University of Puerto Rico at Utuado

Transcription

Utuado, Puerto Rico
S elf - S tudy R eport
2005-2010
Submitted to
Middle States Commission on Higher Education
Submitted by
Iris M. Mercado-Ocasio, Ed.D.
Chancellor
January 2011
Prepared by
Self-Study Steering Committee
Coordinator: Luz Méndez-del Valle, Ph.D.
Self-Study Report
Submitted to the
M iddle S tates C ommission on H igher E ducation
Presented by
January 28, 2011
Chief Executive Officer
Iris M. Mercado-Ocasio, Ed.D.
Chancellor
Progress Letter submitted in
November 3, 2008
Date of Evaluation Team’s Last Visit
September 24-27, 2000
University of Puerto Rico at Utuado - Self-Study Report 2005-2010 submitted to MSCHE
University of Puerto Rico
President of the University of Puerto Rico
Dr. José Ramón de la Torre
Chancellor
Dr. Iris M. Mercado
Academic Affairs Dean
Prof. Eladio González
Administrative Affairs Dean
Dr. Luis Tapia
Student Affairs Dean
Prof. Silma Maldonado
Utuado, Puerto Rico
Chancellor
PO. Box 2500, Utuado, PR 00641
Tel: (787) 894-2828, Exts. 2242-2245
Fax: (787) 894-2877
January 28, 2011
Dr. Luis Pedraja
Vice President
Middle States Commission on Higher Education
3624 Market Street
Philadelphia, PA 19104-2680
Dear Dr. Luis Pedraja:
Our institution has finally completed all processes related to its 2005-2010 Self-Study.
Enclosed is an official copy of the document and appendixes requested by MSCHE. Additional
copies were sent to each member of the evaluation committee.
The timetable for the visit is on schedule as planned. The Committee will be visiting us at the
UPR-Utuado from March 6 to 9, 2011.
We await your visit knowing that it will benefit all areas of our institution.
Sincerely yours,
Iris M. Mercado Ocasio, Ed.D.
Chancellor
erg
Enclosures
c. Dr. Carlos Vargas Aburto, President MSA Evaluation Team
Dr. José Ramón de la Torre, UPR President
Dr. Luz Méndez Del Valle, Director of Planning and Institutional Research
“Equal Employment Opportunity”
Table of Contents
SELF-STUDY REPORT
to MIDDLE STATES COMMISSION ON HIGHER EDUCATION
UNIVERSITY OF PUERTO RICO AT UTUADO
Contents ...........................................................................................................................................................
ii
List of Tables ....................................................................................................................................................
v
List of Figures .................................................................................................................................................. x i i i
List of Hyperlinks/Appendixes by Chapter .................................................................................................. x i v
Acronyms ......................................................................................................................................................... x v i i
Steering Committee and Subcommittee Members................................................................................... x v i i i
Executive Summary ........................................................................................................................................ x x i i
Certification Statement—Compliance with MSCHE Requirements ........................................................ x x v i
Introduction ..................................................................................................................................................
1
Chapter 1—Mission, Goals, and Integrity ...........................................................................................
2
Mission Revision Synthesis .......................................................................................................................
3
Study Comparing UPR-Utuado’s Mission and the UPR System’s Mission ................................................
5
Study Comparing the University Mission with the Academic Affairs Deanship (ACAD) ...........................
7
Study Comparing the University Mission with the Student Affairs Deanship (STAD) ..............................
15
Study Comparing the University Mission with the Administrative Affairs Deanship (ADAD)...................
17
Institutional Integrity ...............................................................................................................................
20
Electronic/Printed Questionnaire Responses ..........................................................................................
25
Findings, Conclusions, and Recommendations .......................................................................................
34
Chapter 2—Planning, Resources, and Institutional Renewal.......................................................
38
Strategic Plan Revision Synthesis ..............................................................................................................
39
UPR-Utuado’s Strategic Planning Goals Fulfillment with the UPR-System ...............................................
41
Study of the Relation between the University Strategic Plan and its Deanships (Programs/Services) ....
44
Planning Strategies and Components .......................................................................................................
46
Budget Procedures and Organization .......................................................................................................
49
Resources and Institutional Renewal .......................................................................................................
55
Electronic/Printed Questionnaire Responses ...........................................................................................
62
68
Continuation
Table of Contents Self-Study Report to the MSCHE
Chapter 3—Institutional Assessment...................................................................................................
71
Institutional Assessment Synthesis ...........................................................................................................
72
Study Comparing the University’s Institutional Assessment with its Deanships (Programs/Services) .....
74
Opinions Concerning the University’s Institutional Assessment ..............................................................
77
Findings, Conclusions, and Recommendations .........................................................................................
83
Chapter 4—Educational Offerings .........................................................................................................
86
Educational Offering Synthesis .................................................................................................................
87
Academic Programs Evaluation ................................................................................................................
88
Opinions Concerning the University’s Educational Offering ...................................................................
97
Opinions Concerning Teaching-Learning Experience .............................................................................. 109
Opinions Concerning Academic Programs’ Laboratories ........................................................................ 119
Findings, Conclusions, and Recommendations ....................................................................................... 125
Chapter 5—General Education Component....................................................................................... 132
General Education and Related Educational Activities Synthesis............................................................. 133
The GERE Component at UPR-Utuado and its Revision ........................................................................... 133
Study Comparing the General Education and Related Educational Activities (GERE)
and the UPR-Utuado’s Mission with Strategic Planning ......................................................................... 136
The General Education and Related Educational Activities (GERE) Component
at UPR-Utuado and its Revision .............................................................................................................. 137
Title V Project at UPR-Utuado ................................................................................................................. 138
Electronic/Printed Questionnaire Responses .......................................................................................... 141
Chapter 6—Student Learning Assessment ......................................................................................... 146
Student Learning Assessment Synthesis................................................................................................... 147
Selection, Implementation, Modification, and Integration of Assessment Methods at UPR-Utuado .... 148
Student Learning Outcomes within Academic Programs/Services at UPR-Utuado
.............................. 154
Procedures/Activities that Support Students’ Awareness of Learning Outcomes Assessment ............. 167
Electronic/Printed Questionnaire Responses ........................................................................................ 170
iii
Continuation
Chapter 7—Leadership, Governance, and Administration ..........................................................
181
Governance Overview ..............................................................................................................................
182
The University of Puerto Rico System Student Strike April—June 2010 .................................................
183
Electronic/Printed Questionnaire Responses ........................................................................................
184
189
Chapter 8—Student Admission and Support Services ...................................................................
191
Student Affairs Deanship (STAD) .............................................................................................................
192
219
Findings, Conclusions, and Recommendations ......................................................................................
231
Chapter 9—Faculty and Support Services...........................................................................................
235
Faculty Recruitment ................................................................................................................................
236
Faculty Composition ................................................................................................................................
239
Faculty Tenure and Promotion ................................................................................................................
245
Faculty Responsibilities ............................................................................................................................
249
Faculty Research .......................................................................................................................................
252
Faculty Professional Growth Practices ....................................................................................................
253
256
266
iv
Continuation
List of Tables
Chapter 1—Mission, Goals, and Integrity ....................................................................................................
2
Table 1-1— UPR-Utuado’s Mission Objectives Alignment with UPR System’s Mission .................................
5
Table 1-2— Cases Attended by SOO during the Academic Years 2005-06 to 2009-10 .................................. 21
Table 1-3— Most Frequent Cases Attended by the Student Ombudsperson Office
during the Academic Years 2005-06 to 2009-10 ......................................................................... 21
Table 1-4— Students’ Response on the Number of Visits made to the SOO ................................................. 22
Table 1-5— Students’ Opinion in Relation to SOO ......................................................................................... 22
Table 1-6— Students’ Knowledge of the Buckley Law .................................................................................... 23
Table 1-7— Student Orientation on Buckley Law ........................................................................................... 23
Table 1-8— Awareness of the Mission Statement in the University and the External Community ............... 26
Table 1-9— Faculty’s Opinions on University’s Effectiveness in Accomplishing its Mission .......................... 27
Table 1-10— Non-Teaching Personnel’s Opinions
on University’s Effectiveness in Accomplishing its Mission ......................................................... 27
Table 1-11— Opinions on the Relevance of the University’s Mission
with the Socioeconomic Needs of the Region ............................................................................. 28
Table 1-12— Non-Teaching Personnel and Faculty’s Knowledge on the Goals and
Objectives Pertaining to their Respective Departments/Offices................................................. 28
Table 1-13— Relevance of the Campus Mission to Departmental Goals and Objectives ................................ 29
Table 1-14— Non-Teaching Personnel and Faculty’s Opinions Regarding the Need to
Change their Respective Departments/Offices’ Goals and Objectives ....................................... 29
Table 1-15— Non-Teaching Personnel and Faculty’s Knowledge on which Institutional Body is
Responsible for the University’s Goals and Objectives .............................................................. 30
Table 1-16— Non-Teaching Personnel and Faculty’s Knowledge of the Frequency with which the
University’s Mission, Goals, and Objectives are
Revised by the Institutional Planning Committee ....................................................................... 30
Table 1-17— Non-Teaching Personnel and Faculty’s Opinion on the Composition
of the Institutional Planning Committee ..................................................................................... 31
Table 1-18— UPR-Utuado’s Mission Alignment with Deanships’ Assessment Activities ................................. 33
v
Continuation
Chapter 2—Planning, Resources, and Institutional Renewal ................................................................
38
Table 2-1— Significant Differences between the UPR-Utuado’s 2003-2008 Strategic
Plan and the UPR-Utuado’s 2006-2011 Strategic Plan ............................................................
40
Table 2-2— UPR-Utuado’s 2006-2011 Strategic Plan Alignment with UPR System’s Ten for the Decade ..
41
Table 2-3— UPR-Utuado’s Strategic Plan Goals Fulfillment within its Mission Objectives .........................
42
Table 2-4— Budget Allocation for UPR-Utuado ...........................................................................................
49
Table 2-5— UPR-Utuado’s General Fund for Fiscal Years 2005-06 to 2009-10 ...........................................
50
Table 2-6— External Funds Received 2005 to 2009 ....................................................................................
52
Table 2-7— UPR-Utuado’s Additional Funds Distribution Fiscal Years 2005-06 to 2009-10 .......................
53
Table 2-8— Permanent Facilities’ Projects Academic Years 2005-06 to 2009-10 .......................................
57
Table 2-9— Construction and Redistribution of Previous Learning Resources Center Facilities .................
57
Table 2-10— UPR-Utuado’s Permanent Facilities Projections .......................................................................
58
Table 2-11— Desktop/Laptop Computers on Campus ..................................................................................
60
Table 2-12— Faculty’s Knowledge on the UPR-Utuado’s Strategic Plan .......................................................
62
Table 2-13— Faculty’s Response on what the UPR-Utuado’s Strategic Plan Represents ..............................
63
Table 2-14— Faculty’s Knowledge on if the UPR-Utuado’s Strategic Plan
had Campus-Wide Representation ..........................................................................................
63
Table 2-15— Faculty’s Knowledge on the Regularity in which the UPR-Utuado’s Strategic Plan is Revised.
64
Table 2-16— Faculty’s Opinion on the Degree of Importance Given at the Local Level
to the UPR-Utuado’s Strategic Plan ..........................................................................................
64
Table 2-17— Faculty’s Knowledge on the UPR-Utuado’s Emergency/Disaster Plans ...................................
65
Table 2-18— Administrators’ Response on Strategic Plan’s Usage for
Departments/Offices Funds’ Request ......................................................................................
65
Table 2-19— Administrators’ Reasons for not Using the
Strategic Plan for Departments/Offices Funds’ Request ..........................................................
66
Table 2-20— External Community’s Knowledge on the Community’s Participation
in Institutional Decision-Making ...............................................................................................
66
Table 2-21— External Community’s Recognition on the Degree of
its Participation in Institutional Decision-Making ....................................................................
67
Chapter 3—Institutional Assessment ............................................................................................................ 71
Table 3-1— Accreditation at UPR-Utuado ...................................................................................................... 73
Table 3-2— UPR-Utuado Deanships’ Assessment Activities ........................................................................... 74
Table 3-3— PR Comptroller Office Evaluation to UPR-Utuado Fiscal Years 2005 to 2009 ............................. 75
Table 3-4— Internal/External Auditing Performed at UPR-Utuado from 2005-06 to 2009-10 ...................... 76
Table 3-5— Administrators/Directors’ Comments on Assessment Reports Usage ........................................ 77
vi
Continuation
Table 3-6— Administrators/Directors’ Comments on How
Assessment is Used in Decision-Making Processes ..................................................................... 78
Table 3-7— Faculty’s Response on Assessment Technique Usage in Teaching–Learning Process ................. 78
Table 3-8— Faculty’s Comments on Assessment Techniques Used in the Teaching–Learning Process ........ 79
Table 3-9— Faculty’s Comments on How Assessment is used in Evaluation Processes ................................. 80
Table 3-10— Non-Teaching Personnel’s Participation in Department/Office Meetings .................................. 81
Table 3-11— Non-Teaching Personnel’s Satisfaction in Department/Office Tasks .......................................... 81
Table 3-12— Non-Teaching Personnel’s Satisfaction in UPR-Utuado Administrative Processes ..................... 82
Chapter 4—Educational Offerings ................................................................................................................. 86
Table 4-1— Academic Programs’ Revisions and Accreditations ..................................................................... 88
Table 4-2— Graduation Rates in Academic Program—Cohort 2000 ............................................................. 91
Table 4-6— Projection Years 2008-2018: Occupations with the Largest Numerical Growth ........................ 95
Table 4-7— 2000-2010 Puerto Rico Job Projections according to the Industry (condensed) ......................... 96
Table 4-8— Faculty’s Response on How Students’ Needs
are considered during Academic Programming .......................................................................... 97
Table 4-9— Faculty’s Response on How Students’ Needs are Attended
During the Summer Academic Programming .............................................................................. 98
Table 4-10— Faculty’s Response on the Adequacy of Courses’ Sequence in Academic Programming ........... 98
Table 4-11— Work-Study Status while Studying .............................................................................................. 99
Table 4-12— Students’ Response on How they Became Familiar with UPR-Utuado ....................................... 99
Table 4-13— Students’ Response on their Motivation to Study at UPR-Utuado ............................................. 100
Table 4-14— Students’ Additional Responses on their Motivation to Study at UPR-Utuado .......................... 101
Table 4-15— Students’ Response on Academic Program Transfers ................................................................. 102
Table 4-16— Main Academic Program Transfers ............................................................................................. 102
Table 4-17— Students’ Response on Considering a Transfer in Academic Program ........................................ 102
Table 4-18— Students’ Response on Where to Perform Academic Program Transfers ................................... 103
Table 4-19— Associate Degree Students’ Response on Considering a
Bachelor’s Degree If Offered In their Field at UPR-Utuado ......................................................... 103
Table 4-20— Students’ Response on Pursuing a Bachelor’s Degree of Interest at
Another Institution if not Offered at UPR-Utuado ...................................................................... 104
Table 4-21— Students’ Response on UPR-Utuado Academic Offerings ........................................................... 104
vii
Continuation
Table 4-22— Students’ Response on How UPR-Utuado’s Academic Training
has Enabled them to Compete Professionally ..........................................................................
104
Table 4-23— Administrators’ Response on Direct/Indirect Influence on Academic Offering .......................
105
Table 4-24— Administrators’ Opinion on Expanding Academic Offering: .....................................................
105
Table 4-25— Advisory Boards’ Opinion on How to Expand UPR-Utuado’s Academic Offering ....................
106
Table 4-26— External Community’s Opinion on How to Expand UPR-Utuado’s Academic Offering ............
106
Table 4-27— External Community’s’ Response on the Quality of UPR-Utuado’s Education.........................
107
Table 4-28— External Community’s’ Response on Considering UPR-Utuado as an
Alternative to Pursue Higher Education ..................................................................................
107
Table 4-29— Non Teaching Personnel’s Response on the Quality of UPR-Utuado’s Education ...................
108
Table 4-30— Non-Teaching Personnel’s Opinion on How to Expand the UPR-Utuado’s
Academic Offering ...................................................................................................................
108
Table 4-31— Faculty Response on Strategies/Techniques Used During Teaching-learning Process ............
109
Table 4-32— Faculty’s Response on Syllabus Usage ......................................................................................
110
Table 4-33— Faculty’s Response on Syllabus Revision ..................................................................................
110
Table 4-34— Faculty’s Response on how They Use Learning Resources Center Skills
within the Teaching-Learning Process .....................................................................................
111
Table 4-35— Faculty’s Response on How They Share Their Teaching Strategies
with their Peers thus Facilitating the Teaching-Learning Process ............................................
111
Table 4-36— Student’s Response on Strategies/Techniques Used by their Professors during Teaching
Learning Process ......................................................................................................................
112
Table 4-37— Student’s Response on Strategies/Techniques Preferred during the
Teaching-learning Process ........................................................................................................
113
Table 4-38— Student’s Opinion on How the Teaching-Learning Process Helps them Enhance
their Academic Skills/How these Skills should be Improved ....................................................
114
Table 4-39— Student’s Opinion on Their Practicum Experience ...................................................................
115
Table 4-40— External Community’s Response on their Participation in DECEP Courses ..............................
116
Table 4-41— External Community’s Response on When DECEP Courses Were Taken .................................
116
Table 4-42— External Community’s Response on Reasons to Take DECEP Courses .....................................
117
Table 4-43— External Community’s Response on Satisfaction with DECEP Courses ....................................
117
Table 4-44— External Community’s Response on Faculty Performance .......................................................
118
Table 4-45— External Community’s Response on DECEP Program ...............................................................
118
Table 4-46— Faculty’s Response on Laboratory Usage .................................................................................
119
Table 4-47— Faculty’s Response on Laboratory Adequacy ...........................................................................
119
Table 4-48— Faculty’s Response on How Laboratory Materials
Enhances the Teaching-Learning Process .................................................................................
120
Table 4-49— Faculty’s Response on How Laboratory Equipment
Enhances the Teaching-Learning Process .................................................................................
120
viii
Continuation
Table 4-50— Faculty’s Response on How the Degree of Sufficiency of Laboratory
Equipment Fulfills the Needs of the Teaching-Learning Process................................................. 121
Table 4-51— Faculty’s Response on the Degree of Laboratory Assistance Received to
Fulfill the Teaching-Learning Process .......................................................................................... 121
Table 4-52— Faculty’s Response on the Degree of Laboratory Materials Received
to Fulfill the Teaching-Learning Process ...................................................................................... 122
Table 4-53— Faculty’s Response on the Degree of Usage of the Technology Laboratory
as an Additional Teaching Resource ............................................................................................ 122
Table 4-54— Students’ Response on Relation between Theory and Practice in Courses with Laboratory ...... 123
Table 4-55— Students’ Opinion on the Physical Facilities of UPR-Utuado ....................................................... 124
Chapter 5—General Education Component................................................................................................. 132
Table 5-1— Students’ Opinion on the Quantity of General Education Courses
Offered in Their Program of Study .............................................................................................. 142
Table 5-2— Students’ Opinion on the Quality of General Education Courses
Offered in Their Program of Study .............................................................................................. 142
Table 5-3— Students’ Opinion on the Academic Offering by Semester at UPR-Utuado ................................ 143
Chapter 6—Student Learning Assessment .................................................................................................. 146
Table 6-1— Accrediting Associations .............................................................................................................. 147
Table 6-2— Mission, Goals, and Alignment of Common Professional Component (CPC)
and the Program’s Student Profile .............................................................................................. 150
Table 6-3— Exhibit 5 UPRU-EEP Proficiencies related to Knowledge Skills, and Professional Dispositions ... 155
Table 6-4— Educational Experiences that Allow for the Obtainment of Educational Goals .......................... 157
Table 6-5— Student Learning Outcomes ........................................................................................................ 160
Table 6-6— Students’ Appreciation on LRC Services ...................................................................................... 170
Table 6-7— Faculty’s Response on the Adequacy LRC Facilities ..................................................................... 172
Table 6-8— Faculty’s Response on LRC’s Orientation of Available Resources ............................................... 172
Table 6-9— Faculty’s Response on the Degree of Active Participation
for the Selection of LRC Resources .............................................................................................. 173
Table 6-10— Faculty’s Response on How its Participation In the Selection
of LRC Services is Distributed ...................................................................................................... 173
Table 6-11— Faculty’s Response on How the LRC Collection
on their Particular Area of Specialization is Up-To-Date ............................................................. 174
Table 6-12— Faculty’s Response on the On-line Availability/Access
of Resources they had for Research Purposes ............................................................................ 174
Table 6-13— Faculty’s Response on Access of Audiovisual Material and Equipment ..................................... 175
Table 6-14— Faculty’s Response on How the Audiovisual Collection Satisfies the Campus Community’s Need .... 175
ix
Continuation
Table 6-15— Faculty’s Response on Adequacy of Number of Computers for CD-ROMS Usage............................... 176
Table 6-16— Faculty’s Response on Satisfaction with Printed On/Line Materials and its Adequacy
for the Campus Community’s Needs ........................................................................................... 176
Table 6-17—Faculty’s Response on Satisfaction with the LRC Skills Instruction Offered To Their Students .... 177
Chapter 7—Leadership, Governance, and Administration ...................................................................... 181
Table 7-1— Administrators’ Knowledge of UPR Regulations Manual (amended 2002)................................. 184
Table 7-2— Acknowledge Receipt by Administrators of
Description of Job Duties during the Hiring Process ................................................................... 184
Table 7-3— Administrators’ Response on Person who Trained Him/Her on the New Job Duties ................. 185
Table 7-4— Administrators’ Response on Knowledge of the Inherent Job Duties ......................................... 185
Table 7-5— Acknowledge Receipt of Advice on the Institutional Chain of Command ................................... 186
Table 7-6— Frequency of Duties Performed by the Administrators not Inherent to their Job Descriptions . 186
Table 7-7— Advisory Board Members Job Background .................................................................................. 187
Table 7-8— Previous Years Served as an Advisory Board Member ................................................................ 187
Table 7-9— Years Served as an Advisory Board Member ............................................................................... 187
Table 7-10— Main Duties of the Advisory Board.............................................................................................. 188
Chapter 8—Student Admission and Support Services ............................................................................... 191
Table 8-1— Distribution of Minimum Admission Index per Academic Program 2005-06 to 2009-10 ........... 193
Table 8-2— Students Admitted and Enrolled from High Schools and other Institutions of
Higher Education from 2005-06 to 2009-10 ................................................................................ 195
Table 8-3— First and Second Semester Enrollment by Program 2005-06 to 2009-10 ................................... 197
Table 8-4— Enrollment Distribution by Place of Residence ........................................................................... 199
Table 8-5— Academic Degrees Conferred during Academic Years 2005-06 to 2009-10 ................................ 201
Table 8-6— Total Withdrawals from 2005-06 to 2009-10 .............................................................................. 202
Table 8-7— Total Student Enrollment First Semester, Degrees Awarded,
and Percent Graduated for 2005-06 to 2009-10 ......................................................................... 204
Table 8-8— Students’ Evaluation of the Services at Registrar’s Office ........................................................... 206
Table 8-9— Students’ Knowledge on Buckley Law ......................................................................................... 207
Table 8-10— Counseling by Means of Oral or Written Communication on the Effects of the Buckley Law .... 207
Table 8-11— Financial Assistance Assigned to Students from 2005-06 to 2009-10 ......................................... 209
Table 8-12— Students’ Responses on Visits to the Counseling and Orientation Office at UPR-Utuado ......... 211
Table 8-13— Students’ Responses on the Qualification of Services
Received at the Counseling Services Office ................................................................................. 211
x
Continuation
Table 8-14— Students Responses on the Situation that Motivated them
to Visit the Counseling Services Office ........................................................................................ 212
Table 8-15— Students Under Probation Term Response on
Counseling and Orientation Office’s Follow-ups ......................................................................... 213
Table 8-16— Students’ Responses to Quality in Student Services Offered at UPR-Utuado ............................. 220
Table 8-17— Students’ Responses to Degree of Effectiveness in
Student Services Offered at UPR-Utuado.................................................................................... 222
Table 8-18— Students’ Responses to Degree of Availability of
Table 8-19— Students’ Responses to Degree of Confidentiality of
Table 8-20— Students’ Responses on the Frequency of Use of Campus Services ........................................... 227
Table 8-21— Answers by Students with Disability on the Availability of Appropriate
Infrastructure at UPR-Utuado for Persons with their Conditions ............................................... 228
Table 8-22— Students’ Responses on Knowledge of Infrastructure and/or Services
Available at UPR-Utuado for Persons with Disabilities ............................................................... 228
Table 8-23— Institutional Publications Students Recognize
which Responds to their Academic Interests .............................................................................. 229
Table 8-24— Students’ Responses to What Associations they
Recognize, not Recognize, and Participate ................................................................................. 229
Table 8-25— Students’ Evaluation on Security Services on Campus ................................................................ 230
Chapter 9—Faculty and Support Services .............................................................................................................. 235
Table 9-1— Extraordinary License and/or Financial Aid Requested and Approved
during the 2005-06 to 2009-10 Academic Years ......................................................................... 238
Table 9-2— Faculty Distribution at the UPR-Utuado by Type of Appointment .............................................. 239
Table 9-3— UPR-Utuado’s Faculty Profile ...................................................................................................... 240
Table 9-4— Faculty Distribution by Academic Rank ...................................................................................... 241
Table 9-5— Faculty Distribution by Academic Degree (Percentage) .............................................................. 242
Table 9-6— Faculty Distribution by Academic Degree ................................................................................... 243
Table 9-7— Years Required for Faculty Promotion in Rank............................................................................ 245
Table 9-8— Faculty Distribution by Rank Promotion ..................................................................................... 246
Table 9-9— Board of Trustee’s Institutional Guidelines ................................................................................. 247
Table 9-10— Total of Professors with an Academic Load of 21 credit/hours for the
First Semester of Academic Years 2005-06 to 2009-10 .............................................................. 249
Table 9-11— Faculty Representation in Departmental, Institutional, and Systemic Forums ........................... 250
Table 9-12— Number of Faculty Members Occupying Administrative Positions
during the 2005-06 to 2009-10 Academic Years ........................................................................ 251
Table 9-13— Faculty Research Projects at the UPR–Utuado during the 2005-2010 Academic Years.............. 252
xi
Continuation
Table 9-14— UPR-Utuado Faculty’s Participation in Summer Seminars of the
Faculty Resource Network at NYU during Academic Years 2005-06 to 2009-10 ........................ 254
Table 9-15— Summary of Faculty’s Participation in the Professional Development Program ........................ 255
Table 9-16— Criteria and Procedures Used to Evaluate Teaching Personnel .................................................. 256
Table 9-17— Faculty’s Evaluation Orientation ................................................................................................. 256
Table 9-18— Faculty’s Evaluation Process........................................................................................................ 257
Table 9-19— Knowledge of Instruments Used to Evaluate Teaching Personnel .............................................. 257
Table 9-20— Faculty’s Response on Academic Director’s Orientation regarding Evaluation Forms ............... 257
Table 9-21— Faculty’s Response on Evaluation Instrument Scale (from 1 to 10)
Used by Colleagues and Supervisors ........................................................................................... 258
Table 9-22— Faculty’s Response on Evaluation Instruments Used .................................................................. 259
Table 9-23— Faculty’s Response on Discussion of Evaluation Process
by the Departmental Evaluation Committee .............................................................................. 259
Table 9-24— Faculty’s Response on Students’ Faculty Evaluation Process...................................................... 259
Table 9-25— Faculty’s Comments on Students’ Participation in Faculty Evaluation Process .......................... 260
Table 9-26— Faculty’s Response on Faculty Evaluation Process’ Purposes ..................................................... 260
Table 9-27— Faculty’s Knowledge on Institutional Committees or Bodies ...................................................... 261
Table 9-28— Faculty’s Response on their Offering of Conferences/Seminars in their Areas of Expertise ...... 261
Table 9-29— Faculty’s Response on their Participation in Academic Activities in their Departments ............ 262
Table 9-30— Faculty’s Response on UPR-Utuado’s Frequency of Activities for Professional Development ... 262
Table 9-31— Faculty’s Response on the Adequacy of their Offices for the Fulfillment of Academic Duties ... 262
Table 9-32— Faculty’s Response on their Participation in Institutional Committees ...................................... 263
Table 9-33— Faculty’s Response on their Attendance to Faculty Meetings .................................................... 263
Table 9-34— Faculty’s Response on their Attendance to Academic Department Meetings ........................... 263
Table 9-35— Faculty’s Response on their Attendance to Academic Department Assessment Meetings........ 264
Table 9-36— Faculty’s Response on their Preparation of Academic Department Assessment Reports ......... 264
Table 9-37— Faculty’s Response on their Participation of Academic Department Assessment Committees 265
Table 9-38— Faculty’s Response on their Participation in their Departments’ Academic Programming ........ 265
Table 9-39— Faculty’s Response on their Participation in their Students’ Academic Counseling ................... 265
xii
Continuation
List of Figures
Chapter 1—Mission, Goals, and Integrity
Figure 1-1—Chain of Command in which the Academic/Administrative Issues are Attended ..................... 24
Chapter 6—Student Learning Assessment
Figure 6-1—Process Followed by the Business Administration’s Faculty in Order to Assess Student Learning... 149
Figure 6-2—Office System’s Outcome Assessment ...................................................................................... 152
Chapter 9—Faculty and Support Services
Figure 9-1—Qualification of Faculty Candidate for Recruitment .................................................................. 237
xiii
Continuation
List of Hyperlinks/Appendixes by Chapter
Page of Appearance
Executive Summary
Certification #78-79-86
http://www.uprutuado.edu/pdf/MSA-2010/In_1_Cert78_79_86_Council.pdf .....................................................xxii
Certification #86 (1978-79) of the Council of Higher Education
http://www.uprutuado.edu/pdf/MSA-2010/In_2_Cert_86_1978_79_Council_H_Educ.pdf
.......................................xxii
Certification #25 (1979-80) of the Council of Higher Education
http://www.uprutuado.edu/pdf/MSA-2010/In_3_Cert_25-1979-80_Council_H_Edu.pdf..........................................xxii
Certification #077 (1998-99) of the Board of Trustees
http://www.uprutuado.edu/pdf/MSA-2010/In_4_Cert_77_1998_99_BoardTrus.pdf ..............................................xxii
Administrative Organization and Governance of the University of Puerto Rico System
http://www.uprutuado.edu/pdf/MSA-2010/1_3_ADMorgGOVunivOFpuertoRICO.pdf ............................................xxii
Organizational Chart of UPR-Utuado 2010-11
http://www.uprutuado.edu/pdf/MSA-2010/In_6_ORG_chartUPRutu2010_11.pdf ................................................xxii
Certification #135 2009-2010 of the Board of Trustees
http://www.uprutuado.edu/pdf/MSA-2010/In_5_cer135-2009-10_BoardTrustees.pdf
...........................................xxii
UPR-Utuado’s Academic Catalog
http://www.uprutuado.edu/pdf/MSA-2010/In_7_catalog2008-10.pdf .............................................................xxii
UPR-Utuado’s Values, Vision, and Mission
http://www.uprutuado.edu/pdf/auto-estudio/Valores_Mision_Vision_English.pdf
...............................................xxii
Progress Letter to MSCHE on Implementation of Planning and Assessment at UPR-Utuado, November 2008
http://www.uprutuado.edu/pdf/MSA-2010/In_9_PROGRESSletterNOV2008.pdf ..................................................xxiii
UPR-Utuado’s Strategic Plan 2006-11
http://www.uprutuado.edu/pdf/MSA-2010/In_10_STRATEGICplan2006-11.pdf ...................................................xxiii
Ten for the Decade
http://estudiantes.upr.edu/X/metas.html ...........................................................................................xxiv
Chapter 1—Mission, Goals, and Integrity
On-line/print Self-Study Questionnaires
http://www.uprutuado.edu/pdf/auto-estudio/Questionnaire_Distribution_1.pdf ................................................ 3
UPR-Utuado’s 2006-2011 Strategic Plan
http://www.uprutuado.edu/pdf/MSA-2010/In_10_STRATEGICplan2006-11.pdf ......................................................................... 3
Certification 2009-10-31—Academic Senate
http://www.uprutuado.edu/pdf/MSA-2010/1_26b_CS-2009-10-31--Academic-Senate_UPR_Utuado.pdf .................................. 4
Certification 2009-10-32—Academic Senate
http://www.uprutuado.edu/pdf/MSA-2010/1-26c__Certification-CS-2009-10-32--AcademicSenateUPR-Utuado.pdf ................ 4
Historical Synthesis Revision of UPR-Utuado’s Values, Vision, and Mission from 2002-2003 to 2009-2010)—
http://www.uprutuado.edu/pdf/MSA-2010/Sintesis_Historica_PLANIFICACION_a_partir_septiembre-2002.pdf ....................... 4
Tables concerning the degree of fulfillment each department/office mission has with the institutional mission
http://www.uprutuado.edu/pdf/auto-estudio/MISSION_ALIGNMENT.pdf ................................................................................... 9
Certification 32-2005-06 of the Board of Trustees
http://www.uprutuado.edu/pdf/MSA-2010/1_19_Cert32_2005-06BOARDtrustees.pdf ............................................................... 20
xiv
Continuation
Standards of Practice and the Ethical Code of the International Ombudsman Association
http://www.ombudsassociation.org/standards/ ........................................................................................................................... 21
UPR-Utuado’s 2005-2010 Self-Study Design
http://www.uprutuado.edu/pdf/MSA-2010/SELF_STUDY_DESIGN_FINAL.pdf ............................................................................. 25
Chapter 2—Planning, Resources, and Institutional Renewal
Ten for the Decade—
http://estudiantes.upr.edu/X/metas.html .................................................................................................................................... 41
UPR-Utuado Mission
http://www.uprutuado.edu/pdf/MSA-2010/In_8_MISvisVALUESuprUTUADO.pdf........................................................................ 42
Tables concerning the degree of fulfillment each department/office mission has with the strategic plan
http://www.uprutuado.edu/pdf/auto-estudio/strategicPLAN_ALIGNMENT.pdf .......................................................................... 44
Institutional Comparison between the University of Puerto Rico at Utuado
and other Post-Secondary Institutions
http://www.uprutuado.edu/pdf/auto-estudio/Institutional_Comparison_Final.pdf ..................................................................... 55
UPR Utuado http://www.uprutuado.edu .................................................................................................................................. 59
Chapter 3—Institutional Assessment
UPR-Utuado’s BA Program Accreditation
http://www.uprutuado.edu/pdf/MSA-2010/1-26d__ACCREDITATIONncateACBSP.pdf ................................................................ 73
UPR-Utuado’s Library Certification
http://www.uprutuado.edu/pdf/auto-estudio/certificado-ACRL.JPG ........................................................................................... 73
Chapter 5—General Education Component
Relation between Institutional Learning Goals and Course/Activity Objectives
http://www.uprutuado.edu/pdf/auto-estudio/Relation_Between_Institutional_Learning_Goals.pdf .......................................... 137
Relation between Institutional Learning Goals and Course/Activity Objectives—Reduced Version
Relation between Institutional Learning Goals and Course/Activity Objectives--Reduced version................................................. 137
Profile of Graduates of the UPR-Utuado in the Area of General Education
Profile of Graduates of the UPR Utuado in the Area of General Education .................................................................................... 137
Title V Projects Evaluation Reports November 2005 and October 2007
http://www.uprutuado.edu/pdf/MSA-2010/TITULO_V_Evaluation_Reports.pdf .......................................................................... 141
Chapter 6—Student Learning Assessment
Learning Resources Center Strategic Plan
http://uprutuadobib.info/documents/pdf/planestrategico.pdf .................................................................................................... 154
Information Literacy Program
http://uprutuadobib.info/index.php?option=com_content&task=section&id=6&Itemid=83 ....................................................... 161
xv
Continuation
Chapter 7—Leadership, Governance, and Administration
Law No. 135 of 1942
http://www.uprutuado.edu/pdf/MSA-2010/1_1_Ley_Núm1351942_1.pdf ................................................................................... 182
University Law (1066) amended in 1993
http://www.uprutuado.edu/pdf/MSA-2010/1_2_University_Law_1966_.pdf ................................................................................ 182
Board of Trustees Regulations
http://sindicos.upr.edu/regl-pol-norm.htm ..................................................................................................................................... 182
Administrative Organization and Governance of the University of Puerto Rico System
http://www.uprutuado.edu/pdf/MSA-2010/1_3_ADMorgGOVunivOFpuertoRICO.pdf .................................................................. 182
Environmental Health
http://www.uprutuado.edu/pdf/MSA-2010/1_6_envPROThealthsecurityREPORTS.pdf ................................................................ 183
MSCHE Letter sent to UPR on June 25, 2010/Status of Accreditation
http://www.uprutuado.edu/pdf/MSA-2010/In_11_MSCHEletterJUNE_25_10.pdf
.......................................................... 183
Designation of Liaison to Prepare Report and Minutes of First Meeting
http://www.uprutuado.edu/pdf/MSA-2010/In_12_letterOFliaisonDESIGNATION.pdf
...................................................... 183
Monitoring Report
http://www.uprutuado.edu/pdf/auto-estudio/MonitoringREPORTseptember2010.pdf .................................................... 183
Chapter 8—Student Admission and Support Services
Rigorous protocol of the Counseling Office to offer probation students academic follow-up
http://www.uprutuado.edu/pdf/auto-estudio/CounselingProtocolStudentProbation.pdf .............................................................. 213
Certification from the Student Affairs Deanship on Student Organizations from 2008-09 to 2010-11
http://www.uprutuado.edu/pdf/auto-estudio/CertificationSTUDENTorganizations.pdf.................................................................. 218
Board of Trustees Certification Number 119, 1998-99
http://www.certifica.upr.edu/PDF/CERTIFICACION/1998-1999/119%201998-1999.pdf.................................................................. 218
Chapter 9—Faculty and Support Services
UPR Faculty Manual
http://www.uprutuado.edu/ManualFacultad.pdf ......................................................................................................................... 236
Board of Trustee’s Certification #135, June 29 (2009-10)
http://www.uprutuado.edu/pdf/MSA-2010/In_5_cer135-2009-10_BoardTrustees.pdf ................................................................ 238
Board of Trustees Certification Number #122, 1999-00
http://www.certifica.upr.edu/PDF/CERTIFICACION/2005-2006/122%202005-2006.pdf .............................................................. 239
Board of Trustees Certification Number #087, 1999-00
http://www.certifica.upr.edu/PDF/CERTIFICACION/1999-2000/87%201999-2000.pdf ................................................................. 245
UPR General Regulations Manual
http://www.sindicos.upr.edu/reglamento.htm ............................................................................................................................. 245
Board of Trustees Certification Number 81
http://www.certifica.upr.edu/PDF/CERTIFICACION/2009-2010/81%202009-2010.pdf .................................................... 247
Certification No. 1997-98-74 and Circular DAA-95-04
http://www.uprutuado.edu/pdf/auto-estudio/CertificationsFACULTYload.pdf ...................................................... 249
List of Professional Development Activities Organized by the Human Resources Offices
http://www.uprutuado.edu/pdf/auto-estudio/Actividades_de_Mejoramiento_Profesional.pdf .................................................. 255
xvi
Continuation
Acronyms
ACAD
ACBSP
ACRL
ADAD
Academic Affairs Deanship
Association of Collegiate Business Schools and Programs
Association of College and Research Libraries
Administrative Affairs Deanship
BLS
Bureau of Labor Statistics
CPC
Common Professional Component
DECEP
Division of Continuing Education and Professional Studies
ECC
EPHS
External Consulting Committee
Environmental Protection, Health and Security
FAFSA
FERPA
Free Application for Federal Student Aid
Buckley Law—Family Educational Rights and Privacy Act 1974
GERE/GE
GPA
General Education and Related Educational Activities
Grade Point Average
HRO
HRS
Human Resources Office
Human Resources System
IPEDS
ISP
Institutional Postsecondary Data System
Information Skills’ Program
LRC
Learning Resources Center
MSA
Middle States Association of Colleges and Schools
NCATE
National Council for the Accreditation of Teacher Education
PIRO
Planning and Institutional Research Office
SIS
SOO
STAD
SWOT
Student Information System
Student Ombudsperson Office
Students Affair’s Deanship
Strengths, Weaknesses, Opportunities and Threats
UPR-Utuado
xvii
Steering Committee and Subcommittees Members
Self-Study 2005-2010
(update: December 2010)
Steering Committee Members
Dr. Luz Méndez, Coordinator
Associate Professor
Languages and Humanities Department
Professor of Agricultural Technology
Prof. Gelsy Colón
Prof. Héctor Reyes
Associate Professor
Prof. Enid Rivera
Instructor, Business Administration
and Office Systems Department
Professor Business Administration and Office
Systems Department
Mrs. Ivellisse Rivera
Student Affairs Officer and
Former Registrar
Office of the Dean of Academic Affairs
Dr. Lilliam Alicea
Assistant Professor
Dr. Pedro Cartagena, Assistant Professor
Business Administration
and Office Systems Department
Students*: Mr. Hardy León
Ms. Enid Martínez
Support Staff
Mrs. Carmen Matos
Office Systems
Statistician
Office of Planning and Institutional Research
Ms. Franchesca Cortés
Mrs. Edna Rodríguez
Mr. Wesley Sánchez Irizarry
Administrative Secretary
Natural Sciences
*Students participate in the proofreading process, since their main institutional responsibility is to fulfill their
duties within their academic program
xviii
Continuation—Steering Committee and Subcommittee Members
Self-Study 2005-2010 (update: December 2010)
Sub-committees
1. First Subcommittee
Charge:
Mission, Goals, and Integrity
Planning, Resource, and Institutional Renewal
Institutional Assessment
Coordinator
Dr. Luz Méndez
MSCHE Liaison
Members
Dr. Yolanda Molina
Assistant Professor Department of Education,
Social Sciences, and Physical Education
Dr. Mariela Cordero
Assistant Professor Department of Education,
Social Sciences, and Physical Education
Support Staff
Dr. Luis Tapia
Administrative Affairs Dean
Academic Affairs Dean
Mrs. Carmen Matos
Prof. Carlos Semidei
Professor of Agricultural Technology
Dr. Javier Alvarez
Assistant Professor of Natural Sciences
Statistician
Mrs. Edna Rodríguez
Administrative Secretary
Dr. Carlos J. Rodríguez
Assistant Professor of Agricultural Technology
xix
Self-Study 2005-2010 (update: December, 2010)
2. Second Subcommittee
Charge
Educational Offerings
General Education and Related Educational Activities
Student Learning Assessment
Coordinators
Dr. Lilliam Alicea
Assistant Professor of Languages and Humanities Department
Members
Support Staff
Prof. Osvaldo Lamboy
Assistant Dean of Academic Affairs
Dr. Wanda Cámara
Associate Professor
Mrs. Marilia Santiago
Acting Registrar
Prof. Josie Clarke
Professor of Languages and Humanities
Department (Retired)
Dr. Justo Moreno
Assistant Professor of
Natural Sciences
Prof. Catalina Soto
Learning Resources Center Director
Dr. Alejandro Ortiz
Mrs. Silma Maldonado
Assistant Librarian
xx
Self-Study 2005-2010 (update: December, 2010)
3. Third Subcommittee
Charge
Leadership, Governance and Administration
Student Admission and Support Services
Faculty
Coordinator
Prof. Pedro Cartagena
Instructor Department of Business Administration and Office Systems
Members
Support Staff
Prof. Lourdes Torres—RIP
Prof. Ana Arce
Associate Professor
Student Ombudsperson
& Counselor
Dr. Ángel Custodio
Mrs. Iris Myrta Vélez
Assistant Professor
of Agricultural Technology
Prof. Carolyn Mercado
Counselor II
Prof. Carlos La Rosa
Associate Dean
of Academic Affairs
Mrs. Noemí Rodríguez
Secretary Academic Senate and
Administrative Board
Mrs. María V. Robles
Director of Admissions
Mrs. Eltie Pérez
Director of Financial Aid
xxi
Executive Summary
Introduction
The University of Puerto Rico at Utuado (UPR-Utuado) was created by Joint Resolution #9
of the Legislative Assembly of the Commonwealth of Puerto Rico on December 1, 1978, by
Certification #78-79-86 and Certification #86 (1978-79 of the Council of Higher Education. The
initial authorized academic offerings were identified in Certification #25 (1979-80 of the Council of
Higher Education, consisting of associate degree programs in agricultural technology, professional
fields (education and business) the arts, and sciences. The College began operations in August
1979 with an enrollment of 195 students. In 1999, through Certification #077 (1998-99) of the
Board of Trustees autonomy was granted to the College as one of eleven University of Puerto Rico
(UPR) System campuses, and created the positions of Chancellor and Deans, as well as the
deliberative bodies of the Administrative Board and the Academic Senate (see Administrative
Organization and Governance of the University of Puerto Rico System). In the year 2000, the
College acquired its present official name (see Organizational Chart of UPR-Utuado 2010-11).
Three decades after its foundation, the UPR-Utuado has an academic offering of 22
programs leading to degrees at the associate and bachelor’s level, a 121-member faculty, a
student enrollment of 1,623, modern and expanding physical facilities, relevant research and
teaching projects, and a consolidated budget of close to $14,226,336.00. (see Certification #135
2009-2010 of the Board of Trustees). Initially, the institution’s physical facilities were located in a
small 1.5 acre lot belonging to the Municipality of Utuado. In 1982, a 118 acre farm was
purchased in the Utuado neighborhood (barrio) known as Salto Arriba, on Highway #123,
Kilometer 52.7, and has been the Campus location since 1992.
The University of Puerto Rico at Utuado has a unique academic profile trained to serve:
transfer, associate, and bachelor’s degree programs (see UPR-Utuado’s Academic Catalog).
Moreover, the academic mission, (see UPR-Utuado’s Values, Vision, and Mission) with a
predominant emphasis in agricultural programs, reflects the enrollment growth in the fields of
education and business administration as well as emerging initiatives towards offerings in the life
sciences. The campus milieu (118 adjoining acres, the largest contiguous extension of all eleven
system campuses, and singular location valued for its Taino Indian heritage) presents an optional
and distinctive environment appropriate for the study of the liberal arts within an agricultural
setting. The dramatic growth in the academic and physical realms has consolidated, in the central
region of the Island, an intellectual community with academic credentials in a variety of
disciplines.
xxii
Continuation
Executive Summary
Throughout the years, surpassing the complexities of the island’s current economy and its
effects on higher education, a stable evolution has occurred in UPR-Utuado’s student enrollment
and conferred degrees. The first to second year retention rates for the last five years averaged
64%. The three-year graduation rate has increased gradually during the previous five years and
reached 27.6% with the cohort 2003.
This development is mainly attained with systemic and institutional planning and the
increase of spaces and institutional resources. Assessment efforts, with roots in institutional
priorities dating from the decade of the 1980’s, has kept a vigorous presence in UPR-Utuado
institutional life. Both a Strategic Planning Committee (since 1983) and an Assessment
Committee (since 1996) have been working together for the growth and excellence of this
institution. The Institution’s Progress Letter to MSCHE on Implementation of Planning and
Assessment at UPR-Utuado, November 2008, offers updated information on these fundamental
issues. New opportunities arise and are planned for institutional development and strengthening
(see UPR-Utuado’s Strategic Plan 2006-11). Several specific plans, in the context of the strategic
plan, seek to address these issues. The budget distribution for 2010-11 will be optimized to fund
the progressive implementation of these plans.
Nature and Scope of the Self-Study
The 2005-2010 self-study of the University of Puerto Rico at Utuado was a comprehensive
approach with emphasis on the two areas stressed by the most recent evaluations: first, the
linkage between planning and budgeting, and second, the assessment of student learning
outcomes. As an institution of higher education, we acknowledge the need to periodically review
institutional objectives, programs, and services in order to accomplish the goals of our
mission/vision, while fulfilling the needs of our students as global competitors of the new century.
Three objectives were the indicators of the completion of the self-study process:
1. The in-depth review of the college’s programs, resources, services, and governing
structures during the past five years in the light of fulfilling the campus mission.
2. The evaluation of resources that improves the communication and academic/
administrative effectiveness throughout the college community.
3. The action plan that effectively incorporates the subcommittee’s
recommendations to UPR-Utuado’s current institutional planning process.
This particular approach and emphasis measured UPR Utuado’s effectiveness and
efficiency as an institution of higher education in accordance to present standards.
xxiii
Continuation
Executive Summary
Summary of Major Sections
The self-study as a whole was divided into three major sections that enclose three
chapters. Section One contains Mission, Goals, and Integrity; Planning, Resource, and
Institutional Renewal; and Institutional Assessment. First, Mission, Goals, and Integrity stated the
institutional mission/goals and aligned them to the systemic mission, and those of the UPRUtuado deanships and academic programs. The UPR-Utuado mission and goals were recognized
by the community and disseminated through institutional documentation and the institution’s
electronic page. Institutional integrity was observed through the by-laws of UPR System
governance, implemented within the institution, and evaluated by internal/external examiners.
Second, Planning, Resource, and Institutional Renewal presented the UPR-Utuado’s strategic plan
and paralleled it to the systemic strategic plan Ten for the Decade and then to the institutional
deanships’ missions. This section also detailed strategic planning components, its influence in
resources and institutional renewal, and budget procedures and organization. Finally,
Institutional Assessment delineated the procedures accomplished to strengthen assessment
within the UPR-Utuado’s academic programs and administrative procedures.
Section Two encloses Educational Offerings; General Education and Related Educational
Activities; and Student Learning Assessment. First, Educational Offerings examined academic
programs, and its effectiveness according to assessment and market projections. Second, General
Education and Related Educational Activities focused on the institutional general education
component, its alignment with the UPR-Utuado mission/strategic plan, and its development
during the period being examined. Finally, Student Learning Assessment detailed the intensive
evaluation process the UPR-Utuado underwent to obtain accreditation from: the Association of
Collegiate Business Schools and Program (ACBSP) for the Business Administration/Office Systems’
programs, The National Council for the Accreditation of Teacher Education (NCATE) for the
Elementary Education program; and The Association of College and Research Libraries (ACRL)
certification for the Learning Resources Center.
Section Three also has three areas: Leadership, Governance, and Administration; Student
Admission and Support Services; and Faculty. First, Leadership, Governance, and Administration
acknowledged the UPR-Utuado’s systemic and institutional governing structures, its composition,
duties, responsibilities, and the by-laws/regulations used to govern. Second, Student Admission
and Support Services which thoroughly measured the Student Affairs Deanship, its services and
compliance with the student body needs. Finally, Faculty, which examined the composition,
recruitment, promotion procedures, professional growth and faculty members’ perceptions on
the institution as a whole.
xxiv
Continuation
Executive Summary
Conclusion
After performing a thorough examination on the institution, the following was concluded:
1. Although the organizational structure established in 2007 may be used on other
UPR campuses, it is recommended that the UPR-Utuado return to the original
organization which proved to be an effective one for many years.
2. Timely communication among campus constituents and guided administration
transitions are recommended to ensure the necessary institutional continuum in
both academic and administrative processes that go beyond the administrative
transitions taking place.
3. An aggressive promotion is essential to increase awareness on how the UPR-Utuado
fulfills its purpose, and serves its surrounding community and beyond.
4. As soon as the systemic budget progresses, meetings between the UPR-Utuado
(Chancellor, Academic Affairs Dean, and agricultural technology/natural sciences
