Assessment of Student Learning Progress Report (2010-2011)

8/7/2019 Assessment of Student Learning Progress Report (2010-2011)

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University of Puerto RicoRio Piedras Campus

Office of the Dean of Academic Affairs

Assessment of Student LearningProgress Report (2010-2011)

April 4, 2011


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Assessment of General Education Competencies

Update and Implementation Plan (2011-2014)

Background

UPRRP approved the bachelor degree curricular revision and a common set of institutional

educational goals or student profile for graduating students of all programs (institutional

expected student learning outcomes), in Academic Senate Certification 46, 2006-2007.

Certification 46 also included a new definition of General Education (GE) and expanded

responsibility for this component to various colleges in addition to the College of General

Studies.1 Parallel to the bachelors revision, the Academic Senate approved the Campus

Learning Assessment Plan in April of 2006, (Certification 68, 2005-2006) that incorporated two

dimensions to the assessment process: 1) assessment of the common institutional learning goals

approved in the curricular revision, and 2) assessment of specific program learning objectives

including attitudes and specialized content knowledge and skills.

The approved Campus Learning Assessment Plan instructs academic programs to address both

programs and institutional objectives in their program assessment plans to ensure that common

learning goals are developed across the curriculum. For example, the first learning assessmentcycle (2008-2010) required each academic program to develop and assess communication

competencies and to choose two of the following learning outcomes specified in the revised


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Table 1 (Reported in the 2010 PRR)

General Education Competencies AssessedThroughout the CurriculumProgram Level

Number of academicprograms (out of 66)

Percentage ofPrograms

Effective Communication 62 93%Critical Thinking 48 72%Social Responsibility 41 62%Research and Creation 26 39%

In addition to the program perspective related to Table 1 above, the campus went ahead anddesigned assessment of general education competencies from two other perspectives: 1) the

institutional level in coordination with colleges and schools, and 2) within the College of General

Studies offerings comprising a 30 credit core GE component, for a threefold effort including the

across programs perspective. Within this approach various focused projects were implemented

through 2009-2010 in the College of General Studies to assess linguistic competencies at the

lower level English and Spanish courses, scientific reasoning in the Natural Science GE courses,

social responsibility, and ethics. Also, as an institutional initiative, the Library System with

colleges and schools advanced development and assessment of information competencies across

colleges and schools. Projects, findings, and actions concerning assessment of General Education

competencies related to these projects up to March- April 2010 were detailed in the 2010 PRR.

In its November 2010 Commission Actions Report on UPRRPs 2010 Periodic Review Report

(PRR), MSCHE requested a monitoring report due by April 1, 2012 documenting evidence of


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align them with institutional objectives also elaborated this semester (Appendix 2), and are

preparing a test fitted to the precalculus level.

Scientific reasoning assessment in the College of General Studies gave way to transforming

actions and professors carried out a second assessment process. All other instances have

continued, and an implementation plan focusing on assessment on general education

competencies is being crafted and implemented for the period 2011 to 2014. It must be

emphasized that Circular Letter 5, 2009-2010 of the DAA underlined the role of the departmentdirector in following through and leading the implementation of assessment processes, and

maintaining constant communication with faculty as the principal actors in this effort.

Assessment Process for General Education Competencies (2011 to 2014)

As has been presented in the previous pages, a systematic and structured plan was prioritized andcarried out during 2008-2010 at the program level, which resulted in the completion of a first

cycle of assessment by more than 60% of the programs that included as a principal component

assessment of general education objectives. These findings were reported in the 2010 PRR.

Strengthening and follow up of systematic assessment of general education competencies from

the perspective of the disciplines or programs since 2010 is presented in a separate section in this

report.

The campus recognizes however that during the first cycle 2008 2010 assessment of GE


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coordinators and directors, a three year Plan2011-2014is being crafted and implemented to

set the base for a systematic and articulated assessment process of general education

competencies. The Plan will be geared to: 1) advance and document a systematic assessment

process of selected competencies in the GE context, at the institutional level, and within the

College of GS and 2) to expand assessment of general education competencies across the

curriculum from the perspective of the disciplines.

In particular the Plan pursues to:

articulate assessment of general education competencies under one set of uniform key

institutional general education goals, documented and disseminated

map GE courses to educational goals

generate specific course objectives aligned with general objectives and generate

appropriate teaching experiences and course syllabus modifications

align objectives to course embedded educational experiences or uniform tests as apply

integrating uniform rubrics

include all students in the development of selected competencies

develop and administrate appropriate assessment instruments

strengthen assessment of competencies from the perspective of the disciplines

analyze findings and outcomes and generate and implement transforming actions


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Diagram 1: General Education Development and Assessment Process 2011-2014 Instances,Dates, and Selected Competencies

Institutional level incoordination with colleges

and schools

Information Competencies -ACRL Level 1 competencies

with College of GS andothers. All freshmen sections

by August 2011-2012

Complete all colleges-

Level 2 competencies by2011-2013

Quantitative Reasoning

All sections exceptCalculus second sem 2010-

2011

Calculus by May 2012

Calculus 2011-2012

Critical Thinking in allLiterature and Art GEcourses by 2011-2013

College of General Studies

Scientific Reasoning

all sections Biological Sciencesby August 2011-2012

Social Responsibility

Oral and WrittenCommunication

all sections by 2011-2013

Other objectives stated inthe College learning

objectives under elaboration

2011-2014

Program level - all programsfrom the perspective of the

discipline

Second Sem. 2011-12 All sectionsWritten and OralCommunication

Critical Thinking 90% of all programsby January 2012

Research andcreation 70% of allprograms by 2013Schedule for other

competencies underelaboration 2011-2014


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to complete design and implementation of an assessment process for quantitative

reasoning within the general education component and start implementation by May

2011 in all courses except Calculus; to complete Calculus by December 2011

to ensure that all new admissionsAugust 2011experience development of

information competencies in their first year of studies and assessment is carried out

within that context

to include all sections of General Education courses in Natural Sciences in the

development and assessment process of scientific reasoning competencies by August

2011, including all sections for newly admitted students

to achieve that at least 90% of programs assess critical thinking from the perspective of

the disciplines by January 2012

to elaborate an assessment process for oral and written communication in the general

education context and start implementation in 2011-2012 to be completed by December

2012

Issues to be addressed during academic year 2011-2012

It is well known that assessment systems that incorporate multiple and varied measures,

including indirect and direct measures, have the potential of being more effective for measuring

student learning and satisfaction. The same applies to integrating a mix of course embedded

d if t ti th d t ti l t i d t th


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Assessment of Student Learning Process in the Academic Programs

Progress Report (2010-2011 Academic Year)

Introduction

The Campus Assessment of Student Learning process continued as designed and planned during

the academic year 2010-2011, following the guidelines traced in the Evaluation of Student

Learning Plan approved by the Academic Senate in April 2006 as described in the PeriodicReview Report to the Middle States (June, 2010). The campus assessment of student learning

process carried out in the University of Puerto Rico, Ro Piedras Campus is faculty led and

course embedded. All undergraduate academic programs are required to assess general education

competencies, as described in the graduate baccalaureate student profile (Certification 46,

Academic Senate, 2005-2006), from the perspective of the discipline as well as the contentknowledge, skills, and dispositions that characterize the academic program.

Throughout this academic year, personnel from the Assessment of Student Learning Office

programmed a series of meetings with Assessment Coordinators and professors from different

colleges to discuss the assessment of student learning process going on in campus. The

documents to be submitted, the importance of the implementation of the transforming actionsthat resulted from last year assessment process in each academic programand the need to

assess their impact in students learning were thoroughly discussed and emphasized The demand


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The activities programmed and the meetings are evidence of the campus commitment with the

assessment of student learning process and the continued development of a culture of assessment

throughout campus. All activities described above contribute to the development of a culture of

assessment in campus.

Preliminary Assessment of Student Learning Results

As of March 31, 2011 60 out of 70 (86%) undergraduate academic programs submitted their

Assessment of Student Learning Plan for the 2010-2011 academic year. These plans indicate the

general education competencies from the perspective of the academic disciplines as well as the

content knowledge, skills, and dispositions that characterize the discipline that are going to be

assessed this year. The transforming actions that were proposed and that resulted from 2009-

2010 assessment of student learning are being implemented in the assessment plans for this year.

Samples of Assessment of Student Learning Plans are available in the blog of the OEAE

(http://oeaeuprrp.blogspot.com). The following graph (Graph 1) presents the domains being

assessed during the present academic year (2010-2011) and the number of academic programs

assessing each one of them.

