55 of 60 students (92%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 41 of 60 students (68%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of the essay. When assessing the Syntactic Structure criterion, 25 of 60 students (42%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as
2008-2009
Students were encouraged to attend workshops in writing skills offered by the CDLC. In addition, a workshop was offered in the College of Social Sciences by personnel of the CDCL for students to improve their oral communication skills. This possibility should be offered annually to incoming students on their Orientation Week.
understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 13 of 60 students (22%) obtained below average scores (50). Findings showed that some students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 13 of 60 students (22%) obtained below average scores (50). Findings showed some have students have a significant number of orthographic errors when writing the essay. Findings revealed that all students showed deficiencies in one or more of the criteria assessed. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 20 of 22 students (91%) obtained scores greater than the cut point (106 low intermediate). Of these students, 9 showed a competency level of high intermediate (41%), and 11 students (50%) an advanced level. In the language use and indirect writing criterion, 12 of 22 students (55%) obtained scores greater than the cut point (125 low intermediate). Of these students, 4 showed a
competency level of high intermediate (18%) and 8 students (38%) an advanced level. In the reading comprehension criterion, 14 of 22 students (63%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (41%), and 5 students (23%) an advanced level.
2009-2010
The students will be referred to the Center for the Development of Linguistic Competencies (CDCL) of the General Studies College and follow up will be given to assure their attendance.
2009-2010
When assessing writing communication skills in the Introductory Psychology course (PSIC 3003) the total average 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 scores equivalent 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, the expected outcome was met in this higher level course. Regarding individual scores, 14 of a total of 15 students (93.3%) obtained between 86 to the 100 percent when assessing written communication skills. During Orientation Week incoming students will be recommended to attend the effective communication skills workshops given by the CDCL.
Labor Relations
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 13 of 14 students (93%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 12 of 14 students (86%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 6 of 14 students (43%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 4 of 14 students (29%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 5 of 14 students (36%) obtained below average scores (50). Findings showed that students made a significant number of
2008-2009
Letters were sent to the students that showed need of improvement in their writing skills in Spanish, as assessed in the CEEBs test as well as in English listening, reading, and indirect writing comprehension exhorting them to attend workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education in order to strengthen their writing skills. The Academic Advisor performed a follow up on 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 to the students the importance of attending these workshops. Also, the Student Advisor created a referred letter for the professors 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
orthographic errors when writing the essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 7 of 8 students (86%) obtained scores greater than the cut point (106 low intermediate). Of these students, 6 showed a competency level of high intermediate (41%), and one student (15%) an advanced level. In the language use and indirect writing criterion, 2 of 8 students (25%) obtained scores greater than the cut point (125 low intermediate). Of these students, 2 showed an advanced competency level. In the reading comprehension criterion, 2 of 8 students (30%) obtained scores greater than the cut point (125 low intermediate). Of these students, 1(15%) showed a competency level of high intermediate and 1 student (15%) an advanced level.
continually enforced in order to continue obtaining positive experiences in the labor relations field. In the approved curricular revision of 2008, 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 that will allow them to improve their oral and written communication skills in both languages. Also this curricular revision proposed a course which 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 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 throughout the baccalaureate degree. The Writing Seminar offered by the professors 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 the students and give them back so they can remake the assigned work and learn from their mistakes.
In the RELA 4045 course (Supervised Practicum), students oral and written communication skills were evaluated by the supervisors of the practicum centers using a rubric prepared by this program (section E). The assessment showed that the students were doing an excellent work in all the criteria assessed related to effective communications skills (3.61 points, 90% and 3.74 points, 94% in the first and second evaluation respectively, in the first semester of academic year 2008-09; and in the second semester 3.77 points (94%), and 3.81 (95%) respectively in the first and second evaluation. Therefore, since the expected
outcome was that students performed at a level of 80% (3.2 points on the rubric), it was met in all occasions assessed. In the RELA 4045 course (Supervised Practicum), students oral and written communication skills were evaluated by their supervisors of the practicum centers using a rubric prepared by this program (Section G precise and clear in the writing of diagnostic observations and intervention plans). The assessment showed that the students were doing an excellent work in all the criteria assessed related to effective communications skills (3.85 points, 96% and 3.92 points, 98% in the first and second evaluation respectively, in the first semester of academic year 2008-09; and the average score on the second semester was 3.90 points, 98%). Therefore, since the expected outcome was that students performed at a level of 80% (3.2 points on the rubric), it was met in all occasions assessed. A rubric was used to measure oral and writing communications skills in a workshop with research learning objectives. Findings on average were: Organization: 3.9 points (97%) Distribution of the didactic material, which includes syntax and grammar: 3.8 points (94%) Oral Communication: 3.62 points (91%) Since, the expected outcome was that students would achieve a performance level of 80%, the goal was met. When assessing writing skills in the RELA 3155 course by using a rubric, the students obtained an average of 88%. The students followed the established format in the introduction, the body and conclusion of the essay, and they also developed themes with relative consistency. Thus, the
expected outcome was met. In a rubric used to evaluate the last reflection of the course, the students obtained an average score of 88% in the writing criterion. Therefore, the expected outcome was met. When assessing effective communication skills using a questionnaire to measure student satisfaction level with the academic preparation received from the program. Findings revealed that: Oral communication abilities: 95% of the students stated that they were very satisfied with their ability of their oral communication skills in Spanish Writing communication skills: 95% of the students stated that they were very satisfied with their ability of their writing communication skills in Spanish. Oral communication abilities: 70% of the students stated that they were very satisfied with their ability of their oral communication skills in English. Writing communication skills: 65% of the students stated that they were very satisfied with their writing communication skills in English. Thus, the expected outcome a satisfaction level of 80% or more was only met on the Spanish language. 2009-2010 In order to encourage student participation on the contest titled Analysis and Communication of the Crisis in Puerto Rico through existent Labor Relations and Labor Studies, programmed for next semester, a voluntary reflection was assigned to measure students critical thinking skills. Six students handed in the reflection and were assessed
2009-2010
using a four point rubric. Findings were: Content: o Two out of six (33%) students achieved a performance level of 4 points. o Three out of six (50%) students achieved a performance level of 3 points. o One out of six (17%) students achieved a performance level of 1 point. Writing: o Three out of six (50%) students achieved a performance level of 4 points. o Two out of six (33%) students achieved a performance level of 3 points. o One out of six (17%) students achieved a performance level of 1 point.
College of General Studies Academic Programs General Studies Bachelor Program

Findings Transforming Actions
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 32 of 33 students (97%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 26 of 33 students (67%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 14 of 33 students (42%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 12 of 33 students (37%) obtained below average scores (50). Findings showed that students have deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 10 of 33 students (30%) obtained below average scores (50). Findings showed that students made some orthographic errors when
2008-2009
writing an essay. The ELASH II, English test administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 15 of 16 students (94%) obtained scores greater than the cut point (106 low intermediate). Of these students, 8 showed a competency level of high intermediate (50%), and 7 students (44%) an advanced level. In the language use and indirect writing criterion, 10 of 16 students (63%) obtained scores greater than the cut point (125 low intermediate). Of these students, 8 showed a competency level of high intermediate (50%), and 2 students (13%) an advanced level. In the reading comprehension criterion, 10 of 16 students (63%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (56%), and 1 student (6%) an advanced level.
2009-2010 2009-2010
An essay was used to assess writing skills in ESGE 3130 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 Correct Grammar usage (72.00%). Thus, the expected outcome that 70% or more of the students would obtain 70% or more on the criteria assessed was met. The courses syllabus will be revised in order to increase the number of curricular activities related to the Correct Grammar usage criterion. Students who obtained low scores in the Correct Grammar usage criterion will be advised of to attend workshops offered by the Center for the Development of Language Competencies (CLC) in order to improve this writing competency.
Academic Programs Teacher Preparation Program (23)
College of Education Findings 2007-2008

In a test, offered in August 2007 and developed by the CEEB to evaluate the writing skills and dispositions of the incoming class of teacher candidates (SEDeRe), findings were: From the 313 students who took the test, 131 (42%) obtained a lower score than the average score of 50 points. A t test was used in order to compare grades obtained 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 were found between both groups. A higher percentage of the students who did not attend any workshops did not approve the Basic Spanish course. In the first semester of the 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.

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 to the 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 in this 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
A test developed by the CEEB to evaluate the writing skills and dispositions of class of incoming teacher candidates was offered in August 2008. Using results 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 students were referred to the CDLC to attend at least three writing 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 approve the basic Spanish course. Findings revealed that these students do not have a satisfactory academic progress. Thus, it is necessary to make an intensive intervention with these students for them to improve their writing skills. Out of a total of 426 students enrolled in the Writing Zones workshops, 98 of them (23%) finished all of them. Assessment results of these workshops will be handed by the professor in charge of the Writing Zones workshops. Only the first results from the assessment of these workshops are available at this moment (2008-2009). Of the 212 teacher candidates assessed, in a scale from 0 to18, where 12 is successful, 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.
2008-2009
The Dean of Academic Affairs together with the Office of the Student Affairs of the College of Education is strengthening a follow-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 be required 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 curriculum, especially in the Teacher Practicum course. A program to develop professional skills in teacher candidates is being planned in order to continue strengthening students writing skills.
2009-2010
The digital platform for the development of a student electronic portfolio (Porta-e) will be used to assess effective communication skills when writing an Education Philosophy and future projections of professional teachers. In a rubric used to assess a stated sound position of the teacher, 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 would reach the above described levels, the goal was met. Using the same rubric, to assess the students critical vision when observing a clinical experience and the use of solid arguments to describe the learning environment, findings revealed that on average 80% of the students achieved between good, very good, and excellent. Since the expected outcome was that 70% of the students would reach the above described levels, the goal was met. When assessing competences in effective communication skills in teacher candidates, aggregate data by program and at the College level revealed that in a 16 point scale, where 12 is successful, 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 point scale. Since the expected outcome was an average of 50 points or more, the goal was met.
2009-2010
Results of the assessment of writing skills in the Educational Philosophy and future professional teacher projections written by 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 competencies in the Supervised Practicum course was implemented in 20092010 academic year. Results will be compared between years in order to determine if the interventions made trough the curriculum affect the scores obtained by teacher candidates in the PCMAS test.
Recreation
2008-2009
Writing skills of only two students were assessed by using a rubric in the RECR 3820 course. One of them showed over the average performance, the other one, an average performance. Thus, the expected outcome was met. The writing skills of four students were assessed using a rubric in the RECR 4015 course. All students showed an excellent performance as assessed by their supervisors. One of them showed over the average performance, the other one, an average performance. Thus, the expected outcome was met.
2008-2009
In the second semester of the academic year 2009-2010, additional assignments will be given to those students who showed average performance in the RECR 4142 course in order to improve their writing skills. Since all students obtained an excellent evaluation by their supervisors, further transforming actions are not needed.
2009-2010 2009-2010
When assessing effective communication skills by using a rubric in a written paper in the RECR 3685 course, 50% of the students met the expected outcome. Thus, the expected outcome that 70% of the students would obtain 70% or more was not met. The results obtained by the students in the assessment of this learning activity will be discussed in a meeting to that effect.
Nutrition and Dietetics
2008-2009
Rubrics were used to evaluate effective communication skills in a written and oral presentation, as well as in laboratory reports showed that students obtained the following results in three different checkpoint courses: HOEC 4031 - 87.5% HOEC 4086 - 77 % HOEC 4085 - 88 % In the HOEC 4031 and 4085 courses 80 % of the students 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,
2008-2009
Students were given the opportunity to review their mistakes, assuring that they understood the errors made and learned from this process.
except on the HOEC 4086 course. Rubrics to evaluate effective communication skills in a written and oral presentation and in laboratory reports showed that students obtained the following results at three different checkpoint courses: 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 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.
2009-2010 2009-2010
Rubrics used to evaluate effective communication skills in a written and oral presentation and in laboratory reports showed that students obtained the following results at three different checkpoint courses: HOEC 4031 100% HOEC 4086 92 % HOEC 4085 100 % In all occasions they met the expected outcome which was that 80 % of the students would earn a grade of B or better in a written and oral presentation of articles, special topics, short speech presentations to food service employees, and in case studies related to the clinical area. Rubrics used to evaluate effective communication skills in a written and oral presentation and in laboratory reports showed that students obtained the following results at three different checkpoint courses: HOEC 4041 100 % Students were given the opportunity to review their mistakes, assuring that they understood the errors made and learned from this process. Continue with established teaching activities and incorporate others.
HOEC 4163 data not submitted HOEC 4165 - 100 % In all occasions they met the expected outcome that 80 % of the students will earn 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. The expected outcome was achieved for the check point 3. Data from the 2005-2008 Graduate & Employer Survey revealed that 90% of the employers believe that graduates demonstrate excellent and good writing communication skills and 86% indicate graduates demonstrate excellent and good oral communication skills.
Continue administering the Graduate & Employer Survey developed by this program.
Academic Programs Audiovisual Communications
School of Communication Findings 2008-2009