departments’ representatives) and the UPR System (officials of Vice-presidency of
Academic Affairs) should be continued to discuss the status of these proposals and
the possibilities for academic degree expansion at the UPR-Utuado.
5. Assessment plans and schedules should be continuously revised and updated, so
that the academic programs and administrative services continue to offer
excellence to all its campus community.
6. Orientation on emergency readiness within the campus grounds (e.g. natural
disasters) should be increased via workshops, trainings, conferences, and meetings
for the benefit of all the campus community.
All documents used throughout the self-study are available electronically within the
manuscript and on print during the self-study visit.
xxv
0
Introduction
This self-study presents the transformations and achievements the University of Puerto
Rico at Utuado has undergone during the past five years. All areas of the Academic Community
have been taken into account in order to scrutinize the vital elements that help us fulfill our
Mission. After many hours of document searching and analysis, meetings, questionnaire
processing and data analysis, we hopefully believe this document accomplishes the task of
promoting and improving academic excellence.
The document covers the 2005 to 2010 period. It was compiled using Institutional
documents and reference guidelines provided by the Commission on Higher Education of The
Middle States Association of Colleges and Schools (MSA). The Steering Committee’s work was
crucial, giving the report consistency and form with the recommendations of the Central
Academic Affairs Office and MSA liaison.
As stated in the Self-Study Design, this report was divided into nine (9) Chapters, each one
addressing the following aspects:
1.
2.
3.
4.
5.
6.
7.
8.
Mission Goals, and Integrity
Planning, Resource, and Institutional Renewal
General Education Components and Related Activities
Leadership, Governance and Administration
9. Faculty and Support Services
Each Chapter offers an introductory synthesis, with summaries, Findings, conclusions, and
recommendations supported by descriptive tables and corresponding analysis.
The Study emphasizes two (2) major areas: 1) planning and budgeting, and
2) assessment of student learning outcomes. The final chapter of this report summarizes the
conclusions reached by Steering Committee and the University Plan of Action sub-committee
members as recommended by the self-study itself.
The file on information and support data for the report is available at the Planning and
Institutional Research Office (PIRO). After taking this five year snapshot in time, no matter the
problems encountered and challenges met, the University of Puerto Rico at Utuado will never
relent on its compromise of striving for academic excellence.
1
Chapter 1
2
Chapter 1
The following aspects were considered during the evaluation of the institution’s
mission, goals, and integrity: the mission statement and its fulfillment with the institutional
goals and objectives, its revision, and community awareness. The information was acquired
through institutional document analysis, interviews, meetings, and the data collected through
the on-line/print self-study questionnaires distributed during the second semester of 20092010.
I.
Mission Revision Synthesis
In the 2005-2006 academic year, a Strategic Planning Committee was designated to
examine the University’s 2003-2008 Strategic Plan. A total of eighteen (18) members,
representatives of the campus community, met during the whole academic year to prepare a
revised and up-dated document see UPR-Utuado’s 2006-2011 Strategic Plan). During this
process, the University’s values, vision, and mission were also examined. Documents
considered during strategic planning revision were: the Institutional SWOT (strengths,
weaknesses, opportunities, and threats), systemic guidelines, and complementary documents
on the issues being revised.
Under the Chancellor’s guidance, the Planning and Institutional Research Office (PIRO)
has traditionally (at the UPR-Utuado) been the office responsible for dealing with the
following areas: strategic planning, institutional research, and MSA accreditation. Among its
many tasks, it produces fact books, student and faculty profiles, annual institutional reports,
surveys, federal, state, and institutional comprehensive reviews. During the 2005-06 to 200910 academic years, PIRO underwent significant changes. After the previous director’s
retirement, the office was placed under the direction of the Chancellor. Moreover, some of
the Planning Office tasks were assigned to other areas, for example: accreditation matters
concerning the Council of Higher Education and academic issues were performed by the
Academic Affairs Deanship and the Accreditation office. Eventually, in the 2009-10 academic
year, a PIRO Coordinator was designated to work on MSA accreditation and Strategic Plan
revision. At present (2010-11), the PIRO Coordinator became the official director.
3
Chapter 1
It is the opinion of many (or, it is possible) that this change in the responsibilities of the
Planning Office and the decision not to name a Planning Office director, explains various
findings pointed out in this report, namely:
The delay in submitting the UPR-Utuado’s 2006-2011 revision to the Academic
Senate for endorsement.
The general lack of knowledge (revealed in questionnaire results) regarding the
College’s strategic plan and the composition and role of the planning committee
after 2006. Previous to 2006 the College Strategic Planning Committee held monthly
meetings with a membership that had ample representation from the three
deanships. The reorganization of the Planning Office changed this dynamic.
Although the document was approved by all sectors and used as an official document, it
did not receive the Academic Senate’s certification until April 2010 (see Academic Senate
Certifications 2009-10-31 and 2009-10-32). Differences such as date overlaps, wording and
focus between both documents (the 2003-2008 and 2006-2011 versions) caused certain
debates between campus bodies. Nonetheless, the issues were solved via meetings with the
2009-2010 Strategic Planning Committee and the Academic Senate in order to achieve
document consistency and unity among the constituents (see Historical Synthesis Revision of
UPR-Utuado’s Values, Vision, and Mission from 2002-2003 to 2009-2010). Mission changes
were announced via meetings and bulletins.
Once this was solved, a total agreement was reached between the Institutional Mission
and the following documents: UPR System Mission, UPR-Utuado Deanships’ missions,
academic departments’ missions, and academic programs’ missions in order to ensure
institutional consistency, unity, and support throughout all UPR-Utuado’s academic/
administrative procedures and services.
4
Chapter 1
II.
Study Comparing the UPR-Utuado’s Mission
with the UPR System’s Mission
As stated in Table 1-1, UPR-Utuado’s Mission Objective 1, to provide a relevant postsecondary education in various fields (agricultural technology, arts and sciences), is seen in all
the goals established within the UPR System’s mission. It is through education that we can
achieve: “lifelong-learning attitude, the preservation of the island’s culture, the students’
desire for problem solving while being academically and ethically trained. The preservation
and conservation of the environment (UPR-Utuado’s Mission Objective 2), is fulfilled within
the systemic mission’s goals of promoting discussions of truth, preserving ethical values,
creating awareness of current island issues, establishing collaborations, and by recognizing
who we are in the world we serve. UPR-Utuado’s Mission Objective 3 of forming moral and
intellectual professionals is accomplished within the Systemic Mission Goals of learning in
order to acquire individual freedom, enriching cultural values, strengthening democratic
beliefs, social responsibility, and service. The Institution updates its academic experience
(UPR-Utuado’s Mission Objective 4) and contributes to the island’s progress (UPR-Utuado’s
Mission Objective 5) by promoting the systemic purposes of innovative speech, tradition
acknowledgement, the development of unique professionals, and collaborators in all spheres.
Mission Objective 6, the lifelong-learning attitude that enriches our cultural enjoyment, is
seen within the systemic goals of nurturing the learning experience; safeguarding our cultural
heritage, and recognizing the University’s purpose within the island’s community ongoing
experience. Overall, all institutional objectives are relevant and found in the mission of the
UPR.
In order to envision the fulfillment of UPR-Utuado’s Mission with the UPR-System’s
Mission, the following table is presented:
Table 1-1
UPR-Utuado’s Mission Objectives Alignment with UPR System’s Mission
UPR-Utuado’s Mission Objectives
1. Provide relevant and quality
post secondary education in
the areas of agricultural
technology, educational and
5
UPR System’s Mission
Cultivate the lifelong-learning attitude as a
guide to individual freedom through the
search and the discussion of truth, with an
attitude of respect towards innovative
speech.
College Mission
Objectives Fulfillment
within Systemic Mission
1, 2, 3, 4, 5, & 6
Chapter 1
2.
UPR System’s Mission
College Mission
Objectives Fulfillment
within Systemic Mission
administrative professions,
and in the arts and sciences.
Preserve, enrich and spread the cultural
values of the Puerto Rican people.
1, 2, 3, 4, 5, & 6
Sustain and conserve the
environment.
Strengthen the students’ awareness of the
importance of solidarity in solving common
problems within a democratic belief.
1, 2, 3, 4, 5, & 6
Strive for students’ integral formation in
the light of their responsibility to serve the
community.
1, 2, 3, 4, 5, & 6
3. Form intellectually and
morally prepared graduates
with college skills, attitudes,
and habits.
4. Offer updated academic
experience focused on
research and creation.
5. Contribute to the progress of
Puerto Rico and meet the
demands of complex and
changing labor programs.
6. Stimulate a lifelong-learning
attitude that enriches our
cultural enjoyment.
Develop the intellect and competence in
our community, so that exceptional
personalities may arise from all socioeconomic sectors, in order to promote
service to the island and abroad.
1, 3, 4, 5, & 6
Collaborate with other organizations in the
study of Puerto Rican concerns within the
spheres appropriate to a University.
1, 2, 3, 4, 5, & 6
Recognize that the University of Puerto Rico
is linked to the very nature of the Puerto
Rican experience, values, and interests of all
democratic communities.
1, 2, 3, 4, 5, & 6
Source: Planning and Institutional Research Office (PIRO)
6
Chapter 1
III.
Study Comparing the University Mission
with the Academic Affairs Deanship (ACAD)
A. Mission of the University of Puerto Rico at Utuado
The University of Puerto Rico at Utuado is based on values which
frame our vision and give meaning to the mission that characterizes us.
We believe in:
1. EXCELLENCE in academic, administrative, student, and
community service.
2. Developing the capacity for LIFELONG LEARNING.
3. COMMITMENT to the institution, to the natural environment,
to Puerto Rican culture, and to quality of life.
4. OPENNESS to new ideas in the disciplines, to educational
innovation, to new trends in education, and new
technologies.
5. Offering quality SERVICES emphasizing individualized
attention, equality in educational and professional
opportunities, and mutual respect.
B. Synopsis of Mission and the Academic Department/
Resources for Teaching, Learning, and Research
The following examines the Mission of UPR-Utuado and its relation with the Academic
Affairs Deanship (ACAD), its academic departments, and services. The ACAD at UPR-Utuado
consists of the following departments/offices:
o
o
o
o
o
o
o
o
7
Agricultural Technology
Business Administration and Office Systems
Education, Social Sciences, and Physical Education
Languages and Humanities
Natural Sciences
Registrar’s Office
Chapter 1
The overall Mission of ACAD is to:
o
coordinate and supervise all academic initiatives emphasizing in the
development of new programs
o
evaluate the existing academic programs
o
retain an academically prepared faculty
o
promote academic research
o
continuously update a professional development plan
In addition, each one of its departments and offices also has a mission, which is
integrated to ACAD. The missions and visions of these offices are presented here:
Academic Departments
o
 Mission: Contribute to the agricultural development of Puerto Rico
through the establishment of academic programs that promote the
expansion of new technology.
o
Business Administration and Office Systems
 Business Administration’s Mission: Offer an education of excellence in
the accounting area that contributes to the development of skills and
professional attitudes, and the formation of fair and competent citizens.
 Office Systems’ Mission: Prepare students with the knowledge and skills
to succeed as an office professional in a global economy.
o
 Mission: Prepare, through a quality educational and professional
atmosphere, teachers for grades K through 6th with the knowledge, skills,
and dispositions to face the social, cultural, and academic challenges. It
aims to develop a reflective practitioner with the ability to link theory and
practice, design and implement instruction, integrate technology, and
who is knowledgeable of assessment strategies to improve the teachinglearning process. The program is committed to prepare teacher
candidates who, as agents of change, are able to demonstrate awareness
and sensitivity to a culturally diverse population and social context.
8
Chapter 1
o
 Mission: Create student awareness on the human experience by
facilitating the opportunity of engaging with cultural expressions and
creations that represent past civilizations.
o
Natural Sciences
 Mission: Integrate its students to the real world through a scientific,
social, and humanistic perspective that focuses on research and updated
technology in order to achieve the individual/collective well-being of
society.
o
Learning Resources Center (LRC)
 Mission: Responds to the information necessities of all agricultural
technology programs, as to other academic programs by means of an
updated collection, the use of technology and the development of
information science skills.
Resources for Teaching, Learning, and Research
o
 Mission: Protects the files of all active and passive students enrolled in
the UPR-Utuado. Moreover, the office administrates and works to fulfill
all academic regulations required by university/federal authorities.
Among the Registrar’s duties are to comply with the security and privacy
acts required by “Buckley Law” and the “Family Educational Rights and
Privacy Act 1974”.
o
Division of Continuing Education and Professional Studies (DECEP)
 Mission: Has the shared responsibility of providing innovative programs
and academic activities of excellence with/without credit-aiming to
facilitate the life-long learning process.
Each one of the office’s mission was examined in order to find reflections of the
University Mission in them (see tables concerning the degree of fulfillment each
department/office mission has with the institutional mission).
9
Chapter 1
C.
Synopsis of Mission and the Academic Programs
The following is an analysis of the Mission of UPR-Utuado and its relation with the
academic programs. As mentioned previously, the ACAD at UPR-Utuado consists of six
academic departments, and each one offers a variety of academic programs
(bachelor’s/associate/transfer):
o
Transfer Program in Agricultural Sciences
 Mission: To complete two (2) years of general studies at UPR-Utuado,
and transfer to UPR-Mayagüez in order to obtain a Bachelor’s Degree in
Agricultural Sciences.
o
Associate in Livestock Technology
 Mission: The student will be trained to manage live farm animal
operations, such as dairy, cow, horse and cattle ranches, chicken
ranches, and other small farm animals.
o
Associate in Food Processing Technology
 Mission: The student will be trained to work as managers, assistant
managers, quality control specialists, or as technicians in the food
processing and/or distribution industries, as buyers and sellers of food
products, and as technicians in government agencies dealing with the
regulation of the food processing industry.
o
Associate in Horticulture Technology
 Mission: The student will be trained in the production of vegetables,
root crops, fruit crops and ornamentals, including plant propagation
methods, field and nursery crop management and landscaping
techniques. Will develop and apply management and decision-making
skills in the process.
10
Chapter 1
o
Associate in Pest Control Technology
 Mission: The student will be trained to meet the challenges of pest
control in agricultural production, and in acknowledging and applying
management practices and transportation regulations concerning the
use of pesticides.
o
Associate in Agricultural Production Technology
 Mission: The student will be trained in Agricultural production, and in
developing Business and decision-making skills to become a competent
Agribusiness entrepreneur.
Business and Office Systems
o
Bachelor’s/Associate in Business Administration
 Bachelor’s Mission: Train its students in knowledge, skills, attitudes,
and aptitudes required to fulfill the demands/expectations of the
workforce, the essential principles of general accounting, and the
analysis of systematic/organized financing information. The program
will provide for the development of the students’ potential in order for
them to compete in the global economy and expand their job
opportunities.
 Associate’s Mission: Prepare the student to labor at a sub
professional/technical level in business, accounting, human relations,
publicity, and supervision. Offer an education of excellence in the
accounting area that contributes to the development of skills and
professional attitudes, and the formation of fair and competent citizens.
o
Bachelor’s/Associate in Office Systems
 Bachelor’s Mission: Train its students in knowledge, skills, attitudes,
and aptitudes required to fulfill the demands of a global economy and
expand their job opportunities. The program will provide the
community with skilled administrative/support personnel that will
respond to the necessities of the workforce.
 Associate’s Mission: Train its students in knowledge, skills, attitudes,
and aptitudes required for the development of their potential in order
to compete in a global economy and expand their job opportunities.
11
Chapter 1
The program will also provide the community with skilled technical/
administrative personnel that will respond to the requirements of the
workforce.
o
Bachelor’s in Arts in Elementary Education
 Mission: Prepare, through a quality educational and professional
atmosphere, teachers for grades K through 6th with the knowledge,
skills, and dispositions to face the social, cultural, and academic
challenges. It aims to develop a reflective practitioner with the ability
to link theory and practice, design and implement instruction, integrate
technology, and who is knowledgeable of assessment strategies to
improve the teaching-learning process. The Program is committed to
prepare teacher candidates who, as agents of change, are able to
demonstrate awareness and sensitivity to a culturally diverse
population and social context.
o
Transfer Program in Arts (Secondary Education)
 Mission: Offers the student an Associate Program in Arts (Secondary
Education). After two years of study and with a 2.00 grade point
average, the student can transfer to another unit of the UPR to pursue a
Bachelor’s Degree in Arts (Secondary Education) or any related field.
o
Transfer Program in Physical Education (Teaching and Coaching)
 Mission: Will be able to study their first two (2) years of general study
at UPR-Utuado and later transfer to complete studies at UPR-Mayagüez
to obtain a Bachelor’s Degree in Physical Education (Teaching and
Coaching).
o Transfer/Associate Program in Arts (Social Sciences)
 Mission: Gives its students the opportunity to acknowledge and
analyze the dynamics, interaction, and issues within the social sciences
as to the multiple alternatives found for social solutions. After two (2)
years of study and with a 2.00 point average, the student can transfer to
another unit of the UPR to pursue a Bachelor’s Degree in Arts or any
related field.
12
Chapter 1
o
Transfer Program in Arts (Sociology)
 Mission: Will be able to study their first two (2) years of study at UPRUtuado, and later transfer to complete studies at UPR-Mayagüez to
obtain a Bachelor’s Degree in Arts (Sociology).
o
Transfer Program in Arts (Forensic Psychology)
 Mission: Will be able to study their first two (2) years of general studies
at UPR-Utuado, and later transfer to complete studies at UPR-Ponce to
obtain a Bachelor’s Degree in Arts (Forensic Psychology).
o
Transfer Program in Arts (Ibero American Studies)
 Mission: Will be able to pursue their first two (2) years of general
studies at UPR-Utuado, and later transfer to complete studies at UPRArecibo to obtain a Bachelor’s Degree in Arts (Ibero-American Studies).
o
Associate/Transfer Program in Humanities
 Mission: Prepares its students with skills that enhance their awareness
of reality through the interpretation, criticism, and evaluation of values
and their manifestation. After two (2) years of study and with a 2.00
point average, the student can transfer to another unit of the UPR
System to pursue a Bachelor’s Degree in Arts or any related field.
o
Transfer Program in Radio and Television Broadcasting Technology
 Mission: Will be able to study their first two (2) years of general studies
at UPR-Utuado, and later transfer to complete studies at UPR-Arecibo to
obtain a Bachelor’s Degree in Radio and Television Broadcasting
Technology.
Natural Sciences
o
Associate/Transfer Program in Natural Sciences
 Mission: Prepares the student with skills to be employed in the fields of
Biology, Physics, and Mathematics. After two years of study and with a
2.00 point average, the student can transfer to another unit of the UPR
System to pursue a Bachelor’s Degree in Science or any related field.
13
Chapter 1
o Transfer Program in Natural Sciences (Nursing)
 Mission: Will be able to pursue their first year (1) of general studies at
UPR-Utuado, and later transfer to complete studies at UPR-Mayagüez to
obtain a Bachelor’s Degree in Natural Sciences (Nursing).
Each one of the missions was examined in order to find reflections of the
14
Chapter 1
IV.
with the Students Affair’s Deanship (STAD)
A. Synopsis of Mission and the Student Services Offices
The following examines the Mission of the UPR-Utuado and its relation with the Student
Affairs Deanship (STAD), its academic departments and services. The STAD at the UPRUtuado consists of seven (7) offices. The missions of these offices are presented:
Student Affairs Deanship
o
Mission: Offer all students and the general community personalized and
accessible services that contribute to their academic and professional
achievements with the objective of training them to responsibly participate
within the Puerto Rican society and the world.
Offices under the Student Affairs Deanship
o
 Mission: Fulfill the democratic ideals with dialogue and communication as
vital instruments that search for truth.
o
Athletics Office
 Mission: Contributes to the students’ growth and training in order to
develop healthy citizens that make good use of their leisure time, and are
functional to the environment and society.
o
Social and Cultural Activities Office
 Mission: To promote activities that enhance education in accordance with
the preferences, interests, and needs of the college student.
15
Chapter 1
o
Admissions Office
 Mission: Promote the selection and academic positioning of high school
students that comply with the academic requirements. The office also
processes transfer students evaluation and admissions.
o
Financial Aid Office
 Mission: Help both students and the community to fulfill their academic/
professional goals by providing financial aid within the available resources,
and according to the population’s demand and eligibility. Moreover, the
office provides advice on the variety of financial aids and the applicable
norms, federal, and state regulations to be followed.
o
Counseling and Orientation Office
 Mission: Provide accessible counseling/orientation services to students in
personal academic/vocational areas through methods and strategic
interventions that reinforce their emotional/psychological strength while
accomplishing their personal goals. Our commitment is to assist and
contribute to the attainment of skills/aptitudes that will add to their integral
development as participants of the island and global society.
o
Health Services Office
 Mission: Assure the physical, mental, social, and spiritual levels of health
among the student population. The student body is our principle objective
and main purpose of the services we offer.
These offices’ missions were then studied and reviewed upon the UPR-Utuado’s mission
(see tables concerning the degree of fulfillment each department/office mission has with the
institutional mission).
16
Chapter 1
V.
with the Administrative Affairs Deanship (ADAD)
A.
Synopsis of Mission and the Administrative Offices
The following examines the Mission of the UPR-Utuado and its relation with the
Administrative Affairs Deanship, its offices, and services. The ADAD at the UPR-Utuado
consists of three (3) main offices and various units. The missions of these offices are
presented:
The Administrative Affairs Deanship is responsible for planning, coordinating, and
supervising the different administrative procedures and operations, serving as support to the
other institutional deanships, and the campus community as a whole.
o Mission
Offers services to the campus community, providing a prompt
administration, an efficient use of infrastructure and human/fiscal
resources, while promoting ethics, integrity, and honesty.
Offices under the Administrative Affairs Deanship
o
Budget Office
 Mission: Its main function is to provide the Chancellor and Deans with
ample information in the formation, development, projection, control,
and evaluation of the budget in accordance to the institutions goals and
programmatic activities, as stated in the Budget Regulations,
Certification 112: 1984-1985 Series of the Council of Higher Education
of Puerto Rico (CES).
o
Finance
 Mission: Directs and supervises the Institution’s fiscal resources and
property according to the norms and current regulations; while
promoting efficiency, honesty, and integrity.
17
Chapter 1
o
 Mission: Observes the best practices of all available human resources
according to the institutional norms and current regulations; promoting
the ethical and professional development of all campus employees.
o
Security
 Mission: Promotes institutional safety through the usage of available
resources for the campus community’s satisfaction.
o
Repairs
 Mission: Offers efficient repair and remodeling services to the
Institution’s physical structures with the purpose of keeping an
adequate and satisfying environment for academic/administrative
development and campus community satisfaction.
o
Maintenance
 Mission: Offers excellent cleaning and maintenance services to all
Institutional facilities with the purpose of maintaining a clean and
pleasant environment for the development of academic/administrative
services and community satisfaction.
o
Landscaping
 Mission: Develops and maintains the campus grounds, creating a
balanced environment with its infrastructure for the campus
community’s enjoyment.
o
Environmental Protection, Health, and Security (EPHS)
 Mission: Guarantees a secure environment in harmony with the norms
and current regulations; promoting the campus community’s
occupational security and the environment’s protection.
o
Messenger and Transportation Office
 Mission: Offers messenger and transportation services to all the
campus community for the development of academic, administrative,
and student events, promoting the best use of available resources.
18
Chapter 1
o
Print Shop
 Mission: Offers efficient reproduction services of educational material
and documents required for teaching, student, academic and
administrative events, and the development and enjoyment of the
campus community.
Each one of the office’s mission was examined in order to find reflections of the
19
Chapter 1
VI.
Institutional Integrity
Institutional integrity is one of the principles that serve as foundation to all academic
and administrative endeavors. The UPR-Utuado not only searches to comply with local, state,
and federal laws and regulations, but is also sensitive to the needs of its campus community
and other constituents. Hence, the institution works closely with academic administrators to
maintain and enhance academic quality while seeking to embrace best practices in
institutional policies and procedures. Aware of their responsibility to the public, key
university personnel labors to protect institutional integrity while improving overall
institutional effectiveness.
A.
Academic Integrity: Student Ombudsperson Office (SOO)
The Student Ombudsperson Office helps the academic community find solutions to the
situations that affect the quality of student experiences at all levels: academic,
administrative, among other support services. The SOO offers intercession, mediation/
arbitrating, and conciliation services when needed. Although the institutional SOO services
began in 1999, its services were made official in October 2005 by Certification 32-2005-06 of
the Board of Trustees.
The principles that sustain the SOO services are:
Independent—The ombudsperson is appointed by the Chancellor; SOO
will not be under the control of any sector of the academic community.
Confidentiality—Parameters established by the local/federal law and
“Right-to-Know” doctrine are the guidelines followed by the Office to
protect documents, visitors, academic departments, and faculty.
Neutrality—The SOO criterion is to reveal truth and emit impartial
opinions in order to find solutions to academic issues dealing with its
constituents.
Informal—All SOO affairs are official and are part of the UPR established
regulations.
Accessible – All SOO petitions are promptly attended; its service hours are
established to fit both the academic schedule and visitor’s needs.
20
Chapter 1
The SOO complies with Standards of Practice and the Ethical Code of the International
Ombudsman Association (Table 1-2).
Table 1-2
Cases Attended by SOO during the Academic Years 2005-06 to 2009-10
Cases
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Cases: Attended
271
130
178
211
129
Cases: Closed
127
105
112
189
113
Cases: Active
68
9
38
10
0
Cases: Under Observation*
76
16
28
14
13
Source: SOO
*Cases are solved throughout the academic years.
The following issues/complaints are the ones mostly attended by the SOO’s Office
(Table 1-3):
Table 1-3
Most Frequent Cases Attended by the Student Ombudsperson Office
during the Academic Years 2005-06 to 2009-10
Most Frequent Cases
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Orientation problems
Student/Faculty Issues
Course issues
Sexual Harrassment
Student Housing Orientation
Right/Duties
Security Office
Grade Revision
Accomodations for Students with Special Needs
Financial Aid
Fees
Admissions
Readmissions
Transfers
Special Permissions
Registrar Issues
Academic Dishonesty/Plagiarism
Source: SOO
21
Chapter 1
Students
When requesting the student’s response on the SOO services the following was
revealed. Almost thirty-eight percent (38.3%) of the student respondents stated visiting the
SOO. The remaining sixty-two percent (61.5%) declared not visiting the SOO’s facilities. The
reason could be that the SOO is visited in cases where all other possibilities for mediation
have been considered (e.g. professor’s office, academic director’s office, dean of academic
affairs’ office, etc.) (Table 1-4).
Table 1-4
Students’ Response on the Number of Visits made to the SOO
Three or more times
Once or Twice
Never
Response Count
41 (11.1%)
100 (27.2%)
226 (61.5%)
367
Source: Self-Study Questionnaire, April 2010
However, those that have visited the SOO commented the following about its services
(Table1-5):
Table 1-5
Students’ Opinion in Relation to SOO
Excellent
Good
Average
Quality
72 (20.7%)
66 (19.0%)
46 (13.2%)
Have not used
the service
22 ( 6.3%)
141 (40.0%)
Effectiveness
61 (20.1%)
62 (20.5%)
39 (12.9%)
21 ( 6.9%)
119 (39.4%)
302
Availability
57 (19.0%)
54 (18.0%)
37 (12.3%)
29 ( 9.6%)
122 (40.8%)
299
Confidentiality
68 (23.0%)
48 (16.2%)
33 (11.1%)
21 (71.1%)
125 (42.3%)
295
Opinion
Deficient
 A total of fifty-two percent (52.3%) of the student participants asserted
that the SOO quality was average to excellent.
 A total of fifty-four percent (53.7%) of the student participants declared
that the SOO effectiveness was average to excellent.
 A total of forty-nine percent (49.3%) of the student participants replied
that the SOO availability was average to excellent.
 A total of fifty percent (50.3%) of the student participants affirmed that
the SOO confidentiality was average to excellent.
22
Response
Count
347
Chapter 1
Overall, half of the student participants (49% and above) consider the SOO services to
be average to excellent. The other half of the participants (39.4% and above) stated not to
have received its services.
When asked on their knowledge of the Buckley Law, the students declared that
approximately half of them (49.5%) know about the law and about thirty-one percent (30.4%)
received orientation on the laws and its issues (Table 1-6 and 1-7).
Table 1-6
Students’ Knowledge of the Buckley Law
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
49.5%
50.5%
183
187
370
32
Table 1-7
Student Orientation on Buckley Law
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
30.4%
69.6%
112
257
369
33
23
Chapter 1
B. Academic Integrity: Faculty Issues
The UPR-Utuado Faculty Manual contains all issues pertaining to the academy; it also
discusses the procedures to follow in case faculty members have any academic/
administrative issues. All grievances are attended according to the following chain of
command:
Figure 1-1
Chain of Command in which the Academic/Administrative Issues are Attended
Academic
Director
Academic
Affairs
Deanship
Chancellor
In cases where the issues involve administrative procedures, the Director of the Human
Resources Office is consulted. Throughout the 2005-2010 academic years multiple issues
have been attended. General faculty complaints are also attended in several ways: a) by
faculty member in academic department directors’ meetings and evidenced via meeting
minutes, b) by academic department directors in Dean of Academic Affairs meetings and
evidenced in meeting minutes, and/or c) directly by the faculty member in Chancellor
meetings and are evidenced via meetings minutes and recordings. If the complaint is at the
personal level, it is seen as confidential and is attended by the institutional hierarchy stated in
the Figure above according to the concern being presented. Records are kept in the HRO.
C. Administrative Integrity
All issues concerning the administrative level are presented directly to the HRO.
Depending on the employee’s complaint, the HRO Director with its staff attends the request
made. Employees’ complaints are weekly informed to the ADAD Dean. In cases where the
grievance is complex, the ADAD Dean and/or the HRO at Central Administration is consulted
to determine final decisions. Complaints at the administrative level are confidential and are
documented according to their complexity via minutes and records.
24
Chapter 1
VII. Electronic/Printed Questionnaire Responses
During the months of February, March, and April 2010, the MSA Steering Committee
began to gather the essential data for the self-study. As previously stated in the UPRUtuado’s 2005-2010 Self-Study Design, the data was obtained through institutional
documents, personal/focus groups’ interviews, and electronic/printed questionnaires. The
following information was compiled through the community’s input provided via
questionnaires.
A. Opinions Concerning the University’s Mission, Goals and Objectives
According to Table 1-8, the university community understands that the UPR-Utuado’s
mission is to primarily form undergraduates intellectually and morally prepared by their skills,
attitudes, and habits; and to sustain and conserve the environment while contributing to the
progress of Puerto Rico and its place within a world without borders. In the questionnaire,
the respondents selected number 2 as the best alternative that summarizes the University
mission. This finding is reaffirmed via administrative interviews made by the MSA Committee
where the following information was obtained:
In the case of new faculty members, these are made aware of the institutional mission
during their recruitment where a Faculty Manual including this information is given.
In the case of non-teaching personnel, this data is obtained through institutional
meetings with the Chancellor.
In the case of new students, information is received during their Freshmen Week.
25
Chapter 1
Table 1-8
Awareness of the Mission Statement in the University and the External Community*
Mission Statement
Non-Teaching
Personnel
Response
Percent
Response
Count
Faculty
Response
Percent
External Community
Response
Count
Response
Percent
Response
Count
1. To prepare agricultural technicians.
7.1%
7
1.3%
1
11.2%
23
2. To form graduates intellectually and
morally prepared by their skills,
attitudes, and habits; to sustain and
conserve the environment while
contributing to the progress of
Puerto Rico and its place within a
world without borders.
64.3%
63
92.4%
73
55.8%
115
3. To offer a university education to
high school graduates of the Central
Region.
16.3%
16
2.5%
2
15.0%
31
4. To offer technical services for the
rehabilitation and modernization of
Puerto Rican agricultural and
commerce.
8.2%
8
2.5%
2
7.3%
15
5. Unknown
4.1%
4
1.3%
1
10.7%
22
Answered question
Skipped question
98
1
79
2
206
4
*See Chapter 8 for more information on Student’s Opinion Regarding Institutional Knowledge and Acceptance.
Source: self-study questionnaire, April 2010
26
Chapter 1
The University’s effectiveness in accomplishing its mission was perceived in the
following tables:
Table 1-9 indicates that approximately eighty-nine percent (89%) of the faculty partially
to totally agree with the statement.
Table 1-9
Faculty’s Opinions on University’s Effectiveness in Accomplishing its Mission
Answer
Percent
Response Count
Totally agree
26.6%
21
Agree
53.2%
42
Partially agree
8.9%
7
Don’t agree
8.9%
7
Don’t know the mission
2.5%
2
Answered question
Skipped question
79
2
Source: self-study Questionnaire, April 2010
On the other hand, Table 1-10 reveals that sixty percent (60%) of the non-teaching
personnel participants believed that the University mission had been accomplished effectively
to highly effective.
Table 1-10
Non-Teaching Personnel’s Opinions on University’s Effectiveness in Accomplishing its Mission
Answer
Percent
Response Count
Highly effective
21.6%
21
Effectively
38.1%
37
Slightly effective
35.1%
34
5.2%
5
Not effective
Answered question
Skipped question
27
97
2
Chapter 1
The non-teaching personnel (94%), faculty (78%), and external community (56%)
questionnaire participants understand that the institutional mission is relevant to the
socioeconomic needs of the region (Table 1-11).
Table 1-11
Opinions on the Relevance of the University’s Mission
with the Socioeconomic Needs of the Region
Relevance
Non-Teaching
Personnel
External
Community
Faculty
Response
Percent
Response
Count
Response
Percent
Response
Count
Response
Percent
Response
Count
93.9%
0
5.1%
1.0%
0
92
0
5
1
0
98
1
77.9%
11.7%
9.1%
1.3%
0
60
9
7
1
0
77
4
56.1%
28.0%
4.9%
0.6%
10.4%
92
46
8
1
17
164
46
High
Fair
Low
None
No answer
Answered question
Skipped question
Table 1-12 details the degree of knowledge both, the non-teaching and faculty
personnel, have on their respective goals and objectives. Approximately ninety-eight percent
(98%) of the faculty and eighty-four percent (84%) of the non-teaching personnel are partially
to completely aware of their department/office’s objectives and goals. However, sixteen
percent (16%) of the non-teaching personnel informed of having no knowledge of these
issues. This percent could be due to new contracts on campus facilities. A quarterly meeting
with the Administrative Affairs Dean and the Human Resources Office would be favorable to
inform newcomers on job responsibilities.
Table 1-12
Non-Teaching Personnel and Faculty’s Knowledge on the Goals and
Objectives Pertaining to their Respective Departments/Offices
Non-Teaching Personnel
Degree of Knowledge
Complete
Partial
None
Answered question
Skipped question
Response
Percent
54.1%
29.6%
16.3%
Response
Count
53
29
16
98
1
Faculty
Response
Percent
68.8%
28.8%
2.5%
28
Response
Count
55
23
2
80
1
Chapter 1
Table 1-13 reveal how the non-teaching personnel and faculty survey participants
perceived the relevance of the institutional mission to their offices/departments’ goals and
objectives. Approximately eighty-one percent (81%) of the non-teaching personnel and
seventy-two percent (72%) of the faculty respondents understand that the relevance
between both is complete to partial. A lower percent (non-teaching personnel—19% and
faculty—28%) expressed that there was no relevance or that they did not have sufficient
information to answer the question.
Table 1-13
Relevance of the Campus Mission to Departmental Goals and Objectives
Levels of Relevancy
Complete
Partial
None
Not enough information to
formulate judgment
Answered question
Skipped question
Faculty
Response
Percent
Response
Count
Response
Percent
Response
Count
61.4%
19.3%
1.1%
54
17
1
59.5%
12.2%
25.7%
44
9
19
18.2%
16
2.7%
2
88
11
74
7
Table 1-14 shows that seventy-seven percent (77%) of the non-teaching personnel and
seventy-eight percent (78%) of the faculty survey participants believe that their respective
goals/objective should be up-dated and/or broadened.
Table 1-14
Non-Teaching Personnel and Faculty’s Opinions Regarding the Need to
Change their Respective Departments/Offices’ Goals and Objectives
Opinion
Keep Unchanged
Should be broadened
Up-dated
Answered question
Skipped question
Faculty
Response
Percent
Response
Count
Response
Percent
Response
Count
23.0%
42.5%
34.5%
20
37
30
87
12
21.6%
37.8%
40.5%
16
28
30
74
7
Source: Self-Study Questionnaire, April 2010.
29
Chapter 1
According to Table 1-15, forty-six percent (46%) of the non-teaching personnel and fiftysix percent (56%) of the faculty respondents are aware that the Institutional Planning
Committee is the one in charge of revising institutional goals and objectives. Nevertheless,
twenty-eight percent (28%) of the non-teaching personnel and thirty-two percent (32%) of
the faculty respondents admitted their lack of information on the question being formulated.
Table 1-15
Non-Teaching Personnel and Faculty’s Knowledge on which Institutional Body is
Responsible for the University’s Goals and Objectives
Academic Body
Academic Senate
Faculty Personnel Committee
Institutional Planning Committee
Not enough information to
formulate judgment
Faculty
Response
Percent
14.4%
5.2%
6.2%
46.4%
Response
Count
14
5
6
45
Response
Percent
8.2%
4.1%
0.0%
56.2%
Response
Count
6
3
0
41
27.8%
27
31.5%
23
Answered question
Skipped question
97
2
73
8
Table 1-16 illustrates that a large percent of both groups are unaware of how frequent
the mission/goals/objectives revision process takes place (non-teaching personnel—58%, and
faculty—61%). Meanwhile, thirty-three percent (33%) of the non-teaching personnel and
thirty-eight percent (38%) of the faculty respondents understand that these revision
processes should take place annually.
Table 1-16
Non-Teaching Personnel and Faculty’s Knowledge of the Frequency with which the University’s
Mission, Goals, and Objectives are Revised by the Institutional Planning Committee
Opinion
Annual
Quarterly
Monthly
Unaware
Response Percent
32.7%
7.1%
2.0%
58.2%
Answered question
Skipped question
Response Count
32
7
2
57
Faculty
Response Percent
37.8%
1.4%
0.0%
60.8%
Response Count
28
1
0
45
98
1
30
74
7
Chapter 1
In Table 1-17 both group participants reveal the lack of knowledge on how the
Institutional Planning Committee should be composed (non-teaching personnel—65% and
faculty—60%). However, twenty percent (20%) of the non-teaching personnel and twentyfive percent (25%) of the faculty survey participants showed knowledge on this issue and
understood that the Planning Committee should keep its current number of participants.
Table 1-17
Non-Teaching Personnel and Faculty’s Opinion on the Composition
of the Institutional Planning Committee
Academic Body
Keep the number of members
Add members to the Committee
Eliminate members of the Committee
Not enough information to formulate judgment
State in the space provided how must the Committee be
modified
Should have campus-wide representation
Should have Agricultural Technology participation
Should include the Registrar
Should have Union/Labor representation
Should have voluntary faculty participation
Should have Science faculty member
Should have Chancellor’s Advisory Board representation
Don’t know the current member’s list should be included
Non-Teaching
Personnel
Faculty
Response Response Response Response
Percent
Count
Percent
Count
20.4%
20
24.7%
18
14.3%
14
15.1%
11
0.0%
0
0.0%
0
65.3%
64
60.3%
44
1%
1%
1%
1%
0%
0%
0%
4.1%
Answered question
Skipped question
1
1
1
1
0
0
0
4
4.1%
0%
0%
0%
4.1%
1.4%
1.4%
1.4%
98
1
3
0
0
0
3
1
1
1
73
8
B. Opinions on the Assessment that Measures the University Mission’s
Integration to Academic and Administrative Areas
All three deanships of the UPR-Utuado tried to integrate their assessment activities to
the institutional mission. The Academic Affairs Deanship is mainly responsible for offering a
diversity of academic programs in areas vital for the demanding job market. Hence, mission
objectives 1 and 5 are the main reasons of its existence. The assessment activities developed
by the ACAD (e.g.: conferences, pre-post tests for library skill workshops, interviews, surveys,
alumni events, etc.) serve to also promote environmental conservation (Mission Objective 2),
form intellectual and ethical life-long learners (Mission Objective 3), stimulate collaborative
research (Mission Objective 4), while searching for ways to enhance the unique culture of the
region (Mission Objective 5).
31
Chapter 1
In regard to assessment activities developed by the Student Affairs Deanship (e.g.:
reports on student issues, conferences, interviews, surveys, alumni events, etc.), these events
work closely with the Academic Affairs Deanship in order to maintain the student’s
physical/mental health with extracurricular activities (Mission Objectives 2 and 3) while
providing activities that stimulate creation, learning, and culture (Mission Objectives 4 and 6),
and develop a multifaceted individual for a competitive world (Mission Objective 5).
In addition to this, the Administrative Affairs Deanship joins these Deanships’ efforts
through its constant audits, meetings, interviews, conferences, and workshops that serve as a
powerful assessment link to the institutional mission. Without these dynamics, clear strategic
planning, up-dated technology, and first-rate infrastructure within an attractive environment
(Mission Objectives 2 and 5), the mission at the UPR-Utuado would only be a dream.
Therefore, it is evidently noticed that all Deanships work together as one to fulfill the
institutional mission. For more information on UPR-Utuado’s assessment, see section on
Institutional Assessment.
32
Chapter 1
Table 1-18
UPR-Utuado’s Mission Alignment with Deanships’ Assessment Activities
UPR-Utuado’s Deanships
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
4. Offer updated academic experience
focused on research and creation.
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
6.
Contribute to the progress of Puerto
Rico and meet the demands of
complex and changing labor
programs.
Stimulate a lifelong-learning attitude
that enriches our cultural
enjoyment.
*
Source: PIRO
33
*
*
*
*
*
*
*
*
*
3. Form intellectually and morally
prepared graduates with college
skills, attitudes, and habits.
5.
*
Questionnaires/
Surveys
*
Interviews
(Personal/Group)
*
Conferences/
Workshops
2. Sustain and conserve the
environment.
Meetings
*
Reports /Studies
*
Audits
*
Accreditations
Studies
/Publications
*
Meetings
Meetings
*
Alumni Events
Alumni Events
*
Questionnaires/
Surveys
Questionnaires/
Surveys
*
Interviews
(Personal/Groups)
Interviews
(Personal/Groups)
*
Conferences/
Workshops
Conferences/
Workshops
*
Reports /Studies
Portfolio/
Capstone projects
1. Provide relevant and quality post
secondary education in the areas of
Agricultural Technology, Educational
and Administrative professions, and
in the Arts and Sciences.
Pre-Post tests
/Rubrics
Administrative Affairs
Deanship*
Accreditations
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Chapter 1
VIII. Findings, Conclusions, and Recommendations
A. Findings
Mission
34
o
When queried on mission issues via self-study questionnaires, the university
community understood that the UPR-Utuado’s mission is to primarily form
undergraduates intellectually and morally prepared by their skills, attitudes,
and habits; and to sustain and conserve the environment while contributing
to the progress of Puerto Rico and its place within a world without borders.
o
Approximately eighty-nine percent (89%) of the faculty partially to totally
agreed that the University is effective in accomplishing its mission.
o
Sixty percent (60%) of the non-teaching personnel participants believed that
the University mission had been accomplished effectively to highly effective.
o
Moreover, the non-teaching personnel (94%), faculty (78%), and external
community (56%) questionnaire participants understand that the
institutional mission is relevant to the socioeconomic needs of the region.
o
However, a large percent of both groups are unaware of how frequent the
mission/goals/objectives revision process takes place (non-teaching
personnel (58%) and faculty (61%). Meanwhile, thirty-three percent (33%) of
the non-teaching personnel and thirty-eight percent (38%) of the faculty
respondents understand that these revision processes should take place
annually.
o
Forty-six percent (46%) of the non-teaching personnel and fifty-six percent
(56%) of the faculty respondents are aware that the Institutional Planning
Committee is the one in charge of revising institutional goals and objectives.
Nevertheless, twenty-eight percent (28%) of the non-teaching personnel and
thirty-two percent (32%) of the faculty respondents admitted their lack of
information on the question being formulated.
o
Both group participants reveal the lack of knowledge on how the Institutional
Planning Committee should be composed (non-teaching personnel (65%) and
faculty (60%). However, twenty percent (20%) of the non-teaching personnel
and twenty- five percent (25%) of the faculty survey participants showed
knowledge on this issue and understood that the Planning Committee should
keep its current number of participants.
Chapter 1
o
The suggestions made by both groups, state that the Committee should
have campus-wide representation (faculty—3.33%), and voluntary faculty
participation (faculty—3.33%). Meanwhile, the non-teaching personnel
indicated the need to know current members in order to answer the
question (50%).
Goals within Academic Programs and Administrative Services
o
Eighty-four percent of the faculty (98%) and non-teaching personnel (84%)
are partially to fully aware of their department/offices’ goals and
objectives, and stated the desire to broadening and up-dating them
(faculty (78%) and non-teaching personnel (77%). However, sixteen
percent (16%) of the non-teaching personnel informed of having no
knowledge of these issues.
o
When asked on the relevance of the institutional mission to their
offices/departments’ goals and objectives about eighty-one percent (81%)
of the non-teaching personnel and seventy-two percent (72%) of the
faculty respondents understand that the relevance between both is
complete to partial. A lower percent (non-teaching personnel (19%) and
faculty (28%) expressed that there was no relevance or that they did not
have sufficient information to answer the question.
o
35
Overall, half of the student questionnaire participants (49% and above)
considered the SOO services (quality, effectiveness, availability and
confidentiality) to be average to excellent. The other half of the
participants (39.4% and above) stated not to have received its services.
Half of the survey participants also knew about the Buckley law, and about
thirty-one percent (30.4%) received orientation on the laws and its issues.
Chapter 1
B. Conclusions
Mission
o
The issues concerning the strategic planning documents during the 20052010 academic years were solved with the pertinent committees. The
2006-2011 version was approved by all sectors including the University’s
Academic Senate. The UPR-Utuado’s mission has six objectives that are fully
aligned with its Systemic Mission, Deanships’ mission, and those of its
academic programs, departments, and offices. According to the
questionnaire results, both internal/external communities acknowledge the
institutional mission and its fulfillment. There is a community awareness of
all sectors on and off- campus that the University’s mission has great
relevance for the socio-economic needs of the region. Moreover, they
know what the institutional mission represents: academic excellence and a
calling to serve the Central Mountain region and abroad.
o
The large percent of faculty and non-teaching respondents were unaware of
the Planning Committee’s composition, tasks, and the frequency in which
the mission/goals/objectives are revised. This reflects the changes the
Institutional Planning Office underwent during the period being examined
and its effects on campus-wide communication.
Goals within Academic Programs and Administrative Services
o
More than half of the faculty and non-teaching personnel are fully aware of
their department/offices’ goals and objectives, and state the desire to
broadening and up-dating them. All the same, they need to be kept
informed on the changes and on the institutional bodies, their composition,
and their participation in the revisions of the University’s mission, goals, and
objectives.
o
36
Institutional integrity is one of the principles that serve as foundation to all
academic and administrative endeavors at the UPR-Utuado. Not only the
University searches to comply with local, state, and federal laws/regulations,
but is also sensitive to the needs of its campus community and other
constituents. Hence, the Institution’s administrative personnel works closely
Chapter 1
with academic administrators to maintain and enhance academic quality
while seeking to embrace best practices in institutional policies and
procedures. The UPR-Utuado is aware of its responsibility with the public;
hence, it acknowledges and complies with all policies geared to protect
institutional integrity while improving overall institutional effectiveness.
C. Recommendations
37
o
Although the organizational structure established in 2007 (assigning many of
the planning tasks to other offices such as Academic Affairs Deanship) may
be used on other UPR campuses, the self-study committee recommends that
the UPR-Utuado return to the original organization which proved to be an
effective one for many years. Furthermore, the self-study committee also
advises that the Planning and Institutional Research Planning Director with
the Institutional Strategic Planning Committee continue its 2006-2011
Strategic Plan revision for the development of the up-coming 2011-2016
Strategic Plan.
o
Faculty and non-teaching members unaware of the planning committee’s
composition, its tasks, and the frequency of its institutional mission/strategic
plan revisions reveal the diverse changes the Institutional Planning Office
underwent during the period being examined. In addition, it can also
indicate difficulties confronted by the community personnel in adapting to
administrative changes. The Self-Study Committee understands that DeansPIRO Director meetings with the community and timely communication
among campus constituents ensure the necessary institutional continuum in
both academic and administrative processes that go beyond the
administrative transitions taking place.
Chapter 2
Planning, Resources, and Institutional Renewal
38
Chapter 2
Planning, Resources, and Institutional Renewal: institutional planning, coordination
and participation in the budget, resource procedures, and its regulations. The
information was acquired through institutional document analysis, interviews,
meetings, and the data collected through the on-line/print self-study questionnaires
distributed during the second semester of 2009-2010.
I.
Strategic Plan Revision Synthesis
In the 2005-2006 academic year, a Strategic Planning Committee was designated
to assess the University’s 2003-2008 strategic plan. A total of eighteen (18) members
met during the whole academic year to prepare the revised and up-dated document
(see UPR-Utuado’s 2006-2011 Strategic Plan and Academic Senate Certifications 200910-31 and 2009-10-32). Issues on the differences in overlapping of dates, wording, and
focus between both documents (the 2003-2008 and 2006-2011 versions) were solved
via meetings with the 2009-2010 Strategic Planning Committee and the Academic
Senate (see Historical Synthesis Revision of UPR-Utuado’s Values, Vision, and Mission
from 2002-2003 to 2009-2010).
39
Chapter 2
At present, the 2009-2010 Strategic Planning Committee is revising and up-dating
the current strategic plan for the upcoming five-year period: 2011-2016.
Various differences exist between the strategic planning documents:
o
The UPR-President’s Strategic Plan’s Guidelines for all units changed from
one period to another.
o
Both committees were appointed by different Chancellors to fulfill their
particular vision and the institutional needs of their time.
Nonetheless, both versions fulfill the university’s planning and budget projections
for each specific period (Table 2-1).
Table 2-1
Significant Differences between the UPR-Utuado’s 2003-2008 Strategic
Plan and the UPR-Utuado’s 2006-2011 Strategic Plan*
UPR- Utuado’s 2003-2008 Strategic Plan
UPR- Utuado’s 2006-2011 Strategic Plan
1. SWOT included in the document.
1. SWOT not included in the document.
2. Alignment between UPR’s President Plan
with UPR-Utuado Strategic Plan’s objectives
included in the document.
2. Alignment between UPR’s President Plan
with UPR-Utuado Strategic Plan’s objectives
not included in the document.
3. It has seven (7) objectives.
3. It has five (5) objectives (objectives 5, 6, and
7 were integrated in one).
4. UPR-Utuado’s Mission was revised, and its’
Vision and Values were created.
4. UPR-Utuado’s Mission, Vision and Values
were revised.
* This table has been included since both documents cover the 2005-2010 period being examined in the
self-study.
Source: PIRO
40
Chapter 2
II.
UPR-Utuado’s Strategic Planning Goals Fulfillment with the UPR-System
The UPR-Utuado’s 2006-2011 Strategic Plan has been aligned with the UPR System’s Ten for the Decade in order to envision the fulfillment
within the systemic level. Table 2-2 presents this information:
Table 2-2
UPR-Utuado’s 2006-2011 Strategic Plan Alignment with UPR System’s Ten for the Decade
February, 2007
Strategic Goals
UPR-Utuado
Strategic Goal 1: Offer a wide variety of academic programs transmitting
services aimed at stimulating the development of agriculture, the economy,
education, technology, and environmental conservation.
Strategic Goal 2: Promote the integral development of students by
strengthening ethical, aesthetical, intellectual, and social values that will
enable them to contribute to the development of Puerto Rico in a global and
multicultural world.
X
X
Strategic Goal 3: Stimulate creation and research in Agriculture,, Science,
Technology and the Arts in order to meet the demands of an ever-changing
job market.
Strategic Goal 5: Strengthen and improve the institution through strategic
planning, effective assessment, and an aggressive external resource program.
Source: PIRO
X. Strengthened
Institutional Identity
VII. Dedication to the
Integration of the
University into the
World at Large
VIII. Efficiency and
Beauty in both Natural
and Built Spaces for
Beauty
IX. Administrative and
Managerial
Optimization
VI. Leadership in
Community Investment
and Cultural Initiatives
X
X
X
X
Strategic Goal 4: Preserve, improve, and develop facilities, structures, and
services I order to provide the optimum environment for the university and
surrounding community.
41
V. Technological
Currency
IV. A Culture of
Institutional
Assessment and
Evaluation
III. Competitive
Research Investigation,
and Creative Work
II. An Academic
Culture of Currency,
Experimentation, and
Renewal
I. Sustain Ties to the
Student Body
Strategic Goals Ten for the Decade
X
X
X
X
X
X
X
Chapter 2
As observed in Table 2-3, the UPR-Utuado’s strategic goals are found within both
Ten for the Decade and the UPR-Utuado Mission. The university’s main strategic goal is
to offer a diversity of academic programs that not only serve the population it enroll;
but also: 1) motivate the study in areas vital for the demanding job market, 2) fuel
collaborative research, 3) encourage environmental conservation, and 4) enrich the
unique culture of the Central Mountain region. Thus, Strategic Goal #1 is present in its
entire mission. Strategic Goals #2 and 3 work together by focusing on the integral
development of students in: 1) works of creation, 2) research projects and 3) by
strengthening values that will enable them to be key players in the island and world’s
job market and economy. Without excellent services, strong infrastructure, and
valuable strategic planning, Strategic Goals #2 and 3 could not be fulfilled. Therefore,
the UPR-Utuado Strategic Plan’s Objectives #4 and 5 include these essential issues. The
strengthening of services and physical facilities, the improvement of technology, and the
effective usage of assessment, planning, and external resources are necessary to comply
with the university’s academic and administrative endeavors. In general, every single
one of the UPR-Utuado’s Strategic Planning objectives works as one to maintain its
whole community focused on the on-going process of teaching, learning, serving,
researching, and evaluating for the sake of academic excellence.
Table 2-3
UPR-Utuado’s Strategic Plan Goals Fulfillment within its Mission Objectives
Mission Objectives
Mission Objective 1: Provide relevant
and quality post secondary education in
the areas of Agricultural Technology,
Educational and Administrative
professions, and in the Arts and Sciences.
Mission Objective 2: Sustain and
conserve the environment.
Mission Objective 3: Form graduates
intellectually and morally prepared by
their skills, attitudes, and habits.
42
UPR-Utuado’s 2006-2011
Strategic Plan Goals
Goal’s Fulfillment
in Mission
Objectives
Offer a wide variety of academic
programs transmitting services aimed at
stimulating the development of
agriculture, the economy, education,
technology, and environmental
conservation.
1, 2, 3, 4, 5, & 6
Promote the integral development of
students by strengthening ethical,
aesthetical, intellectual, and social
values that will enable them to
contribute to the development of
Puerto Rico in a global and multicultural
world.
3, 4, & 5
Chapter 2
Mission Objectives
Mission Objective 4: Offer updated
academic experience focused on research
and creation.
Mission Objective 5: Contribute to the
progress of Puerto Rico and meet the
demands of a complex and changing
labor programs.
Mission Objective 6: Stimulate a lifelonglearning attitude that enriches our
cultural enjoyment.
UPR-Utuado’s 2006-2011
Strategic Plan Goals
Goal’s Fulfillment
in Mission
Objectives
Stimulate creation and research in
Agriculture, Science, Technology, and
the Arts in order to meet the demands
of an ever-changing job market.
Preserve, improve, and develop
facilities, structures, and services in
order to provide the optimum
environment for the university and
surrounding community.
2&5
Strengthen and improve the institution
through strategic planning, effective
assessment, and an aggressive external
resource program.
2&5
Source: PIRO
43
3, 4, & 5
Chapter 2
III.
Study of the Relation between the University Strategic Plan and its
Deanships (Programs/Services)
A. Synopsis of the Strategic Plan and the Academic Department/
Services (ACAD)
The following studies the Strategic Plan of UPR-Utuado and its relation with the
Academic Affairs Deanship (ACAD), its academic programs, and services. The ACAD at
the UPR-Utuado consists of:
o
o
o
o
o
o
o
o
Business and Office Systems
Natural Sciences
Each one of the ACAD’s mission was examined in order to find reflections of
the University’s Strategic Plan in them (see tables concerning the degree of
fulfillment each department/office mission has with the strategic plan).
B. Synopsis of the Strategic Plan and the Student Affairs Deanship (STAD)
The Student Affairs Deanship (STAD) at the UPR-Utuado consists of seven (7)
offices:
o
o
o
o
o
o
o
Athletic s Office
Admissions Office
Each one of the STAD’s mission was examined in order to find reflections of the
University’s Strategic Plan in them (see tables concerning the degree of fulfillment each
office mission has with the strategic plan).
44
Chapter 2
C. Synopsis of the Strategic Plan and the Administrative Affairs Deanship
(ADAD)
The Administrative Affairs Deanship (ADAD) at UPR-Utuado consists of three (3)
main offices and various units:
o
o
o
Budget Office
Finance Office







