2012-2013 First Semester Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs

UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS OFFICE OF THE DEAN OF ACADEMIC AFFAIRS OFFICE OF EVALUATION OF STUDENT LEARNING
Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs in the Academic Year 2011-2012 I. Effective Communication
a. College of Business Administration i. Business Administration ii. Office System Management b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Art History ii. Comparative Literature iii. English iv. Fine Arts v. Hispanic Studies vi. History vii. Modern Languages viii. Performing Arts d. College of Natural Sciences i. Biology ii. Chemistry iii. Computer Science iv. Environmental Science v. Interdisciplinary Program in Natural Science vi. Mathematics vii. Nutrition and Dietetics
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e. College of Social Sciences i. Anthropology ii. Geography iii. Political Science iv. Sociology f. School of Communication i. Audiovisual Communication ii. Information and Journalism iii. Public Relations and Advertisement
II. Critical Thinking

a. College of Business Administration i. Business Administration ii. Office System Management b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Art History ii. Comparative Literature iii. English Linguistics and Communication iv. English Literature v. Fine Arts vi. Modern Languages vii. Hispanic Studies viii. History ix. Performing Arts x. Philosophy
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d. College of Natural Sciences i. Biology ii. Chemistry iii. Computer Science iv. Interdisciplinary Program in Natural Sciences v. Mathematics vi. Nutrition and Dietetics e. College of Social Sciences i. Anthropology ii. Geography iii. Labor Relations iv. Political Science v. Social Work vi. Sociology f. School of Communication i. Information and Journalism ii. Public Relations and Advertisement
III. Research and Creation

a. College of Business Administration i. Business Administration b. College of Education ii. Teacher Preparation Programs c. College of Humanities i. Art History ii. Comparative Literature iii. Hispanic Studies iv. Performing Arts
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d. College of Natural Sciences i. Biology ii. Chemistry iii. Computer Science iv. Environmental Science v. Interdisciplinary Program in Natural Sciences vi. Mathematics vii. Nutrition and Dietetics e. College of Social Sciences i. Anthropology ii. Economics iii. Geography iv. Labor Relations v. Sociology f. School of Communication i. Audiovisual Communication ii. Information and Journalism iii. Public Relations and Advertisement
IV. Social Responsibility

a. College of Business Administration i. Business Administration ii. Office System Management b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Performing Arts
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d. College of Natural Sciences i. Biology ii. Computer Science iii. Interdisciplinary Program in Natural Sciences e. College of Social Sciences i. Anthropology ii. Geography iii. Labor Relations iv. Political Science v. Social Work vi. Sociology f. School of Communication i. Audiovisual Communication ii. Information and Journalism
V. Information Literacy
a. College of Business Administration i. Business Administration b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Art History ii. Comparative Literature iii. Hispanic Studies iv. History v. Modern Languages
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d. College of Natural Sciences i. Biology ii. Chemistry iii. Interdisciplinary Program in Natural Sciences iv. Mathematics v. Nutrition and Dietetics vi. Physics e. College of Social Sciences i. Anthropology ii. Economics iii. Geography iv. Labor Relations v. Sociology f. School of Architecture i. Environmental Design g. School of Communication i. Information and Journalism ii. Public Relations and Advertisement
VI. Logical-mathematical reasoning

a. College of Business Administration i. Business Administration b. College of Humanities i. Philosophy
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c. College of Natural Sciences i. Biology ii. Interdisciplinary Program in Natural Sciences iii. Mathematics iv. Physics d. College of Social Sciences i. Labor Relations e. School of Communication i. Public Relations and Advertisement
VII. Content Knowledge, Skills or Dispositions Competencies in the Academic Programs

a. College of Business Administration i. Business Administration ii. Office System Management b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Art History ii. Comparative Literature iii. Fine Arts iv. Hispanic Studies v. Music vi. Performing Arts vii. Philosophy
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d. College of Natural Sciences i. Biology ii. Chemistry iii. Computer Science iv. Interdisciplinary Program in Natural Science v. Mathematics vi. Nutrition and Dietetics vii. Physics e. College of Social Sciences i. Anthropology ii. Economics iii. Geography iv. Labor Relations v. Political Science vi. Sociology f. School of Architecture i. Environmental Design g. School of Communication i. Information and Journalism
VIII. Capacity for Independent Studies

a. College of Natural Sciences i. Computer Science ii. Chemistry iii. Interdisciplinary Program in Natural Sciences iv. Physics b. College of Social Sciences i. Anthropology ii. Sociology
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IX. Intellectual curiosity

a. College of Natural Sciences i. Computer Science ii. Chemistry iii. Physics b. College of Social Sciences i. Anthropology ii. Economics iii. Political Science iv. Sociology
X. Ongoing Learning
XI. Knowledge Integration

a. College of Business Administration i. Business Administration b. College of Education i. Teacher Preparation Programs c. College of Humanities i. Hispanic Studies d. College of Natural Sciences i. Biology ii. Chemistry iii. Physics
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e. College of Social Sciences i. Anthropology ii. Sociology
XII. Ethical and Aesthetical Sensibility

a. College of Business Administration i. Business Administration ii. Office System Management b. College of Humanities i. Performing Arts c. College of Natural Sciences i. Biology ii. Computer Science d. College of Social Sciences i. Geography ii. Social Work e. School of Communication i. Information and Journalism
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
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List of Learning Outcomes Definitions 1. Effective Communication Skills - Ability to express oneself effectively in oral and written language that demonstrates a clear, coherent and accurate communication. 2. 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. 3. 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. 4. Social responsibility - The ability 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. 5. Logical-mathematical reasoning The ability to identify, understand, generate, and evaluate logical arguments and quantitative information in order to use them in everyday situations and related to their field of study. 6. Ethical and Aesthetical Sensibility Being aware of ones own values when immerse in a context, problem or situation. Recognize and examine individual or collective issues and dilemmas in a variety of scenarios. Consider positions or the consequences of actions, decisions, or present alternate solutions to problems. Being conscious of the stylistic and thematic elements that characterize artistic movements, as well as works of intellectual, academic, or creative nature with the purpose of appreciating their value. 7. Knowledge Integration - The ability to use the knowledge acquired through curricular and extracurricular experiences to make connections between ideas, themes, and experiences with the purpose of applying them in new contexts or for expanding ones knowledge.
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8. Capacity for Independent Studies The ability to carry out an assignment or a research activity without the continuous supervision of a mentor, while the student shows self-motivation to perform each task, auto regulates his/hers own learning process, makes own decisions on issues or problems, and demonstrates positive attitudes in order to complete the required duties in the allotted period. 9. Intellectual Curiosity Individual motivation for thoroughly exploring a topic of interest with the purpose of acquiring a greater degree of in-depth knowledge. 10.Information Literacy - A set of abilities requiring individuals to recognize when information is needed and be able to locate, evaluate and effectively use the needed information (adopted from the Association of Colleges Research Libraries - ACRL). 11.Ongoing (Lifelong) Learning - Conscious learning process through which the individual, in a continuous or periodic manner, acquires or improves knowledge, skills, or attitudes throughout their life in formal or informal educational experiences towards personal development or progress in their professional career. 12.Content Knowledge, Skills or Dispositions in the academic program learning outcomes - Graduating students will demonstrate an in-depth knowledge of the content they learn as part of their academic experience. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the discipline. 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. 13.Appreciation, Culture and Commitment to the ideals of the Puerto Rican society, Caribbean and International context: The ability to understand and evaluate the Puerto Rican reality, as well as perform constructively within it in order to contribute to raise the quality of life of its citizens. Also, to show an appreciation for cultural diversity and the Caribbean, hemispheric and global processes, along with demonstrating interest, concern and responsibility about what is happening in each of these environments.
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I. Effective Communication College of Business Administration

Academic Program Findings Transforming Actions Summary of Results
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College of Education
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College of Humanities
Academic Program Findings First semester First Instance A rubric was used in History of Photography, ARTE3716 course (December 2012) to assess students effective communication skills in an oral presentation. N= 29 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Organization: 89% Knowledge of the topic: 83% Visual Resources: 89% Visual Contact: 89% Elocution: 89% Originality: 86% The expected goal was reached in all criteria assessed, thus, the goal was met. Second Instance A rubric was used in History of Ancient and Near East Art, ARTE-3219, course (December 2012) to assess students effective communication skills in an oral presentation. N= 29 It was expected that 70% of the projects would score between excellent and good. One measure, two instances both met. Transforming Actions Summary of Results
Art History
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Academic Program Findings The results for each criteria was as follows: Organization: 80% Knowledge of the topic: 71% Visual Resources: 74% Visual Contact: 72% Elocution: 73% Originality: 67% The expected goal was reached in all criteria assessed except in the originality criterion, (5 out of six) thus, the goal was met. First semester First Instance A rubric was used in a group critique in the Creative Research Workshop I course to assess peer effective communication skills in an end-of-studies project (October 2012).N=15 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Visual Interpretation of the art piece: 41% scored 3 or 4 points, thus the goal was not met. Effective Communication and Articulation of Ideas: 52% scored 3 or 4 points, thus the goal was not met The expected results were not reached, thus, the goal for this learning outcome was not met. Second Instance Incorporation of more oral and written communication skills in the curriculum of the course. Assign readings that will be supplemented with essays. Six instances, 5 measures. Only two met. Two transforming action. Transforming Actions Summary of Results
Fine Arts
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Academic Program Findings A rubric was used in a group critique in the Creative Research Workshop I course to assess students effective communication skills in a written artist proposal (December 2012). N= 15 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Visual Interpretation of the art piece: 72% scored 3 or 4 points. Effective Communication and Articulation of Ideas: 77% scored 3 or 4 points. The expected results were reached in both criteria, thus, the goal was met. Third Instance A rubric was used in Encaustic Painting to assess peer effective communication skills in group critiques in an end-of-semester art project (October 2012). N=8 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria was as follows: Visual Interpretation of the art piece: 14% of the students assessed scored 3 or 4 points. Effective Communication and Articulation of Ideas: 37% of the students assessed scored 3 or 4 Incorporate more oral and written communication skills in the curriculum of the course. Assign readings that will be supplemented with essays. Transforming Actions Summary of Results
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Academic Program Findings points. The expected results were not reached in any of the two criteria assessed, thus, the goal was not met. Fourth Instance A rubric was used in a group critique in the Encaustic Painting course to assess students effective communication in a written artist proposal (December 2012). N= 8 It was expected that 60 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria assessed were as follows: Visual Interpretation of the art piece: 62% scored 3 or 4 points, thus, met. Effective Communication and Articulation of Ideas: 62% scored 3 or 4 points, thus, met. The expected results were reached in both criteria assessed, thus, the goal was met. Fifth Instance A rubric was used in a group critique in the Basic Visual Arts I course to assess peer effective communication in group critiques at an end-ofsemester art project (October 2012). N= 19 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Incorporation of more oral and written communication skills in the curriculum of the course. Assign readings that will be supplemented with essays. Transforming Actions Summary of Results
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Academic Program Findings Visual Interpretation of the art piece: 15% scored 3 or 4 points, thus not met Effective Communication and Articulation of Ideas: 15% scored 3 or 4 points, thus not met. The expected results were not reached, thus, the goal was not met. Sixth Instance A rubric was used in Basic Visual Arts I to assess effective communication in written artist proposal (December 2012). N= 17 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Visual Interpretation of the art piece: 68% scored 3 or 4 points. Effective Communication and Articulation of Ideas: 47% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. Hispanic Studies First semester Transforming Actions Summary of Results
(Written)
First Instance A rubric was used in ESPA 4201 course to assess students effective communication skills in a written assignment at the beginning and at the end of the semester. N=19 Increase the writing exercises (grammar and punctuation marks) through the semester in order to improve their writing skills. Nine instances, nine measures, all met. Fourteen transforming actions.
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Academic Program Findings It was expected that students obtained 16 points or more in the 24 points rubric used. Findings were: First assignment Second assignment
Met expected Outcome 47 % students 95% of students
Transforming Actions
Summary of Results
74 % of the students improve their results in the second assignment, 4 maintain the original score and one did not meet the expected outcome in the second assignment. Thus, the goal was met. Second Instance A rubric was used in ESPA 3201 course to assess students effective communication skills in a written assignment. N=9 The expected outcome was that 70 % of the students assessed would obtain 54 points or more in the 84 points rubric used. Findings revealed that: Six (67%) students obtained 54 points or more in the written assignment. Thus, the goal was not net. Third Instance A rubric was used in ESPA 4222 course to assess students effective communication skills in two written works in the same semester. N=10 The following transforming actions will be highly recommended to the faculty members: To improve grammar: short written assignments Intensified the use of writing exercises giving special attention to grammar and syntax. Explain in the classroom the right use of the MLA format and the inclusion of others authors ideas in students work.
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Academic Program Findings An 84 points rubric was used. It was expected that the students would obtain 54 points or more. Findings were: Student First Instance Second Instance 1 65 points 67 points 2 54 60 3 65 69 4 65 69 5 66 75 6 58 69 7 63 65 8 61 70 9 63 73 10 79 80 All students met the expected outcome in both instances. Also, all students improve their grades in the second instance. Transforming Actions like short tests (5-10 minutes long) for a total value of 10 points each. Selection of sources: require diverse written or online media published by peer-review academic sources and include their assessment in the rubric used. Information needs definition: Motivate and promote the continued use of intellectual sources such as the language dictionary for them to make a responsible reading of each assigned text, also of the literary and historical focused histories that contextualized the literary works. Development of a conclusion: Emphasize that all compositions that implies a minimum research exercise must conclude with an author valuation of the problem researched, and must be one of the criteria assessed in the rubric used. Summary of Results
Fourth Instance A rubric was used in the ESPA 3212 course to assess students effective communication skills in two different students written work. N= 9. Section X It was expected that students would obtain 16 points (67%) or more in each written work. Findings were: Student First Instance (24) Second Instance 1 16/24= 66.6 % 14/24 = 56.6% Students will write the same text assignment at least two times in the semester in order to learn from their errors .Develop a more integral concept of the content as well as in the style of the essay.
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Academic Program 2 3 4 5 6 7 8 9 Average Findings 7/24 = 29.9% 16/24 = 66.6% 20/24 = 83.3 % 14/24 = 56 % 24/24 = 100% 24/24 = 100% 24/24 = 100% 15/24 = 62.6 % 160/216 = 74.0 % Transforming Actions 6/24 = 25% 16/24 = 66.6% 20/24 = 83.3 % 14/24 = 56 % 24/24 = 100% 24/24 = 100% 24/24= 100% 14/24 = 56 % 156/216=72.2% Summary of Results
In the first instance 6/9 students (67 % met the expected outcome that 67% or more of the students met the criteria assessed. In the second instance 5/9 (56%) of the students assessed met the expected outcome, thus the goal was not met. As a group, the average score in both instances was higher than 67 %, thus the goal was met as an average. Fifth Instance A rubric was used in the ESPA 3212 course to assess students effective communication skills in two different students written work. N= 20 This course enrolls students that take the course to comply with the General Education component in Literature. Students from the Hispanic Studies Program are identified by an asterisk. It was expected that students would obtain 4 points or more in the six point rubric used.
The professors proposed to divide course time differently in order to assign more hours to increase the time allotted for research. Teach specific literature topics in order for students to work out a research project as a course requisite. Teach students how to do research starting with the course topics as a starting point.
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Academic Program Findings Section Y Findings results revealed that: Student ABA RCB* SCM KCG* YDB MDR SGP LGM GGW GLB Points 2.55 6.00 2.33 6.00 2.00 3.00 4.00 3.83 2.95 2.00 Student AMG MDT JOR SPR ZRR BRD LGS ASF PSP DVR Points 3.20 3.20 4.07 3.00 4.00 4.33 5.00 2.13 3.00 2.00 Transforming Actions Summary of Results
Since only 7 out of 20 students (35 %) obtained 4 or more points, thus the goal was not met. Sixth Instance A rubric was used in ESPA 4115 course to assess students effective communication skills in a written assignment by the end of the semester. N=13 Fourteen criteria were assessed rubric were used. It was expected that the students would obtain 4 or more points in each criteria assessed. Findings were: Student Total points 1 63 points 2 63 3 52
Average points 4.5 4.5 3.7