In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 30 of 34 students (88%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 21 of 34 students (62%) obtained below average scores (50). These results showed that students have limited abilities developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 11 of 34 students (32%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 8 of 34 students (24%) obtained below average scores (50). Findings showed that students have some deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 8 of 34 students (24%) obtained below

average scores (50). Findings showed that students made some orthographic errors when writing an essay. Findings revealed that all students showed deficiencies in one or more of the criteria assessed. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 18 of 19 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 7 showed a competency level of high intermediate (37%), and 11 students (58%) an advanced level. In the language use and indirect writing criterion, 12 of 19 students (63%) obtained scores greater than the cut point (125 low intermediate). Of these students, 7 showed a competency level of high intermediate (37%), and 5 students (26%) an advanced level. In the reading comprehension criterion, 12 of 19 students (63%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (47%), and 3 students (16%) an advanced level. In a rubric used to assess effective communication skills, students obtained scores lower than 75% in two of the three sections assessed in the criterion of Correct Grammar usage. Thus, the expected outcome that 70% of the students would obtain scores of 75% or more was not met.
The program coordinator communicated electronically with the four students that obtained low scores for them to attend CDLC workshops.
2009-2010 2009-2010
When assessing effective communication skills in some sections of the COMA 4315 course, 14% of the students obtained 67% or less in the rubric used. The rest of the students obtained scores between 77% and 100%. In relation to the Correct Grammar usage criterion, all students obtained a score of 80% or more. In the interview and study, solution and resolution, (both variables tied to effective communication skills), scores reflect a lower performance when compared with other variables in the rubric, although the scores obtained when assessing this criterion were over 70%. Thus, the expected outcome was met. During the second semester, data was gathered in various sections of the COMA 4315 in order to assess students effective communication skills. Examples of papers that show errors 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 Communications (Media Writing) toward that end. Also, students will be referred to the workshops offered by the CDLC of the College of General Studies.
Data is in the process of being analyzed.
Information and Journalism
2008-2009
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 33 of 41 students (80%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 26 of 41 students (63%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 11
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 need to strengthen their communication skills in the language where deficiencies were identified, through the attendance of workshops offered by the Center for the Development of Language Competencies (CDLC) of the General Education College or by enrolling on an additional Spanish or English course. 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.
of 41 students (27%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 6 of 41 students (15%) obtained below average scores (50). Findings showed that students have slight deficiencies in employing discursive coherence and cohesion and poor lexical skills, which are elements required when writing an essay. When assessing the Grammatical Correctness criterion, 6 of 41 (15%) obtained scores below the average (50). Findings showed that students have slight orthographic errors when writing an essay. The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 22 of 26 students (85%) obtained scores greater than the cut point (106 low intermediate). Of these students, 15 showed a competency level of high intermediate (58%), and 7 students (27%) an advanced level. In the language use and indirect writing criterion, 14 of 26 students (54%) obtained scores greater than the cut point (125 low intermediate). Of these students, 9 showed a competency level of high intermediate (35%), and 5 students (19%) an advanced level.
In the reading comprehension criterion, 13 of 26 students (50%) obtained scores greater than the cut point (125 low intermediate). Of these students, 10 showed a competency level of high intermediate (38%), and 3 students (12%) an advanced level. The establishment of a tutoring program will be considered. When assessing effective communication skills in informative notes by using a rubric in the COPU 4148 course, students obtained scores of 75% or less. Thus, the expected outcome of 75% was partially met. When assessing effective communication skills in INFP 4001 course, Journalistic Writing I, students obtained an average score of 70% in pertinent criteria: thematic unit, appropriate selection of outstanding news elements, journalistic style, and syntax and sentence construction. Thus the expected outcome was met. In another section assessed, the students score ranged 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 correct grammar usage. In the Practicum of Supervised Journalism, students obtained 70% in the criteria pertinent 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 Communications 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 writing including journalistic writing for Internet. INFP 4001: Continue emphasizing informative 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
In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 40 of 46 students (87%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 31 of 46 students (67%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 15 of 46 students (33%) obtained below average scores (50). These results showed that students have limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 6 of 46 students (13%) obtained below average scores (50). Findings showed that students have slight deficiencies in employing discursive coherence and cohesion, as well as poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 7 of 46 students (15%) obtained below average scores (50). Findings showed that students made slight 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 need to strengthen 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 course. 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.
The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 21 of 21 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 8 showed a competency level of high intermediate (38%), and 13 students (62%) an advanced level. In the language use and indirect writing criterion, 14 of 21 students (67%) obtained scores greater than the cut point (125 low intermediate). Of these students, 5 showed a competency level of high intermediate (24%), and 9 students (43%) an advanced level. In the reading comprehension criterion, 14 of 21 students (67%) obtained scores greater than the cut point (125 low intermediate). Of these students, 10 showed a competency level of high intermediate (48%), and 4 students (19%) an advanced level. When assessing effective communication skills by 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 points (86%) in the criterion of written communication. Thus, the expected outcome of 70% or more in the rubric was met in both occasions. When assessing effective communication skills by using a rubric in the REPU 4018 course, Introduction to Public 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 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 about the 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.
was met. When assessing effective communication skills by using a rubric in the COPU 4045 course, Advanced Seminar, students obtained an average score of 3.4 points (85%) in a 4 point scale in the criterion of written communication; and an average of 3.5 points (88%) in the criterion of oral communication. Thus, the expected outcome of 70% or more in the rubric was met in both occasions.
2009-2010 2009-2010
Assessment data is in the process of being analyzed. Corresponding transforming actions will be submitted by the end of the second semester.
Academic Programs Enviromental Design
School of Architecture Findings 2008-2009

In a test, offered in August 2008 and developed by the CEEB to evaluate the writing skills of the incoming class, findings were: When assessing the essay as a whole, 27 of 34 students (79%) obtained below average scores (50). These results showed that students have limited abilities in writing skills. When assessing the Theme and Structure criterion, 21 of 34 students (62%) obtained below average scores (50). These results showed that students have limited abilities in developing the topic and the structure of an essay. When assessing the Syntactic Structure criterion, 8 of 34 students (24%) obtained below average scores (50). These results showed that students have some limited abilities in comprehending the morphosyntactic aspects of their native language, such as understanding the equivalence of the spoken and written language and using logical connectors. When assessing the lexical competency criterion, 6 of 34 students (18%) obtained below average scores (50). Findings showed that students have slight deficiencies in employing discursive coherence and cohesion and poor lexical skills, which are elements required when writing an essay. When assessing the Correct Grammar usage criterion, 4 of 34 students (12%) obtained below average scores (50). Findings showed that students made minimal orthographic errors when writing an essay.

All incoming students that obtained low scores on the writing test administered by the CEEB were advised through their Academic Advisor about the need to strengthen 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 course.
The ELASH II, English administered by the CEEB to test the effected communication skills in English, was administered to the incoming class in August 2008. Findings were: In the listening comprehension criterion, 16 of 16 students (100%) obtained scores greater than the cut point (106 low intermediate). Of these students, 4 showed a competency level of high intermediate (25%) and 12 students (75%) an advanced level. In the language use and indirect writing criterion, 12 of 16 students (75%) obtained scores greater than the cut point (125 low intermediate). Of these students, 6 showed a competency level of high intermediate (38%), and 6 students (38%) an advanced level. In the reading comprehension criterion, 12 of 16 students (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 2009-2010
When assessing effective communication skills by using a rubric in the final design presentations of the students enrolled in the courses ARCH 3131, 4135, 3133, and 4133, 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 both occasions. According to the information gathered, the level of the graphical and oral expression of the students in the program is satisfactory. The compiled information did not measure the level of written expression. 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 to 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 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 the Introduction 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 for the efforts to integrate of information literacy competencies. We understand that some of the components of the information literacy competencies are bound 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 that will 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 during their 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, by judging, criticizing and analyzing the diverse perspectives in a thorough and constructive way, aiming towards the development of their own criteria. College of Natural Sciences Findings 2008-2009
Academic Programs 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 the question correctly on the final exam of the General Chemistry course I (QUIM 3001) [n=106]. Thus, the expected outcome that 60% or more of the students would answer correctly was not met. 2) 50.4% of the students answered the question correctly 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 would answer correctly was not met. 3) 33.3% of the students answered the question correctly on a partial exam of the General Chemistry course II (QUIM 3002)) [n=51]. Thus, the expected outcome that 60% or more of the students would answer correctly was not met. In a laboratory report of a special project of the General Chemistry course, 76.5% of the students
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 the General Chemistry II course (QUIMC 3002) classrooms. It included the discussion of a graph to deal with students needs in these areas. A comparative 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 would obtain 75% or more in the Analysis and Discussion section was not met.
2009-2010
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. Thus, the expected outcome that 60% of the students would answer this type of question correctly was met. In a question about balancing chemical relations and identifying the limiting reactant, 74.3% 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% of the students would answer this type of question correctly was met. In another question about balancing chemical reactions and identifying the limiting reactant, 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 would answer this type of question correctly was not met. In a question to measure knowledge about Lewiss structures, molecular and orbital geometry, bond angles and molecular polarity, students obtained 9 points (75%) or more (n=63) in a 12 point scale. Thus, the expected outcome that 60% or more of the students would answer this type of question correctly was met.
2009-2010 Activities to maintain or raise the percentage of approval of this type 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.
When assessing the design of a logic synthetic route for an organic compound in the QUIM 3451 course, 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 would obtain 11 points on these questions, the expected outcome was not met.
More emphasis on the discussion of strategies for the solution of exercises that involve 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 by 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, two advanced laboratory courses, the students obtained an average score of 2.2 points out of total of 4. Thus, the expected outcome that the students would obtain 3.2 points was not 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 2009-2010
The Physics department assessed critical thinking skills in laboratory reports by 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. 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 that students would obtain 3.2 points was met. The rubric to be used in the assessment of the laboratory 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.
Mathematics
2009-2010
Critical thinking skills were assessed on a written report in the undergraduate seminar (MATE 4995) by 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 would 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 by 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 would obtain 6 points or more. Thus, the expected outcome was not met.
2009-2010
Increase the number of reports that students should present during their undergraduate 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 during the undergraduate experience in order for them to acquire the necessary skills required to answer an exam and to write a report using critical thinking 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 students would obtain 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 would obtain two points in the rubric, the expected outcome was met. In a higher cognitive level problem in the final exam of the CINA 3005 of the Environmental Sciences course, 13 out of 32 students (40%) answered correctly. Since the expected outcome was that 70% or more of the students would answer the question correctly, the expected outcome was not met. In a four-point rubric used to assess critical
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.
Apply the rubric in a greater number of laboratory sections in order to
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.
benefit more students from this assessment.
Since the expected outcome was that 70% or more of the students would obtain 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 used 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 would obtain 3 points or more in the rubric was met on the three reports assessed. Apply the rubric in a greater number of laboratory sections in order to benefit more students from this assessment.
Environmental Sciences
2009-2010
Students answers to six high level cognitive (analysis, evaluation and synthesis) questions were used to assess critical thinking skills in the final exam of CINA 4127 course. It was expected that 70% of the students would obtain 70% or more in this type of questions. Findings revealed that 70% of the students obtained an average score of 80% or higher. Students showed mastery in the analysis and evaluation type questions, however certain degree of difficulty was observed in questions that required synthetic skills.
2009-2010 Questions that require synthesis skills will be revised.
Academic Programs Art History
2009-2010
College of Humanities Findings 2009-2010
Critical thinking skills were assessed during the first semester in the analysis of an art piece submitted by 47 students of this program. The findings were: Excellent/Good: 27/47 = 57% Satisfactory/ Could improve: 20/47 = 43% The expected outcome that 70% or more of the students analysis would be classified, as excellent/good was not met. Thus, about the half of the students body requires attention in order to develop the critical thinking skills needed in the analysis of a piece of art. Critical thinking skills were assessed in the second semester in the analysis of an art piece submitted by 79 students of this program. The findings were: Excellent/Good: 44/79 = 56% Satisfactory/ Could improve: 35/79 = 44% The expected outcome that 70% or more of the students critical analysis would be classified as excellent/good was not met.
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 topics in 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 the 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
2009-2010
A mentoring system for the undergraduate students from the History Department will be established using graduate students as mentors.
and compare them. Assessment findings showed that students at this level cannot identify or interpret the authors thesis correctly, that they have difficulties in identifying theoretical and historiographers approaches, and in the appraisal of the texts considered. Thus, they cannot make an informed and a competent decision.
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 the 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 showed that students at this level cannot identify or interpret correctly the authors thesis have difficulties in identifying theoretical and historiographers approaches, and in the appraisal of the texts considered. Thus, they cannot make an informed and competent decision.
2009-2010
A mentoring system for the undergraduate students from the History Department will be established using graduate students as mentors.
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
Increase the number of students assessed. 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 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.
2008-2009
Increase the expected competency level for more advanced development of these skills. Increase the number of students assessed.
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 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 INGL 4206 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.
2009-2010
Transforming actions will be pursued 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 faculty member 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 learnings outcomes. LICO course INGL 4206 should include more structured writing activities, aligned with course learning objectives. The professor who teaches the class incorporated those.
English Literature
2008-2009
The ability to develop an 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. 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
2008-2009
Increase the expected competency level for more advanced development of these skills. Increase the number of students assessed.
Since the expected outcome was that 70% of the 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 INGL 4206 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.
2009-2010
Transforming actions will be pursued 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 faculty member 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 learnings outcomes. LICO course INGL 4206 was should 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 lower scores 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 the course professors, the Department must make sure 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
2009-2010
This course should be given twice weekly instead of the actual once a
3816 using a rubric. Findings revealed that 5 of the 9 students papers assessed show a performance level lower that 70%. Two students obtained 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 lower that 70%. All criteria assessed except painting techniques must be enforced since the 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.
week in order to develop critical thinking skills through the constant feedback of the professor to the student. The courses offered once a week cannot maintain the concentration and frequency the student needs when approaching critical and philosophical issues that stem from the course with the professor. 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 order to give continuity to the development of critical thinking skills during the course.
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 conclusion criterion. 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
2009-2010
A written test 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. 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. The arithmetic mean was 26.88 points (76.79%). In all assessed criteria the score obtained was 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%). In all assessed criteria the score obtained was over 70%. Thus, the goal was met. 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%). 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 of 70% or more on the rubric. Only 2 of the 6 students assessed didnt meet the expected outcome. The arithmetic mean 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 obtained was over 70%. Thus, the goal was met. A second test was given on January 2010 and the results are being analyzed.
Academic Programs Audiovisual Communications
2008-2009
School of Communications Findings Transforming Actions 2008-2009 and 2009-2010

Revise and modify the Advanced Seminar in Communications 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.
Rubrics were developed to assess critical thinking skills for radio and television performances in the Script course. All the students obtained a performance level higher than 80% in the criteria pertinent to critical thinking. Thus, the expected outcome of 70% or more was met.
2009-2010
When assessing a report, a chronicle, and an essay on the course Advanced Seminar of Communications, 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 expected outcome was met. 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 the work 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
During the second semester, data was gathered in
various sections of the COMA 4315 in order to assess students effective communication skills.
Data is in the process of being analyzed. 2008-2009

