Appendix 18 Assessment Implementation and Transforming Actions by Department

Implementation Status by
Department {assessment
Matrix} a selection of rubrics}
S 0, assessment repor s)
Transforming Actions
Implementation Status CIBI
(assessment Matrix, a selection
of rubrics, SLO, assessment
reports) Transforming Actions
DepartmentofBiologicalScience
1
Courses:CIBI:
3005,3006,3015,3016
3025,3026,3028
Department
SelectedCompetency
ScientificReasoningand
ResearchSkills
InformationCompetency
1.StudentLearning
Objectives(SLO)developed
byCourse
X X
2.SLOapprovedby
CurriculumCommittee
X X
3.Officialsyllabusmodifiedor
systematized,SLOintegrated,
andinplaceintheDept.Web
Page
X X
4.LearningActivitiesexplicit
anddocumentedinsyllabus
allsections
Laboratoryexperiences.Foreach
labexperiencestudentssubmita
reportcovering6criteria.Courses
Studentsubmitlabreportoron
independentresearchfindings.
Performbibliographicresearch.
integrateavarietyofinstructional
strategiessuchas,oralreports,
researchprojectsandpaper,lab
reports,groupwork,useof
computertechnology,analysisof
moviesandtexts.
5.Rubricorappropriate
scoringinstrumentorpre
posttestsprepared
X X
6.LearningActivities
Implemented 24sections,290students
X
X
Implementedand
assessmentdatacollected
fromapilotproject
X
ta
Assessmentda gatheredfrom
11sections,177studentsduring
firstsemest 2012.
Ass st
testsecondcy (December,
2011);%metexpectedoutcome
(
Pilotproject:4sections,CIBI
3016and3026 0students.%
meteachcriteria:Needfor
information %),Search
Strategies(97%),Multiple
E
(
ref of
cita
C
er2011
essmentresultsshowinpo
cle
ineachofthecriteria:
Observation(71.8%),Data
gathering(93.2%)
Criterianotmet:Problem
Statement(55.4%),DataAnalysis
(66.5%),FormulateHypothesis
69.3%),Conclusion(50.8%).
,9
(87
Sourcesdatabase(81%),
MultipleSourcesjournals(70%),
thicaluselistofreferences
80%),Ethicaluseinforming
erences(78%).Ethicaluse
tionsintext(56%),ethicaluse
ofinformation(66%)
riteria70%ormoreofstudents
1
Assessmentmatrixsuppliedbythedepartmentincludescourseobjectives,assessmentactivities,expected
outcomesandassessmentinstrument.
Courses:CIBI:
3005,3006,3015,3016
3025,3026,3028
Department
SelectedCompetency
ResearchSkills
Criteria:70%ormoreofstudents
achiev ellent
levels
meetexpectedresults
esatisfactoryorexc
8.ResultsandTransforming
Actions
Thedepartment intheirsecond
cy
which
evaluateformakingcomparisons
acrosssemesters.Areasof
datain2010; weremade
Learn sby
criteriaarebeingdiscussed.
incl
competencylearningobjectives.
Experiencetobeextendedto
moresectionsandcoursesina
systematicway.
Facultyparticipationon
workshopsonassessment.
is
cleofassessment,andthe
processisunderrevision.The
numberofcoursesincludedhas
beenexpandedaslistedabove,
generatessomeissuesto
improvementhavebeen
identifiedbasedonassessment
revisions
tothelabexperiencesbasedon
2010assessmentresults.
Coordinatorappointed.
ingassessementresult
Sylabihasbeenmodifiedto
udeorrewordinformation
UniversityofPuertoRico
RioPiedrasCampusGeneralEducationAssessmentMatrix
Course3026,3016
Allsections
CampusGeneral
EducationGoals
(Selected
Competencies)
Certification46,
20052006AS
LearningObjectives
(measurable)
LearningOpportunities
(suchasessays,oral
presentations,research
papers,etc.)
AssessmentInstruments Expected*
Outcomes/Findings
Transforming
Actions
ScientificReasoning
andResearch
Studentswillhave
acquiredthe
necessary
competenciesfor
scientificreasoning
andresearch.
Studentswilldevelop
competenciesin
scientificreasoningand
researchinthefollowing
areas:identifying
problems,inductiveand
deductivereasoning,
generatinghypotheses,
experimentation,
collectingandpresenting
data,interpretingresults,
writingconclusions,and
makingcritical
evaluations.
Basedontwolaboratory
exercises,studentswill
writeonereportper
exercisetobeevaluatedfor
assessmentpurposes.
*1
st
activity:
HowtoexplainNatural
Selection(applicationof
scientificmethod)
*discussionoftheactivity
2
nd
activity:
Microevolution
(applicationofscientific
method)
Fourlevelrubric,rangingfrom
excellent(4)todeficient(1),for
evaluatinglaboratoryreports
basedonthefollowingcriteria:
(1)identifyingproblems
(2)inductiveanddeductive
reasoning
(3)generatinghypotheses
(4)experimentation,collecting
andpresentingdata
(5)interpretingresults
(6)writingconclusions
(7)makingcriticalevaluations.
Atleast70%ofthe
studentswhoperform
theactivitiesshould
obtainascoreof3or4
(75%orhigher)ineach
oftherubric'scriteriain
therespectiveactivities.
Preparedby: Dr.LuisG.QuionesLaFuente
Revisedby: Dr.LizzetteCrdovaSantiago
Dr.AuroraLlopartGijn
PilotProjectDepartmentofBiologicalSciences1
st
sem201112;Courses:3005,3006,3015,3016,3025,3026,3028
InformationCompetencies
CampusGeneral
EducationGoals
(SelectedCompetencies)
Certification46,2005
2006AS
LearningObjectives
(measurable)
2
(suchasessays,oral
papers,etc.)
Outcomes/Findings
Transforming
Actions
Persons graduating with
bachelor's degrees from
theRoPiedrasCampus:
Will have developed the

necessary competencies
for the search for,
effectivemanagementof,
and ethical use of
information, as well as
for the use of technology
as a tool to create,
manage, and apply
knowledge.
1
Students will be able to

recognize and define
their need for
information.
design and implement a
strategy for finding
information.
locate information from
multiplesources.
grasp the ethical, legal,
and social concerns
related to the use of
information.
Writing the introduction

to a laboratory exercise
carried out during the
semester, following the
proper format for
scientific writing, or
writing a short essay
following instructions
provided by the
professor.
Assessment exercise for
informationcompetencies.
Rubric for assessment of

information competencies as
seen in the final product of the
assigned work. Categories of
therubric:
1. NeedsImprovement
2. Satisfactory
3. Proficient
Seventy percent of the
students who perform
the activities are
assessed within the
categories of Proficient
or Satisfactory in the
rubric.
1
Profileofgraduateswithbachelor'sdegreesasstatedinCertification46(20052006)oftheAcademicSenate.
2
InformationcompetencylearningobjectivesoftheInformationCompetencyprojectoftheLibrarySystem,UPRRP,fornewstudents.
University of Puerto Rico
College of General Studies

Competencies Assessment Project in General Education

Department of BIOLOGICAL SCIENCES
INFORMATION Competencies

Report on results of data collected in December, 2011

COURSES AND SECTIONS IMPACTED BY THIS ASSESSMENT

Courses in
the INFO-
BISC study
Sections
participating
in the study
Total
number of
sections per
semester
per course
Percentage of
sections
impacted by the
INFO-BISC
study
Number of
students who
participated in
the assessment
pilot project
3016 108, 102
3026 101, 180
Total:
2 courses
Total:
4 sections
Total: 90

RESULTS OF THE DATA - PILOT PROJECT December 2011

Information
Competency
Proficient Satisfactory Needs Improvement

3
N=90

%

2
N=90

%

1
N=90

.%
Need for
information
61 67.77 17 18.88 12 13.33
Search
strategies
77 85.55 10 11.11 3 3.33
Multiple
sources A.
34 37.77 39 43.33 17 18.88
Multiple
sources B.
44 48.88 19 21.11 27 30.00
Multiple
sources A+B

Ethical use A. 40 44.44 32 35.55 18 20.00
Ethical use B. 32 35.55 38 42.22 20 22.22
Ethical use C. 16 17.77 34 37.77 40 44.44
Ethical use D. 17 18.88 42 46.66 31 34.44
Total ethical
use

2

ACHIEVEMENT OF EXPECTED RESULTS
Information
competencies
Less than 2 2 or more
N % N %
Need for
information
12 13.33 78 86.66
Search
strategies
3 3.33 87 96.66
Multiple
sources A:
Database
17 18.88 73 81.11
Multiple
sources B:
articles
27 30.00 63 70.00
Ethical use A:
Reference list
18 20.00 72 80.00
Ethical use B:
Writing refs.
20 22.22 70 77.77
Ethical use C:
Citing in text
40 44.44 50 55.55
Ethical use D:
Common
knowledge
31 34.44 59 65.55

The results indicate that the expected results were achieved in 6 of the 8 criteria
evaluated in this pilot project. The two criteria for ethical use for which the goals
stated in the rubric were not met were (4c) the specific manner of citing within a
text and (4d) differentiating between common knowledge and ideas that require
attribution. Both are advanced objectives.
Dr. Wilma V. Coln, representative for Information Competencies and CIBI
(Spanish acronym for Biological Sciences) is currently revising the rubric and
planning the expansion of the pilot project to other courses during the semester.

Progress report submitted by:
Dr. Vanessa Irizarry, Coordinator, General Studies Assessment Project
Ms. Adriana Velozo Andrade, Teaching Assistant for the Project
&+SI*(c=,I=&?8Sc(c=Scc?&,SI(=
. ,I+=Scc(cc0 (II=?)=*(I(SS/=
(8&SI,?I=8S=S,?=,(SSc=&S0 8c=
Faculty:GeneralStudy
Department:BiologicalSciences
Course ActivityModified Periodor
Semester
CiBI3005
CiBI3006
CiBI3007
CiBI3008
CiBi3015
CiBI3016
CiBI3017
CiBI3018
CiBi3025
CiBi3026
CiBi3027
CiBI3035
CiBI3028
ReviewAssessmentToolsused
ReviewRubricused
Reviewandevaluatethedatacollected
Reviewthestatisticalanalysisused
Makenewstatisticalanalysisifnecessary
Reviewofpossibletransformingactionsmadeprocessing
Implementnewtransformativeactionsifnecessary
DesigninganewDevelopmentAssessmentifnecessary
Second
Semester
20112012
AcademicYear
mp ementation Status CIFI

(PHSC)(assessment Matr"x, a
selecton of rubrcs
J
SLO
J
assessment reports)
DepartmentofPhysicalScience
1
Courses:CIFI:
3003,3005,3010,3013,3016
3026,3036,3037,3055
Department
SelectedCompetency:
ResearchSkills
1.StudentLearningObjectives
(SLO)developedbyCourse
X X
2.SLOapprovedbyCurriculum
Committee
X X
systematized,SLOintegrated,
andinplaceintheDept.Web
Page
X X
4.LearningActivitiesexplicitand
documentedinsyllabus
Scientificanalysisofacase
mod eos
Studentssubmitreporton
in .
study,laboratoryreport.
Otheractivitiessuchas:
Researchprojectsand
reports,oralreportsor
discussionforums,
ules,analysisofvid
dependentresearchfindings
Performbibliographicresearch.
5.Rubricorappropriatescoring
instrumentorpreposttests
prepared
X X
Implemented
X
16sections, 0students
XPilotProject
37
Implementedandassessment
datacollectedfromapilot
project
X
Pilotproject4sections59
students
exper blem
St ,
Criteria: oreof
studentsmeetexpected
results
Pilotproje I3037,17
(10 es
(
In l
Criteria:70%or oreofstudents
75%ormorestudents
achieved3criteriainlab
ience:Pro
atement,Datagathering
Writingskills(posttest).
Criterianotmet:
formulatinghypothesis,
conclusionanddata
analysis.
70%orm
ct:1sectionCIF
students.%studentsmeteach
criteria:Needforinformation
0%),Identifyavarietyofsourc
(82.4%),Summarizemainideas
94.1%).Criterianotmet:Search
strategies(64.7%),Evaluationof
formationcriteria(47.1%),Ethica
andlegalaspects(29.4%)
m
meetexpectedresults
1
Assessmentmatrixsuppliedbythedepartmentincludescoursestudentlearningobjectives,assessmentactivities,
expectedoutcomes,andassessmentinstruments.
Courses:CIFI:
3003,3005,3010,3013,3016
3026,3036,3037,3055
Department
SelectedCompetency:
ResearchSkills
Actions
Curriculum
approvedtoextendtoall
Assessm ments
werevalidated.Learning
resultsarebe gdiscussed.
Adepartmentcoordinator
Learningresultsarebeingdiscussed.
Learningobjectivesintegratedto
syllabusanddisplayedonWEBpage.
committee
coursesandsectionsthat
fulfillcorerequirement.
entinstru
in
wasappointed.
Thepilotprojectwillbeextendedto
othercorecoursesandsectionsin
secondsemester20112012.A
departmentcoordinatorwas
appointed.

