Appendix 20 Table Assessment Findings and Transforming Actions Colleges and Academic Programs 10 2011 - Complete

UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS OFFICE OF THE DEAN OF ACADEMIC AFFAIRS OFFICE OF EVALUATION OF STUDENT LEARNING
Appendix XI: Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs Academic Year 2010-2011 (revised March, 2012) I. Effective Communication
a. College of Business Administration i. Office System Management ii. Business Administration core programs b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Performing Arts ii. History of Europe and the Americas iii. Art History iv. Foreign Languages v. Comparative Literature d. College of Natural Sciences i. Biology ii. Chemistry iii. Physics iv. Computer Sciences v. Mathematics vi. Environmental Sciences vii. Interdisciplinary Program in Natural Sciences e. College of Social Sciences i. Economics ii. Geography f. School of Communication i. Information and Journalism
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ii. Public Relations and Advertisement II. Critical Thinking a. College of Business Administration i. Office System Management ii. Business Administration core programs
b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Art History ii. History of Europe iii. History of the Americas iv. Philosophy v. Foreign Languages d. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Physics iii. Chemistry iv. Mathematics v. Computer Science vi. Nutrition and Dietetics e. College of Social Sciences i. Economics ii. Political Science iii. Geography f. School of Communication i. Public Relations and Advertisement ii. Information and Journalism
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III. Research and Creation a. College of Business Administration i. Business Administration core programs b. College of Humanities i. Art History ii. Performing Arts c. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Physics iii. Chemistry iv. Biology v. Mathematics vi. Computer Science vii. Environmental Sciences d. College of Social Sciences i. Geography ii. Political Science iii. Labor Relations e. School of Communication i. Public Relations and Advertisement ii. Information and Journalism
IV. Social Responsibility

a. College of Business Administration i. Office System Management ii. Business Administration core programs b. College of Education
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i. Teacher Preparation Programs c. College of Humanities i. Performing Arts d. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Physics iii. Chemistry iv. Biology v. Computer Science vi. Environmental Sciences vii. Nutrition and Dietetics e. College of Social Sciences i. Economics ii. Political Science iii. Geography iv. Labor Relations
V. Information Literacy a. College of Education i. Teacher Preparation Programs b. College of Humanities i. Comparative Literature c. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Mathematics iii. Computer Science iv. Nutrition and Dietetics d. College of Social Sciences
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i. Geography ii. Labor Relations e. School of Communication i. Information and Journalism VI. Logical-mathematical reasoning a. College of Business Administration i. Business Administration General Program b. College of Humanities i. Philosophy c. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Biology iii. Mathematics iv. Computer Science d. College of Social Sciences i. Labor Relations VII. Content Knowledge, Skills or Dispositions Competencies in the Academic Programs a. College of Business Administration i. Office System Management ii. Business Administration core programs b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Art History ii. History of Europe
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iii. History of the Americas iv. Performing Arts v. Philosophy d. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Physics iii. Chemistry iv. Biology v. Mathematics vi. Computer Science vii. Environmental Sciences viii. Nutrition and Dietetics e. College of Social Sciences i. Economics ii. Labor Relations f. School of Communication i. Audiovisual Communication ii. Public Relations and Advertisement iii. Information and Journalism VIII. Capacity for Independent Studies a. College of Business Administration i. Business Administration core programs b. College of Humanities i. Performing Arts c. College of Natural Sciences i. Interdisciplinary Program in Natural Sciences ii. Chemistry
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iii. Computer Science d. College of Social Sciences i. Political Science IX. Intellectual curiosity a. College of Humanities i. Performing Arts b. College of Natural Sciences i. Computer Science X. Ongoing Learning a. College of Humanities i. Performing Arts XI. Knowledge integration a. College of Business Administration i. Office System Management b. College of Natural Sciences i. Computer Science c. College of Social Sciences i. Economics XII. Ethical and Aesthetical Sensibility a. College of Business Administration i. Business Administration core programs
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b. College of Humanities i. Performing Arts c. College of Natural Sciences i. Computer Science d. College of Social Sciences i. Economics ii. Geography XIII. Appreciation, culture and commitment to the ideals of the Puerto Rican society, Caribbean and International context a. College of Education i. Teacher Preparation Programs
I. Effective Communication Skills - Ability to express oneself effectively in oral and written language that insures a clear, coherent and accurate communication. College of Business Administration Transforming Actions 2010-2011 Results were presented in the coordination meeting of the course. The Office Systems Management Department agreed to measure these skills from another perspective through a standardized multidisciplinary test the next semester. New course activities will be incorporated in core courses to strengthen these skills at the students working environment. The test is being assessed for validity and reliability. It will be administered again in November 2011 to see tendencies and then correcting measures will be implemented.
Academic Programs 2010-2011
Findings
Summary of Results 2010-2011 The Office System Management Program established two objectives, of which one was met. The other objective, measured by a comprehensive pilot test prepared by the Program Curriculum Committee, was not met.
Office Systems Management
A rubric was used in ADSO 4150a professional internship to measure Effective Communication by the course professor and by the internship supervisor. It was expected that 70% of the students would demonstrate an adequate level of `mastery in effected communication skills as defined in the rubric. Findings showed that all the students100 percent had adequate mastery of effective communication skills, written and oral. Thus, the goal was met. A comprehensive pilot test was administered to students in order to assess students basic knowledge in Spanish and English communication. It was expected that students basic knowledge will exceed 70% in both languages. Findings show that scores were: Spanish: 62.8% English: 58% Thus, the goal was not met.
Findings
College of Business Administration Transforming Actions 2010-2011 The College of Business Administration in accordance with the Assurance of Learning Standard of the AACSB, will implement minor or major transforming actions to improve curricula revision as well as student learning experience where needed.
Summary of Results 2010-2011 The Business Administration core programs established 3 objectives, which were successfully met. No transforming actions were established.
Business Administration (9 core programs)
During this academic year the Business Administration College is reporting the results from the 2009-2010 academic year. Notwithstanding, the results of the 20102011 academic year are being gathered and analyzed. 2009-2010 A rubric was used in the MERC 3115 course in order to assess Effective Communication in an Oral Presentation. It was expected that the student would achieve a score of 70% or more in order to determine if they have mastery of these skills and validate previous year transforming actions. Results showed that during the first semester 94% of the students obtained a score higher than 70%. Thus the goal was met. A rubric was used in the ADMI 4005 course (first semester) in order to assess effective written communication skills in an essay. It was expected that the student would achieve a score of 70% or more in order to determine if they have mastery of these skills and validate previous year transforming actions. Results showed that 75% of the students scored 70% or more in accordance with the rubric. Thus the goal was met.
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Academic Programs
Findings
College of Business Administration Transforming Actions
Summary of Results
A rubric was used in the INCO 4006 course in order to assess effective written communication skills in a research report. It was expected that the student would achieve a score of 70% or more in order to determine if they have mastery of these skills and validate previous year transforming actions. Results showed that 78% of the students scored 70% or more in accordance with the rubric. Thus the goal was met.
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Findings An electronic Portfolio was used to evaluate students writing skills in written reports and reflections, with specific emphasis on the level of correction, clarity, and coherence in the three Professional Seminar courses (FAED 4001, FAED 4002, and FAED 4003). Analysis of results will be carryout in the first semester of the 20112012 academic year. A rubric was used to assess students writing skills in the EDPE 4121 course (pre-practice) in an assigned essay developed in the Writing Zones workshops. One hundred ninety students participated in the workshops. Findings revealed that students were able to conceptualize the basic writing elements by the continued practice exercises in the workshops. Thus, the expected outcome was met.
College of Education Transforming Actions 2010-2011 Given that it is a qualitative measurement, each professor is giving feedback to those students who need it most. Department measures will be developed during the 2011-2012 academic year. Results of the portfolio will be analyzed during a faculty retreat during first semester (August December 2011).
Summary of Results 2010-2011 The Teacher Preparation Programs established 3 objectives, which were successfully met. The transforming actions established intend to give feedback to students, implement a writing workshop course, and offer a professional development program for teachers.
Teacher Preparation Programs (23)
In 2009-2010, the Writing Zones workshops were implemented as a course requirement for PrePracticum course (EDPE 4121) for all teacher candidate students. It is expected that through the implementation of these workshops teacher candidates writing skills will improve the students performance in the essay type question in the College Board Teacher Certification Test (PCMAS). These workshops were the transformative action implemented by the College of Education as a result of previous assessment of student learning.
Teacher candidates communication skills were assessed in their Teacher Practicum by their supervisors using a rubric. Results showed that, in a scale of 0 to 18, where 12 is accomplished and 16 is outstanding, the average score was 14. Thus, the expected outcome was met.
A revised version of the rubric was used in the evaluation of Teacher Practicum in the 2009-2010 academic year. The rubric revision fine-tuned the description of the outstanding levels of achievement and to strengthen the evaluation. The College of Education is in the process of improving teacher candidates writing skills throughout the curriculum by means of improving the experiences in which students are required to write
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Academic Programs
Findings The College Board Teacher Certification Test (PCMAS, for its Spanish acronym) includes writing an essay as part of the exam. Students writing skills such high level of Last years transforming actions established that the correctness, proper use for language and coherence are results from the incoming years would be compared assessed. in order to confirm if the interventions throughout the Baccalaureate Degree related to effective writing The average scores obtained by students were 56 in a 20- skills had a positive impact in PCMAS test results. 80 point scale rubric, in which 50 points is the theoretical mid-point score. The average student score in Puerto Rico in this test administration was 52 points. Since the expected outcome was that students achieved on average a score of 50 points or more, the goal was met.
College of Education Transforming Actions different type of papers.
Summary of Results
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Findings
College of Humanities Transforming Actions 2010-2011
Summary of Results 2010-2011
Performing Arts
A rubric was used to assess a Theater Direction written proposal in TEAT 4211 and TEAT 4212 courses to measure students ability to communicate effectively in Spanish. It was expected that 70% of the students would reach a level of III in all the criteria established in the effective communication rubric. Findings showed that 61% of the students reached a level of III, a 33% reached the level of II while only 6 % of the students remained in level I. Thus the expected outcome was not met. A rubric was used to assess a theater history research monograph in TEAT 3101 course to measure students ability to communicate effectively in Spanish. It was expected that 75% of the students would reach a level of III in all the criteria established in the effective communication rubric. Findings showed that 50% of the students reached a level of II on the rubric, a 25% reached the level of III while only 25 % of the students remained in level I. Thus the expected outcome was not met. A rubric was used in TEAT 3031 course to measure students oral communication skills. It was expected that 75% to 80% of the students would achieve a satisfactory level in the corresponding criteria in the rubric. The initial evaluation showed that 65% of the students reached a level of good in the Pronunciation criteria,
A series of effective written communication The Performing Arts Program established 5 workshops will be offered. The workshops will objectives, 2 of which were successfully met in four incorporate all the criteria established in the effective different measures. communication rubric. In the second objective we must note that 25% of the students were deficient given that they remained on the 1st level. The fourth objective was achieved, 95% of the students exceeded the expected outcome. A total of 4 transforming actions were established.
A series of effective oral communication workshops will be offered. The workshops will incorporate all the criteria established in the effective communication rubric.
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Academic Programs
Findings and that 84% of the students would reach a level of regular on the rubric of Breathing criteria. On average, 63.5% of the students reached a level of excellent or good on the rubric. Thus, the goal was not met on this instance. On the final evaluation, findings showed that 38 students81% (n=31)were assess as excellent or good on the rubric. Thus, the goal was met and students learned from previous errors. A rubric was used in courses TEAT 3161 to measure students ability to apply vocabulary learned in class in a written report. It was expected that 75% to 80% of the students would master the proper vocabulary needed to perform in the pantomime course. Of the 20 students enrolled in the course, 18 (90%) reached levels IV or IIIequivalent to excellent and goodas defined by the rubric. This shows that 90% of the students me the expected outcome. Thus, the goal was met. 2010-2011 A rubric was used to evaluate students Spanish written communication skills in the HIST 4225 (Theory of History) course. Students were required to write a critical essay in which they would show mastery of communication skills. It was expected that 70% of the students would show mastery in 60% or more of the in the rubric. Findings revealed that all students (12) met the expect outcome.
College of Humanities Transforming Actions
Summary of Results
Since the goal was met, the department will continue following the same methodology.
The department will continue using the instrument to reinforce the learning process.
History of Europe and the Americas
2010-2011
2010-2011
A meeting will be held between the Assessment The History Program established one objective, Coordinator of the History Program and professors which was met teaching this course to discuss the assessment process and its results in order to propose transforming actions.
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Academic Programs
Findings Thus, the goal was met. 2010-2011 A rubric was used to assess students written and oral communication skills through a critical research essay and oral presentations. Written communication skills: It was expected that 70% of the students would be evaluated as excellent or good on the rubric used. . Out of the 10 students evaluated, 50% reached an excellent or good performance level as stated on the rubric. Since only 50% achieved the expected outcome, the goal was not met. Oral communication skills: A rubric was used to evaluate the students oral presentations skill through a dissertation in the Art History Seminar (ARTE 4242) course. It was expected that 70% of the students would be evaluated as excellent or good on rubric used.. Out of the 9 students assessed in the effective oral communication criteria, the results were: In organization skills and knowledge of the topic skills 78% met the expected outcome.
College of Humanities Transforming Actions 2010-2011 2010-2011
Summary of Results
Art History
The Art History Program established 2 objectives for effective communication skills (written 1; and oral 1), of which only one (oral communication) was met. In the first objective only 50% of the students Writing will be highlighted as an evaluation criterion performed at a good or better, as establish in the in all tests and assignments. Rubrics will be provided rubric used. to students prior to the assignment of the learning activities and the evaluation criterion will be A total of 3 transforming actions were established. discussed with them.
A rubric will be used to evaluate mastery in all oral presentations. It will be handed to students prior to the assignment of the learning activities and the evaluation criterion will be discussed with them. The students will be given the opportunity to rehearse the oral presentation previous to its formal delivery.
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Academic Programs
Findings In visual tools, visual contact and elocution skills, 100% met the expected outcome. In the originality criterion, 78% met the expected outcome. Since on average all students mastered the criteria established in the rubric, the goal was met. 2010-2011
Summary of Results
2010-2011 At a department meeting in which assessment results were analyzed, the following transforming actions were proposed: That the expected outcome should be increased to 80% of the students achieving a performance level of 70%. First, Second and Third semester courses objectives will be revised and a definition of the writing learning outcome should be included. A departmental exam was proposed to be administered at the end of the first year in order to measure content knowledge of the foreign language.
2010-2011 The Foreign Languages Program established six objectives, for each language assessed and for each instance. All of the goals were met except in the Grammar and Composition courses in French and Italian which results have not been submitted. Second instance results showed an improvement in student learning outcomes in relation to first instance results. The transforming actions that were established to: 1) raise the expected outcome, 2) revise course objectives, 3) administer departmental exam and, 4) revise the course syllabus for all 4 languages.
Foreign Languages
A rubric was used to assess students written communication skills in four foreign languages in two instances: French, Italian, Portuguese, and German. Students were required to write an essay. It was expected that students would be able to formulate an appropriate hypothesis, present ideas pertinent to the topic at hand, develop a personal perspective, analyze and use the information/evidence appropriately, elaborate concrete conclusions, and communicate their ideas effectively in the foreign language. It was expected that students showed a performance level of 70% (an average score of at least 4.9) in all the criteria assessed in the rubric. Findings were: First Instance French (FRAN 3045): 4 out of 6 (67%) students showed a performance level of 70% or higher.
The results of both the first and second instances were compared and analyzed in a departmental meeting. It was approved that: German Revise the course syllabus for the first three semesters in order to strengthen the writing
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Academic Programs
College of Humanities Findings Transforming Actions French (FRAN 3035): 26 out of 36 (72%) students component. Reflect on the exercises at the 4000 showed a performance level of 70% or higher. level in order to measure advanced effective written communication and critical thinking skills Italian: 20 out of 26 (77%) students showed a taking into consideration the specifics of the performance level of 70% or higher. language. Italian Revise the course syllabus with two Portuguese: 6 out of 8 (75%) students showed a purposes: 1) address the writing component and performance level of 70% or higher. identify if the grammatical topics taught in the third semester can be moved to the fourth course German: 5 out of 6 students (83%) showed a performance semester. Also, it should also be reflected upon level of 70% or higher. current strategies when working with writing and analysis. This language is considering the need to The goal was met in the first instance in all the change the text book or create a new one. languages, except in the FRAN 3035 course. French First, Second and Third semester course objectives will be revised to address the writing Second Instance and analyzing components. It was approved to include the use of the subjunctive form in the first French (FRAN 3035): 13 out of 18 (72%) students year. It was proposed to start the third semester showed a performance level of 70% or higher. with a grammar review of the language. Portuguese Revise the syllabus of the first Italian: 22 out of 24 (92%) students showed a three semesters; establish connections between performance level of 70% or higher. the first and second course semester assignments by means of a coordinator. Identify the basic Portuguese: 7 out of 8 (88%) students showed a grammatical structures necessary for clear, performance level of 70% or higher. coherent, and proper use of writing in order to incorporate them in the discussion and practice of German: 6 out of 6 students (100%) showed a the first and second semester course syllabi. performance level of 70% or higher. Address the complexity and the demands of the effective communication learning outcome at an The goal was met in the second instance in all the intermediate level programming at least two languages. workshops during the third semester. Include a research component in the third semester
Summary of Results
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Academic Programs
Findings
College of Humanities Transforming Actions syllabus. The syllabi revisions will be addressed through the Norms and Program Committee (Curriculum Committee) and in collaboration with the Assessment Committee of the Department. Once the objectives related to the learning outcomes to be measured are defined, learning activities will be created: test, assignments, and written exercises in order to develop the corresponding transforming actions. Through the Norms and Program Committee (Curriculum Committee), the development of Departmental Test should be addressed. A written paper and test were assigned and administered by the end of the semester. The analyses of the results were not available by the date of submittal of this report. Analysis of results will be carry out in August 2011 and corresponding transforming actions will be proposed. 2010-2011 2010-2011 It was initially planned to assess written communication in LITE 3045 and LITE 3101 courses. However, we only actually assessed this learning outcome in the LITE 3045 course. We realized that our course On Literary Theory, LITE 3101, was not an appropriate course in which to test effective communication (unless we develop a different rubric). The appropriate learning outcome to test in the course on Literary Theory is Critical Thinking. Therefore, next year (2011-2012) we will
Summary of Results
A rubric was used to analyze students written communication skills in the Grammar and Composition in French and Italian fourth semester courses. Students were required to write an essay. It was expected that students would be able to formulate an appropriate hypothesis, present ideas pertinent to the topic at hand, develop a personal perspective, analyze and use the information/evidence appropriately, elaborate concrete conclusions, and communicate their ideas effectively in the foreign language. It was expected that students showed a performance level of 70% (an average score of at least 4.9) in all the criteria assessed in the rubric. The essays were assigned at the end of the courses and the results have not been analyzed yet.
2010-2011
Comparative Literature
A rubric was used to assess effective communication in the analytical writing of a research paper proposal and a final research paper in the LITE 3045 course. It was expected that 75% of the students would achieved a score of 4 or higher in all criteria assessed. Results showed that 70% of the students in the research proposals and 82% of the students in the final research papers (this yields an average of 76%) demonstrated
The Comparative Literature Program established one objective, which was met. 76% of the students assessed demonstrated an overall percentage of 75% or higher. The Comparative Literature Program realized that the course On Literary Theory, LITE 3101, was not an appropriate course in which to measure the effective communication outcome. Next year they planned to
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Academic Programs
College of Humanities Findings Transforming Actions Summary of Results scores of 4 or higher in all criteria assessed. Overall, 76% revise the Instances to collect information column assess Critical Thinking this course. Also, special of the students demonstrated an average performance in our Assessment Plan. assistance will be given to the two students that across the criteria assessed of 75% or higher. Thus, the showed needs in the criteria assessed. Assistance to the two students that obtained low goal was met. scores in the assessment criteria will be provided. Both of them received incompletes in the course (due to their grades in the course, not because of the assessment results), and are expected to be meeting with the professors during the first semester of the 2011-2012 academic year for the extra assistance, including assistance with written expression. The final grade that these students receive in the course can be monitored; request professors of subsequent courses to submit a progress report on them; and/or track and assess their progress in more advanced courses. Resources such as the Centro para el Desarollo de Competencias Linguisticas are extremely important for students requiring extra help with their writing skills. These or similar programs must be maintained and/or expanded at the UPR-RP. In courses, such as LITE 3045, emphasis will be placed in the areas of developing a hypothesis, testing the hypothesis effectively, and correctly citing sources. The professor of LITE 3045 is revising this course to spend more time next semester on assessment of effective communication activities. Effective written communication in LITE 3045 will be assessed again in 2011-2012 academic year. The program stated that they will assess these
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Academic Programs
Findings
College of Humanities Transforming Actions transforming actions as part of our Assessment of Student Learning Plan in 2011-2012.
Summary of Results
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Findings
College of Natural Sciences Transforming Actions 2010-2011
Biology
First semester A rubric was used to assess students written communication skills in Spanish in laboratory reports in two instances: first instance -General Biology (BIOL 3101), and second instance - Genetics (BIOL 3350) and Ecology (BIOL 3112). On the first instancein BIOL 3101the expected outcome was that 65% of the students would reach the level of good or excellent on the rubric. Laboratory reports of 80% of the students enrolled were analyzed. Findings revealed the following: 27.5% of the students reached the level of excellent. 47.8% of the students reached the level of good. 23.6% of the students reached the level of regular 1.1% of the students reached the level of poor.
Although the goal was met, at the end of the The Biology Program established four objectives academic year the different criteria in the rubric will (two per semester), which were all met. be analyzed in order to determine the skills that have improved and those that need improvement. The transforming actions established are geared to modify the rubrics criteria as well as a value added Previous year transforming actions were approach will be used to further examine current implemented to establish a more realistic expected findings when additional data is gathered. An outcome. increase in student learning communication skills is observed in the second semester.
Since 75.3% of the students reached a performance level of good or excellent, the goal was met. On the third instancein BIOL 3350 and BIOL 3112 the expected outcome was that 10% of the students performed at the excellent level and 80% at the good level as defined on the rubric.
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Academic Programs
College of Natural Sciences Findings Transforming Actions The aggregated findings in the two courses revealed that: 63% of the students reached the level of excellent. 31% of the students reached the level of good. 6% of the students reached the level of regular. Since 94% of the students reached a performance level of excellent or good, the goal was met. Second semester A rubric was used to assess students written communication skills in Spanish in laboratory reports in two instances: first instance -General Biology (BIOL 3101), and second instance four course sections of the Genetics course (BIOL 3350). On the first instancein BIOL 3101the expected outcome was that 65% of the students would reach the level of good or excellent on the rubric. Laboratory reports of 60% of the students enrolled were analyzed. Findings revealed the following: 62.8% of the students reached the level of excellent. 19.7% of the students reached the level of good. 16.9% of the students reached the level of regular .55% of the students reached the level of poor. An increase of the percentage of students that reach the excellent and good performance level is observed when comparing the first and second semester assessment results. To confirm this statement, data gathered from next year results will be compared in order to determine if findings are due to raters subjectivity when applying the rubric or to curricular changes that could have a positive effect in student learning outcomes.
Summary of Results
Since 82.7% of the students reached a performance level