Revise the Advanced 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 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. Informative type writing will be emphasized in the course COPU 4148, which includes journalistic writing for the Internet. This change was 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).
Journalism and Information
2008-2009
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 related criteria assessed, the expected outcome of 70% was not met.
2009-2010
In the assessment of the Supervised Practicum course (INFP 4109), the supervisor evaluated
2009-2010
Continue making the corresponding teaching efforts to obtain the expected outcomes related to this domain.
critical thinking skills in a five point scale rubric. The average score of the students was 4.5 points (90%) and 3.7 points (74%) in other criteria related to this domain. Thus, in the related criteria assessed, the expected outcome of 70% or more was met. A rubric was used in the Electronic Journalism course (INFP 4059) to assess critical thinking skills. 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 performance level 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 the Journalistic Writing course I (INFP 4001) to assess critical thinking skills. The students obtained an average of 78% and 71%, respectively. Therefore, in the related criteria assessed, the expected outcome 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. Therefore, in the related criteria assessed, the expected outcome of 70% or more was met in the two course sections.
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 was 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 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 historical and theoretical 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 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% or more 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 criteria assessed, the expected outcome of 70% or more was met. A rubric was used in the Advertising Planning and Production course, (REPU 4157) to assess critical thinking skills. The students obtained an average score of 4.5 points out of 5 (90%). Thus, in the related criteria assessed, the expected outcome of 70% or more was met. A rubric was used in the Advanced Seminar of Communications course, (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 criteria assessed, the expected outcome of 70% or more was met.
2008-2009
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
2009-2010
Academic Programs Political Sciences
2008-2009
College of Social Sciences Findings 2008-2009
When assessing critical thinking skills by using a questionnaire, 72.7% of the students surveyed indicated high satisfaction with the academic preparation in this domain that they received in this program. Thus, the expected outcome of 70% or more was met. In CIPO 3035 course, 81.4% of the students showed excellent or good critical thinking skills when assessed using a rubric. Thus, the expected outcome of 70% or more was met. In CIPO 3135 course, 83% of the students showed excellent or good critical thinking skills when assessed using a rubric. Thus, the expected outcome of 70% or more was met.
Focus groups will be scheduled to investigate students concerns about the academic preparation they received by this program, regarding this domain. Faculty members will continue promoting class discussions to offer students the opportunity to state own positions both on written tests and oral discussions in the classroom in order to strengthen the skills on this domain. Encourage faculty members to promote an ongoing assessment on critical thinking skills continually in the classroom and to design more written assignments in order to develop these skills among the students.
2009-2010 2009-2010
When assessing critical thinking skills on a midterm paper in the CIPO 3035 course, by using a rubric to assess the answers given by students on two questions related to a previous reading of two chapters in the textbook, students (n=52) obtained a performance level of 67.3% , between the excellent or good categories. Thus, the expected outcome of 70% or more was not met.
Economics
2008-2009
When assessing critical thinking skills by using a rubric on research projects, students obtained an average 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 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, Puerto Rican Economists Association conferences, forums, and activities. These activities will be promoted through the Black Board platform and the Economics Students Association.
2009-2010
An assessment activity titled The Olympics of Economics was developed to assess various student learning domains (effective communication skills, critical thinking, social responsibility, ethical sensibility, access to existent knowledge, and Puerto Rican Economy). Students were to prepare an essay and offer an oral presentation in relation to the topic Post World War 2 Puerto Rican Economy. The essay should include definition, importance, structure, evolution throughout the years, and relationship with other eras. Also, the relation of this topic with Social Responsibility and Ethical Sensibility criteria will be assessed. A rubric was developed to assess the above criteria for both the essay and oral presentation.
2009-2010
Findings and proposed transforming action of the academic year 20082009 were discussed in a departmental meeting (February 26th, 2010). Findings of the academic year 2008-2009 were disseminated through a radio program named Hilando Fino desde las Ciencias Sociales of the University Radio Station on March 23th, 2010 at 4:00pm an d also on a written paper to be published in the Economic Research Unit Bulletin. Assessment activities must be carried out inside (course professors) as well as outside (by the faculty assessment committee).
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%);
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, map 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.
Documentation - 2.83 points (71%); Quantitative methods - 2.33 points (58%).
In all the criteria assessed, with the exception of the criterion of Quantitative Methods , the expected outcome of 70% or more was met. In an essay type exam in the History and Philosophy of Geography GEOG 4500 course, a four point rubric was used in order to assess critical thinking skills and content knowledge. Findings revealed the following average scores: Critical thinking skills 3.53 points (88%) Content knowledge 2.67 points (77%). Thus, the expected outcome of 70% or more was met in both domains.
2009-2010
When assessing Critical Thinking skills using a 4 point rubric in the courses of History and Philosophy of Geography and Geography Research Methods (GEOG 4500 and GEOG 4550, respectively) it was expected that 70% of the students would reach the level of excellent or good on the rubric.
2009-2010
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.
Findings revealed that students scores on average were: As a result of the assessment processes, the expected outcomes History and Philosophy of Geography Critical Thinking Skills 3.61pts (90.25%) Content 3pts (75%)
The rubric to be used in order to assess this domain was given together with the course syllabus was given to the students in the first day of class.
for this domain were revised:

Research question will increase from 70% to 80%. Information assessment will increase from 70% to 80%. Analysis will increase from 70% to 75%. Synthesis will increase from 70% to 75%. Product process will increase from 70% to 75%.
Geography Research Methods
Research question 3.6 (90%) Information assessment 3.5 (87.5%) Analysis 3.1 (77.5%) Synthesis 3.2 (80%) Product process 3 (75%)
Since the expected outcome was that students on average would achieve a competency level of 70% (2.8pts in the rubric) the expected outcome was met in each course assessed regarding this domain.
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 more in 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 not developed an adequate level of critical thinking skills and although their written communication skills are better developed 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
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 rubric of critical thinking skills could be applied to assess these exercises. Develop class discussions that promote critiques, assuming theoreticalcritical positions. Use a rubric to assess oral communication and critical thinking skills for the above activity. Requests from students critical analysis of pertinent topics when evaluating professional articles from peer-reviewed journals, textbooks, and other related readings.
communication skills were assessed on the same semester. The average score obtained was 5.8 points (83%), in a 7-point scale, which show results expected of more mature students in this discipline. Thus, 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 exceed 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.
Labor Relations
2008-2009
The supervisors, in the Practicum laboratory course, (RELA 4045), assessed students critical thinking skills using a rubric. Supervisors gave them an excellent evaluation in all the criteria assessed. 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%
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 the program. 2) Encourage the use of concepts and theories this discipline.
and 95% respectively. These scores exceed the expected outcome of 80% or more on the four instances assessed. When assessing critical thinking skills using a questionnaire to measure student satisfaction level with the academic preparation received from 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. Students obtained an average score of 3.9 points (97%) in 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, the theoretical frame lacked greater elaboration. When assessing critical thinking skills using a rubric in the last written reflection of the RELA 3155 course, the following criteria were measured: theme development, critical thinking, and conclusion. Findings revealed that students obtained the following average scores: Theme development 91% Critical thinking 99% Conclusion 100% Thus, the expected outcome of 80% or more was met in all the criteria assessed. In order for critical thinking skills to have a
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. 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, 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 on theories and concepts from the discipline.
theoretical basis, a deep reading process must occur. Nevertheless, through the diagnostic and summative assessment process a resistance in several students in this area was observed. Also, in a written paper it is necessary to cite and to order the theoretical references using a manual of style. In this area, resistance from several students was observed. The absence of a theoretical basis or critical analysis at an elementary level shown by some students tends to surpass itself in the Practical Laboratory course (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 critical analysis based on laws, theories, and philosophies of the practice center by students. A four point rubric was used to assess students critical thinking skills in a presentation of a workshop with educational objectives in the RELA 3085 course. The criteria to be assessed were: the use of critical thinking skills and conclusion. The expected outcome was student performed at a level of 80% or more as stated on the rubric. Findings on average were: Use of critical thinking skills 3.9 points (97%) Conclusion 4.0 points (100%) Result of the assessment of this activity showed that although students made clear explanations of the theoretical framework, a lack of depth was observed.
Continue requiring the assessment of these skills in this activity as part of the RELA 3085 course.
Critical thinking skills were assessed in students reflections of the RELA 3155 course by using a four point rubric. The following criteria were assessed: development, critical thinking, and conclusion. Findings, on average scores, were: Development: 91% Critical thinking: 99% Conclusion: 100% Since the expected outcome was that students, on average, achieved a performance level of 80%, the expected outcome was met.
2009-2010 2009-2010
In order to encourage student participation on the contest titled Analysis and Communication of the Crisis in Puerto Rico through existent Labor Relations and Labor Studies, programmed for next semester, a voluntary reflection was assigned to measure students critical thinking skills. Four out of five students that handed in the reflection obtained four points in a four point scale (100%) and the other one obtained two points (50%). A contest titled Analysis and Communication of the Crisis in Puerto Rico through existent Labor Relations and Labor Studies geared to: 1) stimulate students critical thinking skills 2) to promote the use of concepts and theories of the Program, and 3) to enforce students writing skills and style. However, due to the Campus strike, the contest was suspended until further notice.
The contest will be programmed for the first semester of the academic year 2010-2011. A continued discussion with the professors about the need to emphasize critical thinking skills in all their courses will continue to take place. As part of the 2008 Curriculum Review and in order to strengthen the philosophical and theoretical aspects of students fundamental knowledge, the Program approved the requirement of an exam in REAL 3005 to broaden the knowledge of above concepts. The syllabus was revised in order to include the corresponding objectives. It is assumed that if the students have a solid foundation in theoretical and philosophical aspects then they can improve their critical analysis
skills.
Anthropology
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 3.72 points (74%), in a five point scale. This exceeds the expected outcome of 70%. A five point rubric was used to assess if students will read, analyzed and synthesized critically basic anthropology literature. Limited data was gathered in various courses (SOCI 3245, SOCI 4187, SOCI 4005, ANTR 3046, SOCI 3267, and SOCI 4186). Findings revealed that students obtained on average 4.37 points (87.4%) in a 5 point rubric. Since the expected outcome was that students on average achieved a level of competency of 80% (4 points) in the rubric, the expected outcome was met.
2009-2010
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 for students to prepare monographs, presentations, or essays 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 identifying the statement of the problem, an average score of 74% was obtained. The expected outcome of 70% was met in only one criterion. A five point rubric was used to assess if students read, analyzed and synthesized critically basic literature on sociology. Limited data was gathered in various courses (SOCI 3245, SOCI 4187,
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 use critical thinking skills.
SOCI 4005, ANTR 3046, SOCI 3267, and SOCI 4186). Findings revealed that students obtained on average 3.75 points (75%) in a 5 point rubric. Since the expected outcome was that students on average achieved a level of competency of 75% (3.75 points) in the rubric, the expected outcome was met.
College of Education Academic Programs Teacher Preparation Program (23) Findings 2008-2009
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 for the 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 Reflects critically how the observations made related to the teaching and learning 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 level 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 levels in 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