UPR-RP Mission Domains to be assessed by AcademicPrograms (2010-2011)
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Also, to guarantee the continuity of the assessment process and scheduling of the assessment of

domains of the campus mission, the OEAE requested from each program a Five Year

Assessment of Student Learning Plan. Furthermore, the design of an Assessment of Student

Learning Curricular Matrix that reflects the course, courses, and activities in which the expected

mission domains are going to be assessed throughout the baccalaureate curriculum was also

requested from each academic program. These documents were thoroughly discussed with the

coordinators of the assessment process of the academic programs. As of March 31st, 2011, 29

(41%) of the academic programs submitted the Five Year Assessment of Student Learning Plan,

and 30 programs (43%) submitted the Assessment of Student Learning Curricular Matrix.

Samples of these documents are available in the OEAEs blog (http://oeaeuprrp.blogspot.com).

By the end of the academic year (June 2011) each academic program should submit an

Assessment of Student Learning Annual Report that includes the analysis of the assessment

findings and the corresponding transforming actions from this years assessment process.

Several academic programs (19) have advanced their assessment of student learning results.

These results compare favorably with last years results. For instance, when assessing research

skills using a rubric in BIOL 3101 course, findings revealed that 77.5% of the students achieved

the expected outcome in academic year 2010-2011, while only 52% achieved the expected

outcome in the 2009-2010 academic year. When assessing effective communication in BIOL

3101 course, findings revealed that 75.3% of the 2010-2011 academic year students met the
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literacy skills in the Labor Relations RELA 3085 course using a pre-test and a post-test. After

discussing the video titled Evaluating Sources of the Research Skills Series, all students met the

expected outcome in the post-test in the last two semesters. Additional domains were assessed by

the academic programs with favorable findings as identified in the partial annual reports

submitted to the OEAE. For a detailed description of the assessment results submitted to date see

Appendix 4.

A comparison of the number of academic programs that are assessing the domains selected in thelast two years can be seen in the following graph (Graph 2).

63

47

30

19

41

29

53

48

26

21

51

43

20

30

40

50

60

70

berofAca

demicPrograms

Assessment of Student Learning of Mision Domains by

Academic Year in the last two years (2009-2011)

2009-2010

2010-2011


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The percentage of academic programs that have assessed or are planning to assess at least

once in the last three years (2008-2011)a domain of the UPR-RP mission can be seen in the

following graph (Graph 3).

67 (96%)63 (90%)

36 (51%)

49 (70%)51 (73%)

47 (67%)

0

10

20

30

40

50

60

70

Effective

Communciation

Critical Thinking Research and

Creation

Social

Responsibility

Content

Knowledge, Skills

or Dispositions

Information

Literacy

NumberofAcademicPrograms

Mission Domains

Number of Academic Programs that have assessed or are

planning to assess (at least once) a domain of the UPR-

RP mission (2008-2011)


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Appendix 1Evidence of the Administration and Discussion

of the Results of the Pilot Test to AssessStudents Quantitative Reasoning Skills


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Reunin: Comit de Evaluacin de Razonamiento Lgico-MatemticoFecha: 17 de noviembre de 2010.

Hora: 10:00a.m. a 12:00p.m.

Estimados Profesores:

Comparto con ustedes los puntos ms sobresalientes de esta reunin.

Miembros de la tercera reunin para evaluar destrezas de razonamiento lgico-matemtico

Presentes: Arq. Javier Isado Prof. Julio Rodrguez Dra. Wanda Velzquez Prof. Nadia Cordero Dra. Indira Luciano Dr. Jos Rodrguez Lara

Ausentes y excusados:o Dra. Ana Helvia Quinteroo Dra. Wanda Villafae

Los miembros del comit de razonamiento lgico-matemtico se reunieron para discutir las

preguntas de la prueba piloto en cuanto a su forma y contenido. Adems, la Prof. Nadia Cordero

discuti tanto el itinerario del examen como las instrucciones del mismo con los profesores

presentes.


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Se discuti el tiempo de duracin del examen y llegaron a la conclusin de que

ste sera el equivalente a un perodo de clases regular, es decir, 1 hora y 20

minutos.

Los profesores coincidieron en que debe aparecer de manera explicita en las

instrucciones que es necesario que el estudiante realice el clculo matemtico

correspondiente para sostener su contestacin.

Se debe incluir en las instrucciones que no se permite el uso de celulares, de

calculadoras u otros instrumentos que permitan realizar clculos durante la

administracin de la prueba.

Se determin que la prueba no tendr valor, aunque quedar a discrecin delprofesor otorgar cierta cantidad de puntos como incentivo para que los

estudiantes se esfuercen al hacerla segn sus conocimientos.

La Prof. Wanda Velzquez se encargar de la revisin del tem nmero 18 y revisar las

grficas y las ecuaciones para ser consistentes a travs de la prueba.

La seleccin de la hoja de contestaciones (Scantron), qued a discrecin de la OEAE. La


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La OEAE utilizara los comentarios y sugerencias para revisar la prueba. Una vez finalice

este proceso y se incorporen las correcciones de la Prof. Wanda Velzquez se le enviara

una copia de la prueba como borrador en PDF a los integrantes del Comit.

Quedo a su disposicin para aclarar cualquier duda o pregunta,

Dana DazAyudante de investigacin

OEAEExt. [email protected]


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Oficina de Evaluacin del Aprendizaje Estudiantil

Decanato de Asuntos AcadmicosUniversidad de Puerto Rico Recinto de Ro Piedras

Reunin: Comit de Evaluacin de Razonamiento Lgico-MatemticoFecha: 16 de marzo de 2011.Hora: 10:00a.m. a 12:00p.m.

Asistencia:

Presentes: Prof. Julio Rodrguez Dra. Wanda Velzquez Prof. Nadia Cordero Dra. Indira Luciano Dr. Jos Rodrguez Lara Dra. Ana Helvia Quintero Dra. Wanda Villafae Dra. Sonia Balet Sr. William Estpar

Ausentes:o Arq. Javier Isado

La reunin comenz con la discusin de los resultados de la prueba piloto. El Prof. JulioRodrguez present los criterios para interpretar los tems de la prueba:

1 Cantidad de estudiantes que tuvo el tem correctamente


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4. La distribucin de la proporcin de estudiantes que seleccionaron alternativas

incorrectas en cada tem.

Se encontr que los tems 7, 9 y 14 tenan una correlacin punto biserial baja por lo que

ameritaron especial atencin.

Las siguientes decisiones se tomaron con respecto a estos y otros tems:

1) El tem 7 se va a dejar tal como estaba.

2) En el tem 9 se va a colocar en boldla frase en la cafetera dado a que el comit

entendi que la correlacin baja puede ser a que los estudiantes no leyeron en

detenimiento la pregunta y escogieron otra alternativa (b) como la correcta.

3) Se colocarn las alternativas del tem 14 de la forma estndar de la ecuacin (y= mx +

b) para ser consistentes y se sustituir la alternativa (e) por una ecuacin.

4) Sustituir el tem 13 por un tem de lectura de grfica engaosa. El Prof. Julio

Rodrguez ser el encargado de elaborarlo.

5) La Dra. Ana Helvia Quintero sugiri colocar un arco en cada ngulo del tem 10 para

aclarar la grfica. El comit acogi esta recomendacin y se acord eliminar el

smbolo de ngulo recto en la grfica y colocarlo como parte de la premisa, en el

ngulo recto que se presenta en la siguiente grfica6) Incluir A partir de la recta de en las premisas 16 y 17 para que los estudiantes se

fijen en la recta y eviten posibles errores de lectura


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de razonamiento lgico matemtico excepto los cursos de Pre-Clculo y Clculo. Esta decisin

se tom debido a que el comit entendi que no debe ser en la ltima semana de clase (23 al 31

de mayo) para que no interfiera con el repaso para los exmenes finales y se tenga un grado alto

de seguridad que los profesores de esos cursos habrn discutido la gran mayora (sino todos) los

temas de los cursos para ese momento.

El Comit entendi que se debe enviar un comunicado oficial del Decanato de Asuntos

Acadmicos para informarles a los directores de la administracin de esta prueba de modo que

stos puedan comentrselo a los profesores de esos cursos. Lo anterior permitir presentar los

pormenores de la prueba, la importancia de su avalo y las fechas de la administracin para

coordinar los esfuerzos a nivel de Recinto. El personal de la OEAE se encargar de la logstica

de la preparacin de los sobres con los exmenes, hojas de contestacin, la correccin y el

anlisis de los datos.