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Academic Programs
Findings of good or excellent, the goal was met. On the second instancein BIOL 3350 the expected outcome was that 10% of the students performed at the excellent level and 80% at the good level as defined on the rubric.
College of Natural Sciences Transforming Actions
Summary of Results
The aggregated findings of the four course sections revealed that: 56.7% of the students reached the level of excellent. 39.2% of the students reached the level of good. 4.1% of the students reached the level of regular. Since 95.9% of the students reached a performance level of excellent or good, the goal was met. 2010-2011
2010-2011 The assessment Coordinator will inform assessment findings in written and oral communication skills learning outcome to course coordinators and professor in order to continue strengthening these skills.
2010-2011 The Chemistry Program established 5 objectives, which were all met.
Chemistry
A rubric was used to assess students written and oral communication skills in Spanish in laboratory reports, research proposals, and oral presentations in the following laboratory courses: General Chemistry (QUIM 3002L), Analytical Chemistry (QUIM 3255), Instrumental Analysis (QUIM 4015) and Physical Chemistry Laboratory (QUIM 4044L). In all instances the expected outcome was that 70% or more of the students would comply with 85% of the established criteria in the rubrics used. The following percentages indicate the number of students that achieved the expected outcome in the
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Academic Programs course: First instance
Findings
Summary of Results
In a research project report in QUIM 3002L: 93.9%. The average score was 95.5% (n=33). Thus the goal was met. Second Instance In an oral presentation report in QUIM 3002L: 82.1%. The average score was 92.3% (n=39). Thus the goal was met. In an oral presentation report in QUIM 3255L First semester: 71.9%. The average score was 86.9 (n=32) Second Semester: 85%. The average score was 90.0% (n=20). Thus the goal was met on both courses. Third Instance In an oral presentation report in QUIM 4015L (second semester): 83.1%. The average score was 89.2% (n=59). Thus the goal was met. 2010-2011
2010-2011 The Physics Program will continue to enforce effective communication learning outcome in this course.
2010-2011 The Physics Program established one objective, which was met. The transforming action established emphasizes the enforcement of effective communication skills in the
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Physics
A rubric was used to evaluate effective communication in laboratory reports in the FISI 3173 course. The following criteria were assessed: writing skills, format and style. Out of the four students enrolled in the FISI 3173 course
Academic Programs
Findings that did not obtained an incomplete grade in the course, all scored greater than 6.4 in the 8 point scale rubric. The average score was 7.5 points (94%). Since the expected outcome was that students would score 6.4 points or more, the goal was met. 2010-2011
College of Natural Sciences Transforming Actions students.
Summary of Results
2010-2011 Continue providing the same education activities. There is no need to take additional actions at this time.
2010-2011 The Computer Science Program established one objective, which was met.
Computer Sciences A rubric was used in the CCOM 3981 course to assess Program
students effective communication skills in Spanish in an essay submitted at the end of the semester. The expected outcome was that at least 75% of the students are competent as defined in the rubric. Findings revealed that 13 out of 13 (100%) of the students were competent as defined in the rubric. Thus, the goal was met. 2010-2011
2010-2011 The Department will continue offering students the necessary tools in the capstone course to improve oral communication skills.
2010-2011 The Mathematics Program established 3 objectives, of which all were met. A total of 3 transforming action were established that will provide students with additional learning opportunities in order to help them improve their communication skills (oral and written).
Mathematics
A rubric was used to evaluate students effective communication skills in an oral presentation of the Undergraduate Seminar course MATE 4995. The expected outcome was that 80% of the students would score 40 or more points (out of a possible total of 50 points) in the rubric. Findings showed that the 3 students assess obtained a score of 50 in the rubric. Thus, the goal was met. A rubric was used to evaluate students effective written communication skills in a written report of the
The Department will increase the number of reports that students must present per year in order to help
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Academic Programs
College of Natural Sciences Findings Transforming Actions Undergraduate Seminar course MATE 4995. them improve their written communication skills. This transforming action will also help students to The expected outcome was that 75% of the students differentiate between the skills need to answer exam would score 7 or more points (out of a possible total of questions with the ones needed to develop a written 9points) in the rubric. report. Findings showed that scores of the 3 students evaluated range from 8 to 9. Thus, the goal was met. A rubric was used to evaluate students effective written communication skills in a written Statistics report of the Undergraduate Seminar course MATE 5002. It was expected that 70% of the students will obtain a score of 13 or more (out of a possible total of 16) as stated in the rubric. Findings revealed that 7 out of 8 students (87.5%) obtained a score of 13 or more in the rubric used. Thus, the goal was met. 2010-2011
Summary of Results
2010-2011
2010-2011
Environmental Sciences
A rubric was used to evaluate laboratory reports in the BIOL3101course with an emphasis on properly expressing in writing their findings and ideas in Spanish or English. It was expected that 65% of the students would show a performance level of good or more as stated on the rubric. The following percentages represent students achievement performance level (from excellent to poor):
An analysis was done in order to identify those skills The Environmental Sciences Program established an that should be emphasized more in these and other objective, but it was not met. courses. Only 57% achieved the level of good or better, thus a Both content and use of references will be transforming action was set in order to analyze the emphasized in future courses. criteria within the rubric to see what skills need to be emphasized and improved.
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Academic Programs 21% - excellent 36% - good, 29% - regular 14% - poor
Findings
Summary of Results
Given that only 57% of the students achieved a good and excellent, the goal not was met. 2010-2011
2010-2011 The Physics Program will continue the validation process of the rubric used and its application for the assessment of the laboratory reports. Increase the number of course sections on which this rubric is applied to assess students effective communication skills in the College Physics Laboratory reports.
2010-2011 The Natural Science Interdisciplinary Program established 20 objectives, of which 19 (8 out of 8 in the first semester and 11 out of 12 in the second semester) were met.
Interdisciplinary Program in Natural Sciences
First Semester College Physics A rubric was used to assess students written communication skills in College Physics laboratory reports. Each criteria of the rubric ranged from 1 (lowest) to 8 (highest) points. Three laboratory reports where assess in a total of 23 students from this Program (3 freshman, 13 juniors and 7 seniors). The expected outcome was that 70% of the students will obtain 6 or more points in an 8 points scale rubric when assessing this skill in the laboratory reports in each criterion assessed on the three occasions. Also, 70% of the students will keep or increase their average score in the last laboratory report as compared with previous assessment results. Findings: FISI 3013:
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Academic Programs
Findings In a sample of 23 students findings revealed that in the effective communication criteria 87% of the students scored 6 or more points in the rubric used in the first report. Findings were identical for the second report. Thus, the goal was met in both occasions.
Summary of Results
In the third report, in a 15 student sample, 93.3 % of the students obtained six or more points in the rubric used, Thus, the goal was met. The goal was met in each one of the three occasions assessed. Regarding the second expected outcome, findings revealed that 86% of the students maintained (13%) or increased (73%) their score in the last report as compared with previous assessment results. Thus the expected outcome was met. Therefore, both objectives were met. FISI 3014: When assessing the criteria of effective communication skills in laboratory reports in a sample of 5 students (2 juniors and 3 seniors), 100% of the students scored 6 or more in the rubric used. Thus the expected outcome was met. Regarding the second expected outcome, findings revealed that 100% of the students maintained (80%) or increased (20%) their score in the second report, as
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Academic Programs
Findings compared with previous assessment results. Thus the expected outcome was met. Therefore, both objectives were met. Capstone Course 1 (CINA4996, third instance)
Summary of Results
Students written communication skills were assess using a rubric develop by the Natural Sciences Interdisciplinary Program in a research proposal draft and it final submission. It was expected that 70% or more of the students will obtain 45 points or more in a 0-60 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final submission of the research proposal as compared with it draft assessment results. Findings revealed that in the proposal draft 78.6% of the students assessed obtained 45 or more points in the rubric used. Thus the expected outcome was met. Also, findings revealed that 100% of the students obtained 45 points or more in the final version of the research proposal when assessing these criteria. Thus the expected outcome was met. Therefore, both objectives were met. The increase in the points obtained by the students in the final version of the proposal in relation to its previous draft assessment results evidences a positive impact of teaching effectiveness and mentoring activities aimed to strengthen students writing skills throughout their writing of proposals process.
In the second semester course (Capstone 2), students will carry out the proposed research projects, and also hand in a written report and participate in a poster presentation session as a way of monitoring their progress. It is expected that through the participation of students in these activities an improvement of written communication skills will be observed in the second semester course.
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Academic Programs Second Semester College Physics
Findings
Summary of Results
A rubric was used to assess students written communication skills in College Physics laboratory reports. Each criteria of the rubric ranged from 1 (lowest) to 8 (highest) points. Two laboratory reports where assess in a total of 23 students from this Program (3 freshman, 13 juniors and 7 seniors). The expected outcome was that 70% of the students will obtain 6 or more points in an 8 points scale rubric when assessing this skill in the laboratory reports in each criterion assessed on the three occasions. Also, 70% of the students will keep or increase their average score in the last laboratory report as compared with previous assessment results. Findings: FISI 3014: In a sample of 19 students findings revealed that in the effective communication criteria 100% of the students scored 6 or more points in the rubric used in the first report. Findings were identical for the second report. Thus, the goal was met in both occasions. The goal was met in each on both occasions assessed. Regarding the second expected outcome, findings
The Physics Program will continue the validation process of the rubric used and its application for the assessment of the laboratory reports. Increase the number of course sections on which this rubric is applied to assess students effective communication skills in the College Physics Laboratory reports.
In the second part of the course (Capstone 2) the students will carry out the proposed projects, and also hand in a written report and present a poster. This way we monitor the students projects. We expect that the effective communication skills continue to improve during this second stage.
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Academic Programs
Findings revealed that 100% of the students maintained (90%) or increased (10%) their score in the last report as compared with the first. Thus the expected outcome was met. Therefore, both objectives were met. Capstone Course 1 (CINA4996, third instance) written communication skills
Summary of Results
Students written communication skills were assess using a rubric develop by the Natural Sciences Interdisciplinary Program in a research proposal draft and it final submission. It was expected that 70% or more of the students will obtain an average score of 80 points or more in a 0-100 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final submission of the research proposal as compared with it draft assessment results. Findings revealed that in the proposal draft 70% of the students assessed obtained an average score of 80 or more points in the rubric used. Thus the expected outcome was met. Also, findings revealed that 91% of the students obtained an average score of 80 points or more in the final version of the research proposal when assessing these criteria. Thus the expected outcome was met. Findings revealed that in the 100% of the students improved their average score in the final version final version of the research proposal when assessing these criteria
In the second semester course (Capstone 2), students will carry out the proposed research projects, and also hand in a written report and participate in a poster presentation session as a way of monitoring their progress. It is expected that through the participation of students in these activities an improvement of written communication skills will be observed in the second semester course
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Findings Therefore, both objectives were met.
Summary of Results
The increase in the points obtained by the students in the final version of the proposal in relation to its previous draft assessment results evidences a positive impact of teaching effectiveness and mentoring activities aimed to strengthen students writing skills throughout their writing of proposals process. Capstone Course 2 (CINA4996, third instance) oral communication skills (oral presentation) Students written communication skills were assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and it final submission. A preliminary and final oral presentation based on the research project was used students oral communication skills using a rubric modified by the Natural Sciences Interdisciplinary Program. It was expected that in the preliminary oral presentation 70% or more of the students will obtain an average score of 28 points or more in a 0-35 points scale rubric. In the final presentation, it was expected that 70% or more of the students assessed will obtain an average score of 40 point or more in a 0-50 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final oral presentation as compared with its preliminary delivery assessment results.
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The Program will continue guiding students throughout the development and implementation of their research process to maintain or increases their performance levels achieved in the first experience of the Capstone 2 course.
Academic Programs
Findings
Summary of Results
Findings revealed that in the preliminary oral presentation 92% of the students assessed (n=12) obtained an average score of 28 points or more in a 0-35 points scale rubric. Thus the goal was met. Findings revealed that in the final oral presentation 100% of the students assessed (n=28) obtained an average score of 40 points or more in a 0-50 points scale rubric. Thus the goal was met. In the final oral presentation, all 12 students (100%) maintained or increased their scores. Thus, the goal was met. Therefore, both objectives were met. Capstone Course 2 (CINA4996, third instance) oral communication skills (poster presentation and oral presentation) Students written and oral communication skills were assessed through poster presentations in the CINA 4996 Capstone 2 course using a rubric. Also, oral communication skills were assessed in an oral presentation of their research projects. It was expected that in the poster presentation 70% or more of the students assessed will obtain an average score of 25.6 points or more in a 0-32 points scale rubric. In the final presentation, it was expected that 70% or more of the students assessed will obtain an average score
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The Program will continue requiring poster presentation sessions in order to assess written and oral communication skills among their students. Emphasis on the right way to present research results and appropriate use of statistical analysis will be given as part of the Capstone course (1 and 2) experience.
Academic Programs
Findings of 40 point or more in a 0-50 points scale rubric in the effective written communication criteria. For the oral communication component of the poster presentation, it was expected that 70% or more of the students will obtain an average score of 15 points (75%) or more in a scale of 1 to 20. Findings revealed that 87.5% of the students assessed obtained an average score of 25.6 points or more in the rubric used. Thus the goal was met. When assessing the oral presentation, 100% of the students assessed obtained an average score of 16 points or more in the rubric used. Thus the goal was met. Capstone Course 2 (CINA4996, third instance) oral communication (final research report) A final research report is required from students enrolled in the Capstone 2 course. It is used to assess students written communication skills among other learning outcomes. It was expected that 70% or more of the students assessed will obtain an average score of 64 points (80%) or more in a scale of 0 to 80 point scale rubric in the draft of the final report. As a second expected outcome, 70% of the students assessed will maintain or increase their average score in the final submission of the research report when compare with its draft assessment results. Findings revealed that only 44.4% of the students obtained 64 points or more in the report draft. Thus the
Summary of Results
Given that for some students submitting a written research report is a first experience in their baccalaureate studies, the discussion of assessment results among faculty concluded that an expected outcome of 64 points in an 80 point scale (which constitutes a B grade) for the research proposal draft was an unrealistic expectation. Lowering the score to 56 points in the draft (which constitutes a C grade) will be considered for a future assessment. After grading the research proposal draft, an improvement was observed in students written communication skills in the final report. A closer analysis of students research report scores revealed that the initial low scores were due to an
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Academic Programs goal was not met.
Findings
College of Natural Sciences Transforming Actions inadequate presentation in the finding sections of the report. As a transforming action, next year an emphasis will be given to the appropriate submission of findings results in the research report in both Capstone 1 and 2 courses.
Summary of Results
In the final report, 100% of the students increased their average score when compare with its draft assessment results. Thus the goal was met.
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Findings Students written communication skills were assessed in an essay type exam using a four-point rubric in the History and Philosophy of Geography (GEOG 4500 course). It was expected that students will obtain a score of 70% or more in the rubric used. Findings revealed that students average score was 3.66 points (91.5%) when assessing these skills in the essay type exam. Thus, the expected outcome was met. Results from this years assessment of written communication skills in a History and Philosophy of Geography (GEOG 4500 course) exam, were much better than last semester (Jan-May 2009-2010). Hence, the expected outcome for the assessment of written communication skills will be raised to 75% instead of the previous 70% for next year assessment cycle. 2010-2011
College of Social Sciences Transforming Actions 2010-2011 In History and Philosophy of Geography (GEOG 4500) course exercises will be assigned such as monographs, reviews, essays or field trip logs in order to develop in them a culture of written communication in Spanish and, if requested by the student, in English. Increase the number and type of written assignments that students need to submit for this course.
Summary of Results 2010-2011 The Geography Program established one objective, which was met. Results from this years assessment of written communication skills were much better than last semesters, thus the expected outcome for the assessment of written communication skills will be raised to 75%. The transforming actions established are geared to develop in the students a culture of written communication in Spanish and, if requested by the student, in English.
Geography
2010-2011 The Assessment Coordinator will present the assessment results to the Economics Program faculty in order to propose and implement the corresponding transforming actions to address the areas of need.
2010-2011 The Economics Program established 12 objectives (one per criterion assessed), of which 10 were met.
Economics
An essay-based competition as an extracurricular experience for junior and senior students was used to assess student effective communication skills. It was expected that students would achieved a performance of at least 2.5 points (62.5%) in each of the criterion assessed of a four point rubric. Findings, by criteria were:
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Academic Programs
Findings I. Introduction Statement of the problem: 82.5% of the students achieved the performance level expected. Sequential order of the essay: 62.5% of the students achieved the performance level expected. Provides the necessary tools to follow his or hers thesis argument: 77.5% of the students achieved the performance level expected. The expected outcome was met in each of the three criterion assessed. II. Composition Grammar: 65% of the students achieved the expected performance level. Spelling: 72.5% of the students achieved the expected performance level. Coherence: 72.5% of the students achieved the expected performance level. The expected outcome was met in each of the three criterion assessed. III. General Structure and Subject Matter Knowledge Meets the established purpose: 82.5% of the students achieved the expected performance level. Thoroughly presents solid arguments: 65% of the students achieved the expected performance level. Adequate use of in-text citation: 60% of the students achieved the expected performance level. Cohesion of the ideas presented: 72.5% of the
College of Social Sciences Transforming Actions
Summary of Results
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Academic Programs
Findings students achieved the expected performance level. Final comments or conclusion statement: 82.5% of the students achieved the expected performance level. Correct use of information sources, 45% of the students achieved the expected performance level. The expected outcome was met in four out of the six criterion assessed. Criteria related to information literacy skills show a need to reinforce these skills. Students overall score was 2.8 out of 4 points (70%) in this learning outcome. Thus the overall goal was met.
Summary of Results
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Findings
School of Communication Transforming Actions 2010-2011 Professor Acevedo suggested the proposal of a supplementary writing laboratory course. Professor Roche also proposed the same transforming action, but emphasized strengthening the journalistic writing style.
Summary of Results 2010-2011 The Information and Journalism Program established 4 objectives, one of which was met.
Information and Journalism
A rubric was used to evaluate written assignments with an emphasis on the basic principles of writing formats geared to media and communications. In the COPU 4148 course, in professors Acevedo and Roche sections, two informative notes for Internet were assessed. It was expected that 70% of the students will obtain an average score of 3.15 points (70%) or more in a 0.5 to 4.5 points rubric. An average of 2.61 points was obtained on a scale of 1 (poor) to 4 (excellent). It was found that the areas of orthography, syntaxes, and writing in general need to be strengthened. Thus, the goal was not met. A rubric was used to evaluate written assignments with an emphasis on the basic principles of writing formats geared to media and communications. In COPU 4148, with professor Lugo, a lead writing exercise was evaluated. It was expected that 70% of the students will obtain an average score of 3.15 points (70%) or more in a 0.5 to 4.5 points rubric. An average of 2.89 points was obtained. It was found that the area of general grammatical knowledge needs to be strengthened. Thus, the goal was not met.
Two transforming action were set. The first was a suggestion for a compulsory writing course. Another professor proposed strengthening the journalistic Professors Lugo and Acevedo proposed establishing writing style through a course or tutorial sessions. a tutoring program just like the one created 5 years The second transforming action was the proposal of a ago. This program closed due to economic constrains. tutorial program form Journalism and Information students. In the first objective it was found that the areas of orthography, syntax, general redaction and grammar, The previous tutor program was closed due to thematic unity, entry, content, and journalistic style economic constrains. were deficient. Also, students research skills need to be reinforced. A meeting will be held with the teaching staff in order to evaluate the rubrics used. Harmonize the criteria and scoring scales in all the rubrics used. Establish the specific work that will be used in the evaluation process. Establish planes in order to address the deficiencies found in oral and written communication, and use of information skills.
A rubric was used to evaluate written assignments with Ensure that the teaching staff reflects on: (1) what an emphasis on journalistic writing. In INFP 4001 course, elements of the teaching/learning process should be
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School of Communication Findings Transforming Actions students writing communication skills were assessed in added, changed, eliminated, in order to improve the an essay type test related to an informative note. students performance and (2) if the assessment plan of the unit produces valid results. It was expected that 70% of the students will obtain an average score of 3.15 points (70%) or more in a 0.5 to 4.5 points rubric. An average of 2.51 points on a scale of 1 (very poor) to 5 (excellent) was obtained. It was found that the areas of thematic unity, entry, content, syntax, and journalistic style must be strengthened. Thus the goal was not met. The type of exercise that was assessed was not specified, however in the report it is established that the evaluated criteria is journalistic writings. Professor Coss utilizes a system of evaluation based on percentages. It was expected that 70% of the students will obtain an average score of 3.15 points (70%) or more in a 0.5 to 4.5 points rubric. An average of 83.6% was obtained on a scale of 1 (very poor) to 5 (excellent). Thus the goal was met. 2010-2011
Summary of Results
2010-2011 First Semester Five transforming actions were set: 1) hold a meeting with the teaching staff to discuss findings and assess their assessment plan, 2) harmonize the rubrics, 3) establish specific educational activities to be assessed, 4) establish educational strategies in order to strengthen deficiencies, and 5) ensure that
2010-2011 The Public Relations and Advertisement Program established 6 objectives. Five of the 6 were met, while one requires further development. In the first objective students didnt master the techniques that were evaluated. Instances: 5
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Public Relations and Advertisement First Semester

A rubric was used to evaluate the effectiveness of oral communication skills in an oral presentations based on assigned readings in the REPU 4166 course. The evaluation of this activity reflects that even though the students know the techniques they dont master them
Academic Programs
School of Communication Findings Transforming Actions at a level of excellence in the rubric used, for which the the teaching staff reflect on the various findings. conclusion is reached that it is an area. Thus, further development in advertising courses is needed to address this learning outcome. A rubric was used to evaluate the effectiveness of oral communication by means of presenting an ad campaign in the REPU 4165 course. The average score in all the criteria assessed was 4.6 points out of 5 (92%), in a scale of 1 to 5. Thus, the goal was met (N=27). A rubric was used assess students oral communication skills in an oral presentation in the REPU 4165 course. All criteria assessed met the goal of 70% or more (93%). (N=34) A rubric was used to assess students written communication skills in group reports of assigned texts regarding topics of technology and electronics in the REPU 4125 course. The average score obtained was 4.4 points (88%) in a scale of 5. Therefore the goal was met. (N=24) A rubric was used to assess students written communication skills in assigned written paper in the REPU 4125. The average score obtained was 4.4 points (88%) in a scale of 5. Therefore the goal was met.
Summary of Results Measures: 4
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Academic Programs Second Semester:
Findings
School of Communication Transforming Actions Second Semester Revised the rubrics used to harmonize criteria and scales. Established an action plan to strengthen the skills in students that have not developed such as: writing skills, communication skills and information technology competencies. Provide faculty with support alternatives to aid students with needs in selected areas.
Summary of Results
A rubric was used to assess students oral and written communication skills in the REPU 4165 (Public Relations Campaign) course. It was expected that students average score will be 3.5 points or more (70%) in a five-point rubric. Findings by criteria regarding effective oral communication were:
In-depth knowledge: 4.79 points (96%) Organization: 4.6 points (92%) Grammar and Spelling: 4 points (80%) Support evidence: 5 points (100%) Average student score: 4.6 points (92%)
Thus the goal was met in all the criteria assessed. Findings by criteria regarding effective written communication were:
In-depth knowledge: 3.3 points (66%) Organization: 4.6 points (92%) Grammar and Spelling: 4 points (80%) Support evidence: 5 points (100%) Average student score: 4.23 points (85%)
Thus the goal was met in all the criteria assessed