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 students works, in order to present findings and to identify areas of improvement in the rubric used in this course 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 Educations expectations for future teachers, and to produce specific recommendations 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 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 a satisfactory 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 the College of Education. Findings will be shared with key faculty members, in particular with those from FAED 4001, FAED 4002, and FAED 4003 courses in which an electronic portfolio is developed in order to strengthen educational practices that support a more systematic and effective development of students capacities to reflect as a fundamental part of the critical thinking process.
their learning. The reflection process helps them relate theory with practice, especially in the courses in which there are field experiences. The students reflect in some courses in which 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 the analysis of key course syllabi show that, although the reflection is promoted, it is not developed in a systematic way. This possibly prevents those future teachers to incorporate the reflection as a continuous research process that results in an excellent professional.
2009-2010
Findings from this academic year will be available by the end of the second semester of the academic year 2009-2010.
2009-2010
Critical thinking skills will be assessed when teacher candidates write their educational philosophy and their projections as professionals in their Porta-e. In a rubric used to assess the 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 would reach these levels, the expected outcome
was exceeded. 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 outstanding. Since the expected outcome was that at least 70% of the students would reach these levels, the expected outcome was exceeded.
Academic Programs Office System Management
2008-2009
College of Business Administration Findings 2008-2009
When assessing critical thinking skills in answers 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, the expected outcome that 70% of the students would obtain 70% or more in the rubric was not met. When assessing critical thinking skills by using a rubric in the analysis developed by students in a case study, 60% of the students obtained an average score of 70% or more in this criterion. Therefore, the expected outcome that 70% of the students would obtain 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 would obtain 70% or more in the rubric was met. When assessing supervision skills by 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 would obtain 70% or more in the rubric was not met.
Provide a study guide and tutoring services to the students that did not obtain 80% or more in this competency. Use cooperative work and supplementary educational strategies to improve students 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 need of improvement in critical thinking skills since the second semester of the 2008-2009 academic year.
2009-2010
A diagnostic test was given to the incoming class to assess critical thinking skills in the ADSO 3055 course (October, 2009). Findings were: Four students of a total of 14 (29%) obtained a score of 60% 10 student of a total of 14 (71%) obtained a score lower than 50%. 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 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 the competency of information literacy skills. Thus, the expected outcome of 70% or more was met in each one of the criteria assessed. Critical thinking skills were assessed in a case study presented in December 2009 using a rubric in the ADSO 4115 course (senior students). Findings were: Sixteen out of a total of 18 students (89%) obtained a performance level of very good or good in the rubric (eight of them [50%] were evaluated as very good and the other eight were evaluated as good [50%]). Two students of a total of 18 (11%) obtained a satisfactory performance level in the rubric. This domain was also assessed in the same course in July 2010 in a case study using a rubric. Findings were: Four out of a total of 13 students (31%) obtained a performance level of very good in
2009-2010
The department offers tutoring and mentoring services since October 2009. Several professors are offering tutoring in their office hours to students that showed needs in critical thinking skills.
the rubric. Nine students of a total of 13 (69%) obtained performance of good in the rubric.
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.
Academic Programs Anthropology College of Social Sciences Findings Transforming Actions
2009-2010
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. A rubric was used to assess research in research projects in which students handle quantitative and qualitative data, as well as develop basic computer skills in order to carry out research projects in ethnographic and archeological contexts. Findings revealed that students obtained an average score of 4.25 points (85%) in a five point scale in the rubric. Since the expected was that 80% of the students obtain 70% or more in the rubric, the goal 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 comprehension of dynamic interactions that include societys structural aspects, as well as the human being.
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. A rubric was used to assess research in research projects in which students handle quantitative and qualitative data as well as develop basic computer
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 include societys structural aspects, as well as the human being. Traditional research techniques as well as the
skills in order to carry out research projects in ethnographic and sociological contexts. Findings revealed that students obtained an average score of 3.85 points (77%), in a five point scale in the rubric. Since the expected was that 70% of the students would obtain 70% or more in the rubric, the goal was met. Social Work
innovative ones will be emphasized.
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 Review. Findings revealed that the weakest criteria assessed were: correct use of the APA style manual, sample size, research model, and levels, as well as current paradigms and pertinent conclusions of the proposed study.
2008-2009
The Social Work program extended the Research Methods 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 skills related to research and design methods; increase students participation in research projects and in opportunities to carry out systematic 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, 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 as SPSS, Excel, etc. Continue requiring the online National Institute of Health Certificate for the protection of human subjects.
2009-2010 2009-2010
Assessment data is in the process of being analyzed. Corresponding transforming actions will be submitted by the end of the second semester.
Labor Relations
2008-2009
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 knowledge of interviewing techniques, 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. Findings for the assessment of the same criteria in the second semester were, 92% and 96%, respectively. When assessing how analysis of the information obtained by using theoretical and conceptual frameworks that can be applicable to a situation, as well as clarity, and precision in the written diagnostic observation, and sketch of realistic intervention plans in terms of goals and objectives, the average score obtained by first semester students were 90% and 94% during the first and second evaluation, respectively. The average scores obtained in these evaluations in the second semester were 94% and 95%, respectively. When assessing flexibility shown by students in the intervention with related situations in the practicum performance, in the revision and periodic evaluation of their interventions and in the modification of their
2008-2009
The Labor Relations Program will request from the Contact Officials of the Practicum course, RELA 4045, that students practice more frequently the interview techniques in the work place. The need to incorporate 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.
In the 2008 curricular revision, the CISO 3155 course was added as a requisite to the Labor Relations Program aiming to strength quantitative skills in students to take care of observed needs.
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 expected outcome of 80% or more was met. From the analysis of this data it can be concluded that 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 students 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 skills. Findings, in terms of satisfaction level between very high and high, were: Capacity for independent studies: 95% Information Literacy: 90% Intellectual Curiosity: 100% Logical mathematical reasoning: 55% A four point rubric was used to assess students research skills in a presentation of a workshop with educational and research objectives in the RELA 3085 course. The criteria to be assessed were: Introduction (presentation of the report topic, the research and instructional objectives of the workshop, and content.) The expected outcome was that students would perform at a level of 80% or more as stated on the rubric. Findings on average were: Use of critical thinking skills 3.9 points (97%) Conclusion 4.0 points (100%) The questionnaire was revised to include the required research competitions of the graduate profile of the Labor Relations Program.
Results of the assessment of this activity showed that, although students made clear explanations of the theoretical framework, a lack of depth was observed.
2009-2010 2009-2010
Students enrolled in the RELA 3155 course were assigned to search for information related to a research topic in order to write a report and to participate in a class debate. Findings revealed that students did not cite properly and as frequently as expected using the APA style manual. Also, it was observed that one of the groups did not use academic sources, neither had the appropriate information literacy skills or general knowledge of basic computer programs and skills. Only one of the five groups selected the appropriate information for the development of a research proposal. The other four groups selected information that was too general or it was related tangentially with their research topic. It should be pointed out that the rubric used to assess these projects was handed out and discussed with the students when they were assigned. A pre and post test was given to measure students knowledge in relation to the identification and selection of the information of reliable sources in the RELA 3155 and RELA 3085 courses. A video called Evaluating Sources of the series Research Skills was presented to the students between the pretests and post-tests. A summary report of the video was given to students enrolled in these courses. Findings from the pre-test were: Two of a total of 17 students (12%) failed two items. Five of a total of 17 students (29%) failed three A workshop titled Databases Search Strategy was offered in February 10th, 2010 by Prof. Javier Almeida in RELA 3155 course. Two workshops were coordinated for the students of the RELA 3155 and RELA 3085 course with the Library System and offered in April 6th and 7th: American Psychological Association Style Manual. Another workshop was also coordinated for each course but was postponed due to the campus strike. However, a copy of the summary of the APA style manual, prepared by the Library System of this Campus, was handed to the students.
Following the post test, results were discussed with the students in order to improve their knowledge about this topic.
items. Six of a total of 17 students (35%) failed four items. Two of a total of 17 students (12%) failed five items. Two of a total of 17 students (12%) failed six items.
Findings from the post-test were: Seven of a total of 17 students (41%) obtained a perfect score. Five of a total of 17 students (29%) failed one items. Five of a total of 17 students (29%) failed two items. An improvement can be observed in the scores obtained by the students after the video was presented. Assistance to the Statistical Package for Social Sciences (SPSS) Seminar, version 17 offered by the Computer Center of the College of Social Sciences is a requirement for all RELA 3085 students. This is a 3 hour seminar in which students receive a certificate of participation, of which copy they have to hand in. All students handed a copy of the participation certificate. Psychology
Continue requiring the compulsory assistance to this Seminar.
2009-2010
Data was partially gathered in two sections each of PSIC 4001 and PSIC 4002 courses in order to assess research skills.
2009-2010
Analysis of assessment data regarding research skills is pending until further assessment data is reported.
Geography
2009-2010
When assessing Research and Creation skills using a 4 point rubric in the Geography Research Methods (GEOG 4550) course it was expected that 70% of the students would reach the level of excellent or
2009-2010
In all Geography courses, exercises will be assigned for students to give oral presentations in order to develop a culture of research and creation in the students of the Geography program.
good on the rubric. Findings revealed that students scores on average were: Research question 3.6pts (90%) Information assessment 3.5pts (87.5%) Analysis 3.1pts (77.5%) Synthesis 3.2pts (80%) Product process 3pts (75%) Grammar and Spelling 3.1pts (77.5%) Bibliographical references 2.9pts (72.5%) Written Report 62.5% of student obtained 70% or more. Oral presentation o Confidence 3.77pts (94.25%) o Adequate use of Spanish 3.28pts (82%) o Clarity, coherence and organization 3.31pts (82.75%) Since the expected outcome was that students on average would achieve a level of competency of 70% (2.8pts in the rubric) the expected outcome was met in each course assessed regarding this domain. Sixteen students presented their research projects in the American Geographer Association Convention held in Washington D.C., April, 2010. Also, in October 2010 seven students will present their research projects in the Fifth Race, Ethnic and Space Conference to be held in Binghamton, NY. Five students participated in internships this semester: four in Conservation Trust and one with the US Geological Survey. All of them presented their corresponding research findings. Six students qualified for participation in the next
As a result of the assessment processes, the expected outcomes were revised: Research question will increase from 70% to 80%. Information assessment will increase from 70% to 80%. Analysis will increase from 70% to 75%. Synthesis will increase from 70% to 75%. Product process will increase from 70% to 75%. Grammar and Spelling will increase from 70% to 75%. Written Report Increase the number of students who reach the expected outcome. Oral presentation o Confidence will increase from 70% to 90%. o Adequate use of Spanish will increase from 70% to 80%. o Clarity, coherence and organization will increase from 70% to 80%.
Promote student participation in Conferences and Congresses in which they could present their findings.
Promote student participation in internships in order to enrich their knowledge in this discipline.
academic year internships: Two in the US Geological Survey One in the Conservation Trust One in the National Weather Service One in the DRNA One in the CSA
Academic Programs Business Administration core (7 programs)
College of Business Administration Findings
2008-2009
When assessing leadership skills in a group work, findings revealed that 97% of the students showed mastery of these competencies as stated in the rubric used. Thus, the expected outcome was met. Three percent of the students who did not show mastery of leadership skills had difficulties in their contribution to the group, in social skills, in attitudes toward a critique to their performance, and difficulties in communicating.
2008-2009
The rubric will be revised and used to measure these competencies in a different course, since these competencies are required in other Business Administration College courses.
2009-2010
2009-2010
Academic Programs Fine Arts
College of Humanities Findings
2008-2009
When assessing research and creation in the rubrics criteria 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.
2008-2009
Propose corrective measures to be determined in the next Curriculum Committee meeting in order to improve research and creation skills in the courses of the Fine Arts Program.
2009-2010
Assessment data is in the process of being analyzed. Art History
2009-2010
2009-2010
Research and Creation skills were assessed in the first semester in an analysis of a piece of art submitted by 47 students. Findings were: Excellent/Good: 27/47 = 57% Satisfactory/ Could improve: 20/47 = 43% The expected outcome that 70% or more of the students analysis were classified as excellent/good was not met. About half of the student body assessed requires attention in these skills. Research and Creation skills were assessed in the second semester in an analysis of a piece of art submitted by 79 students. Findings were: Excellent/Good: 49/79 = 62% Satisfactory/ Could improve: 30/79 = 38% The expected outcome that 70% or more of the students analysis were classified as excellent/good was not met.
2009-2010
History of Art courses should continue requiring research projects, monographs, and essays in themes pertinent 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 will be assessed in relation to topics discussed in the classroom pertinent to the study of Art History and other related disciplines.
2009-2010
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 expected 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, as well as showed difficulties in identifying primary and secondary literary sources.
2009-2010
A mentoring system for the undergraduate students of the History Department will be established using graduate students as mentors.
History of Europe
2009-2010
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 exceeded compliance level 35%. Thus, the expected 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, as well as showed difficulties in identifying primary and secondary literature sources.
2009-2010
A mentoring system for the undergraduate students of the History Department will be established using graduate students as mentors.
Performing Arts
2009-2010
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 had good 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:
2009-2010
Continue using this type of survey to learn about spectators perceptions in relation with the theater plays offered by the Performing Arts Program. Continue doing a work of excellence as indicated by audience assessment.
El Lazarillo de Tormes: 96% of the surveyed spectators (n=165) indicated that the play had good staging and excellent acting performance. The average evaluation obtained was 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 excellent acting performance. The average evaluation obtained was 4.64 points in a five point scale. 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.
Academic Programs Computer Sciences
College of Natural Sciences Findings 2008-2009 When assessing research skills using a questionnaire, 84% of students stated that they have participated or are interested in participating in a research 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. 2008-2009
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
When assessing research skills in the second semester in the CCOM 3982 course, 83% of the students (10/12) were found competent in this domain according to the rubric used. Since the expected outcome was that 70% or more students would be assessed as competent in this domain, the goal was met. Chemistry
2009-2010
Continue with the academic standards used to meet this domain.
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
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.
expected outcome that at least of 70% or more of the students would obtain a score of 75% or more was met.
More promotion and support will be given to this type of activities.
2009-2010
2009-2010
Physics
2008-2009
The Physics department assessed research skills using a rubric in laboratory reports in the FISI 317374, 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.
2008-2009
Minimum adjustments will be made to the rubric in order to clarify the evaluation of the Application criterion. Physics 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 in charge of this course in order to not avoid the research and creation component during the development of this course, since these competencies 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.
Findings revealed that 100% of the student graduates from the Physics program in the last three years pursue graduate studies.
2009-2010
The Physics department assessed research skills using a rubric in laboratory reports in the FISI 3173,
2009-2010
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 outcome is slightly below the score of 3.2 points expected outcome. In FISI 4076, an advanced laboratory course, the 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 program carried out research project under faculty member guidance or enrolled on research courses. Biology Physics Student Society will give tutoring to those students enrolled in this course if requested by them.
Creation and research skills continue to be emphasized in this course.
Increase the percentage of students that participate in undergraduate research with faculty members or that enroll on research courses.
2008-2009
Ninety six percent of the students who enrolled on the undergraduate research course BIOL 4990 approved this course. This represents 58% of the student body of this Department. When assessing research skills in laboratory reports using a rubric in the second semester of the BIOL 3001 course, findings showed that in the nine sections assessed, students obtained an average score 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.
2008-2009
Design a test and other assessment tools to assess research skills. Increase the percentage of students that participated in undergraduate research with faculty members or that enrolled on research courses.
When assessing research skills in laboratory reports using a rubric in the second semester of the BIOL 3250 course (Genetics), findings showed that the average score obtained by students in both first and second reports assessed, students obtained a score higher than 90%. Thus, the expected outcome of 70% or more was met in both occasions.
2009-2010
When assessing research skills in laboratory reports using a rubric in the course BIOL 3101, it was expected that 65% of the students assessed would meet the level of good in the rubric. Thirty five 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 from the College of Natural Science, 20% are Chemistry majors, 7% are Environmental Science majors, 7% are from the College of Education and the rest of the students are from other majors in other departments of the Natural Sciences College. When assessing research skills in laboratory reports using a rubric for the third instance in the BIOL 3350 and BIOL 3112 courses, it was expected that 55% of the students assessed would meet met the level of excellent in the rubric. One Hundred percent of the students enrolled 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
2009-2010
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 the modifications 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 scientific method, 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
2% at the level of regular. Thus, the expected outcome was not met.
to be assessed in the Assessment Plan, is the revision of all courses syllabi according to the graduate student profile of this Program, which are aligned as well with the Campus Mission Domains. Although the rate of approval of the undergraduate research course is the expected one, the percentage of students from the Biology major who are doing research in the BIOL 4990 course and other means 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. Assessment results will be discussed with the Course Coordinators and with the Curriculum Committee of the Biology Department in order to propose and implement the corresponding transforming actions.
The rate of approval of the undergraduate research 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 students enrolled on this course each semester. Thus, the expected outcome was met.
When assessing effective research skills using a rubric in the Ecology and Genetics Laboratory and courses (BIOL 3350 and 3112, third checkpoint), it was expected that 55% of the students would reach the level of excellent on the rubric. One hundred percent of the students enrolled on the courses were assessed using rubrics. Findings were: Ecology Lab - BIOL3112 14% of the students reached the level of excellent; 84% of the students reached the level of good; 2% of the students reached the level of needs to redo his/her work; Genetics Lab - BIOL 3350 5% of the students reached the level of excellent; 74% of the students reached the level of good;
24% of the students reached the level of regular;
Thus, the expected outcome that 55% of the students reach the level of excellent in the rubric was not met on both courses. Mathematics
2009-2010
When assessing research skills using a rubric in the Undergraduate Seminar course (MATE 4995), the expected outcome was that 70% or more of the students would obtain 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
When assessing research skills by using a rubric in the 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 would obtain a score of 70% in the rubric was met. When assessing research skills by using a rubric in the 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 the students would obtain a score of 70% in the rubric was met. During the first semester of the academic year 20072008, 48 of the 200 students enrolled in the undergraduate research course of the Biology Department (BIOL 4990) were from this program. Of these, 45 students approved the course with A and 3 with B. During the second semester of the academic year
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 revised curriculum of this Program.
2007-2008, 57 of the 254 students enrolled in the undergraduate research course of the Biology 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 20082009, 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 criterion by 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 would obtain 2 points in the rubric, the expected outcome was not met. It is worth noting that the above percentage reflects the assessment of only one report of five sections of the Biology 3101 course out of which only 12 students were from this program. When assessing research skills in the laboratory reports of the FISI 3013 course, findings revealed that 98% of the students obtained 3 points or more in a 4 point scale in the first report assessed, 86% obtained 3 or more in a 4 point scale in the second report assessed, and 92% obtained 3 or more in a 4 point scale in the third report assessed. Thus, the expected outcome that 70% of the students would obtain a score of 3 points or more in 4 point scale was met in all occasions. When assessing research skills in the laboratory
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.
reports of the FISI 3014 course, findings showed that all students obtained a score of 100% in all three reports assessed. Thus, the expected outcome that 70% of the students would obtain a score of 3 points or more in a 4 point scale was met in all occasions.
Environmental Sciences
2009-2010
A rubric was used to assess students research skills in laboratory reports of the CINA 4127 course. The expected outcome was that 70% of the students would obtain 70% or more on the rubric. Findings revealed that only 14% of the students obtained 80% or more on the rubric and 86% obtained an average of 56% on the rubric. Thus the expected outcome was not met.
2009-2010
Laboratory experiences will be included to strengthen the following areas: Establishment of a hypothesis, relation between variables, use of basic scientific knowledge and discussion of the data obtained. The experience of writing a summary report will be included in the syllabus of the course and will also be a criterion in the rubric used to assess reports. The professor will make available online samples of laboratory reports to be used by students as models in the preparation of future laboratory reports. Two check points will be used to gather data in order to compare results: o Close to the beginning of the course o Middle of the course
Academic Programs General Studies Bachelor Program
College of General Studies Findings
2009-2010
When assessing a final written report in a research course of this program (ESGE 4102) by using the Colorado State Dissertation Rubric, the expected outcome was that 70% or more of the 12 research projects assessed would attain a score of 70%. Findings revealed that only 47% of the research projects evaluated met the expected outcome. Thus, the expected outcome was not met. After the approval of the ESGE 3008 course, it was expected for students to improve significantly their quantitative data analysis skills. Pre and post-tests were given in multiple choice formats, which consisted of 16 items per group in four subconcepts: lineal graph interpretation, sample methods, frequency graph interpretation, and descriptive characteristics of the sample. After a statistical analysis between the 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 would reach a 70% performance level. 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 neither in the observation criterion, nor in the statement of the hypothesis/problem criterion.
2009-2010
Design a rubric according to the level of the final undergraduate research paper defining the criteria to be assessed based on the governing documents for the 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 results and discussion of results.
Increase the number of curricular activities related to the development of research skills: Hypothesis/Problem Observation.
Research skills were assessed in a laboratory activity in the CIFI 3013 course. The expected outcome was that the students form this Program would 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 all criteria assessed.
Increase the number of curricular activities with emphasis in the statement of a hypothesis/problem.
Academic Programs Nutrition and Dietetics
College of Education Findings
2009-2010
Research skills were assessed in the food service and clinical service areas. Findings were: Food service 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 course representing three check points was 75%. HOEC 4041-data not submitted HOEC 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.
2009-2010
Students were given the opportunity to revise their assignments to insure they understood the mistakes they made.
Continue with established teaching activities and incorporate others.
Revise Graduate & Employer Surveys to include the research and creation criteria.
Recreation
2008-2009
When assessing research and creation skills in written papers in RECR 4142 course when developing a survey of creative interests, the expected outcome was that 70% of the students would obtain 42 points or more in the rubric used. However, findings revealed that only 62% of the students 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 the discussion 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 expected outcome was that 70% of the students would 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.
2009-2010
Summon students who obtained low scores for the discussion and revision of their submitted papers in 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.
Academic Programs Anthropology College of Social Science Findings Transforming Actions
2009-2010
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%. A rubric was used to assess if students will contribute to the community their anthropological knowledge as a reflection of values such as tolerance, respect, fondness to cultural diversity, and sensibility to problems that threaten social well being. Findings revealed that students obtained 5 points (100%) in a five point scale. Thus, the expected outcome was met.
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 anthropological knowledge will be developed.
Sociology
2009-2010
A rubric was used to assess social responsibility in presentations, 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%. A rubric was used to assess if students will contribute to the community their sociological knowledge as a reflection of values such as tolerance, respect, fondness to cultural diversity, and sensibility to problems that threaten social well being. Findings revealed that students obtained 5 points (100%) in a five point scale. Thus, the expected outcome was met.
2009-2010
In all Sociology 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 sociological knowledge will be developed. Practices, artifacts, and mass communication means included in all complex processes in the formation of subjects and their identities such as ethnicity, race, class, gender, and sexuality, among others will be studied.
Labor Relations
2008-2009
Social responsibility in a team work experience was
2008-2009
Specific suggestions were given to the students
assessed in three instances in the RELA 3085 course, before, during, and after the oral presentations in a workshop. Students that did not comply with the expected outcome on the criteria assessed, and received immediate feedback of the mistakes made. When assessing social responsibility skills in the Supervised Practicum 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, during the first semester of academic year 2008-09). Also, the students performance in the same course during the second semester 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 measure student level of satisfaction with the preparation that the program provides on the social responsibility competencies, stated that they were very satisfied with the preparation received. This compares favorably with the expected outcome of 80% or more. A rubric was used to measure social responsibility in a workshop with research learning objectives. Students obtained an average score of 91% in this criterion. Thus, the expected outcome of 70% was met.
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 RELA 4045 course to strengthen social responsibility competencies. Students are required to sign this document that consists of ethical and social responsibility issues. 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 Institute of Health (NIH) will be assigned.
2009-2010
During the second semester a test was developed and administered twice (pre-post) in the RELA 3085 and RELA 3155 courses in order to measure knowledge about of plagiarism and academic integrity in relation to social responsibility skills. A 17 minute video developed by Joyce Kasman titled Avoiding Plagiarism of the Research Skills Series was presented to the students. A written report of the video was given to the students. Findings revealed that students improved their performance on the second test.
2009-2010
The professor of the course discussed the ethical implications involved in research where human subjects and health related professionals were involved. The National Institute of Health online module Human Participant Protections: Education for Research Teams was assigned to all the students enrolled on RELA 3085 course. It was required that each student submitted the certification of completion after
RELA 3085 course findings: Pre-test: o One student of a total of 14 (7%) obtained a perfect score. o Two students of a total of 14 (14%) failed one items. o Five students of a total of 14 (36%) failed two items. o Three students of a total of 14 (21%) failed three items. o Two students of a total of 14 (14%) failed four items. o One student of a total of 14 (7%) failed five items. Post-test: o Seven of a total of 14 (50%) obtained a perfect score. o Four students of a total of 14 (29%) failed one items. o One student of a total of 14 (7%) failed two items. o Two students of a total of 14 (17%) failed three items. RELA 3155 course findings: Pre-test: o Two students of a total of 17 (12%) failed two items. o Eight students of a total of 17 (47%) failed three items. o Five students of a total of 17 (29%) failed four items. o Two student of a total of 17 (12%) failed five items. Post-test: o Six students of a total of 17 (35%) obtained a perfect score. o Eight students of a total of 17 (47%) failed one items. o Three students of a total of 17 (18%) failed two
finishing the online module. It was recommended to all students enrolled on RELA 3085 course to assist to the following workshops offered by the Center for the Development of Linguistic Competences: How to write a report using the APA style manual (February, 10th and 24th, 2010), and Plagiarism and Bibliographical References (March 3th, 2010).
items. Although a significant number of students understood the ethical implications of the situations presented in the video, two students did not agree with the groups conclusion about plagiarism and lack of integrity situations. Social responsibility skills were also assessed in a case study in the RELA 3085 course. The case was about professionals accused of violating ethical issues. The students were asked to judge the different issues and to distinguish between factual premises and value premises. The assessment of the activity revealed that some students were reluctant to accept that there were ethical and legal implications in the situations presented in the case study. Geography
2009-2010
Social Responsibility was assessed through voluntary participation in community work. Fifteen students participated in the administration of a survey about flooding in various communities (Reparto Metropolitano, University Garden, Puerto Nuevo, San Jos y Barrio Obrero). Findings were presented to the Federal Emergency Management Agency (FEMA) and the board of directors of the Planning Committee of Puerto Rico. Four students from the Worcester Polytechnic Institute (WPI) collaborated as part of their internship, under the supervision of Dr. Angel David Cruz, in this activity.
2009-2010 Encourage student participation in community service learning activities.
Economics
2009-2010
An assessment activity titled Economics Olympics was developed to assess various student learning domains (effective communication skills, critical thinking, social responsibility, ethical sensibility, access to existent knowledge, and Puertorrican Economy). Students were to prepare an essay and offer an oral presentation in relation to the topic Post World War 2 Puertorrican Economy. The essay should include definition, importance, structure,
2009-2010
Findings and proposed transforming action of the academic year 2008-2009 were discussed in a departmental meeting (February 26th, 2010). Findings of the academic year 2008-2009 were disseminated through a radio program named Hilando Fino desde las Ciencias Sociales of the University Radio Station on March 23th, 2010 at
evolution through the years, and relationship with other eras in relation to the above topic. Also, the relation of this topic with Social Responsibility and Ethical Sensibility criteria will be assessed. A rubric was developed to assess the above criteria for both the essay and oral presentation.
4:00pm an d also on a written paper to be published in the Economic Research Unit Bulletin. Assessment activities must be carried out inside (course professors) as well as outside (by the faculty assessment committee).
Academic Programs Business Administration Core (7 programs)
2008-2009
A case study was used to assess social responsibility and ethics using a rubric in the CONT 3105 course. Findings revealed that 95% of the students can describe the situation or problem with certainty, and, although in lesser degree, can formulate different courses of actions (79%). Thus, the expected outcome of 70% or more in the rubric was met.
2008-2009
Faculty members will validate the rubric used to assess ethical competencies in the Accounting course.
2009-2010
A case study was used to assess social responsibility and 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.
2009-2010
Social responsibility and ethics learning objectives were included in the courses syllabi. A revised rubric was used. Assessment exercises on specific courses such as basic Accounting (first year) and Finance (second year) will take place. The committee (CAAE) suggested the course on ethics to be moved, from its position at the end of the curriculum sequence to the first years of the curriculum. Emphasize analysis skills when discussing ethical issues by the use of case studies.
Office System Management
2009-2010
Results from a case study to assess ethics and social responsibility competencies are in the process of being analyzed.
2009-2010
Results will be available by the end of the second semester.
College of Natural Science Findings
2008-2009
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.
2008-2009
Some of these results were found in the Spring Semester of 2009 in the CCOM 3982 course. The Department took immediately action and moved the discussion of ethics to the second week of the first semester of the seminar of Computer Science (CCOM 3981). This action will allowed freshman students to acquire a positive attitude towards ethics as they begin their university studies.
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 Social Science 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 at least 70% of students showed a positive attitude, the expected outcome was met. Environmental Sciences
2009-2010
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 prepared by the Social Sciences
2009-2010
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 assessed in 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.
2008-2009
The assessment process revealed the need to include a theoretical basis course in the Journalism area that will be named Introduction to Journalism. This course will emphasize ethical values in the profession.
2009-2010
Ethics and social responsibility competencies were assessed in 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. Public Relations and Advertisement
2009-2010
Continue emphasizing social responsibility ethical values in the profession.
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 the criteria 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 have been modified to include research skills and also to 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
Assessment data is in the process of being analyzed. Audiovisual Communications
2009-2010
2009-2010
The assessed scripts reflect themes that include social, economical and political problems, and situations faced by Puerto Rico as a nation. When assessing student exercises, findings revealed that students on average obtained a 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. During the second semester, data was gathered in various sections of the COMA 4315 in order to assess students effective communication skills.
2009-2010
Discussion of important issues for the Puerto Rican and international community, as well as its inclusion or 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. Data is in the process of being analyzed.
Academic Programs Teachers Preparation programs (23)
2007-2008
In a test, offered in August 2007 and developed by the CEEB to evaluate the writing skills and dispositions of the incoming teacher candidates class (SEDeRe), findings were: The average score obtained by 242 teacher candidates of the UPR-RP Campus (almost 50% of the incoming class) was 48 points, in a scale that ranged from 20 to 80 points; an average score which was below the 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 were beginning their College studies.
2007-2008
Results from the disposition test (SEDeRe) will be 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 course 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 exemplary students.
Academic Programs Enviromental Design
Architecture Findings
2009-2010
2009-2010
Logical-mathematical reasoning
Academic Programs Biology College of Natural Sciences Findings Transforming Actions
2009-2010
Pre and post-tests were used to assess logicalmathematical 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 a result of different teaching emphasis regarding logical-mathematical reasoning objectives. A ttest was used for each section. Students scores did not increase significantly in three of the sections. Nevertheless, a significant increase was observed in one of the sections. Thus, the expected outcome of a significant increase in all sections was not observed. Assessment of students logical-mathematical reasoning skills took place in the Genetics course (BIOL 3349) using a quasi experimental pre-post test design. The pre-test was administered on the first day of class, whereas the post-test was administered as a bonus part on the final course exam. Findings revealed that students scores on average were: Pre-test: 5.31pts (std 1.49) Post-test: 6.22pts (std 2.15)
2009-2010
Coordinated examinations will be arranged in all BIOL 3349 sections in 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 skills will 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 faculty members of the Mathematics Department of the College of Natural Sciences.
Assessments results will be discussed with the Course Coordinators and with the Curriculum Committee of the Biology Department in order to propose and implement the corresponding transforming actions.
Mathematics
2009-2010
Students answers to a higher level cognitive question were assessed in the final exam of MATE 3325 course in which students had to
2009-2010
identify the hypothesis and theorem consequences. The SkyMath Scoring Rubric for open-ended items was used to assess this question. 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 would obtain scores of three points or higher, the goal was not met. Students answers to a higher level cognitive question were assessed in the final exam of MATE 5001 course in which students had to identify the hypothesis and theorem consequences. The SkyMath Scoring Rubric for open-ended items was used to assess this question. 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 would obtain scores of three points or higher, the goal was met. A questionnaire was used to assess students satisfaction level with the preparation they received from the program related to logicalmathematical reasoning skills. One hundred percent of the students surveyed (n=8) stated that they were very satisfied or satisfied with their logical-mathematical reasoning capacity, their familiarity with diverse mathematic fields, their mathematic knowledge, and their ability to apply concepts and mathematical models to real life situations. Only one student stated to be very satisfied with the last criterion. Thus, the expected outcome was met. Interdisciplinary Program in Natural Sciences
2008-2009
In the Mathematics Aptitude Test section of the CEEB, required for Campus admission, findings revealed that of the 117 students admitted to the program, 26 obtained scores from 700-800, 67
obtained scores from 600-699, and 24 obtained scores 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 item diagnostic test was used to assess students ability for statistical analysis in the General Biology course (BIOL 3101). Findings revealed that the average score obtained by students was 5 points in a ten-point scale. Therefore, since the expected outcome was that students would obtain an average score of 7 points or more it was not met.
2009-2010 2009-2010
Increase the number of sections in which the rubric is used to assess A rubric was used to assess laboratory reports in this criterion. the General Biology course (BIOL 3101). Findings revealed that 71% of the students 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 would obtain an average score of 2 points or more in the rubric, the goal was met. Increase the number of sections in which the rubric is used to assess A four-point rubric was used to assess this criterion. mathematical-logical reasoning in three laboratory reports of the FISI 3013 course. Findings revealed that 97% of the students 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 would obtain an average score of 3 points or more in the rubric used was met in every occasion. Increase the number of sections in which the rubric is used to assess A four-point rubric was used to assess logical this criterion. mathematical reasoning in two laboratory reports of the FISI 3014 course. Findings revealed that
100% of the students assessed obtained an average score of 3 points or more in two of the laboratory reports assessed. Thus, the expected outcome that 70% of the students would obtain an average score of 3 points or more in the rubric used was met in both occasions.
Academic Programs General Studies Bachelor Program
College of General Studies Findings
2009-2010
Pre and post-tests were used to assess 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%) Graph Frequency 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. A performance level of 70% was observed in all criteria assessed with the exception of sample descriptive statistics. An increase in student learning was observed after the content knowledge was discussed in the classroom.
2009-2010
A similar activity to assess students skills in relation to logicalmathematical reasoning and its application to other disciplines will be scheduled for next academic year.
Technology integration
Academic Programs Mathematics College of Natural Sciences Findings Transforming Actions
2009-2010
Technology integration was assessed in the MATE 4995 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 would obtain 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 that they 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 these competencies.
Academic Programs Office System Management
2008-2009
In a comprehensive exam in the ADSO 3054, students technology integration skills were assessed. Findings revealed that 94% of the students obtained a performance level of 90% or more. Therefore, the 70% performance level expected outcome was met.
2008-2009
Increase the number of students that obtained a performance level of 90% or more in this test. A post test will be administered the first week of the ADSO 4049 course to compare pretest results.
2009-2010
In a comprehensive exam in the ADSO 4105 (junior students- December 2009), students technology integration skills were assessed. Findings were: 94% of the students obtained a performance level of 90% or more. 6% of the students obtained a performance level between 85%-89%. Therefore, the 70% performance level expected outcome was met. In July 2010, junior students application and theoretical knowledge of technology concepts were assessed in a comprehensive exam in the ADSO 4105 course. Findings were: Application of Technology Concepts Twenty two students of a total of 26 (85%) obtained a performance level of 90% or more. Four students (15%) obtained a performance level between 84%-87%. Knowledge of Theoretical Technology Concepts Twenty students of a total of 26 (77%) obtained a performance level of 90% or
2009-2010
Increase the number of students that obtained a performance level of 90% or more in each part of the concepts assessed in this test.
more. Six students (23%) obtained a performance level between 84%-87%.
Therefore, the 70% performance level expected outcome was met.
Globalization
Academic Programs Office System Management College of Business Administration Findings Transforming Actions
2009-2010
On the first semester (December 2009), globalization skills were assessed in a project in which a student had to apply this criterion in the ADSO 3055 course. Findings were: 64% of the students obtained a performance level of 90% or more 18% of the students obtained a performance level of between 80%- 89% 18% of students obtained a performance level of between 70%-79%. Therefore, the expected outcome that at least 70% of the students would obtain a performance level of 70% or more was exceeded. This domain was also assessed on the second semester (July 2010) by using a rubric to evaluate students projects in the ADSO 4145 course. Findings were: Six students of a total 12 (50%) obtained 90% or more Four students (33%) obtained between 80%-89%. Two students obtained between 70%-79%.
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 Academic Programs Teacher Preparation Program (23) Findings Transforming Actions
2008-2009
An essay type test developed by the CEEB was used to evaluate the dispositions of the candidates for teachers 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 did not have the corresponding analysis by the time this report was submitted to the OEAE. A rubric was used to measure students field experiences 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 the dispositions of teacher candidates, 75% of the 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 the students obtained an average score of 4 points or more. Thus, the expected outcome that 70% or more of students would obtain 4 points or more in the rubric was met.
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 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 the curriculum. In addition, a revision of the rubric that will be used in the academic year 2009-2010 was made.
2009-2010 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. Findings from the CEEB dispositions test revealed that teacher candidates dispositions should be assessed in practical experience. Therefore, it was decided that teacher candidates dispositions are going to measure in courses with field experiences.
Ongoing Learning
Academic Programs Nutrition and Dietetics College of Education Findings Transforming Actions
2009-2010
Ongoing learning was assessed in graduates regarding their participation 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, either the College of Nutritionists and Dieticians of Puerto Rico, or the CNDPR an organization 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 a questionnaire administered in HOEC 4085 course 75% of students the assessed attended at least one professional activities; 100% of the third and fourth years of study students joined the CNDPR, 95% of graduates that returned the survey took continued education courses, and 95% of the 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 in continued education and professional activities.
Capacity for independent Studies