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Academic Program 4 5 6 7 8 9 10 11 12 13 65 60 56 29 29 38 49 65 43 70 Findings 4.6 4.2 4.0 2.0 2.0 2.7 3.5 4.6 3.0 5.0 Transforming Actions Summary of Results
Since 7 out of thirteen students (54%) met the expected outcome in the criteria assessed, thus the goal was not met. Seventh Instance A rubric was used in ESPA 3008 course to assess students effective communication skills in a written assignment by the end of the semester. N=11 Fourteen criteria were assessed rubric were used. It was expected that the students would obtain 4 or more points in each criteria assessed. Findings were: Student Total points 1 65 points 2 23 3 58 4 68 5 64 6 47
Average points 4.6 1.6 4.1 4.9 4.6 3.4

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Academic Program 7 8 9 10 11 40 33 66 41 66 Findings 2.9 2.4 4.7 2.9 4.7 Transforming Actions Summary of Results
Since 6 out of eleven students (55%) met the expected outcome in the criteria assessed, thus the goal was not met. Eighth Instance A rubric was used in the ESPA 4107 course to assess students effective communication skills in a monograph. N=21 The rubric used had a total of 100 points. It was expected that the students would obtain 70% or more in the total score. Findings were: 81/100 100/100 85/100 93/100 95/100 67/100 96/100 100/100 76/100 82/100 73/100
92/100 87/100 100/100 81/100 100/100 98/100 92/100 98/100 99/100 98/100
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Academic Program Findings All but one student met the expected outcome. Thus the goal was met. Ninth Instance A rubric was used in the ESPA 4011 course to assess students effective communication skills. The rubric used had a total score of 21 points. N= 9 It was expected that the students assessed would obtain 14 points (67%) or more in the assigned work assessed. Two assigned works were assessed: at the beginning and at the end of the semester. Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%). In the end of the semester assigned work, all 9 (100%) students obtained a score higher than 14 points. Six students improved the score in the second instance, two maintain the original score and one obtained a lower score. Thus, the goal was met in both instances. Increase the number of written exercises given in class. Encourage peer mentoring. Transforming Actions Summary of Results
Improve academic counseling to help students improve their writing skills (terminology).
(Oral )
First semester First Instance A rubric was used in the ESPA 4107 course to assess students effective communication skills in an oral Three instances, three measures, all met. No transforming action.
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Academic Program Findings report. N=23 The rubric used had a total of 15 criteria with a value of 5 points each for a total score of 75 points. It was expected that the students obtained 70% (53 points) or more in the total score. Findings were: 65/75 =87% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 =100% 65/75 = 87% 65/75 = 87% 65/75 = 87% Transforming Actions Summary of Results
75/75 = 100 % 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100% 75/75 = 100%
The goal was met by all students assessed. Second Instance A rubric was used in the ESPA 4107 course to assess students effective communication skills in a monograph. N=21 The rubric used had a total of 100 points. It was expected that the students obtained 70% or more in the total score. Findings were:
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Academic Program 81/100 100/100 85/100 93/100 95/100 67/100 96/100 100/100 76/100 82/100 73/100 Findings 92/100 87/100 100/100 81/100 100/100 98/100 92/100 98/100 99/100 98/100 Transforming Actions Summary of Results
All but one student met the expected outcome. Thus the goal was met. Third Instance A rubric was used in the ESPA 4011 course to assess students effective communication skills. The rubric used had a total score of 21 points. N= 9 It was expected that the students assessed would obtain 14 points (67%) or more in the assigned work assessed. Two assigned works were assessed: at the beginning and at the end of the semester. Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%). In the end of the semester assigned work, all 9 students (100%) students obtained a score higher
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Academic Program Findings than 14 points. Six students improved the score in the second instance, two maintain the original score and one obtained a lower score. Thus, the goal was met in both instances. First semester First Instance A rubric was used in the HIST 4026 course to assess students effective oral communication skills in an oral report. It was expected that students would score 50% or more in the levels of excellent and good. Findings by criteria were: (5 points or more in a 8 point scale rubric) Section Z in HIST 4026 Visual Contact: 68.18 % Language: 63.64 % Organization: 54.5 % Resources: 45.45 % Mastery of the topic and adequate use of the time allotted: 9.09 % The expected outcome was met in 3 of the four criteria assessed. Thus, the goal was met. Results showed that out of 115 students assessed, 57.29% reached the expected scores. Thus the goal was met. Second Instance We will assess more courses where this Level 1 learning outcome can be developed. Five instances, five measures, all met. One transforming action. Transforming Actions Summary of Results
History Oral
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Academic Program Findings A rubric was used in the HIST 4009 course to assess students effective oral communication skills in an in-class discussion. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 89 students assessed, 57.29% reached the expected scores. Thus the goal was met. Assessment findings by criteria were: Visual Contact: 80.0% Language: 88.0% Organization:80.0% The expected outcome was met in all 3 criteria assessed, thus the goal was met. Transforming Actions We will assess more courses where this Level 1 learning outcome can be developed. Summary of Results
Third Instance A rubric was used in the HIST 4226 course to assess students effective oral communication skills in reports. It was expected that students would score 50% or more in the levels of excellent and good. Findings results by criteria assessed were: Visual Contact: 60% % Language: 60.0% Organization: 53.33% We will evaluate more courses where this Level 1 learning outcome can be developed.
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Academic Program Findings Resources: 60.0 % Mastery of the topic and adequate use of the time allotted: 53.33 % The expected outcome was met in all 5 criteria assessed, thus the goal was met. Results showed that out of 89 students assessed, 57.29% reached the expected scores. Thus the goal was met. Fourth Instance A rubric was used in the HIST 3211 course to assess students effective oral communication skills in a monograph. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 89 students, 57.29% reached the expected scores. Thus the goal was met. Findings results by criteria were: Visual Contact: 70.37% Language: 66.67% Organization: 55.56% Resources: 51.85% Mastery of the topic and adequate use of the time allotted: 55.56 % The expected outcome was met in all 5 assessed criteria, thus the goal was met. Fifth Instance We will evaluate more courses where this Level 1 learning outcome can be developed. Transforming Actions Summary of Results
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Academic Program Findings A rubric was used in the HIST 4177 course to assess students effective oral communication skills in a report and final test. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 89 students assessed, 57.29% reached the expected scores. Thus the goal was met. Findings results by criteria were: Visual Contact: 73.08 % Language: 73.08 % Organization:73.08% Resources: 73.08 % Mastery of the topic and adequate use of the time allotted: 73.08 % The expected outcome was met in all 5 criteria assessed, thus the goal was met. First semester Transforming Actions We will evaluate more courses where this Level 1 learning outcome can be developed. Summary of Results
Written
First Instance A rubric was used in the HIST 4009 course to assess students effective written communication skills in an analysis of readings and an essay. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 163 students assessed, We will assess more courses where this Level 2 learning outcome can be developed. Seven instances, seven measures, all met. One transforming action.
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Academic Program Findings 71.15% reached the expected scores. Thus the goal was met. Findings results by criteria were: Exposition clarity: 88.00 % Expression correctness: 80.00 % Work presentation: 92.0 % Use and differentiation of sources used:80.0 % Theme development and focus: 88..0 % Since the expected outcome was met in all criteria assessed, the goal was met. Second Instance A rubric was used in the HIST 3006 course to assess students effective written communication skills in a final essay. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 163 students assessed, 71.15% reached the expected scores. Thus the goal was met. Findings results by criteria were: Exposition clarity:88.89 % Expression correctness: 92.59 % Work presentation: 88.89 % Use and differentiation of sources used: 81.48 % Theme development and focus: 85.19 % We will evaluate more courses where this Level 2 learning outcome can be developed. Transforming Actions Summary of Results
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Academic Program Findings Since the expected outcome was met in all criteria assessed, the goal was met. Third Instance A rubric was used in the HIST 4025 course to assess students effective written communication skills in a monograph essay. It was expected that students would score 50% or more in the levels of excellent and good. Findings results by criteria were: Exposition clarity:76.47 % Expression correctness: 64.71 % Work presentation: 70.59 % Use and differentiation of sources used:70.59 % Theme development and focus: 76.47 % Since the expected outcome was met in all criteria assessed, the goal was met. Results showed that out of 163 students assessed, 71.15% reached the expected scores. Thus the goal was met. Fourth Instance A rubric was used in the HIST 3135 course to assess students effective written communication skills in a book review. It was expected that students would score 50% or We will assess more courses where this Level 2 learning outcome can be developed. We will assess more courses where this Level 2 learning outcome can be developed. Transforming Actions Summary of Results
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Academic Program Findings more in the levels of excellent and good. Findings results by criteria were: Exposition clarity: 88.46 % Expression correctness: 88.46% Work presentation: 88.46 % Use and differentiation of sources used: 88.46 % Theme development and focus: 88.46 % Since the expected outcome was met in all criteria assessed, the goal was met. Results showed that out of 163 students assessed, 71.15% reached the expected scores. Thus the goal was met. Fifth Instance A rubric was used in the HIST 4226 course to assess students effective written communication skills in a short thesis. It was expected that students would score 50% or more in the levels of excellent and good. Findings results by criteria were: Exposition clarity: 53.33 % Expression correctness: 53.33 % Work presentation: 60.0 % Use and differentiation of sources used:60.0 % Theme development and focus: 60.0 % Since the expected outcome was met in all criteria We will assess more courses where this Level 2 learning outcome can be developed. Transforming Actions Summary of Results
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Academic Program Findings assessed, the goal was met. Sixth Instance A rubric was used in the HIST 4177 course to assess students effective written communication skills in reports and tests. It was expected that students would score 50% or more in the levels of excellent and good. Findings results by criteria were: Exposition clarity:53.85% Expression correctness: 53.85% Work presentation: 53.85 % Use and differentiation of sources used: 53.85 % Theme development and focus: 53.85 % Since the expected outcome was met in all criteria assessed, the goal was met. Results showed that out of 163 students assessed, 71.15% reached the expected scores. Thus the goal was met. Seventh Instance A rubric was used in the HIST 3211 course to assess students effective written communication skills in a monograph (essay). It was expected that students would score 50% or more in the levels of excellent and good. We will evaluate more courses where this Level 2 learning outcome can be developed. We will evaluate more courses where this Level 2 learning outcome can be developed. Transforming Actions Summary of Results
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Academic Program Findings Findings results by criteria were: Exposition clarity: 85.19 % Expression correctness: 74.07% Work presentation: 81.48% Use and differentiation of sources used:70.37 % Theme development and focus: 74.07 % Since the expected outcome was met in all criteria assessed, the goal was met. Results showed that out of 163 students assessed, 71.15% reached the expected scores. Thus the goal was met. First semester Interdisciplinary Transforming Actions Summary of Results
Studies: creative First Instance Writing

A rubric was used during the process of admission to the program to assess students effective communication skills in the admission essays assigned as part of the entrance evaluation. N=24 It was expected that 70% or more of the students assessed would score at the excellent and satisfactory levels in the rubric used. Findings by criteria were: Arguing: 70.8 % Sentences structures: 62.5 % Language: 75.0% Grammar: 91.7 % Encourage the improvement of explanation, management of structure, and language skills. One instance, one measure, met. One transforming action.
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Academic Program Findings Since three of the four criteria assessed met the expected outcome, the goal was met. First semester First Instance A rubric was used in the FRAN 4001 course to assess students written effective communication skills in an essay assignment at the end of the semester. It was expected that 70% of the students assessed would achieve 70% or more in their essays. Results showed that out of 22 students that handed in the examinations, 17 (77%) obtained 70% or more in the levels of excellency and competency for each criteria in the rubric. Thus, the goal was met. Findings by criteria were: Structure: 71% Clarity: 71% Coherence:71% Correctness: 71 % Presentation: 86% Since the expected outcome was met in all criteria assessed, the goal was met. Second Instance A rubric was used in the PORT 4055 course to assess students written communication skills in an end of Emphasize writing in basic courses so as to avoid Even though the progress in the correction was notable, if we were to compare the results with the results of the previous stage, we must emphasize grammatical correctness. Include online exercises, textbooks previously used in order to improve students outcomes in this criterion. Group correcting session to clarify recurrent students difficulties. Courses syllabi for the first, second and third semesters will be revised to attend writing and analysis criteria in order to improve student learning in those two criteria A decision to begin the third semester with a grammar revision will be proposed. These transforming actions are short term, thus they dont impact the budget. Two instances, one measure, all met. Five transforming actions. Transforming Actions Summary of Results
Modern Languages
Oral
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Academic Program Findings semester essay assignment. It was expected that 70% of the students would achieve 70% or more in their essays. Results showed that the majority of students complied with the expected outcome. 81% of the students obtained more than five points in structure, clarity, and coherence. In the correction and presentation, the results were slightly lower, because 69% of the students obtained more than five points. Findings by criteria were: Structure: 81% Clarity: 81% Coherence:81% Correctness: 69 % Presentation: 69% Since the expected outcome was met in three out of 5 criteria assessed, thus the goal was met. Transforming Actions the repetition of certain orthographic errors in advance courses. These transforming actions are short term, thus they dont impact the budget. Summary of Results
Written
First semester First Instance A rubric was used in FRAN 4016, ITAL 4016, PORT 4016, and ALEM 4016 courses to assess effective oral communication in an oral report. This learning outcome will be measured for the first time in French, Italian, and Portuguese courses. First semester One instance, one measure. No transforming actions.
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Academic Program First Instance A rubric was used in the TEAT 4081 course to assess Offer departmental workshops on the use and students effective communication in the research management of the language and its forms in and creation of staging for Hamlet and Romeo and academic writing. Juliet. N = 31 It was expected that 75% of the students would reach the maximum level, level III, in all criteria established by the rubric. Results by criterion: Content: 8 (26%) achieved level III Use of secondary ideas as content reinforcement: 5 (16%) achieved level III Content Organization: 11 (35%) achieved level III Lexical selection: 8 (26%) achieved level III Syntactic structure: 10 (32%) achieved level III Orthography: 12 (36%) achieved level III The goal was not met. Second Instance A rubric was used in the TEAT 3163 course to assess Maintain the use of this pedagogical strategy and students effective communication skills in a comic elevate the number of the students that reach the strip. N= 46 levels of excellent and good. It was expected that 75% of the students would reach the levels excellent or good in the following criteria: Integration of ideas and concepts 36 students Five measures in five instances, three met. Five transforming actions. Findings Transforming Actions Summary of Results
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Academic Program Findings (78%) Logical sequence of images 36 students (78%) Use of appropriate symbols 36 students (78%) Originality 36 students (78%) Results showed that 78% of the 46 students reached the expected levels. Thus, the goal was met. Third Instance A rubric was used in the TEAT 3032 course to assess Elevate our expectations and reinforce the students effective oral communication skills in a effective oral communication skills through performance examination. N = 14 performance exercises and periodic examinations. It was expected that 75% of the students would reach the levels excellent or good when communicating an oral text. It was expected that 75% of the students enrolled in the Diction II class would reach the levels excellent or good in the rubric. Results by criterion: Clear articulation 6 (43%) excellent; 4 (29) good Projection 4 (29%) excellent; 4(29%) good Effective volume 5 ( 36%) excellent; 4 (29%) good Credible interpretation 5(36%) excellent; 4 (29%) good Defined actions 5 (36%) excellent; 4 (29%) good Transforming Actions Summary of Results
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Academic Program Findings Dramatic intensity 5 (36%) excellent; 2 (14%) good Transforming Actions Summary of Results
Results showed that of the 14 students assessed, the average of 8.7 students (62%) reached the expected levels. Thus, the goal was not met.
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College of Natural Sciences