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Academic Programs
Findings except in-depth knowledge. A rubric was used to assess students oral and written communication skills in the REPU 4165 (Public Relations Campaign) course. It was expected that students average score will be 3.5 points or more (70%) in a five-point rubric. Findings revealed that the average score of the criteria assesses regarding an oral presentation of a public relations campaign was: 4.6 points (92%). Thus the goal was met.
School of Communication Transforming Actions
Summary of Results
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II. 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 Business Administration Academic Programs Findings Transforming Actions Summary of Results 2010-2011 2010-2011 2010-2011
Office System Management
A rubric was used in a capstone course to assess students critical thinking skills. It was expected that 90% of the students would achieve a score of 80% or more in the capstone internship experience as stated in the rubric.
New course activities will be incorporated in core courses to strengthen these skills at the students working environment.
The Office System Management Program established two objectives, but neither were met.
The test is being assessed for validity and reliability. It will be administered again in November 2011 to see tendencies and then correcting measures will be Findings revealed that students obtained an average score implemented. of 78% in this criterion. Thus, the objective was not Other transforming actions are pending to be met. submitted. In a series of specially design test items as part of a comprehensive pilot test that prepared by the Program Curriculum Committee it was expected that students obtained an average of 70% in each area assessed. Findings revealed that students on average obtained a score of 45% in this learning outcome. Thus the goal was not met. 2010-2011
2010-2011
2010-2011
During this academic year the College of Business Administration is reporting the results from the 20092010 academic year. Notwithstanding, the results of the 2010-2011 academic year are being gathered and analyzed. A rubric was used in two instances in the FINA 3106 course in order to assess if the students were able to
The College of Business Administration in The Business Administration core Programs accordance with the Assurance of Learning Standard established one objective in two instances. It was met of the AACSB, will implement minor or major in one of the two instances. transforming actions to improve curricula revision as well as student learning experience where needed.
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Academic Programs
College of Business Administration Findings Transforming Actions demonstrate knowledge of the core business areas related to problem solving. An especially design test item was used to assess these skills. It was expected that students would achieve an average score of 70% or more in order to determine the mastery of these skills and validate previous years transforming actions. Findings revealed that students partially met the expected outcome in the first instance (69%) and met the expected outcome in the second instance (76%). Thus the goal was met in the second instance.
Summary of Results
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Findings
College of Education Transforming Actions 2010-2011 The professors will be giving individual help to those students that scored below of the expected score. In the College of Education Assessment Day the transforming actions will be discussed. Assessment results had been discussed by the Dean and Associate Dead of Academic Affairs in departmental meetings. As a result of previous years assessment, the following transforming actions have been validated or incorporated to improve student learning outcomes: Field experiences will be restructured in all areas to assess different learning outcomes using a common rubric. Methodology and Curriculum course have been extended to a one year course, instead of a semester course. Integration and assessment of information literacy skills are in place in core courses. Field experiences have been incorporated to the Integration of Educational Technology course. Special Education courses (EDES 4006 & EDUC 4026) have been strengthened as part of the core
Summary of Results 2010-2011 The Teacher Preparation Program established 5 objectives. The goal was met in three instances, not met in another and, for a fifth instance results are pending to be submitted. A transforming action was established which intends to give individual help to those students that scored below the expected score.
Teacher Preparation Program (23)
Teacher candidates are required to prepare an Electronic Portfolio, in the courses FAED 4001/4002/4003 and Field Experiences, in which they evidence their critical thinking skills as they reflect in regards to their formation as an educator, their teaching philosophy and their projections as a professional. e-Portfolio: We will have the results in the data base in the next semester. Findings are pending to be submitted by the end of the first semester of 2011-2012 academic year. Preliminary results were presented in the College of Education Assessment Day. In courses were Field Experiences are required, a rubric was developed by the Faculty Assessment Committee members to assess teacher candidates critical thinking and reflection skills. During this academic year, three courses were assessed: Method I, Method II and EDFU 3002. The expected outcome was that students achieved an average performance level of 67% (2 points) or more in a three-point the rubric. Results were the following. Method I: taken by 19 students, the average score was 3.00 points on a 3 point scale (100%). Thus the goal was reached. Method II: taken by 51 students, in the item of reflection, the average score was 2.49 (83%) on a 3 point scale. Thus the goal was reached. EDFU 3002: taken by 120 students, in the item of
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Academic Programs
Findings reflection the average was 2.59 (86%) on a 3 point scale (86%). Thus the goal was met. In the TEED course, students had an assignment in which they were required to reflect upon how educational technologies can help their teaching. A total of 72 students were assessed in this assignment. On the item of reflection the students average score was 1.85 (62%) on a 3 point scale. Since the expected outcome was that 80% or more of the students obtained 2 points (67%) or higher in the rubric used (1-3 point scale), thus the expected goal was not reached.
College of Education Transforming Actions requirements. The implementation of an electronic portfolio (Porta-E) has been carried out through the three professional Reflective Seminars (FAED 40014002). As a result of the NCATE report, current rubrics have been revised to include category labels. Also, student data will be disaggregated to better report student achievement in all programs. Rubrics have been aligned to NCATE standards. New common rubrics have been develop to assess various student learning outcomes and have incorporated NCATEs recommendations.
Summary of Results
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Findings
History of Europe and the Americas A rubric was used to assess students ability to interpret
and analyze a text through a written bibliographical essay in the Theory of History courseHIST 4225. It was expected that 70% of the students would master at least 60% or more of the critical thinking criteria as stated in the rubric. Out of the 12 students evaluated, 33% exceeded the expected outcomes, 33% met the expected outcome, 25% was found to be on a basic level and 8.3% was found to be deficient. The assessment results of all the criteria assessed were, on average, higher than 60%. Thus, the goal was met. 2010-2011
A meeting will be held between the Assessment The History Program established one objective, which Coordinator of the History Program and professors was successfully accomplished. teaching this course to discuss the assessment results and propose transforming actions. The transforming action that was set intends to create a discussion concerning the assessment results. These year results show a significant improvement in the development of critical thinking skills among the History Programs students when compare to previous years results. This could be due to the discussion of the results of previous years assessment findings regarding this learning outcome between the Assessment Coordinator with the professor who teaches the Theory of History course. 2010-2011 2010-2011 A rubric will be used on all examinations regarding this learning outcome. The Art History Program established one objective, which was achieved in eight out of nine criteria assessed.
Art History
A rubric was used to assess students ability to write an essay regarding a class topic in the ARTE 3256 course. The criteria assessed were: writing, content knowledge, analysis, and interpretation. It was expected that 70% of the students would master each of the criteria in the rubric used: Out of 18 students evaluated, the following percentage obtain an score or 70% or more: content knowledge: 78% writing: 50% analysis : 77% interpretation: 72% visual resources: 100%
Assessment criteria, including critical thinking skills, will be discussed with the students at the beginning In the writing criterion the result was 20% less than of the semester. expected. Writing will be highlighted as a criterion to be evaluated in all assignments and examinations. Transforming actions were established to discuss with students all the criterions to be used to assess this and other learning outcomes and to provide students with Rubrics will be provided or sent via electronic means the rubric prior or together with the assignment of the to students. learning activities assessed.
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Academic Programs
Findings visual contact: 100% elocution: 100% originality: 78% effective oral communication: 78% The expected outcome was met in all assessed criteria with the exception of the writing criterion. 2010-2011
Summary of Results
2010-2011 In a department meeting in which assessment results were analyzed, the following transforming actions were proposed: That the expected outcome should be increased to 80% of the students achieving a performance level of 70%. First, Second and Third semester courses objectives will be revised and a definition of the writing learning outcome should be included. A departmental exam was proposed to be administered at the end of the first year in order to measure content knowledge of the foreign language.
2010-2011 The Foreign Languages Program established six objectives, for each language assessed and for each instance. All of the goals were met except in the Grammar and Composition courses in French and Italian which results have not been submitted. Second instance result showed an improvement in student learning outcomes in relation to first instance results. The transforming actions that were established to raise the expected outcome, revise course objectives, administer departmental exam and, revise the course syllabus for all 4 languages.
Foreign Languages
A rubric was used in two instances to assess students critical thinking skills when developing an essay in the 3rd semester course (intermediate) in four languages: French, Italian, Portuguese, & German. It was expected that the students would be able to formulate a hypothesis, present a premise relevant to the analysis, develop a position based on the hypothesis, analyze and use the information appropriately, elaborate a coherent conclusion, and effectively communicate their ideas in the foreign language that is been assessed. The expected outcome was that 70% of the students will obtain a score of 70% or higher in the rubric used. Findings were:
The results from the first and second instances were compared and analyzed in a departmental meeting. It was approved that: French (FRAN 3045): 4 out of 6 (67%) students showed a German Revise the course syllabus for the first performance level of 70% or higher. three semesters in order to strengthen the writing component. Reflect on the exercises at the 4000 French (FRAN 3035): 28 out of 36 (77%) students First Instance
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Academic Programs
College of Humanities Findings Transforming Actions showed a performance level of 70% or higher. level courses in order to measure advanced effective written communication and critical Italian: 16 out of 20 (80%) students showed a thinking skills taking into consideration the performance level of 70% or higher. specifics of the language. Italian Revise the course syllabus with two Portuguese: 7 out of 8 (87%) students showed a purposes: 1) address the writing component and performance level of 70% or higher. identify if the grammatical topics taught in the third semester can be moved to the fourth course German: 5 out of 6 students (83%) showed a performance semester. Also, it should also be reflected upon level of 70% or higher. current strategies when working with writing and critical analysis. This language is considering the The goal was met in the first instance in all the need to change the text book or create a new one. languages, except in the FRAN 3035 course. French First, Second and Third semester course objectives will be revise to address the writing Second Instance and critical analyzing components. It was approved the need to use of the subjunctive form French (FRAN 3035): 15 out of 18 (83%) students in the first year. It was proposed to start the third showed a performance level of 70% or higher. semester with a grammar review of the language. Portuguese Revise the syllabus of the first Italian: 18 out of 18 (100%) students showed a three semesters, established connections between performance level of 70% or higher. the first and second course semester assignments by means of a coordinator. Identify the basic Portuguese: 6 out of 8 (75%) students showed a grammatical structures necessary for clear, performance level of 70% or higher. coherent, and proper use of writing in order to incorporate them in the discussion and practice of German: 4 out of 6 students (67%) showed a performance the first and second semester course syllabi. level of 70% or higher. Address the complexity and the demands of the effective communication learning outcome at an The goal was met in the second instance in all the intermediate level programming in at least two languages except in the German course. workshops during the third semester. Include a research component in the third semester The goal was met in all languages. syllabus.
Summary of Results
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Academic Programs
College of Humanities Findings Transforming Actions Essays were assigned at the end of the courses and as The syllabi revisions will be address through the such the results have not been analyzed. They will be Norms and Program Committee (Curriculum informed in the first semester of the 2011-2012 academic Committee) and in collaboration with the Assessment year. Committee of the Department. Once the objectives related to the learning outcomes to be measured are A rubric was used to assess students written defined, learning activities will be created: test, communication skills in the Grammar and Composition in assignments, and written exercises in order to French and Italian fourth semester courses. Students were develop the corresponding transforming actions. required to write an essay. Through the Norms and Program Committee It was expected that students would be able to formulate (Curriculum Committee), the development of a an appropriate hypothesis, present ideas pertinent to the Departmental Test should be addressed. topic at hand, develop a personal perspective, analyze and use the information/evidence appropriately, elaborate Written paper and test were assigned and concrete conclusions, and communicate their ideas administered respectively by the end of the semester. effectively in the foreign language. It was expected that The analyses of results were not available by the students perform at the 70% level (an average score of at submission of the 2010-2011 annual report. Analysis least 4.9 points) in all the criteria assessed in the rubric. of results will be carry out in August 2011 and corresponding transforming actions will be proposed. The essays were assigned at the end of the courses and the results have not been analyzed. They will be informed in the first semester of the 2011-2012 academic year. 2010-2011 2010-2011 2010-2011 A rubric was used in the FILO 3025 (Ancient Philosophy II) course to assess students answers in an essay type test regarding course content about knowledge philosophical doctrines. It was expected that 70% of the students would achieve a performance level 70% in the rubric used. Findings revealed that 80% of the students met the expected outcome. Thus the goal was met. Nevertheless, it was observed that some students answers varied in the
Summary of Results
Philosophy
Students understanding of the course content of the The Philosophy Program established two objectives, previous class will be discussed in the first minutes of which were both met. every class. The transforming action that was set intends to use the first minutes of a class to review and discuss previous topics.
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Findings level of precision regarding theoretical basic principles of the Ancient Philosophers. A rubric was used in the FILO 4195 (Platonic Philosophy) course to examine students ability to understand the philosophical problem in a given text and be able to correctly identify its thesis in an essay type test. It was expected that 70% of the students would achieve a performance level of 70% in the rubric used. Findings showed that 70% of the students were able to identify the philosophic problem and its thesis of a given text. Thus, the goal was met.
Summary of Results
Increase the number of class exercises regarding analysis of a text and add another question about the argumentative structure of the text for students to be able to discuss course content knowledge.
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Findings
Chemistry
In order to assess students critical thinking skills, results were gathered from higher cognitive level test items in partial and final examinations in the following courses: QUIM 3001, QUIM 3002, QUIM 3255, QUIM 3541, and QUIM 4043. In the first instanceon the second partial exam in QUIM 3001the expected outcome was that students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 60.3% (n=87) in the five selected test items assessed. Thus, the outcome was met. In the first instanceon the first partial exam in QUIM 3002the expected outcome was that students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 61.3% (n=64) in the eight selected test items. Thus, the outcome was met. In the first instanceon the third partial exam in QUIM 3002the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 67.1% (n=67) in the four selected test items. Thus, the outcome was
The professors were informed of the assessment The Chemistry Program established 12 objectives, results in order to implement the transforming actions of which nine were met. they deemed necessary in their respective courses to improve students critical thinking skills.
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Findings
Summary of Results
In the first instanceon the final exam in QUIM 3002 the expected outcome was that the students will obtain an average of 50% or more in high cognitive level selected test items. Findings showed that the average score was 52.3% (n=72) in the seven selected test items. Thus, the outcome was met. In the second instance on the first partial exam in QUIM 3451 (first semester)the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 71.3% (n=98) in the seven selected test items. Thus, the outcome was met. In the second instanceon the second partial exam in QUIM 3451 (first semester)the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 58.3% (n=96) in the four selected test items. Thus, the outcome was not met. In the second instance on the third partial exam in QUIM 3451 (first semester)the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items.
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Findings
Summary of Results
Findings showed that the average score was 61.9% (n=82) in the three selected test items. Thus, the outcome was met. In the second instance on the first partial exam in QUIM 3452 (second semester)the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 68.0% (n=69) in the seven selected test items. Thus, the outcome was met. In the second instance on the second partial exam in QUIM 3452 (second semester)the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 58.0% (n=67) in the five selected test items. Thus, the outcome was not met. In the second instance on the third partial exam in QUIM 3452 (second semester)the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed the average score was 62% (n=64) in the five selected test items. Thus, the outcome was met. In the second instance on the final exam in QUIM 3452 (second semester)the expected outcome was that the
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Findings students will obtain an average score of 50% or more in high cognitive level selected test items.
Summary of Results
Findings showed that the average score was 59.0% (n=88) in the four selected test items. Thus, the outcome was met. In the second instance on the second partial exam in QUIM 3255the expected outcome was that the students will obtain an average score of 60% or more in high cognitive level selected test items. Findings showed that the average score was 55.9% (n=47) in the 12 selected test items. Thus, the outcome was not met. 2010-2011
2010-2011 Continue providing the same education activities. There is no need to take additional actions at this time.
2010-2011 The Computer Sciences Program established 2 objectives, which were met.
Computer Sciences
Students ability to identify and formulate problems was assess through the use of an especially design exam item in the CCOM 3034 course using a rubric. The expected outcome was that at least 70% of the students would be found competent as defined in the rubric. Findings revealed that 3 out of 4 students (75%) were evaluated as competent in this learning outcome. Thus, the goal was met. Students ability to identify, organize, evaluate, and use information was assess through the use of an especially design exam item in the CCOM 4027 course using a rubric.
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Findings The expected outcome was that at least 70% of the students would be found competent as defined in the rubric. Findings revealed that 9 out of 9 students (100%) were evaluated as competent in this learning outcome. Thus, the goal was met. 2010-2011
Summary of Results
2010-2011 Continue to provide opportunities for the students throughout the bachelors degree in order to strengthen their critical thinking skills.
2010-2011 The Mathematics Program established 2 objectives, which were met. Students had deficiencies in answering cognitive level questions. The transforming action established will inform professors about the results in order for them to address areas that need improvement.
Mathematics
A rubric was used to assess students critical thinking skills in an oral presentation of the Undergraduate Seminar course MATE 4995. The expected outcome was that 67% of the students would score 8 or more points (out of a possible total of 12 points) in the rubric. Findings showed that 2 of the 3 students assessed obtained 8 points or more in the rubric. Thus, the goal was met. A rubric was used to evaluate students critical thinking skills in a written report of the Undergraduate Seminar course MATE 4995. The expected outcome was that 70% of the students would score 8 or more points (out of a possible total of 12 points) in the rubric. Findings showed that 6 out of 8 (75%) students assessed obtained scores of 8 or more. Thus, the goal was met. A rubric was used to evaluate students effective written
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Findings communication skills in a written Statistics report of the Undergraduate Seminar course MATE 5002.
Summary of Results
The instrument used to evaluate the report was a rubric to assess students written reports. It was expected that 70% of the students will obtain a score of 13 or more (out of a possible total of 16) as stated in the rubric. Findings revealed that 7 out of 8 students (87.5%) assessed obtained a score of 13 or more in the rubric used. Thus, the goal was met. 2010-2011
2010-2011 The Physics Program will continue reinforcing the critical thinking learning outcome in this course.
2010-2011 The Physics Program established one objective, which was met. The transforming action established provides opportunities to reinforce the critical thinking learning outcome.
Physics
An eight-point rubric was used to assess students critical thinking skills in laboratory reports in the FISI 3174 laboratory course. The expected outcome was that students obtained an average score of 6.4 points or greater. Findings revealed that students obtain an average score of 6.5 points. Thus, the expected outcome was met. 2010-2011
2010-2011 In order to continue strengthening students critical thinking skills, the Program faculty will continue to evaluate how students perform in these types of higher cognitive test items.
2010-2011
First Semester In order to assess students critical thinking skills, results were gathered from higher cognitive level test items in one partial exam in QUIM 3001 and BIOL 3102 from 59 students of this Program. The Natural Sciences Interdisciplinary Program established 21 objectives, of which 14 (8 out of 11 in the first semester and 6 out of 10 in the second semester) were met.
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Findings It was expected that students average scores should be 60% or more in seven higher cognitive level test items in a partial exam in QUIM 3001. Findings revealed that students average scores were 58.3% in these items. Thus, the expected outcome was not met.
Summary of Results
It was expected that 60% or more of the students should answer two out of three especially designed higher cognitive level test items in a partial exam in BIOL 3102. Findings revealed that 63.3% of the students assessed answer at least two out of three items correctly. Thus, the expected outcome was met. A rubric was used to assess students critical thinking skills in College Physics laboratory reports. The expected outcome was that 70% of the students will obtain 6 points or more in the criteria related to critical thinking in the rubric used to assess three laboratory reports. As a second expected outcome, 70% of the students will maintain or increase the average score obtain in the last report as compared to previous assessment results. Findings were: FISI 3013 In a sample of 23 students assessed, 91.3 % of them
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The Physics Program will continue the validation process of the rubric used and its application for the assessment of the laboratory reports. Increase the number of course sections on which this rubric is applied to assess students effective communication skills in the College Physics Laboratory reports.
Academic Programs
Findings obtained 6 points or more in the first laboratory report when assessing these criteria. Thus, the goal was met. In the second report, 56.5 % of the students assessed obtained 6 or more points when assessing these criteria. Thus, the goal was not met. When assessing the third laboratory report, the sample was reduced to 15 students. Findings revealed that 100% of them obtained 6 points or more in the rubric used. Thus, the goal was met. Therefore, the goal was met on two occasions: in the first and third instances.
Summary of Results
Regarding the second expected outcome, findings revealed that 93% of the students maintained or increased their average scores in the last laboratory report when compared to previous assessment results. Thus, the goal was met. FISI 3014: When assessing critical thinking skills, 100% of the students obtained 6 points or more in the rubric used to assess critical thinking skills in two laboratory reports. Thus the goal was met on two occasions. Regarding the second expected outcome, findings revealed that 100% of the students maintained their average scores in the second laboratory report when compared to the first one. Thus, the goal was met.
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Findings Capstone 1 (CINA4996, third instance)
College of Natural Sciences Transforming Actions In the second semester course (Capstone 2), students will carry out the proposed research projects, and also hand in a written report and participate in a poster presentation session as a way of monitoring their progress. It is expected that through the participation of students in these activities an improvement of critical thinking skills will be observed in the second semester course.
Summary of Results
Students critical thinking skills were assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and its final submission. It was expected that 70% or more of the students will obtain 30 points or more in a 0-40 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final submission of the research proposal as compared with it draft assessment results. Findings revealed that in the proposal draft 64.3% of the students assessed obtained an average score of 30 or more points in the rubric used. Thus the expected outcome was not met. Also, findings revealed that 100% of the students obtained 30 points or more in the final version of the research proposal when assessing these criteria. Thus the expected outcome was met. The increase in the points obtained by the students in the final version of the proposal in relation to its previous draft assessment results evidences a positive impact of teaching effectiveness and mentoring activities aimed to strengthen students critical thinking skills throughout their writing of proposals process. Second Semester In order to assess students critical thinking skills, results were gathered from higher cognitive level test items
After receiving assessment results for the second partial BIOL exam, professors were instructed to include class discussion session were students are
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College of Natural Sciences Findings Transforming Actions (application and evaluation test type items) in two partial required to use higher cognitive level critical thinking exams in BIOL 3102 from 28 students of this Program. skills and quizzes to strengthen the analytical capacity of the students. It was expected that 60% or more of the students should answer correctly at least two of the especially designed We will continue to include higher cognitive level higher cognitive level test items in each of the partial critical thinking test items in all course examinations exams assessed in BIOL 3102. in order to measure this learning outcome in the next semester. Findings revealed that 35% of the students assessed in the second partial exam and 37% of the students assessed in the third exam answered correctly at least two of these test items. Thus, the expected outcome was not met on both occasions. The Physics Program will continue the validation A rubric was used to assess students critical thinking process of the rubric used and its application for the skills in College Physics laboratory reports. assessment of the laboratory reports. The expected outcome was that 70% of the students will obtain 6 points or more in the criteria related to critical thinking in the rubric used to assess two laboratory reports. As a second expected outcome, 70% of the students will maintain or increase the average score obtain in the last report as compared to the first one. Findings were: FISI 3014 In a sample of 19 students assessed, 100 % of them obtained 6 points or more points in the first as well as the laboratory reports when assessing these criteria. Thus, the Increase the number of course sections on which this rubric is applied to assess students critical thinking skills in the College Physics Laboratory reports.
Summary of Results
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Findings goal was met on both occasions. Regarding the second expected outcome, findings revealed that 65% of the students assessed maintained their scores while 35% of them increased their scores in the second laboratory report when compared to first one. Thus, the goal was met. Capstone 1 (CINA4996, third instance)
Summary of Results
Students critical thinking skills were assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and its final submission. It was expected that 70% or more of the students will obtain 30 points or more in a 0-40 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final submission of the research proposal as compared with it draft assessment results. Findings revealed that in the proposal draft 74% of the students assessed obtained an average score of 30 or more points in the rubric used. Thus the expected outcome was met. Findings revealed that in the final proposal 94% of the students assessed obtained an average score of 30 or more points in the rubric used. Thus the expected outcome was met. Regarding the second expected outcome, 100% of the students assessed improved their average score in the final proposal, of which 91% of them obtained an average
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Findings score 80 points or higher in the research proposal. Thus the expected outcome was met. Findings: Capstone 2 (CINA4996, third instance) A final research report is required from students enrolled in the Capstone 2 course. It is used to assess students critical thinking skills among other learning outcomes.
Summary of Results
It was expected that 70% or more of the students assessed will obtain an average score of 24 points (80%) or more in a scale of 0 to 30 point scale rubric in the draft of the final report. As a second expected outcome, 70% of the students assessed will maintain or increase their average score in the final submission of the research report when compare with its draft assessment results.
In the second part of the course (Capstone 2) the students will make the proposed projects and they must also hand in a written report and present a poster. That way we follow up on students projects. It is expected that the critical thinking skills will continue to improve during this second stage.
In the second semester course (Capstone 2), students will carry out the proposed research projects, and also hand in a written report and participate in a poster presentation session as a way of monitoring their progress. It is expected that through the participation Findings revealed that only 44.4% of the students assessed of students in these activities an improvement of obtained 24 points or more in the report draft. Thus the critical thinking skills will be observed in the second goal was not met. Even if the expected outcome is semester course. lowered to 21 points (equivalent to a C grade) the results remain the same. The Program will continue working with students in order to improve their capacity for critical thinking, In the final report, 100% of the students increased their and to be able to achieve the expected average score average score when compare with its draft assessment in the draft of the research report. results. Thus the goal was met. 2010-2011 2010-2011 2010-2011
Nutrition and Dietetics
First instance A rubric develop by George Mason University was used A Department meeting will be schedule for The Nutrition and Dietetics Program established
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College of Natural Sciences Findings Transforming Actions to evaluate a research proposal in the NUTR 4197 course professors to identify and carry out educational in order to assess students critical analysis and problem activities that that promote the development of solving skills. critical thinking skills in the classroom such as debates and guided discussions. The expected outcome was that 75% of the students will obtain a grade equal or higher to a B in the proposal The rubric used will be examined for its validity to submitted. assess these skills. Findings revealed that 40% of students obtained a B grade or higher in the proposal submitted. Thus the expected goal was not achieved. Second instance A rubric develop by George Mason University was used to evaluate a written report in the NUTR 4158 course in order to assess students critical analysis and problem solving skills. The expected outcome was that 75% of the students will obtain a grade equal or higher to a B in the paper submitted. Findings revealed that 56% of students obtained a B grade or higher in the proposal submitted. Thus the expected goal was not achieved. A closer analysis of the scores revealed that students perform better on the second instance in each of the criteria assessed. On both instances, students perform better in the identification of the problem or issue and in the credibility of sources criteria (achieving the expected outcome), while difficulties were observe in the criteria of
Summary of Results two objectives to assess this learning outcome, which were not met. The transforming action identifies educational activities that promote the development of critical thinking skills in the classroom in order for them to be carry out by professors.
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Findings analysis of the problem and creativity (not achieving the expected outcome).
Summary of Results
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Findings
College of Social Sciences Transforming Actions 2010-2011
Geography
First semester Students critical thinking skills were assessed in an essay type exam using a four-point rubric in the History and Philosophy of Geography (GEOG 4500 course). It was expected that students will obtain a score of 70% or more in the rubric used. Findings revealed that students average score was 3.55 points (88.75%) when assessing these skills in the essay type exam. Thus, the expected outcome was met. Similar results were obtained in a 2009-2010 assessment cycle The substantial improvements in these skills could be due to the implementation of a transforming action proposed on a previous assessment cycle which recommended the distribution and discussion of the rubric with the course syllabus on the first day of class. 2010-2011 In History and Philosophy of Geography (GEOG 4500) course exercises will be assigned such as monographs, reviews, essays or field trip logs in order to develop in students a culture based on research and creation where they can engage in critical thinking. Increase the number and type of written assignments that students need to submit for this course and in which they need to used critical thinking skills to solve a case study or problem. Increase the expected outcome to 80%. The Geography Program established one objective, which was met. The transforming actions that was set intends to cultivate in the students a culture based on research and creation where they can engage in critical thinking.
2010-2011
2010-2011
Political Science
First semester A five-point scale rubric was used to evaluate students written work in the CIPO 3035 course in order to assess their critical thinking skills. Six different criteria were considered in the evaluation of these skills: adequate problem focus, concept relationships and appropriate conclusions, critical analysis of the statements or arguments presented, clear discussions of the students The Political Science Program will continue reinforcing the critical thinking learning outcome in this course by providing similar educational activities. The Political Science Program established one objective, which was met. Multiple Measure: 1 Instance: 1
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Findings arguments to question the once presented in the written work, competitive and evaluative capabilities, presentation of students own original and innovative ideas to support their judgments or the authors. Assessment measures were gathered in daytime classes and evening classes. Results are presented by class schedule and in an aggregated form. It was expected that 80% of the students will obtain a performance level of 80% or more (at least four points), rated as very good or excellent, as stated in the rubric. Findings were: 1) Daytime classes (n = 29): 44.8% were rated as excellent 38% were rated as very good 17.2% were rated as acceptable. Since 82.8% of the students obtained scores between excellent and very good, the goal was met. 2) Evening classes (n = 20): 50% were rated as excellent 30% were rated as very good 20% were rated as acceptable. Since 80% of the students obtained scores between excellent and very good, the goal was met. 3) Aggregated (n = 49) 46.9% were rated as excellent
Summary of Results
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Findings 34.7% were rated as very good 18.4% were rated as acceptable.
Summary of Results
Since 81.6% of the students obtained scores between excellent and very good, the goal was met. Findings revealed that no significant difference can be observed between daytime and evening classes. Also, no students were found to perform at a deficient or very deficient level, as stated in the rubric. 2010-2011
2010-2011
2010-2011
Economics
An essay-based competition as an extracurricular experience for junior and senior students was used to assess students critical thinking skills. A rubric was used to evaluate the essays submitted. It was expected that students would achieved a performance level of at least 2.5 points (62.5%) in each of the criterion assessed of a four point rubric. Findings, by criteria were: I. Logical Reasoning Problem Solving Skills: 65% of the students achieved the expected performance level. Adequately identifies contexts and assumption: 65% of the students achieved the expected performance level. Correct interpretation of results: 60% of the students achieved the expected performance level.
The Assessment Coordinator will present the The Economics Program established 6 objectives assessment results to the Economics Program faculty (one per criterion assessed), of which 3 were met. in order to propose and implement the corresponding The overall goal was not met. transforming actions to address students areas of need.
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Findings The expected outcome was met in two of the three criterion assessed. The correct interpretation of results criterion needs to be address for students to improve their critical thinking skills. II. Critical Reasoning Evaluation of contexts and assumptions: 55% of the students achieved the expected performance level. Presents solid and critical arguments based on the literature or his/hers findings: 62.5% the expected performance level. Discusses and analyzes data, evidence, theories and methodologies: 42.5% the expected performance level. The expected outcome was met in one of the three criterion assessed. Students overall score was 2.3 out of 4 points (58%) in this learning outcome. Thus the overall goal was not met.
Summary of Results
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Findings
School of Communication Transforming Actions 2010-2011 Revised the rubrics used to harmonize criteria and scales. Established an action plan to strengthen the skills in students that have not developed such as: writing skills, communication skills and information technology competencies. Provide faculty with support alternatives to aid students with needs in selected areas. 2010-2011 Transforming actions are pending to be submitted.
Summary of Results 2010-2011 The Public Relations and Advertisement Program established one objective, but it was not met. Students had deficiencies in the sub criterion of subjective evaluations. No transforming actions were established.
Public Relations and Advertisement A rubric was used to assess students critical thinking by
The global average was 3.5 (89%) in a four-point rubric. Only in the sub criterion, the student presented subjective evaluations for one vehicle of media (58%), the goal was not met. (N=9).
means of a Plan for the Media in the REPU 4155 course.
2010-2011
2010-2011
A rubric was used to assess students critical thinking in the Supervised Practicum course (INFP 4109 -1 section). The expected outcome was that 70% of the students assessed obtained 3.5 points (70%) or more in each criterion in a 5 point rubric. Findings revealed that the students obtained 4.0 points in each criterion assessed for this learning outcome, thus the goal was met. A rubric was used to assess students critical thinking in the Journalism Seminar course (COPU 4809 -1 section). The expected outcome was that 70% of the students assessed will obtain an average score of 2.8 points (70%) or more in a 4 point rubric. Findings revealed that students obtained an average score
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Findings of 3.23 points (88%) in a 4 point rubric. Thus the goal was met.
Summary of Results
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III.
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. College of Business Administration Transforming Actions 2010-2011
Findings
During this academic year the College of Business Administration is reporting the results from the 20092010 academic year. Notwithstanding, the results of the 2010-2011 academic year are being gathered and analyzed. A rubric was used evaluate a research report in the INCO 4006 course in order to assess students research knowledge in relation to the application of fundamental management principles to business operations and the integration of technological resources to the business operations and competitiveness. It was expected that the students will achieve a performance level of 70% or higher in order to determine whether they mastered these competencies. Results showed that 96% of the students scored 70% or higher. Thus the goal was met.
The College of Business Administration in The Business Administration core Programs accordance with the Assurance of Learning Standard established one objective and it was met. of the AACSB, will implement minor or major transforming actions to improve curricular revision as well as student learning experience where needed.
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Findings
Summary of Results 2010-2011 The Performing Arts Program established 6 objectives. All of them were met. The transforming actions that were established intended to maintain the standards of high quality, document the creative process involved in developing a play, encourage independent study, and use pedagogical resources to promote creativity.
Performing Arts
In the TEAT 4082 course Theatrical Performancea Maintain the rigorous standards that promote a high survey was administered to different members of the quality in student projects and plays that can be audience that attended the following plays: The Lady from evidence by means of visual data and surveys. the Sea, Widows and El Desmonte. The objective was to examine the general perceptions of the spectator regarding performance and staging in a play. It was expected that 80% of the spectators would considered that the plays met the criteria of fine theater and that the average evaluation would be of 3.5 points on a five-point scale. In Henrick Ibsens play titled La Dama del Mar, 90% of the surveyed spectators (n=87) considered that the staging was and that the performances on the play were excellent. The overall evaluation, as calculated as a weighted average, revealed that the spectators rated the play as excellent (4.33 points in a five-point scale). Thus, the goal was met. In Ariel Dorfmanns play Viudas, 79% of the surveyed spectators (n=19) considered that the staging was and that the performances on the play were excellent. The overall evaluation, as calculated as a weighted average, revealed that the spectators rated the play as excellent (4.23 points in a five-point scale. Thus, the goal was met. In Gonzalo del Toros play El Desmonte, findings showed that 92% of the surveyed spectators considered that the staging was and that the performances on the play were excellent. The overall evaluation, as calculated as a
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Academic Programs
Findings weighted average, revealed that the spectators rated the play as excellent (4.59 points in a 5 point scale). Thus, the goal was met. In College Theater course, performing art students had to use audiovisual technology as an instrument for research and creation in order to develop a documentary film. The objective was to observe the process of development of a play from its beginnings to its presentation on stage for future research. The human and technological resources available in the Jos Emilio Gonzlez Multidisciplinary Seminar were used to gather evidence of the creative process in the development of a documentary film for the theater play titled The House of Bernarda Alba by Federico Garca Lorca. From this experience it could be evidence qualitatively how the students participating in the project improved as actors. Also, this documentary film will be available as audiovisual resource for future generations. Thus the goal was met. As an independent study, performing art students developed a series of projectsfilming, surveys, and intercommunication among the pees- in order to developed the design and assembly of stage lights for the play titled A Vuestro Gusto a Shakespeare five act comedy. Professors and spectators direct observation was used to assess this learning outcome. At the end of the play, the publics satisfaction with the design and assembly of stage lights was evident. Thus the goal was met.
Summary of Results
The department will continue documenting the creative process involved in developing a play from its beginnings to its presentation on stage. As a result, the documentary film will be presented to the Campus community, as well as to the general public.
The Department will encourage in their students independent study in order to promote and strengthen research and creation skills among them.
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Findings In the TEAT 3161 course, students were expected to apply knowledge acquired in class in the development of a comic strip. It was expected that 75% of the students would master vocabulary related to pantomime and be able to apply this knowledge in the developing of a comic strip. Of the 20 students enrolled, 18 reached levels IV and IIIExcellent and good, respectively based on the criteria established in the rubric. This result shows that 90% of the students met the expected outcome. Thus, the goal was met. 2010-2011
Summary of Results
The Department will continue using this pedagogical resource to promote individual creativity in their students.
2010-2011 Rubrics will be used to assess all exercises assigned in the Art History Seminar (ARTE 3277) course. A rubric will be also used in the Theory of Art and History of Contemporary Art courses to assess this learning outcome in a class project. The criteria to be used to assess research reports and projects will be discussed at the beginning of each semester. Rubrics will be handed to students or provided to them by electronic means. The writing will be highlighted as an evaluation criterion in all assignments and examinations. Transforming actions will be discussed among
2010-2011 The Art History Program established one objective, and two of the four criteria used to assess this learning outcome were met. The evaluation criteria of this learning outcome will be strengthened by thoroughly discussing the rubrics and its content prior to class assignments and examinations. Rubrics will be handed or provided to students for them to guide their learning processes.
Art History
In the Art History Seminar (ARTE 3277) course, students were expected develop a research report regarding a topic related to the Pre-Hispanic arts period in the Antilles. It was expected that 70% of the students would achieve a performance level of excellent or good in the rubric used. According to the criteria assessed, the following percentages describe the students that achieved a performance level of excellent or good: Content knowledge: 60% Overall writing: 50% Logical Sequence of ideas: 80% Summary: 80% Thus, the goal was met in two of the four criteria
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Academic Programs assessed.
Findings
College of Humanities Transforming Actions professors in order to increase student learning in those criteria in which the expected outcome were not met.
Summary of Results
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Findings
College of Natural Sciences Transforming Actions 2010-2011 The Assessment Coordinator will inform course coordinators, professors and teacher assistants the assessment results in order for them to take the corresponded actions if necessary.
Summary of Results 2010-2011 The Chemistry Program established 5 objectives, of which four were met.
Chemistry
Rubrics were used to assess students research skills on research proposals and research projects in the following courses: General Chemistry II Laboratory (QUIM 3002L), Analytical Chemistry Laboratory (QUIM 3255L), Organic Chemistry Laboratory (QUIM 3452L), and Instrumental Analysis Laboratory (QUIM 4015L) In the first instance QUIM 3002Lthe expected outcome was that 70% or more of the students would comply with 75% or more of criteria established in the rubric to assess research proposals or research projects. Findings revealed that 100% of the students (n=35) complied with 75% or more of the criteria established on the rubric. The average score was 97.1%. Thus, the expected outcome was met. In the second instance QUIM 3255L (first semester) the expected outcome was that 70% or more of the students would comply with 75% or more of criteria established in the rubric to assess research proposals or research projects. Findings revealed that 84% of the students (n=50) complied with 75% or more of the criteria established on the rubric. The average score was 82.2%. Thus, the expected outcome was met. In the second instance QUIM 3255L (second semester)the expected outcome was that 70% or more of the students would comply with 75% or more of
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Findings criteria established in the rubric to assess a research proposals or research projects.
Summary of Results
Findings revealed that 66.7% of the students (n=21) complied with 75% or more of the criteria established on the rubric. The average score was 77.2%. Thus, the expected outcome was not met. In the second instance QUIM 3451Lthe expected outcome was that 70% or more of the students would comply with 75% or more of criteria established in the rubric to assess research proposals or research projects. Findings revealed that 100% of the students (n=66) complied with 75% or more of the criteria established on the rubric. The average score was 88.3%. Thus, the expected outcome was met. In the third instance QUIM 4015Lthe expected outcome was that 70% or more of the students would comply with 75% or more of criteria established in the rubric to assess research proposals or research projects. Findings revealed that 94.9% of the students (n=59) complied with 75% or more of the criteria established on the rubric. The average score was 85.2%. Thus, the expected outcome was met. 2010-2011
2010-2011 The Physics Program will continue reinforcing research and creation learning outcome in this course.
2010-2011 The Physics Program established three objectives, two of which were met. The transforming actions established reinforce
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Physics
A rubric was used in the FISI 3174 laboratory to assess students research skill such as data gathering and analysis, report presentation, written conclusions, and equipment management among others.
Academic Programs
Findings The expected outcome was that students obtained an average score of 6.4 points or higher in the rubric used. Findings revealed that students will obtain an average score of 6.5 points. Thus, the expected outcome was met.
Summary of Results students research skills by providing them with opportunities to participate in faculty lead projects and in summer research activities.
Since the expected goal was that students would score 6.4 points or more (80% or more) the goal was met. The Physics Program surveyed students to gather information regarding their interest in pursuing graduate students. Statistics showed that in the past few years, 15 out of 19 students (79%) continued graduate studies. The goal was met. A survey was used to gather information regarding how many students work on research projects with their professors and how many of them had enrolled on research courses. Statistics showed that out of the 128 students currently enrolled in the program about 10% of them work on a research project with a professor or had enrolled on research courses. 2010-2011 The Department will continue providing opportunities for students to participate on undergraduate research projects or Summer research internships. 2010-2011 2010-2011 The Computer Science Program established four objectives, which were all met. Continue providing the same education activities. There is no need to take additional actions at this
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The Department will continue providing opportunities for students to participate on undergraduate research projects or summer research internships in order to motivate students to pursue graduate studies towards a master or a doctoral degree.
Computer Sciences A rubric was used to assess students research skills in the Continue providing the same education activities. Program
CCOM 3029 course through the review of a seminal or current research article. It was expected that at least 75% of the students are There is no need to take additional actions at this time.
Academic Programs
Findings competent as defined in the rubric. Findings revealed that 7 out of 8 students (88%) were competent as defined in the rubric. Thus, the goal was met.
College of Natural Sciences Transforming Actions time.
Summary of Results
An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess students participation or interest in participation in research projects. It was expected that 70% of them would answer that they had participated or were interested in participating in a research project. Findings revealed that 30 out of 33 students that answer the questionnaire (91%) indicated that they had participated or are interested in participating in a research project. Thus, the goal was met. An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess if junior and senior students had a research experience as part of their baccalaureate degree. It was expected that 30% of junior and senior students would answer that they had participated or were interested in participating in a research project. Findings revealed that 9 out of 18 junior and senior students (50%) had a research experience. Thus, the outcome was met. An item in the yearly researchers questionnaire (Yearly
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Continue providing the same education activities. There is no need to take additional actions at this time.
Continue providing the same education activities. There is no need to take additional actions at this time.
Academic Programs
Findings Quest 2010) was used to assess if students had given a research presentation as part of their research project participation.
Summary of Results
As stated by the researchers, it was expected each of the students that have participated in a research project for at least a year had given a research presentation. Findings revealed that 9 out of 9 students (100%) that have worked on a research project for at least a year gave a research presentation. Thus the goal was met. 2010-2011 Continue providing the same education activities. There is no need to take additional actions at this time. 2010-2011
2010-2011
Biology
First semester A rubric was used to assess students research skills based on the scientific method in laboratory reports in two instances: first instance -General Biology (BIOL 3101), and second instance - Genetics (BIOL 3350) and Ecology (BIOL 3112). On the first instancein BIOL 3101the expected outcome was that 65% of the students will reach a performance level of good or excellent on the rubric. Laboratory reports of 80% of the students enrolled were analyzed. Findings revealed the following: 20.8% of the students reached the level of excellent. 56.7% of the students reached the level of good. 19.7% of the students reached the level of
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Although the goal was met, at the end of the academic year the different criteria assessed in the rubric will be analyzed in order to determine the skills that have improved and those that need improvement. Previous year transforming actions were implemented to establish a more realistic expected outcome.
The Biology Program established four objectives (two per semester), which were all met. The transforming actions established are geared to modify the rubrics criteria as well as a value added approach will be used to further examine current findings when additional data is gathered. An increase in student learning research skills is observed in the second semester.
Academic Programs
Findings regular 2.8% of the students reached the level of poor.
Summary of Results
Since 77.5% of the students reached a performance level of good or excellent, the goal was met. On the second instancein BIOL 3350 and BIOL 3112 the expected outcome was that 10% of the students performed at the excellent level and 80% at the good level as defined on the rubric. The aggregated findings in the two courses revealed that: 31.5% of the students reached the level of excellent. 61.4% of the students reached the level of good. 7.1% of the students reached the level of regular. Since 92.9% of the students reached a performance level of excellent or good, the goal was met. Second semester A rubric was used to assess students research skills based on the scientific method in laboratory reports in two instances: first instance General Biology (BIOL 3101), and second instance four course sections of the Genetics course (BIOL 3350). On the first instancein BIOL 3101the expected outcome was that 65% of the students will reach the level of good or excellent on the rubric. An increase of the percentage of students that reach the excellent and good performance level is observed when comparing the first and second semester assessment results. To confirm this statement, data gathered from next year results will be compared in order to determine if findings are due to raters subjectivity when applying the rubric or to curricular changes that could have a positive effect in student learning outcomes.
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Findings Laboratory reports of 60% of the students enrolled were analyzed. Findings revealed the following:
Summary of Results
45.8% of the students reached the level of excellent. 48.1% of the students reached the level of good. 6.1% of the students reached the level of regular
Since 93.9%% of the students reached a performance level of good or excellent, the goal was met. On the third instancein BIOL 3350 the expected outcome was that 10% of the students performed at the excellent level and 80% at the good level as defined on the rubric. The aggregated findings of the four course sections revealed that: 45.4% of the students reached the level of excellent. 53.6% of the students reached the level of good. 1.0% of the students reached the level of regular. Since 99% of the students reached a performance level of excellent or good, the goal was met. 2010-2011
2010-2011
2010-2011
Mathematics
A rubric was used to evaluate students mathematical knowledge and research intellectual curiosity in an oral presentation of the Undergraduate Research Seminar MATE 4995.
Continue providing research learning opportunities in The Mathematics Program established one objective, the capstone course. which was met. Encourage student participation in undergraduate research experiences.
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Findings It was expected that 70% of the students will obtain a score of 40 points or higher (of a possible total of 50 points) in the rubric used.
Summary of Results
Findings showed that all 3 students assessed, obtained a score of 40 or more as described in the rubric. Thus, the goal was met. 2010-2011
2010-2011 Although the proposed target was reached at the end of the academic year, an analysis of the criteria assessed identifies problem and hypothesis formulation as areas that should be given more emphasis in this and future courses.
2010-2011 The Environmental Sciences Program established two objectives, which one was met and we dont have information regarding the other one. The transforming actions established the need to give more emphasis to the statement of the problem and to hypothesis formulation in the courses assessed. Also, to develop a new webpage to disseminate research opportunities among students.
A rubric was used to evaluate students research skills based on the scientific method in areas such as clear description of the problem, methods and results, explicit statement of hypotheses, adequate data summary and interpretation, and discussion of results. It was expected that 65% of the students demonstrate a performance level of good or more as stated in the rubric. Given that 79% of the students achieved a performance level between good and excellent, the goal was met. However, it was observed that on the formulation of hypothesis criterion, 69% of students performed at a regular or less level, as stated in the rubric. Information regarding the number of students that have participated in a research experience in the CINA 4997 course or in internships during the present academic year was gathered. It was expected that 60% of the baccalaureate candidates from this program participated in and successfully completed a research experience.
Develop a new webpage with research and internship opportunities for students. Increase the number for special seminars on research opportunities and research experiences.
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Findings
Summary of Results
Findings revealed that 37 students participated in research projects and 10 in research internships. Analysis of the expected outcome with the findings has not been submitted. 2010-2011 2010-2011
2010-2011 The Natural Sciences Interdisciplinary Program established 20 objectives (10 each in both semesters). The expected outcome was met in all the objectives assessed.
First Semester College Physics (second instance FISI 3013) A rubric was used to assess students research skill in three laboratory reports in the FISI 3013 course.
The Physics Program will continue the validation process of the rubric used and its application for the assessment of the laboratory reports.
Increase the number of course sections on which this rubric is applied to assess students research skills in The transforming actions that established are geared the College Physics Laboratory reports. to improve students research skills by means of The expected outcome was that students obtained an revising the rubric used to assess laboratory reports in average score of 6 points or higher in an 8 point scale in the College Physics courses, reinforce students each of the two laboratory reports assessed. Also, it was statistical knowledge by reviewing this concepts, expected that 70% of the students will maintain or establish a workshop to reinforce students research increase their score in the last report as compared with the skills in both capstone courses, and provide an in assessment findings in the first laboratory report. class information literacy session to improve students use of a style manual. Findings were: In FISI 3013, 97.5% of the students assessed (n=23) obtained an average score of 6 points or more in the research skills criteria of the rubric used in the first laboratory report. In the second laboratory report, 100% of the students assessed (n=23) obtained an average score of 6 points or more. In the third laboratory report, 93.3% of the students assessed (n=15) obtained an average score of 6 points or more. Thus, the expected outcome was achieved in all three occasions.
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Findings Regarding the second expected outcome, findings revealed that 80% of the students assessed maintained (13%) or increased (67%) their average score in the last laboratory report as compared with the assessment findings of the first one. Thus the goal was met. College Physics (second instance FISI 3014) A rubric was used to assess students research skills in two laboratory reports in the FISI 3014 course.
Summary of Results
The expected outcome was that students will obtained an average score of 6 points or more in an 8 point scale in each of the two laboratory reports assessed. Also, it was expected that 70% of the students will maintain or increase their score in the last report as compared with the assessment findings on the previous one. Findings were: In FISI 3014, 100% of the students assessed (n=5) obtained an average score of 6 points or more in the research skills criteria of the rubric in both laboratory reports assessed. Thus, the expected outcome was met in both occasions. Regarding the second expected outcome, findings revealed that 80% of the students assessed maintained (40%) or increased (40%) their average score in the second laboratory report as compared with the assessment findings of the first one. Thus the goal was met. Capstone 1 (CINA 4996, third instance)
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Findings
College of Natural Sciences Transforming Actions In the second semester course (Capstone 2), students will carry out the proposed research projects, and also hand in a written report and participate in a poster presentation session as a way of monitoring their progress. It is expected that through the participation of students in these activities an improvement of research skills will be observed in the second semester course. An introduction to research course for second year students will be developed in order to better prepared them for the capstone experience, its requirements as well as to improve their research skills.
Summary of Results
Students research skills were assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and its final version in the CINA 4996 capstone I course. It was expected that 70% or more of the students will obtain 72 points or more in a 0-90 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final submission of the research proposal as compared with its draft assessment results. Findings revealed that in the draft of the proposal 85.7% of the students assessed (n=14) obtained an average score of 72 points or more in the rubric used. Thus the expected outcome was met. Findings revealed that in the final proposal 100% of the students assessed (n = 14) obtained an average score of 72 or more points in the rubric used. Thus the expected outcome was met. Regarding the second expected outcome, 100% of the students assessed maintained or improved their average score in the final proposal. Thus the expected outcome was met. Therefore, three objectives were met. The increase in the points obtained by the students in the final version of the proposal in relation to the previous assessment results of the draft of the proposal evidences a positive impact of teaching effectiveness and mentoring activities aimed to strengthen students research skills
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Findings throughout their writing of proposals process. Second Semester College Physics (second instance FISI 3014)
Summary of Results
A rubric was used to assess students research skill in two laboratory reports in the FISI 3014 course.
The Physics Program will continue the validation process of the rubric used and its application for the assessment of the laboratory reports.
The expected outcome was that students will obtain a score of 24 points or more in a 0-32 point scale rubric in Increase the number of course sections on which this each of the two laboratory reports assessed. Also, it was rubric is applied to assess students research skills in expected that 70% of the students will maintain or the College Physics Laboratory reports. increase their score in the last report as compared with the assessment findings on the previous one. Findings revealed that 100% of the students assessed (n=19) obtained a score of 24 points or more in the research skills criteria of the rubric in both laboratory reports evaluated. Thus, the expected outcome was met in both occasions. Regarding the second expected outcome, findings revealed that 79% of the students assessed increased their score in the second laboratory report as compared with the assessment findings of the first one. Thus the goal was met. CINA 4996 (Capstone 1, 3rd instance): Students research skills were assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and its final version The Natural Sciences Interdisciplinary Program will continue teaching students writing proposal procedures. It will emphasize the importance of
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College of Natural Sciences Findings Transforming Actions in the CINA 4996 capstone I course. It was expected that correctly citing appropriate sources and reinforce the 70% or more of the students will obtain 80 points or more use of appropriate statistical analysis in the methods in a 0-100 points scale rubric. Also, it was expected that section. Basic statistical concepts will be revised in 70% or more of the students will maintain or increase the class discussions. points obtained in the final version of the research proposal as compared with it draft assessment results. In the second semester course (Capstone 2), students will carry out the proposed research projects, and Findings revealed that in the proposal draft 70% of the also hand in a written report and participate in a students assessed (n=29) obtained an average score of 80 poster presentation session as a way of monitoring or more points in the rubric used. Thus the expected their progress. It is expected that through the participation of students in these activities an outcome was met. improvement of research skills will be observed in Findings revealed that in the final proposal 91% of the the second semester course. students assessed (n = 29) obtained an average score of 80 or more points in the rubric used. Thus the expected outcome was met. Regarding the second expected outcome, 100% of the students assessed maintained or improved their average score in the final proposal, of which 91% obtained a score higher than 80 points. Thus the expected outcome was met. Therefore, three objectives were met. The increase in the points obtained by the students in the final version of the proposal in relation to its previous draft assessment results evidences a positive impact of teaching effectiveness and mentoring activities aimed to strengthen students research skills throughout their writing of proposals process. CINA 4996 (Capstone II, 3rd instance):
Summary of Results
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Findings
College of Natural Sciences Transforming Actions In spite of the good results obtained, it is observed that students statistical analysis knowledge is limited to descriptive statistics. The Program acknowledged this fact and took appropriate action in the course discussion and class assignments of the capstone I course that was being taught concurrently. Also, a statistics workshop to address this difficulty in students will be given in the first semester of the 2011-2012 academic year for students enrolled in both Capstone I and II courses. The correct use of a manual style to cite sources was observed among students. Conversations with the Natural Science Library personnel in order to develop especially designed modules to strengthen students in this topic were carried out. The Program will also invite a librarian of the Natural Sciences Library to offer a discussion in the Capstone I and II course enrolled students to address this issue.
Summary of Results
Students research skills were assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and its final version in the CINA 4996 capstone II course. It was expected that 70% or more of the students will obtain 80 points or more in a 0-100 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final submission of the research proposal as compared with the assessment results of the draft of the proposal. Findings revealed that in the draft of the proposal, 85% of the students assessed (n = 9) obtained an average score of 80 or more points in the rubric used. Thus the expected outcome was met. Findings revealed that in the final proposal, 100% of the students assessed (n = 9) obtained an average score of 80 or more points in the rubric used. Thus the expected outcome was met. Regarding the second expected outcome, 100% of the students assessed improved their average score in the final proposal. Thus the expected outcome was met. Therefore, the three objectives were met. The increase in the points obtained by the students in the final version of the proposal in relation to its previous draft assessment results evidences a positive impact of teaching effectiveness and mentoring activities aimed to strengthen students research skills throughout their
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Findings writing of proposals process. CINA 4996 (Capstone 2, 3rd instance):
Summary of Results
A rubric was used to assess student research skills in a poster presentation of their research projects in the CINA 4996 capstone II course. It was expected that 70% or more of the students assessed (n = 9) will obtain a score of 12 or more in 1-16 point scale rubric. Findings revealed that 100% of the students assessed obtained a score of 12 or more in the rubric used to evaluate the poster presentation. Thus, the goal was met.
The Program will continue guiding students throughout this process in order to maintain and strengthen the expected level.
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Findings
College of Social Sciences Transforming Actions 2010-2011 In Geography course exercises will be assigned for students to prepare papers, presentations or essays in order to develop and strengthen their research skills. Promote, in the students, a culture of disclosure of their research findings fostered by an active participation in local, nation or international conferences and congresses associated with the discipline. Promote, in the students, a culture of participation in research internships in which they can enrich their academic knowledge related to this learning outcome in the discipline.
Summary of Results 2010-2011 The Geography Program established two objectives, of which both were met. The transforming actions established are geared to offer exercises in which students can learn different research skills and, promote in students a culture of disclosure of their research and their participation in conferences, congresses, and internships.
Geography
Students research skills were assessed through a research project poster presentation session and participation in Geography research internships in Puerto Rico or the United States. In October 2010, 10 undergraduate students from the Geography program presented their research findings in a Poster Session at the Genre, Ethnic and Space Fifth Conference held at the University of Binghamton, New York. One of the posters presented received honorary mention. Due to the success and quality of the research projects of the students from this program, steps are being taken to celebrate this activity next year (2012) Race, Ethnic Group and Space Conference in San Juan, Puerto Rico. The posters were also presented to the Campus community during the Geography Week in November 2010. Ten students from the Geography Program will present their research projects in a poster session at the American Geographers Association to be held in April 2011 in Seattle, Washington. During this academic year, (2010-2011), six students are participating in geo-internships. Two of them at the US Geological Survey Department, one at the National Weather Service, one at the Puerto Rico Conservation Trust, one at the Puerto Rico Department of Natural Resources, and another one at CSA. All of them offered
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Findings an oral presentation of their corresponding research findings.
Summary of Results
During the first semester of the 2010-2011 academic year, five students participated in a geography research internship and presented their research project results. Four of them participated in internships with the Puerto Rico Conservation Trust and one participated in an internship with US Geological Survey Department. Both objectives were met. 2010-2011
2010-2011 Second Semester Continue assigning this activity.
2010-2011 The Labor Relations Program established one objective, measured in 3 groups of the RELA 3085 course, which were all achieved. The transforming actions that were established intend to continue assigning this activity.
Labor Relations
Second Semester A rubric was used in the RELA 3085 course to assess students research skills in a group research proposal. It was expected that students would comply with 80% or more of the criteria established in the rubric used. Findings were: Group 1 obtained an overall average score of 89%, divided in the following criteria: 5 points out of 5 (100%) in the preparation of the cover page, 5 points out of 5 (100%) in the table of contents, 0 points out of 10 in the summary (they omitted it), 30 points out of 30 (100%) in the introduction section, 25 points out of 25 (100%) in the methodology section, 10 points out of 10 (100%) in the bibliographical sources
Continue assigning this activity.