Programs Business Administration Core (7 programs) College of Business Administration Findings Transforming Actions
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.
College of Natural Sciences Findings
2008-2009
In a rubric used to measure capacity for independent 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 by students participation in research 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 gave an oral presentation of their research participation/collaboration experiences.
2008-2009
Other assessment activities are needed given that students participation in research projects only provides information of current students; no information is gathered from graduates.
Intellectual curiosity
Programs Computer Sciences Findings College of Natural Sciences Transforming Actions
2008-2009
In a rubric used to measure intellectual curiosity in the preparation and delivery of an oral presentation of an assigned topics for independent study, findings revealed that all students were competent as defined in the rubric. The assessment of this domain was also assessed by the attendance of students to departmental research talks (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. Findings revealed that 35 of 43 students (82%) that answer the questionnaire indicated that they are interested in pursuing graduate studies. Since pursuing graduate studies is an indicator of the capacity of intellectual curiosity among students, the expected outcome of this activity (50% or more that show interest in pursuing graduate studies) was met.
2008-2009
Series of students talks will be organized once a year 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.
Academic Programs Nutrition and Dietetics
2009-2010
Students intellectual curiosity was assessed by their involvement in research projects with their professors, their participation in nutrition fairs, and other nutrition related activities. Findings revealed that in HOEC 4085 course, 20 of the students are involved in special research projects with their professors; 100% of the students stated that they have participated in research projects, in nutrition fairs, or in other nutrition related activities. Since the excepted outcome was that at least 100% of the students would have participated or collaborated in a research project, nutritional fairs, or other nutrition related activities, the expected outcome was met. Presently, the Graduate & Employer Survey does not measure participations or collaboration in research projects.
2009-2010
Continue motivating students to participate in research projects, nutrition fairs, and in other nutrition activities for the community. Encourage and motivate students through course related workshops to continue graduate studies.
Review Graduate & Employer Survey to include research participations or collaborations.
Information Literacy
Academic Programs Interdisciplinary Program in Natural Sciences College of Natural Science Findings Transforming Actions
2009-2010
When assessing information literacy competencies in 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 would obtain 2 points or more in the rubric was not met.
2009-2010
The Program requested the General Biology Laboratory Coordinator to assess this domain using the rubric in all sections, since only five sections were assessed in this occasion.
Mathematics
2009-2010
When assessing information literacy competencies in the development of oral presentations, findings revealed that 6 out 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 would achieve a performance level of 75% or more, the expected outcome was met. Using a questionnaire to assess the level of satisfaction 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 management of information and bibliographical resources. Since the expected outcome was that 70% of the students assessed would achieve 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.
Academic Programs Business Administration Core (7 programs)
2008-2009
Data for this domain was gathered through the Program for the integration of information competencies (ICI0, currently administered by the schools library.
2008-2009
The data gathered will be analyzed by the end of this academic year.
Academic Programs Teacher Preparation Program
2008-2009
The Standardized Assessment of Information Literacy Skills (SAILS) test was administered to two groups of the EDFU 4007 course. Both groups (A & B) were similar since they had students from the same cohort. Students from group A obtained better scores than students from group B (in 19 of the 36 items), while 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 not significant. Results from this test suggest that: 1) There are differences regarding previous mastery of information literacy skills between groups. 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.
2008-2009
The EDFU 4007 course will be revised in order to incorporate findings from the SAILS test. Students will be required to take this course beginning 20092010 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 20092010 academic year in the integration and assessment of these skills. This group of professors should revise their courses, which should be offered in 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, besides the SAILS test, are being developed to assess information literacy skills. Also, rubrics to assess the 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) will be 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 Standardized Assessment of Information Literacy Skills (SAILS) test was administered to
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 were trained during the first semester of the 20092010 academic year in the integration and assessment of these skills. This group of professors should revise their courses, which should be offered in 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.
Academic Programs Anthropology
College of Social Sciences Findings
2009-2010
A five point rubric was used to assess if students evaluate, use, and incorporate information to their papers and assignments based on certain criteria. Findings revealed that students on average obtained 3.66 points (73.2%) in the rubric. Since the expected outcome was students on average would obtain 70% on the rubric, the goal was met.
2009-2010
In all anthropology courses, the search, evaluation, and critical use of the information will be encouraged. The comprehension and interpretation of the information through the exchange of students, experts, and professionals opinions on the topic will be validated.
Sociology
2009-2010
A five point rubric was used to assess if students evaluate, use, and incorporate information to their papers and assignments based on certain criteria. Findings revealed that students on average obtained 4 points (80%) in the rubric. Since the expected outcome was students on average would obtain 70% on the rubric, the goal was met.
2009-2010
In all anthropology courses, the search, evaluation, and critical use of the information will be encouraged. The comprehension and interpretation of the information through the exchange of students, experts and professionals opinions in the topic will be validated.
Geography
2009-2010
In order to assess students Information Literacy skills a workshop was programmed in collaboration with the Library System. Students from the GEOP 3600 course (Population Geography) took the 4.5 hour workshop in order to develop or improve their literacy information search skills as well as their knowledge of online databases and information resources of the Library System of the University of Puerto Rico. Findings revealed that 100% of the students from the GEOP 3600 course satisfactorily completed the workshop.
2009-2010
Include in the syllabi of all Geography courses the requirement that students complete 4.5 hours during the semester geared towards training them in knowledge and management of the library systems databases of the University of Puerto Rico Ro Piedras Campus.
Labor Relations
2009-2010
Students enrolled in the RELA 3155 course were assigned a research topic in which they have to search for relevant information in order to write a report and participate in a class debate. Findings revealed that students did not quote references properly and as frequently as expected using the APA style manual. Also, it was observed that one of the groups neither used academic sources, nor had the appropriate information literacy skills or general knowledge of basic computer programs. Only one of the five groups selected the appropriate information for the development of a research proposal. The other four groups selected information that was too general or that related tangentially with their research topic. It should be pointed out that the rubric used to assess these projects was given and discussed with the students before the projects were assigned. A pre and post-test was given in the RELA 3155 and RELA 3085 courses to measure students knowledge and their ability to identify and use reliable information sources. A video called Evaluating Sources of the Research Skills series was presented to the students between the pre and posttests. A summary report of the video was given to students enrolled in these courses. Findings from the pre-test were: Two of a total of 17 students (12%) failed two items. Five of a total of 17 students (29%) failed three items. Six of a total of 17 students (35%) failed four items. Two of a total of 17 students (12%) failed five items. Two of a total of 17 students (12%) failed six
2009-2010
A workshop titled Databases Search Strategy was offered in February 10th, 2010 by Prof. Javier Almeida in RELA 3155 course. Two workshops were coordinated for the students of the RELA 3155 and RELA 3085 courses with the Library System personnel and offered in April 6th and 7th: American Psychological Association Style Manual. Another workshop was also coordinated for each course but was cancelled due to the campus strike. However, a copy of the summary of the APA style manual, prepared by the Library System of this Campus, was handed to the students.
items. Findings from the post-test were: Seven of a total of 17 students (41%) obtained a perfect score. Five of a total of 17 students (29%) failed one items. Five of a total of 17 students (29%) failed two items. An improvement can be observed in the scores obtained by the students after the video was presented.
Ethical and Aesthetical Sensibility