La cantidad de secciones y cursos en las cuales se llevara a cabo la administracin de la prueba

es la siguiente:

Cursos Secciones Matrcula totalMATE 3041 3 70

MATE 3042 2 38


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el Profesor Julio Rodrguez administrar la prueba en su seccin de EDFU 4016 y dos secciones

de EDFU 3017.

El comit sugiri que se debe dar un incentivo a los estudiantes para tomar la prueba. Aunque el

incentivo final est sujeto al criterio del profesor, se sugiere que sea de al menos 5 puntos. De

igual forma, se debe informar a los estudiantes sobre el contenido de la prueba, qu pretende

medir y la importancia de que estos demuestren su mejor desempeo en la misma. El comit

acord enviar los objetivos especficos de la prueba para que el profesor del curso los discuta con

los estudiantes das antes de la administracin.

El personal de la OEAE se encargar de recoger las pruebas y hojas de contestacin para poder

llevar a cabo la correccin de las mismas con el apoyo del Prof. Torregrosa de la Divisin de

Tecnologas Acadmicas y Administrativas de la UPR-RP. Se llevar a cabo un anlisis de temsglobal (todos los estudiantes que tomaron la prueba) y por secciones para que los profesores

tengan el insumo de los resultados de sus estudiantes. Se har un desglose por programa

acadmico para que forme parte de los resultados de assessment de los estudiantes de esos

programas en esta competencia.

La Dra. Sonia Balet tuvo una breve intervencin en la cual insert los procesos de avalo del

dominio de razonamiento lgico matemtico dentro de los esfuerzos a nivel del Recinto de la


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y el Director del Departamento, Dr. Pedro Juan Rodrguez Ezquerdo. La administracin de esta

prueba tambin se llevar a cabo del 16 al 20 de mayo. Esta prueba contendr el material

discutido en el curso hasta el 13 de mayo.

Se programar una reunin para finales de abril para discutir los ultimos detalles de la

administracin de la prueba.

Preparada por

William Estpar GarcaTcnico de Assessment

OEAEExt. [email protected]

[email protected]: Agenda de la reunin
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Fecha: 16 de marzo de 2011

Hora: 10:00 a.m. Discutir los resultados de la prueba piloto.

Escoger las preguntas que se van a sustituir.

Establecer un subcomit de los profesores que redactarn las preguntas sustitutas,

o Alineamiento de las nuevas preguntas a los objetivos de aprendizaje del rea de

competencia y al nivel de dificultad de la pregunta. Decidir cul ser la fecha de administracin de la prueba.

Decidir la cantidad de secciones en las cuales se administrar la prueba. (todas o una

muestra).

Decidir las instrucciones que se le darn al estudiante previo a la prueba.

Discusin sobre la deseabilidad de crear instrumentos de avalo diferentes para avaluarrazonamiento lgico matemtico en los cursos de Pre-Clculo y Clculo.

o Crear un subcomit con representantes de estos cursos con el fin de:


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Appendix 2

Draft: Quantitative Reasoning Skills Definition

and Objectives


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15 de febrero de 2011

Evaluacin del Aprendizaje Estudiantil Competencias de Razonamiento CuantitativoDecanato de Asuntos AcadmicosDocumento de Trabajo

El avalo del componente de razonamiento cuantitativo dentro de la educacin generalva dirigido a medir el aprendizaje de estudiantes que han completado este requisitosegn establecido por sus respectivos programas de estudio. Los objetivos generalesde aprendizaje de este componente se enmarcan en el punto 4 del Perfil del Egresadoaprobado en la Certificacin Nm. 46, 2005-2006 del Senado Acadmico sobre laRevisin del Bachillerato, que declara que el egresado del bachillerato del Recintohabr desarrollado la capacidad para el razonamiento lgico/matemtico y/ocuantitativo. Se entiende por razonamiento cuantitativo la habilidad para identificar,

entender, generar y evaluar argumentos lgicos e informacin cuantitativa con el fin deutilizarlos en situaciones del diario vivir y relacionadas con su campo de estudio

La revisin del bachillerato aadi tres crditos de razonamiento lgico/matemtico y/ocuantitativo como requisito medular de educacin general a tono con el perfil delegresado aprobado por el Senado Acadmico. Cada Facultad y Escuela determin elcurso y nivel requerido para sus estudiantes, stos son (lista de cursos de educacingeneral de razonamiento cuantitativo por Facultad y Escuela).

Objetivos Generales


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El avalo de las competencias de razonamiento lgico/matemtico y/o cuantitativo sellevar a cabo de forma paralela en tres instancias: Pre-Calculo (Administracin de

Empresas), Clculo I (Ciencias Naturales) y en otros cursos segn enumerados quecumplen con la definicin y objetivos generales de razonamiento lgico/matemtico (verlista de estos cursos). En cada instancia un grupo de trabajo a estos fines desarrollobjetivos de aprendizaje especficos y estrategias para avaluar estas competencias.Para todos los cursos excepto Pre-Clculo y Clculo I estos objetivos por rea decompetencia son:

Cmputos:

Entender y utilizar la aritmtica, el lgebra y la estadstica para resolver problemas que

envuelvan:

Utilizar las cuatro operaciones bsicas con nmeros enteros, decimales y

fracciones;

Resolver problemas que requieran por cientos, tasas y proporciones;

Resolver ecuaciones e inecuaciones y poder aplicarlas; Utilizar competencias cuantitativas que le permitan analizar y resolver

situaciones de su diario vivir y en sus estudios;

Utilizar principios de estadstica para describir situaciones.

Representacin

Entender e interpretar modelos matemticos representados por ecuaciones, grficas y

tablas y poder hacer inferencias de las mismas y resolver problemas que envuelvan:

Construir e interpretar grficas;


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Analizar evidencias, llegar a conclusiones, comunicar y defender

interpretaciones;

Identificar los supuestos tras un argumento que utiliza informacin cuantitativa yexplorar las implicaciones de cambios en los supuestos;

Entender la relacin entre la informacin cuantitativa y sus diferentes

representaciones;

Utilizar competencias cuantitativas para generar, interpretar y analizar un

argumento o utilizar apropiadamente simbologa lgica en razonamientos

deductivos;

Conocer y aplicar distintos modos de razonamiento lgico-matemtico.

El avalo de los objetivos especficos de aprendizaje en esta instancia se llevar acabo mediante la administracin de una prueba desarrollada para tales efectos por uncomit de docentes con tarea de ensear cursos del componente. Los tems de estaprueba fueron alineados con los objetivos de aprendizaje por cada rea decompetencia. Adems, el comit estableci el nivel de dificultad para cada uno de los

tems de la prueba. Como parte del proceso de validacin del instrumento, seadministr un piloto de la prueba y la misma se revisar de acuerdo a los resultados, ladiscusin y las decisiones con los miembros del comit. El fin es administrar la pruebaa una muestra de secciones al finalizar el segundo semestre 2010-2011 para medir elaprendizaje logrado a travs de secciones y cursos y generar una discusin a nivel delos programas y recinto sobre los resultados y las acciones dirigidas a mejorarlos omantenerlos segn sea el caso.

Los objetivos de aprendizaje especficos para Pre-Clculo son:


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de la concentracin en los que se atiende el desarrollo de objetivos de razonamientocuantitativo desde la perspectiva del programa o concentracin.

Tabla 1

ObjetivoRazonamientoCuantitativo

CIBI CIFI OTRO?

24

1 y 356


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Alineacin de los objetivos operacionales y las competencias mnimas derazonamiento lgico matemtico y anlisis cuantitativo de un egresado de

bachillerato del Recinto de Ro Piedras

Objetivo del curso Objetivos del Recinto

El estudiante manejar conocimientos y destrezasen clculo para la solucin de problemas

Utilizar las cuatro operaciones bsicas connmeros enteros, decimales y fracciones

Resolver problemas que requieran por cientos,tasas y proporciones.

Resolver ecuaciones e inecuaciones y poderaplicarlas

Representar funciones como ecuaciones ogrficamente.

Construir e interpretar grficas

El estudiante interpretar y explicar lasdefiniciones y teoremas, y los aplicar a lasolucin de problemas.

Identificar los supuestos tras un argumento queutiliza informacin cuantitativa y explorar lasimplicaciones de cambios en los supuestos

Entender la relacin entre la informacincuantitativa y sus diferentes representaciones

El estudiante identificar y aplicar las ideas delClculo en otras reas del conocimiento.