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Findings section, and 10 points out of 10 (100%) in the appendix section. Group 2 obtained an overall average score of 93%. This score is broken down into the following: 5 points out of 5 (100%) in the cover page, 5 points out of 5 (100%) in the table of contents, 8 points out of 10 (80%) in the summary section, 30 points out of 30 (100%) in the introduction section, 25 points out of 25 (100%) in the methodology section, 7 points out of 10 (70%) in the bibliographical sources, 10 points out of 10 (100%) in the appendix section. Group 3 obtained an overall score of 91%. This score is broken down into the following: 5 points out of 5 (100%) in the cover page, 4 points out of 5 (80%) in the table of contents, 10 points out of 10 (100%) in the summary section, 30 points out of 30 (100%) in the introduction section, 25 points out of 25 (100%) in the methodology section, 0 points out of 10 (70%) in bibliographical sources, and 10 points out of 10 (100%) in the appendix section. Thus, the goal was met in the three groups. 2010-2011
Summary of Results
2010-2011 First Semester Students need to take CIPO 4306 and CIPO 4307 courses as a sequence with no more than a semester between them and no later than the third year of studies of their baccalaureate experience since these
2010-2011
Political Science
First Semester Students knowledge of the scientific method theory and basic research skills in the Socio-Political Research Theory (CIPO 4306) course were assessed using a fourpoint rubric when evaluating a research design project as
The Political Science Program established 10 objectives, of which 2 (one out the five assessed per semester) were met.
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College of Social Sciences Findings Transforming Actions Summary of Results a final course assignment. The rubrics criteria assessed are core courses where students essential skills are Multiple Measures: 8 were: adequate titled page, research problem, research developed which are relevant and useful for design justification, quality of the conceptual and advanced courses. Instances: 4 (2 per semester) theoretical framework, quality of the methodical design, quality of the work-schedule and resource inventory, Increase the number of courses which require quality and relevance of the information sources used. research experiences based on documents and readings, as well as quantitative and qualitative The expected outcome was that 80% of the students will empirical research in order for students to improve achieve a combine performance level of excellent or good their research skills and enrich their undergraduate (at least 3 points) in a four point scale. Two course research experiences. sections were assessed. The Political Sciences Assessment Committee highly Findings revealed the following percentages of students recommends that similar assessment activities should that achieve a performance level of excellent or good by be repeated in the second semester due to the atypical course section: circumstances of the first semester. Section 1 adequate titled page: 78% research problem: 71% research design justification: 71% quality of the conceptual and theoretical framework: 75% quality of the methodical design: 54% quality of the work-schedule and resource inventory: 50% quality and relevance of the information sources used: 75%
Section 2 adequate titled page: 87%

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Findings research problem: 100% research design justification: 80% quality of the conceptual and theoretical framework: 66% quality of the methodical design: 60% quality of the work-schedule and resource inventory: 67% quality and relevance of the information sources used: 94%
Summary of Results
The goal was not met in each of the two courses sections assessed. Although assessment results in section two are higher than those obtained in section one, in both instances findings revealed that students performed lower in the quality of the methodical design, the quality of the workschedule, and in the resource inventory criteria. Students research skills were also measure in the CIPO 4307 course through the assignment of a survey design, a research experiment, and a quasi-experiment, centered on a current government-based campaign about human values. It was expected that students obtained an average performance level of 3.2 points (80%) in a four-point scale. Findings average scores by assignment and criteria were:
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Findings 1) Survey Design: Survey Introduction: 3.4 points Measurement of the topic selected: 3.3 points Item variability: 3.4 points Development of items in accordance with the course material: 3.0 points Development of the survey in accordance with course guidelines: 2.9 points Students average score was 3.2 points. Thus, the expected outcome was met. 2) Experiment Design: Research context justification: 3.0 points Internal experiment design: 2.7 points Contextual experiment design: 2.3 points Discussion about internal and external validity issues: 2.0 points Students average score was 2.5 points. Thus, the expected outcome was not met. 3) Quasi-Experiment Design: Research context justification: 3.0 points Internal experiment design: 2.8 points Contextual experiment design: 2.3 points Discussion about internal and external validity issues: 1.7 points Students average score was 2.45 points. Thus, the expected outcome was not met.
Summary of Results
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Findings In another course section of the CIPO 4307 course, students research skills were assessed in research reports using a four-point rubric. It was expected that 80% students obtained an average performance level of excellent and good in a four-point scale. Findingsaverage scores by criteria were: Adequate introduction: 68.4% Quality of the Theoretical Framework: 36.8% Quality of the Methodological Design and its applications: 42.1% Quality of the presentation and discussion of results: 52.6% Quality of the final conclusions: 42.2%
Summary of Results
Since only 48.4% of the students achieved a performance level of excellent or good, the goal was not met. According to the professors who teach these courses, assessment results are not representative of previous years results. It could be due to the atypical circumstances surrounding this semester. Second Semester Students knowledge of the scientific method theory and basic research skills in Socio-Political Research Theory (CIPO 4306) course were assessed using a four-point rubric when evaluating a research design project as a final Second Semester A thoroughly academic counseling should be continuously carryout in order for students to understand the importance of taking the CIPO 4306 and CIPO 4307 courses as a sequence with no more than a semester between them and no later than the
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College of Social Sciences Findings Transforming Actions course assignment. The rubrics criteria assessed were: third year of studies of their baccalaureate experience adequate titled page, research problem, research design since these are core courses were essential skills are justification, quality of the conceptual and theoretical develop which are relevant and useful for advanced framework, quality of the methodical design, quality of courses. An updated database of students emails the work-schedule and resource inventory, quality and should be kept in order to maintain a continuous relevance of the information sources used. communication with students regarding this and other academic counseling matters. The expected outcome was that 80% of the students will achieve a combine performance level of excellent or good Increase the number of courses which require (at least 3 points) in a four point scale. research experiences based on documents and readings, as well as quantitative and qualitative Findings revealed the following percentages of students empirical research in order for students to improve that achieved a performance level of excellent or good by their research skills and enrich their undergraduate course section: research experiences. adequate titled page: 83% research problem: 73% research design justification: 76% quality of the conceptual and theoretical framework: 70% quality of the methodical design: 76% quality of the work-schedule and resource inventory: 80% quality and relevance of the information sources used: 80%
Summary of Results
Since only 77% of the students achieved a performance level of excellent or good, the goal was not met. Nevertheless, an observe improvement can be seen when compared with last semester results. In two course sections of the CIPO 4307 course, students
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Findings research skills were assessed in research reports using a four-point rubric. It was expected that 80% students will obtain an average performance level of excellent and good in a four-point scale. Findingsaverage scores by criteria and course section were: Section 1: Adequate introduction: 75% Quality of the Theoretical Framework: 62.5% Quality of the Methodological Design and its applications: 75% Quality of the presentation and discussion of results: 75% Quality of the final conclusions: 62.5%
Summary of Results
Section 2: Adequate introduction: 67% Quality of the Theoretical Framework: 67% Quality of the Methodological Design and its applications: 86% Quality of the presentation and discussion of results: 80% Quality of the final conclusions: 73%
Since only 74% of the students achieved a performance level of excellent or good, the goal was not met. Nevertheless, an observe improvement can be seen when
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Findings compared with last semester results. Students research skills were also measure in another course section of the CIPO 4307 course through the assignment of a survey design and sampling exercise centered on a current government-based campaign about human values. It was expected that students will obtain an average performance level of 3.2 points (80%) in a four-point scale. Findings average scores by assignment and criteria were: 1) Survey Design: Survey Introduction: 4.0 points Measurement of the topic selected: 3.0 points Item variability: 3.6 points Development of items in accordance with the course material: 2.8 points Development of the survey in accordance with course guidelines: 3.4 points Students average score was 3.4 points. Thus, the expected outcome was met. 2) Sampling exercise based on students in classrooms: Correct use of sampling techniques: 2.6 points. Sampling calculations: 2.4 points Complete description of sampling procedures: 3.0 points
Summary of Results
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Findings Students average score was 2.7 points. Thus, the expected outcome was not met. 2) Sampling exercise based on students: Correct use of sampling techniques: 2.4 points. Sampling calculations: 3.0 points Complete description of sampling procedures: 3.2 points Students average score was 2.9 points. Thus, the expected outcome was not met. Students combine average score on the two assignments was 2.8 points.
Summary of Results
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School of Communication Transforming Actions 2010-2011 Second Semester Revised the rubrics used to harmonize criteria and scales. Established an action plan to strengthen the skills in students that have not developed such as: writing skills, communication skills and information technology competencies. Provide faculty with support alternatives to aid students with needs in selected areas.
Summary of Results 2010-2011 Second Semester The Public Relations and Advertisement Program established two objectives, one of which was not met.
Public Relations and Advertisement Second Semester