Academic Programs Geography College of Social Sciences Findings Transforming Actions
2009-2010
Students Ethical and Aesthetical Sensibility was assessed in the Science Principles (GEOP 3275) course through the completion of the Protecting Human Subject Research Participants online module of the National Institute of Health. Findings revealed that 100% of the students enrolled in this course completed the certification.
2009-2010
The NIH online model will be required for all students enrolled in Geographic Research Methods (GEOP 4550) and History and Philosophy of Geography (GEOP 4500). Expand the number of Geography students that complete the NIH module by encouraging professors from this discipline to require it as part of their courses objectives.
Economics
2009-2010
An assessment activity titled Olympics of Economics was developed to assess various student learning domains (effective communication skills, critical thinking, social responsibility, ethical sensibility, access to existent knowledge, and Puerto Rican Economy). Students were to prepare an essay and offer an oral presentation in relation to the topic Post World War 2 Puerto Rican Economy. The essay should include definition, importance, structure, evolution throughout the years, and their relationship with other eras. Also, the relation of this topic with Social Responsibility and Ethical Sensibility criteria will be assessed. A rubric was developed to assess the above criteria for both the essay and oral presentation.
2009-2010
Findings and proposed transforming action of the academic year 20082009 were discussed in a departmental meeting (February 26th, 2010). Findings for the academic year 2008-2009 were disseminated through a radio program named Hilando Fino desde las Ciencias Sociales of the University Radio Station on March 23th, 2010 at 4:00pm an d also on a written paper to be published in the Economic Research Unit Bulletin. Assessment activities must be carried out inside (course professors) as well as outside (by the faculty assessment committee).
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.
Academic Programs Chemistry College of Natural Sciences Findings Transforming Actions
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 expected outcome was that 70% of the students would obtain 67% or more in selected questions, the expected outcome was met. 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 would obtain 50% or more in selected questions, the expected outcome was met. 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 50% or more. Since the expected outcome was
2008-2009
1. Content Knowledge 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 the grade obtained by students in the course. Students with high average scores did not take the exam. This test can be used as the final exam in the General Chemistry I & II courses (QUIM 3001 and QUIM 3002).
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 Laboratory skills were assessed in the practical exam offered at the end of the semester in General Chemistry laboratory courses (QUIM 3001L and QUIM 3002L). Findings revealed that 88% and 92% students, respectively, reached a performance level of 70% or more. Since the expected outcome was that 80% of the students would obtain 70% or more in this exam, the expected outcome was met. 2. Laboratory skills 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 laboratory courses.
2009-2010
1. Content Knowledge
2009-2010
When assessing content knowledge in the first Continue carrying out learning activities in order to maintain or semester of the General Chemistry course (QUIM increase the performance level obtained by the students. 3001) in the final examination, findings revealed that 62% of the students (n=71) obtained an average score of 65% or more in the test. Since the expected outcome was that 60% of the students would 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 would approve the course with a C grade or higher, 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 (n = 103) approved this course with a C grade or higher. Since the expected outcome was that at least 60% of the students would approve the course with a C grade or higher, the expected outcome was met. When assessing the approval rate of the first 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 expected outcome was that at least 60% of the students would 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 (QUIM 3451L). Findings revealed that 82% students (n=98) obtained 15 points or more, in a 20 point scale. Since the expected outcome was that at least 80% of the students would obtain 15 points or more, the expected outcome was met. Physics
2008-2009
1. Content Knowledge When assessing theoretical foundations using a rubric in laboratory reports of the FISI 3173-74 courses, the average score obtained was 3.7 points in a four point scale. Thus, the expected outcome of 3.2 or points or more was met. Students obtained on average a B grade in the
2008-2009
1. Content Knowledge The course combines conference, discussion and the collective solution of physics problems resulting in a satisfactory of content mastery. The Physics department provides tutoring through teaching assistances to students with special needs in any of the above areas.
Since each laboratory experience is important to learn Physics
FISI 3173-74 courses. Since the expected outcome was that on average students would obtain a B grade or higher, the expected outcome was met. When assessing theoretical foundations using a rubric in laboratory reports of the FISI 4076-77 courses, the average score obtained was 3.2 points in a four point scale. Thus, the expected outcome of 3.2 or points or more was met. Students obtained on average a B grade in the FISI 4076-77 courses. Since the expected outcome was that, on average, students would obtain 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. When assessing data gathered from experiments using a rubric in laboratory reports of the FISI 4076-77 courses, the average score obtained was 3.4 points in a four point scale. Thus, the expected outcome of 3.2 or points or more was met.
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 students the opportunity to develop proactive skills and experimental abilities when working in pairs. Also, it is required for students to 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 learned concepts 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) provides students the opportunity to develop proactive skills and experimental abilities when working in pairs. Also, it is required for students to 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 learned concepts in previous courses.
2009-2010
2009-2010
1. Content Knowledge Students obtained on average a B grade in the FISI 3171 course. Since the expected outcome was that on average students would obtain a B grade or higher, the expected outcome was met. Students obtained on average a B grade in the FISI 3173 course. Since the expected outcome was that on average students would obtain a B 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 would obtain a B grade or higher, the expected outcome was met. When assessing theoretical foundations using a rubric in laboratory reports of the FISI 4076 courses, the average score obtained was 3.2 points in a four point scale. Thus, the expected outcome of 3.2 or points or more was met. Students obtained on average an A grade in the FISI 4076 courses. Since the expected outcome was that on average students would obtain 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 courses, the average score obtained was 3.2
1. Content Knowledge 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 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 was a 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 Continuous emphasis in the mastery of knowledge, skills, techniques 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 outcome of 3.2 or points or more was met. When assessing data gathered from experiments using a rubric in laboratory reports of the FISI 4076 courses, all students obtained a score of 3.2 points or higher in a four point scale. Thus, the expected outcome of 3.2 or points or more was met. Enviromental Sciences
Continuous emphasis in the mastery of knowledge, skills, techniques and handling of laboratory technical equipment will be given in Physics laboratory courses in order for students to obtain better grades.
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 would 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
2008-2009
When assessing students answers to an No need to take action at this time. examination problem in CCOM 3034 course using a rubric, findings revealed that 95% of the students are competent as defined in the rubric. The expected outcome was that at least 70% of the students would be found competent as defined in the rubric, the goal was met. When assessing students answers to an examination problem in the CCOM 3029 course using a rubric, findings revealed that 57% of the students are competent as define in the rubric. Since the expected outcome was that at least 70% of the students would be found competent as
defined in the rubric, the goal was not met.
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 the CCOM 5050 course using a rubric. Findings revealed that 4 of 8 students (50%) were competent in this outcome as define in the rubric. Since the expected outcome was that at least 70% of the students would be found competent as defined in the rubric, the goal was not met. When assessing students answers to an examination problem in the CCOM 3030 course using a rubric, findings revealed that 50% of the students were competent as defined in the rubric. Since the expected outcome was that at least 70% of the students would be found competent as defined in the rubric, the goal was not met. When assessing students answers to an examination problem in the CCOM 3034 course using a rubric, findings revealed that 44% of the students were competent as defined in the rubric. Since the expected outcome was that at least 70% of the students would be found competent as defined in the rubric, the goal was not met.
2009-2010
1. Knowledge of the subject The Department understands that there is a gap between the CCOM 3034 (Data Structures) course and the higher level courses. The 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 CCOM 5050 course in Spring 2009, did not take the CCOM 3030 course; this new required course could improve the students performance in this outcome. 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 descriptions of 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 time devoted to the algorithms topics in CCOM 3033 course has to be increased. The descriptions of the courses will be modified to deal with these 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. 2. Programming Skills
2. Programming Skills
Six out of 16 students (38%) that took the new No new action will be taken at this time. The outcome will be course CCOM 3030 were competent in this measured again in the Spring 2010 when most of the students will have outcome as defined in the rubric. Since the taken the new course and results will be compared. expected outcome was that at least 70% of the
students would be found competent as defined in the rubric, the goal was not met. When assessing content knowledge in the second The department will meet to discuss the transforming actions to be semester in the CCOM 3033 course, 50% of the implemented in order to accomplish this goal. students (4/8) are competent in this domain as defined in the rubric used. Since the expected outcome was that 70% or more students were assessed as competent in this domain, the goal was not met.
College of Humanities Academic Programs Art History Findings Transforming Actions
2009-2010
Content knowledge was assessed using a rubric in the first semester in the analysis of a piece of art submitted by 47 students of this program. Findings were the following: Content: Excellent/Good: 33/47 = 70% Satisfactory/Must improve: 14/47 = 30% Description: Excellent/Good: 28/47 =60% Satisfactory/Must improve: 19/47 = 40% Interpretation: Excellent/Good: 24/47 = 51% Satisfactory/Must improve: 23/47 = 49% Originality: Excellent/Good: 18/47 = 38% Satisfactory/Must improve: 29/47 = 62% 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. Content knowledge was assessed using a rubric in the second semester in the analysis of a piece of art submitted by 79 students of this program. Findings were the following:
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 of Art History courses will include essay type questions in which students deep content knowledge will be assessed.
Findings were the following:

Content:
Excellent/Good: 51/79 = 65% Satisfactory/Must improve: 28/79 = 35%
Description: Excellent/Good: 48/79 =61% Satisfactory/Must improve: 31/79 = 39% Interpretation: Excellent/Good: 48/79 =61% Satisfactory/Must improve: 31/79 = 39% Originality: Excellent/Good: 41/79 = 52% Satisfactory/Must improve: 38/79 = 48% According to these findings, the expected outcome of 70% or more was not met in any criteria assessed in this domain. English Communication and Linguistics
2008-2009
Written communication skills pertinent to a thorough understanding of the English language in which students capabilities to articulate structured statements were assessed using a rubric. 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.
English Literature
2008-2009
Written communication skills pertinent to a thorough understanding of the English language in which students capabilities to articulate structured statements were assessed using a rubric. 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.
Fine Arts
2009-2010
2009-2010
Two content knowledge questions of contemporary art topics were selected and placed in an electronic discussion forum in the Yahoo! platform in order to assess students answers. Findings revealed that 8 out of 15 students (53%) assessed did not meet the 70% expected outcome for this domain. Thus, the expected outcome was not met.
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 the approach 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 a rubric will take place the second semester of the 2009-2010 academic year. The expected outcome for this domain is that 70% of students would achieve a performance level of 70% or more in the rubric.
2009-2010
Performing Arts
2009-2010
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 in the filming process of the theater play benefitted from the experience according to answers provided by students to a questionnaire provided towards this end. Thus, the expected outcome was met. 2. Content Knowledge In the History of Theater course, essay type examinations were used to provide evidence of students theater knowledge. The expected outcome for this domain is that 75% of students would achieve an average score of 70% or more
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 her performance in order to improve it.
2. Content Knowledge Increase to 90% the number of students who should answer correctly this type of questions.
in all the criteria assessed in the rubric. Results of this assessment will submitted by the end of the second semester. In the acting course, open questions were used in an essay type examination to assess students knowledge of theater vocabulary. Findings revealed that in their answers to these questions 80% of the students showed mastery of this type of vocabulary. 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. Increase to 90% the number of students that show mastery of theater vocabulary through practice exercises and written assignments.
College of Education Academic Programs Recreation Findings Transforming Actions
2008-2009
When assessing the knowledge of concepts such as leisure time, free time, and recreation in RECR 3820 course, only two students were evaluated. One student showed an over the average performance level and the other one below the average performance level, as stated in the rubric. Thus, the expected outcome was not met.
2008-2009
The student who showed a low performance level will be summoned periodically during the next academic year to improve his knowledge of key concepts of the RECR 4142 course.
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%) or more. Since the expected outcome was that at least 70% of the students would 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 would obtain an average score of 60 points or more in the rubric, it was met. Nutrition and Dietetics
2009-2010
We will make sure that all students hand over all their assignments on time for assessment purposes.
2008-2009
When assessing content knowledge in the standards of sanitation in a store, and in handling and preparation of food, the expected outcome was that 80% of the students would apply high standards in these situations. Assessment findings were the following:
2008-2009
Review the practice guide of the HOEC 4085 course for the next academic year.
HOEC 4031 - 87% 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 had 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 would demonstrate the above described knowledge. Assessment findings were the following: HOEC 4041 Data not available HOEC 4063 Data not available HOEC 4164 - 68 % Thus, the expected outcome was not met.
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 expected outcome was that 80% of the students would 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 had to identify the nutrition-related problem, establish the diagnostics plan, the intervention proposed,
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.
and the evaluation of the process. The expected outcome was that 80% of student would 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 Graduate Employers Survey Opinion, 90% of the employers stated that graduates from the Nutrition and Dietetics Program demonstrate excellent and good academic knowledge in all nutrition and dietetics areas. Teacher Preparation Programs Revise the Graduate Employers Survey Opinion to specify the integration of knowledge related to the nutrition care process.
2008-2009 & 2009-2010