University of Puerto Rico-Ro Piedras Campus

Course: Equivalent required courses to fulfill the GE requirements in Physical Sciences
for non-natural sciences majors; 2011-2012 first year students cohort

Sections
1

End of first semester (12 weeks) assessment of the cohort for the selected competency
2

Selected
competencies
Learning Objectives
3
Learning
Activities
(products)
Assessment
Instruments
Expected
Outcomes/Findings
Transforming
Actions

Scientific
reasoning
and
research
The students will demonstrate
scientific reasoning and research
skills in the following areas:

1.The student identifies and
describes the main problem that
he tried to solve by doing the
experiment

2. The student identifies or
proposes a hypothesis to solve
the problem

3. The student produces and
organizes relevant data in
appropriate tables
1. Scientific
analysis of a
case study

2. Preparation
of a laboratory
report

Rubrics for
assessment of
laboratory
reports and
case studies
70% of the
students obtain
Satisfactory or
better for each of
the 6 objectives
analyzed, when
the rubric is
applied
To be stated
after analysis
of findings
and expected
outcomes.

1
16 sections of the following Physical Sciences courses, all coded as CIFI: 3003, 3005, 3010, 3013, 3016, 3026, 3036, 3037 or 3055, comprising 370 students.
2
This document incorporates agreements between representatives of the Physical Sciences Department (DPS) and UPR-RP Assessment Coordinators, of
23/09/2011 and 30/09/2011.
3
Learning objectives translated by E. Ros. A rubric with objectives 1-5, was approved, as amended, by the Department of Physical Sciences (DPS) in its
meeting of 14/08/2009; objective 6 was approved, in 16/02/2010. In 05/10/2011, the DPS approved use of the modified rubric for scientific reasoning skills, as
well. The rubric was originally proposed by F Noriega for assessment of laboratory based research skills.
UPR-RP-GE-Physical Sciences courses
Assessment of the 1
st
year cohort
for scientific reasoning and research
Page 2/2

Selected
competencies
Learning Objectives
3
Learning
Activities
(products)
Assessment
Instruments
Expected
Outcomes/Findings
Transforming
Actions

4. The student analyzes data
objectively, establishes
relationship and makes data-
based inferences

5. The student states in his/her
conclusion whether the data was
consistent with the hypothesis
under consideration

6. The student presents his/her
ideas and arguments in a clear,
coherent and logical way, using
scientific and epistemology
language coherently.

PilotProjectDepartmentofPhysicalSciences1
st
sem201112;Courses:3037
CampusGeneral
EducationGoals
Certification46,2005
2006AS
LearningObjectives
(measurable)
2
(suchasessays,oral
papers,etc.)
Outcomes/Findings
Transforming
Actions
Persons graduating with

bachelor's degrees from
theRoPiedrasCampus:
Will have developed the

necessary competencies
for the search for,
effectivemanagementof,
and ethical use of
information, as well as
for the use of technology
as a tool to create,
manage, and apply
knowledge.
1
GeneralObjective:
Students will demonstrate

their ability to search
efficiently for information
and to use it effectively
andethically.
SpecificObjectives:
Studentsareabletodefine
and articulate their need
forinformation.
Students are able to

identify a wide variety of
types and formats of
potential sources of
information.
Students select those

research methods or
systems of information
retrieval that are best
ResearchSummary:
Each student writes a

summaryofthefindings
of his or her research,
carried out
independently but
guided by the group
dynamic of the class.
Students were provided
with an instruction
sheet and a copy of the
rubric and were given
three weeks to
complete the summary
once the bibliographic
research had been
carriedoutfortheclass.
Rubric:
Rubric for evaluating

information competencies in
general in the research
summary.
Categoriesoftherubric:
0. Absent
1. Deficient
2. Satisfactory
3. Excellent
ExpectedResults:
Seventy percent of the

students who write the
research summary are
assessed within the
categories of Excellent
or Satisfactory in the
rubric.
Transforming
Actions:
Revisetheinstruction
sheetandtherubric
correspondingtothe
researchsummaryto
adjustthedegreeof
difficultyofthe
assignedtaskandits
assessment.Create
newactivitiesthat
canbecorrected
usingthesame
generalrubric.
1
Profileofgraduateswithbachelor'sdegreesasstatedinCertification46(20052006)oftheAcademicSenate.
2
InformationcompetencylearningobjectivesfortheInformationCompetencyprojectoftheLibrarySystem,UPRRP,fornewstudents.
suited to obtaining the
requiredinformation.
Students are able to

summarize the main ideas
to be drawn from the
information they have
gathered.
Students articulate and

apply basic criteria for
evaluating both the
information and the
sources.
Students grasp the ethical,

legal, and social issues
related to information and
informationtechnologies.

Faculty of General Education

Assessment of General Education Competencies

Department PHYSICAL SCIENCE
Competency SCIENTIFIC REASONING AND RESEARCH

Report of results data gathered Pre-Post August December 2011

COURSES AND SECTIONS INCLUIDED IN THIS STUDY
Courses
Participant
sections
Totalsections
inthe
semesterper
course
Percentofsections
participatingon
CIBIassessment
Numberof
students
participantsinthe
study
3036 8U1 1 100% 13
3055 106 8 13% 23
3065 702,802 2 100% 23
Total:
3cursos
Total:
4secciones
11

59

RSULTS OF THE POST TEST DECEMBER 2011

Less than
3
3 or more
N % N %
Problem Statement 14 5 43 75
Hypothesis 19 33 38 67
Data collection 13 23 44 77
Data analysis 32 56 25 44
Conclusion 23 40 34 60
Writing 9 16 47 84

Participant professors: Rafael Ortiz Vega and Clarisa Cruz

The post data test indicates the students could reach the expected goals on three (3) of
the six (6) evaluated criteria. Nonetheless, when we compare the post results with the
pre results, we can observe that the students manage to achieve a high degree of
academic performance or learning on all the criteria.

Work submitted on February 8, 2012 by:
Dr. Vanessa Irizarry, Assessment Project Coordinator College of General Education
Ms. Adriana Velozo Andrade, Project Professor Assistant
In collaboration with William Estepar on the graphics.
(Prevs.Post)Barcharts:resultspercriteria(Prevs.Post)Assessment
ResultsperTest:CriteriaProblem
Blue:lessthan3Red:morethan3
AssessmentResultsperTest:Criteria:Hyphothesis
Blue:lessthan3Red:3ormoremeetsthecriteria
AssessmentResultsperTest:Criteria:Production
AssessmentResultsperTest:Criteria:Analysis
AssessmentResultsperTest:Criteria:Conclusion
AssessmentResultsperTest:Criteria:Writing
II.Rawdata:resultspercriteria(Prevs.Post)
1-PRE Problema
Frequency Percent Valid Percent
Cumulative
Percent
Valid 0 17 28.8 28.8 28.8
1 7 11.9 11.9 40.7
2 10 16.9 16.9 57.6
3 21 35.6 35.6 93.2
4 4 6.8 6.8 100.0
Total 59 100.0 100.0

1-POST Problema

Cumulative
Percent
Valid 0 5 8.5 8.8 8.8
1 3 5.1 5.3 14.0
2 6 10.2 10.5 24.6
3 27 45.8 47.4 71.9
4 16 27.1 28.1 100.0
Total 57 96.6 100.0

Missing System 2 3.4

Total 59 100.0

2-PRE Hiptesis

Cumulative
Percent
Valid 0 48 81.4 81.4 81.4
1 4 6.8 6.8 88.1
2 3 5.1 5.1 93.2
3 3 5.1 5.1 98.3
4 1 1.7 1.7 100.0
Total 59 100.0 100.0

2-POST Hiptesis

Cumulative
Percent
Valid 0 11 18.6 19.3 19.3
2 8 13.6 14.0 33.3
3 12 20.3 21.1 54.4
4 26 44.1 45.6 100.0
Total 57 96.6 100.0


Total 59 100.0

3-PRE Produccin

Cumulative
Percent
Valid 0 7 11.9 11.9 11.9
1 10 16.9 16.9 28.8
2 11 18.6 18.6 47.5
3 12 20.3 20.3 67.8
4 19 32.2 32.2 100.0
Total 59 100.0 100.0

3-POST Produccin

Cumulative
Percent
Valid 1 4 6.8 7.0 7.0
2 9 15.3 15.8 22.8
3 9 15.3 15.8 38.6
4 35 59.3 61.4 100.0
Total 57 96.6 100.0


Total 59 100.0

4-PRE Anlisis

Cumulative
Percent
Valid 0 41 69.5 69.5 69.5
1 6 10.2 10.2 79.7
2 8 13.6 13.6 93.2
3 3 5.1 5.1 98.3
4 1 1.7 1.7 100.0
Total 59 100.0 100.0

4-POST Anlisis

Cumulative
Percent
Valid 0 13 22.0 22.8 22.8
1 5 8.5 8.8 31.6
2 14 23.7 24.6 56.1
3 14 23.7 24.6 80.7
4 11 18.6 19.3 100.0
Total 57 96.6 100.0


Total 59 100.0

5-PRE Conclusin

Cumulative
Percent
Valid 0 19 32.2 32.2 32.2
1 8 13.6 13.6 45.8
2 20 33.9 33.9 79.7
3 7 11.9 11.9 91.5
4 5 8.5 8.5 100.0
Total 59 100.0 100.0

5-POST Conclusin

Cumulative
Percent
Valid 0 6 10.2 10.5 10.5
1 3 5.1 5.3 15.8
2 14 23.7 24.6 40.4
3 19 32.2 33.3 73.7
4 15 25.4 26.3 100.0
Total 57 96.6 100.0


Total 59 100.0

6-PRE Redaccin

Cumulative
Percent
Valid 0 9 15.3 15.5 15.5
1 8 13.6 13.8 29.3
2 12 20.3 20.7 50.0
3 29 49.2 50.0 100.0
Total 58 98.3 100.0


Total 59 100.0

6-POST Redaccin

Cumulative
Percent
Valid 1 3 5.1 5.4 5.4
2 6 10.2 10.7 16.1
3 27 45.8 48.2 64.3
4 20 33.9 35.7 100.0
Total 56 94.9 100.0


Total 59 100.0

III.Recodeddata:resultspercriteria(Prevs.Post)
Pre-Problema

Cumulative
Percent
Valid Menos de 3 34 57.6 57.6 57.6
3 o ms 25 42.4 42.4 100.0
Total 59 100.0 100.0

Post-Problema

Cumulative
Percent
Valid Menos de 3 14 23.7 24.6 24.6
3 o ms 43 72.9 75.4 100.0
Total 57 96.6 100.0


Total 59 100.0

Pre-Hipotesis

Cumulative
Percent
Valid Menos de 3 55 93.2 93.2 93.2
3 o ms 4 6.8 6.8 100.0
Total 59 100.0 100.0

Post-Hipotesis

Cumulative
Percent
Valid Menos de 3 19 32.2 33.3 33.3
3 o ms 38 64.4 66.7 100.0
Total 57 96.6 100.0


Total 59 100.0

Pre-Produccion

Cumulative
Percent
Valid Menos de 3 28 47.5 47.5 47.5
3 o ms 31 52.5 52.5 100.0
Total 59 100.0 100.0

Post-Produccion

Cumulative
Percent
Valid Menos de 3 13 22.0 22.8 22.8
3 o ms 44 74.6 77.2 100.0
Total 57 96.6 100.0


Total 59 100.0

Pre-Analisis

Cumulative
Percent
Valid Menos de 3 55 93.2 93.2 93.2
3 o ms 4 6.8 6.8 100.0
Total 59 100.0 100.0

Post-Analisis

Cumulative
Percent
Valid Menos de 3 32 54.2 56.1 56.1
3 o ms 25 42.4 43.9 100.0
Total 57 96.6 100.0


Total 59 100.0

Pre-Conclusion

Cumulative
Percent
Valid Menos de 3 47 79.7 79.7 79.7
3 o ms 12 20.3 20.3 100.0
Total 59 100.0 100.0

Post-Conclusion

Cumulative
Percent
Valid Menos de 3 23 39.0 40.4 40.4
3 o ms 34 57.6 59.6 100.0
Total 57 96.6 100.0


Total 59 100.0

Pre-Redaccion

Cumulative
Percent
Valid Menos de 3 29 49.2 50.0 50.0
3 o ms 29 49.2 50.0 100.0
Total 58 98.3 100.0


Total 59 100.0

Post-Redaccion

Cumulative
Percent
Valid Menos de 3 9 15.3 16.1 16.1
3 o ms 47 79.7 83.9 100.0
Total 56 94.9 100.0


Total 59 100.0


Ro Piedras Campus
Department of Physical Sciences
Research Summary Exercise to Integrate Information Competencies into the
Physical Sciences Curriculum

Title: Summary of an independent research project guided by the group dynamic of the class.
Information Competencies (ACRL): 1.1, 1.2, 2.1, 3.1, 3.2, 5.1
Format for Citations: To be specified in class.
Due date: Three (3) weeks from the day the assignment was made.
Presentation: Summaries will be accepted only if submitted on paper, well presented, and on time.
General goal: Students will define their need for information, search a variety of sources, verify their
findings using criteria for reliability established in class, and create summaries of their research as an
academic product.
General objective: Students will learn to utilize diverse sources of information and will establish
criteria for evaluating those sources in order to prepare summaries of their research findings.