Academic Program Findings First Semester First Instance A rubric was used in BIOL 3101 course (General Biology) to assess students correct use of communication skills in a laboratory report. N= 86 It was expected that 65% or more of the students would reach the level of good or better in the rubric. Results showed that 51% reached the excellent level, 48% good, 1% regular, and 0% did not comply. Thus, the goal was met since 99 % of the students assessed obtained a performance level of good or better in the rubric used. Second Instance A rubric was used in BIOL 3350 course (Genetics Laboratory) to assess students correct use of communication skills in a laboratory report. N= 61 It was expected that at the end of the baccalaureate degree 10% of students would reach the excellent level, 80% good, and 10% regular. Results showed that 67% reached the excellent level, 28% good, 1% regular, and 0% did not comply. Thus, the goal was met. One measure two instances, all met. No transforming actions proposed. Transforming Actions Summary of Results
Biology
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Academic Program Findings First Semester First Instance A rubric was used in CINA 3005 to assess the students' effective written and oral communication skills in Spanish and English in two research exercises. One of them was given before the topic was discussed in the classroom, and the other after the topic was discussed in the classroom Findings are Pending First Semester First Instance A rubric was used in MATE 4995 course (Undergraduate Research Seminar) to assess students effective written communication skills in poster presentations. It was expected that 66% of the students would obtain 3 or 4 points in each criterion assessed. Findings by criteria assessed were: Organization 4 points, 84% - 3 points, 16 % Development 4 points, 74% - 3 points 26% Content 4 points, 59 %- 3 points, 41% Writing 4 points, 74% - 3 points, 26% Presentation - 4 points, 95% - 3 points, 5 % Results showed that all 19 students that presented Two measures, two instances, met, no transforming action proposed. Transforming Actions Summary of Results
Environmental Sciences
Mathematics Effective Written Communication
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Academic Program Findings their posters obtained 3 or more in each criterion. Thus the goal was met. Second Instance A rubric was used in MATE 5001 to assess students effective communication skills in laboratory reports. It was expected that 66% of the students would obtain 3 or 4 in each criterion. Results showed that all 19 students obtained 3 or more in each criterion. Thus the goal was met. Transforming Actions Summary of Results
Effective Oral Communication
First Semester First Instance A rubric was used in MATE 4995 course (Undergraduate Research Seminar) to assess students effective oral communication skills in poster presentations. It was expected that 66% of the students would obtain 3 or 4 points in each criterion assessed. Findings by criteria assessed were: Presentation 4 points, 47% - 3 points, 53 % Mastery 4 points, 100 % Clarity 4 points, 100 Oral Expression 4 points, 95% - 2 points, 5% One measure, one instance, met, no transforming action proposed.
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Academic Program Findings Results showed that all 19 students obtained 3 or more in each criterion. Thus the goal was met. Transforming Actions Summary of Results
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College of Social Sciences

Academic Program Findings First Semester First Instance A rubric was used in RELA 3085 course to assess students effective communication skills in a research proposal. It was expected that students would obtain 80% or more in each of the measured criteria. Findings by criterion were: Order in the presentation of ideas: Group 1 4 points Group 2 - 4 points Statement of the problem: Group 1 4 points Group 2 - 4 points Study assumptions: Group 1 4 points Group 2 - 4 points Work organization: Group 1 4 points Group 2 - 4 points Work Development: Group 1 4 points Group 2 - 4 points Work content:: Group 1 4 points Group 2 - 4 points Drafting of the proposal: Group 1 4 points Group 2 - 3.5 points One measure, two instances, met. No transforming actions. Transforming Actions Summary of Results
Labor Relations
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Academic Program Findings Critical thinking : Group 1 4 points Group 2 - 4 points Management of information sources : Group 1 4 points Group 2 - 3 points Presentation rigor: Group 1 4 points Group 2 - 4 points Conclusion: Group 1 4 points Group 2 - 4 points References used: Group 1 2 points Group 2 - 2 points Results showed that Group obtained a total of 46 out of 48 points (96%) and Group 2 obtained a total of 45 out of 48 points (94%). Thus the goal was met. Second Instance An end-of-baccalaureate questionnaire was used in RELA 4045 course to assess students perception of their written communication skills. This will be measured at the end of the second semester of 2012-2013. Capacity for written communication in Spanish and English and oral communication in both languages will be assessed. Transforming Actions Summary of Results
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School of Communication
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II.
Critical Thinking College of Business Administration

Findings Transforming Actions Summary of Results
Academic Program
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Academic Program Findings First semester First Instance Section X A rubric was used in the History of Contemporary Art course (October 2012) to assess students critical thinking skills in a discussion project where the student had to demonstrate to have a benchmark and a goal for critical thinking. N=24 It was expected that 70% of the projects would score between excellent and good. The results of Section X for each criteria was as follows: Writing: 72% Content: 71% Analysis: 72% The final average was 71.6%, thus, the goal was met. First Instance Second Y A rubric was used in the History of Contemporary Art course (October 2012) to assess students critical thinking skills in a discussion project where the student had to demonstrate to have a benchmark and a goal for critical thinking. N=25 It was expected that 70% of the projects would score between excellent and good. Transforming Actions Summary of Results
Art History
The writing criterion was highlighted in the assessment of all the examinations and assignments given in all the courses. The rubric was provided to students before they carried out the assignment or activity.
One measure, two courses, two sections of each course, three instances each course and each section for a total of 12 instances, 8 met (67%). The goal was met, and by a high percentage of the students assessed in the third instance for each section of each course. Four transforming actions.
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Academic Program Findings The results of Section Y for each criteria was as follows: Writing: 51% Content: 48% Analysis: 51% The expected outcome was not reached in any of the three criteria, thus, the goal was not met. Second Instance Section X A rubric was used the History of Contemporary Art course (November 2012) to assess students critical thinking skills in a discussion project where the student had to demonstrate to have a benchmark and a goal for critical thinking. N=18 It was expected that 70% of the projects would score between excellent and good. The results of Section X for each criteria was as follows: Writing: 78% Content: 84% Analysis: 83% Style manual : 56 % The expected goal was reached (75%) in all criteria assessed except in the Style Manual, thus, the goal was met. Second Instance Section Y A rubric was used in Section Y of the History of Transforming Actions Summary of Results
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Academic Program Findings Contemporary Art course (November 2012) to assess the students critical thinking skills in a discussion project where the student had to demonstrate to have a benchmark and a goal for critical thinking. N= 29 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Writing: 78% Content: 90% Analysis: 88% Style manual: 64% The expected goal was reached in all criteria (80%) except in the Style manual criterion, thus, the goal was met. Third Instance Section X A rubric was used in Section X of the History of Contemporary Art course (December 2012) to assess students critical thinking skills in a discussion project where the student had to demonstrate to have a benchmark and a goal for critical thinking. N=20 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Connection to the discipline: 88% Writing: 89% Transforming Actions Summary of Results
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Academic Program Findings Analysis: 86% Organization: 93% The expected results were reached in all criteria assessed (100%), thus, the goal was met. Third Instance Section Y A rubric was used in Section Y of the History of Contemporary Art course (December 2012) to assess the students critical thinking skills in a discussion project where the student had to demonstrate to have a benchmark and a goal for critical thinking. N= 24 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Connection to the discipline: 93% Writing: 89% Analysis: 91% Organization: 96% The expected results were reached in all criteria assessed, thus, the goal was met. Fourth Instance Section X A rubric was used in Section X of the Art Theory course to assess (October 2012) students critical thinking skills in a discussion project. N= 20 It was expected that 70% of the projects would score Transforming Actions Summary of Results
Class reading and text analysis was highlighted. The task becomes more difficult with larger groups.
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Academic Program Findings between excellent and good. The results for each criteria was as follows: Writing: 54% Content: 54% Analysis: 55% Interpretation: 54% The expected goal was not reached in any of the criteria assessed, thus, the goal was not met. Fourth Instance Section Y A rubric was used in Section Y in the Art Theory course to assess (October 2012) students critical thinking skills in a discussion project. N= 34 It was expected that 70% of the projects would score between excellent and good. The results for each criteria were as follows: Writing: 57% Content: 62% Analysis: 61% Interpretation: 61% The expected goal was not reached in any of the criteria assessed, thus, the goal was not met. Fifth Instance Section X A rubric was used in Section X of the Art Theory course to assess (November 2012) students critical Instructions were explained once again on the use of the style manual highlighting examples. The writing and analysis of the texts were highlighted. Transforming Actions Summary of Results
Instructions were explained once again on the use of the style manual highlighting examples.
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Academic Program Findings thinking skills in a discussion project. N= 16 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Writing: 73% Analysis: 75% Content: 79% Style Manual: 67% The expected goal was reached in 3 out of 4 criteria assessed, thus, the goal was met. Fifth Instance Section Y A rubric was used in Section Y of the Art Theory course to assess (November 2012) students critical thinking skills in a discussion project. N= 26 It was expected that 70% of the projects would score between excellent and good. The results for each criterion assessed was as follows: Writing: 68% Analysis: 75% Content: 75% Style Manual: 67% The expected goal was not reached in 50 % of the criteria assessed, thus, the goal was not met. Sixth Instance Transforming Actions Summary of Results
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Academic Program Section X A rubric was used in Section X of the Art Theory course to assess (December 2012) students critical thinking skills in a discussion project. N=18 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Connection to the discipline: 88% Writing: 80% Analysis: 78% Organization: 84% The expected goal was reached in all criteria assessed, thus, the goal was met. Findings Transforming Actions Summary of Results
Sixth Instance Section Y A rubric was used in Section Y of the Art Theory course to assess (December 2012) students critical thinking skills in a discussion project. N=21 It was expected that 70% of the projects would score between excellent and good. The results for each criterion assessed was as follows: Connection to the discipline: 90% Writing: 83% Analysis: 86%
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Academic Program Findings Organization: 90% The expected goal was reached in all criteria assessed, thus, the goal was met. First semester First Instance A rubric was used in a group critique in the Creative Research Workshop I course to assess students critical thinking in a peer reviewed project at the end of the semester (October 2012). N=18 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Description of the visual project: 47% scored 3 or 4 points. Analysis of the creative process: 64% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. Second Instance A rubric was used in a group critique in the Creative Research Workshop I course to assess students critical thinking skills in a peer reviewed project at the end of the semester (December 2012). N=18 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. Incorporate more creative research skills, including development of research methodology workshops. Assign readings that will be supplemented with essay assignments. Two instances, one measure, only one met. Two transforming actions. Transforming Actions Summary of Results
Fine Arts
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Academic Program Findings The results for each criteria were as follows: Description of the visual project: 83% scored 3 or 4 points. Analysis of the creative process: 88% scored 3 or 4 points. The expected results were reached, thus, the goal was met. First semester First Instance A rubric was used in the ESPA 4011 course to assess students critical thinking skills. The rubric used had a total score of 21 points. N= 9 It was expected that the students assessed would obtain 14 points (67%) or more in the assessed assigned work. Two assigned works were assessed: at the beginning and at the end of the semester. Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%). At the end of the semester assigned work, all 9 students (100%) students obtained a score higher than 14 points. Six students obtained an improved the score in the second instance; two maintain the original score and one obtained a lower score. Thus, the goal was met in both instances. Encourage the evaluation and rewriting of reports drafts. Incorporate more readings in the course and the students analysis of these readings. Three instances, three measures, two met. Two transforming actions. Transforming Actions Summary of Results
Hispanic Studies
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Academic Program Second Instance A rubric was used in ESPA 4885 to assess the students critical thinking skills in a monograph, five of which were randomly selected for assessment of this learning outcome. N = 5 It was expected that the students assessed obtain 70% or more in the monograph. Findings were: Student 1 = 93% Student 2 = 80% Student 3 = 98 % Student 4 = 82 % Student 5 = 99% Thus the goal was met by all students assessed. Third Instance A rubric was used in the ESPA 3212 course to assess students effective communication skills in two different students written work. N= 20 This course enrolls students that take the course to comply with the General Education component in Literature. Students from the Hispanic Studies Program are identified by an asterisk. It was expected that students would obtain 4 points or more in the six point rubric used. Section Y Students must establish relationships between non-literary works (music & cinema) with one or more assigned readings. Findings Transforming Actions Summary of Results
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Academic Program Findings Findings results revealed that: Student ABA RCB* SCM KCG* YDB MDR SGP LGM GGW GLB Points 2.55 6.00 2.33 6.00 2.00 3.00 4.00 3.83 2.95 2.00 Student AMG MDT JOR SPR ZRR BRD LGS ASF PSP DVR Points 3.20 3.20 4.07 3.00 4.00 4.33 5.00 2.13 3.00 2.00 Transforming Actions Summary of Results
History
Since only 7 out of 20 students (35 %) obtained 4 or more points, thus the goal was not met. First semester First Instance A rubric was used in the HIST 4026 course to assess students critical thinking skills in a mini thesis. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 93 students, 69.89% reached the expected scores. Thus the goal was met. Findings results by criteria were: Sources for exploring the topic: 77.27 % Comprehension of the sources: 72.73 % Comparison of ideas: 72.73 % Four instances, one measure, all met. No transforming actions.
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Academic Program Findings Valuation of ideas: 77.27 % Own opinion: 77.27 % Since the expected outcome was met in all criteria assessed, the goal was met. Second Instance A rubric was used in the HIST 3006 course to assess students critical thinking skills in a mini thesis. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 93 students assessed, 69.89% reached the expected scores. Thus the goal was met. Findings results by criteria were: Sources for exploring the topic: 81.48 % Comprehension of Sources: 88.89 % Comparison of ideas: 77.78 % Value of ideas: 81.48 % Own opinion: 85.19 % Since the expected outcome was met in all criteria assessed, the goal was met. Transforming Actions Summary of Results
Third Instance A rubric was used in the HIST 4025 course to assess students critical thinking skills in a mini thesis.
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Academic Program Findings It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 93 students assessed, 69.89% reached the expected scores. Thus the goal was met. Findings results by criteria were: Sources for exploring the topic: 70.59 % Comprehension of sources: 70.59 % Comparison of ideas: 76.47 % Value of ideas: 76.47 % Own opinion: 82.35 % Since the expected outcome was met in all criteria assessed, the goal was met. Fourth Instance A rubric was used in the HIST 3211 course to assess students critical thinking skills in a mini thesis. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 93 students assessed, 69.89% reached the expected scores. Thus the goal was met. Findings results by criteria were: Sources for exploring the topic: 66.67 % Comprehension of sources: 66.67 % Transforming Actions Summary of Results
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Academic Program Findings Comparison of ideas: 62.96 % Value of ideas: 62.96 % Own opinion: 55.56 % Since the expected outcome was met in all criteria assessed, the goal was met. First semester First Instance A rubric was used in the FRAN 4001 course to assess When it comes time to hand in and discuss the students critical thinking skills in an essay test at the exams, we will thoroughly explain the ways in end of the course. which the topic could have been analyzed and supported according to the chosen position. It was expected that 70% of the students assessed would achieve 70% or more in their essays. When analyzing texts emphasize the structure and argumentation on which the author makes his Results showed that out of 22 students that handed in analysis according to his perspective. These the examinations, 18 (71%) obtained 70% or more in transforming actions are short term, thus they the levels of excellency and competency for each dont impact the budget. criteria in the rubric. Thus, the goal was met. Findings by criteria were: Objective or Hypothesis: 79% Organization: 79% Perspectives or stance: 71% Analysis: 64 % Conclusion: 79% Expression: 71% Since the expected outcome was met in 5 out of six criteria assessed, the goal was met. Two instances, two measures, all met. Four transforming actions. Transforming Actions Summary of Results
Modern Languages
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Academic Program Second Instance A rubric was used in the PORT 4055 course to assess students critical thinking skills in an end of semester essay assignment. It was expected that 70% of the students assessed would achieve 70% or more in their essays. Results showed that the majority of students obtained between 81% and 100% in four of the six categories. 75% obtained more than five points in the analysis criterion and 69% obtained more than 5 points in correctness. Findings by criteria were: Objective or Hypothesis: 88% Organization: 81% Perspectives or stance: 100% Analysis: 75 % Conclusion: 81% Correctness: 69% Since the expected outcome was met in 5 out of six criteria assessed, the goal was met First semester First Instance A rubric was used in the MUSI 4025 course to assess students critical thinking singing skills in a written assignment. The student must master the research skills; moreover, he must hand in the complete and detailed monograph. Two instances, one measure, all met. One transforming action. Course syllabi will be revised for the first, second and third semester At least two workshops will be scheduled in the third semester to attend the complexity and demands of the effective communication learning outcome at an intermediate level. Also, a research component will be incorporated in the third semester course syllabus. All syllabi revisions will be approved by the Modern Language Program Curriculum Committee. Findings Transforming Actions Summary of Results
Music
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Academic Program Findings It was expected that XX% of the class would pass the course. Results showed that the expected outcome was met. Thus, the goal was met.???????? El programa debe someter los resultados del avalo en la rubrica usada. Second Instance A rubric was used in MUSI 3105 to assess students critical thinking singing skills in a written assignment. It was expected that XX% of the class would pass the course. Results showed that the expected outcome was met. Thus, the goal was met.?????? First semester First Instance A rubric was used in TEAT 4201 course to assess critical thinking skills in a portfolio. N= 14 It was expected that 80% of the students would reach the levels of Excellent or Good in the evaluation. Findings by students who met the expected outcome of criterion assessed were (excellent or good levels): Accomplish all tasks -10 Show mastery of the techniques - 10 Cooperate as illuminator in the Performing Reinforce critical thinking skills in our students so that they can reach the expected goals. Two measures in two instances, one met. Two transforming actions. Transforming Actions Summary of Results
Performing Arts
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Academic Program Findings Arts Department productions 5 Showed imagination and creativity - 11 Can solve problems with the illumination 10 Master light, shadow, and color concepts - 10 Made and have all the designs 6 Take care of his working space 9 Have all the working materials 8 Handed in the portfolio on time - 14 Attendance - 13 Only two of the criteria assessed were met (11 (80%) students comply with the excellent or good performance levels) Results showed that out of 14 students 10 (71%) solved the problems in an Excellent or Good way in the set up with lighting. Thus, the goal was not met. Second Instance A rubric was used in TEAT 4081course to assess critical thinking skills in a written reflection. N=31 It was expected that 80% of the members of the Universitys Teatro Rodante would achieve a critical perspective of their work and production, and evidence it in their written assignment on Hamlet and Romeo and Juliet by William Shakespeare. Results showed that out of 31 enrolled students, 100% evaluated their work with a critical perspective. Also, 29 students (94%) evaluated the final production. Thus, the goal was met. Encourage the critical perspective of the theatrical productions through department critical review workshops. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric was used in BIOL 3349 (Genetics) to assess students capacity to identify a problem or purpose of an applied situation in a final exam. N= 67 It was expected that students would answer correctly 50% or more of the analysis questions. Results of the three questions (88%, 42%, and 50.7%) evaluated in the final exam showed that in 2 of them the goal of 50% or more was achieved. The last two questions required a high level of analysis. Nevertheless, the goal was met. Second Instance A rubric was used in BIOL 4350 course (Cell Biology) to assess students capacity to formulate a hypothesis, synthetize a discussion, and formulate conclusion in four questions in the third partial exam of this course. N= 190 It was expected that students would answer correctly 50% or more of the analysis questions. Results of the four questions assessed in the last partial examination (80%, 53%; 92%, 57%) showed that in all of them the goal of 50% or more was achieved. Thus, the goal was met. Two measures. Three instances, all met. No transforming actions proposed. Transforming Actions Summary of Results
Biology
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Academic Program Third Instance A rubric was used in BIOL 3350 course (Genetics Laboratory) to assess students critical thinking skills in laboratory reports. N= 61 It was expected that at the end of the baccalaureate degree 10% of students would reach the excellent level, 80% good, and 10% regular. Results showed that 49% reached the excellent level, 46% good, 5% regular, and 0% did not comply. Thus, the goal was met. First Semester First Instance A rubric was used in MATE 4995 course (Undergraduate Research Seminar) to assess students critical thinking skills in presentations. It was expected that students would meet or exceed expectations in each criterion assessed. Findings by criteria were: State the question Surpass the expectations: 0%, meet the expectations- 100% Creativity in gathering information - surpass expectations: 21%; meet the expectations: 79% Management of Information surpass expectations 0 %; meet expectations: 100% Logic reasoning - surpass expectations 0 %; meet One measure, one instance, met, no transforming action proposed. Findings Transforming Actions Summary of Results
Mathematics
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Academic Program Findings expectations: 100 Integrate and synthesize information - surpass expectations 0 %; meet expectations: 100 Results showed that students met the expectations. Thus the goal was met. First Semester First Instance A rubric was used in FISI 4031 course to assess students critical thinking skills in an information gathering and evaluation activity (test) where the students will analyze and interpret the information. It was expected that 70% of the students would answer 70% of the questions correctly in each criteria assessed in the test. Results by questions: Basic concepts and ideas: 100 % of the students answered correctly all questions assessed in the first instance and 89 % in the second instance. First order differential equations: 89 % of the students answered correctly all questions assessed in the first instance and 77.8 % in the second instance. Minimizing differential equations: 11.1% of the students answered correctly all questions assessed in the first instance and 89 % in the second instance, and 100% in a third instance. Determining the laplaciano: 55.6 % of the students answered correctly all questions assessed Professors will emphasize in their classrooms the topics of minimizing differential equations, determining the laplaciano, and line integral. Also, in topics where students showed they needed to enforced knowledge of identified concepts. One measure, in 11 instances, SLO met. One transforming action proposed. Transforming Actions Summary of Results
Physics
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Academic Program Findings in the first instance and 100 % in the second instance. Line Integral: 44.8% of the students answered correctly all questions assessed in the first instance and 77.8 % in the second instance. Since 72.7 % of the criteria (8 out of 11 ) assessed met the expected goal, thus the goal for this learning outcome (critical thinking) was met. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric was used in ANTR 3006, 3025, 4046, 4135, and 4225 courses to assess students critical thinking skills in oral presentations, essays, research proposals and projects. It was expected that 70% of the students would reach the value of at least 75% or more in the criteria. Results showed that on a scale of 1 to 5points, the average score obtained was 3.8 points (76%). Thus the goal was met. First Semester First Instance A rubric was used in CIPO 4025 course to assess students critical thinking skills in a final exam question. It was expected that 85% or more of the students assessed showed excellent or very good critical thinking skills in discussion exams. Results showed that 92.3% of the students assessed performed at the excellent or Very good or good. Levels. Thus the goal was met. First Semester First Instance Continue and generalize among the other professors in the department the practice of including a section on critical and analytical thinking skills in the course syllabus. Talk to students about these skills at the beginning of the semester. Include in the course more authentic activities that encourage the development of critical and analytical thinking skills. One measure, one instance and 3 transforming actions proposed. One measure, one instance, met. No transforming actions. Transforming Actions Summary of Results
Anthropology
Political Science
Sociology
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Academic Program Findings A rubric was used in SOCI 3245, 3267, 3045, 4005, and 4175 courses to assess students critical thinking skills in oral presentations, essays, research proposals and projects. It was expected that 70% of the students would reach the value of at least 75% or more in the criteria. Results showed that on a scale of 1 to 5points, the average score obtained was 4.1 points (82%). Thus the goal was met. Transforming Actions Summary of Results One measure, one instance, met. No transforming actions.
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III.
Research and creation College of Business Administration