Security
Repairs
Maintenance
Landscaping
Environmental Protection, Health and Security (EPHS)
Messenger and Transportation Office
Print Shop
Each one of the ADAD’s mission was examined in order to find reflections of the
University’s Strategic Plan in them (see tables concerning the degree of fulfillment each
office mission has with the strategic plan).
45
Chapter 2
IV. Planning Strategies and Components
A.
Strategies
Strategic planning has always been present at the UPR-Utuado since its beginnings
with the Institutional Master Plan. However, in 1983, UPR-Utuado’s first Strategic Plan
was prepared with Title III funds. In 1994, a UPR-System-wide effort was made for the
development of a Systemic Strategic Plan. From that moment on, Strategic Planning has
been a fundamental part of the UPR-Utuado. As stated previously, the UPR-Utuado’s
2006-2011 Strategic Plan focuses on:
Academic programs that can stimulate the Central Mountain region’s
economy and abroad.
Students’ intellectual and ethical development that can contribute
solutions to the challenges of globalization.
Collaborative research and projects of creation in areas that meet the
demands of the job market.
Up-dated knowledge, assessment, and resources (human/fiscal/
technological) that endorse institutional empowerment.
B.
Components
The UPR-Utuado’s planning principles are based on the UPR Strategic Planning
(Ten for the Decade), the President’s Office instructions, and the Accreditation Board
recommendations. These components are the foundation for the development of the
UPR-Utuado’s Strategic Planning:
UPR-System’s Strategic Plan Committee
On February 2005, the UPR president, Dr. Antonio Garcia Padilla, and the
chancellors of the eleven (11) UPR campuses gathered to establish a Strategic Plan that
would define the system’s institutional course for the next ten academic years (20062016). After various months of development and revision by the pertinent boards, the
plan was finally adopted in August 2006 (see Ten for the Decade).
46
Chapter 2
UPR-Utuado’s Strategic Planning Committee
As previously stated, this committee has campus-wide representation. With the
Chancellor’s guidance, it has been the core commission for establishing mission/vision
revisions and updates, and elaborating studies that determine institutional changes
(e.g.: SWOT, environmental studies, etc.). Its work, decisions, and documents respond
and are aligned to the objectives established by UPR’s president’s initiatives Ten for the
Decade.
UPR-Utuado’s Physical Planning Office
This office visualizes and develops the institution’s permanent facilities according
to the university’s strategic plan. Their recommendations are subordinated to the UPR
Master Plan and financial resources based on bond emissions, legislative funds, and
donations (Proyecto Colegio Regional de la Montaña, available at PIRO).
Accreditation/License Committees
The recommendations submitted by MSCHE and other academic program
accreditation agencies (e.g. ACRL, NCATE, ACBSP) through self-studies and follow-up
documents performed by these institutional accreditation committees offer the
necessary external feedback for the university’s planning and assessment curriculum
development, strengthening of human/physical resources, and the promotion of
technology/communication processes.
Budget
The UPR-Utuado receives state funds, its share of the General Fund of the UPR,
external funds (primarily from federal sources), and its sources of income. Payroll and
recurrent operational costs are financed from the General Fund. (For more information
See below—V. Budget Procedures and Organization).
Chancellor Advisory Board
The Chancellor’s Advisory Board is composed of twelve (12) community members
of diverse backgrounds and experience that provide feedback and orientation on
essential issues.
47
Chapter 2
Planning and Institutional Research Office (PIRO)
With the Chancellor’s guidance, PIRO is the main office dealing with the following
areas: strategic planning, institutional research, and MSA accreditation. Among its
many tasks, it produces fact books, student and faculty profiles, annual institutional
reports, surveys, federal, state, and institutional comprehensive reviews. During the
2005-06 to 2009-10 academic years, PIRO underwent significant changes. With the
previous director’s retirement, the office was under the direction of the Chancellor.
Moreover, accreditation matters concerning the Council of Higher Education and
academic issues were performed by the Academic Affairs Deanship and the
Accreditation office. In the 2009-2010 academic year, a PIRO Coordinator was
designated to work on MSA accreditation and Strategic Plan revision. At present (20102011), the PIRO Coordinator became the official director of the PIRO Office.
Other Plans
The University also has various plans that are integrated during the decisionmaking process such as the Environmental Safety and Occupational Security Plan, and
the Learning Resources Center Collection Development Plan. The University also
participates in the government’s plans for Utuado and the Central Mountain Region
development.
48
Chapter 2
V.
Budget Procedures and Organization
A.
Procedures and Organization
The university’s strategic planning and institutional goals serve as the framework
for the annual budget (See Tables on the Relation between UPR Strategic Planning and
Institutional Budget, Years 2005-2010). In order to configure its global budget, the UPRUtuado receives state funds, its share of the General Fund of the UPR, external funds
(primarily from federal sources), and its sources of income. Payroll and recurrent
operational costs are financed from the General Fund. Since the 2002-03 fiscal year, the
following procedure is followed for the institutional budget: the Government of Puerto
Rico’s Budget Office determines the budget for the UPR System. The UPR Central
Administration established a recurrent budget for each of its units which cover the
institution’s expenditure in the following areas: administration, instruction, research,
student services, auxiliary educational services, and fringe benefits. The chancellor of
each unit revises the assigned budget which is then approved by the unit’s
Administrative Board and sent to UPR Central Administration for final approval. Once
the budget is approved by the designated sectors, the chancellor notifies via letter and
meetings its approval to the campus community. Table 2-4 presents the budget
allocation of the UPR-Utuado for its 2005-06 to 2009-10 academic years:
Table 2-4
Budget Allocation for UPR-Utuado
Fiscal Year
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
UPR Budget
(Millions)
$ 936,439,236
989,186,626
1,030,862,626
1,050,762,626
935,655,138
UPR-Utuado’s
Budget (Millions)
$ 13,625,471
15,597,717
15,191,389
16,307,931
16,320,111
Percent
1.46
1.58
1.47
1.55
1.74
Source: Budget Office
As shown in the Table 2-4, the UPR-Utuado has received slight increases (.28%)
in its budget between the 2005-06 and 2009-10 academic years. According to the
Puerto Rico Planning Board figures, since the impact of the global economic recession
Puerto Rico in 2006 government appropriations have steadily declined through the
years. In addition, the University of Puerto Rico at Utuado is anticipating a reduction in
its budget for the upcoming years.
49
Chapter 2
Table 2-5 details the institutional budgets during the 2005-06 to 2009-10 fiscal years:
Table 2-5
UPR-Utuado’s General Fund for Fiscal Years 2005-06 to 2009-10
2005-06
Budget
TOTAL
2006-07
%
Budget
2007-08
%
Budget
2008-09
%
Budget
2009-10
%
Budget
%
$13,624,471.00
100
$15,597,717.0
100
$14,694,487.00
100
$16,307,931.00
100
$15,993,473.00
100
Administration
3,416,699.00
25
6,357,314.00
41
$5,871,693.00
39
$6,345,655.00
39
$1,826,247.00
12
Instruction
3,671,882.00
27
5,211,295.00
33
5,506,424.00
36
5,933,708.00
36
4,813,085.00
33
87,460.00
1
145,530.00
1
116,756.00
1
127,337.00
1
30,000.00
842,484.00
6
1,293,650.00
8
1,395,189.00
9
1,392,229.00
9
1,784,172.00
12
1,008,152.00
7
1,723,510.00
11
1,808,836.00
12
1,858,183.00
11
3,204,155.00
22
4,597,794.00
34
866,418.00
6
492,491.00
3
650,819.00
4
3,053,920.00
20
Research
Student Services
Auxiliary Educational
Services*
Fringe Benefits to
Employees*
*During the 2009-10 fiscal year, Auxiliary Educational Services changed to Institutional Support and Fringe Benefits changed to Maintenance & Operation.
Source: Budget Office
50
1
Chapter 2
The current recession has forced all units to strengthen and diversify their budget
resources, as well as reduce the costs of all operations. Hence, at present the university
administration is implementing a number of options to confront the budget crisis.
These are: 1) secure continuity and institutional effectiveness with available resources
and, 2) maintain and nurture additional sources of funding to continue advancing
institutional education, services, and resource priority.
B.
External Resources
All UPR units have personnel that help with different stages of the development
and management of additional funding and sponsored projects. At the UPR-Utuado, the
External Resources Coordinator is in charge of promoting the chancellors initiatives for
additional funding. The coordinator also provides support and guidance to all university
community members who wish to submit a formal grant proposal to any private or
public agency. Tables 2-6 and 2-7 presents UPR-Utuado’s external funds and additional
funds received during the 2005-2010 period.
51
Chapter 2
Table 2-6
External Funds Received 2005 to 2009
2005-06
2006
2007
2008
2009
Project
Particular
Donations
January-June
June-December January-June
Amount
Approved
Current Period
Amount
Approved
Current Period
$
Scholarship
Donations
4,610.00
$
0
Amount
approved
$
June-December, 2007
Years
Approved
9,339.86
1 year
Total Amout
Approved
$
0
January-June, 2008
Amount
Approved
Current Year
$
Years
Total Amount
Approved
Approved
July-December, 2008
Amount
Approved
Current Year
0
1 year
$ 10,108.00
$ 10,108.00
Years
Approved
Total Amount
Approved
235.25
1,831.75
1 year
1,094.61
1,094.61
1 year
1,123.24
1,123.24
1 year
$
Talent Search
283,754.00
283,754.00
283,754.00
4 years
1,129,452.00
283,754.00
4 years
1,129,452.00
283,754.00
4 years
1,160,555.00
292,267.00
Title V
417,392.00
420,739.00
420,739.00
5 years
2,061.904.00
420,739.00
0
52,654.22
2 years
$98,454.00
45,795.00
1 year
57,600.00
57,600.00
1 year
88,250.00
88,250.00
Women Violence
Prevention
3 years
46,308.00
15,436.00
10,000.00
Child Care
1 year
42,591.00
42,591.00
35,904.71
Agriculture
Infrastructure
Program
Source: Accounting Office
52
$
647.17
Amount
Approved
Current Year
4,225.00
USDA
Enhancing Quality
647.17
Amount
Approved
Current Year
$
647.17
292,267.00
Chapter 2
Table 2-7
UPR-Utuado’s Additional Funds Distribution
Fiscal Years 2005-06 to 2009-10
Academic year
Funds
Technology Fee
2005-06
$
2006-07
80,763.00
$
2007-08
2008-09
2009-10
80,763.00
$ 76,925.00
$ 76,925.00
$ 93,462.00
Program Accreditation
30,209.00
34,379.00
92,285.00
60,172.00
12,210.00
Legislative Scholarship
419,787.00
412,165.00
432,685.00
448,999.00
412,651.00
15,764.00
15,764.00
14,152.00
33,139.00
17,536.00
255,641.00
71.925.00
350,302.00
308,742.00
0
900.00
585.00
673.00
673.00
4,000.00
7,772.00
7,500.00
0
0
Building Maintenance
60,000.00
0
141,750.00
145.000.00
Discretional Fund No-Recurrent
20,000.00
0
0
0
7,997.00
0
0
0
99,901.00
109,900.00
0
0
6,606.00
4,985.00
0
0
Athletic Equipment (ODI)
10,000.00
0
0
0
Vehicle Acquisition
75,562.00
123,000.00
0
0
NCATE Fund—Coordinator
0
2,910.00
0
0
Student Voice Festival
0
5,000.00
0
0
Indirect Costs
Regulatory Actions (Salaries, Fringe
benefits, etc.)
Student Council
ADA Office
Faculty Support
Basic Skills Program
Atlantea Project
53
0
0
0
0
0
0
0
0
0
0
Chapter 2
Funds
Academic year
2005-06
2006-07
State and Federal Funds
$ 769,647.61
$ 704,493.00
Title V—federal funds
415,223.00
420,739.00
70,670.61
0
283,754.00
Teacher Certification Program-state funds
Talent Search—federal funds
Domestic Violence Proposal—
state funds
Fiesta Proposal (Puerto Rico
Traffic Commission)—federal
funds
Hydroponic Infrastructure—
state funds
Total Additional Funds
2007-08
54
2009-10
292,267.00
$ 395,953.00
283,754.00
292,267.00
292,267.00
292,267.00
0
0
0
15,436.00
10,800.00
0
0
0
0
24,328.00
0
0
0
88,250.00
0
$ 1,855,877.61
$ 1,573,956.00
$ 1,408,451.00
$ 1,324,748.00
$ 863,927.00
Source: Finance Office
$
2008-09
$
327,395.00
Chapter 2
VI.
Resources and Institutional Renewal
A. Institutional Comparison with Similar Universities
An institutional comparative study was performed using IPEDS data to measure
the UPR-Utuado with other similar institutions. The report was prepared in order to
establish the UPR-Utuado’s current institutional standing with similar institutions, the
following procedures were followed:
Stage One: Obtain institutional data with the Integrated
Postsecondary Education Data System (IPEDS Feedback 2008)
Stage Two: Confirm data obtained via institutional websites on the
Internet
Stage Three: Find, examine and compare missions of similar
institutions with UPR-Utuado
Stage Four: Use identified institutions for additional statistics
For more information on this study see Institutional Comparison with the
University of Puerto Rico at Utuado and other Post-Secondary Institutions—July, 2010.
B. Strategic Planning Overview for Resources and Institutional Renewal
As stated previously, the university’s strategic planning and institutional goals
serve as a framework to the UPR-Utuado annual budget. The following data presents
the fulfillment of the Strategic Plan according to construction and modernization of
institutional infrastructure:
Strategic Goal 4: Preserve, improve, and develop facilities, structures, and
services in order to provide the optimum environment for the university and
surrounding community. This goal also complies with Ten for the Decade Goals
V, VI, VII, IX and X.
4.1.5: Redesign and prepare the area previously used by the LRC for:
ACAD offices, DECEP offices, faculty offices, and classroom facilities.
4.3:
55
Develop infrastructure for educational, athletics, and cultural
activities.
Chapter 2
Under the supervision of the UPR Central Administration Physical Planning Office,
the infrastructure of the Learning Resources Center and Title V Building was developed
in academic year 2006-07. These facilities were essential for the intellectual
development of the student body and campus community.
The following list details on how the infrastructure was also optimized:
Pavement was improved for the road access to the Administration
Building.
Relocation of the Business Administration and Office Systems Department
to a more accessible space for student/faculty interaction (Building E).
New office spaces were assigned to full-time/part-time faculty.
Mechanical access was installed in the faculty/non-teaching personnel
parking lot.
The Office Systems classrooms were relocated to the Title V Building in
order to enhance access to updated technology.
The Education Department’s SPECTRUM room was set up with computers
and resources for students’ usage and preparation of classroom materials.
A redistribution of space was performed at the Education/Social Sciences
department to improve student/faculty interaction.
A computer room was set up for Business Administration students’ usage
as a technological lab.
The previous Learning Resources Center’s facilities were redesigned in
order to relocate the following areas: ACAD, DECEP offices, offices for the
Languages and Humanities/Natural Science faculties, and three (3)
classrooms with interior sliding doors for conference room purposes.
The relocation of the Social Cultural Activities Office to a more ample area
(next to the Cafeteria).
The construction of greenhouses for plant development/research
performed by the Agriculture Technology Department.
56
Chapter 2
C.
Allocations for Infrastructure
Tables 2-8 and 2-9 detail the permanent facilities (cost and square feet expansion)
developed during the academic years of 2005-06 to 2009-2010:
Table 2-8
Permanent Facilities’ Projects
Academic Years 2005-06 to 2009-10
Projects
Costs
Years
Completed
Learning Resources Center (LRC) Building
Two-story building. In general, the LRC has two (2) conference/classrooms for the
Information literacy program (30 students) an open space for: Reference/Periodicals,
Reserve/Circulation, and Audiovisual. There are also the Utuado Collection and two
print shop rooms.
In 2007 the Center for Learning Resources inaugurated their facilities that incorporate
the new concept of information commons. This allowed for the institution to account
for the necessary vanguard technology that enriches the teaching-learning process. It
has two computer laboratories that may be transformed into areas to offer
workshops and conferences. The spaces assigned to public services allow for
collaborative learning with the use of technologies and at the same time they account
for other processes to flow through the use of these spaces, such as pre-registration
and registration, among others. This has maximized the use of resources in a
moment in which the budget does not allow for further investments.
$5,935,331
2006
Technology Laboratories (Title V Building)
The building consists of technological labs for the Office Systems’ Department and
faculty offices.
$2,059,054
2006
Remodeling and Restructuring of Previous Learning Resources Center Facilities
The space was redesigned in order to relocate the following areas: ACAD, DECEP
offices, faculty offices for the Languages and Humanities, Natural Sciences
Department, and three (3) classrooms with interior sliding doors for conference room
purposes.
$ 378,331
2008
Improvement for the Electric Sub-station
$ 695,041 2008-2009
Source: ADAD
Table 2-9
Construction and Redistribution of Previous Learning Resources Center Facilities
Areas
Academic:
o Technology-Laboratories Building
o Three (3) Classrooms
o Faculty Offices
Administration:
o ACAD Deanship
o DECEP Offices
Square feet
Distribution
43,294
94%
2,780
6%
Source: ADAD
57
Chapter 2
Moreover, the following projects, pending for assigned systemic budget, have
been projected for the development of institutional facilities (Table 2-10):
Table 2-10
UPR-Utuado’s Permanent Facilities Projections
Project
Observations
Athletic Track
An assigned budget $1.4 million was received to improve
athletic facilities. This project was divided into four (4) phases
since the project’s total cost exceeds the budget assigned.
Therefore, the first phase of the project will include: drainage
system, track design six (6) tracks for track and field events and
bleachers. The UPR Central Administration Permanent facilities’
Office will supervise this project.
Paso Fino Stable
(Picadero)
This project received a special assignment of $85,000.00 by the
Legislative Assembly via Resolutions #1267 and 1551. Thomas
Marvel, architect, submitted his proposal for the first phase of
the Project. The project needs to be scheduled within the UPR
Board of Trustee’s Permanent Facilities Program.
Ramp and Walk
(Connect Administration
Building with other
physical Installations).
This Ramp and Walk has $125,000.00 assigned for its
completion. The project offer easier access to the campus
community from the Administration Building to: the Cafeteria,
Title V Building, and other campus facilities.
Replacement of the Air
Conditioning System for
the Financial Aid Office
The Central Administration Infrastructure Development Office
assigned the amount of $17,500 for the project.
Source: ADAD
D. Infrastructure for Students Special Needs
During the past five years, UPR-Utuado has accelerated its growth with the
construction/remodeling of its physical structures. The University, as an equal
opportunity institution, bears in mind the necessities of the disabled, and has
consistently planned to facilitate their interaction on campus. Thus, the following
projects were developed considering the population of students with special needs.
Learning Resources Center (LRC Building)
The LRC has a parking ramp access for its special needs’ community.
Additional access has been developed within the building via elevator. A petition
was made for the installation of automatic doors. The institutional request was
recently approved by the Central Administration Infrastructure Development Office
in order to eliminate this architectural barrier.
58
Chapter 2
Technological Laboratories Building
The building has a ramp access for student/faculty/community visitors
with special needs visiting labs and/or faculty offices. It also connects with
Building B which allows access to the campus population via elevator.
E.
Information Systems Office
The Information System Office of the UPR-Utuado offers technical support in
different areas, such as administrative, programming, operational, telecommunications,
technical, and customer service (help desk). The infrastructure of the Information
System Office has an area for: communication equipment, designated space for printers
and servers, a storage area, and administrative offices.
In the printer and servers area the following instruments are available:
Server ALPHA DS20e which works directly with the Student
Information System (SIS); it is also used to link between the Human
Resources System (HRS), and the Financial System (UFIS). This
server offers service to all the administrative processes of the
Admissions, Registrar, Academic, Financial Assistance, and other
offices providing information to the financial area of our institution.
Web page server of our campus: www.uprutuado.edu
Server for the Moodle platform used for web-based and on-line
courses, and also used for the voting election process for the
Student Council.
Server for the Norton Antivirus which provides protection to the
computers of the university.
Printers for reports requested by the administrative users, print checks,
and other type of reports.
Some of the additional services offered by the Information Systems Office are:
Institutional email provided service to students, faculty, and staff.
Technical support to administrative personnel and students.
Technical support in administrative procedures.
Detailed computer log for access to the UPR-Utuado’s wireless system.
59
Chapter 2
The infrastructure found in the communication area provides internet service,
and technically supports administrative and academic areas in the campus buildings. At
present the following buildings have confronted difficulties with internet connection:
Building B has partial wireless access in the lower levels. This building
also has partial wire access in administrative offices but not in laboratory
classrooms.
Building C (Agricultural Technology) has partial internet access via
wireless and wire service.
The Student Affairs and Administration building only have wire internet
connection access.
The Information and Technology Infrastructure Committee is currently drafting a
report that will outline the current condition of the electric and digital infrastructure at
UPR-Utuado.
This service is provided by the Centennial Company. There are approximately
1,500 computers accessing this service. Approximately 3,634 personnel/student
equipments have been registered for wireless connection on campus. Table 2-11 details
the number of computers available on campus.
Table 2-11
Desktop/Laptop Computers on Campus
Office/Department
Chancellor’s Office
Office of the Chancellor
Academic Senate’s Office
PIRO Office
Information System’s Office
Talent Search
Academic Affairs’ Deanship
Agricultural Technology Department
Business Administration/Office System’s
Department
Education, Social Sciences and Physical
Education Department
Language and Humanities Department
Natural Sciences
Science Labs (Biology, Physics, Soils
60
Computers’
Desktops
Laptops
4
2
4
6
6
5
16*
1
1
1
6
5
10**
1
5
5
3
Chapter 2
Office/Department
Microbiology& Organic Chemistry)
Continuous Education Office (DECEP)
Learning Resources’ Center
Students/Community
Professors
Disabled person
Administrative personnel
Faculty and students—For
workshop and conference use
Students—in Audiovisual area
Classroom labs (A-101, A-102, E-101, E-102 and E 103)
Office of the Dean
Budget Office
Finance Office
Economic Assistance office
Purchase Office
Accounting Office
Payroll’s Office
Cashier’s Office
Computers’
Desktops
Laptops
4
6
87
60
6
1
20
2
68
60
4
4
103
4
3
2
1
2
2
1
1
Pre-intervention’s Office
2
Collection’s Office
2
Physical Planning Office
1
Property Office
2
6
Security Office
1
Messenger /Transportation Office
1
Internal Messenger ‘s Office
1
1
1
Student Affair’s Deanship
Office of the Dean
3
Athletics Office
2
Admissions Office
Total
3
4
6
6
4
353
2
4
155
*Nine computers are available for personnel and student use at the Agricultural Technology Department.
**Five computers are available for student use at the Languages and Humanities Department.
Source: PIRO
61
Chapter 2
VII.
Electronic/Printed Questionnaire Responses
During the months of February, March, and April 2010, the MSA Steering
Committee began to gather the essential data for the self-study. As previously stated in
the UPR-Utuado 2005-2010 Self-Study Design, the data was obtained through
institutional documents, personal/focus groups’ interviews, and electronic/printed
questionnaires. The following information was compiled through the community’s input
provided via questionnaires.
A. Opinions Concerning the University’s Strategic Plan
Faculty
According to Table 2-12, the University faculty respondents basically understand
the importance of the UPR-Utuado’s Strategic Plan and its procedures. Approximately
eighty-two percent (82%) of the faculty respondents declared that they had partial to
total knowledge on the institutional strategic plan.
Table 2-12
Faculty’s Knowledge on the UPR-Utuado’s Strategic Plan
Answer
Yes
Partially
No
Answered question
Skipped question
Percent
Response Count
29.5%
52.5%
18.0%
18
32
11
61
20
62
Chapter 2
When asked about what this document institutionally represents (Table 2-13),
sixty percent (60%) of the teaching personnel participants viewed the strategic plan as a
decision-making plan for both the UPR-President’s Office and UPR-Utuado campus, and
others saw it as a local administrator’s guide (18%). About seventeen percent (17%)
stated not knowing its institutional purpose.
Table 2-13
Faculty’s Response on what the UPR-Utuado’s Strategic Plan Represents
Local Administrator’s Guide
18.3%
Response
Count
11
Guide for both UPR-Utuado’s administrators and the UPR
60.0%
36
5.0%
3
16.7%
10
Answer
Percent
President’s office for institutional decision-making
A requisite established by the PIRO
Do not know
Answered question
Skipped question
60
21
Table 2-14 reports that approximately fifty-seven percent (57%) of the faculty
respondents does not know if the campus community is fully represented in strategic
planning. Furthermore, forty-three percent (43%) stated to have full knowledge on this
committee’s representation.
Table 2-14
Faculty’s Knowledge on if the UPR-Utuado’s Strategic Plan
had Campus-Wide Representation
Answer
Percent
Response Count
43.3%
56.7%
26
34
60
21
Yes
No
Answered question
Skipped question
63
Chapter 2
Seventy-three percent (73%) of the faculty respondents replied not knowing about
the regularity in which the strategic plan is revised (Table 2-15). Nevertheless, in Table
2-16, seventy-five percent (75%) of the faculty respondents stated that the institutional
plan was somewhat important to very important for institutional decision-making.
Table 2-15
Faculty’s Knowledge on the Regularity in which the UPR-Utuado’s Strategic Plan is Revised
Answer
Yes
No
Answered question
Skipped question
Percent
Response Count
26.7%
73.3%
16
44
60
21
Table 2-16
Faculty’s Opinion on the Degree of Importance Given at the Local Level
to the UPR-Utuado’s Strategic Plan
Answer
Not important at all; not used for institutional
decision-making
Somewhat important; sometimes used for institutional
decision-making
Very important; always used for institutional
decision-making
Do not know
Answered question
Skipped question
Percent
Response
Count
11.5%
7
42.6%
26
32.8%
20
13.1%
8
60
21
The Self-Study Committee suggests that an annual meeting with the Academic
Affairs Dean and the Planning and Institutional Research Director would be favorable to
inform the faculty on the Strategic Plan’s purpose, importance, procedures, revision, and
committees’ composition.
64
Chapter 2
When queried on other institutional emergency/disaster plans, sixty-four
percent (64%) of the faculty survey participants responded partial to total knowledge of
these documents (Table 2-17).
Table 2-17
Faculty’s Knowledge on the UPR-Utuado’s Emergency/Disaster Plans
Answer
Yes
Partially
No
Answered question
Skipped question
Percent
Response Count
18.9%
44.6%
36.5%
14
33
27
74
7
Administrators
The administrators were queried about the University’s decision-making
processes. According to Table 2-18, only twenty-six percent (26%) of the administrators
consider the institutional strategic plan as a guide for requesting funds. On the other
hand, about seventy-four percent (73.7%) admitted never using it or it was not needed
when requesting funds for their departments and/or office’s needs.
Table 2-18
Administrators’ Response on Strategic Plan’s Usage for
Departments/Offices Funds’ Request
Answer
Always
Sometimes
Never
Does not apply
Answered question
Skipped question
Percent
15.8%
10.5%
31.6%
42.1%
Response Count
3
2
6
8
19
1
65
Chapter 2
Table 2-19 indicates the reasons given for not using the strategic plan: lack of
knowledge (33%), the budget is previously assigned (33%), and that the unit generates
its own resources (33%). Constant communication offers knowledge on the institutional
guidelines and instruments for accurate decision-making. Guided administration
transitions are needed so that the required on-time training for these positions can take
place for both individual and institutional benefit.
Table 2-19
Administrators’ Reasons for not Using the
Strategic Plan for Departments/Offices Funds’ Request
Answer
Percent
Did not know about the institutional strategic plan
The department/office budget is assigned according to
the budget assigned by Central Administration.
Our office has never requested funds; it generates the
funds used.
Answered question
Skipped question
33.3%
Response
Count
3
33.3%
3
33.3%
3
9
14
External Community
When asking the external community about the University’s decision-making
processes, the following was replied (Table 2-20):
Table 2-20
External Community’s Knowledge on the Community’s Participation
in Institutional Decision-Making
Answer
Yes
No
Answered question
Skipped question
Percent
Response Count
34.5%
65.5%
71
135
206
4
66
Chapter 2
About fifty-five percent (54.7%) of the community’s respondents admitted
having little or no knowledge of its participation in UPR-Utuado’s Institutional decisionmaking processes. However, forty-five percent (45.3%) did respond to having some to a
lot of degree of participation. Although the University in general is constantly
interacting with the external community in a variety of activities (e.g. workshops,
conferences, symposiums, etc.), there is an urgency in explaining how the external
community participates in the Institution’s decision-making. Aggressive promotion on
how the University serves the surrounding community and more community
participation in university forums could eventually enhance these results (Table 2-21).
Table 2-21
External Community’s Recognition on the Degree of
its Participation in Institutional Decision-Making
Answer
A lot of participation
Some participation
A little participation
No participation
Answered question
Skipped question
Percent
11.1%
34.2%
29.9%
24.8%
Response Count
13
40
35
29
117
93
67
Chapter 2
A.
Findings
Strategic Plan
o
Faculty
Approximately eighty-two percent (82%) of the faculty respondents
declared that they had partial to total knowledge on the institutional
strategic plan.
Sixty percent (60%) of the teaching personnel participants viewed the
strategic plan as a decision-making plan for both the UPR-President’s
Office and UPR-Utuado campus, and others saw it as a local
administrator’s guide (18%). About seventeen percent (17%) stated not
knowing its institutional purpose.
Fifty-seven percent (57%) of the faculty respondents does not know if the
campus community is fully represented in strategic planning.
Furthermore, forty-three percent (43%) stated to have full knowledge on
this committee’s representation.
Seventy-three percent (73%) of the faculty respondents replied not
knowing about the regularity in which the strategic plan is revised.
Seventy-five percent (75%) of the faculty respondents stated that the
institutional plan was somewhat important to very important for
institutional decision-making.
When queried on other institutional emergency/disaster plans, sixty-four
percent (64%) of the faculty survey participants responded partial to total
knowledge of these documents.
o Administrators
The administrators were queried about the University’s decision-making
processes. Only twenty-six percent (26%) of the respondents consider
the institutional strategic plan as a guide for requesting funds. On the
68
Chapter 2
other hand, about seventy-four percent (73.7%) admitted never using it
or it was not needed when requesting funds for their departments
and/or office’s needs. The reasons given for not using the strategic plan
were lack of knowledge (33%), the budget is previously assigned (33%),
and that the unit generates its own resources (33%).
o External Community
About fifty-five percent (54.7%) of the community’s respondents
admitted having little or no knowledge of its participation in UPRUtuado’s Institutional decision-making processes. However, forty-five
percent (45.3%) did respond to having some to a lot of degree of
participation.
B.
Conclusions
Strategic Plan
The issues concerning the strategic planning documents were solved with
the pertinent committees. The 2006-2011 version was approved by all
sectors and certified by the University’s Academic Senate. The UPRUtuado’s Strategic Plan has five objectives that are fully aligned with its
systemic mission, deanships’ mission and those of its academic programs,
departments, and offices.
Once again, the Planning Office shift to other offices during the selfstudy period (2005-2010) had an effect on the campus members’
knowledge on strategic planning issues. The Self-Study Committee
understands that timely communication via meetings and electronic
bulletins can strengthen campus community knowledge on these
matters.
69
Chapter 2
C.
70
Recommendations
o
The Self-Study Committee suggests guided administration transitions with
the required training on institutional duties, committees, and documents.
This strengthening within the administrative sphere should take place for
both individual and institutional benefit.
o
In addition, an annual meeting with the Deans, Planning and Institutional
Research Director, and campus community would be also favorable to
inform on the Strategic Plan committee’s composition, its purpose, work
schedule.
o
Although the UPR-Utuado in general is constantly interacting with the
external community in a variety of activities (e.g. workshops, conferences,
symposiums, etc., the committee understands that there needs to be an
aggressive promotion on how the University serves the surrounding
community; more community participation in university forums and more
media exposure could eventually enhance these results.
Chapter 3
71
Chapter 3
assessment: institutional planning and assessment in academic programs and
student/administrative services. The information was acquired through institutional
document analysis, interviews, meetings, and the data collected through the on-line/print
self-study questionnaires distributed during the second semester of 2009-2010.
I.
Institutional Assessment Synthesis
The UPR-Utuado carried out its last Self-Study in 1999, and in the report informed of
the University's efforts towards developing a continual assessment of student learning and
institutional effectiveness. The assessment efforts at the time were coordinated through
the Planning and Institutional Research Office (PIRO). The Planning Office personnel
recommended that the assessment of student learning would be better coordinated
through the Academic Affairs Deanship, but no action was taken. Shortly after the
University received reaccreditation from MSA in March 2000, various changes took place:
 The President's Office of the University of Puerto Rico instructed all of its
eleven campuses to seek accreditation for their bachelor’s degree programs.
 The University began to experience extreme budgetary restrictions.
 The Director of the UPR-Utuado Planning Office retired.
72
Chapter 3
As a result, the faculty members who had been leaders in assessment were placed on
committees to work towards accreditation in the bachelor’s degree programs of
Elementary Education, Business Administration, Office Systems, and the certification of the
Learning Resources Center (Table 3-1).
Table 3-1
Accreditation at UPR-Utuado
Programs
Accrediting Agency
Stage of Completion
ACRL Association of College and
Research Libraries
Certificate of Completion in
February 2008
Elementary Education
NCATE National Council for the
Accreditation of Teacher Education
Accreditation accomplished in
May 2009
ACBSP Association of Collegiate
Business Schools and Programs
May 2010
Office Systems
ACBSP Association of Collegiate
Business Schools and Programs
May 2010
Source: ACAD
All of these accreditation processes included a large assessment component. The
position of the Planning Office Director was left vacant, possibly due to budgetary
limitations. Various assessment committees were formed, but no one was given the task
of coordinating assessment until January 2010, when various assessment committees were
once again formed:
 Institutional Assessment Committee
 Associate Degree Assessment Subcommittee
 General Education Assessment Subcommittee
These series of circumstances could easily give the impression that commitments
made in the 200 self-study process were not fulfilled when in reality great efforts were
made in assessing of student learning and institutional effectiveness, but not in the same
form as expressed in the 1994-99 Self-Study Report or the follow-up reports. This selfstudy document should make the reality of this statement very clear. The UPR-Utuado has
worked intensively on assessment during the past ten years as part of its effort toward
accrediting the abovementioned programs. The accreditation obtained during the past ten
years testify to the institutions constant search for academic excellence (See Appendix on
the UPR-Utuado’s BA Programs and LRC Certification).
73
Chapter 3
II.
Study Comparing the University’s Institutional
Assessment with its Deanships (Programs/Services)
The following table presents the variety of assessment activities the deanships at the
UPR-Utuado perform:
Table 3-2
UPR-Utuado Deanships’ Assessment Activities
UPR-Utuado’s Deanships
Administrative Affairs Deanship*
Accreditation*
Accreditation*
Accreditation*
Conferences/Workshops
Interviews (Personal/ Focus
Groups)
Groups)
Groups)
Question Surveys
Question Surveys
Question Surveys
Alumni Events
Alumni Events
Alumni Events
Meetings
Meetings
Meetings
Studies/Reports
Studies/Reports
Studies/Reports
Portfolio/Capstone experience
Pre-Post Tests
Audits
* The University works as one during all of its accreditation or reaccreditation procedures, but the
authority of the process has been mainly fulfilled by the Academic Affairs Deanship with the
collaboration of the Accreditation Office and PIRO.
As explained previously, all three deanships of the UPR-Utuado perform assessment
activities that can be aligned to the institutional mission (See Chapter One: Opinions on the
Assessment that Measures the University Mission’s Integration to Academic and
Administrative Areas). The assessment activities developed by the Academic Affairs
Deanship (e.g., conferences, pre-post tests for library skill workshops, interviews, surveys,
alumni events, etc.) revolve around the testing and measuring of academic performance
among the student body. The assessment activities performed by the Student Affairs
Deanship (e.g., reports on student issues, conferences, interviews, surveys, alumni events,
etc.), work directly with the Academic Affairs Deanship and serve to strengthen the
student’s physical/mental health with extracurricular events. In addition, Academic
Administrative Deanship joins these academic and student affairs’ efforts by incorporating
daily administrative functions (internal/external audits, meetings, interviews, conferences,
and workshops) as input that serve as a strong assessment connection to the efforts of
both ACAD and STAD. In general, all three deanships are conscious of how these
instruments are vital to the success of all institutional endeavors.
74
Chapter 3
A.
Synopsis of the Institutional Assessment and the
Academic Affairs Deanship (ACAD)
The following section studies the institutional assessment of UPR-Utuado and its
relation with the Academic Affairs Deanship (ACAD), its academic programs, and services.
(For more information, see Chapter 6—Student Learning Assessment)
B.
Student Affairs Deanship (STAD)
This segment examines the institutional assessment of UPR-Utuado and its relation
with the Student Affairs Deanship (STAD), its offices, and services. (For more information,
see Chapter 8—Student Admission and Support Services).
C.
Administrative Affairs Deanship (ADAD)
The subsequent observes the institutional assessment of UPR-Utuado and its relation
with the Administrative Affairs Deanship (ADAD), its offices, and services. As stated
previously, one of the methods used for ADAD’s assessment is external and internal
auditing. Fiscal operations at UPR-Utuado are constantly evaluated by Puerto Rico’s
Comptroller Office, the UPR Board of Trustee’s Internal Auditing Office, and external
auditors hired by the UPR System. The UPR-Utuado is annually audited by Puerto Rico
Comptroller Office with the Prevention/Anticorruption Program for Public Administration.
The subsequent table reveals the total punctuation received by UPR-Utuado during these
yearly evaluations from 2005 to 2009:
Table 3-3
PR Comptroller Office Evaluation to UPR-Utuado
Fiscal Years 2005 to 2009
Year
2005
2006
2007
2008
2009
Punctuation (%)
88
96
96
94
85*
*The Puerto Rico Comptroller Office added new criteria for the evaluation
Source: ADAD
75
Chapter 3
Moreover, the table below details the internal/external auditing that was also
performed at UPR-Utuado during the 2005-06/2009-10 academic years:
Table 3-4
Internal/External Auditing Performed at UPR-Utuado from 2005-06 to 2009-10
Audition
OAIC-2005-01
Date
June 2007
Area Evaluated/Period
Information Systems
2001 to 2004
Single Audit 20082009
October
2009
Ernest & Young
External Auditors
Evaluation of the areas
of Financial Assistance,
Fiscal Financial Office,
Property, and the Credit
Office.
Corrective Action
Status
Up-date the Emergency
Plan. Forms and
Procedures were
developed to attend the
findings of this audit
Completed
Contact was made with
the Credit Office of UPRAguadilla to locate student
addresses in the Equifax
System.
In process
Evidence of the Talent
Search inventory of
equipment was submitted.
OAIC 2007-2008
May 2009
Accounts Receivable
Fiscal years 2004-05,
2005-06, and 2006-07
A letter on the audit
finding was sent to the
community, specifically to
the Directors of Proposals
and related offices for
appropriate action to be
taken. This document also
included a copy of the
circular letter sent to the
UPR President’s Office on
Standard Hiring
Regulations.
Completed
Overall, the Institution has continuously worked to comply with the necessary
regulations that ensure administrative excellence in all of its spheres. For more
information on its assessment within other services offered to campus community see
Chapter One Administrative Integrity and List of Activities Organized by the Human
Resources Office.
76
Chapter 3
III.
Opinions Concerning the University’s Institutional Assessment
During the months of February, March, and April 2010, the MSA Steering Committee
began to gather the essential data for the self-study document. As previously stated in the
UPR-Utuado 2005-2010 Self-Study Design the data was obtained through: institutional
documents, personal/focus groups’ interviews, and electronic/printed questionnaires. The
following information was compiled through the community’s input provided via
questionnaires.
A.
Opinions Concerning the University’s Strategic Plan
Administrators
According to Table 3-5, sixty percent (60%) of the administrators and directors who
participated in the questionnaire stated that the institutional assessment reports are
essentially used. Nonetheless, forty percent (40%) declared the contrary. Further studies
to determine the reasons this particular group may have for not incorporating these
reports to the department tasks would be recommended.
Table 3-5
Administrators/Directors’ Comments on Assessment Reports Usage
Response
Percent
Response Count
Always
30.0%
6
Sometimes
30.0%
6
Never
40.0%
8
Answered question
Skipped question
20
0
77
Chapter 3
According to those who do use assessment reports, two main reasons were given:
the strengthening of services (22.2%), and maximizing budget usage and requests (22.2%).
Decision-making in curriculum/course planning, strategic planning, time management, and
annual report analysis were also mentioned (11.1%).
Table 3-6
Administrators/Directors’ Comments on
How Assessment is Used in Decision-Making Processes
Administrator/Academic Directors
Responses
Response Percent
11.1%
22.2%
22.2%
11.1%
11.1%
11.1%
11.1%
Improve Time Management
Strengthen Services
Maximize Budget Usage and Requests
Plan Course Distribution
Strategic Planning Decisions
Curriculum Decision-Making
Annual Report Analysis
Answered question
Skipped question
Response Count
1
2
2
1
1
1
1
9
11
Faculty
On the other hand, the faculty questionnaire respondents replied that assessment
techniques were used in their classroom dynamics (88.4%). Only twelve percent (12%)
informed that assessment had not been incorporated into the teaching-learning process.
Although a great majority of the respondents declared assessment knowledge and usage, it
is important to determine what reasons this particular group may have for not
incorporating assessment to their academic tasks.
Table 3-7
Faculty’s Response on Assessment Technique Usage
in Teaching–Learning Process
Responses
Always
Sometimes
Never
Answered question
Skipped question
Faculty
Response Percent
42.9%
45.5%
11.7%
Response Count
33
35
9
77
4
78
Chapter 3
Table 3-8 shows the many different instruments that the faculty uses for assessment
purposes. The major ones are: rubrics (19.3%), pre-post tests (15.8%), the “one-minute”
paper (14%), test results’ analysis (questionnaire), test drills and reviews (10.5%),
brainstorming, flowcharts and concept map exercises (8.7%), and Student/Action Research
Investigations, portfolios, and diaries/journals/written works (7.0%). In general, the
respondents demonstrated knowledge of a wide range of assessment instruments.
Table 3-8
Faculty’s Comments on Assessment Techniques
Used in the Teaching–Learning Process
Assessment Instruments
Rubrics
Pre-Post tests
One-Minute Paper
Test Results’ Analysis/ Questionnaire
Tests Drills/Reviews
Brainstorming/Flowcharts/Concept Maps Exercises
Student Action Research/ Investigation
Diaries/Journals/Written Works
Portfolio
Department Assessment Sheet
Departmental Tests/Meetings
Quizzes and Discussions
Comic Strips/Venn Diagram
Case Studies
Student Questionnaires
Personal Response System
Student Self Evaluation/Syllabus Discussion and
Students Results
Drawings/Crossword Exercises
Group Discussions
Story and Drama Writing
Projects and Presentations
10 Questions Exercise
Student Class Participation
Answered question
Skipped question
Faculty
Response Percent Response Count
19.29%
11
15.78%
9
14.0%
8
10.5%
6
10.5%
6
8.70%
5
7.01%
4
7.01%
4
7.01%
4
5.26%
3
5.26%
3
5.26%
3
5.26%
3
5.26%
3
3.50%
2
3.50%
2
3.50%
2
3.50%
3.50%
1.75%
1.75%
1.75%
1.75%
2
2
1
1
1
1
57
24
79
Chapter 3
According to Table 3-9, the faculty uses various methods of assessment for
evaluation purposes. Those mostly used are: tests (87%), homework (82%), quizzes (72%),
class attendance (67%), and special projects (62%). They also included additional
assessment instruments in this question, such as those mentioned in the table below: preposts tests for courses and workshops offered (17%), virtual material and portfolios in
Moodle/Blackboard (8%), pre-post tests for library skills workshops exercises of
bibliographical citations, student tutoring (8%), among others.
Table 3-9
Faculty’s Comments on How Assessment is used in Evaluation Processes
Evaluation Techniques
Tests
Homework
Quizzes
Class attendance
Special projects
Class participation
Oral Presentations
Portfolio
Agro-Field testing
Exhibitions
N/A
Others specify
Courses/Workshops Pre-Post tests
Student Material in Moodle’s Virtual Platform
Education Students’ Virtual Portfolio
Students’ Tutoring
Research Projects
Tests
Bibliographical Citation Exercises
Learning Resources Center Workshops: Pre-Post Tests
Written Reports
Practice Exercises
Agro-Workshop Attendance
Faculty
Response
Response
Percent
Count
86.8%
66
81.6%
62
71.1%
54
67.1%
51
61.8%
47
60.5%
46
59.2%
45
28.9%
22
11.8%
9
6.6%
5
5.3%
4
2.6%
1.3%
1.3%
1.3%
1.3%
1.3%
1.3%
1.3%
1.3%
1.3%
1.3%
Answered question
Skipped question
80
2
1
1
1
1
1
1
1
1
1
1
76
5
Chapter 3
When asked about their participation of meetings (Table 3-10) and degree of
satisfaction in their respective functions (Table 3-11), eighty percent (80%) indicated active
participation in meetings, and seventy-nine percent (79%) also stated to feel part of their
department/office. Thus, the majority of these respondents understand that their
participation in these meetings is active and their work is rewarding.
Table 3-10
Non-Teaching Personnel’s Participation in Department/Office Meetings
Responses
Yes
No
Answered question
Skipped question
Response Percent
Response Count
79.8%
79
20.2%
20
99
0
Table 3-11
Non-Teaching Personnel’s Satisfaction in Department/Office Tasks
Responses
Yes
No
Answered question
Skipped question
Response Percent
Response Count
78.9%
75
21.1%
20
95
4
This questionnaire also measured the non-teaching personnel’s satisfaction in the
diversity of administrative processes done at the UPR-Utuado. These were their answers
to the question:




81
69% stated that the planning processes were good to excellent.
52% declared that supervision processes were good to excellent.
48% replied that decision-making process were good to excellent.
52% informed that professional relations were good to excellent.
Chapter 3
In other words, fifty percent (50%) or more (Table 3-12) stated that the institutional
planning, supervision, and professional relations processes were good to excellent. Only
decision-making processes scored less than fifty percent (48%). These numbers could be
the result of difficulties encountered by non-teaching personnel in adapting to transient
changes in administrators and office supervisors during the period.
Table 3-12
Non-Teaching Personnel’s Satisfaction in UPR-Utuado Administrative Processes
Excellent
Answer Options
Planning
Supervision
Communication
Decision-making
Professional
Relations
Answered question
Skipped question
%
Good
Response
Count
%
Average
Response
Count
Deficient
%
Response
Count
%
Response
Count
Total
11.5%
7.36%
10.52%
7.52%
11
7
10
7
57.89%
44.2%
37.89%
34.4%
55
42
36
32
24.21%
38.9%
37.89%
43.0%
23
37
36
40
6.31%
9.47%
13.68%
15.0%
6
9
13
14
95
95
95
93
12.76%
12
39.3%
37
34.0%
32
13.8%
13
94
82
Response
Count
97
2
Chapter 3
IV. Findings, Conclusions, and Recommendations
A.
Findings
Administrators
o
Sixty percent (60%) of the administrators and directors who participated in the
questionnaire stated that the institutional assessment reports are essentially
used. According to those who do use assessment reports, two main reasons
were given: the strengthening of services (22.2%), and maximizing budget
usage and requests (22.2%). Decision-making in curriculum/course planning,
strategic planning, time management, and annual report analysis were also
mentioned (11.1%).
Faculty
83
o
Faculty questionnaire respondents replied that assessment techniques were
used in their classroom dynamics (88.4%).
o
The major instruments used by faculty for assessment purposes were: rubrics
(19.3%), pre-post tests (15.8%), the “one-minute” paper (14%), test results’
analysis (questionnaire), test drills and reviews (10.5%), brainstorming,
flowcharts, and concept map exercises (8.7%), and Student/Action Research
Investigations, portfolios, and diaries/journals/written works (7.0%). In
general, the respondents demonstrated knowledge of a wide range of
assessment instruments.
o
Moreover, among the methods used for evaluation purposes were: tests
(87%), homework (82%), quizzes (72%), class attendance (67%), and special
projects (62%). Additional assessment instruments used were: pre-posts tests
for courses and workshops offered (17%), virtual material and portfolios in
Moodle/Blackboard (8%), pre-post tests for library skills workshops exercises of
bibliographical citations, student tutoring (8%), among others.
o
Eighty percent (80%) indicated active participation in meetings, and seventynine percent (79%) also stated to feel part of their department/ office.
Chapter 3
Non-teaching Personnel
o
The non-teaching personnel’s satisfaction in the diversity of administrative
processes were stated as follows:




o
B.
69% stated that the planning processes were good to excellent.
52% declared that supervision processes were good to excellent.
48% replied that decision-making process were good to excellent.
52% informed that professional relations were good to excellent.
Fifty percent (50%) or more stated that the institutional planning, supervision,
and professional relations processes were good to excellent. Only decisionmaking processes scored less than fifty percent (48%).
Conclusions
o
In the 1999-2000 Self-Study Report (previous), the UPR-Utuado informed of its
efforts in developing a continual assessment of student learning and
institutional effectiveness. The assessment efforts at this time were
coordinated through Planning Institutional Research Office (PIRO). Important
changes after the University’s MSA reaccreditation in March 2000, caused
assessment committees to be directed by ACAD and steered to obtain
accreditation for their bachelor’s degree programs and the Library Resources
Center. Thus, once the PIRO Director retired, various assessment committees
were formed, but no Institutional Assessment Coordinator was appointed until
January 2010. The institutional changes undergone somewhat altered
statements in past MSA documents. However, it is understood that the
accreditations obtained during the past ten years testify to the UPR-Utuado’s
desire to fulfill Systemic guidelines, its flexibility in strategic decision-making
and constant search for academic/administrative improvement.
Furthermore, all three deanships are aware of how assessment is vital to
determine the success of all institutional endeavors. Various methods have
been used to measure and ensure institutional excellence: internal/external
auditing to measure compliance with state, federal regulations; academicadministrative processes that have granted program/institutional
accreditation; procedures and interviews that assure academic-administrative
integrity, and events that keep the campus community updated in both
84
Chapter 3
professional growth and academic/administrative issues pertaining to the
University as a whole. Nevertheless, reasons some may have for not
incorporating assessment to their department or office tasks need to be
determined. There may be the perception that assessment is another
mechanism of personal evaluation and not a means to measure institutional
excellence as a whole. For this reason, the self-study committee recognizes
that a discussion on assessment is required to elucidate these issues among
the administrative community. This will help strengthen and improve
assessment within all institutional processes and services.
B. Recommendations
85
o
Meetings with the chancellor, deans, office directors, and the institutional
assessment coordinator would be favorable to discuss with the institutional
constituents the particularities of assessment in their areas, and reaffirm the
importance of incorporating assessment reports in both administrative and
academic decision-making.
o
Timely communication via print/electronic bulletins can also strengthen
campus community knowledge on these matters.
Chapter 4
86
Chapter 4
educational offerings: academic programs, curriculum, teaching-learning process, and
academic support service. The information was acquired through institutional document
analysis, interviews, meetings, and the data collected through the on-line/print self-study
questionnaires distributed during the second semester of 2009-2010.
I.
Educational Offering Synthesis
In order to understand how each academic program fulfills the institutional mission
see Chapter One: Mission, Goals, and Integrity, B. Synopsis of Mission and the Academic
Programs).
87
Chapter 4
II.
Academic Programs Evaluation
A.
Revisions and Accreditations
Table 4-1
Academic Programs’ Revisions and Accreditations
Academic degrees
Associate Degrees
Horticulture Technology
Food Processing Technology
Pest Control Technology
Livestock Technology
Agricultural Production Technology
Office Systems
Arts in Social Sciences
Arts in Education
Natural Sciences
Arts in Humanities Studies
Transfer Preparatory Programs
Agricultural Science
Physical Education, Teaching and
Coaching
Sociology
Forensic Psychology
Psychology and Mental Health
Radio and Television Broadcasting
Technology
Nursing
Bachelor’s Degrees
Office Systems
Year of
Initiation at the
UPR-Utuado
Year of most
Recent
Revision
Revision in
Process
1979-80
1979-80
1979-80
1986-87
1979-80
1979-80
1979-80
1979-80
1979-80
1979-80
1979-80
1987-88
2010-11
1987-88
2010-11
1987-88
2009-10
1994-95
X
X
X
X
X
X
X
1995-96
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
2007-08
1996-97
1996-97
May, 2010
May, 2010
2008-09 (NCATE
1996-97
accreditation)
Source: ACAD
88
Chapter 4
B. Graduation Rates in Academic Programs
According to the Student Right-to-Know Act of 1990, all universities have an obligation to
inform graduation rates using the following factors:
 graduates who have completed their studies in 150% of the time required
(6 years for bachelor’s and 3 years for associate degrees).
 graduates who have completed their studies in 200% of the time required
(8 years for bachelor’s and 4 years for associate degrees).
For the purpose of this study, the years 2000 to 2003 have been considered using the 200%
factor (Tables 4-2, 4-3, 4-4, and 4-5).
Cohort 2000
o
According to the results, a forty-four percent (44%) of the bachelor’s students
completed an academic degree in two hundred percent of the time (200%)
required.
o
Twenty-two percent (22%) of the associate degree students completed their
academic degree in two-hundred percent of the time (200%) required.
o
Thirty-three percent (33%) of the transfer degree students completed their
o
The highest graduation rates were obtained in the Office Systems (Bachelor’s
Degree), Natural Sciences, and Social Sciences programs.
o
The lowest graduation rates (lower than 20%) were obtained in the Business
Administration, Pest Control, Horticulture, Food Processing, Humanities, and
Education (Transfer) programs.
o
A nine percent (9%) of the students transferred to other UPR units.
Cohort 2001
89
o
According to the results, a thirty-five percent (35%) of the bachelor’s students
required.
o
Thirteen percent (13%) of the associate degree students completed their academic
degree in two hundred percent of the time (200%) required.
o
Fifty-one percent (51%) of the transfer degree students completed their academic
degree in two-hundred percent of the time (200%) required.
o
The highest graduation rates (50% or more) were obtained in the Education
(Bachelor’s Degree), and Social Sciences’ programs.
o
Administration, Pest Control, Livestock Technology, Horticulture, Food Processing,
and Office Systems (Associate) programs.
o
A ten percent (10%) of the students transferred to other UPR units.
Chapter 4
Cohort 2002
o
According to the results, forty percent (40%) of the bachelor’s students completed
an academic degree in two hundred percent of the time (200%) required.
o
Eighteen percent (18%) of the associate degree students completed their academic
degree in two-hundred percent of the time (200%) required.
o
Forty-seven percent (47%) of the transfer degree students completed their
o
The highest graduation rates (50% or more) were obtained in the Office Systems
(Bacherlor’s Degree), Natural Sciences, Social Sciences, and Education (Bachelor’s
Degree) programs.
o
Administration, Pest Control, Livestock Technology, and Food Processing programs.
o
A fourteen percent (14%) of the students transferred to other UPR units.
Cohort 2003
o
According to the results, forty-three percent (43%) of the bachelor’s students
required.
o
Fifteen percent (15%) of the associate degree students completed their academic
o
Fifty percent (50%) of the transfer degree students completed their academic
o
The highest graduation rates (50% or more) were obtained in the Education
(Bachelor’s Degree), Office Systems (Bachelor’s Degree), Natural Sciences, Social
Sciences, Agricultural Technology, and Education (Transfer) programs.
o
The lowest graduation rates (lower than 20%) were obtained in the Accounting,
Business Administration, Pest Control, Horticulture, Food Processing, Agricultural
Production, and Office Systems (Associate) programs.
o
A seven percent (7%) of the students transferred to other UPR units.
In general, the average results of the 2000 to 2003 Cohorts reveal the following:
90
o
forty-one percent (41%) of the bachelor’s degree students completed an academic grade
in 200% of the time required.
o
seventeen percent (17%) of the associate degree students completed an academic grade
in 200% of the time required.
o
forty-five percent (45%) of the transfer students successfully graduated in 200% of the
time required.
o
ten percent (10%) of the students transferred to another institution.
Chapter 4
Table 4-2—Graduation Rates in Academic Program—Cohort 2000
Program
Total
Freshmen
Students
Graduated Successfully,
Transferred Students,
and Students that
Graduated in More Time
than Required*
Completed the
Degree or Transfer
Program in 200%
of Time
Program
Completed in
More Time
than Required
Completed a
Bachelor’s
Degree in
Another
Program
Completed a
Associate
Degree in
Another
Program
Transferred to
other Units of the
UPR System and
other Public
Institutions
Accounting
Office Systems
Associate Degrees
Pest Control
Horticulture
Food Processing
Agricultural Production
Office Systems
Transfers
Agricultural Sciences
Natural Sciences
Social Sciences
Radio and Television
Broadcasting Technology
Humanities
Education
92
32
43
17
251
31
26
46
46
30
57
15
184
17
36
37
53
16
26
11
88
11
4
17
21
5
25
5
74
9
25
22
58%
50%
60%
65%
35%
35%
15%
37%
46%
17%
44%
33%
40%
53%
69%
59%
38
13
18
7
37
1
2
6
13
2
13
0
49
7
22
20
41%
41%
42%
41%
15%
3%
8%
13%
28%
7%
23%
0%
27%
41%
61%
54%
0
0
0
0
7
1
0
2
3
0
1
0
4
0
0
1
0%
0%
0%
0%
3%
3%
0%
4%
7%
0%
2%
0%
2%
0%
0%
3%
4
0
2
2
16
3
1
2
1
0
5
4
11
1
1
1
4%
0%
5%
12%
6%
10%
4%
4%
2%
0%
9%
27%
6%
6%
3%
3%
0
0
0
0
2
0
0
1
0
0
1
0
0
0
0
0
0%
0%
0%
0%
1%
0%
0%
2%
0%
0%
2%
0%
0%
0%
0%
0%
11
3
6
2
26
6
1
6
4
3
5
1
10
1
2
0
12%
9%
14%
12%
10%
19%
4%
13%
9%
10%
9%
7%
5%
6%
6%
0%
3
1
33%
0
0%
0
0%
1
33%
0
0%
0
0%
40
51
8
9
20%
18%
0
0
0%
0%
3
0
8%
0%
2
5
5%
10%
0
0
0%
0%
3
4
8%
8%
Total
527
215
41%
124
24%
11
2%
31
6%
2
0%
47
9%
*Sum of columns to the right.
Source: PIRO
91
Chapter 4
Total
Freshmen
Students
Program
and Students that
Graduated in More
Time than Required*
Completed the
Degree or Transfer
Program in 200% of
Time
Program
Completed in
More Time than
Required
Completed a
Bachelor’s
Degree in
Another
Program
Completed a
Associate Degree
in Another
Program
Transferred to
other Units of the
UPR System and
other Public
Institutions
76
39
51%
22
29%
0
0%
4
5%
1
1%
12
16%
Accounting
26
15
58%
4
15%
0
0%
1
4%
1
4%
9
35%
34
17
50%
14
41%
0
0%
1
3%
0
0%
2
6%
Office Systems
16
7
44%
4
25%
0
0%
2
13%
0
0%
1
6%
Associate Degrees
Business
Administration
Pest Control
277
73
26%
16
6%
5
2%
20
7%
1
0%
31
11%
39
12
31%
1
3%
0
0%
4
10%
0
0%
7
18%
36
8
22%
1
3%
1
3%
2
6%
0
0%
4
11%
Horticulture
50
12
24%
3
6%
1
2%
3
6%
1
2%
4
8%
32
7
22%
3
9%
1
3%
0
0%
0
0%
3
9%
Food Processing
Agricultural
Production
28
5
18%
0
0%
2
7%
1
4%
0
0%
2
7%
52
15
29%
6
12%
0
0%
5
10%
0
0%
4
8%
Office Systems
40
14
35%
2
5%
0
0%
5
13%
0
0%
7
18%
Transfer Degrees
161
97
60%
64
40%
7
4%
17
11%
0
0%
9
6%
13
6
46%
5
38%
0
0%
0
0%
0
0%
1
8%
Natural Sciences
26
13
50%
8
31%
1
4%
2
8%
0
0%
2
8%
Social Sciences
31
24
77%
19
61%
0
0%
3
10%
0
0%
2
6%
Humanities
46
26
57%
17
37%
5
11%
2
4%
0
0%
2
4%
Education
45
28
62%
15
33%
1
2%
10
22%
0
0%
2
4%
514
209
41%
102
20%
12
2%
41
8%
2
0%
52
10%
Total
Source: PIRO
92
Chapter 4
Total
Freshmen
Students
Program
and Students that
Graduated in More
Time than Required*
Completed the
Degree or Transfer
Program in 200% of
Time
Program
Completed in
More Time than
Required
Completed a
Bachelor’s
Degree in
Another
Program
Completed a
Associate Degree
in Another
Program
Transferred to
other Units of the
UPR System and
other Public
Institutions
83
43
52%
31
37%
0
0%
2
2%
1
1%
9
11%
Accounting
20
8
40%
5
25%
0
0%
1
5%
0
0%
2
10%
48
25
52%
18
38%
0
0%
0
0%
0
0%
7
15%
Office Systems
15
10
67%
8
53%
0
0%
1
7%
1
7%
0
0%
Associate Degrees
Business
Administration
290
103
36%
26
9%
6
2%
23
8%
3
1%
45
16%
50
22
44%
3
6%
0
0%
4
8%
0
0%
15
30%
Pest Control
26
5
19%
2
8%
0
0%
0
0%
0
0%
3
12%
Horticulture
56
21
38%
6
11%
1
2%
3
5%
0
0%
11
20%
48
16
33%
7
15%
3
6%
2
4%
0
0%
4
8%
Food Processing
31
9
29%
3
10%
1
3%
0
0%
0
0%
5
16%
56
18
32%
5
9%
1
2%
7
13%
2
4%
3
5%
23
12
52%
0
0%
0
0%
7
30%
1
4%
4
17%
212
130
61%
83
39%
0
0%
13
6%
4
2%
30
14%
27
13
48%
7
26%
0
0%
0
0%
0
0%
6
22%
Natural Sciences
46
28
61%
23
50%
0
0%
1
2%
0
0%
4
9%
Social Sciences
43
29
67%
20
47%
0
0%
2
5%
0
0%
7
16%
Humanities
44
24
55%
13
30%
0
0%
3
7%
3
7%
5
11%
Education
52
36
69%
20
38%
0
0%
7
13%
1
2%
8
15%
585
276
47%
140
24%
6
1%
38
6%
8
1%
84
14%
Agricultural
Production
Office Systems
Transfer Degrees
Total
Source: PIRO
93
Chapter 4
Program
Total
Freshmen
Students
Graduated
Successfully,
and Students that
Graduated in More
Time than Required*
Completed the
Degree or
Transfer Program
in 200% of Time
Program
Completed in
More Time than
Required
Completed a
Bachelor’s Degree
in Another
Program
Completed a
Associate Degree
in Another
Program
Transferred to
other Units of the
UPR System and
other Public
Institutions
63
36
57%
24
38%
0
0%
2
3%
1
2%
9
14%
Accounting
17
6
35%
1
6%
0
0%
0
0%
0
0%
5
29%
37
24
65%
19
51%
0
0%
0
0%
1
3%
4
11%
9
6
67%
4
44%
0
0%
2
22%
0
0%
0
0%
268
74
28%
19
7%
6
2%
19
7%
2
1%
28
10%
39
7
18%
1
3%
1
3%
2
5%
0
0%
3
8%
Pest Control
34
8
24%
3
9%
1
3%
2
6%
0
0%
2
6%
Horticulture
54
14
26%
2
4%
0
0%
3
6%
1
2%
8
15%
48
17
35%
9
19%
1
2%
3
6%
0
0%
4
8%
Food Processing
29
8
28%
3
10%
1
3%
1
3%
0
0%
3
10%
51
15
29%
1
2%
2
4%
6
12%
1
2%
5
10%
Office Systems
13
5
38%
0
0%
0
0%
2
15%
0
0%
3
23%
Transfer Degrees
184
93
51%
70
38%
2
1%
18
10%
3
2%
0
0%
16
11
69%
11
69%
0
0%
0
0%
0
0%
0
0%
Natural Sciences
37
23
62%
19
51%
1
3%
1
3%
2
5%
0
0%
Social Sciences
37
18
49%
15
41%
0
0%
3
8%
0
0%
0
0%
Humanities
37
11
30%
8
22%
0
0%
3
8%
0
0%
0
0%
Education
57
30
53%
17
30%
1
2%
11
19%
1
2%
0
0%
515
203
39%
113
22%
8
2%
39
8%
6
1%
37
7%
Office Systems
Associate Degrees
Total
Source: PIRO
94
Chapter 4
C.
Graduates’ Employment Opportunities
According to the latest occupational data presented by the Bureau of Labor
Statistics (BLS), U.S. Department of Labor, the following jobs are the ones with highest
growth for the 2008-2018 period. This table also indicates possible job opportunities
which can be considered by the UPR-Utuado graduates (occupation with an asterisk).
According to BLS, “the 20 occupations listed in are projected to account for more than
one-third of all new jobs—5.8 million combined—over the 2008-18 period.”
Table 4-6
Projection Years 2008-2018: Occupations with the Largest Numerical Growth
Number of
new jobs
(in thousands)
Percent
change
Registered nurses
581.5
22
$ 62,450
Home health aides
460.9
50
20,460
Short-term on-the-job training
Customer service representatives *
399.5
18
29,860
Moderate-term on-the-job training
Combined food preparation and
serving workers, including fast food*
394.3
15
16,430
Personal and home care aides
375.8
46
19,180
Retail salespersons*
374.7
8
20,510
Office clerks, general*
358.7
12
25,320
Accountants and auditors*
279.4
22
59,430
Bachelor’s degree
Nursing aides, orderlies, and
attendants
276.0
19
23,850
Postsecondary vocational award
Postsecondary teachers
256.9
15
58,830
Doctoral degree
Construction laborers
255.9
20
28,520
244.2
16
49,330
Bachelor's degree
232.9
13
37,270
217.1
18
23,150
212.4
10
32,510
204.4
13
40,030
Management analysts*
178.3
24
73,570
Computer software engineers,
applications
175.1
34
85,430
Bachelor's degree
Receptionists and information clerks*
172.9
15
24,550
Carpenters
165.4
13
38,940
Long-term on-the-job training
Occupations
Elementary school teachers, except
special education*
Truck drivers, heavy and tractortrailer
Landscaping and grounds keeping
workers*
Bookkeeping, accounting, and
auditing clerks*
Executive secretaries and
administrative assistants*
Wages
(May 2008
median)
Education/training Category
Associate degree
Work experience in a related
occupation
Bachelor's or higher degree, plus
work experience
*Possible job opportunities which can be considered by the UPR-Utuado graduates
Source: “Bureau of Labor Statistics, U.S. Department of Labor, Occupational Employment Statistics,
[October 4, 2010] [www.bls.gov/oes/].”
95
Chapter 4
An additional Bureau of Labor Statistics’ table has been included to define
specific industries in Puerto Rico where possible job opportunities can also be
considered by UPR-Utuado graduates.
Table 4-7
2000-2010 Puerto Rico Job Projections according to the Industry
(condensed)
Industry
2000
2010
Total
%
1,453,509 100.0
Growth
Absolute
%
282,925
24.2
Total
1,170,584
%
100.0
Agro Services*
1,595
0.1
2,098
0.1
503
31.5
Mining
1,413
0.1
1,462
0.1
49
3.5
Construction
71,430
6.1
87,961
6.1
16,531
23.1
Manufacture
142,836
12.2
159,091
10.9
16,255
11.4
16,456
1.4
11,745
0.8
-4,711
-28.6
Tobacco Products
1,331
0.1
1,396
0.1
65
4.9
Textiles
1,018
0.1
861
0.1
-157
-15.4
Total
Food and Product Related*
Transportation and Communications
52,920
4.5
63,366
4.4
10,446
19.7
Commerce*
220,588
18.8
291,714
20.1
71,126
32.2
Detail Commerce*
176,887
15.1
242,124
16.7
65,237
36.9
50,936
4.4
63,986
4.4
13,050
25.6
272,131
23.2
337,688
23.2
65,557
24.1
4,825
0.4
5,857
0.4
1,032
21.4
Commercial Services*
62,625
5.4
82,460
5.7
19,835
31.7
Health Services
55,788
4.8
73,729
5.1
17,941
32.2
Legal Services
5,513
0.5
6,734
0.5
1,221
22.1
Educational Services*
78,134
6.7
86,089
5.9
7,955
10.2
Social Services*
Government (excludes Education
and Hospitals *
16,240
1.4
22,131
1.5
5,891
36.3
187,020
16.0
250,482
17.2
63,462
33.9
Finances, Insurance, and Real State *
Services (include Education and
Hospitals)*
Personal Services
* Possible job opportunities which can be considered by the UPR-Utuado graduates
Source: “Bureau of Labor Statistics, U.S. Department of Labor, Occupational Employment Statistics,
[October 4, 2010] [www.bls.gov/oes/].”
D.
Academic Programs’ Effectiveness According to Assessment
To read more on each academic program’s effectiveness, see Chapter Three:
Institutional Assessment, Synopsis of the Institutional Assessment and the Academic
Department/Services (ACAD.
96
Chapter 4
III.
Opinions Concerning the University’s Educational Offering
Committee began to gather the essential data for the self-study document. As
previously stated in the UPR-Utuado 2005-2010 Self-Study Design, the data was
obtained through: institutional documents, personal/focus group’s interviews, and
electronic/printed questionnaires. The following information was compiled through the
community’s input provided via questionnaires.
A. Faculty
Approximately ninety-two percent (91.7%) of the faculty questionnaire
respondents indicated that the students’ needs were considered during academic
programming procedures. Only about eight percent (8.3%) stated that they had not
been considered during the process.
Table 4-8
Faculty’s Response on How Students’ Needs are considered during Academic Programming
Responses
Totally agree
Partially agree
Agree
Disagree
Answered question
Skipped question
Percent
22.2%
41.7%
27.8%
8.3%
Response Count
16
30
20
6
72
9
97
Chapter 4
As seen in Table 4-9, approximately eighty-one percent (80.6%) also stated that
the student population’ needs were also attended for the summer academic
programming. However, nineteen percent (19.4%) declared that these were not
considered.
Table 4-9
Faculty’s Response on How Students’ Needs are Attended
During the Summer Academic Programming
Responses
Totally agree
Partially agree
Agree
Disagree
Answered question
Skipped question
Percent
11.1%
51.4%
18.1%
19.4%
Response Count
8
37
13
14
72
9
When asked about the adequacy of courses’ sequence during the academic
programming, ninety-three percent (93%) of the faculty respondents agreed to totally
agree that these were satisfactory. Only seven percent (6.9%) disagreed.
Table 4-10
Faculty’s Response on the Adequacy of Courses’ Sequence in Academic Programming
Responses
Totally agree
Partially agree
Agree
Disagree
Answered question
Skipped question
Percent
33.3%
31.9%
27.8%
6.9%
Response Count
24
23
20
5
72
9
98
Chapter 4
B.
Students
According to Table 4-11, the majority of the student survey participants do not
work while studying (75%); only twenty-five percent responded (25%) in affirmative.
Table 4-11
Work-Study Status while Studying
Answer Options
Percent
Yes
No
Answered question
Skipped question
Response Count
24.9%
75.1%
98
296
394
8
Student respondents also declared that they became familiar with the UPRUtuado mainly via orientation at their high schools (34.8%), friends and/or relatives
(34.3%), and orientation offered by their counselors (31.8%) (Table 4-12).
Table 4-12
Students’ Response on How they Became Familiar with UPR-Utuado
Responses
UPR-Utuado Orientation at my high school
UPR-Utuado Orientation offered by my
high school counselor
Friends and/or relatives
Media
Internet
Other, not specified
Answered question
Skipped question
Percent
Response Count
34.8%
138
31.8%
126
34.3%
6.6%
5.8%
16.9%
136
26
23
67
396
6
99
Chapter 4
The students stated that they were mainly motivated to study at UPR-Utuado
because the institution offers what they desire to study (40.8%), its geographical
location (28.9%), and need to raise their GPA (19.7%) (Table 4-13).
Table 4-13
Students’ Response on their Motivation to Study at UPR-Utuado
Responses
Response Percent
Response Count
Geographical location
UPR-Utuado offers the academic
program I desire to pursue
I was rejected by the institution I had
first considered
I need to raise my GPA to later
transfer
Economic reasons
Other, not specified
Answered question
Skipped question
28.9%
114
40.8%
161
15.2%
60
19.7%
78
9.4%
17.5%
37
69
395
7
According to Table 4-14, when asked if they would continue to study at UPRUtuado, their five main reasons were:
Yes, because: Quality of program
No, because:
100
.........................
(307)
Faculty
........................
(282)
Hospitality
........................
(274)
Infrastructure
........................
(248)
Technological Resources .........................
(247)
Geographical Location
..........................
(242)
It does not have the program I desire ......
(147)
Student Housing Facilities .......................
(138)
Transportation
......................
(93)
Area of Specialization
......................
(60)
Geographical Location
......................
(51)
Chapter 4
Other reasons:
Yes, because: Enriching calm environment
............
...........
(4)
(3)
Need to transfer to obtain my degree ....
(10)
Excellent university
No, because:
Table 4-14
Students’ Additional Responses on their Motivation to Study at UPR-Utuado
Responses
Yes, because
Quality of Program
Faculty
Infrastructure
Technological Resources
Area of specialization
Geographical location
Hospitality
Has the program I desire
Does not have the program I desire
Student Housing Facilities
Transportation
Costs
Other
307
282
248
247
205
242
274
198
92
101
155
201
Close to home
Offers courses in livestock
2
1
Offers my BA degree
Does not offer Nursing
Does not offer BA in Biology
Does not offer BA in Food Processing
Does not offer BA in Social sciences
Does not offer post graduate degrees
Enriching calm environment
Excellent university
Need to transfer to obtain my degree
UPR-Utuado was not my first option
Needs to improve student service and
center
Needs to increase evening/Saturday
courses
Have no transportation
Allows you to enter UPR System
Allows you to study with a special
permission
1
No, because
Response Count
19
19
36
36
60
51
31
82
147
138
93
44
1
1
1
1
1
4
3
10
1
2
1
2
1
2
Answered question
Skipped question
101
326
301
284
283
265
293
305
280
239
239
248
245
35
380
22
Chapter 4
On the other hand, in Table 4-15, the student respondents stated that seventyeight percent (78%) had never requested academic program change; only twenty-two
percent (22%) had undergone the process. The main academic program changes are
seen in Table 4-16:
Table 4-15
Students’ Response on Academic Program Transfers
Responses
Response Percent
Yes
No
Answered question
Skipped question
22.0%
78.0%
Response Count
86
305
391
11
Table 4-16
Main Academic Program Transfers
Academic Program Change
Percent
Social Sciences to Education
7%
Natural Sciences to Social Sciences
5%
Agricultural Production to Natural Sciences
5%
Agricultural Production to Social Sciences
4%
Natural Sciences to Accounting
4%
Education (UPR-Utuado) to Agro Science (UPR-May)
3%
Education (Secondary) to Education (Elementary)
5%
Source: Self-Study Questionnaire, April, 2010
When considering a change in academic programming, seventy percent (70.2%)
stated that it was not among their options (Table 4-17).
Table 4-17
Students’ Response on Considering a Transfer in Academic Program
Responses
Yes
No
Answered question
Skipped question
Response Percent
Response Count
29.8%
70.2%
117
275
392
10
102
Chapter 4
Among those considering a program change, the following was stated (Table 418): almost thirty-two percent (31.9%) would consider a program change with UPRUtuado and seventy-two percent (72.3%) would want to transfer to another campus of
the UPR System.
Table 4-18
Students’ Response on Where to Perform Academic Program Transfers
Responses
Response Percent
Within the UPR Utuado
Within the UPR System
To Another Private Institution
To an institution Outside of Puerto Rico
Answered question
Skipped question
Response Count
31.9%
72.3%
13.4%
7.6%
38
86
16
9
119
283
According to Table 4-19, a total of eighty percent (80.2%) of the student
participants indicated that they will pursue a bachelor’s degree in their field if available
at the UPR-Utuado.
Table 4-19
Associate Degree Students’ Response on Considering a
Bachelor’s Degree If Offered In their Field at UPR-Utuado
Responses
Yes
No
Answered question
Skipped question
Response Percent
80.2%
19.8%
Response Count
178
44
222
180
103
Chapter 4
On the other hand, a total of ninety percent (90%) of the student participants
declared their desire of pursuing a bachelor’s degree of interest in another institution if
the degree was not available at the UPR-Utuado (Table 4-20).
Table 4-20
Students’ Response on Pursuing a Bachelor’s Degree of Interest at
Another Institution if not Offered at UPR-Utuado
Responses
Yes
No
Answered question
Skipped question
Response Percent
90.0%
10.0%
Response Count
334
37
371
31
In general, the student respondents indicated that the academic offering at UPRUtuado were about ninety-eight percent (97.2%) average to excellent (Table 4-21).
Ninety-nine percent (99.3%) of the participants also stated that UPR-Utuado’s academic
training has enabled them to compete professionally (Table 4-22).
Table 4-21
Students’ Response on UPR-Utuado Academic Offerings
Answer Options
Excellent
Good
Average
Deficient
Answered question
Skipped question
Response Percent
45.5%
41.7%
11.0%
1.8%
Response Count
178
163
43
7
391
11
Table 4-22
Students’ Response on How UPR-Utuado’s Academic Training
has Enabled them to Compete Professionally
Answer Options
Excellent
Good
Average
Deficient
Answered question
Skipped question
Response Percent
59.4%
35.0%
4.9%
0.8%
Response Count
231
136
19
3
389
13
104
Chapter 4
C.
Administrators
When considering the administrator’s response on their influence in academic
offering, only 45% stated to have direct influence (Table 4-23).
Table 4-23
Administrators’ Response on Direct/Indirect Influence on Academic Offering
Responses
Direct Influence
Indirect Influence
No Influence
Answered question
Skipped question
Response Percent
45.0%
20.0%
35.0%
Response Count
9
4
7
20
0
Moreover, their opinion on expanding the academic offering (Table 4-24)
reflected that eighty percent (80%) understood that an increase of offerings in
bachelor’s degrees was essential; forty percent (40%) also understood that the evening
programming needed to be expanded.
Table 4-24
Administrators’ Opinion on Expanding Academic Offering:
(more than one response was given)
Respondents
Increase offerings in transfer programs
Increase offering of bachelor’s degrees
Increase offering in evening programming
Other response, specify
Trimester, hybrid courses and online
All responses
Answered question
Skipped question
Response
Percent
0.0%
80.0%
40.0%
25.0%
Response Count
0
16
8
3
1
2
20
0
105
Chapter 4
D.
Advisory Board
When the Chancellor’s Advisory Board was asked on how to expand the
institutional academic offering, a total of almost thirty-eight percent (37.8%) stated that
increasing the offering of associate degrees and bachelor’s degrees was essential;
thirteen percent (12.5%) also understood that the Division of Continuing Education and
Professional Studies programming was important.
Table 4-25
Advisory Boards’ Opinion on How to Expand UPR-Utuado’s
Academic Offering (more than one response was given)
Responses
Increase offerings in associate degrees programs
Increase offering in DECEP courses according to
the institutional budget
Answered question
Skipped question
Response Percent
37.5%
37.5%
Response Count
3
3
12.5%
2
8
0
E.
External Community
The external community also gave their opinion on how to expand the institutional
academic offering. A total of almost eighty-four percent (83.6%) believed that increasing
the offering of bachelor’s degrees was important. Forty-four percent (44.9%) also
understood that the evening programming was important. Approximately twenty-six
percent (25.9%) considered that transfer degrees could also be beneficial to the institution.
Table 4-26
External Community’s Opinion on How to Expand UPR-Utuado’s
Responses
Reinforce tutoring for core courses
Expand DECEP offering
Offer Bachelor’s in Agronomy
Offer Master’s and PhD degrees
Offer courses in Medicine/Vet
Answered question
Skipped question
Response Percent
Response Count
25.9 %
83.6 %
43.9 %
10.0 %
.53%
.53%
.53%
6.9 %
1.0 %
49
158
83
19
1
1
1
13
2
189
21
106
Chapter 4
In addition, they confirmed that the quality of UPR-Utuado’s education is ninetyone percent (91%) average to excellent (Table 4-27). Only roughly nine percent (8.8%)
stated no knowledge on the subject. They also declared in Table 4-28 that they would
consider UPR-Utuado as an alternative to pursue higher education (94.2%).
Table 4-27
External Community’s’ Response on the Quality of UPR-Utuado’s Education
Responses
Response Percent
Response Count
58.3%
28.4%
4.4%
0.0%
8.8%
119
58
9
0
18
204
6
Excellent
Satisfactory
Average
Deficient
Do not know
Answered question
Skipped question
Table 4-28
External Community’s’ Response on Considering UPR-Utuado as an
Alternative to Pursue Higher Education
Responses
Yes
No
Do not know
Answered question
Skipped question
Response Percent
Response Count
94.2%
1.0%
4.9%
194
2
10
206
4
107
Chapter 4
F.
Approximately eighty-seven percent (86.9%) of the non-teaching personnel
participants stated that the quality of education is average to excellent (Table 4-29).
However, thirteen percent (13%) asserted having no knowledge on the topic.
Table 4-29
Non Teaching Personnel’s Response on the Quality of UPR-Utuado’s Education
Response
Response Percent
Response Count
46.5%
33.3%
7.1%
0.0%
13.1%
46
33
7
0
13
99
0
Excellent
Satisfactory
Average
Deficient
Do not know
Answered question
Skipped question
According to Table 4-30, the non-teaching personnel participants declared that
bachelor’s degrees should be increased (77.3%), evening programming should be
increased (13.4%), and increase the offerings in transfer programs (9.3%).
Table 4-30
Non-Teaching Personnel’s Opinion on How to Expand the UPR-Utuado’s
Responses
Reinforce tutoring for core courses
Expand DECEP offering (evening courses and certifications)
Offer more bachelor’s degrees (e.g. Agriculture)
Offer Master’s and PhD degrees
Offer courses in Technology/ Medicine/Vet
All responses above
Response Percent
9.3%
77.3%
13.4%
27.8%
Response Count
9
75
13
27
1.0%
7.2%
8.2%
4.1%
3.1%
4.1%
Answered question
Skipped question
108
1
7
8
4
3
4
97
2
Chapter 4
IV. Opinions Concerning Teaching-Learning Experience
A.
Faculty
According to Table 4-31, when the faculty participants were asked on what
strategies/techniques were used during the teaching-learning process, they informed
that the following were the most important in order of preference: lectures (49—70%),
class discussion (14—28.6%),and computerized instruction (7—15.2%); as a second
preference the students indicated: class discussion (17—34.7%), computerized
instruction (15—32.6%), and lectures (8—11.4%).
Table 4-31
Faculty Response on Strategies/Techniques Used During Teaching-learning Process
(Participants stated the Order of Preference)
Respondents
Responses
Response
Percent
Total Response
Count
Lectures
49
70.0%
70
Class discussion
14
28.6%
49
7
15.2%
46
Class discussion
17
34.7%
49
Computerized Instruction
15
32.6%
46
8
11.4%
70
Group Work
12
28.6%
42
Cooperative Work
Individualized teaching
11
7
29.7%
21.2%
37
33
First Preference
Computerized Instruction
Second Preference
Lectures
Third Preference
109
Chapter 4
Faculty participants stated that they use the course syllabus (Table 4-32) as a main
guide (77.9%) and as a daily course planner (13%). The eight percent (7.8%) who did not
reply are members of the Learning Resources Center (librarians). In addition, seventyeight percent (78%) revised their course syllabi each semester to annually (Table 4-33).
Table 4-32
Faculty’s Response on Syllabus Usage
Responses
Main guide for course
Institutional Requisite
Daily Course Planner
N/A
Other, specify
Syllabus should have specific textbook and detailed
exercises
Answered question
Skipped question
Response
Percent
77.9%
1.3%
13.0%
7.8%
1.3%
Response
Count
60
1
10
6
1
1.3%
1
77
4
Table 4-33
Faculty’s Response on Syllabus Revision
Responses
Each Semester
Annually
Never
Other, specify*
N/A
Answered question
Skipped question
Response Percent
Response Count
42.9%
35.1%
1.3%
7.8%
13.0%
33
27
1
6
10
77
4
* The participant did not state his/her revision method.
110
Chapter 4
Table 4-34
Faculty’s Response on how They Use Learning Resources Center Skills
within the Teaching-Learning Process
Answer Options
Always
Sometimes
Never
Answered question
Skipped question
Response Percent
37.8%
56.8%
5.4%
Response Count
28
42
4
74
7
About ninety-five percent (94.6%) of the faculty respondents used Learning
Resources Center skills within their courses. Moreover, almost ninety-five percent
(94.8%) share their strategies/methods with other faculty members (Tables 4-34 and 435).
Table 4-35
Faculty’s Response on How They Share Their Teaching Strategies
with their Peers thus Facilitating the Teaching-Learning Process
Answer Options
Always
Sometimes
Never
Answered question
Skipped question
Response Percent
Response Count
47.4%
47.4%
5.3%
18
18
2
38
43
111
Chapter 4
B.
Students
Student participants were also questioned on their teaching-learning experience.
Among the teaching strategies/techniques mostly used by their professors (Table 4-36),
in order of preference were: class discussions (197—59%), lectures (146—43%), group
work (133—38%), oral presentations (90—26%), cooperative work (83—27%), group
dynamics (77—25%), and lab exercises (77—27%).
Table 4-36
Student’s Response on Strategies/Techniques Used by their Professors during TeachingLearning Process (Participants stated the Order of Preference Professors Used)
Respondents
Responses
Total Response
Count
Response
Professors’ First Preference
Class Discussion
197
59%
334
Lectures
146
43%
343
Group Work
133
38%
350
Oral Presentations
90
26%
345
Cooperative Work
83
27%
311
Group dynamics/
lab exercises
77
25%/27%
314/283
Lectures/Group work
77
22%/22%
343/350
Visiting Lectures
67
24%
275
Cooperative Work
66
21%
311
Professors’ Second Preference
Professors’ Third Preference
112
Chapter 4
When student participants were asked about the teaching strategies/technique
preferences (Table 4-37), they replied: field trips (176—64%), discussion (173—61%),
group dynamics (168—58%), oral presentations (61—22%), individualized instruction
(59—21%), lab exercises (56—22%), group dynamics/cooperative work (54—19%), and
lectures (50—17%).
Table 4-37
Student’s Response on Strategies/Techniques Preferred during the
Teaching-Learning Process
(Participants stated their Order of Preference)
Respondents
Responses
Total Response
Count
Response
First Preference
Field Trips
176
64%
277
Discussion
173
61%
282
Group Dynamics
168
58%
291
Oral Presentations
61
22%
277
Individualized Instruction
59
21%
279
Group dynamics/
Cooperative work
54
19%
291/281
Lab Exercises
56
22%
254
Oral Presentation
55
20%
277
Lectures
50
17%
298
Second Preference
Third Preference
113
Chapter 4
Student participants were also questioned on how the teaching-learning process
helped them enhance their academic skills, and how these skills could be improved.
Their answers were that the process mainly helped in their oral/written communication
in Spanish (324-88%), creativity (249—72%), leadership (246—72%), computer skills
(245—71%), and oral/written communication skills in English (244—68%). Among the
skills that need to be improved are: quantitative analysis (143—68%), oral/written skill
in English (117—32%), research (104—30%), computer skills (98—29%), analysis/
decision-making (78—29%), and creativity (98—28%).
Table 4-38
Student’s Opinion on How the Teaching-Learning Process Helps them Enhance
their Academic Skills/How these Skills should be Improved*
Answer Options
Assists the
Student in their
Development
Should be
Improved
Response
Count
1) Oral and written communication--Spanish
324
88%
43
12%
367
2) Oral and written communication--English
244
68%
117
32%
361
3) Quantitative Analysis
175
55%
143
45%
318
4) Analysis /Decision-making
243
71%
98
29%
341
5) Creativity
249
72%
98
28%
347
6) Research
240
70%
104
30%
344
7) Leadership
246
72%
97
28%
343
8) Ethics
252
75%
84
25%
336
9) Computer Skills
245
71%
98
89%
343
10) Others
N/A
1
Responsibility
1
The LRC Electronic page momentarily confronts difficulties when being accessed
remotely. This makes it difficult to accomplish assignments left by the professor.
1
The Cashier Office has scarce personnel and at times, it is difficult to pay your debts.
Student Aid
Answered question
Skipped question
* More than one answer could be given.
114
1
376
26
Chapter 4
When questioned about their practical experience (Table 4-39), the student
participants indicated that:

the courses of their academic program help them perform the practicum in an
average to excellent manner (99%);

the availability of practicum centers is almost a ninety-five percent (94.7%) average
to excellent;

the adequacy of practice centers is almost ninety-six percent (95.9%) average to
excellent; and

the practicum experience for their professional training is about ninety-nine
percent (98.9%) average to excellent.
In general, ninety-five percent or more of the student respondents stated that
their practicum experience was average to excellent.
Table 4-39
Student’s Opinion on Their Practicum Experience
Answer Options
The courses of your
academic program help you
performed the practicum in
The availability of practicum
centers is …
The adequacy of practicum
centers is …
The practicum experience
for your professional
training is …
Answered question
Skipped question
Average
Deficient
Response
Count
38 (36.5%)
5 (4.9%)
1 (.96%)
104
45 (45.9%)
34 (34.6%)
14 (14.2%)
5 (5.1%)
98
40 (40.4%)
43 (43.4%)
12 (12.1%)
4 (4.0%)
60 (59.4%)
32 (31.6%)
8 (7.9%)
1 (.99%)
Excellent
Good
60 (57.6%)
115
99
101
107
295
Chapter 4
C.
External Community
External community respondents were also questioned on their teachinglearning experience with DECEP. According to Table 4-40, about thirty-three percent
(33.3%) stated having participated in the Division of Continuing Education and
Professional Studies (DECEP) courses.
Table 4-40
External Community’s Response on having Participated in DECEP Courses
Answer Options
Yes
No
Unaware of the program
Answered question
Skipped question
Response Percent
33.3%
63.5%
3.1%
Response Count
32
61
3
96
114
When asked when these courses were taken, fifty-six percent (56%) of
respondents had mainly studied at DECEP during the 2004-06 to 2008-10 period.
Table 4-41
External Community’s Response on When DECEP Courses Were Taken
Answer Options
Before 2000
2000-2002
2002-2004
2004-2006
2006-2008
2008-2010
Answered question
Skipped question
Response Percent
Response Count
20.0%
8.0%
16.0%
24.0%
8.0%
24.0%
5
2
4
6
2
6
25
185
116
Chapter 4
The reasons to study at DECEP were: professional growth purposes (72.2%),
personal satisfaction (27.8%), and for a job raise (13.9%)—Table 4-42.
Table 4-42
External Community’s Response on Reasons to Take DECEP Courses
Answer Options
Response Percent
Response Count
Professional growth
72.2%
26
Obtain a raise
13.9%
5
Personal satisfaction
27.8%
10
To develop a business
8.3%
3
11.0%
4
Other, not specify
Answered question
36
Skipped question
174
Ninety-six percent (95.6%) of respondents were partially to totally satisfied with
the course (Table 4-43).
Table 4-43
External Community’s Response on Satisfaction with DECEP Courses
Answer Options
Response Percent
Response Count
Totally satisfied
75.6%
34
Partially satisfied
20.0%
9
4.4%
2
Not satisfied
Answered question
Skipped question
45
165
117
Chapter 4
Moreover, they also declared that the faculty’s performance and program overall
was about seventy-one percent (70.8%) excellent and about twenty-one percent
(20.8%) good (Table 4-44 and 4-45).
Table 4-44
External Community’s Response on Faculty Performance
Answer Options
Excellent
Good
Average
Poor
Answered question
Skipped question
Response Percent
70.8%
20.8%
8.4%
0.0%
Response Count
34
10
4
0
48
162
Table 4-45
External Community’s Response on DECEP Program
Answer Options
Excellent
Good
Average
Poor
Answered question
Skipped question
Response Percent
Response Count
66.7%
24.4%
8.9%
0.0%
30
11
4
0
45
165
118
Chapter 4
V.
Opinions Concerning Academic Programs’ Laboratories
A. Faculty
About forty-six percent (45.9%) of the faculty participants use the lab facilities
(Table 4-46). A total of eighty-three percent (83.4%) understand that the lab facilities
are adequate (Table 4-47).
Table 4-46
Faculty’s Response on Laboratory Usage
Answer Options
Response Percent
Response Count
Yes
45.9%
34
No
54.1%
40
Answered question
74
Skipped question
7
Table 4-47
Faculty’s Response on Laboratory Adequacy
Answer Options
Response Percent
Response Count
Completely agree
30.6%
11
Partially agree
38.9%
14
Agree
13.9%
5
Does not agree
16.7%
6
Answered question
36
Skipped question
45
119
Chapter 4
The faculty participants also responded that the laboratory materials (91.1%)
and equipment (91.5%) adequately to totally adequately facilitate the teaching-learning
process (Tables 4-48 and 4-49).
Table 4-48
Faculty’s Response on How Laboratory Materials Enhances the Teaching-Learning Process
Answer Options
Completely agree
Partially agree
Agree
Does not agree
Answered question
Skipped question
Response Percent
44.1%
17.6%
29.4%
8.8%
Response Count
15
6
10
3
34
47
Table 4-49
Faculty’s Response on How Laboratory Equipment Enhances the Teaching-Learning Process
Answer Options
Completely agree
Partially agree
Agree
Does not agree
Answered question
Skipped question
Response Percent
45.7%
22.9%
22.9%
8.6%
Response Count
16
8
8
3
35
46
120
Chapter 4
However, when asked on the degree of sufficiency of lab equipment for teachinglearning purposes, almost eighty-six percent (85.8%) of the faculty respondents agreed
to totally agree of its capability of fulfilling the needs of their teaching-learning process
(Table 4-50). Moreover, only 48.6% of respondents received technical laboratory
assistance (Table 4-51).
Table 4-50
Faculty’s Response on How the Degree of Sufficiency of Laboratory
Equipment Fulfills the Needs of the Teaching-Learning Process
Answer Options
Completely agree
Partially agree
Agree
Does not agree
Answered question
Skipped question
Response Percent
Response Count
28.6%
42.9%
14.3%
14.3%
10
15
5
5
35
46
Table 4-51
Faculty’s Response on the Degree of Laboratory Assistance Received to
Fulfill the Teaching-Learning Process
Answer Options
Always
Sometimes
Never
Answered question
Skipped question
Response Percent
Response Count
48.6%
37.1%
14.3%
17
13
5
35
46
121
Chapter 4
Almost fifty percent (48.6%) of the faculty participants always receive the
requested course and lab materials needed for their classes (Table 4-52). In addition,
about forty-one percent (40.5%) always use the technological lab as an additional
resource for their courses (Table 4-53).
Table 4-52
Faculty’s Response on the Degree of Laboratory Materials Received
to Fulfill the Teaching-Learning Process
Answer Options
Response Percent
Response Count
Always
48.6%
11
Sometimes
37.1%
20
Never
14.3%
1
Answered question
32
Skipped question
49
Table 4-53
Faculty’s Response on the Degree of Usage of the Technology Laboratory
as an Additional Teaching Resource
Answer Options
Response Percent
Response Count
Always
40.5%
15
Sometimes
24.3%
9
Never
35.1%
13
Answered question
37
Skipped question
44
122
Chapter 4
B. Students
According to the students’ (Table 4-54), the relation between theory and
practice in courses with laboratory is as follows:

Agricultural technology .................
87%

Natural Sciences:
................
92%

Office Systems:
.................
88%

English:
.................
90%
On average, the courses being taken had an excellent to good response of
eighty-nine percent (89%) or more of relation between theory and practice.
Table 4-54
Students’ Response on Relation between Theory and Practice in Courses with Laboratory
Answer Options
Excellent
Good
Average
Deficient
Response
Count
52
60%
23
27%
9
10%
3
3%
87
Natural Sciences
67
48%
62
44%
9
7%
2
1%
140
Office Systems
46
55%
28
33%
6
7%
4
5%
84
156
58%
87
32%
21
8%
6
2%
270
English
Answered question
Skipped question
123
332
70
Chapter 4
The student respondents evaluated the physical facilities at UPR-Utuado as:

Classrooms: ........................................ 97% average to excellent

Agricultural technology Laboratories:

Natural Science Laboratories: ............ 55% average to excellent

English Laboratories: ......................... 89% average to excellent

Office Systems’ Laboratories: ............ 43% average to excellent

Cafeteria: ............................................ 86% average to excellent
40% average to excellent
The student stated in general that the classrooms, the English lab, and cafeteria
were beyond satisfaction. However, areas such as agricultural technology, natural
sciences, and office system labs need an infrastructure update. The reason for low
scores could be that forty-four percent (44%) or more stated not having used these
facilities. Nonetheless, the areas stated needs to be revised by Administrative Affairs
Deanship in order to confirm the necessary update of facilities.
Table 4-55
Students’ Opinion on the Physical Facilities of UPR-Utuado
Answer Options
1) Classroom
2) Agricultural
Technology
Laboratories
3) Natural Sciences
Laboratories
4) English
Laboratories
5) Office System’s
Laboratories
6) Cafeteria
Excellent
Good
Average
Deficient
N/A—
Have not
used the
Facilities
134
36%
172
46%
54
15%
10
3%
0
0%
370
56
16%
63
17%
25
7%
9
2%
204
58%
357
83
23%
84
23%
30
9%
5
1%
157
44%
359
130
36%
143
39%
51
14%
14
4%
27
7%
365
72
21%
64
18%
14
4%
4
1%
196
56%
350
103
28%
143
39%
69
19%
46
13%
7
1%
368
Answered question
Skipped question
124
Response
Count
370
32
Chapter 4
V.
Findings, Conclusions, and Recommendations
A. Findings
2000-2003 Cohorts
In general, the results of the 2000 to 2003 Cohorts reveal the following:
o
Forty-one percent (41%) of the bachelor’s degree students completed an
academic grade in 200% of the time required.
o
Seventeen percent (17%) of the Associate degree students completed an
academic grade in 200%
of the time required.
o
Forty-five percent (45%) of the Transfer students successfully graduated or
completed the transfer requirements in 200% of the time required.
o Ten percent (10%) of the students transferred to another institution.
Faculty
o
Approximately ninety-two percent (91.7%) of the faculty questionnaire
respondents indicated that the students’ needs were considered during
academic programming procedures.
o
Almost eighty-one percent (80.6%) also stated that the student population’
needs were also attended for the summer academic programming.
o
Ninety-three percent (93%) of the faculty respondents agreed totally that the
courses were adequate.
Students
125
o
The majority of the student survey participants do not work while studying
(75%); only twenty-five percent responded (25%) in affirmative.
o
Student respondents also became familiar with UPR-Utuado mainly via
orientation at their high schools (34.8%), friends and/or relatives (34.3%),
and orientation offered by their counselors (31.8%).
o
Students were mainly motivated to study at UPR-Utuado because the
institution offers what they desire to study (40.8%), its geographical location
(28.9%), and need to raise their GPA (19.7%).
Chapter 4
o
The main reasons given by students to study at the UPR-Utuado were quality
of program (307), faculty (282), hospitality (274), infrastructure (248),
technological resources (247), and geographical location (242). Reasons
given for not studying at the UPR-Utuado were: does not have the program
I desire (147), student housing facilities (138), transportation (93), lacks area
of specialization (60), and geographical location (51).
o
The student respondents stated that seventy-eight percent (78%) had never
requested academic program change; only twenty-two percent (22%) had
undergone the process.
o
About seventy percent (70.2%) stated that a change in academic
programming was not among their options.
o
Approximately thirty-two percent (31.9%) would consider a program change
with UPR-Utuado and seventy-two percent (72.3%) would want to transfer to
another campus of the UPR System.
o
Almost eighty percent (80.2%) of the student participants indicated that they
will pursue a bachelor’s degree in their field if available at the UPR-Utuado.
o
Ninety percent (90%) of the student participants declared their desire of
pursuing a bachelor’s degree of interest in another institution if the degree
was not available at the UPR-Utuado.
o
In general, the student respondents indicated that the academic offering at
UPR-Utuado were about ninety-eight percent (97.2%) average to excellent.
Ninety-nine percent (99.3%) of the participants also stated that UPRUtuado’s academic training has enabled them to compete professionally.
Administrators
o
Only forty-five percent (45%) of the administrators stated to have direct
influence in the academic offering.
o
Eighty percent (80%) understood that an increase of offerings in bachelor’s
degrees was essential; forty percent (40%) also understood that the night
programming needed to be expanded.
Non-teaching Personnel
o
126
Approximately eighty-seven percent (86.9%) of the non-teaching personnel
participants stated that the quality of education is average to excellent.
However, thirteen percent (13%) asserted having no knowledge on the
topic.
Chapter 4
o
The non-teaching personnel participants declared that bachelor’s degrees
should be increased (77.3%), night programming should be increased
(13.4%), and increase the offerings in transfer programs (9.3%).
Advisory Board
o
Almost thirty-eight percent (37.8%) stated that increasing the offering of
associate degrees and bachelor’s degrees was essential; thirteen percent
(12.5%) also understood that the Division of Continuing Education and
Professional Studies programming was important.
External Community
o
A total of almost eighty-four percent (83.6%) believed that increasing the
offering of bachelor’s degrees was important. Forty-four percent (44.9%)
also understood that the night programming was important.
o
Approximately twenty-six percent (25.9%) considered that transfer degrees
could also be beneficial to the institution.
o
The external community respondents confirmed that the quality of UPRUtuado’s education is ninety-one percent (91%) average to excellent.
o
The external community respondents considered UPR-Utuado as an
alternative to pursue higher education (94.2%).
Opinions Concerning Teaching-Learning Experience Faculty
127
o
Faculty participants informed that the following teaching-learning
strategies/techniques were the most important for them in order of
preference: lectures (49), computerized instruction (15), class discussion
(14), group work (12), cooperative work (11), and individualized teaching
(7).
o
Faculty participants stated that they use the course syllabus as a main guide
(77.9%) and as a daily course planner (13%). In addition, seventy-eight
percent (78%) revised their course syllabi each semester to annually.
o
About ninety-five percent (94.6%) of the faculty respondents used library
skills within their courses. Moreover, almost ninety-five percent (94.8%)
share their strategies/methods with other faculty members.
Chapter 4
Students
o
Student participants informed that the teaching strategies/techniques
mostly used by their professors were: class discussions (197—59%),
lectures (146—43%), group work (133—38%), oral presentations (90—26%),
cooperative work (83—27%), group dynamics (77—25%), and lab exercises
(77—27%).
o
Student participants stated that the teaching strategies/techniques they
preferred were: field trips (176—64%), discussion (173—61%), group
dynamics (168—58%), oral presentations (61—22%), individualized
instruction (59—21%), lab exercises (56—22%), group
dynamics/cooperative work (54—19%), and lectures (50—17%).
o
Student participants declared that teaching-learning process helped them
enhance their academic skills in the following ways: in their oral/written
communication in Spanish (324-88%), creativity (249—72%), leadership
(246—72%), computer skills (245—71%), and oral/written communication
skills in English (244—68%). Among the skills that need to be improved are:
quantitative analysis (143—68%), oral/written skill in English (117—32%),
research (104—30%), computer skills (98—29%), analysis/ decision-making
(78—29%), and creativity (98—28%).
o
Ninety-five percent or more of the student respondents stated that their
practicum experience was average to excellent.
External Community
128
o
About thirty-three percent (33.3%) of the external community respondents
stated having participated in the Division of Continuing Education and
Professional Studies (DECEP) courses.
o
Seventy-two percent (72 %) of respondents had mainly studied at the
Division of Continuing Education and Professional Studies during the 200406 to 2008-10 period.
o
The reasons given to study at DECEP were: professional growth purposes
(72.2%), personal satisfaction (27.8%), and for a job raise (13.9%).
o
Ninety-six percent (95.6%) of respondents were partially to totally satisfied
with the course.
o
They also declared that the faculty’s performance and program overall was
about ninety-two percent (91.6%) good to excellent.
Chapter 4
Opinions Concerning Academic Programs’ Laboratories Faculty
o
Approximately forty-six percent (45.9%) of the faculty participants use the
lab facilities, and eighty-three percent (83.4%) understand that the lab
facilities are adequate.
o
The faculty participants also responded that the laboratory materials
(91.1%) and equipment (91.5%) adequately to totally adequately facilitate
the teaching-learning process.
o
Almost eighty-six percent (85.8%) of the faculty respondents agreed to
totally agree of its capability of fulfilling the needs of their teaching-learning
process. Moreover, only 48.6% of respondents received technical
laboratory assistance.
o
Almost fifty percent (48.6%) of the faculty participants always receive the
requested course and lab materials needed for their classes. In addition,
about forty-one percent (40.5%) always use the technological lab as an
additional resource for their courses.
o
The correspondence between theory and practice in courses with
laboratory is as follows: agricultural technology (87%), natural sciences
(92%), office systems (88%), English (90%). The courses being taken had an
excellent to good response of eighty-nine percent (89%) or more of
correspondence between theory and practice.
Students
o
129
The student respondents evaluated the physical facilities of UPR-Utuado
such as classrooms (97%), Agricultural technology laboratories (40%),
Natural Sciences laboratories (55%), English laboratories (89%), Office
System laboratories (43%) and cafeteria (86%) average to excellent.
Chapter 4
B. Conclusions
Academic Offerings
o
The results confirm the need to expand the academic programming at the
UPR-Utuado (administrators (80%), non teaching personnel (77.3%),
advisory board (38.7%), and external community (87%). Years have been
spent in writing bachelor’s degree proposals for programs in both
Agricultural Technology and Natural Sciences. However, the projects have
been unsuccessful in attaining final approval by the UPR-System’s Central
Administration. The self-study community acknowledges that both the
program accreditations obtained by institutional efforts and the
community’s responses demonstrate that UPR-Utuado is more than ready
to expand its academic programming. This gradual expansion would allow
the institution to improve its academic service and retain a larger number of
its students which currently leave to pursue or finish their degrees in other
institutions.
Teaching-Learning Experience
o
Both faculty and students concurred with six (6) of the nine (9) teaching
strategies/techniques used in the classroom: class discussions, group
dynamics, oral presentations, cooperative work, lab exercises, and lectures.
Overall, student respondents stated that their practicum experience was
ninety-five percent (95%) or more average to excellent. Still, there are skills
that need to be strengthened such as quantitative analysis, oral/written
skills in English, research, analysis/decision-making, creativity, and
computer skills. These proficiencies need to be addressed in assessment
meetings within the Academic Affairs Dean and the academic departments
in order to find new ways in which to strengthen the areas throughout the
teaching-learning process.
Laboratories
o
130
Overall, faculty and students recognized labs and classroom to be adequate
to totally adequate for teaching-learning purposes. Nonetheless, areas such
as agricultural technology/natural science/office system labs scored below
satisfaction. The reason for low scores could be that forty-four percent
(44%) or more answered not having used these facilities. The self-study
committee suggests the mentioned areas to be examined and needs to be
attended.
Chapter 4
C.
Recommendations
Due to current budget constraints, new academic programs have been placed
on hold; however proposals submitted by the natural sciences and agricultural
technology departments of UPR-Utuado to the UPR Vice Presidency of
Academic Affairs’ Office need to be kept updated. As soon as the systemic
budget progresses, meetings between the UPR-Utuado (Chancellor, Academic
Affairs Dean, and Agricultural Technology and natural sciences departments’
representatives) and the UPR System (officials of Vice-presidency of Academic
Affairs) should be continued to discuss the status of these proposals and the
possibilities for academic degree expansion at the UPR-Utuado. The faculty was
increased anticipating the approval of these proposals; it is time to allow UPRUtuado to increase it its degree offerings.
A thorough revision of the agricultural technology laboratories should be
performed by Administrative Affairs Deanship in order to develop the necessary
update of facilities.
131
Chapter 5
General Education Component
132
Chapter 5
General Education Component and Related
Educational Activities (GERE)
The following aspects were considered during the evaluation of the Institution’s
general education and related educational activities (GERE): curriculum, assessment,
educational activities, and structures of the general education component. The
information was acquired through institutional document analysis, interviews, meetings,
and the data collected through the on-line/print self-study questionnaires distributed
during the second semester of 2009-2010.
I.
General Education and Related Educational Activities Synthesis
As stated previously in the UPR-Utuado’s Periodic Review Report (June 2006), the
past five years (2005-2010) have been a continuous process of college review and
reinforcement due to the various academic programs undergoing professional
accreditation (Education, Business Administration, Office Systems and the Learning
Resources Center). The institutional desire to seek and obtain these official recognitions
of excellence has also motivated the constant scrutiny of the GERE program. The
Institution understands that no academic program can soundly stand unless its General
Education (GE) courses also withstand the test. Thus, the following compilation
presents the development of this analysis.
II.
The GERE Component at UPR-Utuado and its Revision
The UPR-Utuado GERE component is divided into two (2) major areas:
foundations and perspectives. Foundations are core courses that center the diversity of
thought and knowledge: mathematics, written expression, thinking, and reasoning.
Perspectives expose students to the complex nature of the real world: social and
natural sciences, comparative cultures, and the human past. Both areas have been
designed to incorporate instruction and practice of the following skills: written and oral
communication, critical thinking, logical reasoning, references and resources, the
scientific method, and valuing process. Therefore, the following courses are part of the
GERE component:
133
Chapter 5
Basic Spanish I & II
ESPA 3101-02
An introduction to the study of the historical and grammatical aspects of the
Spanish language, as well as a view of the literary creations in Spanish (basic
themes in the short story and the novel).
The second part of the course is a continuation of grammatical aspects of the
Spanish language, a division of contemporary Spanish literature by studying the
basic themes in the essay, drama, and poetry genres.
Basic English
INGL 3101-02
This two-semester course is designed for students who scored 451 or less on the
English CEEB. This course integrates the four language skills: listening, speaking,
reading, and writing while developing the students’ vocabulary and grammatical
structures.
Introduction to Western Civilization
HUMA 3101-02
A study of the most representative aspects of the Western Culture, taking into
consideration its Greeks, Roman, and Medieval origins. The study is carried out
by means of the critical analysis of literary, philosophical, artistic, and religious
classical works.
Introduction to Social Sciences
CISO 3121-22
The scientific study of human interaction by examining the scientific method
and its application to the study of human behavior. An examination of the
social forces which have shaped the world in which we live. The analysis of the
individual as part of the social problem is examined by studying the basic
principles of sociology, anthropology and psychology. The course is an analysis
of the basic principles of the theory of personality and the elements that affect
its formation.
The second part of the course focuses on basic principles of social institutions
with an emphasis on family, problematic political situation and the economic
powers that affect social life. Concepts in ecology, demography, and universal
social processes will be studied.
134
Chapter 5
Introduction to Mathematics
MATE 3001-02
The first part of the course includes the discussion of: set theory, exponents,
algebraic functions and their graphs, polynomials and inequalities, matrixes and
determinants, system of equations, combinations, complex numbers, and the
binomial theory.
The second part of the courses discusses: the exponential function, logarithm,
trigonometric functions and their inverse, mathematical induction, progression
and geometric series, and vectors.
Biological Sciences
BIOL
3001-02
The first part of the course studies the fundamental concepts of biology,
including the structural and chemical composition of living matter, the cell unit,
the cellular and genetic metabolism with emphasis on man.
The second part of the course includes the study of ecology development,
evolution, hormonal and nervous control, and the anatomical and physiological
aspects of life. This one-year course is for students who are not in the
department of Natural Sciences.
Introduction to Physics
CIFI 3001-02
The course presents the student with a general view of the historical and
philosophical evolution of physics. The purpose of this course is to introduce
science, not as a static collection of facts and formulas, but as a living body of
concepts continuous development. A brief discussion of the evolution of
astronomy takes us from the Aristotelian to the Newtonian universe. The
theories of motion, universal gravitation and the principle of conservation will be
examined.
The second part of the course presents the point of view of the evolution of
concepts, the theories of electricity, magnetism, the development of the atomic
theory of matter and those fundamental ideas that make modern physics a
predominant cultural factor of this century.
According to the student’s academic program, GE courses are integrated to their
associate, bachelor’s or transfer program in order to fulfill institutional and academic
program requirements.
135
Chapter 5
III.
Study Comparing the General Education and Related Educational
Activities (GERE) and the UPR-Utuado’s Mission with Strategic Planning
Throughout the years, the UPR-Utuado GERE component has served as the
framework for all academic programs. In order to accomplish this goal, just as all
college programs, GERE also undergoes scrutiny for institutional mission and strategic
planning compliance. Since the GERE component is found within the academic
programs, it fulfills the following objectives of the institutional mission:
GERE is an essential part of providing a relevant and quality post-secondary
education in the areas of Agricultural Technology, Educational and
Administrative professions, and in the Arts and Sciences (Objective 1).
GERE is an integral part for the formation of graduates’ intellectual and
moral growth which is prepared by their skills, attitudes and habits
(Objective 3).
GERE also stimulates the students’ lifelong-learning attitude that enriches
the cultural enjoyment (Objective 6).
Moreover, when examining the GERE component in light of the institutional
strategic plan, GERE offers through its courses a diversity of skills that aim to:
o
Stimulate the development of agriculture, the economy, education,
technology, and environmental conservation (Strategic Goal 1).
o
Promote the integral development of students by strengthening ethical,
aesthetical, intellectual, and social values that will enable them to contribute to
the development of Puerto Rico in a global and multicultural world (Strategic
Goal 2).
o
Stimulate creation and research in agriculture, science, technology and the arts
in order to meet the demands of an ever-changing job market (Strategic Goal 3).
In other words, the GERE component supports the UPR-Utuado commitment as
an institution of study, analysis and ideas for the academic, social and economical
progress of Puerto Rico.
136
Chapter 5
IV.
The General Education and Related Educational Activities (GERE)
Component at UPR-Utuado and its Revision
The academic year of 2005-06 was primarily geared to define the expected
learning outcomes of the GE Program. The steps taken were as follows:
137
o
Learning Outcomes Aligned with courses and activities (Relation Between
Institutional Learning Goals and Course/Activity Objectives). The table
includes all GE courses taken by associate, bachelor’s and transfer
programs.
o
General Education Learning Goals aligned to General Education Courses
Objectives (See Relation between Institutional Learning Goals and
Course/Activity Objectives--Reduced version and Profile of Graduates of
the UPR Utuado in the Area of General Education
o
An assessment study was also performed with the GE learning goals and
the Teachers’ Licensing exam in order to measure composition skills.
Chapter 5
V.
Title V Project at UPR-Utuado
The UPR-Utuado received a five-year grant (2002-2007) the Department of
Education Title V Program for the amount of $2,875,000.00 in order to support the
following two synergistically linked activities:
A.
Activity I: Enhancing student learning outcomes through
integration of web-based technology in developmental
education and course curriculum
Through the integration of web-based technology in both developmental and
GE courses and the enhancement of the Student Tracking System created with previous
Title V funds, UPR-Utuado sought to improve the achievement and retention of its at
risk, low-income Hispanic students. Aiming to retain and graduate a 5% to 10%
increase over previous years, the University proposed to intensively support course
revisions and delivery with new virtual classrooms. Faculty was trained in the use of
technology, both during the academic year and in summer seminars. To assess student
satisfaction, target students were followed through to the end of the project, while
monitoring the success of online counseling/advising and the effectiveness of the
improved Tracking System.
Achievements
138
o
Faculty members completed a questionnaire to identify their
training needs and computer literacy. The first of a series of 10
workshops on technological application was offered. According to
evaluations, it was excellent.
o
Training for development of educational online modules by faculty
was scheduled for summer and fall semesters.
o
Meetings with the Marvel’s Architects Firm were conducted to
design computer laboratory facilities according to college
aesthetics. Designs were submitted to the Central Administration
for approval and referral to the Board of Trustees. UPR-Utuado’s
Planning Office submitted a proposal to Central Administration
requesting funds for a second floor to house faculty offices.
o
Project personnel attended Educause Annual Conference to learn
emerging technology. Extensive internet search has been
conducted to identify necessary equipment and supplies.
o
Regular staff meetings were conducted to give follow-up to activity
objectives and budget expenditures.
Chapter 5
B. Activity II: Improvement of student services through the
implementation of online registration, advising, and counseling
A technology-based program for the development of the Information literacy
Program was created to support the new LRC’s facilities inaugurated in the Fall of 2007.
The UPR-Utuado sought to incorporate key information literacy skills into its
curriculum, especially in GE courses. The University aimed to offer its students, and
those from regional area high schools, the training, equipment and expert resources in
those information literacy skills most necessary for their coursework and future job
performance.
Achievements
o
A computer programmer was hired to upgrade the procedures
using the existing Student Information System (SIS), for advice and
registration.
o
A questionnaire was submitted to the student population to find
out their needs and the possibility of establishing a Cyber Café for
training, advising, and online registration.
o
Essential equipment was identified and requisitions submitted for
purchase.
o
In terms of project management, an Institutional Task Force was
designated, regular meetings were conducted, monthly reports
were submitted to the chancellor, and efforts were made to
accelerate project objectives.
o
An external evaluator was hired for the Project.
C. Current Title V Achievements
Objectives such as courses integration of web-based technology into program
curricula, are now available through BlackBoards (now Moodle) distance learning
platform. Faculty’s empowerment in the use of technology for enhancing the learning
and teaching practices, students accesses to a diversity of means and portals through
an institutional web page, were all expectancies met and surpassed. These activities
did not exist prior to Title V at UPR-Utuado. As a matter of fact, the Institution can be
seen or studied from a comparative point of view, in terms of a before and after math
of Title V presence within the campus.
139
Chapter 5
Although student retention and graduation rates were not raised as expected,
they did not lower. Furthermore, while a 10% of improvement in student retention
was expected. Projects’ targeted courses (enhanced with the use of the developed
projects methodologies and strategies) obtained an average retention rate of 14.5%,
thus surpassing the expected percentage by a 4.5% of increase. This fact strongly
reveals that, at UPR-Utuado computerized technology at this stage of the process
enhances students’ academic progress, performance, and retention.
Student retention rate fluctuates from 68% to 70%. In the targeted courses, the
rate was of 86%. These facts serve to document projects’ success, among other
outstanding and significant actions, such as the establishment of the following:
o
Summer Training Institute on Technology and Educational Strategies and
Issues (IVETE). During the summer sessions of 2003 to 2007, professional
workshops were offered in the areas of education, technology, learning
styles, and neurolinguistics programming. A total of 46 professors
participated in this event. A proposal was submitted to integrate this
summer project to the university’s professional growth program via
recurrent institutional funds. However, the project was detained due to the
fiscal crisis. Still, the faculty benefits from the annual workshops offered
throughout the academic fiscal years.
o
Blackboard—Due to the high costs of the Blackboard License, UPR-Utuado
decided to implement a new platform in December 2008. The Moodle
Platform was considered a low cost alternative for on-line educational
learning. Currently, 29 professors have active accounts; 18 have been
trained during the academic year 2009-10.
o
On line students’ services, such as registration and enrollment, academic
records access, and e-mail/pin numbers access continues to be offered.
o
On-line Guidance and Academic Counseling testing innovations (CIRINO and
LASSI). During the 2007-08 academic year the CIRINO and LASSI programs
were tested. Due to a lack of funds and human resources, the program
could not be incorporated as an additional source to the current services
offered by the Counseling and Orientation Office.
o
Data was gathered on basic/developmental skills courses assessments and
benchmarking, for required and requested accreditation, certification
agencies, and self- study reports.
140
Chapter 5
o
As stated previously, faculty is trained on technology use for academic
purposes.
o
Building, equipping, remodeling and renovating classrooms, labs and
professors office spaces for servicing students in their academic needs is
continuous on campus grounds. Title V Building is still being used as student
classrooms with technological access and as training area for technological
training of the faculty.
In general, UPR-Utuado’s Title V Project met all of the objectives on behalf of
students’ academic progress and retention. For more information on this project, see
Title V Projects Evaluation Reports November 2005 and October 2007.
VI.
obtained through: institutional documents, personal/focus group’s interviews, and
electronic/printed questionnaires. The following information was compiled through
the community’s input provided via questionnaires.
When queried on the quantity of GE courses offered in their study program, the
following was stated:
o
o
o
o
o
o
141
Mathematics
English
Spanish
Humanities
Social Sciences
Computers
96%
98%
99%
98%
100%
94%
average to excellent
Chapter 5
In general the quantity of GE courses was perceived as 94% or more average to
excellent by the student participants (Table 5-1).
Table 5-1
Students’ Opinion on the Quantity of General Education Courses Offered in Their Program of Study
Answer Options
Mathematics
English
Spanish
Humanities
Social Sciences
Computers
Answered questions
Skipped questions
Excellent
No.
160
206
228
181
180
163
%
43%
54%
60%
54%
52%
48%
Good
No.
156
145
134
113
130
108
%
42%
38%
35%
34%
37%
32%
Average
No.
41
24
16
33
38
47
%
11%
6.3%
4.2%
9.8%
11%
14%
Deficient
No.
15
3
2
8
0
23
Response
Count
%
4%
.8%
.5%
2.3%
0%
7%
372
378
380
335
348
341
383
19
In addition, when asked on the quality of GE courses offered in their study
program, the following was informed:
o
o
o
o
o
o
Mathematics
English
Spanish
Humanities
Social Sciences
Computers
96%
99%
98%
98%
100%
96%
Overall, the quality of GE course was perceived as 96% or more average to
excellent by the student participants (Table 5-2).
Table 5-2
Students’ Opinion on the Quality of General Education Courses Offered in Their Program of Study
Answer Options
Mathematics
English
Spanish
Humanities
Social Sciences
Computers
Answered questions
Skipped questions
Excellent
No.
152
188
195
164
156
155
%
44%
54%
56%
52%
48%
49%
Good
No.
131
141
130
110
135
117
%
38%
40%
37%
35%
43%
37%
Average
No.
48
19
19
33
31
31
%
14%
5%
5%
11%
9%
10%
Deficient
No.
13
2
4
5
0
13
%
4%
.5%
1%
2%
0%
4%
142
Response
Count
344
350
348
312
322
316
354
48
Chapter 5
Table 5-3 reveals the overall opinion student participants had on the past and
current academic semesters:
o
Almost one-hundred percent (99.6%) evaluated their first academic
semester as average to excellent.
o
Approximately ninety-nine percent (98.8%) evaluated their second
academic semester as average to excellent.
o
Eighty-nine percent (89.2%) evaluated their summer session as average to
excellent.
By and large, the student respondents evaluated their academic offering by
semester as ninety percent (90%) or more average to excellent.
Table 5-3
Students’ Opinion on the Academic Offering by Semester at UPR-Utuado
Response
Options
First Semester
Second Semester
Summer
Answered
Skipped
Student Respondents
Excellent
%
Good
%
Average
%
Poor
%
232
205
47
59.9%
53.9%
30.7%
136
155
59
35.1%
40.7%
38.5%
18
16
32
4.6%
4.2%
20%
1
4
15
1.2%
1.0%
9.8%
143
Response
Count
387
380
153
390
12
Chapter 5
VII.
A. Findings
B.
o
When asked on the quantity of GE courses offered in their study program,
students indicated that mathematics (96%), English (98%), Spanish (99%),
humanities (98%), social sciences (100%), computers (94%) were average
to excellent. Overall, the quality of GE course was perceived as 94% or
more average to excellent by the student participants.
o
When asked on the quality of GE courses offered in their study program,
students indicated that mathematics (96%), English (99%), Spanish (98%),
humanities (98%, social sciences (100%), computers (96%) were average to
excellent. Overall, the quality of GE course was perceived as 96% or more
average to excellent by the student participants.
o
Almost one-hundred percent (99.6%) evaluated their first academic
semester as average to excellent. Approximately ninety-nine percent
(98.8%) evaluated their second academic semester as average to
excellent. Nearly ninety percent (89.2%) evaluated their summer
session as average to excellent. By and large, the student
respondents evaluated their academic semesters as ninety percent
(90%) or more average to excellent.
Conclusions
Compliance with Mission and Strategic Planning
o
144
Throughout the years, the UPR-Utuado GERE component has served as the
framework of all academic programs. In order to accomplish this goal, just
as all college programs, GERE also undergoes scrutiny for institutional
mission and strategic planning compliance; it is found to fulfill the
institutional mission’s objectives 1, 3, and 6, and the institutional strategic
planning goals 1, 2, and 3.
Chapter 5
Components and Revision
o
The UPR-Utuado GERE component is divided into two (2) major areas:
foundations (core courses that study the diversity of thought and
knowledge: mathematics, written expression, thinking, and reasoning),
and perspectives (expose students to the complex nature of the real world:
social and natural sciences, comparative cultures, and the human past).
These two areas are found within the seven GE courses offered at UPRUtuado.
o
During the 2005-06 academic year, the GE component was aligned to all
associate, bachelor’s and transfer programs offered at UPR-Utuado. In
addition, GE learning goals were also aligned to GE courses objectives. An
assessment study with the LE learning goals and the Teachers’ License
Exam was also performed to measure composition skills.
C. Recommendations
o
145
The institutional GERE component must continue to work in accordance
with all academic programs. As the academic foundation to all academic
degrees, it must constantly be assessed for the compliance of institutional
mission, strategic planning, and accreditation purposes. New projects
need to be developed for the enrichment of this component.
Chapter 6
146
Chapter 6
I.
Student Learning Assessment Synthesis
Soon after the last UPR-Utuado’s Self-Study (2000), the University of Puerto Rico
(Central Administration) in its strategic plan, Ten for the Decade, set as an institutional
primary goal to seek accreditation for individual academic programs. Funds and staff
were directed towards the accomplishment of this goal. Once this decision had been
made at the central level, the plan for the student learning assessment at the UPRUtuado changed directions and began to respond to the guidelines of the programs
seeking accreditation (i.e. Elementary Education, Business Administration, Office
Systems, and the Learning Resources Center). For this reason, much of the work in the
assessment of student learning during the past 7-10 years has been done in these four
areas. The following list indicates the name of the organization that accredited each of
the abovementioned programs:
Table 6-1
Accrediting Associations
Academic Program
Accrediting Association
Year Accredited
ACRL: Association of College
and Research Libraries
February 2008
Bachelor’s in Elementary
Education
NCATE: National Council for
the Accreditation of Teachers’
Education
May 2009
Bachelor’s in Business
Administration
ACBSP: Association of
Collegiate of Business Schools
and Programs
May 2010
Bachelor’s in Office Systems
ACBSP: Association of
Collegiate of Business Schools
and Programs
May 2010
Source: PIRO
147
Chapter 6
The following section illustrates how each of these four (4) recently-accredited
academic programs responded to these areas.
II.
Selection, Implementation, Modification and Integration of
Assessment Methods at UPR-Utuado
A. Academic Departments
UPR-Utuado’s Business Administration Program has had an outcome assessment
plan since 2004. This process has been supported by strategic planning. The results
have been used to improve student’s learning throughout the program. As a result of
the continuous assessment program, a Systematic Outcomes Assessment Plan was
established in September 2007. The outcome assessment plan is based on the
program‘s mission and goals. The Business Administration Program is required to
perform curriculum revisions in a five-year cycle, through which it updates course
content, application programs, and teaching-learning strategies. As a result, a
continuous assessment activity portfolio has been assembled, which comprises active
student satisfaction questionnaires, graduation rates analysis, feedback from
departmental committees, and entry and exit student interviews. Moreover, formal
actions are taken according to an annual calendar set by the Campus Administrative
Board and Academic Senate to evaluate administrators and faculty performance.
Our University’s governance structure, described previously, facilitates and
fosters the incorporation of the assessment results into decisions on new program or
institutional directions in response to new needs. The flowchart illustrates the process
followed by the Business Administration faculty in order to assess student learning
(Business Administration Self-Study, page 80).
148
Chapter 6
Figure 6-1
Process Followed by the Business Administration’s Faculty in Order to Assess Student Learning
Source: Business Administration Self-Study, page 80
149
Chapter 6
Office Systems
Prior to the 2008-09 academic year, the assessment program for UPR-Utuado’s
Office Systems Program focused on classroom evaluation and indirect measures, such as
projects, case analysis, tests, portfolios, application exercises, and alumni and employers
surveys. The results have been used to improve student learning throughout the
program. As a result of the continuous assessment program, the outcomes assessment
plan was revised and new assessment strategies were added. Since the 2008-09
academic year, this program has been using classroom-embedded techniques as a direct
measure for program assessment. These include diagnostic test, supervisor’s
evaluation, ETS Field Test, case analysis, and course-embedded evaluations. This
program has also incorporated indirect measures, such as exit interviews and
colloquiums with current students, alumni, and employers. The 2008-09 academic year
has been a transition year for the implementation of our systematic outcomes
assessment plan.
The outcome assessment plan is based on the program’s mission and goals,
supported by the students learning profile, which is in turn aligned with the Common
Professional Component (CPC), as shown in the following table (Figure 4.1—Office
Systems’ Self-Study Document). By the academic year 2012-13, all the goals should have
been implemented.
Table 6-2
Mission, Goals, and Alignment of Common Professional Component (CPC)
and the Program’s Student Profile
Mission
It is the main goal of the Office Systems’ Program to prepare students with the knowledge and
skills to succeed as an office professional in a global economy.
Goals
Goal 1:
Prepare a competent professional in the Office System field who will demonstrate: knowledge and
technical office skills leading to collaborate and succeed in a global economy of the business
world.
Goal 2:
Develop critical thinking skills to facilitate the decision making process throughout the analysis
and reflections about real labor situations.
Goal 3:
Provide experiences to encourage student commitment toward the best quality of life; in which
they may develop social responsibility, leadership and awareness at the control organic materials
150
Chapter 6
CPC
Program’s Student Profile
Marketing
Demonstrates basic knowledge of marketing.
Business Finance
Demonstrates basic knowledge of finance.
Accounting
Applies procedures of the complete accounting cycle, and recognizes its
importance in the world of business.
Apply basic knowledge and skills in office management and procedures in
a business environment.
Management
Plans, organizes, leads, and controls office activities with a minimum of
supervision.
Manages, controls, and plans strategies for the control of organic
materials generated in their work area in order to contribute with the
conservation and environment protection.
Legal Environment of
business
Describes sources of the law, different classifications of procedural law,
and different classifications of substantive law.
Economics
Demonstrates basic knowledge of economics.
Business ethics
Establishes and keeps effective interpersonal relationship and shows an
ethical behavior.
Global dimension of
business
Appropriately performs on a global economy in different administrative
functions, using critical thinking for decision making considering cultural
diversity.
Information systems
Manages and integrates effectively different application programs in
producing business documents, and keep updated in technological
changes
Evaluates and recommends equipment, programs, and office procedures
according to technological changes.
Quantitative
techniques/statistics
Apply basic mathematical operations to solve problems.
Business policies
Comprehensive or
integrating
experience
Applies and integrates knowledge and skills in an organizational
environment through a professional internship.
Source: Figure 4.1—Office Systems’ Self-Study Document
151
Chapter 6
The program’s outcomes assessment is a systematic process. Its steps are
presented in the following flowchart:
Figure 6-2
Office System’s Outcome Assessment
Students Profile and CPC’s
Program Mission
Program’s Goals and
Objectives
Improvements
Student’s Learning
Outcomes
Analysis, Evaluation, and
Improvement Plan
Programs
Assessment
Source: Figure 4.2. Office Systems’ Self-Study Document
152
Chapter 6
The Bachelor’s Degree Program in Elementary Education developed a
comprehensive assessment program directed at collecting and analyzing data related to
the student performance and program operation. The assessment system is constantly
evaluated to see if the goals and objectives set out in the conceptual framework are
being met. In order to make this system operational, the program includes an
Assessment Committee, an Assessment Officer, and an Administrative Assistant who
systematically compiles and analyzes data at each checkpoint. All of the instruments
used have continued to be tested to assure that they are just, valid and reliable. The
compiled data is disclosed to the interested parties in order to continue improving
student and program performance. As a result of this process, the unit has incorporated
changes, such as the creation of an External Consulting Committee (ECC), whose
principal function is to serve as a link between the practicum centers and the academic
program. The ECC constantly collaborates with the academic program in making
recommendations regarding the assessment process in order to continue improving the
program.
In order to integrate assessment results into the UPR-Utuado's teaching-learning
process, recommendations for curricular changes are made first at the Academic
Department Curriculum Committee level. Some recommendations can be implemented
immediately; others need to be submitted to the Academic Senate.
Previous to its participation in the evaluation process of the Association of
College and Research Libraries (ACRL) in 2008, the assessment activities of the LRC were
centered in the projects/activities of the Institutional Assessment Committee and in the
Committee for the Assessment of the General Education Component. For this reason,
during the academic years of 2001-02 to 2006-07, the LRC did not have a formal
assessment plan. However, it had always maintained an informal recurring process of
collecting and analyzing data which permitted the evaluation of LRC’s services. This
analysis of data was used in the decision-making process, budget preparation/
distribution, identification of strengths/weakness in LRC services and establishing
priorities.
153
Chapter 6
Since 2005, the LRC has had its own strategic plan (See LRC Strategic Plan), which
has been revised and updated, taking into consideration the UPR-Utuado’s Strategic
Plan, and planning has become an essential element of the LRC. It is a continuous and
open process in which all sectors of the center participate. The LRC Strategic Plan and
well the Institutional Strategic Plan serve as guides for the departmental decisions and
activities. The work plans of each area of the LRC are based on the strategic plan.
III.
Student Learning Outcomes within Academic Programs/
Services at UPR-Utuado
A.
Student Learning Outcomes
The following information details the student learning outcomes (goals)
established by the academic program that have undergone program accreditation:
Bachelor’s in Elementary Education
The faculty of the Elementary Education program delineated the following
competencies to be developed by each student in the program:
o
o
o
o
o
o
o
o
o
o
154
Content knowledge
Knowledge of human development
Assessment and evaluation
Competent in methodology and multiplicity of strategies
Communication
Competent in technology
Planner
Inquiry and thinking skills
Committed to diversity
Effective collaboration
Chapter 6
The following table links the proficiencies to knowledge, skills, and professional
dispositions.
Table 6-3
Exhibit 5 UPRU-EEP Proficiencies related to Knowledge Skills, and Professional Dispositions
Proficiency
Knowledge
Skills
Dispositions
Content
Knowledge
The teacher candidate knows
major concepts, assumptions,
debates, processes of inquiry,
and ways of knowing that are
central to the discipline(s) he
teaches.
The teacher candidate
effectively uses multiple
representations and
explanations of disciplinary
concepts that capture key
ideas and links them to
students' prior
understandings.
Knowledge of
Human
Development
the students’ developmental
progressions within each
domain (physical, social,
emotional, moral and
cognitive), and understands
that all students can learn.
identifies instructional
activities to respond to the
students’ developmental
progress ensuring that all
students can learn.
demonstrates the belief
that all students can
learn.
Assessment and
Evaluation
how to select, construct, and
use assessment strategies and
instruments appropriate to
the learning outcomes being
evaluated and to other
diagnostic purposes.
maintains useful records of
student work and
performance and can
communicate student
progress knowledgeably and
responsibly, based on
appropriate indicators, to
students, parents, and other
colleagues.
demonstrates
commitment to create
assessment instruments
that are fair and accurate
to identify students’
strengths and promote
growth.
Competent in
Methodology and
Multiplicity of
Strategies
how to enhance learning
through the use of a wide
variety of materials as well as
human and technological
resources (e.g. computers,
audio-visual technologies,
videotapes and discs, local
experts, primary documents
and artifacts, texts, reference
books, literature, and other
print resources).
The teacher candidate uses
multiple teaching and
learning strategies to engage
students in active learning
opportunities that promote
the development of critical
thinking, problem solving,
and performance capabilities
and that help students
assume responsibility for
identifying and using learning
resources.
Communicator
different modes of verbal and
nonverbal communication.
The teacher candidate uses a
variety of techniques and
media, including audio-visual
aids and computers, to enrich
learning opportunities.
155
demonstrates
thoughtful, effective,
verbal and nonverbal
communication and
responsive listening.
Chapter 6
Proficiency
Knowledge
Skills
Dispositions
Competent in
Technology
diverse technological tools to
use and assist students in
building knowledge and
understanding.
The teacher candidate blends
the technology into his or her
educational practices in order
to actively engage students in
the process of constructing
knowledge and
understanding.
Planner
how to take contextual
considerations (instructional
materials, individual student
interests, needs and aptitudes,
and community resources)
into account in planning
instruction that creates an
effective bridge between
curriculum goals and students'
experiences to ensure that all
students can learn.
creates short-range and longterm plans that are linked to
student needs and
performance, and adapts the
plans to ensure and capitalize
on student progress and
motivation and address
variation in learning styles
and performance modes to
ensure that all students can
learn.
Reflective
Practitioner
major areas of research on
teaching and understands the
crucial role that reflection
about this research, and about
what is observed and done
during his/her own practice
has on building knowledge to
improve instruction.
The teacher candidate draws
upon professional literature,
colleagues, and other
resources within the school
and other professional
arenas as supports for
reflection, problem-solving
and new ideas, actively
sharing experiences and
seeking and giving feedback.
demonstrates
commitment to personal
and professional
development by
consistently reflecting
upon his practice to
improve instruction.
Committed to
Diversity
The teacher candidate has a
well-grounded framework for
understanding cultural and
community diversity and
knows how to learn about and
incorporate students'
experiences, cultures, and
community resources into
instruction, and can design
instruction that helps use
students' strengths as the
basis for growth.
identifies and designs
instruction appropriate to
students' stages of
development, learning styles,
strengths, and needs.
demonstrates sensibility
and recognizes students’
multicultural
backgrounds,
socioeconomic
backgrounds, race,
gender, exceptionalities,
language, religion, sexual
orientation, geographical
area, and multiple
intelligences.
Effective
Collaborator
that schools are organizations
within the larger community
context, being impacted by its
members and understand that
collaboration is a key element
for success of teaching and
learning.
The teacher candidate makes
links with the learners' other
environments on behalf of
students, by consulting with
parents, counselors, teacher
candidates of other classes
and activities within the
schools, and professionals in
other community agencies.
builds collaborative and
respectful relationships
with colleagues and
supervisors, and values
the role of parents in the
education of their
children.
Source: NCATE Self-Study, page 6-7
156
Chapter 6
Bachelor’s in Business Administration
The learning goals identified by the Business Administration’s faculty are:
o
o
o
o
o
o
Information Technology Skills
Problem Solving and Decision Making
Business Ethics
Effective Communication (oral and written Spanish and English)
Conceptual and theoretical knowledge in major (competencies,
knowledge, skills and attitudes)
Effective analytical and critical judgments skills
Table 6-4 illustrates the educational experiences that allow students to achieve
their educational goals.
Table 6-4
Educational Experiences that Allow for the Obtainment of Educational Goals
Learning Goal
Information
Technology Skills
Learning Objectives
Students will:
Use technology effectively
to create ideas, and
obtain, analyze and
communicate information
related to business and
society.
Course/ Experience
ECON 3022
Principles of Economics II
FINA 3006
Managerial Finance
Recognize and use the
SICI 4008
Internet as an immediate Elec. Data Process Business
access to information and
as a means of
communication between
businesses and industries
throughout the world.
CONT 3007-3008
Intermediate Acc. I & II
Problem Solving
and Decision
Making
Solve problems and make
decisions applying
analytical methods based
upon quantitative and
qualitative techniques.
Make judgments based
upon the reflection of
valid information.
157
REHU 2005
Human Relations
ADMI 4019
Social Responsibility
MERC 3115
Principles of Marketing
DEME 4005
Business Law
Level of Knowledge
Application of
Learning
Evaluation Application
√
Problems related to
business/industry
√
Problems related to
business/industry
√
Problems related to
business/industry
√
Problems related to
business/industry
√
Problems related to
accounting
√
Problems related to
accounting
√
Personal & organizational
context
context
Marketing-related
situations
Situations related to legal
issues within a personal
& organizational context
√
√
√
Chapter 6
Learning Goal
Learning Objectives
Students will:
Course/ Experience
ECON 3022 Principles of
Economics II
FINA 3006
Business Finance
CONT 3007-3008
Integrate and apply the
REHU 2005
principles of ethics in their Human Relations
personal and professional ADMI 4019
lives.
Explain and recognize the MERC 3115
social implications that
DEME 4005
globalization brings
Business Law
(elimination of
boundaries, differences in
ECON 3022
ethnic backgrounds and
Principles of Economics II
religious creeds, among
FINA 3006
others).
Business Finance
CONT 3007-3008
Business Ethics
Effective
Communication
(oral & written –
Spanish & English)
Conceptual and
theoretical
knowledge in major
(Competencies –
knowledge, skills &
attitude)
Effective analytical
and critical
judgment skills
Develop and apply
effective communication
skills in both languages
(Spanish & English).
Apply the skills,
knowledge and abilities
related to their major in
an organizational setting.
ADMI 3005
Administrative Theory
REHU 2005
Human Relations
ADMI 4019
MERC 3115
DEME 4005
Business Law
Integrated in all courses
throughout the curriculum in
written and oral reports,
assignments, exams, and
research projects.
Courses in major: accounting
Apply logical thinking and Courses in major: accounting
analyzing information,
designing and testing
solutions to problems or
situations.
Level of Knowledge
Evaluation Application
√
Business-related
problems
√
√
√
√
√
√
√
√
√
Business-related
problems
Business-related
problems
context
context
Marketing-related
situations
Situations related to legal
issues within a personal
& organizational context
Business-related
problems
Business-related
problems
Business-related
problems
√
Business environment
√
context
context
Situations related to
marketing
context
context
√
√
√
√
√
Businesses
√
Businesses
Source: Figure 4.8 from Business Administration Self-Study Report, Standard 4, page 94
158
Application of
Learning
Chapter 6
Bachelor’s in Office Systems
The Learning Goals identified by the Office Systems’ faculty are:
o
o
o
o
o
o
o
o
o
o
159
Communication (oral and written)
Information systems
Global dimensions of business
Ethics
Management
Marketing
Economics
Accounting
Finance
Business policies
Chapter 6
The following table lists activities for each learning skill in the Office Systems Program:
Table 6-5
Student Learning Outcomes
Skills
Courses
Elementary Procedures of Accounting
(SOFI 3357)
Computer Concepts (SOFI 3015)
Administrative Office Procedures (SOFI 3355)
Comprehension
Analysis
Office Administration/ Management
(SOFI 4038)
Integrated Electronic Information Processing
Software
(SOFI 4005)
Practicum and Seminar (SOFI 4985)
Documents Production I and Documents
Production I Laboratory
(SOFI 3105-3106)
Spanish and English Transcription
(SOFI 3327 and 3328)
Business Communicatin in English
Communication
Rubrics
 Application
projects
Embedded test
 Planning and
implementation
of Professional
Seminars
Integrated Electronic Information Processing
Software
(SOFI 4005)
Comprehensive
test
 Oral
presentation
 Portfolios
Rubrics
 Application
projects
Tests
 Simulations
Pre/Post-Test
 Assessment
embedded
exercises
 Pre/Post-Test
 Planning and
implementation
of Professional
Seminars
Rubrics
Tests
Application
exercises
 Oral
presentation
Practicum and Seminar
(SOFI 4985)
 Cases analysis
Rubrics
 Research
Projects
Tests
Administrative Office Procedures (SOFI 3355)
Computer Concepts (SOFI 3015)
Seventy-five percent of students
are able to work in a global
economy in different
administrative and supervision
functions applying critical thinking
skills in the decision making
process.
Eighty percent of students work
effectively with different
applications programs and are
capable of integrating all functions
in producing documents.
Application
exercises
Office Administration/ Management
(SOFI 4038)
Outcomes
Eighty percent of students are able
to plan, organize, direct, and
control office activities with a
minimum supervision.
 Case analysis
Information Processing (SOFI 3305)
Spanish and English Transcription
(SOFI 3327 and 3328)
Evaluation
Methods
 Portfolios
Word Processing (SOFI 3125)
Business Communication in Spanish
Research
Activities
 Oral
presentation
Application
exercises
Eighty percent of students apply
written communications skills in
composing and editing documents
in English and Spanish.
Eighty percent of students
communicate properly in different
scenarios, establish and maintain
effective interpersonal relations.
Eighty percent of students are able
to plan, organize, direct, and
control office activities with a
minimum supervision.
Seventy-five percent of students
research and analyze data for
reports preparation.
Seventy-percent of students
analyze data to assist managerial
decision making.
Interpersonal Office Relations
(SOFI 3017)
Source: Office Systems Program Self-Study Report, Standard 4, Page 80
160
Chapter 6
When the UPR-Utuado decided to seek accreditation from the Association of College
and Research Libraries, it took as a foundation for the self-evaluation process the quality
standards established by the ACRL (as did all of the colleges of the UPR System).
The Learning Resources Center has identified the development of information and
research skills in users as the primordial academic function of libraries. In order to
accomplish the goal, the LRC has an Information Literacy Program which has evolved
throughout the years. The program includes offering workshops, group and individual
orientation, conferences, guides, and written materials.
B. Academic Program Changes Incorporated Due to Assessment
As can be noted in the following quotes from the accreditation documents, the
three recently accredited programs made adjustments in their programs as a result of
the assessment process.
Bachelors’ in Elementary Education
The assessment procedures identified areas in which the Elementary Education
students fall short of the expected competencies, enabling the program directors to
make changes in the program, curriculum and methodology. By way of illustration, the
following changes were made in the Elementary Education Program as a result of
student learning assessment:
o Use of Data to improve the Elementary Education Program
and student performance
Year 2006-07
161