Tasks to be Performed:

Define your need for information based on a topic selected in class.
Establish a clear goal for your research and select key terms.
Search for information from at least six (6) different sources and document the quotations.
The sources should include at least one book, two articles from popular periodicals, and one peer-
reviewed article.
Systems consulted in the search for information may include:
o Library System (References, Catalog, Science Databases)
o Digital journals, both popular and peer-reviewed
o Interviews, Newspapers, Blogs, Forums, Digital Video and Audio Files
o Books, Encyclopedias, Magazines, Dictionaries, and Technical Documents
o Academic, Government, and Non-Government Websites
Evaluate the reliability of the sources consulted utilizing the criteria discussed in class.
Write a summary of your research findings (2 pages, Arial 12, 1 spaces)
Submit a bibliography of the sources consulted for your summary. (1 page)
RUBRIC FOR EVALUATING SCIENTIFIC REASONING AND RESEARCH SKILLS
[BASED ON PHYSICAL SCIENCE LABORATORY EXPERIMENTS]

Professor: Student ID Number:

Course: Section: Lab Experiment:

Element to
be evaluated
Excellent (4) Good (3) Satisfactory (2) Deficient (1) Absent (0) Comments Points
Primary problem
of the
experiment

The student identifies
and describes the
primary problem to be
solved in performing
the experiment.
the primary problem to
be solved, but does not
provide a full
description.
one of the problems
in the experiment, but
it is not the primary
one.
The student fails to
identify any problem
whatsoever in the
experiment, but does
indicate the intention of
doing so.
The student does not
mention any problem or
express any intention of
doing so.

Hypothesis of
the experiment

the hypothesis(es)
proposed in the
experiment or the
hypothesis he or she
proposes for solving
the identified problem.
The student proposes a
hypothesis in the
experiment that leads
to a partial solution of
the problem that he or
she identified.
The student proposes
a hypothesis, but it is
not the one that leads
to the solution of the
problem that he or
she identified,
although it is related.
propose a working
hypothesis, but does
indicate the intention of
doing so.
write any hypothesis in
the report or express
any intention of doing
so.

Production and
organization of
data
The student produces
data from the
experiment and
organizes the pertinent
and relevant data in
appropriate tables.
data from the
experiment and
organizes it in
appropriate tables, but
includes data that is not
pertinent or relevant.
data from the
experiment, but fails
to organize it in
tables, or the tables
are not appropriate.
only limited data from
the experiment, or data
that is irrelevant. The
data is not organized in
tables.
produce any data.

Analysis The student analyzes
the data objectively,
establishes relation-
ships among the data,
and makes inferences
based on the data.
The student analyzes
the data objectively and
establishes relation-
ships among the data,
but has trouble making
inferences based on
the data.
The student analyzes
the data objectively,
but has trouble
establishing relation-
ships among the data
or is unable to make
inferences based on
the data.
The student shows little
or no objectivity in
analyzing the data and
has trouble establishing
relationships among the
data or is unable to
make inferences based
on the data.
present any analysis
whatsoever of the data
in his or her report.

Conclusion

The conclusion reflects
whether the
hypotheses were
validated by the data
or not. It indicates
whether or not the
stated problem was
solved.
The conclusion reflects
whether or not the
hypotheses were
validated and whether
or not the problem was
solved, but the student
has trouble sustaining
the argument using the
data.
The conclusion does
not correspond to the
stated hypotheses or
to the problem, but
the student does
sustain an argument
using the obtained
data.
The conclusion does not
reflect either the
hypotheses or the stated
problem, and it fails to
sustain an argument
using the obtained data.
There is no conclusion
section in the report or,
if there is, it does not
express any conclusion
whatsoever from the
experiment.

Writing Ideas and arguments
are expressed clearly,
coherently, and
logically. The student
masters the use of
scientific and
epistemological
language.
Although the ideas are
clear and coherent, the
student fails to use
appropriate scientific
language or displays
errors in his or her
command of
epistemological
concepts.
Expression of ideas
lacks coherence and
logic, but the student
uses scientific
language correctly.
Expression of ideas
lacks coherence and
logic, and the student
fails to use scientific
language correctly.
The student is
incapable of writing
coherently.

A rubric with objectives 1-5 was approved, as amended, by the Department of Physical Sciences (DPS) in its meeting of 14/08/2009; objective 6 was approved in 16/02/2010. In 05/10/2011, the DPS
approved use of the modified rubric for scientific reasoning skills as well. The rubric was originally proposed by Fernando Noriega for assessment of laboratory based research skills.
16 sections of the following Physical Sciences courses, all coded as CiFi: 3003, 3005, 3010, 3013, 3016, 3026, 3036, 3037 or 3055, comprising 370 students.
This document incorporates agreements between representatives of the Physical Sciences Department (DPS) and UPR-RP Assessment Coordinators, of 23/09/2011 and 30/09/2011.
Universidad de Puerto Rico
Departamento de Ciencias Fsicas
Facultad de Estudios Generales

Progress Report about the Assessment of the Competence of Scientific Reasoning and Research
for the First and Second Semester of 2011-2012 February 17, 2011

Dr. Mayra E. Lebrn Santos
Assessment Coordinator

1. Coordinators of the assessment:
Prof. Rafael Ortiz during the first semester of 2011-2012
Dr. Mayra E. Lebrn during the second semester 2011-2012
2. No new courses started these semesters.
3. No modifications were done on the courses.
4. No modifications were done on assignments.
5. No changes on courses support materials or resources, but discussions on the topic already
started at the Department.
6. No official changes on the learning-instruction experiences.
7. The syllabus are being systematized to clearly identify the objectives on each course that are
related to the competence of Scientific Reasoning and Research.

On October 2011, the Department approved the use of a modified rubric, previously used for
laboratory based assessment of Research competencies, for assessment of Scientific Reasoning
skills, as well.

During the First Semester of 2011-2012 a pilot assessment of the Scientific Reasoning and Research
was performed on a total of 4 session of the courses CIFI 3036, CIFI 3065 and CIFI 3055. The
results from these pilot are being analyzed and the outcome of the analysis will be used to plan for
new or modified assessment strategies. After the pilot project the assessment instrument and
activity was validated.

No modifications have been made on the general content of the courses at the Department because
the assessment has not being performed on a representative sample.
During this semester all syllabus have been studied to identify in each of them the objectives that
are related to the competence of Scientific Reasoning and Research. The syllabus are being
systematized to clearly identify these objectives. Courses CIFI 4995 on Development of Chemistry
and CIFI 3055 have been completed, and the work continues on the other courses. Non of the
already systematized syllabus are on the web yet but all syllabus will be there as soon as the
systematization process is completed.

During the Second Semester 2011-2012 a random sample of student's works from all first year
sections will be assessed using the same activity and assessment instrument as the previous
semester.
The result will be compared with the Department establish criteria to evaluate the student learning.
These results together with the results of the pilot assessments all together will be analyzed and
actions will be proposed for enhancing the learning-teaching strategies of our courses, and to plan
for new or modified assessment strategies for the next years.
Implementation Status ESPA
(SPAN) (assessment Matrix, a
selection of rubrics, SLO,
assessment reports)
T ansforming Acfons
SpanishDepartment
1
Courses:ESPA:3101,
3102(regular),3111,
3112(superior),3003,
3004(firstlevel)
Department
SelectedCompetency:
OralandWritten
Communication
1. StudentLearning
Objectives(SLO)
d
Alllev ication
insecondsemester20112012
X
evelopedbyCourse
X
elsoralcommun
2. SLOapprovedby
CurriculumCommittee
X X
3.Officialsyllabus
modifiedor
systematized,SLO
integrated,andin
pl b aceintheDept.We
Page
X X
explicitand
docume ntedinsyllabus
X
Oralpresentationsandclass
discussionsareevaluated.
Analysisandinterpretationof
assignedread s.Essaysand
Afirstexercisewasdevelopedbyeach
facultymembertodetermine
competencyadministeredafter
studentsparticipateinmodules;an
pa
ev d
eff ).
S
ing
reviewsdependingoncourse
level.
X
annotatedbibliographyisrequiredas
rtofanIndividualfinalessayto
idenceappropriatebibliographyan
ectiveuseofinformation(ESPA3111
ameexperienceinonesectionofESPA
3101.Materialsarebeingadaptedto
30033004,firstlevelcourse,toapply
duringsecondsemester20112012.
5.Rubricor
appropriatescoring
instrumentorprepost
testsprepared
X X
6. LearningActivities
Implemented
X
X
Alreadyadopted ESPA3111and
underrevisiontoapplyinregularand
firstlevelSpanishinsecondsemester
in
2011 12. 20
1
Assessmentmatrixsuppliedbythedepartmentincludescourseobjectives,assessmentactivities,expected
outcomes,andassessmentinstruments.
Courses:ESPA:3101,
3102(regular),3111,
3112(superior),3003,
3004(firstlevel)
Department
SelectedCompetency:
OralandWritten
Communication
Implementedand
assessmentdata
c ollectedfromapilot
project
8.Resultsand
TransformingActions
Alllevelswi assessoral
communicati ninsecond
semester2011 Courses
310102and311112arebeing
reviewed.Facultyparticipatedin
assessment
Departmentcoordinatorsforthe
differentlevels appointed.
Assessmentdata llectedinapilot
projectof6sectionsof3111(115
stu t
l
Pilotsprojectstobe plementedinfirst
levelSpanish,and xtendedtomore
C r
r
X
ll
o
2012.
workshops.
were
co
students)and1sectionof3101(19
dents).Atleast80%ofstudentsme
eachofthefollowingcriteriainESPA
3111:Needforinformation,Varietyin
typesandformats,SearchStrategies,
Summaryofmainideas,Evaluationof
sources,Ethicaluseofinformation
ESPA3101:All6criteriaabovewere
metbymorethan70%ofstudents.
Extendedtomoresectionsandtofirst
evelSpanishinthesecondsemester.
im
e
sectionsofSuperiorandRegularlevels.
ourses,ESPA3111and3101,areunde
evision.SLOwereintegratedtosyllabus.
Facultyparticipatedinassessment
workshops.Anewassessmentactivityis
beingelaboratedforinformation
competencies.Departmentcoordinator
wasappointed.
Uni v er si t y of Puer t o Ri co
Ri o Pi edr as Campus Gener al Educat i on Assessment Mat r i x
Spani sh Depar t ment
Cor e Gener al Educat i on Cour se ( s) ESPA 3003/ 3004, 3101/ 3102. 3111/ 3112
Al l sect i ons
Academi c Year : Second Semest er 2011- 2012
Campus
Gener al Educat i on
Goal s ( Sel ect ed
Compet enci es)
Cer t i f i cat i on 46,
2005- 2006 AS

Lear ni ng Obj ect i v es
( measur abl e)
Lear ni ng
Act i v i t i es
( such as
essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed
Out comes/
Fi ndi ngs

Tr ansf or mi ng
Act i ons
I nf or mat i on
Li t er acy

Goal 6

I nt egr at e
t echnol ogy and
i nf or mat i on
sy st ems i n
l ear ni ng,
r esear ch, and
cr eat i on

Obj ect i v es

2. Dev el op
t echnol ogi cal
compet enci es i n
st udent s, f acul t y ,
and non- t eachi ng
per sonnel .
St udent s capaci t y
t o:

Show k now l edge
i n t he use of
bi bl i ogr aphi cal
and i nf or mat i on
r esour ces.

Recogni ze and
def i ne t hei r
i nf or mat i on
needs.

Desi gn and
i ni t i at e an
i nf or mat i on
sear ch st r at egy .

Bi bl i ogr aphi cal
sear ch
assi gnment

I nf or mat i on
Resear ch
ex er ci se usi ng
MLA f or mat

Annot at ed
bi bl i ogr aphy

Monogr aph

Rubr i c f or t he
assessment of
Bi bl i ogr aphi cal
sear ch
assi gnment

Rubr i c f or t he
assessment of t he
use of MLA f or mat

Rubr i c f or t he
assessment of t he
Annot at ed
bi bl i ogr aphy

Rubr i c t o assess
speci f i c cr i t er i a i n

70% or mor e
of t he st udent s
assessed i n t he
sel ect ed ESPA
cour ses shoul d
mast er t he si x
i nf or mat i on
l i t er acy
l ear ni ng
obj ect i v es at a
per f or mance
l ev el of 70% or
mor e i n t he
cr i t er i a st at ed
i n t he r ubr i cs.