Utilizar competencias cuantitativas que lepermitan analizar y resolver situaciones de sudiario vivir y de sus estudios

Utilizar modelos matemticos para representarrelaciones entre variables

Identificar relaciones cuantitativas en diferentescontextos, interpretarlas en su contexto ycomunicar su interpretacin.

Examinar mtodos para la construccin delconocimiento en Matemticas: Identificarelementos de un teorema, usar axiomas ydefiniciones y los identificar como bloques

Utilizar competencias cuantitativas paragenerar, interpretar y analizar un argumento outilizar apropiadamente simbologa lgica enrazonamientos deductivos


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Appendix 3Circular Letter num.5 of the DAA

(2009-2010)


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Appendix 4Assessment of Student Learning Comparative

Findings (2009-2010; 2010-2011)


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32

Assessment of Student Learning Comparative Findings(2010-2011; 2009-2010)

Program 2010-2011 2009-2010

BiologyResearch and creation

A rubric was used in BIOL 3101, BIOL 3350, andBIOL 3112 to evaluate students laboratory reportswhen using the scientific method.

On the first instancein BIOL 3101the expectedoutcome was that 65% of the students would fall inthe level of good or more as defined by the rubric.

The reports of 80% of the students enrolled wereanalyzed. Findings showed the following:

20.8% of the students reached the level ofexcellent as defined by the rubric.

56.7% of the students reached the level ofgood as defined by the rubric.

19.7% of the students reached the level ofregular as defined by the rubric.

2.8% of the students reached the level of

poor as defined by the rubric.

Since 79% of the students reached the level ofgood or excellent on the rubric, the goal was met.

In the second instancein BIOL 3350 and BIOL3112the reports of 100% of the enrolled studentswere analyzed.

Research and creation

When assessing research skills in laboratory reports by using arubric in the course BIOL 3101, it was expected that 65% ofthe students assessed would meet the level of good in therubric. Thirty five percent of the students enrolled in thiscourse were assessed.

Findings revealed that students obtained the following averagescores:

17% met the level ofexcellent 34% the level ofgood 36% met the level ofregular 14% did not comply with research and creation

criteria assessed in the rubric.

Thus,the expected outcome was not met.

It is important to point out that 33% of the students enrolled inBIOL3101 course are Biology majors, 15% are from theInterdisciplinary Program from the College of NaturalSciences, 20% are Chemistry majors, 7% are EnvironmentalScience majors, 7% are from the College of Education, and therest of the students are from other majors in other departmentsof the Natural Sciences College.


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Program 2010-2011 2009-2010Findings revealed the following:




When assessing research skills in laboratory reports by using arubric for the third instance in the BIOL 3350 and BIOL 3112courses, it was expected that 55% of the students assessedwould meet met the level of excellent in the rubric. Allstudents100 percentenrolled in both courses wereassessed using two rubrics.

Findings show that in general :

44% of the students scored at level ofexcellent in therubric

54% at the level ofgood in the rubric 2% at the level ofregular in the rubric

Thus, the expected outcome was not met.

The rate of approval of the undergraduate research course(BIOL 4990) was expected to be 65% of the enrolled students.Findings showed that 88% of the students enrolled in thisundergraduate research course obtained a grade of A.Approximately 300 students enrolled on this course eachsemester. Thus, the expected outcome was met.

When assessing effective research skills using a rubric in theEcology and Genetics Laboratory and courses (BIOL 3350 and3112, third checkpoint), it was expected that 55% of thestudents would reach the level of excellent on the rubric. Onehundred percent of the students enrolled on the courses wereassessed using rubrics.


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Program 2010-2011 2009-2010

Effective communication

A rubric for evaluation laboratory reports was usedin BIOL 3101, BIOL 3350 and BIOL 3112 toexamine students writing skills in English andSpanish.

In the first instancein BIOL 3101the expectedoutcome was that 655 of the students would reachthe level of good or more on the rubric.

The reports of 80% of enrolled students wereanalyzed.

Findings were:

Ecology Lab - BIOL3112 14% of the students reached the level ofexcellent 84% of the students reached the level ofgood 2% of the students reached the level ofneeds to redo

his/her work

Genetics Lab - BIOL 3350 5% of the students reached the level ofexcellent 74% of the students reached the level ofgood

24% of the students reached the level ofregular

Thus, the expected outcome that 55% of the students reach thelevel of excellent in the rubric was not met on both courses.


When assessing effective writing skills by using a rubric in theGeneral Biology course (BIOL 3101, first checkpoint), it wasexpected that 65% of the students would reach the level ofgood on the rubric; 35% of the students enrolled on this course

were assessed.


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Program 2010-2011 2009-2010Findings revealed the following:




1.1% of the students reached the level ofpoor as defined by the rubric.

The second instancein BIOL 3350 and BIOL3112the expected outcome was met the goal since79% of the students fell between the level of goodand excellent.

On the third instancein BIOL 3350 and BIOL3112findings revealed the following:

63% of the students reached the level ofexcellent as defined by the rubric.

31% of the students reached the level ofgood as defined by the rubric.

6% of the students reached the level ofregular as defined by the rubric.

Findings were: 16% of the students reached the level ofexcellent 26% of the students reached the level ofgood 44% of the students reached the level ofregular 14% of the students reached did not complywith the criteria assessed.

Thus, the expected outcome that 65% of the students wouldreach the level of good in the rubric was not met.

When assessing effective writing skills by using a rubric in theGenetics Laboratory and Ecology course (BIOL 3350 and3112, third checkpoint), it was expected that 55% of thestudents would reach the level of excellent on the rubric. 100%of the students enrolled on the courses were assessed by usingtwo different rubrics.

Findings were: 56% of the students reached the level ofexcellent 36% of the students reached the level ofgood 8% of the students reached the level ofregular

Thus, the expected outcome that 55% of the students wouldreach the level of excellent in the rubric was meton bothoccasions.

When assessing effective writing skills by using a rubric in theEcology and Genetics Laboratory courses (BIOL 3350 and3112, third checkpoint), it was expected that 55% of the


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Program 2010-2011 2009-2010 Post- test: 62.8% of average correct answers.

According to an unpaired T-Test the differences inresults between both tests are significant.

Social responsibility

A test was administered by Dr. Snchez Zambrana ofthe General Studies Departmentfrom the Facultyof Social Sciencesin the BIOL 4350 course toexamine the students ability to apply the scientificmethod in environmental and socio-medical issues.

Findings showed that in each of the situations thatthe test presented most students demonstrated anawareness of social responsibility in their reactionand analysis of the information provided.

took place in the Genetics course (BIOL 3349) using a quasi-experimental pre and post-test design. The pre-test wasadministered on the first day of class, whereas the post-test wasadministered as a bonus part on the final course exam.

Findings revealed that students scores on average were:

Pre-test:5.31pts (std 1.49) Post-test: 6.22pts (std 2.15)

InterdisciplinaryProgram in Natural

Sciences


College Physics

Expected Outcome:(1)70% of the students would obtain 6 or morepoints in an 8 points scale rubric when assessing thisskill in the laboratory reports on both occasions.(2) 70% of the students will keep or increase theirscore in the last laboratory report.

Effective Communication

Analysis of 2008-2009 enrollment of the English and Spanishcourses showed that 19 students took the basic Spanish courses(ESPA 3003-04), 63 took the regular Spanish courses (ESPA3101-020, and 36 took the honor Spanish courses (ESPA 3111-12). Also, this year 27 students took the basic English courses(INGL 3003-04), 63 the regular English courses (INGL 3101-02), 47 the English honor courses (INGL 3103-04), 7 took the


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Program 2010-2011 2009-2010Findings:

96% of the students handed theCertificate, thus the goal was met. 74% of the students obtained thecertificate approving the test in a maximumof two attempts 13% took and approved the test in thefirst attempt 61% in the second attempts. Thusthe expected outcome was met.

CINA 4996 (Capstone 1, third instance)

Expected outcome:All students should hand the Certificate that certifiesthe module approval.

Findings: All 14 students enrolled in the course,handed the Certificate that certifies the moduleapproval.

College Physics (second Instance)A rubric was used to assess laboratory reports (directmeasure)

Expected outcome:1- 70% or more of the students will obtain 6 0r morepoints in an 8 points scale. (in both laboratoryreports)2-70% will maintain or increase the points in the lastreport.

the students would obtain 2 points in the rubric, the expectedoutcome was not met.