A rubric was used to assess students research skills in a monograph in the REPU 4018 (Introduction to Public Relations and Advertisement) course. It was expected that 70% or more of the students assessed will obtain 3.50 points (70%) or more in a five-point rubric. Findings revealed the following results in each criteria assessed: Content and analysis: 4.23 points (85%) Organization: 3.79 points (76%) Grammar: 3.03 points (60.6%) Support evidence: 3.29 points (65.8%) Student average score: 3.59 (72%).
Even though the global average evaluation was 72%, the criteria of grammar (effective communication) and evidence were not met. Thus, the expected outcome was not met. A rubric was used to assess students research skills in oral presentation in the REPU 4165 (Public Relations Campaigns) course. It was expected that 70% or more of the students assessed will obtain 3.50 points (70%) or more in a five-point
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Academic Programs rubric.
Findings
Summary of Results
Findings revealed the following results in each criteria assessed: Research of audience addressed: 5 points (100%) Creativity of the presentation: 4.74 points (95%)
Thus, the expected outcome was not met. 2010-2011
2010-2011 Revised the rubrics used to harmonize criteria and scales. Established an action plan to strengthen the skills in students that have not developed such as: writing skills, communication skills and information technology competencies. Provide faculty with support alternatives to aid students with needs in selected areas.
2010-2011 The Information and Journalism Program established three objectives, all which were met. Three instances and two measures.
In the COPU 4809 course (Journalism Seminar), a rubric was used to assess students ability to generate knowledge and analyze information through basic research methods. It was expected that 70% or more of the students assessed will obtain 2.80 points (70%) or more in a four-point rubric. Findings revealed that in the selection of research techniques, 78% of the students obtained an average score of 3.12 points in a four-point rubric. Thus, the goal was met. In the INFP 4001 course (Journalitic Writing), a rubric was used to assess students ability to generate knowledge and analyze information through basic research methods. It was expected that 65% or more of the students assessed will obtain 2.93 points (65%) or more in 0.5 to 4.5 point rubric.
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Findings
Summary of Results
Findings revealed that in the selection of research techniques, 81% of the students obtained an average score of 3.65 points in a 0.5 to 4.5 point rubric. Thus, the goal was met. In the INFP 4002 course (Journalistic Writing), a rubric was used to assess students ability to generate knowledge and analyze information through basic research methods. It was expected that 65% or more of the students assessed will obtain 2.93 points (65%) or more in 0.5 to 4.5 point rubric. Findings revealed that in the selection of research techniques, 67% of the students obtained an average score of 3.02 points in a 0.5 to 4.5 point rubric. Thus, the goal was met. 2010-2011
2010-2011 Transforming actions are pending to be submitted.
2010-2011 The Audiovisual Communication Program established one objective, which was met. One instance and one measure used.
Audiovisual Communication
A rubric was used to assess effective communication skills in a slide show presentation in the COMA 4342 course (Cinema Production II). It was expected that 70% or more of the students assessed will obtain 70% or more in each criteria assessed in the rubric used. Findings in the criteria assessed revealed that (n = 19): Use of photography language in the slide show presentation: 84% Oral presentation (clear oral expression): 100%
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Findings Thus, the goal was met in both criteria assessed.
Summary of Results
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IV. Social Responsibility - The capacity to apply knowledge and skills gained through the undergraduate experience toward the development of abilities and attitudes that promote ethics and civic responsibility for the advancement of society. College of Business Administration Transforming Actions 2010-2011 New course activities will be incorporated in core courses to strengthen these skills at the students working environment.
Findings
Summary of Results 2010-2011 The Office Systems Management Program established two objectives, of which one was met.
A comprehensive pilot test was administered to students in order to assess students social responsibility skills and professional ethics. It was expected that students achieved an average score of 70% or higher. Findings show that students average scores were 60%. Thus, the expected outcome was not met.
The other objective, measured by a comprehensive The test is being assessed for its validity and pilot test prepared by the Program Curriculum reliability. It will be administered again in November Committee, was not met. 2011 to see tendencies and then correcting measures will be implemented. Other transforming actions are pending to be submitted.
A rubric was used to assess students ethics knowledge in a case study analysis in the CONT 3005 course. It was expected that students obtained an average score of 70% or more in this criterion. Findings revealed that all students assessed (100%) obtained an average score of 70% or more in this criterion. Thus, the expected outcome was met. 2010-2011 During this academic year the College of Business Administration is reporting the results from the 20092010 academic year. Notwithstanding, the results of the 2010-2011 academic year are being gathered and analyzed.
Continue carrying out this type of activity in order to constantly remind students of the importance of ethics principles in working environments.
Business Administration ( 9 core programs)
2010-2011
2010-2011
The College of Business Administration in The Business Administration core Programs accordance with the Assurance of Learning Standard established one objective in two instances and it was of the AACSB, will implement minor or major met on both occasions. transforming actions to improve curricula revision as well as student learning experience where needed.
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Findings
Summary of Results
A rubric was used to evaluate a case study analysis in two instances in the CONT 3105 course in order to assess if students are able to demonstrate knowledge of fundamental concepts, principles, and theories in ethics. It was expected that the students would achieve 70% or more in order to determine if they are competent in this area. Findings revealed that students average scores were 82% in the first instance and 91% in the second instance. Thus the expected outcome was met in both instances.
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Findings
College of Education Transforming Actions 2010-2011 The professors will be giving individual attention to those students that scored below the expected score. In the College of Education Assessment Day the transforming actions will be discussed. Assessment results had been discussed by the College of Education Dean and Associate Dean of Academic Affairs in departmental meetings. As a result of previous years assessment, the following transforming actions have been validated or incorporated to improve student learning outcomes: Field experiences will be restructured in all areas to assess different learning outcomes using a common rubric. Integration and assessment of information literacy skills are in place in core courses. Field experiences have been incorporated to the Integration of Educational Technology course. Special Education courses (EDES 4006 & EDUC 4026) have been strengthened as part of the core requirements. As a result of the NCATE report, current rubrics have been revised to include category labels.
Summary of Results 2010-2011 The Teacher Preparation Program established five objectives. Three of them met the goal and assessment results of one of them are still pending (ePortfolio).
Teacher candidates are required to prepare an Electronic Portfolio, in the courses FAED 4001/4002/4003 and Field Experiences, in which they evidence their social responsibility competencies as they reflect in regards to their formation as an educator, their teaching philosophy and their projections as a professional. e-Portfolio: Results in the data base will be available in the first semester of 2011- 2012 academic year, and the findings will be submitted by the end of the this semester. Preliminary results were presented in the College of Education Assessment Day will be presented in the first semester of 2011-2012. In courses were Field Experiences are required, a rubric was developed by the Faculty Assessment Committee members to assess teacher candidates social responsibility competencies. During this academic year, three courses were assessed: Method I, Method II and EDFU 3002. The expected outcome was that students achieved an average performance level of 67% (2 points) or more in a 3 points scale rubric. Results were the following. Method I: taken by 19 students,, in the item of reflection, the average score was 3.00 points on a 3 point scale (100%). Thus the goal was reached. Method II: taken by 51 students, in the item of reflection, the average score was 2.49 points (83%) on a 3 point scale. Thus the goal was reached.
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Findings EDFU 3002: taken by 120 students, in the item of reflection, the average was 2.59 points (86%) on a 3 point scale. Thus the goal was met. In the TEED course, students were required to reflect upon how social responsibility competencies influence their teaching as an assigned written paper. A total of 72 students were assessed in this assignment. On the item of reflection the students average score was 1.85 points (62%) on a 3 point scale. Since the expected outcome was that 80% or more of the students obtained 2 points (67%) or higher in the rubric used (1-3 point scale), thus the expected goal was not reached. In the Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course in which the educational community relationship in social context is assessed. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum evaluation instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. In the Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course in which ethical and reflective professional development
College of Education Transforming Actions Also, student data will be disaggregated to better report student achievement in all programs. Rubrics have been aligned to NCATE standards. New common rubrics have been develop to assess various student learning outcomes and have incorporated NCATEs recommendations.
Summary of Results
As a result of previous years assessment, the following transforming actions have been validated or incorporated to improve student learning outcomes: Field experiences will be restructured in all areas to assess different learning outcomes using a common rubric. Methodology and Curriculum course have been extended to a one year course, instead of a semester course. Field experiences have been incorporated to the Integration of Educational Technology course. Special Education courses (EDES 4006 & EDUC 4026) have been strengthened as part of the core requirements. The implementation of an electronic portfolio (Porta-E) has been carried out through the three professional Reflective Seminars (FAED 40014002).
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Findings and teaching implications are assessed. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum assessment instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. Field Experiences (rubric) 90% of the students obtained an achieved level in the teacher candidates attitudes and dispositions towards the profession learning outcome. The goal was met.
College of Education Transforming Actions As a result of the NCATE report, current rubrics have been revised to include category labels. Also, student data will be disaggregated to better report student achievement in all programs. Rubrics have been aligned to NCATE standards. New common rubrics have been develop to assess various student learning outcomes and have incorporated NCATEs recommendations.
Summary of Results
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Findings
College of Humanities Transforming Actions 2010-2011 The Performing Arts Program will keep on fulfilling its commitment with Puerto Rican society by continually performing theater plays to school and general public audiences.
Summary of Results 2010-2011 The Performing Arts Program established five objectives, which were achieved. The transforming actions that were established intend to keep fulfilling civic engagement, promote high standards of social responsibility and, comply with the criteria of academic excellence.
Performing Arts
Students from the TEAT 4082 course performed a series of theater plays in schools as part of the course objectives in order to strengthen and promote a positive reception among the public that contributes to its aesthetic appreciation. To assess the social responsibility competencies of students by means of the theater plays, a survey was administered to the school teachers where the plays were presented. One of the items evaluated if the theater play presentation promotes a social, cultural, and educative valuable experience for students. The expected outcome was that, on average, the school teachers would evaluate the theater plays with 3 points or more (75%) using a 4 point scale. Findings showed that 100% of the teachers surveyed ascribed a value of 4 points in all the components of the survey. Thus the goal was met.
The Performing Arts Program will keep on rigorous As part of their undergraduate studies, Performing Arts standards that will foster among its students their students are continually participating in theater social commitment with the Puerto Rican society. performances geared to the general public to evidence their commitment with Puerto Rican societys culture and education. A survey was administered to different members of the audience that attended the following plays: La Dama del Mar, Viudas and El Desmonte. The objective was to examine the general perceptions of the spectators regarding performance and staging in a play and how they promote the Puerto Rican societys culture and education. It was expected that 80% of the spectators will consider
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that the plays met the criteria of what is fine theater and that the average evaluation for the criteria assessed by the spectators, would be 3.5 points or higher on a 5 point scale. Findings revealed the following: In Henrick Ibsens play titled La Dama del Mar, 90% of the surveyed spectators (n=87) considered that the staging was good and that the performances present in the play were excellent. The overall evaluation, as calculated by a weighted average, revealed that the spectators rated the play at 4.33 points in a 5 point scale. Thus, the goal was met. In Ariel Dorfmanns play Viudas, 79% of the surveyed spectators (n=19) considered that the staging was good and that the performances present in the play were excellent. The overall evaluation, as calculated by a weighted average, revealed that the spectators rated the play as 4.23 points in a 5 point scale. Thus, the goal was met. In Gonzalo del Toros play El Desmonte, findings showed that 92% of the surveyed spectators (n=47) were expected to assess good staging and excellence in the performances present in the play. The overall evaluation, as calculated by a weighted average, revealed that the spectators rated the play at 4.59 in a 5 point scale. Thus, the goal was met. By examining students GPA at the end of the Baccalaureate degree, findings showed, that out of 29 graduation candidates, 27 of them completed their Bachelors degree with a GPA of 2.5 or more. Since the Campus GPA needed for graduation requirements is 2.0 or higher, the goal was met. The Performing Art Program evidences its commitment to prepare intellectually capable citizens who are ready to integrate themselves to the professional world or to continue graduate studies.
The Performing Arts Program will continue to comply with the criteria of academic excellence as demonstrated by its graduate students grade point average.
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Summary of Results 2010-2011 The Computer Sciences Program established two objectives, neither of which was achieved. The Program faculty will meet to discuss the assessment results and propose the corresponding transforming actions.
Computer Sciences In order to assess students social responsibility skills and The Program faculty will meet to discuss the Program
ethical behavior in their profession, an especially designed essay type test question related to an ethical dilemma was used in the Software Engineering CCOM 4030 course using a rubric.
assessment results and propose the corresponding transforming actions.
It was expected that 70% of the students will have a positive attitude towards social responsibility and ethics behavior in their profession, as defined in the rubric. Findings revealed that 9 out of 15 students assessed (60%) had a positive attitude towards social responsibility and ethics behavior in their profession. Thus the goal was not met. An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess students ethical behavior in their baccalaureate experience, as well as the ethical behavior in their professions. It was expected that 70% of the students will have a positive attitude towards ethical behavior in their baccalaureate experience and ethics behavior in their profession. Findings revealed that 21 out of 32 (66%) indicated a positive attitude towards ethical behavior in their baccalaureate experience and ethics behavior in their profession. Thus, the goal not was met. A closer analysis of the answers revealed that 88% of the
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The Program faculty will meet to discuss the assessment results and propose the corresponding transforming actions.
Academic Programs
Findings students said that they understood what constituted an ethical conduct in computer science. In addition, 80% of the students that answered the questionnaire said that they honor property rights including copyrights and patents. 2010-2011
Summary of Results
2010-2011 Request from the author the scoring key of the instrument in order to carry out a quantitative analysis of the results and developed shorter alternatives of the instrument.
2010-2011 The Biology Program established one objective, which was achieved. The transforming actions that were established intend to make a quantitative analysis of the results.
Biology
A multiple choice case study instrument prepared by Dr. Snchez Zambrana of the Social Science Department of the College of General Education was administered in the Cell Biology (BIOL 4350) course to examine students capacity to apply knowledge and scientific method in the identification of problems of an environmental or social nature. It was expected that 70% of the students will be able to recognize and respond positively to ethical and environmental issues.
Findings revealed that in each one of the four case studies the majority of the students showed a positive social responsibility attitude towards in the analysis of the situations presented. Thus the expected outcome was met. 2010-2011 2010-2011
2010-2011 The Physics Program established one objective, but it was only achieved in the second case study.
Physics
A multiple choice case study instrument prepared by Dr. The validity of the instrument should be examined Snchez Zambrana of the Social Science Department of for a future administration. the College of General Education was administered in the FISI 3174 laboratory course to examine the students capacity to apply knowledge and scientific method in the identification of problems of an environmental or social nature.
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Findings It was expected that 70% of the students will be able to recognize and respond positively to ethical and environmental issues. Findings revealed the following percentages of students that met the expected outcome by case study analysis: Environmental Awareness - 22.2% National Heritage - 81.5% Genre Violence - 63% Academic Honesty - 33.3%. The students met the expected outcome only in Case Study II. Thus, the goal was not met. 2010-2011
Summary of Results
2010-2011 Request from the author the scoring key of the instrument in order to carry out a quantitative analysis of the results and developed shorter alternatives of the instrument.
2010-2011 The Environmental Sciences Program established one objective, which was achieved. The transforming actions that were established seek to make a quantitative analysis of the results and to develop shorter alternatives of the instrument.
A multiple choice case study instrument prepared by Dr. Snchez Zambrana of the Social Science Department of the College of General Education was administered in the CINA 3005 course to examine the students capacity to apply knowledge and scientific method in the identification of problems of an environmental or social nature. It was expected that 70% of the students will be able to recognize and respond positively to ethical and environmental issues. Findings revealed that in each of the cases presented in the instrument most students (99%) score 70% or higher, which shows a positive awareness of social responsibility in their responses and analysis of the situations provided.
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Academic Programs Thus the goal was met. 2010-2011
Findings
College of Natural Sciences Transforming Actions 2010-2011 2010-2011
Summary of Results
First Semester Capstone Course 1 (CINA 4996, third instance) A multiple choice case study instrument prepared by Dr. Snchez Zambrana of the Social Science Department of the College of General Education was administered in the CINA 4996 course to examine students capacity to apply knowledge and scientific method in the identification of problems of an environmental or social nature. It was expected that 70% of the students will obtain 3 points or more in the rubric used in order to be able to recognize and respond positively to ethical and environmental issues. The discussion concerning ethic and social responsibility topics will continue as part of the course. Also, the importance of academic honesty will be included in the course syllabus and will be discussed with students at beginning of the semester. The examination has some drawbacks. Similar results were observed during the administration in the 2009-2010 assessment cycle. The Natural Sciences Interdisciplinary Program recommends that the instrument should be revised in order to improve test instructions as well as answers statements in each case study presented for students to be able to provide a more realistic answer to each situation. The Interdisciplinary Program in Natural Sciences established two objectives (one each semester), which on average were achieved. The transforming actions that were established will promote more class discussion regarding ethics and social topics, suggest some modifications to the instrument used, and include in the course syllabus the importance of academic honesty and plagiarism.
Findings revealed that in each one of the four case studies the majority of the students obtained an average score of 3 points or more in the rubric used, thus showing a positive social responsibility attitude towards in the analysis of the situations presented. Thus the expected outcome was met. Nevertheless, a closer examination of the results of each case study presented in the test revealed the following findings:
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Findings Environmental awareness: 58.2 % of the students obtained a score of 3 points or more. National heritage: 90.5 % of the students obtained a score of 3 points or more.
Summary of Results
Gender violence: 74.5 % of the students obtained a score of 3 points or more. Academic honesty: 54.75 % of the students obtained a score of 3 points or more. Second Semester Capstone 1 (CINA4996, third instance) A multiple choice case study instrument prepared by Dr. Snchez Zambrana of the Social Science Department of the College of General Education was again administered in the CINA 4996 course to examine students capacity to apply knowledge and scientific method in the identification of problems of an environmental or social nature. It was expected that 70% of the students will obtain 3 points or more in the rubric used in order to be able to recognize and respond positively to ethical and environmental issues. Findings revealed that 70.3% of the students obtained an average score of 3 points or more in the rubric used, thus showing a positive social responsibility attitude towards in the analysis of the situations presented. Therefore, the The discussion concerning ethic and social responsibility topics will continue as part of the course. Also, the importance of academic honesty will be included in the course syllabus, not only to emphasizing the problem of plagiarism but assigning especially design case study to develop among students an awareness of this important topic. The examination has some drawbacks. Similar results were observed during the administration in the 2009-2010 assessment cycle.The Natural Sciences Interdisciplinary Program recommends that the instrument should be revised in order to improve test instructions as well as answers statements in each case study presented for students to be able to provide a more realistic answer to each situation.
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College of Natural Sciences Findings Transforming Actions A revised instrument will be administered next expected outcome was met. semester (first semester, 2011-2012), once the test Nevertheless, a closer examination of the results of each item in environmental awareness is modify in order case study presented in the test revealed the following that the statements presented as a possible solutions findings: are more realistic to students. Environmental awareness: 58.3 % of the students obtained a score of 3 points or more. However, the Natural Sciences Interdisciplinary Program considers that one test item (the one that is indicated in the scoring key as the answer that shows more social responsibility) is not realistic and should be modified to a more probable solution. If said test item is eliminated from the analysis, 73.3% of the students would achieve an average score of 3 points or more in this case study. National heritage: 89.7% of the students obtained a score of 3 points or more. Gender violence: 75.6 % of the students obtained a score of 3 points or more. Academic honesty: 67 % of the students obtained a score of 3 points or more. Even though this result is higher as compared to the first semester, it still does not meet the expected outcome propose. 2010-2011
Summary of Results
2010-2011
2010-2011
First instance Ethical and Social Responsibility was measured in the students engagement in nutrition fairs and activities for the community in the NUTR 4175 course. A rubric was
Students will be motivated to engage in activities for The Nutrition and Dietetics Program established four the community through the Puerto Rican objectives, three of which were achieved and one is Professional Group Association of Nutritionist and in the process of analyzing the results. Dietetics named Crculo de Diettica. The transforming actions that were established
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College of Natural Sciences Findings Transforming Actions used to evaluate the students involvement in the The Nutrition and Dietetics Program will encourage community. These activities include student involvement students to establish working relationships with the of public policies towards the improvement of public community agencies that they visit as part of their health as well as educational interventions geared to course assignments in order to offer services or communities with diverse economic resources, age and referrals to other professionals. health needs. Findings revealed that 100% of the students participated in fairs and activities for the community and all of them were evaluated as excellent in the rubric used when assessing them in dictating nutrition and dietetics conferences to diverse community groups. The goal was met on both objectives. Second instance Ethical and Social Responsibility was measured in the NUTR 4176 students engagement in nutrition fairs and activities for the community. A portfolio was used to evaluate the students involvement in the community, which included a description and evidence of the completed activities. These activities include student involvement in public policies towards the improvement of public health as well as educational interventions geared to communities with diverse economic resources, age and health needs. The expected outcome was that the student will obtain a B grade or higher in the course. Findings revealed that 100% of the students obtained a B grade or higher. ` The goal was met. The Survey Monkey software will be used to administer and to increase alumni response to the survey.
Summary of Results motivate students to actively engage in community activities to foster their social and ethical responsibility skills.
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Academic Programs Third instance
Findings
Summary of Results
An alumni survey was administered and data gathering is in process. 2010-2011
2010-2011 The Assessment Coordinador will inform course coordinators, professors and teacher assistants the assessment results in order for them to take the corresponded actions if necessary.
2010-2011 The Chemistry Program established 3 objectives, of which all were met.
Chemistry
A multiple choice case study instrument prepared by Dr. Snchez Zambrana of the Social Science Department of the College of General Education was administered in the General Chemistry Laboratory (QUIM 3001L), Analytical Chemistry Laboratory (QUIM 3255L), and Physical Chemistry Laboratory (QUIM 4044L) course, first, second and third instances, respectively, to examine the students capacity to apply knowledge and scientific method in the identification of problems of an environmental or social nature. It was expected that in the four case studies the average score should be 2.8 points (70%) in a four point scale in order for students to be considered highly responsible. In the first instance QUIM 3001L findings revealed that 74.6% (n=73) of the students obtained an average score of 3.0 points. Thus, the expected outcome was met. In the second instance QUIM 3255L findings revealed that 80.6% (n=39) of the students obtained an average score of 3.2 points. Thus, the expected outcome was met. In the third instance QUIM 4044L findings revealed that 80.5% (n=26) of the students obtained an average
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Findings score of 3.2 points. Thus, the expected outcome was met.
Summary of Results
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Findings In order to assess students participation in community service activities, written opinions by community leaders, Deans, Department Chair, Civic Organizations and community members related to Geography students performance and collaboration was gathered to assess this learning outcome. In the months of September, October and November students from the Human Geography course taught by Dr. Carlos Guilbe and members of the Geography Student Association participated in various coffee harvest activities in the town of Adjuntas. Also, students from the University High School participated in these events. In November 30, 2010 eight students from the Geography Program participated as volunteers in the "More Children at the Forest" Activity programmed by the Environmental Center of the Santa Ana Community, in San Juan, Puerto Rico. During Geography Week, the Association of Geography Students planned and offered field trip journeys to the East Corridor Zone to people who had expressed interest in exploring and visiting this zone. During January 2011, Dr. Carlos Guilbe, who teaches a course in Urban Geography, offered a "University Without Walls" activity to his students at the urban train platform as well as for the benefit of anyone interested in the topic discussed that day present in the platform train station.
College of Social Sciences Transforming Actions 2010-2011 Continue encouraging student participation in community service activities.
Summary of Results 2010-2011 The Geography Program established one objective, which was achieved. The transforming actions that were established encourage students to get involved in their communities.
Geography
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Findings Students of the Geography Program participated in four different community activities. Thus the goal was met. 2010-2011
Summary of Results
2010-2011
2010-2011
Labor Relations
First semester Students social responsibility skills were assessed through a pre-posttest design using a true-false test in the RELA 3085 course. Students were required to take a pretest before seeing a research video called Avoiding Plagiarism of the Research Skills series to evaluate their attitudes towards plagiarism and academic honesty. After the video and class discussions, students took the same test again. It was expected that students will obtain 7 out of 9 test items correctly (approximately 80%) on the post test. Findings, revealed that: In the Pre-test Three students obtained 3 correct answers out of a total of 9 (33.33%) Two students obtained 5 correct answers out of a total of 9 (55.55%). Two students obtained 6 correct answers out of a total of 9 (66.66%). Two students obtained 8 correct answers out of a total of 9 (88.88%). Two students obtained 9 correct answers out of a
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Continue offering this activity to other students in order to develop their ability to identify situations in which plagiarism occurred and foster academic honesty among them.
The Labor relations Program established four objectives. Some objectives were measured in various groups of the same class. The transforming actions that were established intend to continue offering this activity to students.
Academic Programs
Findings total of 9 (100.00%).
Summary of Results
It is important to observed that only 4 students out of 11 (36.36%) were able to identify plagiarism situations in the test. In the Post-test Eight students obtained 9 correct answers out of a total of 9 (100%). Five students obtained 8 correct answers out of a total of 9 (88.88%).
Thirteen students out of a total of 13 (100%) correctly identify in the test situations in which plagiarism occurred. From these results we can infer that students' exposure to the video contributed to the development of students' abilities in identifying plagiarism situations in the RELA 3085 course. Thus the expected outcome was met. In order to assess students social responsibility, the online Module of the National Institutes of Health Protecting Human Subject Research Participants was required from all students of the RELA 3085 (n=13) and RELA 3155 (n=13) courses. This module consists of a series of tests based on situations geared to measure student's understanding of the ethical principles related to research involving human subjects. It was expected that 100% of the students will submit the Participation Certificate issued by the National Institutes of Health, once all tests were approved.
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Findings Findings revealed that all students from both courses submitted their certificate, evidence that they approved these tests. From these results we can infer that 100% of the students from both courses (RELA 3085 and RELA 3155) are acquainted with ethics principles in research involving human subjects. Thus the goal was met. In relation to information technology, results from the previous experience, reflect that 100% of the students from these courses developed competencies in the use of technological systems to be able to take this module. Second Semester Students social responsibility skills were assessed through a pre-posttest design using a true-false test in the RELA 3085 course. Students were required to take a pretest before seeing a research video called Avoiding Plagiarism of the Research Skills series to evaluate their attitudes towards plagiarism and academic honesty. After the video and class discussions, students took the same test again. It was expected that students will obtain 7 out of 9 test items correctly (approximately 80%) on the post test. Findings, revealed that: In the Pre-test
Summary of Results
Continue doing this activity.
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Findings One (11.11%) student obtained 9 correct answers out of 9 (100%); Three (33.33%) students had 8 correct answers out of 9 (89%); Three (33.33%) students achieved 7 correct answers out of 9 (78%); One (11.11%) had 6 correct answers out of 9 (67%); and One (11.11%) only achieved 5 correct answers out of 9 (56%).
Summary of Results
In the Post-test Eleven out of thirteen students (85%) obtained 9 correct answers out of a total of 9 (100%). Two students obtained 6 correct answers out of a total of 9 (88.88%).
It is important to point out that these two students were late for the class pre-test session and did not see the video. Since 85% of the RELA 3085 course students were able to identify all the situations in which plagiarism occurred, the goal was met. A case study was used to assess students social responsibility by identifying ethical dilemmas in professionals situations. A rubric was developed to evaluate the following criteria: 1. Indicates in a clear and precise way the connections among the principal ideas in the case
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Academic Programs
Findings
Summary of Results
study. 2. Distinguishes facts from interpretations. 3. Identifies ethical dilemmas presented in the case study. 4. Provides possible solutions to the ethical dilemmas presented in the case study. 5. Provides an accurate and deep analysis of the ethical circumstances presented in the case study. 6. Integrates course content concepts of the discipline, particular the ethics related ones, in a deep and appropriate way to new contexts. It was expected that the students will obtain 80% or more in the rubric used. Findings were: Two out of three groups (67%) obtained 100% in all criteria in the rubric. This means that, The third group, obtained 3.5 points out of four (88%) in two of the criteria assessed: (1) Distinguishes facts from interpretations and (2) Provides an accurate and deep analysis of the ethical circumstances presented in the case study. On average, students obtained a total score of 96% in the evaluation of the ethical dilemmas presented in this case study. Thus, the goal was met. In order to assess students social responsibility, the online Module of the National Institutes of Health Protecting Human Subject Research Participants was
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Academic Programs
Findings required from all students of the RELA 3085 (n=15) course. This module consists of a series of tests based on situations geared to measure student's understanding of the ethical principles related to research involving human subjects.
Summary of Results
It was expected that 80% of the students would submit the Participation Certificate issued by the National Institutes of Health, once all tests were approved. Findings revealed that all students from both courses submitted their certificate, evidence that they approved these tests. From these results we can infer that 13 out of 15 (87%) of the students from both courses (RELA 3085 and RELA 3155) are acquainted with ethics principles in research involving human subjects. Thus the goal was met. In the RELA 3085 course, a 30 criteria rubric was used to assess students social responsibility skills in relation to the information provided in an assignment to develop an Informed Consent Form for a group research project. It was expected that the three groups of students assessed will obtain 80% or more in the rubric used. Findings revealed that two groups obtained 28 out of 30 criteria assessed correctly (93%), while the other group obtained 29 out of 30 criteria assessed (97%). Thus the expected outcome was met. A survey was administered in RELA 4045 to measure
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Findings students satisfaction with the academic preparation received in the Baccalaureate degree in relation to the development of social responsibility and ethical awareness in the profession.
Summary of Results
It was expected that 80% or more of the students indicated Continue strengthening this aspect by means of the to be satisfied or very satisfied with the academic activities and assignments mentioned. preparation received in these two criteria. Findings revealed that 12 out of 13 students (92%) indicated to be very satisfied and one (7.7%) indicated to be satisfied with the academic preparation received regarding the social responsibility criteria. Also, in relation to the development of ethical awareness in the profession, 11 of 13 students (85%) indicated to be very satisfied, while 2 (15%) , two chose the category very satisfied. 2010-2011
2010-2011 First Semester Although the performance levels shown towards social responsibility among the students from the Political Science program surpasses the expected outcome, students should show more civic responsibility among the criteria measured. Toward this end, the following transforming actions were propose: Discussion among professors should be carryout to evaluate if course activities geared to measure and increase students social responsibility skills are
2010-2011 The Political Science Program established three objectives, two of which were met. The transforming actions that were established are geared to promote discussions among professors of current course activities and strategies in order to improve development of social responsibility skills among students. They also intend to explore new opportunities for internships. Multiple Measures: Instances:
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Political Science
First semester First instance An essay-based competition as an extracurricular experience for junior and senior students enrolled in two course sections of the CIPO 3135 course was used to assess student social responsibility skills. A total of 27 students participated in this assessment. It was expected that 80% students will achieve a performance level between excellent and good on a threepoint rubric.
Academic Programs
College of Social Sciences Findings Transforming Actions effective. Results from these discussions will allow Findings revealed that only 66.7% of the students the Program to know if the current course activities performed at these levels. Thus, the goal was not met. are appropriate and adequate to foster and continually develop civil and social consciousness skills in order A closer examination of the essays revealed that the topic to graduate students with the level of social selected, although relevant for Political Science students, responsibility expected from alumni of this Program. did not focus appropriately on social responsibility for the community. Prepare an inventory of activities, exercises, assignments, interventions and reflections developed by Program professors, in order to establish Second instance: transforming actions geared to increasing social Students social responsibility was assessed through an responsibility skills among students from this especially design essay type question in a midterm paper Program. in the two course sections (daytime and evening) of the Puerto Rican Political System (CIPO 3035) course. The Increase the number of internship opportunities in course professor provided to the students the rubric to be order to promote civic and social responsibility used to evaluate this paper along with the assignment. through practicum learning experiences useful for future employment while developing professional It was expected that 80% students will achieve a work-related skills in the public and social system. performance level between excellent and good on a fiveThis entails the possibility of considering new point rubric. internship opportunities in: 1. Executive branch agencies of the Central Social responsibility findings are presented by course Government. section and as aggregated results: 2. Tribunal administration (judicial branch). 3. Town hall or municipal governments. 1) Daytime section (n = 29): 93.1% 4. Non-partisan political groups or parties. 2) Evening section (n = 20): 75% 3) Aggregated results: (n = 49): 85.7% Thus, the goal was met on the aggregated results.
Summary of Results
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Findings Findings also revealed than no student performed at the lower two categories in the rating scale used. In this second assessment measure, students performed better than in the first measurement (essay-based competition), since the topic selected could be easily connected to civic social responsibility than the previous one. Third instance: A rubric was used to assess students social responsibility skills in a research-based project in two course sections (daytime and evening-time) of the Rule of Law, Government, Administration and Public Policies (CIPO 3035) course, regarding public policies established in the current government. It is important to point out that different from the two previous instances students did not know that the social responsibility learning outcome was going to be assessed nor the rubric used was distributed among them at the time of the assignment. Students were required to assess the political situation assigned; show concerned toward it, and establishes the citizens responsibilities and their participation in these processes. It was expected that 60% students will achieve a performance level between excellent and good on a fivepoint rubric. Social responsibility findings are presented by course section and as aggregated results:
Summary of Results
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Findings 1) Daytime section (n = 28): 50% 2) Evening section (n = 27): 70.3% 3) Aggregated results: (n = 55): 60% Thus, the goal was met on the aggregated results.
Summary of Results
Since the students did not know that they were going to be assessed on their social responsibility skills, the expected outcome for this assessment activity was established at a 60% performance level, lower than the two previous instances (80%). Findings revealed that students performed within the expected outcome. An analysis of the three instances assessed reveal that students performed better when they knew they were going to be assessed regarding this learning outcome and when they were handed the rubric to be used for the assessment of social responsibility. It cannot be inferred that students from the evening section performed lower than those from the daytime sections assessed. The difference in the first instance results seems to be incidental instead of a recurrence tendency. 2010-2011 An essay-based competition as an extracurricular experience for junior and senior students was used to assess student social responsibility skills.
Economics
2010-2011 The Economics Program established 7 objectives (one per criterion assessed), of which 5 were met. Two criterion could not assessed with the activity (essay) used.
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Findings It was expected that students would achieved a performance of at least 2.5 points (62.5%) in each of the criterion assessed of a four point rubric. Assessment criteria were divided in two areas: Valuing diversity and tradition and Responsibility with the community. Findings, by criteria, were:
Summary of Results
I. Valuing diversity and tradition Facilitates the process which encourages and strengthens the awareness of social groups, ethnic, and religious backgrounds needs: 62.6% of the students achieved the expected performance level. Embodies the ideals of equity and fairness and facilitates processes that strengthen these values. 75% of the students achieved the expected performance level. Actively analyzes different information sources to support or refute statements, actions and beliefs. 45% of the students achieved the expected performance level. The expected outcome was met in two of the three criterion assessed. II. Responsibility with the community Facilitates processes in which private and common interests are balanced to the satisfaction of all parties involved: 55% of the students achieved the expected performance level. Embodies in their communication living standards of their community: 65% of the students achieved
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Findings the expected performance level. Facilitate peaceful solutions to conflicts: 90% of the students achieved the expected performance level. Facilitates processes in which the challenges to authority and tradition are supplemented with respect to others opinion and they are accompanied with reasonable alternatives. The activity used (essay) did not have the appropriate context to assess this criterion. Encourage others to do the right thing even though nobody else is watching: 70% of the students achieved the expected performance level. Actively engages in community service, voluntarily and beyond their obligations. The activity used (essay) did not have the appropriate context to assess this criterion.
Summary of Results
Students average score was 2.6 points in the criteria that could be measure with the rubric in the essay. As observed, students area for improvement was the use of diverse information sources to support or refute statements, actions and beliefs. Also, in facilitating processes in which private and common interests are balanced to the satisfaction of all the parties involved. However, most students recognized situations in which they highlight the need of more equity and fairness. The expected outcome was met in three of the four criterion assessed.
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V. Information Literacy College of Education Transforming Actions 2010-2011
Findings
Although findings are presented this academic year, the data was gathered from students enrolled in courses in the 2009-2010 academic year. In a project geared to the integration of information literacy competencies in the curriculum (PICIC, for its Spanish acronym) a rubric was used to assess student learning of these skills. These competencies were measure in EDFU 3001, EDES 4006, EDPE 4121, Teacher Practicum, and Field Experiences seminar courses using a 3 point rubric. A total of 21 sections out of 32 (66%) were evaluated. A total of 379 of the 698 students (54%) enrolled in these courses were assessed. The average score by course section fluctuates between 1.51 (50%) to 2.6 points (87%). Students average score in 13 out of 21 sections (62%) were 2.00 points (67%) in a 3 point scale rubric, where 1 means needs improvement, 2 means in progress, and 3 means achieved. Findings revealed that students are in the in progress stage, and therefore the objective was met. Results from 8 course sections are pending to be submitted.
Results will be discussed with the faculty members in The Teacher Preparation Program established one the College of Education Assessment Day in the first objective in five instances, which in average was semester of the 2011-2012. achieved. However, complete findings analysis are pending to be carryout since 8 sections have not Information literacy skills are continuously integrated submitted their corresponding data. in courses syllabi by professors. Professors integrate at least one general objective related to the The transforming actions that were established intend development of these skills and design at least one to develop actions that will improve the students activity (monographs, annotated bibliography, skills. Some are pending to be submitted to the critical essays, reflections, research papers, projects, OEAE. presentations, among others) to assessed it using a common rubric developed by the PICIC personnel. Information gathered will be reported to the Department Chairperson for the corresponding action and discussion among program faculty. Also, common report formats have been developed to facilitate partial and final reports. Workshops are continuously offered for both students and faculty. Online resources such as blogs, modules and databases have been developed to support this endeavor. Such resources are updated constantly by librarians as well as PICI personnel.
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Findings
College of Humanities Transforming Actions 2010-2011 It was realized that the Literary Theory, LITE 3101 was not an appropriate course in which to assess information literacy because there is no required research paper in the course. Therefore, next year (2011-2012) it will be revised the Instances to collect information column in our Assessment of Student Learning Plan.
Summary of Results 2010-2011 The Comparative Literature department established one objective, which was achieved.
Comparative Literature
A rubric was used to assess information literacy in the development of a research paper proposal and final research paper. It was expected that 75% of the students would achieve a performance level of 4 or more as stated in the rubric. In the evaluation of student information literacy skills in the research proposals and final research paper, all students, except one in the final research paper, obtained scores of 4 or higher in all criteria assessed. This corresponds to 95% of the students assessed; exceeding the expected outcome. The goal was met.
The transforming actions that were established intend to revise the instances to collect information column in the Assessment of Student Learning Plan, evaluate research skills more broadly next year, and place additional emphasis on information literacy as a It was realized that the rubric, originally designed to important learning outcome to be mastered by assess Research Skills, was actually a rubric to assess students in the Comparative Literature Department Information Literacy. The Comparative Literature courses. Program will evaluate students research skills more broadly next year. Additional emphasis has been placed on information literacy in LITE 3045 for the year 2011-2012. A guide was created to assist students in searching academic databases for secondary literature, beginning with the MLA International Bibliography Style Manual. This guide will be distributed in the Department courses, including in LITE 3045, and made available through the Department website. This learning outcome will be assessed again in the 2011-2012 academic year.
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Findings A rubric was used to assess students information literacy skills in a written laboratory reports in the MATE 5002 course. The expected outcome was that at least 70% or more of the students would perform between the 3 and 4 levels of the rubric. Findings revealed that 8 out of 8 students (100%) performed between the 3 and 4 levels. Thus, the goal was met. 2010-2011
Mathematics
Continue providing learning opportunities to improve The Mathematics department established one students information literacy skills in both capstone objective, which was achieved. courses, as well as in the Probability and Statistics courses.
2010-2011
2010-2011 The Interdisciplinary Program in Natural Sciences Program established 13 objectives, of which 11 were achieved (5 out of 5 in the first semester, and 6 out of 8 in the second semester)
First Semester BIOL 3102 (first instance) In order to assess students effective management and ethical use of information, it was required that they complete the University of Indianas online module on plagiarism (https://www/indiana.edu/~istd/) and hand in the Certificate of Approval of the test. To approve the online test, students needed to correctly answer each of the test questions. All students (n = 50) enrolled in the BIOL 3102 course were required to complete this assignment. It was expected that 95% of the students would hand-in the Certification of Completion of the online module.
The Program will continue to require from students the University of Indianas online module on plagiarism as The transforming actions established required part of the course requirements. students to take the online module, ask them how many times they took it before completing the online The Program to will ask students to indicate how many module. times they took the examination before obtaining a certificate in order to assess this criterion more effectively.
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College of Natural Sciences Findings Transforming Actions As a second expected outcome, it was expected that 70% of the students could obtain the Certification of Completion of the online module in no more than two attempts. Findings revealed that 96% of the students assessed (n = 50) handed-in the Certificate of Completion of the online module. Thus, the expected outcome was met. Regarding the second expected outcome, 74% of the students obtained the Certificate of Completion in two attempts (61%) or less (13%).Thus the expected outcome was met. CINA 4996 (Capstone 1, third instance) In order to assess students effective management and ethical use of information, it was required that they complete the University of Indianas online module on plagiarism (https://www/indiana.edu/~istd/) and hand it the certificate of approval of the test. To approve the online test, students needed to correctly answer each of the test questions. All students (n = 14) enrolled in the CINA 4996 were required to complete this assignment. It was expected that 95% of the students would hand-in the Certification of Completion of the online module. Findings revealed that 100% of the students assessed (n = 14 handed-in the Certificate of Completion of the online module. Thus, the expected outcome was met. Capstone 1 (CINA4996, third instance) In the second semester course (Capstone 2), students The Program to will ask students to indicate how many times they took the examination before obtaining a certificate in order to assess this criterion more effectively.
Summary of Results
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College of Natural Sciences Findings Transforming Actions will carry out the proposed research projects, and also Students information literacy skills were assessed using hand in a written report and participate in a poster a rubric developed by the Natural Sciences presentation session as a way of monitoring their Interdisciplinary Program in a research proposal draft progress. It is expected that through the participation and its final submission. It was expected that 70% or of students in these activities an improvement of more of the students will obtain 15 points or more in a 0- information literacy skills will be observed in the 20 points scale rubric. second semester course. Findings revealed that in both the proposal draft and its final version 100% of the students assessed (n = 14) obtained an average score of 15 or more points in the rubric used. Thus the expected outcome was met in both occasions. Second Semester In order to assess students effective management and ethical use of information, it was required that they complete the University of Indianas online module on plagiarism (https://www/indiana.edu/~istd/) and hand it the certificate of approval of the test. To approve the online test, students needed to correctly answer each of the test questions. All students (n = 31) enrolled in the BIOL 3102 were required to complete this assignment. It was expected that 95% of the students would hand-in the Certification of Completion of the online module. As a second expected outcome, it was expected that 70% of the students could obtain the Certification of Completion of the online module in no more than two attempts. The Program will continue to require from students the University of Indianas online module on plagiarism as part of the course requirements. The Program to will ask students to indicate how many times they took the examination before obtaining a certificate in order to assess this criterion more effectively.
Summary of Results
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College of Natural Sciences Findings Transforming Actions Findings revealed that 96% of the students assessed (n = 31) handed-in the Certificate of Completion of the online module. Thus, the expected outcome was met. Regarding the second expected outcome, 76% of the students obtained the Certificate of Completion in two attempts (60%) or less (16%).Thus the expected outcome was met. Capstone 1 (CINA4996, third instance) A five item test develop to assess students knowledge regarding plagiarism was administered at the beginning to the semester in CINA 4996 Capstone I course. This test is administered prior to require students to take the online module on plagiarism of the University of Indiana. It was expected that 70% or more of the students would answer correctly 4 out of 5 items in the test. Findings revealed that only 50% of the students assessed (n = 12) answered correctly 4 out of 5 items in the rest. Thus, the expected outcome was not met. Capstone 1 (CINA 4996, third instance) In order to assess students effective management and ethical use of information, it was required that they complete the University of Indianas online module on plagiarism (https://www/indiana.edu/~istd/) and hand it the certificate of approval of the test. To approve the online test, students needed to correctly answer each of In the second semester course (Capstone 2), students will carry out the proposed research projects, and also hand in a written report and participate in a poster presentation session as a way of monitoring their progress. It is expected that through the participation of students in these activities an improvement of
Summary of Results
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Academic Programs
College of Natural Sciences Findings Transforming Actions the test questions. All students (n = 29) enrolled in the information literacy skills will be observed in the CINA 4996 were required to complete this assignment. second semester course. It was expected that 95% of the students would hand-in the Certification of Completion of the online module. The Program requested from the Natural Sciences Library the elaboration of information literacy modules. These modules will be required for students As a second expected outcome, it was expected that 70% enrolled in this course. of the students could obtain the Certification of Completion of the online module in no more than two attempts. Findings revealed that 93% of the students assessed (n = 27 handed-in the Certificate of Completion of the online module. Thus, the expected outcome was met not met. Regarding the second expected outcome, 70% of the students obtained the Certificate of Completion in two attempts or less. Thus, the expected outcome was met. Capstone 1 (CINA4996, third instance) Students information literacy skills were assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and it final submission. It was expected that 70% or more of the students will obtain 30 points or more in a 0-40 points scale rubric. As a second outcome, it was expected that 70% or more of the students will maintain or increase their score in the final submission of the research proposal as compare with previous assessment results.
Summary of Results
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Academic Programs
Findings Findings revealed that in the proposal draft, 70% of the students assessed obtained an average score of 30 or more points in the rubric used. Thus the expected outcome was met. Findings revealed that in the final version of the proposal, 100% of the students assessed obtained an average score of 15 or more points in the rubric used. Thus the expected outcome was met. Regarding the second expected outcome, 100% of the students assessed improved their score in the final version of the research proposal when compared with previous assessment findings. Thus the expected outcome was met. 2010-2011
Summary of Results
2010-2011
2010-2011
A rubric was used to assess students information literacy skills in three Nutrition and Dietetics courses three instances- NUTR4041, NUTR4175, NUTR4165. Students were required to select a recent and relevant article from a database, identify and explain its objective, integrate and apply findings of the article to their own assigned work. The expected outcome was that 75% of the students would receive a B grade or higher in the assignments or reports, according to the criteria established in the rubric. Findings were:
A uniform rubric will be developed in order to The Nutrition and Dietetics department established standardize the assessment of these skills by professors three objectives, of which two were not achieved. and to provide clearer instructions and precise definitions of the rating scale used. The transforming actions established required the development of a series of modules, the design of a The rubric will be distributed prior to the assignments. new version of the rubric to be available to students prior to assignments in order to assist students in Online modules for students to improve their developing their information skills. information literacy skills will be develop with the assistance of the CITEC. Each module will be developed specifically geared to assist students in a series of tasks in each course and instance in which these skills will be assessed.
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Academic Programs First instance
Findings
Summary of Results
In the NUTR4041 course: 93% of students assessed obtained a B grade or higher. Thus, the expected goal was met. Second instance In the NUTR 4175 course: 41% of the students assessed Discuss more examples in class in order to show (n=20) obtained a B grade or higher. Thus, the expected students how to properly identify and integrate relevant information sources as well as its findings goal was not met. when developing their assignments. However, a closer analysis of the scores revealed that 82% of the students were able to identify a recent and relevant article, but only 47% could integrate effectively the articles findings to their own work. Third instance In the NUTR4165 course: 56% (n=41) of students assessed obtained a B grade or higher. Thus, the expected goal was not met. 2010-2011
2010-2011 Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
2010-2011 The Computer Science Program established one objective, which was met.
Computer Science Program
Students ability to identify, organize, evaluate, and use information (as an indicator for information literacy skills) was assessed through the use of an especially design exam item in the CCOM 4027 course using a rubric. The expected outcome was that at least 70% of the students will be found competent as defined in the rubric.
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Findings Findings revealed that 9 out of 9 students (100%) were evaluated as competent in this learning outcome. Thus, the goal was met.
Summary of Results
147
Findings In order to assess students information literacy skills in relation to the proper use of the online resources and databases of the Rio Piedras Campus Library, a workshop was programmed in collaboration with the Library System. Students from the Middle East Geography of Transportation, Aerial Photography, Risk Geography and Research Methods in Geography courses participated in the workshop. It was expected that at least 80% of the students completed the 4.5 hour workshop. Findings revealed that 100% of the students from all the above mentioned courses completed a 4.5 hour workshop specially designed to develop or improve their literacy in research skills as well as their knowledge of online databases and information resources of the Library System of the University of Puerto Rico. Thus, the goal was met. 2010-2011
College of Social Sciences Transforming Actions 2010-2010 Revise courses syllabi to include a 4.5 hours per semester course requirement for students to further their information literacy skills and knowledge of online sources and databases of the Rio Piedras Campus Library by participating in related workshops or activities.
Summary of Results 2010-2011 The Geography department established one objective, which was met. The transforming actions that were established are geared to include in the courses syllabi that students are required to participated in 4.5 hourses of related information literacy workshops or activities.
Geography
2010-2011 First Semester Continue assigning this activity.
2010-2011 First Semester The Labor Relations department established four objectives, three of which were achieved. The transforming actions that were established intend to continue assigning this activity.
Labor Relations
First Semester The ability to assess bibliographical sources and to select the best information was measured using the video Evaluating Sources of the Research Skills series. A test was administered to the students before they viewed the video (pre-test) and after the video (posttest). It was expected that students obtained an average score of 80 % or more on in the post test.
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Academic Programs
Findings Findings : Pretest results: 2 students obtained 8 correct answers out of 8 items 4 students obtained 7 correct answers to the 8 items 7 students obtained 6 correct answers to the 8 items Only 6 students (46%) out of 13, could identified plagiarism situations in the pre-test. Posttest results: 2 students obtained 8 correct answers out of 8 items (100%) 7 students obtained 7 correct answers to the 8 items. (87.5%) 2 students obtained 6 correct answers to the 8 items (75%) 9 students (81.8 % out of 11 students developed assessed the ability to assess bibliographical resources and select the best information sources. Since findings results exceed the expected outcome, the goal was met. RELA 3155 course: A rubric was used to evaluate the students ability to identify situations in which plagiarism occurs. It was expected that the groups of students will obtain 80% or more in the evaluation of the assignment. Findings revealed that: 13 out of 15 (87%) obtained a perfect score, 10 out of 10 (100%), in the assignment of doing searches. 3 students
Summary of Results
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Academic Programs
Findings out of 15 obtained 5 points out of 10 (50%). Since findings results exceeded the expected outcome, the goal was met. In the RELA 3085 course, it was expected that at least 80% of the students will hand in the certificate issued by the College of Social Sciences Computer Lab Center after completion of a SPSS workshop. Findings revealed that: 10 students (67%) from a total of 15 handed in the certificate. (4 of the students that didnt hand it in are members of group 4). It was expected that the students will obtain 80% or more in the evaluation of this assignment. Thus the goal was not met. A rubric was used to evaluate the students capacity to work in groups and to do research using databases after a workshop offered by the Campus Library System. personnel.
Summary of Results
It was expected that each students group will obtain 80% or more in the evaluation of the assignment. Findings revealed that: 3 groups obtained 10 out of 10 (100%) in this assignment. While the students in group 4 didnt hand in the assignment. Thus the goal was met in all the groups that handed in the assignment.
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Academic Programs
Findings A rubric was use to assess development and use of direct and indirect citations notes, and use of ethical principles in a journalistic note in the COPU 4148 course (nine sections). It was expected that 70% of the students will obtain an average score of 3.15 points or more in a 0.5 to 4.5 points rubric. Findings expressed by percentage of students that achieve the expected outcome in each criterion assessed were: First instance: Direct and indirect citations notes 53% Use of ethical principles 57% The goal was not met. Second instance: indirect citations notes Not assessed use of ethical principles 64% The goal was not met. Third instance: Direct and indirect citations notes 78% Use of ethical principles 90% The goal was not met.
School of Communication Transforming Actions Transforming actions are pending to be submitted.
Summary of Results
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Academic Programs
Findings A rubric was use to assess development and use of direct and indirect citations notes, and use of ethical principles in a journalistic note in the following courses. It was expected that 70% of the students will obtain an average score of 3.15 points or more in a 0.5 to 4.5 points rubric. INFP 4001 (1 section): Direct and indirect citations anecdote notes 79% Selection of interviews sources, selection and proper management of documents 81 % The goal was met. INFP 4002 (2 sections ): Direct and indirect citations anecdote notes 62 % Selection of interviews sources, selection and proper management of documents 67 % The goal was not met.
Summary of Results
152
VI. Logical-mathematical reasoning College of Business Administration Transforming Actions 2010-2011
Findings
During this academic year the College of Business Administration is reporting the results from the 20092010 academic year. Notwithstanding, the results of the 2010-2011 academic year are being gathered and analyzed. A rubric was used in two instances in the MECU 3032 course in order to assess students ability to identify the variables that have an effect on the analysis of the situations within the enterprise, and to demonstrate logical and mathematical skills. An especially identified test item was used to asses these skills. It was expected that students will obtain an average score of 70% or more in each instance assessed. Findings revealed that during the first semester, 61% of the students assessed achieved 70% or more in the rubric used. Thus the goal was not met. In the second semester, findings revealed that 82% of the students assessed, achieved a score of 70% on more. Thus the goal was met.
The College of Business Administration in The Business Administration College established two accordance with the Assurance of Learning Standard objectives, only one of which was achieved. of the AACSB, will implement minor or major transforming actions to improve curricula revision as well as student learning experience where needed.
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Findings Students logical mathematical-reasoning skills were assessed using a test on the FILO 4031 (Logic) course. A rubric was used to evaluate students ability in outlining and using natural deduction to answer a verbal problem in the final exam. It was expected that 70% of the students will reach a performance level of 70% or more of the skills described in the rubric. Findings revealed that 9 out of 14 students (64%) were able to outline and deduct correctly as described in the rubric. Thus, the goal was not met.
College of Humanities Transforming Actions 2010-2011 Increase the number of written exercises in which students are require to outline and use natural deduction to test the logic of an argument.
Summary of Results 2010-2011 The Philosophy department established one objective, which was not achieved.
Philosophy
Provide more opportunities in which students can Use graduate students as tutors in order to strengthen strengthen their logical mathematical skills by Philosophy undergraduate students logical creating and discussing more exercises and using mathematical reasoning skills. graduate students as tutors.
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Findings
College of Natural Sciences Transforming Actions 2010-2011 Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
Summary of Results 2010-2011 The Computer Sciences Program established one objective, which was achieved. The transforming actions that were established intend to continue doing what the department has been doing so far.
Computer Sciences A rubric was used to assess students analytic abilities Program and logical reasoning skills through an especially design
test question in the CCOM 3020 course. It was expected that at least 70% of the students would be found competent as defined in the rubric. Findings revealed that 12 out of 15 students assessed (80%) are competent as defined in the rubric. Thus, the goal was met. 2010-2011
2010-2011
2010-2011
Biology
A pre and post-test was given in the BIOL 3349 course to measure students logical-mathematical reasoning skills, particularly their ability to analyze data presented in graphs and tables. Findings showed significant differences between the results of the pre- and post- tests. The average number of correct answers was calculated and findings were: Pre- tests: 55.1% of average correct answers. Post- test: 62.8% of average correct answers.
Data gathered during the first and second semester The Biology Program established one objective, but will be used to make an item analysis of this test to it wasnt achieved. determine the students knowledge (pre test) previous to taking the BIOL 3349 course and the one they obtain at the end of the course (post test). The goal proposed will be for at least 80% of the students will answer each of the test items correctly in the post-test. The Biology and Mathematics Departments must collaborate to emphasize the importance of teaching quantitative concepts in courses offered in both departments in order to strengthen the interpretation of data presented in tables and graphs. Learning activities to address current areas of need, as indicated by test results, are being design.
155
According to an unpaired T-Test the differences in results between both tests are significant. Although a previously set expected outcome was not established, the Biology Program Assessment Coordinator will propose that 80% of students answer
Academic Programs
Findings correctly each test item in the post test. Thus, for the present assessment cycle, the average scores did not meet the prospective expected outcome.
College of Natural Sciences Transforming Actions Statistics and Probability modules will be implemented in order to student strengthen logicalmathematical skills
Summary of Results
The following percentages indicate the number of correct responses in each topic in the test by area: Probability: Item 1: application type question Pre test: 81.3% Post test: 75% Item 2: application type question Pre test: 25% Post test: 25% Graph interpretation Item 3: analysis type question Pre test: 62.5% Post test: 81.25% Item 4: analysis type question Pre test: 31.3% Post test: 50% Item 5: evaluation type question Pre test: 18.8% Post test: 68.75% Correlation coefficient Item 6: evaluation type question Pre test: 18.8% Post test: 62.5% P value
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Academic Programs
Findings Item 8: evaluation type question Pre test: 56.3% Post test: 37.5%
Summary of Results
Findings revealed that students performed better on the post test in the topics of Graph Interpretation and Correlation coefficient. However, results in the Probability and P value topics indicate areas that need to be addressed. 2010-2011
2010-2011 While the obtained results in advanced courses and at the end of the bachelors are satisfactory, more emphasis is required in introducing the structure of the theorem at the beginning of the bachelors program to strengthen these skills.
2010-2011 The Mathematics department established three objectives, two of which were achieved. (3 instances, 3 measures) The transforming actions that were established emphasize the introduction of the structure of the theorem at the beginning of the program to strengthen these skills.
Mathematics
A high cognitive level question was given in a test administered in the MATE 3325 course to measure students logical-mathematical skills regarding the identification of the hypothesis and corollaries of a theorem. The rubric used to assess this learning outcome was the SkyMath Scoring Rubric for Open-Ended Items. The expected outcome was that 66% or more of the students perform at level 3 or 4 of the rubric used. Findings showed that 9 out of the 18 students (50%) performed at the level of 3 or 4 in the rubric. Thus the goal was not met. A high cognitive level question was given in a test administered in the MATE 5002 course to measure students logical-mathematical skills regarding the mathematical proof of a problem result. A test was given in MATE 5002 to measure students
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College of Natural Sciences Findings Transforming Actions average results on high cognitive level questions included in the final examination in order to prove a result. The rubric used to assess this learning outcome was the Sky Math Scoring Rubric for Open-Ended Items. The expected outcome was that 66% or more of the students perform at level 3 or 4 of the rubric used. Findings showed that 7 out of the 8 students (88%) performed in the level a 3 or 4 in the rubric. Thus the goal was met. A questionnaire was administered to baccalaureate candidate students to assess their level of satisfaction regarding the mathematical-logical reasoning skills. The expected outcome was that at least 80% of the students would express to be satisfied or highly satisfied with the formation received through the baccalaureate experience regarding the mathematical-logical reasoning learning outcome. Findings revealed that all 4 students (100%) that answered the questionnaire indicated that they were satisfied with their mathematical-logical skills developed thought the baccalaureate experience. Thus the goal was met. Also, 75% of the students indicated that they were very satisfied and 25% of them were satisfied with their knowledge of the different diverse fields in mathematics. Moreover, 50% of the students expressed that they are
Summary of Results
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Findings very satisfied and 50% of them are satisfied with their formation for the application of the concepts and mathematical modeling in everyday situations. 2010-2011 Second Semester Capstone 2 (CINA 4996 third instance) CINA 4996 (Capstone II, 3rd instance):
Summary of Results
2010-2011
2010-2011
Interdisciplinary Program Natural Sciences
In order to improve students ability for independent studies, students will be given statistical analysis The Interdisciplinary Program in Natural Sciences reviews and workshops and access to information Program established three objectives, which were literacy modules in order for them to avoid achieved. plagiarism and properly cite their sources.
Students ability to apply the scientific method in a creative way regarding the understanding of scientific theories, pure and applied research, was assessed using a rubric developed by the Natural Sciences Interdisciplinary Program in a research proposal draft and its final submission in the CINA 4996 capstone II course. It was expected that 70% or more of the students will obtain 80 points or more in a 0-100 points scale rubric. Also, it was expected that 70% or more of the students will maintain or increase the points obtained in the final submission of the research proposal as compared with it draft assessment results. Findings revealed that in the draft of the proposal, 85% of the students assessed (n = 15) obtained an average score of 80 or more points in the rubric used. Thus the expected outcome was met. Findings revealed that in the final proposal, 100% of the students assessed (n = 15) obtained an average score of
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College of Natural Sciences Findings Transforming Actions 80 or more points in the rubric used. Thus the expected outcome was met. Regarding the second expected outcome, 100% of the students assessed improved their average score in the final proposal. Thus the expected outcome was met. Therefore, both objectives were met.
Summary of Results
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VII.
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. College of Business Administration Transforming Actions 2010-2011 Discipline Related Skills: Leadership and Work Related Initiative Continue carrying out activities where students leadership and work related initiatives are assessed in order to prepare them for their Professional Internship (capstone course) and future working environments.
Findings
Summary of Results 2010-2011 Out of the 8 objectives assessed by the Office System Management Program, five of them were met.
Office System Management
Discipline Related Skills: Leadership and Work Related Initiative Students leadership and work related initiative were assessed using a rubric in the Professional Internship course. It was expected that 90% of the students will reach an average score of 80% or more in these criteria when assessed by their supervisors. Findings revealed that all students (100%) assessed obtained 100% in these criteria. Thus, the expected outcome was met. Content Knowledge: Use of Technology A comprehensive examination was given in ADSO 4105program integrationto evaluate students ability to apply technological skills and competencies in research, communication, and production of business documents. The expected outcome was that 70% of the students will demonstrate mastery of the skills assessed. Findings showed the following:
Content Knowledge: Use of Technology As part of continuous efforts for improving the process of assessment, the assessment instrument comprehensive application testwas revised and refined by the course professors, taking into consideration the results and the accuracy of the instrument to measure the competencies to be assessed.
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Findings
Summary of Results
68% of the students demonstrated mastery of the skills evaluated. 24% of the students demonstrated an adequate level of command of the evaluated skills. 8% of the students did not meet an adequate level of command of the skills evaluated.
Since only 68% of the students assessed demonstrated mastery of the skills evaluated, the goal was not met. Students ability to use technology and Internet adequately in the development of work related documents was assessed using a rubric in the Professional Internship course (ADSO 4150). It was expected that 90% of students will obtain an average score of 80% or more in this criterion. Findings revealed that all students score 100% in this criterion. Thus, the goal was met. Students ability to use adequately the software programs bundle in the Microsoft Office 2010 Suite was assessed using a test prepared by the Program Curriculum Committee. It was expected that 80% of students will obtain an average score of 70% or more in this criterion. Findings revealed that all students score 80% or more in this criterion. Thus, the goal was met.
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Continue carrying out activities where students uses of technology and Internet adequately in the development of work related documents are assessed in order to prepare them for their Professional Internship (capstone course) and future working environments.
Continue encouraging students to use constantly and acquire advance knowledge in Microsoft Office 2010 Suite software in order to be more efficient regarding work related document development.
Academic Programs
Findings Content Knowledge: Globalization
Summary of Results
Students knowledge regarding the impact of globalization in businesses was assessed in a comprehensive test develop by the Program Curriculum Committee. It was expected that 90% of students will obtain an average score of 70% or more in this criterion. Findings revealed that students average score was 60.3% in this criterion. Thus, the goal was not met. Content Knowledge: Office Management Students basic office management knowledge was assessed in a comprehensive test develop by the Program Curriculum Committee. It was expected that 90% of students will obtain an average score of 70% or more in this criterion. Findings revealed students average score was 60% in this criterion. Thus, the goal was not met. Discipline Related Skills: Time Management, Office Procedures and File and Record Keeping Students skills regarding time management, office procedures and file and record keeping were assessed using a rubric in the Professional Internship course (ADSO 4150).
Corresponding transforming actions are pending to be submitted.
The test is being assessed for validity and reliability. It will be administered again in November 2011 to see tendencies and then correcting measures will be implemented.
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Findings
Summary of Results
It was expected that 90% of the students will obtain an average score of 70% or more in each criteria. Findings revealed that students average scores were 89% (time management), 100% (office procedures), and 100% (file and record keeping). Thus, the goal was met in each criteria assessed. Content Knowledge: Office Management Students basic knowledge of Statistics, Finance and Entrepreneurship in relation to non-profit organizations and business was assessed using a rubric in a Business proposal developed by students. The following criteria were assessed: Statistics concepts, financial concepts, adequate marketing, viability analysis, SWOT analysis, entrepreneurship concepts, and income and expected forecast. It was expected that students basic knowledge in each evaluated criterion would exceed 80% as assessed in the rubric. Findings revealed that students average score in each criterion assessed were 89% or more. Thus, the goal was met in all seven criteria assessed. No transforming actions are needed at this moment since findings exceed program expectations.
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College of Business Administration Findings Transforming Actions Summary of Results The College of Business Administration in Content Knowledge: Use of Technology 2010-2011 accordance with the Assurance of Learning Standard A rubric was used to assess students adequate use and of the AACSB, will implement minor or major Two out of the three objectives assessed by the knowledge of technology (Excel function software) in a transforming actions to improve curricula revision as College of Business Administration were met. assignment problem in two instances in the ESTA 3041 well as student learning experience where needed. course. The expected outcome was that students will achieve an average score of 70% or more. Findings revealed that students average score in the first instance was 76%, and in the second instance 70%. Thus the goal was met in both instances. Discipline Related Skills: Team Work Students team work ability was assessed in an oral presentation using a rubric in the ADMI 4005 course. The expected outcome was that students will achieve an average score of 70% or more. Findings revealed that students average score was 86%. Thus, the goal was met. Content Knowledge: Course content concepts A rubric was used to assess students business environments related knowledge in a study case analysis in the ADMI 4007 course. The expected outcome was that students will achieve an average score of 70% or more.
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Findings
Summary of Results
Findings revealed that students average score was 17%. Thus the goal was not met.
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Findings
College of Education Transforming Actions 2010-2011 The results will be discussed with the faculty members in the College of Education Assessment Day, during the first semester of the 2011-2012 academic year in order to determine the transforming actions geared to improve student learning. The development of the assessment rubric of this learning outcome in the field experiences courses was a proposed transforming action that resulted from the evaluation of previous assessment findings for the admission to the College of Education and findings of the College Board PCMAS test regarding this learning outcome. As a result of previous years assessment, the following transforming actions have been validated or incorporated to improve student learning outcomes: Field experiences will be restructured in all areas to assess different learning outcomes using a common rubric. Writing Zones Workshops have been included as a course requirement for Pre-Practicum courses. Methodology and Curriculum course have been extended to a one year course, instead of a semester course. Basic Research Principles (EDUC 4007) course is
Summary of Results 2010-2011 The Teacher Preparation Program established ten objectives, four of which were achieved. The transforming actions will be established in the College of Education Assessment Day.
Teacher candidates must demonstrate at the end of their Baccalaureate degree that they have acquired the knowledge, skills and dispositions articulated in the 10 principles of the College of Education. These principles learning outcomes are aligned with the baccalaureate graduate profile of the University of Puerto Rico Rio Piedras Campus as well as with the accreditation agency (National Council for Accreditation of Teacher Education [NCATE]) standards. Results from the assessment of these learning outcomes through the following activities instruments were the following: Principle # 1: Content Course Concepts and General Education Knowledge Field experiences in EDFU 3002 course rubric: 85% of teacher candidates obtained an outstanding level (60.83%) and acceptable (24.17%) on this criterion. Since the expected outcome was that 80% or more of the students achieved an acceptable performance level, thus the goal was met. Professional Reflective Seminar course (FAED 4003): ePortfolio: Results revealed that students average score was 18.29 (achieved) in the evaluation of this learning outcome in a scale were 0 means no evidence provided, 1 to 7 means initial stage, 8 to 14 means in progress, and 15 to 21 means achieved. Thus the expected outcome was met.
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Findings During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum evaluation instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four point assessment instrument used to evaluate this outcome. The goal was met. Also, 90% of students obtained a GPA greater than 3.00, which is higher than the one required for the Campus graduation requisites. The goal was met. As reported by the College Board, in March 2011 96% of elementary level teachers candidates and 83% secondary level teacher candidates approved the Teacher Certification Tests (PCMAS) of their concentration. Only the Social Studies Program obtained an approval rate of 78%, slightly lower than the 80% passing rate required by NCATE. The goal was met. In the PCMAS general test, 91% of the teacher candidates obtained an average of 54 points. These results are higher than the average of all others Colleges of Education in Puerto Rico. The goal was met.
College of Education Transforming Actions now a baccalaureate requirement for all teacher candidates. Integration and assessment of information literacy skills are in place in core courses. Field experiences have been incorporated to the Integration of Educational Technology course. Special Education courses (EDES 4006 & EDUC 4026) have been strengthened as part of the core requirements. Student Learning Evaluation (EDUC 3017) course is now a now a baccalaureate requirement for all teacher candidates. The implementation of an electronic portfolio (Porta-E) has been carried out through the three professional Reflective Seminars (FAED 40014002). A new course for secondary teacher preparation programs in Language Arts in the Curriculum is now a baccalaureate requirement. As a result of the NCATE report, current rubrics have been revised to include category labels. Also, student data will be disaggregated to better report student achievement in all programs. Rubrics have been aligned to NCATE standards.
Summary of Results
The results from the PCMAS questionnaire in which students evaluate the level of satisfaction with the content knowledge received during their baccalaureate experience in relation to the discipline they are going to teach, revealed that 96% of them indicated that they were adequately prepared. Since the expected outcome was that 90% of students feel that they were adequately prepared, the expected outcome was met.
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Findings The last employee survey administered (2007-2008) revealed that 93% of them evaluated the knowledge of College of Education Alumni as excellent (39%) or great (54%) in the criteria of "breadth and depth of the discipline they teach." Since the expected outcome was 90%, the goal was met. The Baccalaureate exit survey, administered by the Office for Academic Planning (OPA, for its Spanish Acronym) revealed that 93% of the students indicated a great level of satisfaction regarding the education received in their concentration area. Since the expected outcome was 90%, the goal was met. Specific Program Accreditation of the Academic Programs of the College of Education (percent of approval by their corresponding accreditation agencies) 89% of the College of Education Programs that are susceptible to professional accreditation were recognized by their corresponding accreditation agencies to be in compliance with their standards. Since the expected outcome was 80%, the goal was met. Principle # 2: Student Learning and Development Processes Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum evaluation
College of Education Transforming Actions New common rubrics have been develop to assess various student learning outcomes and have incorporated NCATEs recommendations.
Summary of Results
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Findings instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. The goal was met. Concentration GPA: 90% of students obtained a GPA greater than 3.00, which is higher than the one required for the Campus graduation requisites. The goal was met. College Board Teacher Certification Test (PCMAS) results: As reported by the College Board, in March 2011 96% of elementary level teachers candidates and 83% secondary level teacher candidates approved the Teacher Certification Tests (PCMAS) of their concentration. Only the Social Studies Program obtained an approval rate of 78%, slightly lower than the 80% passing rate required by NCATE. The goal was met. In the PCMAS general test, 91% of the teacher candidates obtained an average of 54 points. These results are higher than the average of all others Colleges of Education in Puerto Rico. The goal was met. Principle #3: Educational planning Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum evaluation
College of Education Transforming Actions
Summary of Results
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Findings instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. College Board Teacher Certification Test (PCMAS) results: As reported by the College Board, in March 2011 96% of elementary level teachers candidates and 83% secondary level teacher candidates approved the Teacher Certification Tests (PCMAS) of their concentration. Only the Social Studies Program obtained an approval rate of 78%, slightly lower than the 80% passing rate required by NCATE. The goal was met. In the PCMAS general test, 91% of the teacher candidates obtained an average of 54 points. These results are higher than the average of all others Colleges of Education in Puerto Rico. The goal was met. Principle #4: Critical thinking, research and creativity Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum evaluation instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four point assessment instrument used to evaluate this outcome. College Board Teacher Certification Test (PCMAS) results: As reported by the College Board, in March 2011
Summary of Results
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Findings 96% of elementary level teachers candidates and 83% secondary level teacher candidates approved the Teacher Certification Tests (PCMAS) of their concentration. Only the Social Studies Program obtained an approval rate of 78%, slightly lower than the 80% passing rate required by NCATE. The goal was met. In the PCMAS general test, 91% of the teacher candidates obtained an average of 54 points. These results are higher than the average of all others Colleges of Education in Puerto Rico. The goal was met. Principle #5: Student Classroom Motivation Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum evaluation instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. College Board Teacher Certification Test (PCMAS) results: As reported by the College Board, in March 2011 96% of elementary level teachers candidates and 83% secondary level teacher candidates approved the Teacher Certification Tests (PCMAS) of their concentration. Only the Social Studies Program obtained an approval rate of 78%, slightly lower than the 80% passing rate required
Summary of Results
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Findings by NCATE. The goal was met. In the PCMAS general test, 91% of the teacher candidates obtained an average of 54 points. These results are higher than the average of all others Colleges of Education in Puerto Rico. The goal was met. Principle #6: Oral and Written Effective Communication in Spanish and English During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum assessment instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. The goal was met. Principle #7: Use of Educational Technology During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum assessment instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. Concentration GPA: 90% of students obtained a GPA greater than 3.00, which is higher than the one required for the Campus graduation requisites, in the Educational Technology (TEED) course. The goal was met. Principle #8: Student Learning Evaluation and Assessment
Summary of Results
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Findings Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum assessment instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. Concentration GPA: 90% of students obtained a GPA greater than 3.00, which is higher than the one required for the Campus graduation requisites. The goal was met. Principle #9: Educational Community Relationship in Social Context Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum evaluation instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. Concentration GPA: 90% of students obtained a
Summary of Results
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Findings GPA greater than 3.00, which is higher than the one required for the Campus graduation requisites. The goal was met. Principle #10: Ethical and Reflective Professional Development and Teaching Implications Professional Reflective Seminar courses (FAED 4001, 4002, 4003): e-Portfolio: 99% of the students approved the Professional Reflective Seminar course. The goal was met. During and at the end of the Teacher Practicum (a total of three instances) Teacher practicum assessment instrument: 90% of teacher candidates obtained a performance level of 4 (outstanding) in the four-points assessment instrument used to evaluate this outcome. Concentration GPA: 90% of students obtained a GPA greater than 3.00, which is higher than the one required for the Campus graduation requisites. The goal was met. Field Experiences (rubric) 90% of the students obtained an achieved level in the teacher candidates attitudes and dispositions towards the profession learning outcome. The goal was met.
Summary of Results
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Findings
Philosophy
Content Knowledge and Discipline Related Skills: Conceptual knowledge and critical reflection regarding philosophical doctrines A rubric was used in the FILO 3025 (Ancient Philosophy Students understanding of the course content of the II) course to assess students answers in an essay type previous class will be discussed in the first minutes of test regarding course content about knowledge of every class. philosophical doctrines. It was expected that 70% of the students will achieve a performance level of 70% in the rubric used. Findings revealed that 80% of the students met the expected outcome. Thus the goal was met. Nevertheless, it was observed that some students answers varied in the level of precision regarding theoretical basic principles of the Ancient Philosophers. A rubric was used in the FILO 4195 (Platonic Philosophy) course to examine students ability to understand the philosophical problem in a given text and be able to correctly identify its thesis in an essay type test. It was expected that 70% of the students would achieve a performance level 70% in the rubric used. Findings showed that 70% of the students were able to identify the philosophic problem and its thesis of a given text. Thus, the goal was met. Increase the number of class exercises regarding text analysis and add another question about the argumentative structure of the text in question for students to be able to discuss course content knowledge. The Philosophy department established three objectives, two of which were both met. The transforming action that was set intends to use the first minutes in class to review and discuss previous topics. Provide more opportunities in which students can strengthen their logical skills by creating and discussing more exercises and using graduate students as tutors.
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Findings Discipline Related Skill: Logical Reasoning Skills Students logical-reasoning skills were assessed using a test in the FILO 4031 (Logic) course. A rubric was used to evaluate students ability in outlining and using natural deduction to answer a verbal problem in the final exam. It was expected that 70% of the students would reach a performance level of 70% or more of the skills described in the rubric. Findings revealed that 9 out of 14 students (64%) were able to outline and deduct correctly as described in the rubric. Thus, the goal was not met. 2010-2011
Summary of Results
Increase the number of written exercises in which students are required to outline and use natural deduction to test the logic of an argument. Use graduate students as tutors in order to strengthen Philosophy undergraduate students logical mathematical reasoning skills.
2010-2011
2010-2011 The Performing Actions department established 14 objectives, which 12 of them were met.
Performing Arts
Discipline Related Skill: Teamwork In the TEAT 4211 and TEAT 4212 (Stage Direction I-II) courses, students were evaluated by their supervisor in order to promote collaboration as a means to improve theater performances among peers, and to evidence the relevance of team work towards an excellent theater performance. It was expected that 70 to 75% of the students assessed will reach the level of excellent and goodLevel III and Level IV in the rubric used. Findings showed that of the 18 students enrolled in the Stage Direction courses, 14 (78%) reached the Levels III and IV. Thus the expected outcome was met in both courses. The Performing Arts Program will foster Teamwork in other courses.
The transforming action that was set intends to reinforce teamwork in other courses.
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Findings In the TEAT 4281 and TEAT 4282 (Rolling Theater I-II) courses, students were evaluated by their supervisor in order to promote collaboration as a means to improve theater performances among peers, and to evidence the relevance of team work towards an excellent theater performance. It was expected that 70 to 75% of the students would reach the level of excellent and goodLevel III and Level IV in the rubric used. Findings showed that of the 40 students enrolled in the Rolling Theater course, 37 (93%) reached the Levels III and IV. Thus the expected outcome was met in both courses. Content Knowledge: Knowledge of the Discipline In TEAT 3161 (Pantomime I) course students were to develop a comic strip in order to evidence their knowledge of theater through written projects, documents and reports. It was expected that 75% of the students would master vocabulary related to pantomime. Findings showed that out of the 20 enrolled students, 18, or 95%, showed they knew the track of the mime-actor in the comic strip. Thus, the expected outcome was met. Course content knowledge was assessed in the TEAT
Summary of Results
The Performing Arts Program will continue using the comic strip activity as a course learning resource.
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Findings 3162 using a rubric. It was expected that 70% of the student will master the concepts of movement learned in the course. Findings revealed that 13 out of 17 students (76%) enrolled in the course mastered the concepts of movement learned in the course. Thus, the goal was met. Course content knowledge was assessed in the TEAT 3012 using a pre-post test design. It was expected that 80% of the student would master basic acting concepts learned in the course. Findings revealed that 100% of the students show mastery of the basic acting concepts in the Post-test results. Thus, the goal was met. Using a test to assess characteristic theater vocabulary and concepts in the TEAT 3012 course, findings revealed that more 50% of the students have not mastered them. Thus, the goal was not met. When assessing the final portfolio in the TEAT 3012 course, it was evident that students carried out the research and projects through the baccalaureate experience and that 95% of them mastered theater concepts learned in the courses. Since it was expected that 80% of the students mastered these concepts, the goal was met. In order to assess theater make up knowledge, it was expected that 80% of the students mastered these concepts and could applied them in the proper context. This outcome was assessed through a portfolio and peer evaluations. In the final assessment of the portfolio it was evidenced that 90% of the student achieved the
Summary of Results
Strengthen the methodology and the instrument used as learning resources to increase the expected outcome from 70% to 80%.
Continue with methodology and the instrument used to maintain the present findings.
Distribute theater vocabulary and definitions copies among students to improve their course content knowledge and promote independent studies.
Continue with methodology and the instrument used to maintain the present findings.
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Findings expected outcome. Thus, the goal was met. In the peer evaluations, 80% of the students were rated as excellent. Thus, the goal was met. In order to evidence the acquired knowledge in the performing arts courses and to apply them to an original lightning design and assembly in a stage presentation, a rubric was used. This learning outcome was assessed in theater play titled VUESTRO gusto A Shakespeares five acts comedy. At the end of the presentation the audience satisfaction with the lighting design and assembly was evident. Thus, the goal was met. A rubric was used in order to assess different time-period acting styles, and the physical acting techniques, and theater images and particularities in the TEAT 4115 course. It was expected that 70% students enrolled in the course show mastery in the above discussed skills. Findings revealed that 75% of the students mastered these concepts. Thus, the expected outcome was met. A performance test was used to assess application of learning concepts in practical exercise in the TEAT 4211 course. It was expected that 70% of the students will achieve a performance level of III and IV good and excellent, respectively- in the rubric used. Findings revealed that 80% of the students enrolled in the course mastered and applied correctly the acquired knowledge in the performance test. Thus, the expected outcome was met.
Summary of Results
Continue promoting independent studies projects as an indicator of knowledge and creation possibilities.
Continue with course practice exercises and propose that the TEAT 4115 (Acting Styles) course be offered in two consecutive semesters in order to dedicate more time to improve acting skills.
Continue with methodology used and strengthen personalized education to improve acting skills when possible.
Increase to 90% the number of students that achieve a performance level of excellent and good.
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Findings Discipline Related Skills: Effective Theater Communication Skills Performance tests were administered in the TEAT 3161, TEAT 3162, TEAT 4115, TEAT 3011, TEAT 3012, TEAT 3031, TEAT 4081 and field experiences courses to assess students theater communication skills and fundamental principles related to their concentration areas. It was expected that 80% of the students could perform adequately (excellent and good), in the tests. Findings revealed that on average students performed adequately between the excellent and good levels. Thus, the expected outcome was met. 2010-2011
Summary of Results
2010-2011
2010-2011
History of Europe and the Americas
Discipline related skill: Development of a critical essay A rubric was used to assess students Spanish written communication skills in HIST 4225 (Theory of History) course. Students were required to write a critical essay in which they would show mastery of communication skills. It was expected that 70% of the students would show mastery in 60% or more of the in the rubric. Findings revealed that all students (12) met the expect outcome. Thus, the goal was met. Discipline Related skill: bibliographical essay A rubric was used to assess students ability to develop a bibliographical essay in the Theory of History (HIST A meeting will be held between the Assessment Coordinator of the History Program and professors teaching this course to discuss the assessment process and its results in order to propose transforming actions. Several writing and style workshops will be offered to students that demonstrate deficiency developing a critical essay. These workshops will be coordinated through the Center for Academic Excellence, and, if possible, will be held in the Center for Historical Research. The students will also be advised to enroll in the Writing and Style course offered by the Department
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The History department established two objectives (one per criterion in the rubric used), which were all met. A total of 4 transforming actions were established.
Academic Programs 4225) course.
Findings
College of Humanities Transforming Actions of Hispanic Studies. A meeting will be held between the Assessment Coordinator of the History Program and professors teaching this course to discuss the assessment results and propose transforming actions.
Summary of Results
It was expected that 70% of the students would master at least 60% or more of the relevant bibliographical essay criteria as stated in the rubric. Out of the 12 students evaluated, 33% exceeded the expected outcomes, 33% met the expected outcome, 25% was found to be on a basic level and 8.3% was found to be deficient. The assessment results of all the criteria assessed were, on average, higher than 60%. Thus, the goal was met. 2010-2011
2010-2011 A rubric will be used on all examinations regarding this learning outcome.
2010-2011 The Art History department established one objective, which was achieved in eight out of nine criteria assessed.
Art History
A rubric was used to assess students content knowledge in relation to the ability to write an essay regarding a class topic in the ARTE 3256 course. The criteria assessed were: writing, content knowledge, analysis, and interpretation. It was expected that 70% of the students would master each of the criterion in the rubric used: Out of 18 students assessed, the following percentage obtain an score or 70% or more: content knowledge: 78% writing: 50% analysis : 77% interpretation: 72% visual resources: 100% visual contact: 100% elocution: 100%
Assessment criteria, including critical thinking skills, will be discussed with the students at the beginning of In the writing criterion the result was 20% less than the semester. expected. Writing will be highlighted as a criterion to be evaluated in all assignments and examinations. Transforming actions were established to discuss with students all the criterions to be used to assess this and other learning outcomes and to provide students with Rubrics will be provided or sent via electronic means. the rubric prior to learning activities assignment. to students.
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Findings originality: 78% effective oral communication: 78% The expected outcome was met in all assessed criteria with the exception of the writing criterion.
Summary of Results
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Findings
Computer Sciences Program
Content Knowledge: Course concept knowledge A rubric was used to assess students understanding of the Since the goal was met, the Computer Sciences limitation of computing, in particular de difference Department will continue doing what it has done so between what inherently cannot be computed versus what far. There is no need for further actions at the time. can be achieved through advances in science and technology in an especially design test item question in the CCOM 5035 course. The expected outcome was that at least 70% of the students will be found competent as defined in the rubric. Findings revealed that 8 out of 8 students (100%) are competent as defined in the rubric. Thus, the goal was met. A rubric was used to assess students ability to identify and formulate problems in real life situations that can be solved by concepts and computational models and to implement them effectively in an especially design test item question in the CCOM 3034 course. The expected outcome was that at least 70% of the students will be found competent as defined in the rubric. Findings revealed that 3 out of 4 students (75%) are competent as defined in the rubric. Thus, the goal was met. Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time. The Computer Sciences department established six objectives, all which were met.
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College of Natural Sciences Findings Transforming Actions Discipline Related Skills: Understanding the effects of technology An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess students understanding of the effects of technology and its impact in individuals, organizations and society. It was expected that 70% of them will indicate an understanding of the effects of technology and its impact in individuals, organizations and society Findings revealed that 31 out of 33 students that answer the questionnaire (94%) indicated that they had an understanding of the effects of technology and its impact in individuals, organizations and society. Thus, the goal was met. Dispositions: Diversity An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess students knowledge and appreciation for diversity. It was expected that 70% of them will indicate an understanding and appreciate the importance of diversity. Findings revealed that 32 out of 33 students that answer the questionnaire (97%) indicated that they understand and appreciate the importance of diversity. Thus, the goal was met. Discipline Related Skills: Teamwork Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time. Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
Summary of Results
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Findings
College of Natural Sciences Transforming Actions Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
Summary of Results
A rubric was used to assess students teamwork skills in a group oral presentation of an assigned topic in the CCOM 3982 course. The expected outcome was that at least 70% of the students will be found competent as defined in the rubric. Findings revealed that 10 out of 11 students (91%) are competent as defined in the rubric. Thus, the goal was met. A rubric was used to assess students teamwork skills in group project in the Software Engineering CCOM 4030 course. The expected outcome was that at least 70% of the students will be found competent as defined in the rubric. Findings revealed that 15 out of 15 students (100%) are competent as defined in the rubric. Thus, the goal was met. 2010-2011
Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
2010-2011
2010-2011 The Physics department established nine objectives, of which five were met.
Physics
Content knowledge: Course content concepts Students course content concepts were assessed using course approval grade as an indirect indicator of student learning. The expect outcome was that all students will obtain a B grade or higher in the courses. Advance students from the Physics Student Society will offer tutoring in this course. The Physics Program is committed to provide the necessary elements that ensure the attainment of these goals.
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Academic Programs Findings were: First Semester
Findings
Summary of Results
FISI 3171: Of the 7 students enrolled, two obtained an A and 5 obtained a B. Thus, goal was met. FISI 3173: Of the 7 students enrolled, two obtained an A and 5 obtained a B. Thus, goal was met FISI 4051: All nine students enrolled in this course obtained a B. Thus, goal was met FISI 4076: Two students enrolled in this course obtained an A. Thus, goal was met Second Semester FISI 3172: Of the 4 students enrolled, one obtained an A, one obtained a B, one obtained a C, and one obtained an F. Thus, goal was not met. FISI 3174: Of the 4 students enrolled, one obtained an A, one obtained a B, one obtained a C, and one obtained an F. Thus, goal was not met. FISI 4052: Of the 10 students enrolled, four obtained an A, two obtained a B, one obtained a C, two obtained a D, and one obtained an F. Thus, goal was not met. FISI 4077: Of the 3 students enrolled, one obtained a B, one obtained a C, and one obtained an F. Thus, goal was not met.
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Findings and possible transforming actions were discussed between Department Chairperson and with Physics Program Assessment Coordinator. Findings will be discussed during the next semesters Department meeting.
Academic Programs
Findings
Summary of Results
Discipline Related Skills: Skills, techniques, and correct use of laboratory equipment In order to assess students ability to effectively measure a physical property and its corresponding error analysis of the measurement, and the correct use of computer software for data gathering in an experiment an eight point rubric was used. The expected outcome was that students will obtain an average score of 6.4 in the criteria assessed. Findings revealed that students obtained an average score of 7.4 in the criteria assessed. Thus, the goal was met. 2010-2011
2010-2011 Second Semester Transforming actions are pending to be submitted. First Semester (2011-212) BIOL 3102 course grades will be requested. Also, similar information will be requested to the Physics Department to assess students physics content knowledge as a second instance in the Interdisciplinary Program in Natural Sciences assessment of student learning plan.
2010-2011 Second Semester The Interdisciplinary Program in Natural Sciences department established one objective, which was met. Three instances, one measure.
Second Semester BIOL 3102 (Three instances): Indirect measure As an indirect measure of students content knowledge, the sum of the four partial examinations in the BIOL 3102 course (a departmental coordinated course) was gathered in three instances. It was expected that 70% of the students will obtain an average grade of C or more in the course as an indicator of their ability to analyze higher cognitive level test items and apply the acquire knowledge. Findings in terms of percentage of achievement of the
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College of Natural Sciences Findings Transforming Actions expected outcome and by instance revealed the following results: First instance: 75% of the students achieved an average score of C or more. Second instance: 92% of the students achieved an average score of C or more. Third instance: 100% of the students achieved an average score of C or more. Thus, the expected outcome was met in all three instances assessed. 2010-2011
Summary of Results
2010-2011
2010-2011
Discipline Related Skills: Research Skills A rubric was used to evaluate students research skills based on the scientific method in areas such as clear description of the problem, methods and results, explicit statement of hypotheses, adequate data summary and interpretation, and discussion of results. It was expected that 65% of the students demonstrate a performance level of good or more as stated in the rubric. Given that 79% of the students achieved a performance level between good and excellent, the goal was met. However, it was observed that on the formulation of hypothesis criterion 69% of students performed at the regular or less level.
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Although the proposed target was reached at the end of the academic year, an analysis of the criteria assessed identifies problem and hypothesis formulation as areas that should be given more emphasis in this and future courses.
The Environmental Sciences department established two objectives, which one was met and we dont have information regarding the other one. The transforming actions established give more emphasis to the statement of the problem and to hypothesis formulation. Also, to develop a new webpage to disseminate research opportunities among students.
Academic Programs
Findings Discipline Related Dispositions: Commitment towards research experiences
Summary of Results
Information regarding the number of students that have participated in a research experiences in the CINA 4997 course or in internships during the present academic year was gathered. It was expected that 60% of the baccalaureate candidates from this program participated in and successfully completed a research experience. Findings revealed that 37 students participated in research projects and 10 in research internships. Analysis of the expected outcome with the findings has not been submitted. 2010-2011
Develop a new webpage with research and internship opportunities for students. Increase the number for special seminars on research opportunities and research experiences.
2010-2011
2010-2011 The Nutrition and Dietetics program established four objectives, two of which were met.
Content Knowledge: Course content concepts (Food service/community) First instance In order to assess students ability to identify and describe the roles of others with whom the registered dietitian collaborates in the delivery of food and nutrition services, a rubric was used to evaluate a report in the NUTR 4085 course. Students were required to express their experiences related to the interaction with other health professionals such as social workers and food services employees.
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Findings Findings revealed that 100% of the students were evaluated as excellent in the rubric used. Thus, the goal was met. Second instance
Summary of Results
In order to assess students ability to identify and describe the roles of others with whom the registered dietitian collaborates in the delivery of food and nutrition services, a rubric was used to evaluate a reflection in their portfolio about the interaction with other health professionals in the NUTR 4175 course. Students were required to express their experiences related to the interaction with other health professionals such as social workers and food services employees. It was expected that 80% of the students mention their interaction with different health professionals in their portfolio reflection. Findings revealed that only 25% mention the interaction. Thus, the goal was not met. Data could not be gathered for the second semester to assess it again. Discipline related skill: Clinical skills In order to assess students ability to develop outcome measures, use of informatics principles and technology to collect and analyze data for assessment and evaluate data for decision making, scores obtained in class quizzes, the
Students should be advice to reflect upon their interaction with the multidisciplinary health care team as part of the portfolio reflection required assignment.
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Academic Programs
Findings laboratory test and the laboratory notebooks were analyzed.
Summary of Results
The expected outcome was that 75% of the students will obtain a C grade or higher in class quizzes, the laboratory test and the laboratory notebooks. Findings revealed that 100% of students obtained a C grade or higher in class quizzes, the laboratory test and the laboratory notebooks. Thus the goal was met. In order to assess students ability to use the nutrition care process to make decisions, to identify nutrition-related problems and determine and evaluate nutrition interventions, including manage nutrition therapy (MNT), disease prevention and health promotion, a case study analysis was used in the NUTR 4165 course. The expected outcome was that 80% of the students will obtain a B grade or higher in the study case analysis. Findings revealed that 75% of students obtained a B grade or higher. Thus, the expected outcome was not met. 2010-2011 Since this is the only course (a fourth year course) in which students are exposed to the nutritional care process, as part of the essential competencies of the Commission on Accreditation for Dietetics Education (CADE), a second instance should be included in next year assessment plan.
2010-2011
2010-2011
Chemistry
Content Knowledge: Course Concepts Knowledge In order to assess students course concepts knowledge, partial and final examination average scores were gathered in General Chemistry I-II (QUIM 3001 QUIM 3002), Analytical Chemistry (QUIM 3255), Organic Chemistry I-II (QUIM 3451 QUIM 3452) courses. The Assessment Coordinator will inform assessment findings regarding students course concepts knowledge skills learning outcome to course coordinators, professor and teacher assistants in order to address the corresponding transforming actions in The Chemistry Program established 15 objectives, of which nine (four out of nine regarding course concept knowledge, and five out of six related to Laboratory skills) were met.
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College of Natural Sciences Findings Transforming Actions their classrooms. It was expected that 70% of more or the students assessed will obtain an average score of 67% or more in the partials exam, while on the final exam the expected outcome was that 60% or more of the students assessed will obtain an average score 50% or more. Findings were: First instance: QUIM 3001 75.8% of the students (n=91) obtained an average score of 67% or more in the partial exams. The average score was 74.0%. Thus, the expected outcome was met. QUIM 3002 70.3% of the students (n=74) obtained an average score of 67% or more in the partial exams. The average score was 72.7%. Thus, the expected outcome was met. QUIM 3002 46% of the students (n=73) obtained an average score of 50% or more in the final exam. The average score was 52.3%. Thus, the expected outcome was not met. Second instance: QUIM 3255 (first semester) 60% of the students (n=45) obtained an average score of 67% or more in the partial exams. The average score was 70.0%. Thus, the expected outcome was not met. The Assessment Coordinator will inform assessment findings regarding students course concepts knowledge skills learning outcome to the professor teaching this course in order to address the corresponding transforming actions in his/her Students that did not achieve the expected outcome were advice to enroll in a Pre-Analytical Chemistry (QUIM 3255) review workshop in order to address their needs.
Summary of Results
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Academic Programs
Findings QUIM 3255 (second semester) 25% of the students (n=16) obtained an average score of 67% or more in the partial exams. The average score was 53.8%. Thus, the expected outcome was not met. QUIM 3451 56.8% of the students (n=88) obtained an average score of 67% or more in the partial exams. The average score was 68.7%. Thus, the expected outcome was not met. QUIM 3452 66.2% of the students (n=65) obtained an average score of 67% or more in the partial exams. The average score was 73.1%. Thus, the expected outcome was not met. QUIM 3451 71.0% of the students (n=88) obtained an average score of 50% or more in the final exam. The average score was 63.5%. Thus, the expected outcome was met. QUIM 3452 86.0% of the students (n=57) obtained an average score of 50% or more in the final exam. The average score was 72.8%. Thus, the expected outcome was met. Discipline Related Skills: Knowledge of fundamental laboratory skills and proper use of laboratory equipment.
College of Natural Sciences Transforming Actions classrooms.
Summary of Results
The Assessment Coordinator will inform assessment findings regarding students course concepts knowledge skills learning outcome to the professor teaching this course in order to address the corresponding transforming actions in his/her classrooms.
In order to assess students knowledge of fundamental laboratory skills and proper use of laboratory equipment, a practical laboratory test was administered in General Chemistry Laboratory I-II (QUIM 3001L QUIM
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Academic Programs
Findings 3002L), and Analytical Chemistry Laboratory (QUIM 3255L) courses; a quality control of standardized samples was assigned in Analytical Chemistry Laboratory (QUIM 3255L) course; and a practical laboratory final test was administered in Instrumental Analysis (QUIM 4015L) course.
Summary of Results
It was expected that 80% or more of the students assessed will obtain an average score of 70% or more in the practical laboratory test. Findings were: First instance: QUIM 3001L 84.4% of the students assessed (n=45) obtained an average score of 70% or more in the practical laboratory test. The average score was 82.0%. Thus, the expected outcome was met. Second instance: QUIM 3255L (first semester) 88.2% of the students assessed (n=51) obtained an average score of 70% or more in the practical laboratory test. The average score was 83.2%. Thus, the expected outcome was met. QUIM 3255L (second semester) 76.2% of the students assessed (n=21) obtained an average score of 70% or more in the practical laboratory test. The average score was 79.5%. Thus, the expected outcome was not met. It was expected that 80% or more of the students assessed
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The Assessment Coordinator will inform assessment findings regarding the assessment of the practical laboratory test in General Chemistry Laboratory QUIM 3001L to the General Chemistry Laboratory QUIM 3002L coordinator in order for him/her to report these results to professors and teacher assistants who teaches QUIM 3002 laboratories. The Assessment Coordinator will inform assessment findings of the practical laboratory test in Analytical Chemistry Laboratory (QUIM 3255L, first and second semester) courses to the professors and teacher assistants who teaches these laboratories in order for them to take the corresponding transforming actions.
Academic Programs
Findings will perform an adequate quality control of standardized samples within the acceptable parameters as defined as an average score of 70% or more in the rubric. Second instance: QUIM 3255L (first semester) 93.8% of the students assessed (n=48) obtained an average score of 70% or more in the assigned standardized samples. The average score was 81.7%. Thus, the expected outcome was met. QUIM 3255L (second semester) 81.0% of the students assessed (n=21) obtained an average score of 70% or more in the assigned standardized samples. The average score was 75.5%. Thus, the expected outcome was met. Third instance: It was expected that 70% o more of the students assessed will obtain an average score of 60% or more in the final laboratory test in Instrumental Analysis Laboratory (QUIM 4015L) course. Findings were: QUIM 4015L 76.3% of the students assessed (n=59) obtained an average score of 60% or more in the final laboratory test. The average score was 73.1%. Thus, the expected outcome was met. 2010-2011
Summary of Results
The Assessment Coordinator will inform assessment findings of the standardized samples in Analytical Chemistry Laboratory (QUIM 3255L, first and second semester) courses to the professors and teacher assistants who teaches these laboratories in order for them to take the corresponding transforming actions.
The Assessment Coordinator will inform assessment findings of the final laboratory test in Analytical Chemistry Laboratory (QUIM 3255L, first and second semester) courses to the professors and teacher assistants who teaches these laboratories in order for them to take the corresponding transforming actions.
2010-2011
2010-2011
Biology
Content Knowledge: Statistics Concept Knowledge in Biology