Academic Program
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Academic Program Findings First semester First Instance A rubric was used in a group critique in the Encaustic Painting course to assess students research and creation skills in a peer reviewed project at the end of the semester (October 2012). N=8 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Description of the visual project: 12% scored 3 or 4 points. Analysis of the creative process: 12% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. Second Instance A rubric was used in a group critique in Encaustic Painting course to assess students research and creation skills in a peer reviewed project at the end of the semester (December 2012).N=8 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Description of the visual project: 75% scored 3 or 4 Incorporate more creative research skills, including development of research methodology workshops. Assign readings that will be supplemented with essay assignments. Four instances, two measures, only one met. Two transforming actions. Transforming Actions Summary of Results
Fine Arts
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Academic Program Findings points Analysis of the creative process: 75% scored 3 or 4 points. The expected results were reached, thus, the goal was met. Third Instance A rubric was used in a group critique in the Basic Visual Arts I course to assess students research and creation skills in a peer reviewed project at the end of the semester (October 2012). N=19 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Description of the visual project: 0% scored 3 or 4 points. Analysis of the creative process: 0% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. Fourth Instance A rubric was used in a group critique in the Basic Visual Arts I course to assess students research and creation skills in a peer reviewed project at the end of the semester (December 2012). N=17 It was expected that 70 % of the students assessed Transforming Actions Summary of Results
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Academic Program Findings obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Description of the visual project: 31% scored 3 or 4 points. Analysis of the creative process: 52% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. First semester First Instance A rubric was used in ESPA 4115 course to assess students research skills in a written assignment by the end of the semester. N=13 Fourteen criteria were assessed rubric were used. It was expected that the students would obtain 4 or more points in each criteria assessed. Findings were: Student Total points 1 63 points 2 63 3 52 4 65 5 60 6 56 7 29 8 29 9 38 10 49 Eleven instances, eleven measure, six were not met. No transforming actions. Transforming Actions Summary of Results
Hispanic Studies
Average points 4.5 4.5 3.7 4.6 4.2 4.0 2.0 2.0 2.7 3.5
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Academic Program 11 12 13 65 43 70 Findings 4.6 3.0 5.0 Transforming Actions Summary of Results
Since 7 out of thirteen students met the expected outcome in the criteria assessed, thus the goal was not met. Second Instance A rubric was used in ESPA 3008 course to assess students effective communication skills in a written assignment by the end of the semester. N=11 Fourteen criteria were assessed rubric were used. It was expected that the students would obtain 4 or more points in each criteria assessed. Findings were: Student Total points 1 65 points 2 23 3 58 4 68 5 64 6 47 7 40 8 33 9 66 10 41 11 66
Average points 4.6 1.6 4.1 4.9 4.6 3.4 2.9 2.4 4.7 2.9 4.7
Since 5 out of eleven students (45%) did not meet the
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Academic Program Findings expected outcome in the criteria assessed, the goal was not met. Third Instance A rubric was used in the ESPA 4201 course to assess students research skills in a written assignment at the beginning and at the end of the semester. N=19 It was expected that students would obtain 16 points or more in the 24 points rubric used. Findings were: First assignment Second assignment Met expected Outcome 47 % students 95% of students Transforming Actions Summary of Results
74 % of the students improve their results in the second assignment, 4 maintain the original score and one did not meet the expected outcome in the second assignment. Thus, the goal was met. Results showed that the majority of students improved their skills in this competency. Fourth Instance A rubric was used in the ESPA 3201 course to assess students research skills in a written assignment N=9 The expected outcome was that 70 % of the students assessed would obtain 54 points or more in the 84 points rubric used.
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Academic Program Findings Findings revealed that: Six (67%) students obtained 54 points or more in the written assignment. Thus, the goal was not net. Fifth Instance A rubric was used in the ESPA 4222 course to assess students research skills in two written works in the same semester. N=10 An 84 points rubric was used. It was expected that the students would obtain 54 points or more. Findings were: Student First Instance Second Instance 1 65 points 67 points 2 54 60 3 65 69 4 65 69 5 66 75 6 58 69 7 63 65 8 61 70 9 63 73 10 79 80 All students met the expected outcome in both instances. Also, all students improve their grades in the second instance. Sixth Instance A rubric was used in the ESPA 3212 course to assess Highlight that any research project should include a conclusion based on the research. Require the student to hand in a written proposal of the hypothesis. Transforming Actions Summary of Results
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Academic Program Findings students research skills in two different written works in two course sections in the same semester. Section X N=9 It was expected that students obtained 16 points (67%) or more in each instance of the written work. Findings were: Student First Instance (24) Second Instance 1 16/24= 66.6 % 14/24 = 56.6% 2 7/24 = 29.9% 6/24 = 25% 3 16/24 = 66.6% 16/24 = 66.6% 4 20/24 = 83.3 % 20/24 = 83.3 % 5 14/24 = 56 % 14/24 = 56 % 6 24/24 = 100% 24/24 = 100% 7 24/24 = 100% 24/24 = 100% 8 24/24 = 100% 24/24= 100% 9 15/24 = 62.6 % 14/24 = 56 % Average 160/216 = 74.0 % 156/216=72.2% Transforming Actions Summary of Results
In the first instance 6/9 students (67 %) met the expected outcome that 67% or more of the students met the criteria assessed. In the second instance 5/9 (56%) of the students assessed met the expected outcome, thus the goal was not met. As a group, the average score in both instances was higher than 67 %, thus the goal was met as an average. Seventh Instance A rubric was used in the ESPA 3212 course to assess students effective communication skills in two
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Academic Program Findings different students written work. N= 20 Students enroll in this course to comply with the General Education component in Literature. Students from the Hispanic Studies Program are identified by an asterisk. It was expected that students would obtain 4 points or more in the six point rubric used. Section Y N= 20 Findings results revealed that: Student ABA RCB* SCM KCG* YDB MDR SGP LGM GGW GLB Points 2.55 6.00 2.33 6.00 2.00 3.00 4.00 3.83 2.95 2.00 Student AMG MDT JOR SPR ZRR BRD LGS ASF PSP DVR Points 3.20 3.20 4.07 3.00 4.00 4.33 5.00 2.13 3.00 2.00 Transforming Actions Summary of Results
Since only 7 out of 20 students (35 %) obtained 4 or more points, thus the goal was not met.
Eighth Instance A rubric was used in the ESPA 4115 course to assess students research skills. A rubric was used in ESPA 4115 course to assess students research skills in a Increase the time allotted for research in the classroom.
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Academic Program Findings written assignment by the end of the semester. N=13 Fourteen criteria were assessed rubric were used. It was expected that the students would obtain 4 or more points in each criteria assessed. Findings were: Student Total points Average points 1 63 points 4.5 2 63 4.5 3 52 3.7 4 65 4.6 5 60 4.2 6 56 4.0 7 29 2.0 8 29 2.0 9 38 2.7 10 49 3.5 11 65 4.6 12 43 3.0 13 70 5.0 Since 7 out of thirteen students (54%) met the expected outcome in the criteria assessed, thus the goal was not met. Ninth Instance A rubric was used in the ESPA 4107 to assess students effective research skills in a monograph. N=21 The rubric used had a total of 100 points. Highlight the details in the research process. Transforming Actions Improve the teaching of research methodology in content related to the course. Summary of Results
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Academic Program Findings It was expected that the students would obtain 70% or more in the total score. Findings were: 81/100 100/100 85/100 93/100 95/100 67/100 96/100 100/100 76/100 82/100 73/100 Transforming Actions Summary of Results
92/100 87/100 100/100 81/100 100/100 98/100 92/100 98/100 99/100 98/100
All but one student met the expected outcome. Thus the goal was met. Tenth Instance A rubric was used in the ESPA 4011 course to assess students research skills The rubric used had a total score of 21 points. N= 9 It was expected that the students assessed obtain 14 points (67%) or more in the assigned work assessed. Two assigned works were assessed: at the beginning and at the end of the semester. Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%).
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Academic Program Findings At the end of the semester assigned work, all 9 students (100%) students obtained a score higher than 14 points. Six students improved the score in the second instance; two maintain the original score and one obtained a lower score. Thus, the goal was met in both instances. Eleventh Instance A rubric was used in the ESPA 4885 course to assess students research skills in a monograph, five of which were randomly selected for assessment of this learning outcome. N = 5 It was expected that the students assessed obtain 70% or more in the monograph. Findings were: Student 1 = 93% Student 2 = 80% Student 3 = 98 % Student 4 = 82 % Student 5 = 99% Thus the goal was met by all students assessed. First semester First Instance A rubric was used in the MUSI 4025 course to assess students research and creation skills in a written The student must master the research skills; moreover, he must hand in the complete and Two instances, two measures, all met. One transforming action.
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Summary of Results
Continue the process of integrating both the techniques and skills of the research process, and the analysis of the literature.
Music
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Academic Program assignment. It was expected that 95% of the class would pass the course. Results showed that the expected outcome was met. Thus, the goal was met. Second Instance A rubric was used in the MUSI 3105 course to assess students research and creation skills in a written assignment. It was expected that 95% of the class would pass the course. Results showed that the expected outcome was met. Thus, the goal was met.????????? First semester First Instance A rubric was used in TEAT 4081 course to assess Continue encouraging research before a theatrical Three measures, three instances all met. Three research and creation skills in a written reflection. N= production and reinforcing the skill in the 16% of transforming actions. 31 students who did not reach the objective by means of support in class and departmental workshops. It was expected that 80% of the members of the Universitys Teatro Rodante would master the use of bibliographical sources and use them in their assignments and the creation of a theatrical production. Findings Transforming Actions detailed monograph. Esto es un objetivo de aprendizaje. No es una accin transformadora. Summary of Results
Performing Arts
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Academic Program Findings Results showed that out of 31 students enrolled in the course 27 (87%) used primary and secondary bibliographical sources in their studies prior to putting on the productions of Romeo and Juliet and Hamlet, both by English playwright William Shakespeare. Thus, the goal was met. Second Instance A rubric was used in TEAT 3161 course to assess research and creation skills in a comic strip. N= 46 It was expected that 75% of the students would master the vocabulary of the Pantomime course and be able to use it in an adequate, logical, original, and entertaining way in the creation of a comic strip. Findings by criteria: (good and excellent) Topic exposition is clearly stated - 36 students Dialogue correspond to the message to be delivered 36 students Logical ideas sequence 36 students Adequate use of orthography and vocabulary 36 students Show adequate integration of ideas and concepts 36 students Clear illustrations 36 students Logical sequence of images and drawings 36 students Show originality 36 students It is pleasant and entertaining - 36 students Continue with the measurement instrument and reinforce the skills through more practice exercises in order that all students reach levels III and IV. Transforming Actions Summary of Results
Continue developing this instrument and the skills pertaining to the evaluation exercise.
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Academic Program Findings Use of symbols is appropriate regarding to the ideas, topic or concepts 36 students Transforming Actions Summary of Results
Results showed that out of 46 students enrolled in the course, 36 (78%) reached the level of IV and III (excellent and good) according to the criteria established by the rubric. Thus, the goal was met. Third Instance A rubric was used in TEAT 3162 course to assess research and creation skills in a Mime-drama. It was expected that 75% of the students would reach the levels of Excellent and Good in the criteria established by the rubric. Results showed that out of 16 students assessed, 100% of them reached the expected levels. (Excellent and Good) Thus, the goal was met.
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Academic Program Findings First Semester First Instance A rubric was used in BIOL 3101 to assess students research skills based on the scientific method in a laboratory report. It was expected that 65% or more of the students would reach the level of Good or better in the rubric. Results showed that 20% reached the excellent level, 78% good, and 2% regular. Thus, the goal was met. Second Instance A rubric was used in BIOL 3350 to assess students research skills based on the scientific method in a laboratory report. It was expected that at the end of the baccalaureate degree 10% of students would reach the excellent level, 80% good, and 10% regular. Results showed that 49% reached the excellent level, 46% good, and 5% regular. Thus, the goal was met. First Semester First Instance One measure, two instances, all met. No transforming actions proposed. Transforming Actions Summary of Results
Biology
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Academic Program Findings A rubric was used in CINA 3005 course (Introduction to Environmental Sciences) to assess the students' use of the scientific method in two research exercises. One of them was given before the topic was discussed in the classroom, and the other after the topic was discussed in the classroom. Findings are Pending First Semester First Instance A rubric was used in MATE 4995 course (Undergraduate Research Seminar) to assess students research and creation skills in poster presentations. It was expected that 66% of the students would obtain 3 or 4 points in a 4 point scale in each criterion. Findings by criteria assessed were: Summary 4 points, 68% - 3 points, 32 % Introduction 4 points, 84% - 3 points 16% Statement of the Problem 4 points, 63 %- 3 points, 37% Conclusion 4 points, 79% - 3 points, 21% References - 4 points, 74% - 3 points, 21 %, - 2 points, 5% Results showed that all 19 students that presented their posters obtained 3 points or more in each At the moment the Natural Sciences College Library Committee is working on amplifying the library resources in order to improve the knowledge of the students in the area of information, which includes references as one of its components. One measure, one instance, met, one transforming action proposed. Transforming Actions Summary of Results
Mathematics
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Academic Program Findings criterion assessed. Thus the goal was met. Second Instance Statistics in relation with the number of students from the Mathematics program working in research projects with professors of this Department. (indirect measure) Results are pending. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric was used in ANTR 3006, 3025, 4046, 4135, and 4225 courses to assess students research and creation skills in oral presentations, essays, research proposals and projects. It was expected that70% of the students would reach the value of at least 75% or more in the criteria. Results showed that on a scale of 1 to 5points, the average score obtained was 3.5 points (70%). Thus the goal was not met. First Semester First Instance A rubric was used in CISO 3155 course to assess students research and creation skills in a pre- and post-examination on the basic concepts of statistics. It was expected that 70% of students would score 75% or more. Findings revealed that in: Section 2, out of 19 students assessed 11.3% reached the expected score in the pre-examination and 67.1% in the post-examination. These results show a 55.8% (5.9 times) change from one examination to the other. However, the expected outcome was not reached, thus the goal was not More practice exercises will be given to the students. Four measures, one instance, not met. One transforming action. One measure, one instance, not met. No transforming actions. Transforming Actions Summary of Results
Anthropology
Social Sciences
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Academic Program met. Section 6, out of 14 students assessed 16.4% reached the expected score in the pre-examination and 70% in the post-examination. This shows a 53.6% change (3.3 times) from one examination to the other. The expected outcome was not reached, thus the goal was not met.
Section 10, out of 19 students assessed 21.2 %
Findings
Summary of Results
reached the expected score in the pre-examination and 65.0 % in the post-examination. This shows a 43.8% change (3.1 times) from one examination to the other. However, the expected outcome was not reached, thus the goal was not met. Although there was a positive increase in meeting the expected goal from the pre-examinations results to the post-examination results, the expected outcome that 70% or more of the students obtained 75% or more was not met. First Semester First Instance A rubric was used in SOCI 3245, 3267, 3045, 4005, and 4175courses to assess students critical thinking skills in oral presentations, essays, research proposals and projects. It was expected that 70% of the students would reach the value of at least 75% or more in the criteria. One measure, one instance, not met. No transforming actions.
Sociology
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Academic Program Findings Results showed that on a scale of 1 to 5points, the average score obtained was 3.6 points (72%). Thus the goal was not met. Transforming Actions Summary of Results
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IV.
Social Responsibility College of Business Administration