It is worth noting that the above percentage reflects theassessment of only one report of five sections of the Biology3101 course out of which only 12 students were from thisprogram.

When assessing research skills in the laboratory reports of theFISI 3013 course, findings revealed that :

98% of the students obtained 3 points or morein a 4 point scale in the first report assessed. 86% obtained 3 or more in a 4 point scale inthe second report assessed. 92% obtained 3 or more in a 4 point scale inthe third report assessed.

Thus, the expected outcome that 70% of thestudents would obtain a score of 3 points or more in4 point scale was met in all occasions.

When assessing research skills in the laboratory reports of theFISI 3014 course, findings showed that all students obtained ascore of100% in all three reports assessed.

Thus, the expected outcome that 70% of the students wouldobtain a score of 3 points or more in a 4 point scale was met inall occasions.


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Program 2010-2011 2009-2010Findings:FISI 3013:1-In a sample of students, when assessing theresearch skills criteria, 95.7% of the studentsobtained 6 or more points in the first laboratoryreport.2-In the second report, 100% of the studentsobtained 6 points or more.3-When assessing the third laboratory report thesample of students assessed diminished to 15students. 93.3% of the students obtained 6 or morepoints in the rubric, thus the goal was met.

3- 80% of the students maintained (13%) orincrease (67%) their score in the last report,thus the goal was met.

FISI 3014:1- In a 5 student sample, all students obtained 6 ormore points in the research skills criteria of therubric, thus the goal was met.2- 80% of the students maintained (40%) orincreased (40%) their score in the second report, thusthe expected outcome was met.

Capstone 1 (CINA4996, third instance) 3)

Expected outcome1- 70% or more of the students will obtain 72 ormore points in a 0-90 scale.2- 70 % of the students will maintain or increasetheir score in the last report.


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Program 2010-2011 2009-2010Findings:1- In the proposal drafts handed, 85.7% of thestudents obtained 72 or more points, thus the goalwas met.2- In the final proposal handed, 100% of the studentsobtained more than 72 points, thus the expectedoutcome was met.

The increase observed in the scores obtained by thestudents in the final proposal in relation to theproposal drafts is an evidence of the effectiveness ofthe teaching and mentoring process in proposalwriting, and especially in the strengthening of theirresearch skills.

Critical thinking

General Chemistry , Chem 3001 (first instance)

Expected outcome: Students should obtain 60 % ormore in the specially designed test items in partial orfinal exams questions to assess critical thinkingskills.

Findings:The average performance of the students was 58.3 %in these test items, thus the expected outcome,although close, was not met.

General Biology II, BIOL3102 (first instance)60 %

of the students

Critical thinking

Critical thinking skills of the students from theInterdisciplinary Program in Natural Sciences were assessed inlaboratory reports in five sections of the General Biologycourse (BIOL 3101). Findings revealed that 75% of thestudents would obtain a score of 2 points or more in a three-point scale in the rubric used. Since the expected outcomewas that 70% or more students would obtain two points in

the rubric, the expected outcome was met.

In a higher cognitive level problem in the final exam of theCINA 3005 of the Environmental Sciences course, 13 out of 32students (40%) answered correctly. Since the expectedoutcome was that 70% or more of the students wouldanswer the question correctly, the expected outcome wasnot met.


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Program 2010-2011 2009-2010Expected outcome: 60 % of the students shouldanswer correctly 2 or 3 test items.

Findings:63.3% of the students answered a minimum of twotest items correctly, thus the goal was met.

College Physics (second instance)

Expected outcome:1-70 % of the students will obtain 6 points or morein a 1-8 scale rubric in the laboratory reports.2- 70% of the students will maintain or increase theirpoints in the last report.

Findings:FISI 3013:1- In a sample of 23 students,91.3 % of the studentsobtained 6 or more points in the first report whenassessing this criteriaIn the second report, 56.5 % of the students obtained6 or more points, thus the goal was not met.For the assessment of critical thinking skills in thethird report, the sample was reduced to 15 students.

100% of the students obtained 6 or more points inthe rubric used. Thus the goal was met in the firstand third instances.2- 93% of the students maintained or increased theirgrades in the last report, thus the goal was met.Nevertheless, when assessing this domain, 53% ofthe students maintained their grades through thelaboratory reports, and only 40% increased their

In a four-point rubric used to assess critical thinking skills in alaboratory report of the FISI 3013 course, findings were:

First report 100% of the students obtained a score of 3points or more in the rubric.

Second report 90% of the students obtained a score of 3points or more in the rubric.

Third report 81% of the students obtained a score of 3points or more in the rubric.

Since the expected outcome was that 70% or more of thestudents would obtain a score of 3 points or more in therubric, the expected outcome was met on the three reportsassessed.

In a four-point rubric used to assess critical thinking skills in alaboratory report of the FISI 3014 course, findings revealedthat 100% of the students obtained a score of 3 points or morein the three reports assessed. Thus, the expected outcome that70% students would obtain 3 points or more in the rubric wasmet on the three reports assessed.


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Program 2010-2011 2009-2010grade. That was not the case when the other domainswere assessed. (Research skills. andcommunication).FISI 3014:1- When assessing critical thinking skills, 100% ofthe students obtained 6 or more points in the rubricused to assess critical thinking skills in bothlaboratory reports, thus the goal was met.2- 100% of the students maintained their grades, thusthe goal was met.

Capstone 1 (CINA4996, third instance)

Expected outcome:

1- 70% or more of the students will obtain 30 pointsin a 0-40 scale.2- 70% will maintain or increase their pointsobtained in the last report.

Findings:1- In the proposal draft, 64.3% of the studentsobtained 30 points or more, thus the goal was notmet.2-In the final proposal handed 100% of the students

obtained 30 points or more, thus this goal was met.The increase observed in the scores obtained by thestudents in the final proposal in relation to theproposal drafts is evidence of the effectiveness of theteaching and mentoring process in proposal writing,and especially, in strengthening their critical thinkingskills.


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Program 2010-2011 2009-2010Information literacy

Capstone 1 (CINA4996, third instance3)

Direct measure; A rubric was used to grade thesecompetencies.Expected outcome:70% or more of the students would obtain 15 ormore points in a scale of 0-20.Findings:In both the proposal drafts and in the final version,100% of the students obtained 20 or more points inthe rubric used, thus the goal was met.


Capstone Course1 (CINA4996, third instance)

Assessment instrument used; case studies for socialresponsibility assessment.Expected outcome: 70% of the students would obtain3 (75 %) or more points in a 4 point scale in therubric used to assess the test.Findings:70% of the students would obtain 3 or

more points, thus the goal was met when the test wasassessed as a whole.

Nevertheless, the test assessed 4 social responsibilitysituations: national heritage, environmentalawareness, violence toward women, and academichonesty. When assessing by situations, the resultswere:

Information literacy

When assessing information literacy competencies in GeneralBiology (BIOL 3101) laboratory reports using a rubric,findings revealed that 63% of the students assessed obtainedtwo or more points in a three-point scale. Thus, the expectedoutcome that 70% of the students would obtain 2 points ormore in the rubric was not met.


Students from the CINA 3005 course participated in theanalysis of case studies prepared by the Social SciencesDepartment of the College of General Studies. Findingsrevealed that 75% of the students obtained a score of 3 or morepoints in a 4 point scale in the rubric used. Since the goal wasthat at least 70% or more of students obtained 70% or more onthe rubric, the expected outcome was met.


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Program 2010-2011 2009-2010Environmental awareness: 58.2 % obtained theexpected outcomeNational heritage: 90.5 % obtained the expectedoutcomeViolence toward women: 74.5 % obtained theexpected outcomeAcademic honesty: Only 54.75 % of the studentsobtained the expected outcome.

GeographyResearch creation

In October 2010, 10 students bachelor studentsfrom the Geography academic program presentedtheir research findings in a Poster Session at theGenre, Ethnic and Space Fifth Conferenceheld at the University of Binghamton, New York.One of the posters presented received honorarymention. Due to the success of the students fromthe Ro Piedras campus, steps are being taken tocelebrate this activity next year (2012) Race, EthnicGroup and Space Conference in San Juan, PuertoRico. The posters were also presented during theGeography Week to the students and facultymembers of the Social Sciences College and to allmembers of the Ro Piedras campus academic

community, during November 2011.