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Academic Programs
Findings A pre and post-test was given in BIOL 3349 to measure students Statistics concept knowledge in Biology, particularly their ability to analyze data presented in graphs and tables.
Summary of Results
Data gathered during the first and second semester The Biology Program established one objective, but it will be used to make an item analysis of this test to wasnt achieved. determine the students knowledge (pre-test) previous to taking BIOL 3349 and the one they obtain at the end of the course (post-test). The goal proposed will be that at least 80% of the students will answer each of the test items correctly in the post-test. The Biology and Mathematics Departments must collaborate to emphasize the importance of teaching quantitative concepts in courses offered in both departments in order to strengthen the interpretation of data presented in tables and graphs. Learning activities to address current areas of need, as indicated by test results, are being design. Statistics and Probability modules will be implemented in order to student strengthen logicalmathematical skills
Findings showed significant differences between the results of the pre- and post- tests. The average number of correct answers was analyzed and findings were: Pre- tests: 55.1% of average correct answers. Post- test: 62.8% of average correct answers.
According to an unpaired T-Test the differences in results between both tests are significant. Although a previously set expected outcome was not established, the Biology Program Assessment Coordinator will propose that 80% of students answer correctly each test item in the post test. Thus, for the present assessment cycle, the average scores did not meet the prospective expected outcome. The following percentages indicate the number of correct responses in each topic by test: Probability: Item 1: application type question Pre test: 81.3% Post test: 75% Item 2: application type question Pre test: 25%
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Academic Programs
Findings Post test: 25% Graph interpretation Item 3: analysis type question Pre test: 62.5% Post test: 81.25% Item 4: analysis type question Pre- test: 31.3% Post-test: 50% Item 5: evaluation type question Pre-test: 18.8% Post-test: 68.75% Correlation coefficient Item 6: evaluation type question Pre-test: 18.8% Post-test: 62.5% P value Item 8: evaluation type question Pre-test: 56.3% Post-test: 37.5% Findings revealed that students performed better on the post test in the topics of Graph Interpretation and Correlation coefficient. However, results in the Probability and P value topics indicate areas that need to be address. 2010-2011
Summary of Results
2010-2011
2010-2011
Mathematics
Content knowledge: Course content concepts