Academic Program
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Academic Program Findings First Semester First Instance A rubric was used in the ESPA 4107 course to assess students effective communication skills in a monograph. N=21 The rubric used had a total of 100 points. It was expected that the students would obtain 70% or more in the total score. Findings were: 81/100 100/100 85/100 93/100 95/100 67/100 96/100 100/100 76/100 82/100 73/100 Improve the review of the social responsibility component. Three instances, three measures, all met. One transforming action. Transforming Actions Summary of Results
Hispanic Studies
92/100 87/100 100/100 81/100 100/100 98/100 92/100 98/100 99/100 98/100
All but one student met the expected outcome. Thus the goal was met. Second Instance A rubric was used in the ESPA 4011course to assess students critical thinking skills. The rubric used had
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Academic Program Findings a total score of 21 points. N= 9 It was expected that the students assessed obtain 14 points (67%) or more in the assigned work assessed. Two assigned works were assessed: at the beginning and at the end of the semester. Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%). At the end of the semester assigned work, all 9 students (100%) students obtained a score higher than 14 points. Six students obtained improved scores in the second instance; two maintain the original score and one obtained a lower score. Thus, the goal was met in both instances. Third Instance A rubric was used in ESPA 4885 to assess the students content knowledge skills in a monograph, five of which were randomly selected for assessment of this learning outcome. N = 5 It was expected that the students assessed obtain 70% or more in the monograph. Findings were: Student 1 = 93% Student 2 = 80% Transforming Actions Summary of Results
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Academic Program Findings Student 3 = 98 % Student 4 = 82% Student 5 = 99% Thus the goal was met by all students assessed First semester First Instance Observation and reviews were used in TEAT 4082 course to assess the development and encouragement of the international appreciation of Puerto Rican theater culture. It was expected that 75% of the spectators of the production Platero y yo at the Fringe Festival in Scotland will be satisfied with the Puerto Rican production. Through observation it was known that the spectators reception and the critique were good. The goal was met. Second Instance Observation was used in TEAT 4082 course to assess the encouragement of the theatrical discipline of our students. It was expected that our students would be disciplined with the norms of living together during their trip to Scotland to participate in the Fringe Festival. Maintain the rigorous and disciplined standards that allow us to comply with our social responsibilities on an international level. Continue complying with the encouragement of the internationalization of the University of Puerto Rico. Two measures two instances, all met. Two transforming actions. Transforming Actions Summary of Results
Performing Arts
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Academic Program Findings During the two weeks that the Teatro Rodante was in Scotland no incidences occurred and our students got along well with the participants of other countries. Thus, the goal was met. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A survey with two liker-type questions was used as Continue to encourage students to participate in an indirect measure to assess students' participation professional and community organizations. in extracurricular activities and student organizations. It was expected that 80% of the students would report interest in being involved with community and professional organizations. Results showed that 89% of students reported they strongly agree to a statement that indicated they would participate in community and professional organizations. Also, 94 % of the students indicated that they are interested in being part of professional and community organizations. Thus the goal was met. Second Instance A survey will be administered to graduates to assess the students' involvement in community activities and participation in organizations that have a mission aligned with our professional code of ethics. Data not available. Will be administered by the end of semester. Third Instance A rubric will be used to assess if students One measure, three instances, two pending. One transforming action. Transforming Actions Summary of Results
Nutrition and Dietetics
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Academic Program Findings demonstrate how to evaluate and interpret the profession's Code of Ethics. Data not available. Will be administered during the 2nd semester. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance An end-of-baccalaureate questionnaire was used in RELA 4045 course to assess students perception regarding their development of social responsibility skills and a sense of professional ethics needed in their future profession and working environment. This learning outcome will be measured in the Second Semester 2012-2013. Second Instance A rubric was used in RELA 3015 First Semester First Instance A rubric was used in PSIC 3067 (Introduction to Psychology) and PSIC 4087 (Practice in Service) courses to assess students' social responsibility skills in a pre-examination. Four criteria were measured using a 5 point scale rubric where 0-1point =social responsibility is developing; 2-3 point s= competent level of social responsibility; 4-5 points= high level of social responsibility. It was expected that 70% or more of students would show a level of social responsibility that is Four measures, three instances, 3 measures met. No transforming actions. Two measures, two instances, met. No transforming action. Transforming Actions Summary of Results
Labor Relations
Psychology
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Academic Program Findings developing or rising, i.e., between 0-2 points per criteria or a total of 0-8 points of the possible total average. Pre-examination average score findings: (at the beginning of these courses): Self and community 1.8 points (36%) Diversity 2.3 points (46%) Integrity 2.4 points (48%) Negotiation and commitment - 3.0 points (60%) Total = 9.5 points (47.5%) Thus the goal was met in this instance.. Second Instance Results showed that 47.59 % of students showed the expected level of social responsibility in the preexamination. Thus the goal was not met. Second Instance A rubric was used in PSIC 3067 and 4087 courses to assess students' social responsibility skills in a postexamination. It was expected that 70% or more of students would show a level of social responsibility that is at a competent or expert level (3 points or more in each criteria assessed) or a total of 12-18 points (60%90%) of the possible total average. Transforming Actions Summary of Results
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Academic Program Findings Post-examination average score findings: (at the end of these courses): Self and community 3.2 points (64%) Diversity 3.7 points (74%) Integrity 3.8 points (76%) Negotiation and commitment - 3.9 points (78%) Total = 14.6 points (73%) Thus the goal was met in this instance. Results showed that students obtained more than 3.0 points in each criterion assessed and more than 12 total points in the total average. Results also showed that 73% of students showed the expected level of social responsibility (competent or expert) in the post-examination. Thus, the goal was met. Findings revealed that students experiences in the communities visited in both courses increased students level of social responsibility through the semester. Transforming Actions Summary of Results
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V.
Information Literacy College of Business Administration