Pr ev i ous semest er
ex per i ences
show ed t hat :

The Spani sh
Depar t ment
shoul d dev el op
ot her
assessment
i nst r ument s t o
assess
i nf or mat i on
l i t er acy sk i l l s.
The i nst r ument
used i n t he
pr ev i ous
semest er
pr ov ed t o be
2
Campus
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

( measur abl e)
Lear ni ng
Act i v i t i es
( such as
essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed
Out comes/
Fi ndi ngs

Tr ansf or mi ng
Act i ons
3. St r engt hen
col l abor at i v e
ef f or t s w i t h t he
Li br ar y Syst em i n
or der t o i mpr ov e
t he suppor t
ser v i ces f or
st udent s and
f acul t y .

Obj ect i ve 6 of t he
5
t h
goal st at es:

6. Col l abor at e
w i t h t he Li br ar y
Sy st em t o
dev el op, i n
st udent s and
f acul t y , t he
capaci t y t o
access, ev al uat e,
and use
i nf or mat i on
et hi cal l y .

Fi nd t he
i nf or mat i on
desi r e i n
mul t i pl e sour ces.

Det er mi ne t he
usef ul ness and
i nt er pr et t he
i nf or mat i on
f ound.

Repor t t he
r esul t s of t he
i nf or mat i on
r esear ch
pr ocess.

I dent i f y t he
et hi cal , l egal ,
and soci al i ssues
r el at ed t o t he
use of
i nf or mat i on.

t he Monogr aph

i nadequat e f or
t he assessment
of t hese
act i v i t i es. Thus,
t he cour se
sect i ons t hat
w i l l i ncor por at e
t he assessment
of t hese sk i l l s
w i l l hel p i n t he
cal i br at i on of
t he r ev i sed
r ubr i c t o be
used.

The Spani sh
Depar t ment
r ecommended
t hat onl y cour se
sect i ons of
ESPA 3102
shoul d measur e
t hi s act i v i t y and
t hat ESPA 3003-
3004 cour se
sect i ons shoul d
par t i ci pat e i n
t hese act i v i t i es
af t er t he
3
Campus
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

( measur abl e)
Lear ni ng
Act i v i t i es
( such as
essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed
Out comes/
Fi ndi ngs

Tr ansf or mi ng
Act i ons

r ev i sed r ubr i c i s
cal i br at ed.

The Spani sh
Depar t ment
deci ded t o
assess st udent s
or al
communi cat i on
sk i l l s f or t he
2011- 2012
academi c y ear .
Dr . Car mel o
Sant ana Moj i ca
( i n
col l abor at i on
w i t h Dr . Wanda
Ramos)
desi gned a
r ubr i c t o assess
or al
communi cat i on
sk i l l s.

4
Campus
Gener al
Educat i on
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

( measur abl e)

Lear ni ng
Act i v i t i es
( such as
essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed*
Out comes/
Fi ndi ngs

Tr ansf or mi ng
Act i ons

Goal 3

Pr omot e t he
anal y si s of t he
bases and
pr ocesses of
k now l edge
dev el opment i n
nat ur al sci ences,
soci al sci ences,
humani t i es, and
t echnol ogi es.

Obj ect i ve

4. Dev el op
l i ngui st i c and
cr i t i cal t hi nk i ng
compet enci es.

St udent s capaci t y
t o:

Anal y ze, and
sy nt het i ze t he
Engl i sh and
Spani sh l anguage
di scour se.

Dev el op br oader
v ocabul ar y i n
bot h l anguages,
( w r i t t en and
or al l y ) .

Ex pr ess
t hemsel v es i n a
cl ear , coher ent
and l ogi cal w ay
( w r i t t en and
or al l y ) .

Summar i ze a
sent ence w i t h
cl ar i t y and
pr eci si on as w el l
as t he t hesi s
st at ement .

Or al
Pr esent at i ons

Rubr i c f or t he
assessment of
or al
communi cat i on
sk i l l s ( dev el oped
by Dr . Car mel o
Sant ana Moj i ca, i n
col l abor at i on w i t h
Dr . Wanda
Ramos)

70% or mor e
of t he st udent s
assessed i n t he
sel ect ed ESPA
cour ses shoul d
mast er t he
sel ect ed
l ear ni ng
obj ect i v es at a
per f or mance
l ev el of 70% or
mor e i n t he
i n t he r ubr i cs.

These cr i t er i a
ar e:

a) Di scussi on
dev el op-
ment .

b) Lex i cal and
semant i c
mast er y .

c) Mor phosy n-

Tr ansf or mi ng
act i ons ar e
pendi ng t o be
submi t t ed once
assessment r esul t s
ar e anal y zed.
5
Campus
Gener al
Educat i on
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

( measur abl e)

Lear ni ng
Act i v i t i es
( such as
essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed*
Out comes/
Fi ndi ngs

Tr ansf or mi ng
Act i ons

Use t he
i nf or mat i on
pr ov i ded t o
dev el op and
sust ai n t he mai n
i dea.

Use phr ases and
w or ds t o connect
i deas ef f ect i v el y .

Wr i t e an
ef f ect i v e
concl usi on.

Wr i t e cl ear ,
ef f ect i v e, and
coher ent r epor t s.

t act i c mast er y .

d)
Ar gument at i on
pr of i ci ency .

Revi sed Mar ch 13
t h
, 2012

Competency Assessment Project in General Education

SPANISH Department
INFORMATION competencies

Report on results of data collected in December, 2011

COURSESANDSECTIONSIMPACTEDBYTHISASSESSMENT
Coursesinthe
INFOSPAN
study
Sections
participatingin
thestudy
Totalnumber
ofsectionsby
course
Percentageof
sectionsimpacted
bytheINFOSPAN
assessment
Numberof
studentsinthe
study
3111 408,409,411,
417,422,430
20 30% 115
3101 027 40 2.5% 19
Total:
2courses
Total:
7sections
60
Total:
124

RESULTS OF THE DATA SPAN 3111 PILOT PROJECT December 2011

Information
Competency

8

%

7

%

6

%

5

%

4

%

3

%

2

%

1

%
Need for
Information

15

15

25

25

28

28

19

19

7

7

3

3

1

1

1

1
Variety of
types and
formats

20

18

32

28

28

25

19

17

9

8

3

3

1

1

1

1
Search
strategies

21

19

18

16

32

29

29

26

8

7

1

1

2

2

1

1
Summary of
main ideas

22

19

33

29

30

26

14

12

8

7

5

4

1

1

2

2
Evaluation of
sources

16

14

20

17

41

36

20

17

7

6

7

6

1

1

3

3

Ethical use

28

25

31

28

20

18

19

17

7

6

4

4

7

6

1

1

2
ACHIEVEMENT OF EXPECTED RESULTS - SPAN 3111

Information
competency
N= %
N= %
Need for
information
12 12 87 88
Variety of
types and
formats
14 12 99 88
Search
strategies
12 11 100 89
Summary of
main ideas
16 14 99 86
Evaluation of
information
and sources
18 16 97 84
Ethical use
19 17 98 88

Professors participating in the study at the Advanced Spanish level: Maribel Ortiz,
Coordinator for the Information Assessment in the Spanish Department, Carmelo
Santana, Vanessa Vilches, Chiara Bollentini, Ada Fuentes, and Eugenio Ballou.

The results indicate that the expected results were achieved in the six criteria
evaluated in this pilot project.

Dr. Ortiz will analyze the results and present them to the department for
appropriate action.

Progress report submitted on 8 February 2012 by:

3
RESULTS OF THE DATA: SPAN 3101 PILOT PROJECT

Information
Competency

8

%

7

%

6

%

5

%

4

%

3

%

2

%

1

%
Variety of
types and
formats

15

79

3

16

0

0

0

0

0

0

0

0

0

0

0

0
Search
strategies

18

95

1

5

0

0

0

0

0

0

0

0

0

0

0

0
Summary of
main ideas

2

11

5

26

6

32

2

11

2

11

0

0

0

0

0

0
Evaluation of
information
and sources

4

21

9

47

3

16

2

11

0

0

0

0

0

0

0

0
Ethical use 6 32 4 21 5 26 2 11 1 5 2 0 1 5 0 0

ACHIEVEMENT OF EXPECTED RESULTS: SPAN 3101 PILOT PROJECT

Information
competency
N= % N= %
Variety of
types and
formats
0 0 18 95
Search
strategies
0 0 19 100
Summary of
main ideas
2 11 15 79
Evaluation of
information
and sources
0 0 18 95
Ethical use
2 11 17 89

The results indicate that the expected results were achieved in the six criteria
evaluated in this pilot project.
RubricforAnnotatedBibliographyDRAFT1December2011
Nameofprofessor_______________________________________________________________________________________
Nameofstudent_________________________________________________________________________________________
NOTEtotheProfessor:Pleasewritethecorrespondingnumberintheappropriatecategory.Iftheitemdoesnotapply,inthecase
thatthestudentisnotpreparingaresearchpaper,pleasewriteN/A.
Category
87 65 43 21
Content
Definesandarticulatesthe
needforinformation.
Designsatopic
toresearch
andidentifies
thekey
concepts
relatedtothat
topic.
Designsatopictoresearch
butdoesnotidentifythe
keyconceptsrelatedto
thattopic.
Failstodesignaprecise
topictoresearchorto
identifykeyconcepts
relatedtothattopic.
Didnotturninthework
orisunabletodetailthe
designofthetopicby
selectedsources.
Identifiesavarietyoftypes
andformatsofpotential
sourcesofinformation.
Identifies
reliable
heterogeneous
sources.
Identifiessourcesthatare
ofsimilarformats.
Identifiessourcesthat
maybeheterogeneous
orsimilarbutthatare
notreliableinthe
student'swork.
Failstoidentifyor
recognizeavarietyof
sources(eitherintype
orinformat).
Selectsthemostappropriate
informationretrieval
systemsinordertoAccess
therequiredinformation.
Theselected
information
retrieval
systemsare
ideallysuited
tothe
student's
work.
Theselectedinformation
systemsareadequate.
Theselected
informationsystemsare
notsuitedtothe
student'swork.
Failstoidentifyany
selectedinformation
systems.
Summarizesthemainideas
tobeextractedfromthe
collectedinformation.
Recognizes
and
summarizes
themainideas
ofthe
information.
Recognizesthemainideas
butfailstosummarize
themadequately.
Recognizesonlysomeof
themainideasandfails
tosummarizethem
adequately.
Neitherrecognizesnor
summarizesthemain
ideasofthe
information.
Articulatesandappliesinitial
criteriaforevaluatingthe
informationanditssources.
Articulatesand
appliesinitial
criteriathat
areidealfor
evaluatingthe
information
andits
sources.
Articulatesandapplies
initialcriteriathatare
adequateforevaluating
theinformationandits
sources.
Articulatesbutdoesnot
applyinitialcriteriafor
evaluatingthe
informationandits
sources.
Failstoarticulateany
criteriaforevaluating
theinformationandits
sources.
Understandstheethical,
legal,andsocialissues
relatedtotheuseof
information.
Fully
understands
theethical,
legal,and
socialissues
relatedtothe
useof
information.
Hasapartial
understandingofthe
ethical,legal,andsocial
issuesrelatedtotheuseof
information.
Understandstheissues
butisinconsistentin
applyingthem.
Failstorecognizeor
understandtheethical,
legal,andsocialissues
relatedtotheuseof
information.
&+SI*(c=,I=&?8Sc(c=Scc?&,SI(=
. ,I+=Scc(cc0 (II=?)=*(I(SS/=
(8&SI,?I=8S=S,?=,(SSc=&S0 8c=
SchoolofGeneralStudies
Department:Spanish
Semester
ESPA3111 Information Competencies Objectives were included.
ESPA3112 Information Competencies Objectives were included.

LITE
(Codification
pending)
New Course: The Spanish Civil War in Literature

Information Competencies Objectives were included.
LITE
(Codification
pending)
New Course: Literature and Cultural Nationalism in Puerto
Rico

Information Competencies Objectives were included.

New release time assigned: Three credits were given in order to coordinate the work in the
three different Spanish courses levels. Most of the work to be done is related to the
Assessment Project.

Dr. Carmelo Santana Mojica (Oral and Written Communication skills assessment
Committee). Dr. Santana Mojica has already worked on a rubric in order to assess the Oral
Communication skills. Oral Communications skills were the only ones selected to be
assessed.

Dra. Marisa Franco (Coordinator of ESPA 3101/3102 Level). She will be in charge of the
Assessment Project at this level.

Dra. Maribel Ortiz Mrquez (Coordinator of ESPA 3111/3112, Honors Level). Beyond the
work realized in the Curriculum Committee, Dra. Maribel Ortiz Marquez is the liaison
between the Library Committee (a committee part of the Information Competencies
Committee) and the Spanish Department.