Although Teacher Preparation Programs (ATP) has not yet submitted an official report of the assessment of this domain, their accreditation agency (NCATE) does require it. Since an onsite visit is planned for February 2011, ATP needs to submit a report by October 2010 to comply with NCATE; assessment of student learning is one of the standards the accreditation agency requires. When the OEAE receives said document, this section will be updated with the assessment findings and corresponding transforming actions of the Content Knowledge, Skills or Dispositions Competencies of future teacher candidates.
2008-2009 & 2009-2010 Corresponding transforming actions will be updated when the OEAE receives ATPs NCATE full report.
Academic Programs Political Sciences
College of Social Sciences Findings
2008-2009
Students capacities to apply basic concepts of the Political Sciences discipline to the Puerto Rican context were assessed using a pretest. 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 the students would obtain an average performance level of 80% or more in the rubric, it was not met.
2008-2009
A bigger sample and a modified questionnaire to compare pretest 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 basic concepts found in the assessment process will be discussed in these focal groups.
2009-2010
Students capacities to apply basic concepts of the Political Sciences discipline to the Puerto 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 the expected outcome was that 80% of the students would obtain an average performance level of 80% or more in the rubric, it was met. Economics
2009-2010
No transforming actions are recommended since findings exceeded the expected outcomes.
2008-2009
When assessing access to existent knowledge in economics by using a rubric, findings revealed that students showed an average performance level of 3 (75%) in a 4 point scale. Even though they showed deficiencies in economics data search and its 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 announce these workshops and other activities to the student body.
2009-2010
An assessment activity titled Olympics of Economics was developed to assess various student learning domains (effective communication skills, critical thinking, social responsibility, ethical sensibility, access to existent knowledge, and Puerto Rican Economy). Students were to prepare an essay and offer an oral presentation in relation to the topic Post World War 2 Puerto Rican Economy. The essay should include definition, importance, structure, evolution through the years, and relationship with other eras. Also, the relation of this topic with Social Responsibility and Ethical Sensibility criteria will be assessed. A rubric was developed to assess the above criteria for both the essay and oral presentation. Geography
2009-2010
Findings and proposed transforming actions for the academic year 2008-2009 were discussed in a departmental meeting (February 26th, 2010). Findings of the academic year 2008-2009 were disseminated through a radio program named Hilando Fino desde las Ciencias Sociales of the University Radio Station on March 23th, 2010 at 4:00pm and also on a written paper to be published in the Economic Research Unit Bulletin. Assessment activities must be carried out inside (course professors) as well as outside (by the faculty assessment committee).
2008-2009
1. Content Knowledge Thinking skills and content knowledge in an essay 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) Critical 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 in a 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
2008-2009
All concepts examined in this test will be strengthened in the Elements of 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.
the students obtained a D grade and 75% an F grade in the total score of this test. Thus, the expected outcome was not met. The percent of the students who obtained F in special 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 and Geography, 90% of the students obtained F. Thus, the expected outcome was not met.
2009-2010
1. Spatial and Cartographic Reasoning Students Spatial and Cartographic Reasoning were assessed in an essay type question of a diagnostic test which covered the topics of Climatology, Cartography and Population Geography in the Elements of Geography (GEOP 3100 course). Findings revealed that 10% of the students obtain a grade of D and 90% of the students obtain a grade of F. Since the expected outcome was that students on average would achieve a level of competency of 70% (a grade of C) the expected outcome was not met. Corresponding transforming actions were proposed. 2. Cartographic and quantitative methods Students cartographic and quantitative methods skills were also assessed in students research
2009-2010
All concepts examined in this test (Climate, Cartography and Population Geography) will be strengthened in the Elements of 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. In all Geography courses, students will include graphics and statistics in all their monographs, presentation, or essay maps aiming to develop in students intensive use of working tools inherent of the discipline.
projects of the Geography Research Methods (GEOG 4550) course. A four point rubric was used to assess this domain. Findings revealed that on average students obtained a score of 2.1pts (52.5%) and 2pts (50%), respectively. Since the expected outcome was that students on average would achieve a level of competency of 70% (2.8pts in the rubric) the expected outcome was not. Corresponding transforming actions were proposed. 3. Content Knowledge Students Content Knowledge was assessed using a test, which covered the topics of Climatology, Cartography, and Population Geography, in the Elements of Geography (GEOP 3100 course). Findings were: General tests grades - 25% of the students obtained a grade of D and 75% of the students obtained a grade of F on the test. Multiple choice selection grades by topics: o Climate - 45% of the students obtained a grade of F. o Cartography - 55% of the students obtained a grade of F. o Geomorphology - 56% of the students obtained a grade of F. o Basic knowledge 68.75% of the students obtained a grade of D. o Population Geography 59.1% of the students obtained a grade of F.
In objective questions by topics in a scale were 90
100 is A, 80 89 is B, 70-79 is C, 60-69 is D, and 0-59 is F, findings revealed the following results ins: Basic Concepts I 14% of the students obtained a grade of F. Basic Concepts II - 46% of the students obtained a grade of C.
Labor Relations
Since the expected outcome was that students on average would achieve a level of competency of 70% (a grade of C) in each part of the test, the expected outcome was not met. 2008-2009 The mastery of content knowledge and skills of the Labor Relations Programs were assessed through the 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 observe 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, synthesis, and gathering of information pertinent under study attention were assessed. Findings revealed the following average scores in a 4 point scale in both
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 order to: 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 from this Program about the need to emphasize students oral and writing communication skills through increasing the number of reading assignments 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 to improve their oral and written communication skills 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
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%) Thus the expected outcome of 80% or more was met in each occasion assessed.
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 development of oral and written communication skills.
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 for academic life, Section E - Skills in the identification and particularly important for pursuing graduate studies. appraisal of situations that deserve their intervention: The criteria of appraising the Students who did not comply with the criteria assessed in the RELA information obtained using theoretical and 3085 course after the workshop presentation were given concrete conceptual frameworks, clear and precise writing suggestion in how to work in groups. of the diagnostics observations, capacity to sketch clear and realistic intervention plans, goals and A more appropriate design of an exercise that complies with research objectives were assessed. Findings revealed the objectives was discussed with the students. 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%) Thus the expected outcome of 80% or more was met in each occasion assessed. Section F: Skills in the management of diverse situations in the performance of the students practicum experience: The ability to show flexibility in the intervention of situations related with the Practicum was assessed, along with 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%)
Thus the expected outcome of 80% or more was met in each occasion assessed Social responsibility is an inherent part of the competencies of this Program. This component was assessed through the criterion of group integration 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 of all the members of the group. Findings revealed that the 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. The following 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 concepts and 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%) Thus the expected outcome of 80% or more was met in each. Observations about student performance in the assessed criteria were made such as: a preparation and clear statements of educational and research 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
2009-2010
Anthropology
2009-2010
When assessing critical thinking and research skills in relation to existing knowledge, in order to contribute to the comprehension of the human being, cultural and biological diversities, findings revealed that students showed the following 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. On the second semester the following domains were assessed: critical thinking, research skills, critical evaluation, comprehension of social phenomenon and problems and their explanation in relation to sociological studies. The professor assessed organization, 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 4.37 points (87.4%) Critical Thinking points 4.25 (85%) Thus, since the expected outcome was to obtain an average score of 70% or higher, the goal was met. A rubric was used to assess students knowledge
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. 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.
of anthropological topics and related areas by showing their comprehension and interpretation of the human being processes. Findings revealed that students obtained an average score of 4 points (80%) in a five-point scale. Thus, since the expected outcome was to obtain an average score of 80% or higher, the goal was met. Sociology
The knowledge of the topics and principal areas of study of anthropology and its related fields will be encouraged.
2009-2010
Critical thinking and research skills were assessed , as well as their relation to existing knowledge, in order to contribute to the analysis, critical evaluation, and comprehension of social phenomenon =, problems and their explanation in relation to sociological studies. The professor assessed organization, 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, since the expected outcome was to obtain an average score of 70% or higher, the outcome was not met. Critical thinking and research skills were assessed, as well as their relation to existing knowledge, in order to contribute to the analysis, critical evaluation, and comprehension of social phenomenon and problems and their explanation in relation to sociological studies. The professor assessed organization, development of research projects, written papers, examinations, presentations, and assignments. Findings revealed that students showed the following average scores in a five-point scale:
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 structural aspects, 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.
Research 3.15 points (63%) Critical Thinking 3.35 points (67%) Thus, since the expected outcome was to obtain an average score of 70% or higher was not met. A rubric was used to assess students knowledge of sociological topics and related areas by showing their comprehension and interpretation of the human being processes researched. Findings revealed that students would obtain an average score of 3.5 points (70%) in a five-point scale. Thus, since the expected outcome was that the students would obtain an average score of 70% or higher, the goal was met. Psychology
The knowledge of the topics and principal areas of study of sociology and its related fields will be encouraged. Knowledge from data, concepts, and theory of sociology will be applied to the comprehension of social formations, processes, and events.
2009-2010
Data was partially gathered in two sections of PSIC 4001 and PSIC 4002 courses in order to assess basic knowledge of the discipline.
2009-2010
Analysis of assessment data regarding basic knowledge is pending until a report is submitted to the Assessment Coordinator to inform if data was collected.
Academic Programs Accounting
2008-2009
The importance of an effective corporative government system was assessed in a partial examination, in the final examination, and in a 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 titled Internet assignment: annual report from a business firm. Findings revealed that 88% of the students could identify the objective of the corporative government. Thus, the expected outcome that students would obtain 70% or more in this criterion was met. The assessment was performed in the second part of the accounting core course (CONT 3106). Only 28% of the students could identify some of the Sarbarnes-Oaxley Law dispositions. Thus, the expected outcome that students would 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 would obtain 70% or more in this criterion was not met. 62% of the students identify internal control objective correctly. Thus, the expected outcome that students would obtain 70% or more in this criterion was not met. Only 35% of the students could identify at least one of the inherent limitations of internal control. Thus, the expected outcome that students
2008-2009
A lecture related to the corporative government will be included in the Accounting course. Another exercise will be identified in order to discuss the governance topic.
would obtain 70% or more in this criterion was not met. 79% of the students know the elements that compose internal control objective Thus, the expected outcome that students would 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 outcome that students would obtain 70% or more was met in both criteria. The ratio analysis concept was assessed using a rubric in the Accounting course. Findings revealed that 44% of the students obtained an average score of 70% score or more in the rubric. Thus, the expected outcome that students would obtain 70% or more in this criterion was met. Office System Management
More attention must be dedicated to the ratio analysis concepts in the Quantitative Methods course. A module should be dedicated to the mathematical construction of ratios before the students enroll in the Accounting course.
2009-2010
A diagnostic test was given to the incoming class to assess administration concepts in the ADSO 3055 course (October, 2009). Findings were: Three students of a total of 14 (21%) obtained scores between 70%-55% on the test. One student of a total of 14 (7%) obtained a score of 63% on the test. Three students of 14 (21%) obtained scores between 50%-57% on the test. Seven students of 14 (50%) obtained scores lower that 49%.
In relation to the administration of office system concepts, a study case was used to assess students decision making skills in the
ADSO 4115 course using a rubric (December 2009). Findings were: 17 out of total of 18 students (94%) performed as very good and good on the rubric o 13 students (76%) performed at a level of very good on the rubric. o 4 students (24%) performed at a level of good on the rubric. One student (6%) performed at a level of satisfactory on the rubric. Also, in the same course, students applications of knowledge and supervision skills were assessed in a case study using a rubric (December 2009). Findings were: 17 out of total of 18 students (94%) performed as very good and good on the rubric o 10 students (59%) performed at a level of very good on the rubric. o 7 students (41%) performed at a level of good on the rubric. One student (6%) performed at a level of satisfactory on the rubric.
Thus, the expected outcome that 70% or more of the students would perform at a level of very good or good on the rubric was met in both occasions.
These criteria were assessed again in July 2010. Findings were:
Students decision making skills: 13 out of total of 13 students (100%) performed as very good and good on the rubric. o 6 students (46%) performed at a level of very good on the rubric. o 7 students (54%) performed at a level of good on the rubric.
Students applications of knowledge and supervision skills: 13 out of total of 13 students (100%) performed as very good and good on the rubric. o 7 students (54%) performed at a level of very good on the rubric. o 6 students (46%) performed at a level of good on the rubric.
Thus, the expected outcome that 70% or more of the students would perform at a level of very good or good on the rubric was met in both occasions.
School of Architect Academic Programs Enviromental Design Findings Transforming Actions
2009-2010
A rubric was used to measure design skills of 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 students would obtain 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% Thus, the expected outcome that students would 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% Thus, the expected outcome that students would obtain 70% or more in this criterion was met.
2009-2010
It could be inferred from the information gathered that, although 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 basic and complex issues of construction and material technologies, the director of the of Structure Material and Technology Committee proposed that, as part of the sequence of structure and technology courses, each course should be a combination of a lecture of 2 credits contact hours and a laboratory of 1 credit contact hour. This combination 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 . The last course of this program sequence , the Specialized Design Workshop, consolidates all issues and elements discussed in previous courses and introduces related fields of studies. The principal purpose for this change consists in providing students exploration and reflection mechanisms before they start their graduate studies. The topics to be discussed in these specialized workshops, at these upper level, (senior year) include: 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 would obtain 70% or more in this criterion was met only in ARCH 4135 course. 5. Basic issues of theoretical systems ARCH 3131 - 60% ARCH 3133 - 83% ARCH 4133 - 61% ARCH 4135 - 76% Therefore, the expected outcome that students would obtain 70% or more in this criterion was met in ARCH 3133 and ARCH 4135 courses only. It could be inferred that students will 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 would obtain 70% or more in this criterion was met in ARCH 3133 course only. Although it can be pointed out that students performance in this criterion 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 construction and material technology ARCH 3131 - 75% ARCH 3133 - 75% ARCH 4133 - 68% ARCH 4135 - 81% Thus, the expected outcome that students would obtain 70% or more in this criterion was met in all courses, with the exception of ARCH 4133. 8. Complex issues of construction and material technology ARCH 3131 - 65% ARCH 3133 - 66% ARCH 4133 - 57% ARCH 4135 - 75% Thus, the expected outcome that students would obtain 70% or more in this criterion was met only 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.

Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs (2008-2010)

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UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS OFFICE OF THE DEAN OF ACADEMIC AFFAIRS OFFICE OF EVALUATION OF STUDENT LEARNING

x. Computer Information System

vii. Environmental Sciences*

iv. Geography* v. Economics*

Logical-mathematical reasoning a. College of Natural Sciences i. Biology* ii. Mathematics

iii. Interdisciplinary Program in Natural Sciences

b. College of General Studies i. General Studies Bachelor Program

Ongoing Learning a. College of Education i. Nutrition and Dietetics

Intellectual curiosity a. College of Natural Sciences

i. Computer Sciences b. College of Education i. Nutrition and Dietetics

Ethical and Aesthetical Sensibility a. College of Social Sciences i. Geography*

b. College of Business Administration i. Office System Management *

Globalization a. College of Business Administration i. Office System Management *

f. School of Architecture i. Environmental Design

Academic Programs Interdisciplinary Program In Natural Sciences

Transforming Actions 2008-2009

Emphasis on effective communication skills will continue in this course.

Graduate students who are laboratory instructors will be trained

Academic Programs Office Systems Management

College of Business Administration Findings 2008-2009

students would obtain 70% on this test was met.

Business Administration Core (7 programs)

Human Resources When assessing the essay as a whole, 20 of 20

Business Administration General Program

intermediate (30%), and one student (10%) an advanced level.

Academic Programs Hispanic Studies

College of Humanities Findings 2008-2009

Transforming Actions 2008-2009

When the data was analyzed, findings revealed that

History of the Americas

In the Drama course, a rubric was used to assess

English Communication and Linguistics

Increase the number of students assessed.

Academic Programs Social Work

College of Social Sciences Findings 2008-2009

Transforming Actions 2008-2009

Encourage the use of audiovisual resources in the classroom.

General Social Sciences Program

Thus, the expected outcome of 70% was met.

College of General Studies Academic Programs General Studies Bachelor Program

Academic Programs Teacher Preparation Program (23)

College of Education Findings 2007-2008

Transforming Actions 2007-2008

Nutrition and Dietetics

Academic Programs Audiovisual Communications

School of Communication Findings 2008-2009

Transforming Actions 2008-2009

Data is in the process of being analyzed.

Information and Journalism

Public Relations & Advertisement

Academic Programs Enviromental Design

School of Architecture Findings 2008-2009

Transforming Actions 2008-2009

Academic Programs Chemistry

Interdisciplinary Program in Natural Sciences

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

benefit more students from this assessment.

2009-2010 Questions that require synthesis skills will be revised.

Academic Programs Art History

College of Humanities Findings 2009-2010

History of the Americas

English Communication and Linguistics

Academic Programs Audiovisual Communications