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Academic Programs
Findings A high cognitive level question was given in a test administered in the MATE 3325 course to measure students logical-mathematical skills regarding the identification of the hypothesis and corollaries of a theorem. The rubric used to assess this learning outcome was the Sky Math Scoring Rubric for Open-Ended Items. The expected outcome was that 66% or more of the students will perform at level 3 or 4 of the rubric used. Findings showed that 9 out of the 18 students (50%) performed in the level a 3 or 4 in the rubric. Thus the goal was not met. A high cognitive level question was given in a test administered in the MATE 5002 course to measure students logical-mathematical skills regarding the mathematical proof of a problem result.
College of Natural Sciences Transforming Actions While the obtained results in advanced courses and at the end of the bachelors are satisfactory, more emphasis is required in introducing the structure of the theorem at the beginning of the bachelors program to strengthen these skills.
Summary of Results The Mathematics department established five objectives, four of which were achieved. The transforming actions that were established emphasize the introduction of the structure of the theorem at the beginning of the program to strengthen mathematical reasoning skills as well as the use of technology in courses throughout the baccalaureate degree.
A test was given in MATE 5002 to measure students average results on high cognitive level questions included in the final examination in order to prove a result. The rubric used to assess this learning outcome was the Sky Math Scoring Rubric for Open-Ended Items. The expected outcome was that 66% or more of the students will perform at level 3 or 4 of the rubric used. Findings showed that 7 out of the 8 students (88%) performed in the level a 3 or 4 in the rubric. Thus the
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Academic Programs goal was met.
Findings
Summary of Results
Dispositions: Level of satisfaction with the education received A questionnaire was administered to baccalaureate candidate students to assess their level of satisfaction with the formation received through the Baccalaureate experience regarding the mathematical-logical reasoning skills. The expected outcome was that at least 80% of the students would express to be satisfied or highly satisfied with the formation received through the baccalaureate experience regarding the mathematical-logical reasoning learning outcome. Findings revealed that all 4 students that answered the questionnaire indicated that they were satisfied with their mathematical-logical skills developed thought the baccalaureate experience. Also, 75% of the students indicated that they were very satisfied and 25% of them were satisfied with their knowledge of the different diverse fields in mathematics. Moreover, 50% of the students expressed that they are very satisfied and 50% of them are satisfied with their formation for the application of the concepts and mathematical modeling in everyday situations. Discipline related skills: Use of Technology A rubric was used to assess students knowledge and management of general software and the ability to Continue enforcing these skills in students as part of the learning activities throughout the baccalaureate
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Academic Programs
College of Natural Sciences Findings Transforming Actions integrate computing and the computer in the application degree. of mathematics concepts in an oral presentation in the MATE 4995 course. The expected outcome was that at least 75% of the students will obtain 75% or more in the rubric used. Findings revealed that all three students assessed obtained 100% in the rubric used. Thus, the goal was met. A questionnaire was administered to baccalaureate candidate students to assess their level of satisfaction regarding the formation received throughout the baccalaureate degree in relation to the use of technology. The expected outcome was that at least 80% of the students will express to be satisfied or highly satisfied with the formation received through the baccalaureate experience regarding this learning outcome. Findings revealed that 3 out of 4 students (75%) that answered the questionnaire indicated that they were very satisfied while the other one was satisfied with the formation received through the baccalaureate experience regarding this learning outcome. Thus, the goal was met.
Summary of Results
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Findings
Labor Relations
Discipline Related Skills: Use of Technology In order to assess students use of technology skills, the online Module of the National Institutes of Health Protecting Human Subject Research Participants was required from all students of the RELA 3085 (n=13) and RELA 3155 (n=13) courses. This module consists of a series of tests based on situations geared to measure student's understanding of the ethical principles related to research involving human subjects. It was expected that 100% of the students will submit the Participation Certificate issued by the National Institutes of Health, once all tests were approved. In relation to information technology, results from the previous experience, reflect that 100% of the students from these courses developed competencies in the use of technological systems to be able to take this module. Findings revealed that all students from both courses submitted their certificate, evidence that they approved these tests. Thus the goal was met. Discipline Related Skill: Team Work A rubric was used in the RELA 3085 course to evaluate how the students prepared a Group Research Proposal. It was expected that the students will obtain at least 80% when averaging the total of all areas of the rubric, auto
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Continue doing these activities to strengthen team work skills.
The Labor Relations department established two objectives, which were met. The transforming actions that were established intend to continue doing the activities it has done so far.
Academic Programs
Findings evaluations, and peer evaluations. In the RELA 3085 course, Group 1 obtained an average score of 3.15 points in a four-points rubric. One of the members obtained scores of 3.25 points (81.25%), a second member obtained 3.20 points (80%), and the third member obtained 3.00 points (75%). Thus the goal was met. Group 2 obtained an average score of 3.64 points in a four-points rubric. One of the members obtained scores of 4.00 points (100%), a second member obtained 3.50 points (88%), and the third member obtained 3.42 points (86%). Thus the goal was met. Group 3 obtained a general score of 3.85 points in a fourpoints rubric. One of the members obtained scores of 4.00 points (100%), and the other one obtained 3.85 points (94%). Thus the goal was met. Group 4 obtained a general score of 3.54 points in a fourpoints rubric. One of the members obtained scores of 2.75 points (69%), a second member obtained 4.00 points (100%), the third member obtained 3.67 points (86%), and the fourth member obtained 3.75 points (94%). Thus the goal was met. It should be noted that even though the objective was to obtain more than one evaluation, not all participants obtained them due to absenteeism. A rubric was used to assess group work in the RELA 3155 course.
College of Social Sciences Transforming Actions Continue doing these activities to strengthen team work skills.
Summary of Results
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Academic Programs
Findings Group 1 obtained an average score of 4.00 points in a four-points rubric. The four members obtained 4.00 points (100%). Group 2 obtained an average score of 4.00 points. Group 3 obtained an average score of 3.56 points. Two students scored 3.33 points (83.25%) and one student obtained a score of 4.00 points (100%). Group 4 obtained an average score of 4.00 (100%). Thus the goal was met in each one of the groups assessed. 2010-2010
Summary of Results
2010-2011
2010-2011
Economics
Content Knowledge: Knowledge of the Economy of Puerto Rico An essay-based competition as an extracurricular experience for junior and senior students was used to assess student knowledge of economics of Puerto Rico. It was expected that students will achieved a performance level of at least 2.5 points (62.5%) in each of the criterion assessed of a four point rubric. Findings, by criteria were: Knowledge of current problems of the Puerto Rican Economy: 70% of the students achieved the expected performance level. Knowledge of statistics and relevant data of the economy of Puerto Rico: 65% of the students achieved the expected performance level. Knowledge financial institutions in Puerto Rico: 67.5% of the students achieved the expected
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The Assessment Coordinator will present the The Economics Program established 2 objectives, one assessment results to the Economics Program faculty of which was met. members in order to propose and implement the corresponding transforming actions to address the areas of need.
Academic Programs
Findings performance level. The expected outcome was met in each of the three criterion assessed. Content Knowledge: Knowledge Integration & Use and Interpretation of Economics Data A Statistics and Mathematics test was used in the ECON 4416 capstone course to assess students knowledge of the diverse Economics fields and their connections. The expected outcome was that at least 60% of the students will obtain an average score of 70% or more in the test. Findings revealed that 20% of the students assessed obtained an average score of 70% or more in the test. Thus, the expected outcome was not met in neither of the two objectives. Although it was observed that students statistics results were higher than the mathematics results in the test, in neither of these sections the students reached the expected outcome.
Summary of Results
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Findings
School of Communication Transforming Actions 2010-2011
Audiovisual Communication
Discipline related skills: Slideshow presentation A rubric was used to assess students content knowledge skills related to a slide show presentation exercise in the COMA 4342 course (Cinema Presentation II) It was expected that 70% or more of the students assessed will obtain 70% or more in each criteria assessed in the rubric used. Findings in the criteria assessed revealed that (n = 19): Composition and relation between slides: 90% Use of proper illumination tools: 80% Image production: 83% Creativity of the slide show production: 81% Thus, the goal was met in all criteria assessed. Discipline related skills: Photomontage A rubric was used to assess students content knowledge skills related to photomontage skills in two course sections of the COMA 4011 course (Basic Photography) It was expected that 70% or more of the students assessed will obtain 70% or more in each criteria assessed in the rubric used. First section
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Transforming actions are pending to be submitted.
The Audiovisual Communication Program established two objectives, which were met.
Additional rubrics were designed for the assessment Two instances and two measures used. of another learning outcome in the following courses: COMA 4315 (Script evaluation written and oral scripts), COMA 4351 (TV Production I) &COMA 4361-62 (Audio Production I & II).
Academic Programs
Findings
Summary of Results
Findings in the criteria assessed revealed that (n = 13): Photomontage proposal: 100% Selection of a topic of interest to a particular audience: 100% Unexpected point of interest: 90% Photomontage sequence: 95% Photographic technique used: 100% Photomontage animation (iMovie or Moviemaker): 100% Upload Photomontage to Flickr: 100% Submitted CD with correct image format (jpeg or psd) and animation: 97% Thus, the goal was met in all criteria assessed. Second section Findings in the criteria assessed revealed that (n = 9): Photomontage proposal: 93% Selection of a topic of interest to a particular audience: 100% Unexpected point of interest: 85% Photomontage sequence: 100% Photographic technique used: 100% Photomontage animation (iMovie or Moviemaker): 85% Upload Photomontage to Flickr: 33% Submitted CD with correct image format (jpeg or psd) and animation: 70% Thus, the goal was met in all criteria assessed, except
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Academic Programs
Findings the upload photomontage to Flickr criterion. 2010-2011
Summary of Results
2010-2011
2010-2011
Public Relations and Advertisement Content knowledge: Plan for the Media
A rubric was used to assess students content knowledge regarding a Plan for the Media in the REPU 4155 (Media Planning) course. It was expected that 70% or more of the students assess will obtain 2.8 points (70%) or more in four-point rubric. Findings revealed the following results by criteria assessed: Media objectives: 3.73 points (93%) Media strategies and techniques used: 3.13 points (78%) Audience range and frequency: 3.1 points (78%) Selection of media means of communication: 3.25 points (81%) Geographic weight: 3.8 points (95%) Schedule and Timeline: 3.75 points (94%) Use of a creative strategy: 3.8 points (95%) Precision and data analysis: 3.85 points (96%) Innovation of Media Plan: 3.25 points (82%) Media Plan structure and comprehension: 3.95 points (99%) Revised the rubrics used to harmonize criteria and scales. Established an action plan to strengthen the skills in students that have not developed such as: writing skills, communication skills and information technology competencies. Provide faculty with support alternatives to aid students with needs in selected areas. The Public Relations and Advertisement department established an objective, which was met. The program does not present transforming actions.
Thus, the expected outcome was met in all the criteria assessed.
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Academic Programs
Findings 2010-2011
School of Communication Transforming Actions 2010-2011 Transforming actions are pending to be submitted.
Summary of Results 2010-2011 The Information and Journalism Program established four objectives, two of which were met. Instances: Seven
Content knowledge: Theoretical trends and practices in communication A rubric was used to assess students content knowledge regarding theoretical trends and practices in communication in a journalistic note in nine course sections of the COPU 4148 course. It was expected that 70% or more of the students assess will obtain 3.15 points (70%) or more in 0.5 to 4.5 point rubric. Findings revealed the following results: First instance: Length of the journalistic note: 64% Adequate introductory statement: 54% Adequate content (correct selection of information sources): 51% Journalistic note title: 55% Thus, the expected outcome was not met in any of the criteria assessed. Second instance: Length of the journalistic note: 100% Adequate introductory statement: 45% Adequate content (correct selection of information sources): 86%
Multiple measures: Two
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Academic Programs
Findings Journalistic note title: 59%
Summary of Results
Thus, the expected outcome was met in two out of the four criteria assessed. Third instance: Length of the journalistic note: 96% Adequate introductory statement: 86% Adequate content (correct selection of information sources): 87% Journalistic note title: was not assed Thus, the expected outcome was met in all the criteria assessed. Fourth instance: Length of the journalistic note: 66% Adequate introductory statement: 61% Adequate content (correct selection of information sources): 62% Journalistic note title: 60% Thus, the expected outcome was not met in any of the criteria assessed. A rubric was used in INFO 4001 (Journalistic Writing I) course to assess students content knowledge regarding theoretical trends and practices in communication. It was expected that 70% or more of the students assess will obtain 2.93 points (65%) or more in 0.5 to 4.5 point rubric.
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Academic Programs
Findings Findings revealed the following results: Adequate introductory statement: 76% Adequate selection of the most significant news: 71% Adequate content (correct selection of information sources): 78% Length of the journalistic note: 97%
Summary of Results
Thus, the expected outcome was met in all the criteria assessed. A rubric was used in INFO 4002 (Journalistic Writing II) course to assess students content knowledge regarding theoretical trends and practices in communication. It was expected that 70% or more of the students assess will obtain 2.93 points (65%) or more in 0.5 to 4.5 point rubric. Findings revealed the following results: Adequate introductory statement: 62% Adequate selection of the most significant news: 67% Adequate content (correct selection of information sources): 64% Length of the journalistic note: 73% Thus, the expected outcome was met in two out of the four criteria assessed. A rubric was used in INFO 4109 (Journalism Supervised
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Academic Programs
Findings Practicum) course to assess students content knowledge regarding theoretical trends and practices in communication. It was expected that 70% or more of the students assess will obtain 2.93 points (65%) or more in 0.5 to 4.5 point rubric. Findings revealed the following results: Knowledge of the History and Roles of the Media: 80% Applies Journalistic concepts in the information presented: 80% Researches and assesses the information presented: 80% Adequate interpretation of data and statistics: 80% Thus, the expected outcome was met in all of the four criteria assessed.
Summary of Results
212
VIII. Capacity for independent Studies College of Business Administration Transforming Actions 2010-2011
Findings
Business Administration ( 9 core programs)
During this academic year the College of Business Administration is reporting the results from the 20092010 academic year. Notwithstanding, the results of the 2010-2011 academic year are being gathered and analyzed. A rubric was used in the INCO 4006 course to assess a research proposal. It was expected that students will achieve a score of 70% or more in order to determine mastery of this competency. Results showed that 96% of the students assessed achieved a score of 70% or more, thus the goal was met.
The College of Business Administration in The Business Administration Core Programs accordance with the Assurance of Learning Standard established one objective, which was achieved. of the AACSB, will implement minor or major transforming actions to improve curricula revision as No transforming actions were established. well as student learning experience where needed.
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Findings
College of Humanities Transforming Actions 2010-2011 The Performing Arts Program will continually encourage students to participate on independent studies projects as a means to adequately prepare them for their professional careers.
Summary of Results 2010-2011 The Performing Arts Program established two objectives, which were both achieved. The transforming actions that were established intend to allow for the development of independent study skills.
Performing Arts
As an independent study, performing art students developed a series of projectsfilming, surveys, and intercommunication among peers in order to develop the design and assembly of stage lights for the play titled A Vuestro Gusto A Shakespeare five act comedy. Professors and spectators direct observation was used to assess this learning outcome. At the end of the play, the publics satisfaction with the design and assembly of stage lights was evident. Thus the goal was met. As an individual studies project, students developed a short review based on their professional performing arts experience in which they applied knowledge concepts acquired through their baccalaureate experiences. It was expected that at least one student had successfully participated in a professional experience. Findings revealed that 3 out of 3 students that submitted a short review, had successfully participated in more than one professional experience. Thus, the goal was met.
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Findings
College of Natural Sciences Transforming Actions 2010-2011 The Assessment Coordinator will inform course coordinators, professors and teacher assistants, the assessment results in order for them to take the corresponding actions, if necessary.
Summary 2010-2011 The Chemistry Program established 5 objectives, of which four were met.
Chemistry
Rubrics were used to assess students capacity for independent studies as an indicator of research skills on research proposals and research projects in the following courses: General Chemistry II Laboratory (QUIM 3002L), Analytical Chemistry Laboratory (QUIM 3255L), Organic Chemistry Laboratory (QUIM 3452L), and Instrumental Analysis Laboratory (QUIM 4015L) In the first instance QUIM 3002Lthe expected outcome was that 70% or more of the students will comply with 75% or more of the criteria established in the rubric to assess a research proposal or research projects. Findings revealed that 100% of the students (n=35) complied with 75% or more of the criteria established in the rubric. The average score was 97.1%. Thus, the expected outcome was met. In the second instance QUIM 3255L (first semester) the expected outcome was that 70% or more of the students assessed will comply with 75% or more of the criteria established in the rubric to assess a research proposal or research projects. Findings revealed that 84% of the students (n=50) complied with 75% or more of the criteria established in the rubric. The average score was 82.2%. Thus, the expected outcome was met. In the second instance QUIM 3255L (second
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Academic Programs
College of Natural Sciences Findings Transforming Actions semester)the expected outcome was that 70% or more of the students assessed will comply with 75% or more of criteria established in the rubric to assess a research proposal or research projects. Findings revealed that 66.7% of the students (n=21) complied with 75% or more of the criteria established in the rubric. The average score was 77.2%. Thus, the expected outcome was not met. In the second instance QUIM 3451Lthe expected outcome was that 70% or more of the students assessed will comply with 75% or more of the criteria established in the rubric to assess a research proposal or research projects. Findings revealed that 100% of the students (n=66) assessed complied with 75% or more of the criteria established in the rubric. The average score was 88.3%. Thus, the expected outcome was met. In the third instance QUIM 4015Lthe expected outcome was that 70% or more of the students assessed will comply with 75% or more of the criteria established in the rubric to assess a research proposal or research projects. Findings revealed that 94.9% of the students (n=59) assessed complied with 75% or more of the criteria established in the rubric. The average score was 85.2%. Thus, the expected outcome was met.
Summary
216
Findings
Summary 2010-2011 The Interdisciplinary Program in Natural Sciences College established two objectives, which were both achieved. The transforming actions that were established intend to emphasize statistical analysis skills and give a workshop in order to improve the statistics skills.
Capstone 2 (CINA4996, third instance) Expected outcome: 1- 70% or more of the students will obtain 80 or more in a scale of 0 to 100 in the draft of the final report. 2- 70% will maintain or increase their points obtained in the last report.
Despite the good results, we noted that the students dont have sufficient statistical analysis skills (other than those of descriptive statistics). The faculty members involved will emphasize to the students from this Program that are taking the Capstone 1 this semester, and that will be developing their own research next semester, the importance of this Findings: knowledge to be competent in these skills. On the 1- 85% of the students obtained 80 or more in the draft of other hand, during the next semester, in the Capstone the report (84.2 2.7), thus the goal was met. 1 & 2 courses, a workshop will be given in order to 2-In the final proposal handed 100% of the students improve statistics skills among the students from improved their final score (96.2 2.6), thus the goal this Program. was met. Difficulties where seen in the way students quote sources. This semester a meeting will be held with the library personnel in order to ask them to develop modules related to this topic. We also expect to be able to invite a librarian of the Natural Sciences Library to give conferences to the students of the Capstone 1 & 2courses on these topics. 2010-2011 2010-2011 Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
2010-2011 The Computer Sciences Program established two objectives, which were achieved.
Computer Sciences An item in the yearly student questionnaire (Yearly Program
Quest 2010) was used to assess junior and senior students independent studies skills such as a participation in a research project (an indicator of their capacities for independent studies). It was expected that 30% of junior and senior students will answer that they had participated or were interested in participating in a research project.
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Academic Programs
Findings Findings revealed that 9 out of 18 junior and senior students (50%) answered that they had a research experience. Thus, the outcome was met.
Summary
An item in the yearly researchers questionnaire (Yearly Quest 2010) was used to assess if students had given a research presentation as part of their research project participation (an indicator of their capacities for independent studies). As stated by the researchers, it was expected that each of the students that have participated in a research project for at least a year, had given a research presentation. Findings revealed that 9 out of 9 students (100%) that have worked on a research project for at least a year, gave a research presentation. Thus the goal was met. 2010-2011
Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
2010-2011
2010-2011
Environmental Science
Information regarding the number of students that have participated in a research experiences in the CINA 4997 course or in internships during the present academic year was gathered. It was expected that 60% of the baccalaureate candidates from this program participated in and successfully completed a research experience. Findings revealed that 37 students participated in research projects and 10 in research internships. Analysis of the expected outcome with the findings has not been submitted.
Develop a new webpage with research and internship The Environmental Sciences Program established one opportunities for students. objective, which was met. Increase the number for special seminars on research The transforming actions are geared to develop a new opportunities and research experiences. webpage to disseminate research opportunities among students.
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Findings
College of Social Sciences Transforming Actions 2010-2011 Second Semester The Political Science Program will implement measures in their courses to foster independent study skills in their students since most of them continue graduate studies or enroll in professional schools (such as Law), and since this is an essential skill. Also, the students will be better prepared to finish successfully the corresponding entrance exams such as the GRE and LSAT. Increase the number of activities in Political Science courses in which independent studies can be fostered and assessed. It is important to note than more Political Science professors have participated in this years assessment cycle than in previous ones, and that a culture of assessment is moving forward within the Program.
Summary of Results 2010-2011 Second Semester The Political Science Program established two objectives, which both were met.
Political Sciences
Second Semester Students capacity for independent studies was measured in two courses using a rubric: in the CIPO 3135 course (one student), and in the CIPO 4065 course (53 students, two course sections). In the CIPO 3135 course, one student was assigned a course topic to develop a bibliographical search and present her findings in an oral presentation and in a written report. It was expected that the student will achieve a performance level of 17 points or higher out of a maximum of 20 points in each of the three assignments. Findings revealed that the student assessed, achieved an average performance level of 18.6 points in the three assignments. Individual scores were: 20 points (first lecture) 17 points (second lecture) and 19 points (bibliographical search with and oral presentation and written report). Thus, the goal was met. Students were assigned in the CIPO 4065 course to carry out an independent study in groups and present their findings at the end of the course in an oral presentation using Power Point. The presentations were re-evaluated in the summer of 2011 using a five-point rubric to assess students independent study skills. The course professor
219
Academic Programs
Findings provided general guidelines and specific instructions to the students to develop their presentations. However, the rubric was not provided to the students prior to the assignment. It was expected that 80% of the students were rated as excellent or good in the criterion used in the rubric. Findings revealed that 100% of the students were evaluated as excellent (86.8%; 46 students) or good (13.2%; 7 students). Thus the goal was met.
Summary of Results
220
VIII. Intellectual curiosity College of Humanities Transforming Actions 2010-2011 The Performing Arts Program will continually encourage students to participate on independent studies projects as a means to adequately prepare them for their professional careers.
Findings
Performing Arts
To evidence intellectual curiosity, performing art students developed a series of projectsfilming, surveys, and intercommunication among peers in order to develop the design and assembly of stage lights for the play titled A Vuestro Gusto A Shakespeare five act comedy. Professors and spectators direct observation was used to assess this learning outcome. At the end of the play, the publics satisfaction with the design and assembly of stage lights was evident. Thus the goal was met. As an individual studies project to evidence intellectual curiosity, students developed a short review based on their professional performing arts experience in which they applied knowledge concepts acquired through their baccalaureate experiences. It was expected that at least one student had successfully participated in a professional experience. Findings revealed that 3 out of 3 students that submitted a short review, had successfully participated in more than one professional experience. Thus, the goal was met.
221
Findings
College of Natural Sciences Transforming Actions 2010-2011 Since the goal was met, the Computer Sciences Department will continue doing what it has done so far. There is no need for further actions at the time.
Summary of Results 2010-2011 The Computer Sciences Program established three objectives, all which were achieved.
Computer Sciences Program
An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess students intellectual curiosity through their participation or interest in participating in a research project. It was expected that at least 70% of the students assessed would answer that they had participated or were interested in participating in a research project. Findings revealed that 30 out of 33 students (91%) assessed that answered the item said that they had participated or are interested in participating in a research project. Thus, the outcome was met. An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess students interest in pursuing graduate studies and indicator of intellectual curiosity. It was expected that at least 50% of students assessed will answer that they are interested in pursuing graduate studies. Findings revealed that 25 out of 31 students (91%) that answered the item said that they are interested in pursuing graduate studies. Thus, the outcome was met. An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess if junior or senior students had a research experience as part of their baccalaureate degree (an indicator of intellectual curiosity).
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Academic Programs
Findings
Summary of Results
It was expected that at least 30% of students assessed will answer that they had a research experience as part of their baccalaureate degree. Findings revealed that 9 out of 18 junior or senior students (50 %) answered that they had a research experience as part of their baccalaureate degree. Thus, the outcome was met.
223
IX. Ongoing Learning College of Humanities Transforming Actions 2010-2011 The Performing Arts Program will continually encourage students to participate on independent studies projects as a means to adequately prepare them for their professional careers.
Findings
Performing Arts
To evidence ongoing learning, performing art students developed a series of projectsfilming, surveys, and intercommunication among peers in order to develop the design and assembly of stage lights for the play titled A Vuestro Gusto A Shakespeare five act comedy. Professors and spectators direct observation was used to assess this learning outcome. At the end of the play, the publics satisfaction with the design and assembly of stage lights was evident. Thus the goal was met. As an individual studies project to evidence ongoing learning, students developed a short review based on their professional performing arts experience in which they applied knowledge concepts acquired through their baccalaureate experiences. It was expected that at least one student had successfully participated in a professional experience. Findings revealed that 3 out of 3 students that submitted a short review, had successfully participated in more than one professional experience. Thus, the goal was met.
224
X. Knowledge Integration College of Business Administration Transforming Actions 2010-2011 Results were presented in the coordination meeting of the course. The Office Systems Management Program agreed to measure these skills from another perspective through a standardized multi-disciplinary test during the next semester.
Findings
Summary of Results 2010-2011 The Office Systems Management Program established one objective, which was achieved. The transforming actions that was established intends to measure these skills from another perspective.
A rubric was used by the course professor and by the internship supervisor in the ADSO 4150 course a professional internship to measure Knowledge Integration. The objective was to see if students could integrate correctly the skills, competencies, and knowledge acquired through the core courses in Business. It was expected that 70% of the students will demonstrate an adequate level of mastery in skills and competencies as assessed by the professor and the supervisor of the Internship Practice Center. Findings showed that all the students100 percent demonstrated adequate mastery of the skills assessed by the professor and the internship supervisor. Thus, the goal was met.
225
Findings
College of Natural Sciences Transforming Actions 2010-2011 Continue providing the same education activities. There is no need to take additional actions at this time.
Summary of Results 2010-2011 The Computer Sciences Program established 2 objectives, which were met.
Computer Science Students ability to identify and formulate problems (as Program
an indicator of knowledge integration) was assessed through the use of an especially design exam item in the CCOM 3034 course using a rubric. The expected outcome was that at least 70% of the students will be found competent as defined in the rubric. Findings revealed that 3 out of 4 students (75%) were assessed as competent in this learning outcome. Thus, the goal was met. Students ability to identify, organize, evaluate, and use information (as an indicator of knowledge integration) was assessed through the use of an especially design exam item in the CCOM 4027 course using a rubric. The expected outcome was that at least 70% of the students assessed will be found competent as defined in the rubric. Findings revealed that 9 out of 9 students (100%) were evaluated as competent in this learning outcome. Thus, the goal was met.
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Findings
Economics
Content Knowledge: Knowledge of the Economy of Puerto Rico An essay-based competition as an extracurricular experience for junior and senior students was used to assess student knowledge of economics of Puerto Rico. It was expected that students will achieve a performance level of at least 2.5 points (62.5%) in each of the three criterion assessed in a four point rubric. Findings, by criteria were: Knowledge of current problems of the Puerto Rican Economy: 70% of the students achieved the expected performance level. Knowledge of statistics and relevant data of the economy of Puerto Rico: 65% of the students achieved the expected performance level. Knowledge financial institutions in Puerto Rico: 67.5% of the students achieved the expected performance level.
The Assessment Coordinator will present the The Economics Program established 2 objectives: one assessment results to the Economics Program faculty which assessed 3 criteria which each one was in order to propose and implement the corresponding achieved, and one objective which was not met.. transforming actions to address the areas of need.
The expected outcome was met in each of the three criterion assessed. Content Knowledge: Knowledge Integration & Use and Interpretation of Economics Data A Statistics and Mathematics test was used in the ECON
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Academic Programs
Findings 4416 Capstone course to assess students knowledge of the diverse Economics fields and their connections. The expected outcome was that at least 60% of the students will obtain an average score of 70% or more in the test. Findings revealed that 20% of the students assessed obtained an average score of 70% or more in the test. Thus, the expected outcome was not met. Although it was observed that students statistics results in the test were higher than the Mathematics results, in neither of these sections the students reached the expected outcome.
Summary of Results
228
XI. Ethical and Aesthetical Sensibility College of Business Administration Transforming Actions 2010-2011
Findings
During this academic year the College of Business Administration is reporting the results from the 20092010 academic year. Notwithstanding, the results of the 2010-2011 academic year are being gathered and analyzed. A rubric was used in a case study analysis in the CONT 3105 course in order to assess if students are able to demonstrate knowledge of fundamental concepts, principles, and theories in ethics. It was expected that the students will achieve 70% or more in order to determine if they are competent in this area. Findings revealed the following results: First semester assessment: 82% of the students assessed met the expected outcome. Second semester assessment: 91% of the students assessed met the expected outcome.
The College of Business Administration in The Business Administration core Programs accordance with the Assurance of Learning Standard established one objective, which was met. of the AACSB, will implement minor or major transforming actions to improve curricula revision as Two instances, one measure. well as student learning experience where needed. The College of Business Administration will assessed the ethics learning outcome in the FINA 3107 course as part of their 2011-2012 assessment plan.
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Findings
Performing Arts
To assess ethical and aesthetical sensibility, performing art students developed projectsfilming, surveys, and intercommunication among peers in order to develop the design and assembly of stage lights for the play titled A Vuestro Gusto A Shakespeare five act comedy. Professors and spectators direct observation was used to assess this learning outcome. It was expected that students applied the knowledge acquired through their courses and baccalaureate experiences evidencing an observable sense of aesthetical sensibility while at the same time promoting ethical environment among their peers. The accomplishment of this goal was evidenced by means of photos and filming of the process of the theater production, from the beginning to the end of the presentation on stage.
The Performing Arts Program will continually The Performing Arts Program established one encourage students to develop ethical and aesthetical objective, which was achieved. sensibility through their baccalaureate experience. The transforming actions that were established intend Design a survey for professors and spectators to to allow for the development of ethical and aesthetical assess this learning outcome. sensibility among the students.
230
Findings Students ethical and aesthetical sensibility in relation to their knowledge of participating in a research project as subjects was assessed using the completion and submission of the approval of the online module of the National Institutes of Health (NIH) titled Protecting Human Subjects Research Participants. Students from the Research Methods in Geography (GEOG 4550) and History and Philosophy of Geography (GEOG 4500) courses participated in the assessment before research activities were assigned as part of the courses requirements. It was expected that at least 80% of the students will complete and approve the Protecting Human Subjects Research Participants online module of the National Institutes of Health. Also, to submit the Certification of Approval to the course professor. Findings revealed that all students enrolled in these courses (100%) completed the online module and submitted the Certification of Approval to the course professor. Thus, the goal was met. 2010-2011
Geography
Emphasize among Geography professors the The Geography Program established one objective, importance of the NIH online module and continually which was met. assigned it as part of the courses requirements in order to impact a greater number of students with the purpose of improving their ethical and aesthetical sensibility skills.
2010-2011 The Economics Program established 5 objectives (one per criterion assessed), of which all were met. One criterion could not assessed with the activity (essay) used.
Economics
An essay-based competition as an extracurricular experience for junior and senior students was used to assess student ethical and aesthetical sensibility skills. It was expected that students will achieve a performance level of at least 2.5 points (62.5%) in each of the criterion assessed in a four point rubric. Assessment criteria were
231
Academic Programs divided in two areas:
Findings
Summary of Results
Findings, by criteria, were: Respect for intellectual property: 82.5% of the students achieved the expected performance level. Respects confidentiality: 75% of the students achieved the expected performance level. Maintains data integrity: 80% of the students achieved the expected performance level. Shows sensibility when communicating towards their peers, professors, colleagues, and clients: 85% of the students achieved the expected performance level. Recognizes interest conflicts when present, and does not get involved in the situation. This criterion could not be assess in the activity (essay) used. Assumes a position in relation to the problem and establishes a solution using responsible criteria: 80% of the students achieved the expected performance level.
Students average score was 3.2 points in those criteria presented in the rubric that could be assessed through the essay. The expected outcome was met in all criteria assessed.
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Findings
Summary of Results 2010-2011 The Computer Sciences department established three objectives, but only one was met.
Computer Science An item in the yearly student questionnaire (Yearly Quest Continue providing the same education activities. Program
2010) was used to assess students knowledge and appreciation for diversity (as an indicator of a positive attitude towards ethical and aesthetical sensibility among these students). There is no need to take additional actions at this time.
It was expected that 70% of the students assessed will indicate an understanding, and appreciate the importance of diversity. Findings revealed that 32 out of 33 students that answer the questionnaire (97%) indicated that they understand and appreciate the importance of diversity. Thus, the goal was met. In order to assess students social responsibility skills and ethical behavior in their profession, (as an indicator of a positive attitude towards ethical and aesthetical sensibility among these students), an especially design essay type test question related to an ethical dilemma was used in Software Engineering CCOM 4030 course using a rubric. It was expected that 70% of the students assessed will have a positive attitude towards social responsibility and ethics behavior in their profession, as defined in the rubric. Findings revealed that 9 out of 15 students assessed (60%), had a positive attitude towards social responsibility and ethics behavior in their profession, which is indicative of ethical and aesthetical sensibility
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Academic Programs
Findings among these students. Thus the goal was not met. An item in the yearly student questionnaire (Yearly Quest 2010) was used to assess students ethical behavior in their baccalaureate experience, as well as the ethical behavior in their professions (as an indicator of a positive attitude towards ethical and aesthetical sensibility among these students). It was expected that 70% of the students would have a positive attitude towards ethical behavior in their baccalaureate experience and ethics behavior in their profession. Findings revealed that 21 out of 32 (66%) indicated a positive attitude towards ethical behavior in their baccalaureate experience and ethics behavior in their profession. Thus, the goal not was met. A closer analysis of the answers revealed that 88% of the students said that they understood what constituted an ethical conduct in computer science. In addition, 80% of the students that answered the questionnaire said that they honor property rights including copyrights and patents.
Summary of Results
234
XII. Appreciation, culture and commitment to the values and ideals of the Puerto Rican society, Caribbean and International context College of Education Transforming Actions 2010-2011 The first results provided by the revised rubric will be discussed with the faculty in the College of Education Assessment Day, during the first semester of the 2011-2012 academic year in order to determine the transforming actions geared to improve student learning.
Findings
Summary of Results 2010-2011 The Teacher Preparation Program department established five objectives, four of which were achieved. The transforming actions will be established in the College of Education Assessment Day.
Teacher candidates disposition to the appreciation, culture and commitment to the values and ideals of the Puerto Rican society, Caribbean and International context was assessed in the Human Growth and Development course (EDFU 3002); Pre-practicum courses (Method I; Method II); Special Education course (EDES) and Educational Technology course (TEED); courses where field experiences are also assessed. The expected outcome was that students achieved an average performance level of 67% (2 points) or more in a 3 point rubric. Results were the following.
The development of the assessment rubric of this learning outcome in the field experiences courses was a proposed transforming action that resulted from the evaluation of previous assessment findings for the admission to the College of Education and findings of the College Board PCMAS test regarding In the EDFU 3002 course : The students (n=120) obtained this learning outcome. an average score of 2.00 points (67%) on a 3 point scale regarding this learning outcome in the rubric used. Thus, As a result of previous years assessment, the following transforming actions have been validated the expected goal was reached. or incorporated to improve student learning In Method I course: The students (n=19) obtained an outcomes: average score of 3.00 points (100%) on a 3 point scale regarding this learning outcome in the rubric used. Thus, Field experiences will be restructured in all areas the expected goal was reached. to assess different learning outcomes using a common rubric. In Method II course: The students (n=51) obtained an average score of 2.75 points (92%) on a 3 point scale Field experiences have been incorporated to the regarding this learning outcome in the rubric used. Thus, Integration of Educational Technology course. the expected goal was reached. Special Education courses (EDES 4006 & EDUC
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Academic Programs
College of Education Findings Transforming Actions In EDES course: The students (n=38) obtained an average 4026) have been strengthened as part of the core score of 2.80 points (93%) on a 3 point scale regarding requirements. this learning outcome in the rubric used. Thus, the expected goal was reached. The implementation of an electronic portfolio (Porta-E) has been carried out through the three In TEED course: The students (n=72) obtained an average professional Reflective Seminars (FAED 4001score of 1.83 points (61%) on a 3 point scale regarding 4002). this learning outcome in the rubric used. Thus, the expected goal was not reached. As a result of the NCATE report, current rubrics have been revised to include category labels. Thus the expected outcome was met in four of the five Also, student data will be disaggregated to better courses where this disposition was assessed report student achievement in all programs. Rubrics have been aligned to NCATE standards. New common rubrics have been develop to assess various student learning outcomes and have incorporated NCATEs recommendations.
Summary of Results
236