Ten students from the Geography Department willpresent their research projects in a poster session atthe American Geographers Association to be held inApril in Seattle, Washington.During this academic year, (2010-2011), six studentsare participating in geo-internships. Two of them at


When assessing Research and Creation skills using a 4 pointrubric in the Geography Research Methods (GEOG 4550)course it was expected that 70% of the students would reachthe level of excellent or good on the rubric.Findings revealed that students scores on average were:

Research question 3.6pts (90%)

Information assessment 3.5pts (87.5%)

Analysis 3.1pts (77.5%)

Synthesis 3.2pts (80%)

Product process 3pts (75%)

Grammar and Spelling3.1pts (77.5%)

Bibliographical references 2.9pts (72.5%)

Written Report 62.5% of student obtained 70% ormore.


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Program 2010-2011 2009-2010the US Geological Survey, one at the NationalWeather Service, one at the PR Conservation Trust,one at the Puerto Rico Department of NaturalResources, and another one at CSA. All of thempresented their corresponding research findings.

Oral presentation

Confidence 3.77pts (94.25%)

Adequate use of Spanish 3.28pts (82%)

Clarity, coherence and organization 3.31pts(82.75%)

Since the expected outcome was that students on averagewould achieve a level of competency of 70% (2.8pts in therubric) the expected outcome was met in each courseassessed regarding this domain.

Sixteen students presented their research projects in theAmerican Geographer Association Convention held inWashington D.C., April, 2010. Also, in October 2010 sevenstudents will present their research projects in the Fifth Race,Ethnic Group and Space Conference to be held in Binghamton,NY.

Five students participated in internships this semester: four inConservation Trust and one with the US Geological Survey.

All of them presented their corresponding research findings.

Six students qualified for participation in the next academicyear internships:

Two in the US Geological Survey One in the Conservation Trust One in the National Weather Service One in the DRNA


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Program 2010-2011 2009-2010


Social Responsibility was assessed throughvoluntary participation in community work.During September, October and November 2010,students from the Human Geography coursedirected by Dr. Carlos Guilbe and the Association ofGeography Studentsparticipated in coffeecollection activities in the town of Adjuntas.Students from the University of Puerto Rico HighSchool were integrated in these activities.

In November 30, 2010 eight students from theDepartment of Geography participated as volunteersin the "More children at the Forest" activity from theEnvironmental Center of the Santa Ana Community,in San Juan, P.R.

During the Geography Week the Association ofGeography Students, planned and offeredexplanatory journeys to the East Corridor Zone topeople who had expressed interest in exploring and

visiting this zone

During January 2011, Dr. Carlos Guilbe, whoteaches a course in Urban Geography, offered a"University Without Walls" activity to his students atthe urban train platform. Also, for the benefit ofanyone interested in the topic discussed that day.

One in the CSA


Social Responsibility was assessed through voluntaryparticipation in community work. Fifteen students participatedin the administration of a flood prevention survey in variouscommunities such as: Reparto Metropolitano, UniversityGardens, Puerto Nuevo, San Jos, and Barrio Obrero. Findingswere presented to the Federal Emergency Management Agency(FEMA) and the board of directors of the Planning Committeeof Puerto Rico. Four students from the Worcester PolytechnicInstitute (WPI) collaborated in this activity as part of theirinternship, under the supervision of Dr. Angel David Cruz.


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Program 2010-2011 2009-2010improvement when compared to the assessment ofthese skills during the past two semesters. Contentknowledge results appear to be about the same asprevious years.

Critical thinking skills: Students obtained 3.55 points(88.75 %) between excellent and good in a 4 pointsscale rubric

Content: Students obtained 2.80 points (70 %)between good and satisfactory in a 4 points scalerubric

When compared to last year results, Critical thinking

results are much better this year. The assessmentresults of content knowledge are below the expectedoutcome.

Handing the rubric to be used to assess these skillstogether with the course syllabus the first day ofclass, and previous to the learning activity to beassessed, could be responsible for the resultsobtained. (Increase the number and type of writtenassignments that students need to submit for this

course.)

The poor outcome in the content assessment resultscould be due to difficulties encountered by studentswhen trying to acquire course textbooks on time.

In an exam administered during Jan-May 2009-2010 semesterthat included essay type questions to assess critical thinkingskills, students obtained 3.61 points (90%) in a 4 points scalerubric. The expected outcome was that students obtained 70%

or more in the rubric, thus the goal was met.Content: In the same exam questions, content was assessed andthe students obtained 3.0 (75%.) points in a 4 points scalerubric. Thus, the goal was met.

Handing the rubric that will be used to assess these skills alongwith the course syllabus the first day of class, and previous tothe learning activity to be assessed, could be responsible for theresults obtained.(Increase the number and type of writtenassignments that students need to submit for this course.)

The expected outcome will be raised to 75% for next year(2010-2011) assessment of this competency instead of thecurrent 70% expected outcome.

PhysicsResearch and creation

Regarding research skills, during the past two years ,

Research and creationThe Physics department assessed research skills using a rubricin laboratory reports in the FISI 3173, FISI 4076 courses. The


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Program 2010-2011 2009-201080% of our graduates continued graduate studies.Seven students are having research experienceswhile working with the professors in their researchprojects or enrolled in undergraduate research

courses. The Physics Department will continue tooffer undergraduate research opportunities andsummer institutes in order to motivate undergraduatestudents to pursue graduate studies.

Social Responsibility

Case studies designed by Dr. Carlos Guilbe in whichethical situations are presented to the students wereused to assess social responsibility.

Findings revealed: Case Study I EnvironmentalAwareness - 3 students obtained 3 or more inthe test.-22.2% Case Study II (national Heritage )-81.5% Case Study III Genre Violence- 63% Case Study IV Academic Honesty-33.3%.

The expected outcome was that 70 % or more of thestudents would obtain 3 points in each one of thefour case studies. The students met the expectedoutcome only in Case Study II.

Content Knowledge

So far, this program only has the grades obtained by

expected outcome was a score of 3.2 points or more in a fourpoint scale.

In FISI 3173 course, the students obtained an average score of

3.1 points. Thus, the obtained outcome is slightly below thescore of the 3.2 points expected outcome.

In FISI 4076, an advanced laboratory course, the studentsobtained an average of 3.2 point out of total of 4. Thus, theexpected outcome to obtained 3.2 points was met.

Fourteen of 134 students in the Physics program carried outresearch project under faculty member guidance or enrolled onresearch courses.


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Program 2010-2011 2009-2010the students in the Physics courses taken by bachelordegree candidates in this program.

FISI 3171: Of the 7 students enrolled in this course,

two had a grade of A and 5 a grade of B. Theexpected outcome was to obtain a grade of B, thusgoal was met.

FISI 3173: Of the 7 students enrolled in this coursetwo obtained A and 5 obtained B. The expectedoutcome was to obtain a grade of B, thus goal wasmet.

FISI 4051: All nine students enrolled in this course

obtained a grade of B. The expected outcome was toobtain a grade of B, thus goal was met.

FISI 4076: Two students enrolled in this courseobtained a grade of A. The expected outcome was toobtain a grade of B, thus the goal was met.

Skills, handling, and techniques of laboratoryequipment

These competencies are assessed in the FISI 3173and FISI 4076 courses. Grades obtained by thestudents are indicated in the above section. Thus, thegoal was met.

Findings and possible transforming actions were


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Program 2010-2011 2009-2010discussed with the Department Chairperson and withthe Assessment Coordinator of the College ofNatural Sciences. No department meeting had beenschedule so far, thus findings had not been discussed

with faculty members of the Physics Department.They will be discussed during the next semestersdepartment meeting.

Political ScienceCritical thinking

Answers to a question to assess critical thinkingskills in an assigned written work in the CIPO 3035course were assessed using a 5 points scale rubric.Forty nine students participated in this assessmentactivity.

Results:Excellent (5 points)- 46.9 %Very Good (4 points) - 34.7%Regular - (3 points) - 18.4 %

There were no 2 or 1 point scores.

The expected outcome was that 80 % of the studentsobtained 4 and 5 points (excellent and very good

categories) in the rubric used. Results revealed an81.6 % outcome in these two categories, thus thegoal was met.

Critical thinking

When assessing critical thinking skills on a midterm paper inthe CIPO 3035 course, by using a rubric to assess the answersgiven by students on two questions related to a previousreading of two chapters in the textbook, students (n=52)obtained a performance level of 67.3%, between the excellent

or good categories. Thus, the expected outcome of 70% ormore was not met.

Office SystemManagement


A rubric was used in ADSO 4150a professional


A diagnostic test was given to the incoming class to assess


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Program 2010-2011 2009-2010internshipto measure Effective Communicationby the course professor and by the internshipsupervisor.