Academic Program
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Academic Program Findings First semester First Instance A rubric was used in the History of Art Seminar course to assess (December 2012) students information literacy skills in a thesis. N=14 It was expected that 70% of the projects would score between excellent and good. The results for each criterion assessed was as follows: Style manual: 76% The expected result was reached, thus, the goal was met. Second Instance Section X A rubric was used in Section X of the Art Theory course to assess (November 2012) students information literacy skills in a discussion assignment. N=26 It was expected that 70% of the projects would score between excellent and good. We explained the proper use of the style manual and we highlighted the citations, footnotes, and bibliography. We showed examples on the blackboard and projector in the classroom. One measure, four instances, was not met in four of five instances. One transforming action. Transforming Actions Summary of Results
Art History
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Academic Program Findings The results for each criteria was as follows: Style manual: 67% The expected result was not reached, thus, the goal was not met. Second Instance Section Y A rubric was used in the Art Theory course to assess (November 2012) students information literacy skills in a discussion assignment. N=16 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Style manual: 67% The expected result was not reached, thus, the goal was not met. Transforming Actions Summary of Results
Third Instance Section X A rubric was used in Section X of the History of Contemporary Art course to assess (November 2012) students information literacy skills in a discussion assignment. N=29 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Style manual: 64% The expected result was not reached, thus, the goal
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Academic Program was not met. Third Instance Section Y A rubric was used in the History of Contemporary Art course to assess (November 2012) students information literacy skills in a discussion assignment. N= 18 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Style manual: 56% The expected result was not reached, thus, the goal was not met. First semester First Instance A rubric was used in ESPA 3201 to evaluate the students effective information literacy skills in a written assignment N=9 The expected outcome was that 70 % of the students assessed would obtain 54 points or more in the 84 points rubric used. Findings revealed that: Six (67%) students obtained 54 points or more in the written assignment. Thus, the goal was not net. Initiate a process to improve use of MLA citation. Eight instances, Eight measures, four met. Three transforming actions. Findings Transforming Actions Summary of Results
Hispanic Studies
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Academic Program Second Instance A rubric was used in ESPA 4222 to assess students effective information literacy skills in two written works in the same semester. N=10 An 84 points rubric was used. It was expected that the students would obtain 54 points or more. Findings were: Student First Instance Second Instance 1 65 points 67 points 2 54 60 3 65 69 4 65 69 5 66 75 6 58 69 7 63 65 8 61 70 9 63 73 10 79 80 All students met the expected outcome in both instances. Also, all students improve their grades in the second instance. Third Instance A rubric was used in ESPA 3212 to assess students information technology skills in two different students written work. N= 9. Section X It was expected that students obtained 16 points Require from students diversity in the information sources used (in press or online), and from peer reviewed academic sources. Also, establish this requirement as criteria to be assessed in the rubric used. Encourage students to use the references pertinent to the topic at hand. Findings Transforming Actions Summary of Results
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Academic Program Findings (67%) or more in each written work. Findings were: Student First Instance (24) Second Instance 1 16/24= 66.6 % 14/24 = 56.6% 2 7/24 = 29.9% 6/24 = 25% 3 16/24 = 66.6% 16/24 = 66.6% 4 20/24 = 83.3 % 20/24 = 83.3 % 5 14/24 = 56 % 14/24 = 56 % 6 24/24 = 100% 24/24 = 100% 7 24/24 = 100% 24/24 = 100% 8 24/24 = 100% 24/24= 100% 9 15/24 = 62.6 % 14/24 = 56 % Average 160/216 = 74.0 % 156/216=72.2% Transforming Actions Summary of Results
In the first instance 6/9 students (67 %) met the expected outcome that 67% or more of the students met the criteria assessed. In the second instance 5/9 (56%) of the students assessed met the expected outcome, thus the goal was not met. As a group, the average score in both instances was higher than 67 %, thus the goal was met as an average Fourth Instance A rubric was used in ESPA 3212 to assess students information technology skills in two different students written work. N= 20 Students enroll course in this course to comply with the General Education component in Literature. Students from the Hispanic Studies Program are
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Academic Program Findings identified by an asterisk. It was expected that students would obtain 4 points or more in the six point rubric used. Section Y Findings revealed that: Student Points Student Points ABA 2.55 AMG 3.20 RCB* 6.00 MDT 3.20 SCM 2.33 JOR 4.07 KCG* 6.00 SPR 3.00 YDB 2.00 ZRR 4.00 MDR 3.00 BRD 4.33 SGP 4.00 LGS 5.00 LGM 3.83 ASF 2.13 GGW 2.95 PSP 3.00 GLB 2.00 DVR 2.00 Since only 7 out of 20 students (35 %) obtained 4 or more points, thus the goal was not met. Fifth Instance A rubric was used in the ESPA 4115 course to assess the students information literacy skills in a written assignment by the end of the semester. N=13 Fourteen criteria were assessed rubric were used. It was expected that the students would obtain 4 or more points in each criteria assessed. Findings were: Student Total points Transforming Actions Summary of Results
Average points
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Academic Program Findings 1 63 points 4.5 2 63 4.5 3 52 3.7 4 65 4.6 5 60 4.2 6 56 4.0 7 29 2.0 8 29 2.0 9 38 2.7 10 49 3.5 11 65 4.6 12 43 3.0 13 70 5.0 Since 7 out of thirteen students (54%) met the expected outcome in the criteria assessed, the goal was not met. Sixth Instance A rubric was used in the ESPA 4107 course to assess students effective communication skills in a monograph. N=21 The rubric used had a total of 100 points. It was expected that the students would obtain 70% or more in the total score. Findings were: 81/100 100/100 85/100 93/100 Improve the review of the information literacy component. Transforming Actions Summary of Results
92/100 87/100 100/100 81/100

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Academic Program 95/100 67/100 96/100 100/100 76/100 82/100 73/100 Findings 100/100 98/100 92/100 98/100 99/100 98/100 Transforming Actions Summary of Results
All but one student met the expected outcome. Thus the goal was met. Seventh Instance A rubric was used in the ESPA 4011 course to assess students information literacy skills. The rubric used had a total score of 21 points. N= 9 It was expected that the students assessed obtain 14 points (67%) or more in the assigned work assessed. Two assigned works were assessed: at the beginning and at the end of the semester. Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%). At the end of the semester assigned work, all 9 students (100%) students obtained a score higher than 14 points. Six students obtained improved the score in the second instance; two maintain the original score and one obtained a lower score. Improve the academic counseling in regards to bibliographical information and citation.
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Academic Program Findings Thus, the goal was met in both instances. Eighth Instance A rubric was used in ESPA 4885 to assess the students information technology skills in a monograph, five of which were randomly selected for assessment of this learning outcome. N = 5 It was expected that the students assessed obtain 70% or more in the monograph. Findings were: Student 1 = 93% Student 2 = 80% Student 3 = 98 % Student 4 = 82 % Student 5 = 99% Thus the goal was met by all students assessed. First semester First Instance A rubric was used in HIST 4026 to evaluate the students information literacy skills in a historiographical essay. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 63 students, 66.65% reached the expected scores. Thus the goal was met. We will assess more courses where this Level 1 learning outcome can be developed. Three instances, three measures, all met. One transforming action. Transforming Actions Summary of Results
History
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Academic Program Findings Findings results by criteria were: Use of databases in electronic media:72.73 % Use of library collections: 68.18 % Incorporation of citation and notes: 68.18 % Preparation of bibliography: 9.09 % Use of images and audition sources: 63.64 % Since the expected outcome was met in 4 of the five criteria assessed, the goal was met. Second Instance A rubric was used in the HIST 3135 course to assess students information literacy skills in a critical review of a book. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 63 students, 66.65% reached the expected scores. Thus the goal was met. Findings results by criteria were: Use of databases in electronic media: 88.46 % Use of library collections: 88.46 % Incorporation od citation and notes: 88.46 % Preparation of bibliography: 88.46 % Use of images and audition sources: 88.46 % Since the expected outcome was met in all criteria assessed, the goal was met. Third Instance We will assess more courses where this Level 1 learning outcome can be developed. Transforming Actions Summary of Results
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Academic Program Findings A rubric was used in the HIST 4226 course to assess students information literacy skills in an annotated bibliography. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 63 students assessed, 66.65% reached the expected scores. Thus the goal was met Findings results by criteria were: Use of databases in electronic media: 86.67 % Use of library collections: 86.67 % Incorporation od citation and notes: 86.67 % Preparation of bibliography: 86.67 % Use of images and audition sources: 86.67 % Since the expected outcome was met in all criteria assessed, the goal was met. Transforming Actions We will assess more courses where this Level 1 learning outcome can be developed. Summary of Results
Modern Languages
First semester First Instance A rubric was used in FRAN 4008, FRAN 4227, ITAL 4212, and PORT 4007 courses to assess students information literacy skills in a research project. This will be measured for the first time in courses geared toward research in French, Italian, and One instance, one measure. No transforming actions.
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Academic Program Portuguese. Findings Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric was used in BIOL 3350 course (Genetics laboratory) to assess students competence in conducting research with effective and ethical use of information. It was expected that at the end of the baccalaureate degree 10% of students would reach the excellent level, 80% good, and 10% regular. Results in the following criteria were: Introduction : 84% excellent;16% good; 0% regular Discussion: 69 % excellent 28 % good; 3% regular Reference: 80% excellent; 18% good: 2% regular Thus the goal was met.
Biology
Transforming Actions Areas identified to be addressed are: Students still have problems in the references format and in the adequate use of references. Many students do not know how to make reference to past studies or observations without citing. Students hardly use campus libraries resources, online or in person to search for needed information. Courses should encourage the use of written modules to address information literacy competencies. Students do not know the difference between primary sources or secondary sources, or where to find or use them. Students do not know how to cite websites.
Summary of Results
One measure, one instance, met.
Mathematics
First Semester First Instance A rubric was used in MATE 4995 to assess students information literacy skills in the presentation of a poster and monograph. It was expected that 66% of the students would obtain 3 or 4 in each criterion assessed. Findings by criteria assessed were: Originality 4 points, 0% - 3 points, 100 % One measure, one instance, met, no transforming action proposed.
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Academic Program Findings Design 4 points, 68%; - 3 points, 21% - 2 points, 11 % Orthography 4 points, 68% - 3 points, 32% Content 4 points, 63%,% - 3 points, 32 % - 2 points, 5 % Diagrams - 4 points, 47%,% - 3 points, 26% - 2 points, 26 % Results showed that all 19 students obtained 3 or more in each criterion. Thus the goal was met Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric was used in ANTR 3006, 3025, 4046, 4135, and 4225 courses to assess students literacy skills in oral presentations, essays, research proposals and projects. It was expected that 70% of the students would reach the value of at least 75% or more in the criteria of the rubric used. Results showed that on a scale of 1 to 5 points, the average score obtained was 3.2 points (64%). Thus the goal was not met. First Semester First Instance A rubric was used in the ECON 4416 course to assess Pending assessment results. students information literacy skills in a research assignment. It was expected that 70% of the students would obtain 80 points or more in the final evaluation. Pending First Semester First Instance A rubric was used in SOCI 3245, 3267, 3045, 4005, One measure, one instance, not met. No
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Summary of Results
Anthropology
One measure, one instance, not met. No transforming actions.
Economics
One measure, one instance, met. Two transforming actions.
Sociology
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Academic Program Findings and 4175 courses to assess students information literacy skills in oral presentations, essays, research proposals and projects. It was expected that 70% of the students would reach the value of at least 75% or more in the criteria. Results showed that on a scale of 1 to 5points, the average score obtained was 3.7 points (74%). Thus the goal was not met. Transforming Actions Summary of Results transforming actions.
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School of Architecture
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VI.
Logical-mathematical reasoning College of Business Administration

Academic Program
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Academic Program Findings First semester First Instance A rubric was used in FILO 4031 course to assess the students logical-mathematical reasoning in the second partial exam. It was expected that 50% of the students would solve correctly the exercise identified. Results showed that 53% (9/17) of the students completed the exercise correctly, thus the goal was met. Assign additional practice exercises, similar to those of the exam. This course has an assigned graduate student who offers tutorials based on students demand. One instance, one measure, met. One transforming action. Transforming Actions Summary of Results
Philosophy

Academic Program Findings First Semester First Instance A rubric was used in BIOL 3349 course (Genetics) to assess students logical-mathematical reasoning skills in the analysis of data in a Final exam. (N= 67) It was expected that students would achieve: 70% in questions of knowledge/comprehension 60% in questions of application 50% in questions of analysis. Results in the Final Exam in the different knowledge Two measures, two instances, all met. No transforming actions proposed Transforming Actions Summary of Results
Biology
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Academic Program Findings domains were: Comprehension question: 79.1 % - goal met Analysis questions: 92.5 %; 65.7 %; 67.2 %; 50.7 %; 46.3 % - the goal was met in 4 of the 5 test items assessed. Application question: 95.5 % - the goal was met. Results showed that out of the 7 test items assessed, 6 reached the expected value, thus, the goal was met. Second Instance A rubric was used in BIOL 3350 course (Genetics Laboratory) to assess students logical-mathematical reasoning skills in a pre (n=70) and post test. (N= 58) It was expected that there would be an increase in percentage of correct answers in most of the mathematical concepts that were measured in the post test Findings: pre test results test results Basic probability 72.9 % 79.3 % Graph identification 55.7 %; 34.3 % 75.9 % Graph interpretationcharacteristics influenced by the environment 51.4 % 69.0 % post Transforming Actions Summary of Results
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Academic Program Findings Given the p value, determine if the differences are significant 54.3 % 43.1% Applied probability to geneticsdihybrid cross 57.1 % 51.7 % Applied probability to geneticsNucleotides mixture ____ 51.7 % Applied probability to geneticsGenotypic frequencies 48.6 % error was detected Correlation coefficient % Transforming Actions 56.9 %; Summary of Results
an
18.6 %
72.4
Results showed that in 5 of the 7 concepts assessed an increase in percentage of correct answers in the post test results were observed. Thus the goal was met. First Semester First Instance A rubric was used in CINA 3005 to assess the students' logical-mathematical reasoning skills in two research exercises. One of them was given before the topic was discussed in the classroom, and the other after the topic was discussed in the classroom Results are Pending
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Academic Program Findings First Semester First Instance A rubric was used in MATE 3325 course to assess students logical-mathematical skills in 4 test items in a final exam. It was expected that 66% of the students would obtain 70% or more in each question. Four students took the Final Exam and each one answered both questions. Findings were: Question 1 : 100%; 75%; 100%; 100% Question 2 : 33 %, 0%; 100%; 100% Results showed that in the first question all students (4) obtained more than 70%, yet in the second question only 50% of students obtained more than 70%. Thus the goal was only met in the first question. One measure, one instance, met, no transforming action proposed. Transforming Actions Summary of Results
Mathematics