Creation of New Courses:

During the last semester, two new courses were approved:
Literature and Cultural Nationalism: the course was prepared by Dra. Catherine arsh.
This course included the Information Objectives required by the Information
Competencies Committee.
The Spanish Civil War in Literature: the course was prepared by Dra. Marisa Franco.
This course included the Information Objectives required by the Information
Competencies Committee.
Modifications to the courses: During this semester, the Information Competencies Objectives
were included to the Spanish courses (ESPA 3111/3112). The revised syllabi were sent to the
Academic Affairs Office.NOTE: The course ESPA 3111/3112 is under revision.
Submitted by Dra. Maribel Ortiz Mrquez
Curriculum Committee Coordinator
March 12, 2012
mp ementaton Status UMA

(assessment Matrix} a selection
of rubrics, SLO, assessment
reports) TransformOng Acfons
DepartmentofHumanities
1
Courses:
Huma3101,3102,3106,3011,3012,
3013,3014,3034,3036,,3033,
3211,3210,3212
Competencyselected:
CriticalThinking
Information
Competency
1.StudentLearningObjectives(SLO)
developedbyCourse
X X
Committee
X X
systematized,SLOintegrated,andin
placeintheDept.WebPage
X X
4.LearningActivitiesexplicitand
documentedinsyllabus
Researchproposaland
project,writtenreports,
essays,debatesonassigned
readings,groupwork,oral
presentations.
Testalignedto5criteria;
oralpresentations,and
reviews.
Researchproposaland
project,oralpresentations,
writtenreports,essays,
debates
instrumentorpreposttestsprepared
X X
6.LearningActivitiesImplemented Inallsections,36sections
comprising700students
Inallsections,36sections
comprising700students
7.LearningActivitiesImplementedand
assessmentdatacollectedfromapilot
project
Assessmentdatawillbe
collectedinapilo rojectof
4sections,3coursesduring
t
20
Assessmentdatacollected
inapilotproje 12
sectionsofcoreGenEd
c
to 0
ar s
tp
hesecondsemester,2011
12.HUMA310107;3034
01,11;3114180
ctof
courses,24moresections
ollecteddataandareinthe
processoftabulatingfora
talofapproximately70
studentsreached.Initial
resultsshowthatthetwo
criteriaassessed,1.Need
forinformation,and2.
VarietyofTypesand
Formatsweremet.An
additional22sections(506
students)ofliteratureand
tcoursesintegratedSLO
an s. deducationalactivitie
8.ResultsandTransformingActions Pendinglearningresults
sinceassessmentdatawill
becollectedduringsecond
semester20112012inthe
pilotproject.However,
s
th
P
as n
Le
by y
p
w
duringtheprocessSLOs
werereviewedor
ystematizedandintegrated
tosyllabus,nowaccessible
roughdepartmentsWeb
age.Facultyworkshopson
sessmenthavebee
offeredandeducational
activitieshavebeen
diversified,asshowninlist
attached.
arningobjectivesrevised
orsystematized;a
departmentcoordinator
appointed.Instructional
activitieswerediversified.
Seelistattachedsubmitted
department.Facult
articipatedinassessment
orkshops.Learningresults
willbeconsideredandpilot
projectextended
systematically.
RoPiedrasCampusGeneralEducationAssessmentMatrix
Department:HUMANITIES
CoreGeneralEducationCourse(s)HUMA3101,3102,3018,3013,3033
3025,3113,3210,3211,3212,

Academi c Year : 1
st
Semest er 2011/ 2012

Campus
Gener al
Educat i on
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

Lear ni ng
Obj ect i v es
( measur abl e)

Lear ni ng
Act i v i t i es ( such
as essay s, or al
pr esent at i ons,
r esear ch paper s,
et c. )

Assessment
I nst r ument s

Ex pect ed*
Out comes/ Fi ndi ngs

Tr ansf or mi ng
Act i ons

I nf or mat i on
Compet enci es

Gener al :
The st udent
w i l l hav e
dev el oped and
i nt egr at ed
compet enci es
i n t he ef f i ci ent
sear ch f or and
t he et hi cal use
of i nf or mat i on.

Speci f i c:
1. Def i ne and
ar t i cul at e t he
need f or
i nf or mat i on.

2. I dent i f y a

Essay s,
di scussi on
quest i ons i n
ex ams,
annot at ed
bi bl i ogr aphy ,
r esear ch paper ,
cr i t i cal r ev i ew s,
or al
pr esent at i ons
usi ng
Pow er Poi nt , et c.

Check l i st s
Rubr i cs
Ex ams

Sev ent y per cent of
t he st udent s shoul d
achi ev e 70% or
hi gher ( accept abl e
and/ or ex cel l ent ) i n
each of t he cr i t er i a:
1. Need f or
i nf or mat i on
2. Var i et y of sour ces
of i nf or mat i on

Anal y ze t he f i nal
r esul t s i n or der t o
mak e t he
per t i nent
adj ust ment s or
r ecommendat i ons.
Add cr i t er i a 3, 4,
and 5 f or t he
assessment i n t he
second semest er
2011/ 2012.
2
w i de v ar i et y of
t y pes and
f or mat s of
pot ent i al
sour ces of
i nf or mat i on.
3. Sel ect t he
sy st ems of
i nf or mat i on
r et r i ev al best
sui t ed t o t he
st udent ' s
needs.
4. Summar i ze
t he mai n i deas
of t he col l ect ed
i nf or mat i on.
5. Ar t i cul at e
and appl y
i ni t i al cr i t er i a
f or ev al uat i ng
t he i nf or mat i on
and i t s sour ces.
6. Under st and
t he et hi cal ,
l egal , and
soci al
i mpl i cat i ons
r el at ed t o t he
use of
i nf or mat i on.

University of Puerto Rico - Ro Piedras Campus
College of General Studies - Department of the Humanities Competency
Critical Thinking (This competency is being developed in all courses in Humanities see the July 2011 alignment matrix)
Assessment Pilot Project January-December 2012 in the following courses: HUMA 3101-07; 3034-01, 11; 3114-180
Campus
General
Education
Goals(Selected
Competencies)
Certification46,
20052006AS
Learning
Outcomes
(measurable)
Learning
Opportunities
(suchasessays,
oralpresentations,
researchpapers,
etc.)
Assessment
Instruments
Expected*Outcomes/Findings Transforming
Actions
Thestudentwill
havedevelopeda
critical
understandingof
differentwaysof
thinking.
General:
Thestudentwilldemonstratehisor
herskillsincriticalthinkingbymeans
oftheanalysisofatext.
Specific:
1. Identifythecentralidea.
2. Select the evidence that

supportsthe central idea (the
assumptions).
3. Relate the facts to their

artistic, philosophical, and
historicalcontext.
4. Establishavaluejudgmenton
theissues.
5. Presents a position,
supporting it with evidence
prioritizedinalogicalorder.
Review
Takehome exam
developing the five
(5) specific
objectives.
Oralpresentation.
Rubric Seventy percent (70%) of the
students should attain
"Satisfactory" or better in each of
the 5 objectives analyzed in the
applicationoftherubric:
1.Centralidea
2.Evidence
3.Context
4.Valuejudgment
5.Reasons/prioritizing
Tobe
explained
followingthe
analysisofthe
findingsand
theexpected
outcomes.
Design: Dr. Marta Medina in consultation with Dr. Vanessa Irizarry, Coordinator of the FEG (College of General Studies; Spanish
acronym) Assessment Committee (9 Nov. 2011)
Presented to and approved by the Academic Affairs Committee, FEG Department of the Humanities (16 Nov. 2011)
University of Puerto Rico - Ro Piedras Campus
College of General Studies - Department of the Humanities Competency
Critical Thinking (This competency is being developed in all courses in Humanities see the July 2011 alignment matrix)
Assessment Pilot Project January-December 2012 in the following courses: HUMA 3101-07; 3034-01, 11; 3114-180
Design: Dr. Marta Medina in consultation with Dr. Vanessa Irizarry, Coordinator of the FEG (College of General Studies; Spanish
acronym) Assessment Committee (9 Nov. 2011)
Presented to and approved by the Academic Affairs Committee, FEG Department of the Humanities (16 Nov. 2011)


Assessment of Competencies College of General Education

Department of HUMANITIES
INFORMATION Competencies Report

Assessment Data collected as of December, 2011

COURSES AND SECTIONS COLLECTING ASSESSMENT DATA

Courses Sections
participating
Total
number of
sections per
course this
semester
Percentage of
sections
impacted by the
HUMA
assessment
Number of
students in this
sections
3018 001,002,003,
004
79
3013 005,006,007 72
3101 003,008,009 70
3033 011 20
3102 007 17
Total:
5courses
Total:
12Sections*

Total
258students*
24additional
sectionsin
processof
analysis**
additional
estimated
students:425**
Literatureand
artcourses***
22Sectionsnot
included***
506additional
students***

RESULTS December 2011

Information
competency
Beginning Developing Acceptable Excellent Total
.
%
.
%
Need for
information
3.49
42
16.28
71
27.52
136
52.71
258
Variety of
types and
formats
11
6.47
3.53
42
24.71
111
65.29
170

2

The data that was analyzed was submitted to Dr. Carmen Campos, Coordinator for
Information Competency, by the following professors of the Department of the
Humanities: Arsenio Suarez, Irma Rivera, Everlidis Vargas, Mary Frances Gallart y
Victor Ruiz. There is still gathered data waiting to be computed /calculated by other
professors, as it will show further on in this report.
**Nonetheless, there is assessment data gathered for another 24 sections (425
estimated students) of another 10 professors. This data is still waiting to be
analyzed.

ACHIEVEMENT OF EXPECTED RESULTS
Information
competency
Less than 3
3 or more
Achieved expected
results
N %
N %
Need for
information
51 19.77 207 80.23
Variety of
types and
formats
17 10.00 153 90.00

According to the data above, the expected results were achieved in the two
criteria evaluated this semester. Dr. Brunilda Cotto will be expanding the
process to include additional objectives this semester.
**DATA NOT INCLUDED IN THIS REPORT

Courses in
the HUMA
study
Sections
participating
in the study

Professor
3013 002 Brunilda Cotto
3013 008 Brunilda Cotto
3025 001 Carlos Prez Coffie
3101 001 Javier Almeyda
3101 007 Javier Almeyda
3101 012 Lilliam Cordero
3101 013 Jos Rafael Encarnacin
3
3101 016 Mario Casaas

3102 2U1 Sylvia Sol
3113 180 Sylvia Sol
3211 004 Mario Casaas
3210 001 Eneida Vzquez
3212 004 Eneida Vzquez
4 Sections? Jos Corrales
Total:
8 courses
Total:
17 Sections
Total of estimated additional
students: 425**

***ART LITERATURE AND OTHER COURSES
Other Humanities Department professors that implemented activities to develop
information competencies in art, literature and other courses and made some type
of assessment (evaluation) this semester:

1. Dr. Eda Burgos-4 sections
2. Prof. Carmen Campos-3 sections-Literature Component (assessment of the
6 competencies using a model activity)
3. Dr. Ivette Fred-2 sections-Art
4. Dr. Carlos Gil-2 sections of HUMA and 3 of Art
5. Dr. Denis P. Madrigal-4 sections. Worked with the ethical use of information.
6. Dr. Marta Medina-x sections of Art
7. Dr. Jaime Prez-2 sections
***Total of effected sections in these courses: 22
***Total of additional estimated students: 506

Progress report submitted on 8 February 2012 by:
Rubric for Evaluating Critical Thinking. For more information, contact value@aacu.org
http://www.aacu.org/value/rubrics/
Spanish Version: Dr. Marta Medina (October 2011)
Presented to and approved by the Academic Affairs Committee, FEG (College of General Studies; Spanish acronym) Department of the Humanities (16 Nov.
2011).
Design adaptation: Dept. C.F. (FEG)

1
RUBRIC FOR EVALUATING SKILLS IN CRITICAL THINKING
Department of the Humanities

Professor: _________________________________________ Student ID number: _______________________

Course: __________________________ Section: _____________ Date: _____________________________

Definition
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before
accepting or formulating an opinion or a conclusion.

Element to be
evaluated
Excellent (4) Good (3) Satisfactory (2) Deficient (1) Absent (0) Comments
Explanation of
issues
Issue/problem to be
considered critically
is stated clearly and
described
comprehensively,
delivering all
relevant information
necessary for full
understanding.
Issue/problem to be
considered critically is
stated, described,
and clarified so that
understanding is not
seriously impeded by
omissions.
Issue/problem to be
is stated but
description leaves
some terms
undefined,
ambiguities
unexplored,
boundaries
undetermined,
and/or backgrounds
unknown.
Issue/problem to be
is stated without
clarification or
description.

2
Element to be
evaluated
Evidence
Selecting and
using information
to investigate a
point of view or
conclusion.
Information is taken
from source(s) with
enough
interpretation/
evaluation to
develop a
comprehensive
analysis or
synthesis.
Viewpoints of
experts are
questioned
thoroughly.
from source(s) with
enough interpretation/
evaluation to develop
a coherent analysis
or synthesis.
Viewpoints of experts
are subject to
questioning.
from source(s) with
some interpretation/
evaluation but not
enough to develop a
coherent analysis or
synthesis.
Viewpoints of
experts are taken as
mostly fact, with little
questioning.
from source(s)
without any
interpretation/
evaluation.
Viewpoints of experts
are taken as fact,
without question.