It was expected that 70% of the students woulddemonstrate an adequate level of mastery in effectedcommunication skills as defined in the rubric.

Findings showed that all the students100percenthad adequate mastery of effectivecommunication skills, written and oral. Thus, thegoal was met.

Content Knowledge, Skills or Dispositions:Competencies in the Academic Programs

A comprehensive examination was given in ADSO4105program integrationto evaluate studentsability to apply technological skills andcompetencies in the research, communication, andproduction of business documents.

effective communication skills in Spanish in the ADSO 3055course (October, 2009).

Findings were: Two students of a total of 14 (14%) obtained scores

between 60%-64% on the test. Five students of a total of 14 (36%) obtained scores

between 50%-59% on the test. Seven students of 14 (50%) obtained scores lower

than 49% on the test.

A diagnostic test was given to the incoming class to assesseffective communication skills in English in the ADSO 3055course (October, 2009).

Findings were: Two students of a total of 14 (14%) obtained scores

between 80%-84% on the test. Three students of a total of 14 (21%) obtained scores

between 64%-68% on the test. Four students of 14 (29%) obtained scores between

50%-59% on the test. Five students of 14 (36%) obtained scores lower

than 49% on the test.

Content Knowledge, Skills or Dispositions: Competenciesin the Academic Programs

A diagnostic test was given to the incoming class to assessadministration concepts in the ADSO 3055 course (October,2009).

Findings were:


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Program 2010-2011 2009-2010

The expected outcome was that 70% of the studentswould demonstrate mastery of the skills evaluated.

Findings showed the following:

68% of the students demonstrated mastery ofthe skills evaluated.

24% of the students demonstrated anadequate level of command of the evaluatedskills.

8% of the students did not meet an adequatelevel of command of the skills evaluated.

Since only 68% of the students demonstratedmastery of the skills evaluated, the goal was not met.

Three students of a total of 14 (21%) obtained scoresbetween 70%-55% on the test.

One student of a total of 14 (7%) obtained a score of63% on the test.

Three students of 14 (21%) obtained scores between50%-57% on the test.

Seven students of 14 (50%) obtained scores lowerthat 49%.

Regarding administration of office system concepts, a studycase was used to assess students decision making skills in theADSO 4115 course using a rubric (December 2009).

Findings were:

17 out of total of 18 students (94%) performed as verygood and good on the rubric

13 students (76%) performed at a level of verygood on the rubric.

4 students (24%) performed at a level ofgoodon the rubric.

One student (6%) performed at a level of satisfactoryon the rubric.

Also, in the same course, students applications of knowledge

and supervision skills were assessed in a case study using arubric (December 2009).

Findings were: 17 out of total of 18 students (94%) performed as very

good and good on the rubric. 10 students (59%) performed at a level of very

good on the rubric.


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Program 2010-2011 2009-2010 7 students (41%) performed at a level of good

on the rubric. One student (6%) performed at a level of satisfactory

on the rubric.

Thus, the expected outcome that 70% or more of the studentswould perform at a level of very good or good on the rubricwas met in both occasions.

These criteria were assessed again in July 2010. Findings were:Students decision making skills:

13 out of total of 13 students (100%) performed asvery good and good on the rubric.

6 students (46%) performed at a level ofvery

good on the rubric. 7 students (54%) performed at a level ofgood

on the rubric.Students applications of knowledge and supervision skills:

13 out of total of 13 students (100%) performed asvery good and good on the rubric.

7 students (54%) performed at a level ofverygood on the rubric.

6 students (46%) performed at a level of goodon the rubric.

Thus, the expected outcome that 70% or more of the studentswould perform at a level of very good or good on the rubricwas met in both occasions.

ChemistryCritical thinking

A test was given in Q 3001 section 2, Q3255, Q3541and Q4043 section 3 to measure students average

results on high cognitive level questions that

Critical thinking

In the General Chemistry course, 71.4% of the students (n=50)obtained 4 points or higher in a 6 point question on the partial andfinal exams. Thus, the expected outcome that 60% of the students


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Program 2010-2011 2009-2010involved the analysis of a situation, a data table, or agraph. Results were gathered in three instances.

In the first instanceQ 3001the expected

outcome was that the students would obtainan average of 60% in test questions of highcognitive level.

Findings showed the average outcome was 60.3% forthe five questions measured by the testPEx partialtest II. Thus, the outcome was met.

In the second instance the expected outcomewas that the average grade of four exams3

partials and a final in Q 3451would be of60% or more in high cognitive levelquestions.

For the first examPEx Partial I Q3451findings showed that the average score was71.4% for the seven questions examined.

For the second examPEx Partial IIQ3451findings showed the average score

was 58.3% for four questions examined.

For the third examPEx Partial III Q3451findings showed that the average score was61.9% for the three questions examined.

For the final examPEx Final Q3451findings showed the average score was

would answer this type of question correctly was met.

In a question about balancing chemical relations and identifying thelimiting reactant, 74.3% of the students obtained a score of 4 points

or higher on a 5 point scale in a molecular type question. Thus, theexpected outcome that 60% of the students would answer this type ofquestion correctly was met.

In another question about balancing chemical reactions andidentifying the limiting reactant, 40.7% of the students obtained ascore of 4 points or higher on a 5 point scale in a molecular typequestion. Thus, the expected outcome that 60% or more of thestudents would answer this type of question correctly was not met.

In a question used to measure knowledge about Lewiss structures,

molecular and orbital geometry, bond angles and molecular polarity,students obtained 9 points (75%) or more (n=63) in a 12 point scale.Thus, the expected outcome that 60% or more of the students wouldanswer this type of question correctly was met.

When assessing the design of a logic synthetic route for an organiccompound in the QUIM 3451 course, 33% of students obtained 11points or more on a series of three questions that had a total value of18 points. Since the expected outcome was that at least 50% of thestudents would obtain 11 points on these questions, the expectedoutcome was not met.


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Program 2010-2011 2009-201059.5% for the four questions examined.

Since a substantial amount of assessment data wasgathered for the course Q3451, the Department of

Chemistry measured the average of the average totalscore found in questions from three partial examsand the final exam.

Findings showed the average was 62.8%--based on21%, 11.1%, 7.5% and 6.9%. Since the goal was thatthe average score would be 60% or more inquestions of high cognitive level, the goal was met inQ3451.

A testPEx Partial IIwas given in Q3255 toevaluate critical thinking skills in twelve questions ofthe exam. The expected outcome was that studentswould reach an average of 60% or more in questionsof high cognitive level.

Findings showed that the average outcome was55.9% for the twelve questions examined in the test.Thus, the goal was not met.

In the third instance, a testPEx Q4043was given in four sections of this course toevaluate critical thinking skills in...

Data is in the process of being analyzed


A rubric was used for the assessment of writing


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Program 2010-2011 2009-2010skills in a laboratory reportILabin a researchproposalPropand in a research projectProjin the following courses: Q3002L, Q3255L,Q4015L, and Q4044.

In the first instance and second instanceQ3002L and Q3255L, respectivelytheexpected outcome was that 70% or more ofthe students would comply with 85% of theestablished criteria.

Data is in the process of being analyzed

In the third instance, a rubric was used for the

assessment of an oral presentationPrO inQ4015L and Q4044.

The expected outcome was that the students wouldcomply with 85% or more of the criteria establishedin the rubric for assessing oral presentations.

Findings showed that the average outcome was71.9% in a rubric that evaluated eight criteria in oralpresentations. Thus, the goal was met.


A rubric was used to evaluate a research proposalPropand a research projectProjin Q3002L,Q3255L, Q3452L, and Q4015L.

In the first instanceQ3002Lthe expected


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Program 2010-2011 2009-2010outcome was that 70% or more of thestudents would comply with 75% or more ofthe established criteria in the rubric forproposals or research projects.

Findings are still in the process of being analyzed.

In the second instanceQ3452Ltheexpected outcome was that 70% or more ofthe students would comply with 75% or moreof the established criteria in the rubric forproposals or research projects.

Findings are still in the process of being analyzed.

In the course Q3255L,the expected outcome wasthat 70% or more of the students would comply with75% or more of the established criteria in the rubricfor proposals or research projects.

Findings showed that 84% of the students compliedwith 75% or more of the criteria established. Thus,the goal was met.

In the third instanceQ4015Lthe expectedoutcome was that70% or more of thestudents would comply with 75% or more ofthe established criteria in the rubric forproposals or research projects.