Appendix 20 Table Assessment Findings and Transforming Actions Colleges and Academic Programs 10 2011 - Complete

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Appendix 20 Table Assessment Findings and Transforming Actions Colleges and Academic Programs 10 2011 - Complete

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

IV. Social Responsibility

Academic Programs 2010-2011

Office Systems Management

Academic Programs 2010-2011

Business Administration (9 core programs)

College of Business Administration Transforming Actions

Academic Programs 2010-2011

Teacher Preparation Programs (23)

College of Education Transforming Actions different type of papers.

Academic Programs 2010-2011

College of Humanities Transforming Actions 2010-2011

Summary of Results 2010-2011

College of Humanities Transforming Actions

History of Europe and the Americas

College of Humanities Transforming Actions 2010-2011 2010-2011

College of Humanities Transforming Actions

Academic Programs 2010-2011

College of Natural Sciences Transforming Actions 2010-2011

Summary of Results 2010-2011

Since 82.7% of the students reached a performance level

College of Natural Sciences Transforming Actions

Academic Programs course: First instance

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions students.

College of Natural Sciences Transforming Actions

Interdisciplinary Program in Natural Sciences

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions

Academic Programs Second Semester College Physics

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions

Findings Therefore, both objectives were met.

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions

Academic Programs goal was not met.

Academic Programs 2010-2011

College of Social Sciences Transforming Actions

College of Social Sciences Transforming Actions

Academic Programs 2010-2011

Information and Journalism

Public Relations and Advertisement First Semester

Summary of Results Measures: 4

Academic Programs Second Semester:

Thus the goal was met in all the criteria assessed

School of Communication Transforming Actions

Office System Management

Business Administration (9 core programs)

Academic Programs 2010-2011

Teacher Preparation Program (23)

Academic Programs 2010-2011

College of Humanities Transforming Actions 2010-2011

Summary of Results 2010-2011

College of Humanities Transforming Actions

College of Humanities Transforming Actions

Academic Programs 2010-2011

College of Natural Sciences Transforming Actions 2010-2011

Summary of Results 2010-2011

Academic Programs met.

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions

College of Natural Sciences Transforming Actions