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VII. Content Knowledge, Skills or Dispositions Competencies in the Academic Programs College of Business Administration
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Academic Program Findings First semester First Instance A rubric was used in the History of Art Seminar, ARTE-4242 course, to assess (December 2012) students content of the discipline skills in a thesis. N= 14 It was expected that 70% of the projects would score between excellent and good. The results for the criterion assessed was as follows: Content of the discipline: 79% The expected result was reached, thus, the goal was met. Second Instance Section X A rubric was used in Section X of the History of Contemporary Art course to assess (October 2012) students content of the discipline skills in a discussion assignment. N=25 It was expected that 70% of the projects would score between excellent and good. The results for the criterion assessed was as follows: Content of the discipline: 48% The expected result was not reached, thus, the goal was not met. Second Instance Two measures, nine instances, three courses, two not met. One transforming action established. Transforming Actions Summary of Results
Art History
We highlighted the assigned readings and the study of images.
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Academic Program Section Y A rubric was used in Section Y of the History of Contemporary Art course to assess (October 2012) students content of the discipline skills in a discussion assignment. N= 24 It was expected that 70% of the projects would score between excellent and good. The result for the criteria assessed was as follows: Content of the discipline: 71% The expected result was reached, thus, the goal was met. Third Instance Section X A rubric was used in Section X of the History of Contemporary Art course to assess (November 2012) students content of the discipline skills in a discussion assignment. N= 29 It was expected that 70% of the projects would score between excellent and good. The result for the criterion assessed was as follows: Content of the discipline: 90% The expected result was reached, thus, the goal was met. Third Instance Section Y Findings Transforming Actions Summary of Results
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Academic Program Findings A rubric was used in Section Y of the History of Contemporary Art course to assess (November 2012) students content of the discipline skills in a discussion assignment. N= 18 It was expected that 70% of the projects would score between excellent and good. The results for the criteria assessed was as follows: Content of the discipline: 84% The expected result was reached, thus, the goal was met. Fourth Instance Section X A rubric was used in Section X of the Art Theory course to assess (October 2012) students content of the discipline skills in a discussion assignment. N= 20 It was expected that 70% of the projects would score between excellent and good. The results for the criteria assessed was as follows: Content of the discipline: 54% The expected result was not reached, thus, the goal was not met. Fourth Instance Section Y Transforming Actions Summary of Results
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Academic Program Findings A rubric was used in Section Y of the Art Theory course to assess (October 2012) students content of the discipline skills in a discussion assignment. N= 34 It was expected that 70% of the projects would score between excellent and good. The result for the criterion assessed was as follows: Content of the discipline: 62% The expected result was not reached, thus, the goal was not met. Fifth Instance Section X A rubric was used in Section X of the Art Theory course to assess (November 2012) students content of the discipline skills in a discussion assignment. N= 16 It was expected that 70% of the projects would score between excellent and good. The results for the criterion assessed was as follows: Content of the discipline: 79% The expected result was reached, thus, the goal was met. Fifth Instance Section Y A rubric was used in Section Y of the Art Theory course to assess (November 2012) students content Transforming Actions Summary of Results
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Academic Program Findings of the discipline skills in a discussion assignment. N= 26 It was expected that 70% of the projects would score between excellent and good. The results for the criterion assessed was as follows: Content of the discipline: 75% The expected result was reached, thus, the goal was met. First semester First Instance A rubric was used in a group critique Creative Research Workshop I course to assess students knowledge of the discipline in the creation of a set of pieces that make up a whole body of work. (October 2012). It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Technical management of the medium used: 52% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. Second Instance A rubric was used in a group critique in the Creative Research Workshop I course to assess students This domain has very deficient scoring, taking into consideration that these are fourth year students. This circumstance is worrisome because an intermediate student should be at the practice level in order to obtain a better score in this learning outcome. Fourth year students should have a firmer grasp of these technical skills in order to do their end-of-studies project. Six instances, 3 measures, only two met. Four transforming actions. Transforming Actions Summary of Results
Fine Arts
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Academic Program Findings knowledge of the discipline in the creation of a set of pieces that make up a whole body of work. (December 2012). It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Technical management of the medium used: 83% scored 3 or 4. The expected results were reached, thus, the goal was met. Third Instance A rubric was used in a group critique in the Basic Visual Arts I course to assess students knowledge of the discipline in a final project. (October 2012). N=19 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. This learning outcome has very deficient outcomes. The development of this learning outcome is strongly tied to the development of skills through each concentration course in this department. Transforming Actions Summary of Results
The Program would have to pay close attention to the development of these technical skills in our The results for each criteria were as follows: students during their second, third, and fourth Technical management of the medium used: 10% scored 3 or 4 points in the rubric used, thus not met. year of studies. The expected results were not reached, thus, the goal was not met. Fourth Instance A rubric was used in a group critique in the Basic Visual Arts I course to assess students knowledge of the discipline in a final project. (December 2012). This learning outcome has very deficient outcome, taking into consideration that these are
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Academic Program N=17 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Technical management of the medium used: 52% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. Fifth Instance A rubric was used in a group critique in the Encaustic Painting course to assess students knowledge of the discipline in the preparation of projects during the semester. (October 2012). N=8 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Technical management of the medium used: 12% scored 3 or 4 points. The expected results were not reached, thus, the goal was not met. Sixth Instance A rubric was used in a group critique in the Encaustic Painting course to assess students knowledge of the discipline in the preparation of projects during the semester. (December 2012). Findings Transforming Actions third year students. This circumstance is worrisome because an intermediate student should have the practice level to obtain a better score in this learning outcome. Something that should be studied is the academic continuity of the Fine Arts students throughout their time in this mayor. That is, the time between courses shouldnt be a long period of time, since there is an interruption of the development of basic, intermediate, and advanced technical skills. Summary of Results
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Academic Program Findings N=8 It was expected that 70 % of the students assessed obtained 3 or 4 points in the 4 point rubric used. The results for each criteria were as follows: Technical management of the medium used: 75% scored 3 or 4. The expected results were reached, thus, the goal was met. First Semester First Instance A rubric was used in ESPA 4885 to assess the students content knowledge skills in a monograph, five of which were randomly selected for assessment of this learning outcome. N = 5 It was expected that the students assessed would obtain 70% or more in the monograph. Findings were: Student 1 = 93% Student 2 = 80% Student 3 = 98 % Student 4 = 82 % Student 5 = 99% Thus the goal was met by all students assessed Second Instance A rubric was used in the ESPA 4107 course to assess students effective communication skills in a monograph. N=21 Transforming Actions Summary of Results
Hispanic Studies
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Academic Program Findings The rubric used had a total of 100 points. It was expected that the students would obtain 70% or more in the total score. Findings were: 81/100 100/100 85/100 93/100 95/100 67/100 96/100 100/100 76/100 82/100 73/100 Transforming Actions Summary of Results
92/100 87/100 100/100 81/100 100/100 98/100 92/100 98/100 99/100 98/100
All but one student met the expected outcome. Thus the goal was met. Third Instance A rubric was used in the ESPA 4011course to assess students critical thinking skills. The rubric used had a total score of 21 points. N= 9 It was expected that the students assessed would obtain 14 points (67%) or more in the assigned work assessed. Two assigned works were assessed: at the beginning and at the end of the semester.
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Academic Program Findings Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%). At the end of the semester assigned work, all 9 students (100%) students obtained a score higher than 14 points. Six students obtained improved the score in the second instance; two maintain the original score and one obtained a lower score. Thus, the goal was met in both instances. Fourth Instance A rubric was used in the ESPA 4115 course to assess the students information literacy skills in a written assignment by the end of the semester. N=13 Fourteen criteria were assessed, rubrics were used. It was expected that the students would obtain 4 or more points in each criteria assessed. Findings were: Student Total points 1 63 points 2 63 3 52 4 65 5 60 6 56 7 29 8 29 Teach hard-to-grasp topics so as to teach how to do research and to have the students prepare a research project. Transforming Actions Summary of Results
Average points 4.5 4.5 3.7 4.6 4.2 4.0 2.0 2.0
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Academic Program Findings 9 38 2.7 10 49 3.5 11 65 4.6 12 43 3.0 13 70 5.0 Since 7 out of thirteen students (54%) met the expected outcome in the criteria assessed, the goal was not met. First semester First Instance A rubric was used in the second semester of French, Italian, Portuguese, and German courses to assess students content knowledge in a departmental examination. This will be measured for the first time at the end of the 2012-2013 academic year. First semester First Instance A rubric was used in the MUSI 3175 course to assess students' knowledge of the discipline in a sight signing and music reading juried test. It was expected that 90% of the class would pass the juried test satisfactorily. Results showed that 90% of the class passed the test satisfactorily. Thus, the goal was met. Work individually with each student to achieve accurate intonation by: Exercises that develop voice production control Develop the students capacity of hearing himself so as to correct errors. One instances, one measure, met. Two transforming actions. One instance, one measure. No transforming actions. Transforming Actions Summary of Results
Modern Languages
Music
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Academic Program First semester First Instance A rubric was used in the MUSI 3175 course to assess students reading and sight singing skills in the Sol clef. It was expected that XX% of the class would pass the course. Results showed that the expected outcome was met. Thus, the goal was met. First semester First Instance A rubric was used in TEAT 3161 course to assess concept knowledge skills in a comic strip. N=46 It was expected that 75% of the students would be able to apply what they learned of the Actor-Mime into clear, coherent, logical, original, and entertaining ideas. Results showed that out of 46 assessed students, 36 (78%) achieved a Excellent or Good level of knowledge application. Thus, the goal was met. Second Instance A rubric was used in TEAT 3162 course to assess concepts knowledge skills in a Mime-Drama. N=16 Continue with the assessment strategy in order to encourage students to integrate knowledge.
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Performing Arts
Develop applied exercises that allow the student to work from the newly acquired knowledge.
Five measures in five instances, three met. Five transforming actions.
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Academic Program Findings It was expected that 75% of the students would be able to put on a short movement sequence that makes use of the skills of the discipline (use of space, images, and specific symbols, adequate environment, etc.) Results showed that of 16 students 100% achieved the levels of Excellent or Good. Thus, the goal was met. Third Instance A rubric was used in TEAT 4201 course to assess content knowledge in a portfolio. N= 14 It was expected that 80% of the students would show they master the light, shadow, color, skills, and other techniques. Findings by students who met the expected outcome of criterion assessed were (excellent or good levels): Accomplish all tasks - 10 Show mastery of the techniques - 10 Cooperate as illuminator in the Performing Arts Department productions 5 Showed imagination and creativity - 11 Can solve problems with the illumination 10 Master light, shadow, and color concepts - 10 Made and have all the designs 6 Take care of his working space 9 Have all the working materials 8 Develop exercises where students can apply concepts and techniques so that the student can master the use and function of light, shadow, color, and other techniques in theatrical productions. Transforming Actions Summary of Results
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Academic Program Findings Handed in the portfolio on time - 14 Attendance 13 Transforming Actions Summary of Results
Results showed that out of 14 students, 10 (71%) achieved the levels of Excellent and Good in the criteria assessed. Thus, the goal was not met. Fourth Instance A rubric was used in TEAT 3161 course to assess knowledge of basic corporal language and vocabulary. N= 46 It was expected that 75% of the students would demonstrate mastery of the movement skills taught in class. Findings by the number of students that met the excellent and/or good levels in the criteria assessed were: Manipulation 31 excellent; 14 good Climbing stairs 31 excellent; 14 good Go downstairs 31 excellent; 14 good Walking in place 31 excellent; 14 good Run in place 31 excellent; 14 good Vocabulary - 22 excellent; 18 good Results showed that all of the 45 students (100%) mastered the pantomime vocabulary. Thus, the goal was met. Fifth Instance Continue developing movement techniques and reinforce the mastery of the vocabulary through repetition and periodic evaluations.
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Academic Program Findings A rubric was used in TEAT 3032 course to assess knowledge in a reflective essay. N= 14 It was expected that 75% of the students enrolled in the Diction II class would reach the levels excellent or good in the rubric. Clear articulation 6 (43%) excellent; 4 (29) good Projection 4 (29%) excellent; 4(29%) good Effective volume 5 ( 36%) excellent; 4(29%) good Credible interpretation 5(36%) excellent; 4 (29%) good Defined actions 5 (36%) excellent; 4 (29%) good Dramatic intensity 5 (36%) excellent; 2(14%) good Results showed that of the 14 students assessed, the average was 8.7 students (62%) reached the expected levels. Thus, the goal was not met. First semester First Instance A rubric was used in the FILO 3025 course to assess student knowledge of the discipline in an exam. It was expected that 50% of the students would reach the average grade by the semesters end. Results showed that 22 (75.9%) out of 29 students assessed obtained or surpassed the average grade when compared to the 12 (41.3%) out of 29 and 13 (44.8 %) out of 29 from the two previous exams. Multiply the interpretation exercises of the assigned philosophical texts. Offer workshops where graduate students can practice with undergraduates the skills necessary for interpretation and analysis of philosophical texts. One instance, one measure, met. Two transforming actions. Transforming Actions Continue reinforcing skills through exercises and periodical performance examinations. Summary of Results
Philosophy
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Academic Program Findings First Semester First Instance A rubric was used in CINA 3005 to assess the students' knowledge of basic concepts of the three principal environmental systems: atmospheric, aquatic and land environments and its application in the interpretation and possible solution of two research exercises. One of them was given before the topic was discussed in the classroom, and the other after the topic was discussed in the classroom Transforming Actions Summary of Results
First Semester First Instance A rubric was used in NUTR 4068 course to assess an assignment and individual test items. An expected outcome was not established??? Results showed that 93% of the students answered correctly to exam items related to objective. Findings exceeded the expected outcome. Thus the goal was met. Second Instance A rubric was used in NUTR 4085 course to assess an assignment and individual test items. An expected outcome was not established??? Three measure, three instances, two pending. No transforming action.
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Academic Program Findings The professor has not provided the results. Third Instance A rubric was used to assess reports. Three reports were evaluated where students must demonstrate utilization of adequate techniques based on population needs. Findings exceeded outcomes, 92% of the students received an excellent grade in the three reports submitted. First Semester First Instance The mastery of the most important and general Tutoring sessions are available for Physics concepts, laws, theories, principles, and models of the students Physics to be able to apply this knowledge in problem solving situations, were assessed in the FISI 4076 course through the quantity of students that approve the course with an A or B. It was expected that 70 % of the students assessed approved the course with an A or B. Findings revealed that two students enrolled in this course and both of them obtained A in the course. Thus the goal was met. One measure, one instance, met. The department recommends revising the rubric to consider adding criteria for evaluation in a more advanced level. Transforming Actions Summary of Results
Physics
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Academic Program Findings First Semester First Instance A rubric was used in ANTR 3006, 3025, 4046, 4135, and 4225 courses to assess students knowledge of the discipline in oral presentations, essays, research proposals and projects, and tests. It was expected that 70% of the students would reach the value of at least 75% or more in the criteria of the rubric used. Results showed that on a scale of 1 to 5points, the average score obtained was 3.4 points (68%). Thus the goal was not met. First Semester First Instance A rubric and a Practicum Report were used in a Supervised Practice course (pilot project) to assess students knowledge of discipline related concepts in the supervised practice course integration skills in a Report, questionnaire and evaluation guide. Pending assessment results. One measure, one instance, met. Two transforming actions. One measure, one instance, not met. No transforming actions. Transforming Actions Summary of Results
Anthropology
Economics
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Academic Program Findings It was expected that 70% of the students would obtain 80 points or more in the final evaluation. Pending First Semester First Instance A 4- point scale rubric was used in RELA 3085 Continue strengthening this competency by course to assess students knowledge of the discipline means of homework and formative evaluations. in a research proposal. For some years, legal research workshops have It was expected that students would obtain 80% or been added to the course. more in each of the measured criteria. Two groups participated in this activity. Findings by criterion were: Authors argumentation interpretation : Group 1 (qualitative research) - 4 points Group 2 (quantitative research) 4 points Distinction and analysis of theoretical trends, paradigms and discipline related concepts: Group 1 4 points Group 2 4 points Distinction and analysis of the use of research methodologies: Group 1 - 4 points Group 2 3.5 points Application of theoretical trends, paradigms and concepts from the discipline and from other fields to the study of social problems: Group 1 4 points Two measures, two instances, met. Two transforming actions. Transforming Actions Summary of Results
Labor Relations
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Academic Program Findings Group 2 - 4 points Approaches the texts from an informed and qualified position: Group 1 4 points Group 2 4 points Results showed that Group 1 obtained a total of 24 points out of 24 (100%) and Group 2 obtained 23.5 out of 24 (98%). Thus the goal was met. Second Instance A rubric was used in RELA 4045 course to assess students knowledge of the discipline in the evaluation by Contact Officers. This SLO will be measured during the second semester of 2012-2013. First Semester First Instance A rubric was used in SOCI 3245, 3267, 3045, 4005, and 4175 courses to assess students content knowledge in oral presentations, essays, research proposals and projects. It was expected that 70% of the students would reach the value of at least 75% or more in the criteria. Results showed that on a scale of 1 to 5 points, the average score obtained was 3.4 points (68%). Thus the goal was not met. One measure, one instance, not met. No transforming actions. Transforming Actions Summary of Results
Sociology
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School of Architecture
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VIII. Capacity for Independent Studies College of Natural Sciences

Academic Program Findings First Semester First Instance A survey was used to assess students' capacity for independent study in two liker type items that will be used to elicit responses related to using complementary information to complete coursework. It was expected that 75% of the students would report using sources of information that were not limited to required course texts and assigned readings. Few students completed the question and thus findings are not conclusive. Five of the five students that answered the survey reported they agree with a statement indicating they would search for additional information in preparing course work. Data is not sufficient to determine course of action. Items will be revised and administered in two different courses as indicated in the Program Assessment Plan. One measure, One instances. One transforming action. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance An end of their baccalaureate questionnaire was used in RELA 4045 course to assess students perception of their capacity for independent studies, This will be measured at the end of the second semester 2012-2013. Second Instance A rubric was used in RELA 3015 Two measures, one instance, met. No transforming actions. Transforming Actions Summary of Results
Labor Relations
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IX.
Intellectual curiosity College of Natural Sciences