Data is still in the process of being analyzedLabor Relations Social responsibility Social responsibility


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Program 2010-2011 2009-2010A video called Avoiding Plagiarims of the ResearchSkills series was shown in RELA 3085 course toassess students' abilities in identifying plagiarismsituations before and after watching the video. A true

or false test was given to students before and afterwatching the video. It was expected that studentsobtained 80% or more in the second test.

Results from the first test:

3 students obtained 3 correct answers out of atotal of 9 (33.33%)

2 students obtained 5 correct answers out of atotal of 9 (55.55%).


2 students obtained 8 correct answers out ofa total of 9 (88.88%).

2 students obtained 9 correct answers out ofa total of 9 (100.00%).

Only 4 students (36.36%) out of 11 (100%) wereable to identify plagiarism situations in the test.

Results from the second test:


8 students obtained 9 correct answers out of atotal of 9 (100%).

13 students (100%) out of a total of 13(100%) could identify situations in the test in

During the second semester a test was developed andadministered twice (pre-post) in the RELA 3085 and RELA3155 courses in order to measure knowledge about ofplagiarism and academic integrity in relation to social

responsibility skills. A 17 minute video developed by JoyceKasman titled Avoiding Plagiarism ofthe Research SkillsSeries was presented to the students. A written report of thevideo was given to the students. Findings revealed that studentsimproved their performance on the second test.


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Program 2010-2011 2009-2010which plagiarism occurred. From theseresults we can infer that students' exposure tothe video contributed to the development ofstudents' abilities in identifying plagiarism

situations in the RELA 3085 course. Thusthe expected outcome was met.

Therefore, the transforming action proposed is tocontinue offering this activity to other students inorder to develop their ability to identify situations inwhich plagiarism occurred.

Social responsibility and Information literacy

Online Module of the National Institute of HealthIt was required from all students of the RELA 3085(n=13) and RELA 3155 ((n=13) courses to work theonline National Institute of Health module. Thismodule consists of a series of tests based onsituations geared to measuring student'sunderstanding of the ethical principles related toresearch involving human subjects.

It was expected that 100% of the students would

submit the Participation Certificate issued by theNational Institute of Health, once all tests wereapproved. All students from both courses submittedtheir Certificate, evidence that they approved thesetests. From these results we can infer that 100% ofthe students from both courses (RELA 3085 andRELA 3155) comprehend the ethics principlesinvolve in research with human subjects.

Information literacy

Students enrolled in the RELA 3155 course were assigned aresearch topic in which they have to search for relevantinformation in order to write a report and participate in a classdebate. Findings revealed that students did not quote referencesproperly and as frequently as expected using the APA stylemanual. Also, it was observed that one of the groups neitherused academic sources, nor had the appropriate informationliteracy skills or general knowledge of basic computerprograms. Only one of the five groups selected the appropriateinformation for the development of a research proposal. The

other four groups selected information that was too general orthat related tangentially with their research topic. It should bepointed out that the rubric used to assess these projects wasgiven and discussed with the students before the projects wereassigned.

A pre and post-test was given in the RELA 3155 and RELA3085 courses to measure students knowledge and their ability


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Program 2010-2011 2009-2010

In relation to information technology, results fromthe previous experience, reflect that 100% of thestudents from these courses developed competencies

in the use of technological systems to be able to takethis module.

III.The video titled Evaluating Sources of the ResearchSkills series was presented in the RELA 3085 coursein order to measure the students' ability to evaluatebibliographical sources before and after the videopresentation. A true or false test was used asassessment instrument. The expected outcome was

that students would obtain 80% on the test.

Findings from the first test were: 2 students obtained 8 correct answers out of

a total of 8 (100%). 4 students obtained 7 correct answers out of a

total of 8 (87.50%). 7 students obtained 6 correct answers out of a

total of 8 (75.00%).

Only 6 =(46.15%) out of 13 students (100%) wereable to identify plagiarism situations in the first test.

Findings from the second test: 2 students obtained 8 correct answers out of a

total of 8 (100%) 7 students obtained 7 correct answers out of a

total of 8 (87.50%).

to identify and use reliable information sources. A video calledEvaluating Sources of the Research Skills series was presentedto the students between the pre and post- tests. A summaryreport of the video was given to students enrolled in these

courses.

Findings from the pre-test were: Two of a total of 17 students (12%) failed two items. Five of a total of 17 students (29%) failed three items. Six of a total of 17 students (35%) failed four items. Two of a total of 17 students (12%) failed five items. Two of a total of 17 students (12%) failed six items.Findings from the post-test were: Seven of a total of 17 students (41%) obtained a perfect

score. Five of a total of 17 students (29%) failed one items. Five of a total of 17 students (29%) failed two items.

An improvement can be observed in the scores obtained by thestudents after the video was presented.


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Program 2010-2011 2009-2010 2 students obtained 6 correct answers out of a

total of 8 (75.00%). 9 students (81.81%) out of a total of 11

(100%) developed the ability to evaluate

bibliographical sources and to obtain the bestinformation. From these results we can inferthat exposing students to the videocontributed to the development of the abilityto evaluate bibliographical sources and toobtain the best information. The assessmentresults obtained exceeded the expectedoutcome. Thus, the goal was met.

The transforming action proposed is to continue

offering this activity to other students for them todevelop the ability to evaluate bibliographicalsources and to obtain the best information.

Group WorkStudents from the RELA 3035 and 3155 courses

evaluate the work of their peers in the groupand auto-evaluate themselves using a rubricprovided by their professors. The expected

outcome was that students would obtain an

average of 80% in all rubric criteria.

One measure could be made, therefore, change ingroup behavior could not be assessed.

In the RELA 3085 course each group had to write aresearch proposal.

Findings revealed that:


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Program 2010-2011 2009-2010

Three groups obtained perfect scores (4points ). (100.00

Only one group auto-evaluate its work and

that of its peers with an average score of 3points. (75.00%).

In the RELA 3155 course, the groups arrangedwere required to interview women that weregoing through a domestic violence experience(which also requires research work). Findingsrevealed that using a 4 points scale rubric toassess group work:

None of the groups had perfect scores. One of the groups obtained an average score

of 3.93 points (98.25%). A second group obtained an average score of

3.66 points (91.50%). A third group obtained an average score of

2.91 points (72.75%).

The scores obtained did not meet the expectedoutcome. Thus, the transforming action proposed

is to continue doing this activity with otherstudents in order to develop in them, the abilityto work in groups.

Computer Science Research and creation

An oral presentation was assigned in the ComputerSciences course CCOM 3982 in order to measurestudents understanding and level of interest in the


When assessing research skills in the second semester in theCCOM 3982 course, 83% of the students (10/12) were foundcompetent in this domain according to the rubric used. Since


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Program 2010-2011 2009-2010area of Computer Sciences. The rubric Invest3982was used to grade the oral presentation.

The expected outcome was that at least 70% of the

students would be found competent as defined by therubric.

In Spring 2010, when the rubrics data wascollected, findings showed that 83% of thestudents10 out of 12were found competent asdefined by the rubric. Thus, the outcome was met.

A questionnaireYearly Quest2010bwas used inorder to measure students understanding and interest

in Computer Sciences.

It was expected that 70% of them would answer thatthey had participated or were interested inparticipating in a research project.

In Fall 2010, when the answers were reviewed,findings showed that 85% of the students thatanswered the questionnaire said that they hadparticipated or were interested in participating in

a research project. Thus, the outcome was met.

A questionnaire for researchers was used in order tomeasure the percentage of students that had researchexperience.The expected outcome was that at least 30% of thethird and fourth year students answered that they hadprevious research experience.

the expected outcome was that 70% or more students would beassessed as competent in this domain, the goal was met.


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Program 2010-2011 2009-2010

In Fall 2010 when the answers were reviewed,findings showed that 53% of the third and fourthyear students that answered the questionnaires

had previous research experience. Thus, theoutcome was met.

This same questionnaire for research was used tofind out the percentage of students that, after havingprevious research experience, had given a researchpresentation.

It was expected for the students who had previousresearch experience to have given a research

presentation.

Findings for this question are still in process.


A questionnaireYearly Quest2010bwas used tomeasure students ethical conduct during the courseof their studies , as well as the ethical attitudes andhonor that would enhance their professions.

When answering a questionnaire that would measuretheir ethical attitude, the expected outcome was thatat least 70% of the students would show a positiveattitude towards ethics.

In Fall 2010, after reviewing

Documents

Assessment of Student Learning Progress Report (2010-2011)