Influence of
context and
assumptions
Thoroughly
(systematically and
methodically)
analyzes own and
others' assumptions
and carefully
evaluates the
relevance of
contexts when
presenting a
position.
Identifies own and
others' assumptions
and several relevant
contexts when
presenting a position.
Questions some
assumptions.
Identifies several
relevant contexts
when presenting a
position. May be
more aware of
others' assumptions
of others than of his
or her own (or vice
versa).
Shows an emerging
awareness of present
assumptions
(sometimes labels
assertions as
assumptions).
Begins to identify
some contexts when
presenting a position.

Rubric for Evaluating Critical Thinking. For more information, contact value@aacu.org
http://www.aacu.org/value/rubrics/
Spanish Version: Dr. Marta Medina (October 2011)
Presented to and approved by the Academic Affairs Committee, FEG (College of General Studies; Spanish acronym) Department of the Humanities (16 Nov.
2011).
Design adaptation: Dept. C.F. (FEG)

3
Element to be
evaluated
Student's
position
(perspective,
thesis/
hypothesis)
Specific position
(perspective,
thesis/hypothesis) is
imaginative, taking
into account the
complexities of an
issue.
Limits of position
(perspective, thesis/
hypothesis) are
acknowledged.
Others' points of
view are
synthesized within
position
(perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis)
takes into account the
complexities of an
issue.
Others' points of view
are acknowledged
within position
(perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis)
acknowledges
different sides of an
issue.
Specific position
(perspective,
thesis/hypothesis) is
stated, but is
simplistic and
obvious.

Conclusions and
related outcomes
(implications and
consequences)
Conclusions and
related outcomes
(consequences and
implications) are
logical and reflect
student's informed
evaluation and
ability to place
evidence and
perspectives
discussed in priority
order.
Conclusion is
logically tied to a
range of information,
including opposing
viewpoints; related
outcomes
(consequences and
implications) are
identified clearly.
Conclusion is
logically tied to
information
(because
information is
chosen to fit the
desired conclusion);
some related
outcomes
(consequences and
implications) are
identified clearly.
Conclusion is
inconsistently tied to
some of the
information
discussed; related
outcomes
(consequences and
implications) are
oversimplified.

TRANSFORMINGACTIONSASSOCIATEDWITH
ASSESSMENTOFGENERALEDUCATIONUPR
RIOPIEDRASCAMPUS
PeriodorSemester:InformationAssessmentfromAugust2011tofebruary2012
Faculty:GeneralStudiesFaculty
Department:HumanitiesDepartmentPreparedby:IrmaRiveraNieves,Ph.D
Courses Humanities3101,3201,3201,3018,3013,3033
Arts3025,3017
ActivityModifiedorImproved ActivityModifiedorImproved
1. meetingsandworkshopswithlibrarians
aboutinformationresourcesavailablefor
ourclasses;
9.invitationtolibrariansandexpertstotalkabout
plagiarism;informationethics;etc.
2. increaseduseoftechonologyinclass:
applications,internetresearch,etc.;
10.journalwritingthatobligesthestudents
autoreflectionabouther/hislearningand
questioningcapacitiesandawareness;
3. workshopsandtutorialsgivenby
colleagueswhohavemoreinformation
aboutinformationresourcesforthe
Humanities;
11.smallgroupstodiscussathemeandworkon
anincreaseddefinitionoftheproblemortheme
beingstudied;
4. assignmentsaboutveryparticularissues
orthemesthatrequiresincreasingfocus;
12.diversificationoftheclassscenario:
conference,seminars,oralpresentation,debates,
walktospecificplacesinCampusarea;
5. libraryresearchaboutresourcesavailable
inCampusorthroughCampus(gettingto
knowtheLibrary);
13.virtualvisittothegreatmuseumsand
collections;
6. specificresearchissuesthatlinksthe
theme,essay,book,painting,
architecture,etc.beingstudiedwiththe
studentmajororconcentration;
14.invitationtovisitourclassestophilosophers,
writers,artists,etc.whoseconferences,classesor
interviewsareavailableonInternet;
7. discussionofthenotionofpeerreview
andapplicationinspecificresearches;
15.promotionofworkshopsofferedbyspecialist
(CRET)abouttechnologyandInformation.
8. insistinthediscussionoftheproblemof
plagiarism;
assessmentadria/anejosmonitoringreportabril2012/appendixIII/ESGEHUMAchangesincoursesassociatedwithassessmentfinal
Implementation Sta us ING
(ENGL) (assessment Matrix, a
selection of rubrics, SLO,
assessment reports)
ransformang Actions
EnglishDepartment
1
Courses:ENGL:
310 2, 1,3102,3161316
3123,3124
3103,3104,3011,3012
Department
SelectedCompetency
Oraland
Written cation Communi
1.SstudentLearning
Objectives(SLO)
developedbyCourse
X X
2.SLOapprovedby
CurriculumCommittee
X X
3.Officialsyllabus
modified,LOintegrated,
andinplaceintheDept.
WebPage
x x
explicitanddocumentedin
syllabus
X
Accordingtocourselevelinclude:film
analysis,computerassistance,group
work,oralpresentations,theuse
ofdictionaries,providingexercisesfor
X
Annotatedbibliographyto
supportreactionpapers,essays
practiceontheelementsoftheessay,
reactionpapers,outlining,
summarizing,movies,audio
recordings,researchpapers
conference,guestspeakers,journals
5.Rubricorappropriate
scoringinstrumentorpre
posttestsprepared
X
ForINGL3123,3124,3003,3004
Inprocess
Implemented
X
X
Implementedand
assessmentdatacollected
fromapilotproject
Assessmentdatawillbecollected
duringsecond 0112012for
writtencommunication
Pilotproject:4sections
41students
ENGL31233124(Intermediate)
secondsemester20112012
Morethan75% studentsmet
3criteria:
Var of
D
semester2
.
Tobeextendedtoalllevelsin
of
Needforinformation,
ietyof types formatsand
ation,andSe inform arch
strategies.
idnotmeet:Summarizesmain
ideas(63%),Evaluationof
InformationandSources(48%),
Ethicaluseofinformation(52%).
1
Anassessmentmatrixsuppliedbythedepartmentincludescourseobjectives,assessmentactivities,expected
outcomes,andassessmentinstruments.
Courses:ENGL:
3101,3102,31613162,
3123,3124
3103,3104,3011,3012
Department
SelectedCompetency
Oraland
WrittenCommunication
8.Resultsand
TransformingActions
Syllabirevisedandapprovedwith
clearandmore tlearning
objectivesin allcourses.
Pilotprojectshave beenestablished
duringsecondsemester20112012for
writtencommunicationatalllevels.
Arubricisbeingdevelopedforthis
competency.A sampleof100
studentsworkswillbeassessedin
ENGL31613162, firstlevel,3104,
intermediate,and3102regular
english,inMay2012.Thefinalexam
willevaluatewrittencommunication.
AsampleofstudentworksinMay
2012willprovide ssessmentdata.
Coordinatorswere bylevels.
Criteria:70%ormoreof
studentsmeetexpectedresults
Learnin being
wi s
semester20112012.
explici
a
assigned
gresultsare
discussed.Allsyllabiacross
levelsintegratedinformation
competencies.Thepilotproject
llbeextendedtoallcourse
andmoresectionsinsecond
Coordinatorappointed.

Rio Piedras Campus General Education Assessment Matrix
English Department (approved by Level 11-5-11)
Core General Education Course (s) INGL 3123 & 3124
All sections
Academic Year: 2011-2012

Campus
General
Education
Goals (Selected
Competencies)
Certification
46, 2005-2006
AS

Learning Objectives
(measurable)

Learning
Activities (such
as essays, oral
presentations,
monographs
among others)

Assessment
Instruments

Expected*
Outcomes/
Findings

Transfor
-ming
Actions
Information
Literacy

Students will
have the
necessary
competencies
for the search,
effective
management
and ethical use
of information.

General:
Students will
demonstrate their
capacity to
efficiently search
for information and
effectively and
ethically use and
manage
information.

Specific:
Students will define
and articulate the
need for
information.

Students will
identify a variety of
types and formats
of potential sources
of information.

Students will select
the most
appropriate
investigative
methods or
information
retrieval systems for
accessing the
needed information.

Annotated
Bibliographies
(INGL 3123)
&
Research
Papers
(INGL 3124)
Rubric

The INGL 3123
rubrics
criterion
include:
Correlation,
Variety,
Annotation
(Critical
Evaluation,
Main Idea,
Fluency and
structure) and
Documentation

INGL 3124
Rubric Pending
At least 70%
of the
students will
reach a
performance
level of 5 or
more in each
of the 8-point
scale of the
rubrics
criterion.

2

Students will
summarize the main
ideas to be
extracted from the
information
gathered.

Students will
articulate and apply
initial criteria for
evaluating both the
information and its
sources.

Students will
understand many of
the ethical, legal
and socioeconomic
issues surrounding
information and
information
technology.

Engl i sh Depar t ment ( pr el i mi nar y w or k i ng document 9- 29- 11)
Cor e Gener al Educat i on Cour se ( s) I NGL 3103- 3104 & I NGL 3123- 3124
Al l sect i ons
Academi c Year : 2011- 2012

Campus
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

Lear ni ng
Obj ect i v es
( measur abl e)

Lear ni ng Act i v i t i es
( such as essay s,
or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed*

Tr ansf or mi ng
Act i ons

St udent s w i l l be
abl e t o
communi cat e
ef f ect i v el y , or al l y
or i n w r i t i ng, i n
Spani sh and i n
Engl i sh as a
Second Language.

Gener al :
Compose essay s
i nt egr at i ng
ef f ect i v e w r i t i ng
sk i l l s t hat w i l l
be usef ul i n
ot her col l ege
cour ses and i n
per sonal and
pr of essi onal l i f e.

Speci f i c:
Or gani ze and
ex pr ess i deas i n
w r i t t en f or m
w i t h cl ar i t y ,
pr eci si on,
coher ence and
l ogi c usi ng t he
w r i t i ng pr ocess.

Essay s

Check l i st

Rubr i c

The
check l i st / r ubr i c s
cr i t er i on i ncl ude:
cont ent ,
or gani zat i on,
v ocabul ar y ,
l anguage use and
mechani cs

At l east 70% of t he
st udent s w i l l r each a
per f or mance l ev el of
70% or mor e i n t he
r ubr i c s cr i t er i a.

2
Engl i sh Depar t ment ( pr el i mi nar y w or k i ng document 9- 29- 11)
Cor e Gener al Educat i on Cour se ( s) I NGL 3123
Al l sect i ons

Campus
Gener al
Educat i on
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

Lear ni ng
Obj ect i v es
( measur abl e)

Lear ni ng
as essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed*

Tr ansf or mi ng
Act i ons
St udent s w i l l
hav e t he
compet enci es
necessar y f or t he
sear ch, ef f ect i v e
management and
et hi cal use of
i nf or mat i on.

Gener al :
Dev el op
ef f ect i v e
ev al uat i on
cr i t er i a f or t he
use of onl i ne
sour ces of
i nf or mat i on.

I nt egr at e
speci f i c
i nf or mat i on
l i t er acy ,
r esear ch,
t echnol ogi cal
sk i l l s.

Speci f i c:
Wr i t e an
annot at ed
bi bl i ogr aphy
Annot at ed
Bi bl i ogr aphy
Check l i st

Rubr i c

The
Sour ces ( Rel ev ancy ,
Cur r ency , Lev el ,
Aut hor i t y )
Summar y / Annot at i on
( St r uct ur e/ Fl uency ,
Cont ent ) MLA or APA
Convent i ons
a per f or mance l ev el
of 70% or mor e i n
t he r ubr i c s cr i t er i a.

3

usi ng MLA or
APA st y l e,
w hi ch w i l l be
used i n t he
i ni t i al st ages of
a r esear ch
paper .

Appl y and
adapt t he
di f f er ent st ages
of t he w r i t i ng
pr ocess,
r ecogni zi ng
and
i mpl ement i ng
t he di f f er ent
met hods of
st r uct ur e and
dev el opment i n
accor dance
w i t h
appr opr i at e
subj ect ,
audi ence and
pur pose goal s
of an annot at ed
bi bl i ogr aphy .

Depar t ment : Engl i sh ( pr el i mi nar y w or k i ng document 9- 29- 11)
Cor e Gener al Educat i on Cour se ( s) Basi c Engl i sh I and I I : I ngl 3101- 3102
Al l sect i ons

Campus
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS

Lear ni ng
Obj ect i v es
( measur abl e)

Lear ni ng Act i v i t i es
( such as essay s,
or al
pr esent at i ons,
monogr aphs
among ot her s)

Assessment
I nst r ument s

Ex pect ed*

Tr ansf or mi ng
Act i ons

Communi cat i on

The gr aduat i ng
st udent :

w i l l be abl e t o
communi cat e
ef f ect i v el y , or al l y
or i n w r i t i ng i n
Spani sh and i n
Engl i sh as a
Second Language

St udent s will
demonst rat e, t hat
t hey can express
t heir ideas in
writ t en form wit h
clarit y, precision,
coherence, unit y,
and logic
1
by
writ ing short
essays t hat :

- st at e and
develop a t hesis
st at ement wit h
support ing
evidence using

Essay s

Check l i st

Rubr i c

The
cont ent ,
or gani zat i on,
v ocabul ar y ,
l anguage use and
mechani cs

per f or mance l ev el of
70% or mor e i n t he
r ubr i c s cr i t er i a.