Findings First Semester First Instance A reflection exercise was used to assess students' interest in participating in research and other health related projects or pursuing graduate degrees after program completion. It was expected that 80% of students would demonstrate interest in pursuing graduate studies. Findings showed that 16 out of 18 (88.8%) reported being in agreement with a statement that indicated they were interested in pursuing graduate studies. Thus the goal was met Second Instance Professors will be encouraged to talk to students about the importance of pursuing graduate studies and the potential changes in the profession that may require graduate studies to practice this profession. Strategies to encourage them will be considered during faculty meetings and may include proposals for bringing visiting professors that can talk about available opportunities in graduate studies and career positions. Two measures, two instances. Two transforming action. Transforming Actions Summary of Results
Academic Program
The program is aware that it must increase opportunities for undergraduate research. Several A questionnaire was used to assess students' barriers such as the ratio of professor to student, participation in undergraduate research or healthcourse load and limited faculty involved in related projects within or outside the university. research projects. Student will be informed regularly of different opportunities within the It was expected that 75% of the students would report campus or outside campus to encourage them to some participation in special projects or research. become involved. Findings showed that 4 out of 18 (22%) have participated in either research or special projects. Thus the goal was not met. First Semester
Physics Table of Content
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Academic Program First Instance A rubric was used in FISI 3016 course to assess students intellectual curiosity in a presentation based on research and management of information, as well as the use of technology as a tool for creating, managing, and applying knowledge. It was expected that 70% of the students would obtain 70% or more in the assessment of the criteria for this presentation. Eight students participated in this activity. Topics of the presentations and its assessment results: Applications of the special theory of relativity 91% CERN 98% Aging in the space 89 % GPS and Satellites 96% Nuclear fission and fusion 97% Redshifts in Astrophysics 94% Atomic clocks 95% SEM 89 % All students (8) of the course exceeded the 70% or more expected goal in their presentation. Thus, the goal was met. Improve the general evaluation criterion of the presentation. The Department continues offering tutoring sessions for their students. Availability of research opportunities are announced. Also, to continue graduate studies in Puerto Rico or abroad. One measure, one instance, met. One transforming action proposed. Findings Transforming Actions Summary of Results
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X.
Ongoing Learning
None of the academic programs of the UPR-RP Campus evaluated this learning outcome in the 2011-2012 Academic Year.
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XI.
Knowledge Integration College of Business Administration

Academic Program
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Academic Program Findings First semester First Instance Section X A rubric was used in Section X of the History of Contemporary Art course to assess (December 2012) students knowledge integration skills in a discussion assignment. N= 20 It was expected that 70% of the projects would score between excellent and good. The results for each criteria was as follows: Connection to the discipline: 88% The expected result was reached, thus, the goal was met. First Instance Second Y A rubric was used in Section Y in the History of Contemporary Art course to assess (December 2012) students knowledge integration skills in a discussion assignment. N= 24 It was expected that 70% of the projects would score between excellent and good. The results for each criterion was as follows: Connection to the discipline: 93% The expected result was reached, thus, the goal was met. Two instances, two courses, two sections of each course, for a total of four instances, all met. Transforming Actions Summary of Results
Art history
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Academic Program Second Instance Section X A rubric was used in Section X of the Art Theory course to assess (December 2012) students knowledge integration skills in a discussion assignment. N= 24 It was expected that 70% of the projects would score between excellent and good. The results for the criteria assessed was as follows: Connection to the discipline: 89% The expected result was reached, thus, the goal was met. Second Instance Section Y A rubric was used in the History of Contemporary Art course to assess (December 2012) students knowledge integration skills in a discussion assignment. N= 24 It was expected that 70% of the projects would score between excellent and good. The results for the criterion assessed was as follows: Connection to the discipline: 90% The expected result was reached, thus, the goal was met. Findings Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric was used in the ESPA 4107 course to assess students effective communication skills in a monograph. N=21 The rubric used had a total of 100 points. It was expected that the students obtained 70% or more in the total score. Findings were: 81/100 100/100 85/100 93/100 95/100 67/100 96/100 100/100 76/100 82/100 73/100 Three instances, three measures, all met. No transforming actions. Transforming Actions Summary of Results
Hispanic Studies
92/100 87/100 100/100 81/100 100/100 98/100 92/100 98/100 99/100 98/100
All but one student met the expected outcome. Thus the goal was met. Second Instance A rubric was used in the ESPA 4011course to assess students critical thinking skills. The rubric used had
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Academic Program Findings a total score of 21 points. N= 9 It was expected that the students assessed would obtain 14 points (67%) or more in the assigned work assessed. Two assigned works were assessed: at the beginning and at the end of the semester. Findings revealed that at the beginning of the semester 6/9 (67%) of the students obtained 14 or more points (67%). At the end of the semester assigned work, all 9 students (100%) students obtained a score higher than 14 points. Six students obtained improved scores in the second instance; two maintain the original score and one obtained a lower score. Thus, the goal was met in both instances. Third Instance A rubric was used in ESPA 4885 to assess the students content knowledge skills in a monograph, five of which were randomly selected for assessment of this learning outcome. N = 5 It was expected that the students assessed obtain 70% or more in the monograph. Findings were: Student 1 = 93% Student 2 = 80% Transforming Actions Summary of Results
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Academic Program Findings Student 3 = 98 % Student 4 = 82 % Student 5 = 99% Thus the goal was met by all students assessed. First semester First Instance A rubric was used in the HIST 4009 course to assess students knowledge integration skills in a historiographical essay. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 121 students assessed, 78.50% reached the expected scores. Thus the goal was met. Findings by criteria were: Connections between eras: 92.00 % Connections between past and present: 96.00% Connections between countries or areas: 88.00 % Cinema: 92.00 % Theory: 76.00 % Since the expected outcome was met in all criteria assessed, the goal was met. Second Instance A rubric was used in the HIST 3006 to assess students knowledge integration skills in a final Five instances, five measures, all met. No transforming actions. Transforming Actions Summary of Results
History
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Academic Program essay. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 121 students assessed, 78.50% reached the expected scores. Thus the goal was met. Findings by criteria were: Connections between eras: 85.19 % Connections between past and present: 77.78 % Connections between countries or areas: 85.19 % Cinema: 81. 48% Theory: 85.19 % Since the expected outcome was met in all criteria assessed, the goal was met. Third Instance A rubric was used in the HIST 4025 course to assess students knowledge integration skills in a monographic essay. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 121 students assessed, 78.50% reached the expected scores. Thus the goal was met. Findings by criteria were: Findings Transforming Actions Summary of Results
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Academic Program Findings Connections between eras: 82.35% Connections between past and present: 82.35 % Connections between countries or areas: 76.47 % Cinema: 82.35 % Theory: 82.35 % Since the expected outcome was met in all criteria assessed, the goal was met. Fourth Instance A rubric was used in the HIST 3135 course to assess students knowledge integration skills in a book review. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 121 students assessed, 78.50% reached the expected scores. Thus the goal was met. Findings by criteria were: Connections between eras: --% Connections between past and present: --% Connections between countries or areas: --% Cinema: --% Theory: --% Since . Fifth Instance Transforming Actions Summary of Results
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Academic Program Findings A rubric was used in the HIST 4177 course to assess students knowledge integration skills in reports and tests. It was expected that students would score 50% or more in the levels of excellent and good. Results showed that out of 121 students, 78.50% reached the expected scores. Thus the goal was met. Findings by criteria were: Connections between eras: 88.46 % Connections between past and present: 88.46 % Connections between countries or areas: 88.46 % Cinema: 88.46 % Theory: 88.46 % Since the expected outcome was met in all criteria assessed, the goal was met. Interdisciplinary First semester Transforming Actions Summary of Results
Studies: Creative Writing
First Instance A rubric was used for assessing disciplines connections and knowledge transfer in submitted students proposals. It was expected that 70% or more of the students assessed would score at the excellent and satisfactory levels in the rubric used to assess students proposals. Results showed that more than 70% of the students Encourage the use of theoretical postulates, and methodologies for exploring complex themes. One instances, one measure, met. One transforming action.
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Academic Program Findings obtained 80% or more in the evaluation of their proposals. Findings by criteria were: Connections between disciplines: 96% Knowledge transfer: 96% Since the expected outcome was met in both criteria assessed, the goal was met. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric was used in BIOL 3349 course (Genetics) to assess students ability to integrate biological concepts of other disciplines and use them as tools in order to solve biological problems in a Final Exam. It was expected that students would achieve: 70% in questions of knowledge/comprehension 60% in questions of application 50% in questions of analysis. Results on the 19 exam questions were: Comprehension: Cell reproduction - 77.6%; 85.1%; 89.6% Heredity - 88.1% Structure and organization of genetic material 85.1% Genetic expression 92.5% Mutations 86.6 %; Techniques - 74.6 % Quantitative features heredity 34.4 % Analysis: Mutations 88.1 % Application: Heredity - 95.5 % Mutations - 94% Population genetics 58.2%; 89.6% Knowledge: A course revision is going according to Vision and One measure, two instances, all met. One Change transforming action proposed. (AAAS;http://visionandchange.org/files/2011/03/RevisedVision-and-Change-Final-Report.pdf). Once courses are aligned with these concepts, knowledge integration can be documented in other Biology areas. Transforming Actions Summary of Results
Biology
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Academic Program Findings Recombination 94% Structure and organization of genetic material - S70.1% Genetic expression 80.6% Mutations 89.6% Techniques 76.1 % Transforming Actions Summary of Results
Of the 19 test items assessed, in 17 of them the expected outcome was reached. The expected outcome was not reached in two test items (one of application and one of comprehension). Thus, the goal was met. Second Instance A rubric was used in BIOL 4350 (Cell Biology) course to assess students ability to integrate biological concepts of other disciplines and use them as tools in order to resolve biological problems in the third partial exam. (N= 190) It was expected that students would achieve: 70% in questions of knowledge/comprehension Average Results on the 14 exam questions in the two sections assessed were: Cellular division cycle: Explain cyclines functioning 58% Cellular division cycle: Phase S regulators 58% Cellular division cycle: Differentiation 78% Cellular division cycle: Division time 89% Cellular division cycle: Mitogens division
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Academic Program Findings 82% Apoptosis 76%; 88 %; 89%; 80%; 84% Cancer 70%; 84%; 92%; 85% The expected outcome was reached in all the assessed test items in the third partial exam of this course. Thus, the goal was met. First Semester First Instance A rubric was used to asses a project where students had to plan a static and cycle menu for a foodservice operation. The project is assigned to be completed in teams. It is considered that the difficulty in this project was to be able to work as a team effectively. We will identify exercises or workshops that will help them work as a team to Results showed that 73% of the students received integrate in course(s). a grade of B or more in the project. Thus the goal was not met. Second Instance A rubric was used to assess a case study where students analyze and evaluate data from nutrition assessment to use in decision making. Data was not collected during the first semester. Two measure, two instances, one pending. One transforming action. Transforming Actions Summary of Results
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Academic Program Findings First Semester First Instance A rubric and a Practicum Report were used in a Supervised Practice course (pilot project) to assess students knowledge integration skills in a Report, questionnaire and evaluation guide. It was expected that 70% of the students would obtain 80 points or more in the final evaluation. Pending assessment results Pending assessment results. One measure, one instance, met. Two transforming actions. Transforming Actions Summary of Results
Economics
Labor Relations
First Semester First Instance A rubric was used in RELA 3085 course to assess students knowledge integration skills in a research proposal. It was expected that students would obtain 80% or more in each of the measured criteria. Findings by criterion were: Application of theoretical trends, paradigms and concepts from the discipline and from other fields to the study of social problems: Group 1 4 points Group 2 - 4 points Mastery of texts contents: Group 1 4 points Continue strengthening this competency by means of homework and formative evaluations. For some years, legal research workshops have been added to the course. One measure, one instance, met. Two transforming actions.
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Academic Program Findings Group 2 - 4 points Transforming Actions Summary of Results
Approaches the texts from an informed and qualified position: Group 1 4 points Group 2 4 points Results showed that both Group 1 and 2 obtained 12 points out of 12 (100%). Thus the goal was met.
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XII. Ethical and Aesthetical Sensibility College of Business Administration

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Academic Program Findings First semester First Instance A rubric was used in TEAT 3161 course to assess ethic and aesthetic artistry in a comic strip. N=46 It was expected that 75% of the students would achieve aesthetic unity without being unethical (without plagiarism) in the creation of a comic strip. Results showed that 36 (78%) of the students reached the levels of excellent or good in the rubric. Thus, the goal was met. Maintain this tool in order to encourage an ethical and aesthetical sense. One measure, one instance, met. One transforming action. Transforming Actions Summary of Results
Performing Arts
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185

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Academic Program Findings First Semester First Instance An end-of-baccalaureate questionnaire was used in RELA 4045 course to assess students perception regarding their development of social responsibility skills and a sense of professional ethics needed in their future profession and working environment. This learning outcome will be measured in the Second Semester 2012-2013. Second Instance A rubric was used in RELA 3015 Two measures, two instance, met. No transforming action. Transforming Actions Summary of Results
Labor Relations
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XIII. Appreciation, culture and commitment to the ideals of the Puerto Rican society, Caribbean and International context College of Education
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2012-2013 First Semester Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs

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2012-2013 First Semester Table of Assessment Findings and Transforming Actions by Colleges and Academic Programs

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

II. Critical Thinking

III. Research and Creation

IV. Social Responsibility

VI. Logical-mathematical reasoning

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

VIII. Capacity for Independent Studies

IX. Intellectual curiosity

XI. Knowledge Integration

e. College of Social Sciences i. Anthropology ii. Sociology

XII. Ethical and Aesthetical Sensibility

I. Effective Communication College of Business Administration

Average points 4.5 4.5 3.7

Average points 4.6 1.6 4.1 4.9 4.6 3.4

Studies: creative First Instance Writing

Performing Arts Table of Content

College of Natural Sciences

College of Natural Sciences

Mathematics Effective Written Communication

College of Natural Sciences

Effective Oral Communication

College of Natural Sciences

College of Social Sciences

College of Social Sciences

College of Social Sciences

Critical Thinking College of Business Administration

College of Natural Sciences

College of Natural Sciences

College of Natural Sciences

College of Natural Sciences

College of Social Sciences

College of Social Sciences

Research and creation College of Business Administration

Since 5 out of eleven students (45%) did not meet the

College of Natural Sciences

College of Natural Sciences

College of Natural Sciences

College of Social Sciences

College of Social Sciences

College of Social Sciences

Social Responsibility College of Business Administration

College of Natural Sciences

Nutrition and Dietetics

College of Natural Sciences

College of Social Sciences

College of Social Sciences

College of Social Sciences

Information Literacy College of Business Administration

92/100 87/100 100/100 81/100

College of Natural Sciences

One measure, one instance, met.

College of Natural Sciences

College of Social Sciences

One measure, one instance, not met. No transforming actions.

One measure, one instance, met. Two transforming actions.

College of Social Sciences

Logical-mathematical reasoning College of Business Administration

College of Natural Sciences

College of Natural Sciences

College of Natural Sciences

College of Natural Sciences

College of Social Sciences

We highlighted the assigned readings and the study of images.

Five measures in five instances, three met. Five transforming actions.