1
University of Puerto Rico, College of General Studies, English Department, General Objectives, approved by the Department by the Department in September 1996 and revised
October 2001.
2

various met hods
of paragraph
development ;

- exhibit
organizat ion and
effect ive use of
t ransit ional words
and phrases;

- use appropriat e
words/ idiom
choices;

- include well-
formed and
complet e
sent ences.

Pr el i mi nar y w or k i ng document Sept ember 29, 2011
Faculty of General Education

Assessment of General Education Competencies

Department ENGLISH
Competency INFORMATION

Report of results data gathered on December 2011

COURSES AND SECTIONS PARTICIPATING IN THE ASSESSMENT
PROCESS

Courses Participant
sections

Total
sections in
the
semester
Percent of
sections
participating on
information
assessment
Number of
students

INGL 3123
001, 002,
003, 004.

4

100%

48
Total:
1 course
Total:
4 sections
Total:
48 students

RESULTS OF DATA - PILOT December 2011
Information Competency Less than 5 5 or more
N % N %
Need of information
4 8 44 92
Variety and types of format
7 15 41 85
Search Strategies
11 23 37 77
Summarize main ideas
18 38 30 63
Evaluation of information and sources
25 52 23 48
Ethical use of information
24 50 25 52

According to the results the expected goals were met on 3 of the 6 evaluated
criteria this semester. Prof. Brenda Cmara is analyzing the results and the rubric
to conduct transforming activities during the next assessment phase (or stage)
where assessment will take place in other courses and more sections.
RESULTS OF DATA
Total students: 48

Information
Competency
Excellent Good Fair Poor

8

%

7

%

6

%

5

%

4

%

3

%

2

%

1

%
Need of
information

26

54

3

6

12

25

3

6

1

23

0

0

2

4

1

2
Variety and
types of
format

18

38

6

13

11

23

6

13

4

8

1

2

1

2

1

2
Search
Strategies

18

38

7

15

10

21

2

4

2

4

2

4

5

10

2

4
Summarize
main ideas

2

4

11

23

11

23

6

13

8

17

4

8

4

8

2

4
Evaluation of
information
and sources

1

2

7

15

5

10

10

21

7

15

4

8

8

17

6

13
Ethical use
of
information

5

10

6

13

10

21

4

8

9

19

3

6

9

19

3

6

Work submitted on February 8, 2012 by:
Dr. Vanessa Irizarry, Assessment Project Coordinator College of General
Education
Ms. Adriana Velozo Andrade, Project Professor Assistant

Annotated Bibliography Rubric

8-7 Excellent 6-5 Good 4-3 Fair 2-1 Poor
Correlation
IC1& 3
All of your sources of
information are clearly
related to your topic.
Most of your sources of
information are clearly
related to your topic.

One of your sources of
information is related to
your topic.

None of your sources of
information are related to
your topic.
Variety
IC 2
All of the sources of
information you select is
varied.

Two of the sources of
information you selected
are varied.

Few of the sources of
are varied.

The sources of
are of the same type.
Annotation
(Critical
Evaluation of
Source)
IC 5
You demonstrate that
you excellently master
writing annotations
because the content of
all of your annotations
include excellent
comments on the
authority, worth,
effectiveness and
usefulness and
reflection.
you have a good mastery
of writing an annotation
your annotations include
good comments on the
authority, worth,
effectiveness, and
usefulness; and
reflection.
you have an average
mastery of writing an
annotation because the
content of your
annotations include fair
comments on the
authority worth,
effectiveness and
usefulness; reflection.
you have poor mastery of
writing an annotation
limited comments on the
authority, worth,
effectiveness and
usefulness; and reflection.
Annotation
(Main Idea of
Source)
IC 4
writing annotations
all of your annotations
include an excellent
summary of the
thesis/argument of the
sources of information.
most of your annotations
include a good summary
of the thesis/argument
of the sources of
information.
you have an average
content of your
annotations include a fair
summary of the
a limited summary of the
Documentation
IC 6
You correctly cite all
sources using the
citation style and time
frame described in class.
You correctly cite two
sources using the citation
style and time frame
described in class

You cite only one source
correctly using the
citation style and time
frame described in class.
You dont cite sources
using the citation style
and time frame described
in class.

Annotation
(Fluency,
Structure)
WC

writing annotations
your annotations are
clear, fluent and
organized (i.e. summary
of the thesis/argument;
comments on the worth,
effectiveness and
usefulness; critique of
the authority
qualifications; and
reflection.
mostly clear, fluent and
effectiveness, and
usefulness; and critique
of the authors
qualifications; and
reflection.
you have an average
content of your
annotations are fairly
clear, fluent and
effectiveness and
the authors
qualifications; and
reflection.
limited in terms of clarity,
fluency and organization
(i.e. summary of the
thesis/argument;
effectiveness and
the authors
qualifications; and
reflection.
Adapted by Brenda Ann Camara, 2011. Retrieved from http://people.sunyit.edu/~boylank/frc104_ab.pdf
Information Competencies (IC) & Writing Competencies (WC)
IC 1 Define and articulates the need for information
IC 2 Identify a variety of types and formats of potential sources of information
IC 3 Select the most appropriate investigative methods or information retrieval systems for accessing the
needed information
IC 4 Summarize the main ideas to be extracted from the information gathered
IC 5 Articulate and apply initial criteria for evaluating both the information and its sources
IC 6 Understand many of the ethical, legal and socioeconomic issues surrounding information and
information technology

CHANGESINCOURSESASSOCIATEDWITHASSESSMENTOFGENERAL
EDUCATIONUPRRIOPIEDRASCAMPUS
College:GeneralStudies
Department:English

Semester
Alllevels
(31613162,
31013102,
31033104,
31233124,
30113012)
Professors,levelCoordinators,aswellmembersofthe
CurriculumCommitteehavebeencontinuouslyworkingin
differentassessmentprojects.
Revisionofsyllabi,updatingoftheEnglishDepartment
website,andtheinclusionofgeneralandspecific
objectivestocoverinformationliteracycompetencies
20112012
academic
year
INGL3123
3124
Ongoingassessmentproject(4sections/48students
participated.ProfessorsteachingtheIntermediate
level/computerassistedcourseselectedaninformation
literacyactivityandpreparedarubrictomeasurethe
resultsduringthefirstsemester.Thestudentsmetthree
(3)ofthesix(6)selectedcriteriaaswasexpected.The
otherthree(3)informationliteracycompetenciesare
expectedtobecoveredduringthesecondsemester.
20112012
academic
year
Alllevels
(31613162,
31013102,
31033104,
31233124,
30113012)
TheCurriculumCommitteerevisedandapprovedthe
generalobjectivesforwritingandmadethenecessary
changesinthemastersyllabi.Currentlyworkingon
specificobjectivesthatwillappearondocumentstobe
usedforassessmentpurposesonly.
Weintendtodevelopaprojecttoassessoralcompetencies
forthe20122013academicyear.
20112012
academic
year
INGL3161
3162,
31013102
Aftertheendofacycleofassessment(comparisonstudy),
professorsinthetwolevelsanalyzedtheinitialresultsand
continuetodeveloptransformativeactivitiesinthe
classroom.
20112012
academic
year
INGL3103
3104
Intermediate
English
Professorsinthelevelarecarryingouttwodifferent
assessmentactivities:1)analysis(rubric)ofwritingsamples
fromarandomselectionof100students2)qualitative
analysisofwritingsamplesfrom50students
20112012
academic
year
*TheEnglishDepartmentCurriculumCommitteewillmeetonWednesdayFebruary22
nd
to
providefurtherfeedbacktofilloutthisdocument.
Implementation Status CISO
(SOSC) (assessment Matrix, a
selec ion of rubrics, SLO,
assessment reports)
1
DepartmentofSocialScience
Courses:CISO31213122,
31313132
Competency
SocialResponsibility
Information
Competency
1.StudentLearningObjectives
(SLO)developedbyCourse
X X
Committee
X X
3.Officialsyllabusmodified,LO
integrated,andinplaceinthe
Dept.WebPage
X X
4.LearningActivitiesexplicit
anddocumentedinsyllabus
Vignettes,cases,oraland
writtenpresentations,debates.
Aninventoryisbeingproduced.
Cases,oralandwritten
presentations,debates.An
inventoryisbeingproduced
acrossfaculty.
instrumentorpreposttests
prepared
Vignetteshavebeenprepared.
Otheractivitiespending.
TobeimplementedinAugust
2012
Implemented
In10sections. Processisbeingstructured.
Implementedandassessment
datacollectedfromapilot
project
Assessmentdatacollectedin
2010fromapilotprojectfrom6
outof27professors(10
sections)ledtoevaluationof
theassessmentprocessasa
wholeduringacademicyear
20102011andtoexpandthe
listoflearningactivities.
Actions
Anewcoursetobecomethe
mainrequiredcoursewas
created;learningobjectives
Anewcoursetobecomethe
mainrequiredcoursewas
created;learningobjectives
2
includebothsocialresponsibility
andinformationcompetencies.
Rubricshavebeenpreparedfor
vignettesandarependingfor
otheractivities.Tohavethe
majorityofsectionswith
learningactivitiesfor
correspondingobjectivesby
august2012,andapilotproject
implementedduring20122013.
includebothsocialresponsibility
andinformationcompetencies.
Rubricsarebeingevaluatedand
modifiedaccordingly.Tohave
themajorityofsectionswith
learningactivitiesfor
correspondingobjectivesby
august2012,andapilotproject
implemented.
Depar t ment : Soci al Sci ence
Cor e Gener al Educat i on Cour se ( s) 3121 3122 ( 3131- 3132)
Al l sect i ons
Academi c Year : _____________
Campus
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS
Lear ni ng
Obj ect i v es
( measur abl e)
Lear ni ng
as essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)
Assessment
I nst r ument s
Ex pect ed*
Out comes/
Fi ndi ngs
Tr ansf or mi ng
Act i ons
Soci al Responsi bi l i t y
as def i ne i n t he
f ol l ow i ng sel ect ed
di mensi ons:
I nt egr i t y /
i nt el l ect ual
honest y
Gender v i ol ence
Nat i onal
her i t age
Env i r onment al
Aw ar eness

( see f i r st st at ement
of t he 2005- 2006]
Academi c Senat e
Cer t i f i cat i on # 46)

At t he end of t he
cour se, st udent s
w i l l hav e
dev el oped
deci si on mak i ng
sk i l l s t hat ar e
sensi bl e as w el l
as soci al l y
r esponsi bl e
w hi ch w i l l be
demonst r at ed
t hr ough t hei r
j udgment s,
deci si ons and
l ev el of
per f or mance
w hen anal y zi ng
speci f i c
si t uat i ons.
Debat es,
w r i t t en
pr oj ect s, or al
pr esent at i ons
or ot her
pr oj ect s i n
w hi ch st udent s
ar e abl e t o
demonst r at e
t hei r
j udgment s,
deci si ons, and
l ev el of
per f or mance.
Mul t i pl e choi ce case
st udy sur v ey
( Ret abl os de
r esponsabi l i dad
Soci al , i t s Spani sh
name)

A r ubr i c dev el oped t o
assess st udent s
l ev el of per f or mance
r egar di ng t he soci al
r esponsi bi l i t y
l ear ni ng out come i n
r el at i on t o t he f our
sel ect ed di mensi ons:
I nt egr i t y /
i nt el l ect ual
honest y
Gender v i ol ence
Nat i onal her i t age
Env i r onment al
aw ar eness

The r ubr i cs
cat egor i es r ange
bet w een Ver y
70% or mor e
of t he
st udent s
assessed i n
t he sel ect ed
CI SO cour ses
w i l l
demonst r at e a
per f or mance
l ev el of 70%
or mor e i n t he
i n t he
Ret abl os de
r esponsabi -
l i dad Soci al or
r ubr i c.
Pr ov i de
pr of essor s
t r ai ni ng
r egar di ng t he
admi ni st r at i on
and
i nt er pr et at i on
of t he Ret abl os
de r esponsa-
bi l i dad Soci al
assessment
i nst r ument .

Rev i se t he
Ret abl os de
r esponsa-
bi l i dad Soci al
assessment
i nst r ument i n
l i ght of
pr ev i ous
admi ni st r at i on
r esul t s.

Ev al uat e
Ret abl os de
2
Campus
Goal s ( Sel ect ed
Compet enci es)
2005- 2006 AS
Lear ni ng
Obj ect i v es
( measur abl e)
Lear ni ng
as essay s, or al
pr esent at i ons,
monogr aphs
among ot her s)
Assessment
I nst r ument s
Ex pect ed*
Out comes/
Fi ndi ngs
Tr ansf or mi ng
Act i ons

r esponsi bl e
( hi ghest ) , somew hat
r esponsi bl e, not
r esponsi bl e, and
i r r esponsi bl e
( l ow est ) .
r esponse-
bi l i dad Soci al
assessment
i nst r ument
r el i abi l i t y
i ndex .

Anal y ze
st udent s
qual i t at i v e
r esponses i n
t he open
quest i ons i n
t he Ret abl os de
r esponse-
bi l i dad Soci al
assessment

I ncor por at e
r eadi ngs f or
st udent s f ocal
gr oups as par t
of cour se
act i v i t i es.

I. Title

Fundamentals of the Social Sciences in General Education (SOSC 3131-3132)

II. Description

Part 1 (Part 2) of an annual course designed to fulfill the Social Sciences requirement
of the General Education component of the Ro Piedras Campus. This course, in
reflecting on the complexity of the human subject, analyzes the sociohistorical
processes leading to the subject's constitution, development, production of
knowledge, and cultural behavior. Particular attention is given to establishing and
questioning the relationships of power and the mechanisms that configure and
legitimize it in different historical and spatial contexts. Discussion ranges over
science, literature, and other forms of human expression that bear decisively on the
diverse social orders throughout history. The course explores the diverse theoretical
approaches in the Social Sciences, recognizing numerous links to other fields of
knowledge and to the students' own experiences. Interest in the production of
knowledge by means of research is stimulated, as well as an appreciation for the
diversity of culture. The starting point is the Puerto Rican reality, from which
criticism will be generated and to which this course aspires to contribute. Strictly
speaking, the course is a learning experience characteristic of general education and
of critical and problematizing thinking.

III. General Objectives

At the conclusion of the course, students:

1. Will have examined the fundamental theoretical and methodological problems
in the Social Sciences.

2. Will have related core aspects of the Social Sciences to other humanistic and
scientific fields of knowledge, exploring their inherent conflicts and
contradictions.

3. Will have developed an awareness of the sociohistorical character, premises,
problems, scope and limitations of the scientific method as applied to the
understanding of social reality.

4. Will be able to establish links between the relationships of power, social and
economic practices, and the production of culture.

5. Will have succeeded in forging a critical attitude in the analysis of society by
means of active participation in the interdisciplinary and problematizing
learning process.

6. Will understand the complex dimension of social reality in such a way that
they are able to consciously and responsibly take their places in that reality.

7. Will have developed the intellectual curiosity that motivates them to continue
their autonomous search for knowledge.

8. Will have acquired a set of skills and abilities that, upon completing their
experience in the course, will enable them to:

a. Correctly identify, state, and analyze problems, and establish
relationships between them.

b. Read critically, making inferences and interpreting different
levels of textuality.

c. Discuss and present their ideas in an organized and intelligent
manner, both orally and in writing.

9. Will have become involved in experiences that stimulate the cultivation of
creative sensibility and of socioscientific research.

10. Will have explored the historicosocial background and the beginnings of
modern western culture, situating Puerto Rico within that process of
development.

11. Will be able to participate in the inclusion in the classroom of classmates with
handicaps, thus contributing to the development of the competency of social
responsibility.

12. Will have developed competencies in the efficient search for and the ethical
use of information.

13. Upon completion of the course the students will have developed the ability
and sensitivity to make socially responsible decisions.

General Education
Competencies integrated n
course objectives by Content
Area
GeneralEducationCompetencies
integratedincourseobjectivesbyContent
Area
FacultyofGeneralStudiesBiologyDepartment
Course Competencies
CampusGeneralEducationGoals
Certification46,20052006AS
LearningObjective(measurable) in
syllabus
CIBI3005,3006,3015,3016,3025,
3026,3028
Informationcompetency:
Habr desarrollado competencias
necesarias para la bsqueda, el
manejoefectivoyelusoticodela
informacin, as como para la
utilizacin de la tecnologa como
herramienta para crear, manejar y
aplicarelconocimiento.
1
Informationcompetency
The student will have developed

the necessary skills to search and
manage information effectively and
ethically, as well as to use
technology as a tool to create,
manageandapplyknowledge.
El estudiante ser capaz de

reconocer y definir sus necesidades
deinformacin.
El estudiante ser capaz de disear
e iniciar una estrategia de
bsquedadeinformacin.
El estudiante podr localizar
informacinenmltiplesfuentes.
El estudiante ser capaz de
comprender los planteamientos
ticos, legales y sociales
relacionados con el uso de
informacin.
2
The student will be capable to
recognize and define his
informationneeds.
design and initiate an information
searchstrategy.
The student will be capable of
finding information on multiple
resources.
1
PerfildelapersonaegresadadelBachillerato,segnlaCertificacin46(200506)delSenadoAcadmico
2
ObjetivosdeaprendizajedelascompetenciasdeinformacinparaestudiantesdenuevoingresodelProgramade
CompetenciasdeInformacindelSistemadeBibliotecas,UPRRP.
Course Competencies
LearningObjective(measurable) in
syllabus
comprehend ethical, legal and
socialapproachesrelatedtotheuse
ofinformation
CIBI:3005,3006,3015,3016
3025,3026,3028
InvestigacinyCreacin
Habradquiridoconocimientoy
competenciasnecesariasparala
investigacinycreacin.
Researchandcreation
Thestudenthasacquiredthe
knowledgeandthenecessary
competenciesforresearchand
creation.
Elestudiantedesarrollar
competenciasderazonamiento
cientficoeinvestigacinenlas
siguientesreas:identificacinde
problemas,razonamientoinductivo
ydeductivo,generacinde
hiptesis,experimentacin,
recopilacinypresentacinde
datos,interpretacinderesultados,
redaccindeconclusionesy
evaluacionescrticas.
Thestudentwilldevelopscientific
andresearchreasoning
competenciesonthefollowing
areas:statementoftheproblem,
inductiveanddeductivereasoning,
hypothesisdevelopment,
experimentation,collectionand
presentationofdata,interpretation
ofresults,conclusionreportand
criticalevaluations.
FacultyofGeneralStudiesEnglishDepartment
Course Competencies
LearningObjective(measurable)in
syllabus
INGL31013102(BasicEnglishIand Communication competency
Studentswilldemonstrate,that
theycanexpresstheirideasin
Course Competencies
syllabus
II) Willbeabletocommunicate
effectively,orallyorinwritingin
SpanishandinEnglishasaSecond
Language
writtenformwithclarity,precision,
coherence,unity,andlogic
2
by
writingshortessaysthat:
stateanddevelopathesis
statementwithsupportingevidence
usingvariousmethodsofparagraph
development;
exhibitorganizationandeffective
useoftransitionalwordsand
phrases;
useappropriatewords/idiom
choices;
includewellformedandcomplete
sentences.
INGL31033104&INGL31233124 Communicationcompetency
Studentswillbeableto
communicateeffectively,orallyor
inwriting,inSpanishandinEnglish
asaSecondLanguage.
General:Composeessays
integratingeffectivewritingskills
thatwillbeusefulinothercollege
coursesandinpersonaland
professionallife.
Specific:Organizeandexpressideas
inwrittenformwithclarity,
precision,coherenceandlogicusing
thewritingprocess.
Studentswillhavethe
competenciesnecessaryforthe
search,effectivemanagementand
ethicaluseofinformation.
General:
Developeffectiveevaluationcriteria
fortheuseofonlinesourcesof
information.
Integratespecificinformation
literacy,research,technological
skills.
Specific:
Writeanannotatedbibliography
usingMLAorAPAstyle,whichwill
beusedintheinitialstagesofa
2
University of Puerto Rico, College of General Studies, English Department, General Objectives, approved by the
Department in September 1996 and revised October 2001.
Course Competencies
syllabus
researchpaper.
Applyandadaptthedifferent
stagesofthewritingprocess,
recognizingandimplementingthe
differentmethodsofstructureand
developmentinaccordancewith
appropriatesubject,audienceand
purposegoalsofanannotated
bibliography.
FacultyofGeneralStudiesSocialSciencesDepartment
Course Competencies
syllabus
CISO31213122(31313132) Responsabilidadsocial,segnse
expresaenlasdimensiones
seleccionadasde:
Integridad/honestidad
intelectual
Violenciadegnero
Patrimonionacional
Concienciaambiental
(verpunto#1delPerfildel
egresadodelRecinto,segnla
Certificacin46(200506)del
SenadoAcadmico.
SocialResponsibility,asof
expressedbytheselected
dimensions:
Integrity/honesty
Genderviolence
NationalPatrimony
Environmentawareness
(seeitem#1oncampusgraduates
profileCertification46(20052006)
oftheAcademicSenate.
Alfinalizarelcurso,lasylos
estudianteshabrndesarrollado
sensibilidadycapacidadparatomar
decisionessocialmente
responsablesylopodrndemostrar
atravsdesus
juicios
decisiones
ejecutorias
enelanlisisdeunasituacin
determinada.
Attheendofthecourse,the
studentswillhavedevelopedthe
skillsandsensibilitytomakesocially
responsibledecisionsandcould
demonstratethisthrough:
judgment
decisions
performanceinthe
analysisofcertain
circumstances
FacultyofGeneralStudiesPhysicalScienceDepartment
Course Competencies
syllabus
CIFI:3003,3005,3010,3013,
3016,3026,3036,3037or3055
Scientificreasoningandresearch Thestudentswilldemonstrate
scientificreasoningandresearch
skillsinthefollowingareas:
1.Thestudentidentifiesand
describesthemainproblemthathe
triedtosolvebydoingthe
experiment
2.Thestudentidentifiesor
proposesahypothesistosolvethe
problem
3.Thestudentproducesand
organizesrelevantdatain
appropriatetables
FacultyofGeneralStudiesHumanitiesDepartment
Course Competencies
CampusGeneralEducation
Goals(Selected
Competencies)Certification
46,20052006AS
LearningObjective
(measurable)insyllabus
HUMA3101,3102,3018,3013,
3033,3025,3113,3210,3211,
3212,3114,3034
Habrdesarrolladouna
comprensincrticasobre
diversasformasdel
pensamiento.
General:
Elestudiantedemostrar
capacidaddepensamiento
crticoatravsdelanlisisdeun
texto.
Course Competencies
Goals(Selected
46,20052006AS
LearningObjective
CriticalThinking
Thestudentwillhave
developedacritical
comprehensionofdifferent
formsofthinking.
Especficos:
1. Identifica la idea
central.
2. Selecciona las
evidencias que apoyan
idea central (los
supuestos).
3. Relaciona los hechos
con el contexto
artstico, filosfico y
histrico.
4. Estable un juicio de
valorsobrelosasuntos.
Exponesuposicincon
evidenciasydeacuerdoconuna
prelacin.
General:
Thestudentmustdemonstrate
abilityforcriticalthinking
throughtheanalysisofatext.
Specific:
1. Identifythecentral
idea.
2. Selectevidencethat
supportthecentral
idea
3. Relatesthefactswith
historicaland
philosophicalcontent.
4. Makesajudgmentof
thematter(orissue)
Proveshisopinionwithfacts
andaccordingtoprecedence.
Huma3101,3018,3013,3201,3212,3033,3025
Habrdesarrollado
competenciasnecesariaspara
labsqueda,manejoy
efectivousoticodela
informacin.
Informationcompetency
Generales:Elestudiante
Desarrollar
Competenciasdeinformacina
nivelinicial.
1.Especficos:defineyarticulasu
Course Competencies
Goals(Selected
46,20052006AS
LearningObjective
The student will have
developed the necessary skills
to search, and manage
information ethically and
effectively.
necesidaddeinformacin.
2.Identificavariostiposy
formatosdefuentespotenciales
deinformacin
General
Thestudentwilldevelop
informationcompetenciesonan
initialstage.
Specific
1. Definesandarticulates
theneedof
information.
2. Identifiesvarioustypes
ofinformationsources.
Assesmentefectividadinstitucional/assessmentadria/anejosparaMSCHE/generaleducationcompetenciesintegratedincourseobjectives

Appendix 18 Assessment Implementation and Transforming Actions by Department

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Appendix 18 Assessment Implementation and Transforming Actions by Department

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Implementation Status by

Will have developed the

Students will be able to

Writing the introduction

Rubric for assessment of

mp ementation Status CIFI

Persons graduating with

Will have developed the

Students will demonstrate

Students are able to

Students select those

Each student writes a

Rubric for evaluating

Seventy percent of the

Students are able to

Students articulate and

Students grasp the ethical,

University of Puerto Rico

University of Puerto Rico

ACHIEVEMENT OF EXPECTED RESULTS - SPAN 3111

RESULTS OF THE DATA: SPAN 3101 PILOT PROJECT

mp ementaton Status UMA

2. Select the evidence that

3. Relate the facts to their

University of Puerto Rico

3101 016 Mario Casaas

University of Puerto Rico

Course ActivityModified Periodor

The student will have developed

El estudiante ser capaz de

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