Methodology was created as a separate course in Mathematics and Science: EDPE 3115 and
EDPE 3116.

The course of Language Arts II was created: EDPE 3002.

The requirements of the Evaluation course were changed: EDPE 3008 instead of EDPE 3117.

Admission requirements were revised and a 2.50 general average was established in all
courses.

A, B average or higher is required in all professional courses.

The Rubric for the lesson plan was added in all the methodology courses.

The Basic Skills’ Program was strengthened in teacher candidates.
Chapter 6
Year 2007-08

The requirements for the Practicum course (EDPE 4340) were revised and 75 practice hours
were added.

A community impact program was added to strengthen proficiency as an agent of change.

The use of technology and reflection indicators was added to the lesson plan.

The preparation of lesson plans were emphasized in the Methodology courses.

The “Student-Teacher Work Sample” was added after conducting a pilot study of the
teaching practicum.

Essays were required of candidates for admission to the UPR.
Year 2008-09

The requirements of the Practicum course (EDPE 4340) were revised and include 325 hours
of practice.

A diversity component was added to the core courses.

The evaluation rubrics of the Practicum were revised and indicators related to content areas
were added.

The rubric of the Lesson Plan was revised and content area indicators were added.

The rubric of the “Student-Teacher Work Sample” was revised and indicators of content
areas were added.

The dispositions of the candidates were redefined.

A self-evaluation instrument of candidate disposition was added.

An evaluation of disposition was incorporated by the Practicum supervisor.

An evaluation of Practicum supervisors carried out by teacher candidates was added.

During the second semester, an evaluation of the Practice supervisor by the school director
will be initiated (pilot study).
Year 2009-10
162

The theme unit was created and submitted to a pilot study very successfully.

Instruments to evaluate candidate dispositions were administered and tabulated.

The evaluation of the cooperating teachers were administered and tabulated.

The Pre-Practicum was restructured and rubrics were developed to determine the
candidates' performance.

The ACEI reports requesting final recognition were sent.
Chapter 6
Bachelor’s in Business Administration
o
Plan for Continued Improvement
The evaluation of programs should be systematic and related to the
department’s mission. Changes have occurred according to the significant findings,
such as the change of sequence in the CONT 3005 course which will be offered during
the second semester of the students’ sophomore year in order for students to adapt to
university life, thus reducing class withdrawals. These changes occurred last semester.
Therefore, a two-to-three year implementation will validate the effectiveness of the
changes. During the student forums, participants have expressed their concerns about
various issues; complaints and recommendations were submitted to the relevant
personnel in order to take action. Department Chairs and supervisors have been
invited to design viable alternatives to address student concerns. During the forums
with different businesses, the need for students to identify the importance of customer
service, interview strategies, and ethics was emphasized. During the academic year
2009-2010, we received the syllabi for all courses. The ethics component and other
competency weaknesses mentioned during the forums have been taken into
consideration for revision. Other future business forums will include the suggestions of
curricula revision.
o













163
Assessment Devices Used
Student Forums (Colloquium)
Student Forums
Pre-Tests (Skills or knowledge) freshmen
Midway-Tests (Skills or knowledge) junior
Post-Tests (Skills or knowledge) senior
Surveys/questionnaires to former students
Questionnaire for graduates
Standardized Tests
Student academic progress
Alumni Forums
Facebook page
Business Administration Department Advisory Committee
Faculty and administrative staff Opinion Questionnaire
Chapter 6
The results are being evaluated and shared among those involved in the
academic and non-academic areas. As a result of these processes, the Institutional
Strategic Committee will establish a sequential itinerary for all departments. Any
identified deficiency should be disclosed, monitored, and corrected as soon as possible.
Test construction conferences have been offered due to many significant withdrawals
occurring in respect to some professors. The Academic Affairs Deanship has offered
conferences and hands-on activities in which instructional techniques, strategies, and
methodologies that have been identified are shared amongst professors that deal with
students with poor retention.
o
Plan to Process, Interpret, and Inform Data
The Business Administration Assessment Coordinator also represents the faculty
at the Academic Affairs Deanship meetings and has the responsibility of informing the
Business Administration faculty of issues, results, questions, rights, and duties in the
assessment process. Monthly formal and informal meetings occur and the faculty has
demonstrated interest and support the Student Learning Outcome Assessment Plan.
Our priorities included the development of a Curriculum Committee during the
academic year 2008-2009, that should begin the revision process in order to be
completed on or before the proposed date, August 2011. The core courses and their
principle components requested by the ACBSP agency helped the strategic coordinator
and faculty to identify the need of an internship and other courses that may result
from the revision process. During the academic year 2009-10 an internship was
developed and was in the process of being implemented. The evaluation of academic
programs will determine if students have obtained skills and competencies associated
to their field of study.
Bachelor’s Degree in Office Systems
The following changes were made in the Office Systems Curriculum as a result of
assessment:
o
A course-embedded test was added to the accounting course.
o
Management competencies were reinforced by adding new assessment strategies
to the course.
o
Business Ethics competencies were improved by adding a project to the Business
Ethics course and case studies analysis to other courses.
o
To improve information systems learning, new rubrics were prepared for the
evaluation of student work.
164
Chapter 6
As stated previously, the LRC Strategic Plan, as well as the Institutional Strategic
Plan, serves as a guide for the departmental decisions and activities. In order to fulfill
the LRC’s work plan, its personnel have made the following changes based on
assessment:
Its Information Skills Program (ISP) has been enhanced by incorporating these
skills to the English Basic courses (INGL 3101-3102).
o
o
o
165
2007-08 academic year

Meeting were held with LRC staff/English faculty who were to work in the
program

Meetings were also held with the English faculty to discuss/coordinate:
students’ needs, groups/dates for LRC visits, possible projects with rubrics
for assessment purposes.

A pilot project was planned for nine (9) course sections.

Pilot groups were taken to LRC for two (2) information skills’ workshops: 1)
Getting to Know the LRC and Its Resources, and 2) Determining the Depth
of Available Information and Copyright Laws.

Follow-up was made to work performed with faculty during the past year.

A revision was performed of ACRL, MSCHE and Big Six Model (Eisenberg & Berkowitz
model being used at LRC).

Additional training was done for LRC staff working on the project.

Written material was made for project.

Pilot project begins impacting nine (9) sections: 468 students.

Follow-up meetings were held with LRC/faculty to monitor the project and measure its
accomplishments.

Students projects were evaluated according to establish rubrics.

Findings: 94% of the students were able to accomplish LRC Information Skills’ objectives.
Chapter 6
o
166

All INGL 3101-3102 course have been incorporated to the project.

Project assessment has been added

LRC’s electronic page includes workshop material and guidelines
for (ISP) project.

A workshop was added: Usage of Gale Virtual Reference Library
(Infotrac database)
Chapter 6
IV. Procedures/Activities that Support Students Awareness of
Learning Outcomes Assessment
According to the accreditation documents of the programs (Bachelor’s Degree in
Elementary Education, Bachelor’s Degree in Business Administration, Bachelor’s Degree
in Office Systems, and the Learning Resources Center) communication with students
regarding assessment of their learning is ample and varied. Each accredited program
has developed different manners in which assessment is acknowledged by students:
A.
Bachelor’s Degree in Elementary Education
Electronic page
o
Achievement news, new courses developed, activities, and
accreditation status
o
Share information related to activities
Colloquiums
o
Initiated in 2009, at least two colloquiums a year
o
Present and discuss changes to the program of study
o
Collect opinion regarding innovative ideas and new procedures
o
Discussion of student concerns
Bulletin Boards
167
o
Post employment opportunities
o
Publish department activities from faculty, students and student
associations.
o
Post class schedules.
o
Post professors' office hours and laboratory schedules for
additional practice.
o
Promote our mission, vision and values.
o
Promote departmental activities.
o
Promote academic counseling
o
Share with students information related with academic progress,
curriculum sequence, continuing education, elective courses, and
job opportunities.
Chapter 6
C.
o
Post brochures with information related to student associations
and the Student Council department representative.
o
Share information regarding policies, by-laws and students
participation in the decision processes
o
Share professional information about program changes and
professional development
Bachelor’s Degree in Business Administration
Conversations with alumni, employers, active students, through internet
website and facebook alumni page, and written communications with
students, student associations, and newspapers or informative bulletins
contribute to maintain all sectors properly informed.
Databases about student‘s academic progress are available through a
local network for strictly academic purposes, such as academic
counseling provided by faculty members.
Faculty and staff are maintained informed through formal channels of
communication, such as Board of Trustees Certifications, the President‘s
Office Newsletters, Academic Senate Certifications, Chancellor‘s Office
communications, Administrative Board Certifications, and faculty and
departmental meetings, among others. The Academic Affairs Deanship
also issues continuous communications about processes, regulations,
activities, and progress reports to the university community.
The presentation and discussion of information necessary for the
assessment process of student learning, as well as the presentation and
analysis of multiple data on learning in different levels, contexts and
moments, are done through meeting-workshops with the faculty.
Up to now, two meeting-workshops of this type have been carried out.
It is through these meeting-workshops that the processes of judging and
decision-making related to the learning aspects evaluated introduced.
In addition, with the goal of keeping both staff and our students
informed, an electronic publication is being developed on information
and data associated with the assessment of student learning.
168
Chapter 6
D.
Bachelor’s Degree in Office Systems
The faculty of the Office Systems program uses the following methods to publish
their assessment results:
o
o
o
o
o
o
o
E.
Electronic Page of the Office Systems Program
Colloquiums
Bulletin Boards
Academic counseling
Brochures
Student Council departmental representative
Student Associations
Various methods are used to achieve student awareness of LRC services:
bulletins, participation in radio programs, the LRC’s web page, guides, magazines,
interaction with professors, letters to the university community, written
correspondence to the various academic departments, and informative reports of
committees and meetings.
Assessment has also been incorporated to other academic programs such as
agricultural technology, languages and humanities with LRC, among others. Information
on these projects is available on file during the self-study visit.
169
Chapter 6
V.
obtained through: institutional documents, personal/focus group interviews and
A.
Students
Table 6-6
Students’ Appreciation on LRC Services
Answer Options
Excellent
Good
No.
%
Average
No.
%
Deficient
No.
No.
%
1) Physical facilities are …
324
84.2%
53
13.8%
5
1.3%
3
0.8%
385
2) Services’ schedule is …
275
71.4%
73
19.0%
26
6.8%
11
2.9%
385
3) Orientation on its services is…
208
54.2%
114
29.7%
53
13.8%
9
2.3%
384
4) Amount of technological resources
(Computers, CD-ROM indexes, etc.) at the
Magazine/ Journal area is…
238
62.3%
103
27.0%
32
8.4%
9
2.4%
382
5) Access to the LRC’s audiovisual equipment
is…
238
62.0%
109
28.4%
27
7.0%
10
2.6%
384
6) Amount of computers for students’ usage
is…
205
53.4%
106
27.6%
62
16.1%
11
2.9%
384
7) Access to needed resources at the LRC’s
study area is…
230
60.2%
110
28.8%
31
8.1%
11
2.9%
382
8) Student participation in LRC decisionmaking relating to purchases (books,
equipments, audio-visual material is…
138
36.5%
108
28.6%
85
22.5%
47 12.4%
378
9) Digital information is…
218
57.5%
122
32.2%
27
7.1%
12
379
Answered question
Skipped question
3.2%
385
17
170
%
Response
Count
Chapter 6
According to the previous table, the student’s view on the LRC is as follows:
o
Physical facilities are about one-hundred percent (99.9%) average to
excellent;
o
Schedule for services is ninety-seven percent (97.2%) average to excellent;
o
Orientation on its services is about ninety-eight percent (97.6%) average to
excellent;
o
Technological resources is about ninety-eight percent (97.6%) average to
excellent;
o
Students’ access to the LRC’s audiovisual equipment is ninety-seven percent
(97.4%) average to excellent;
o
Amount of computers for students’ usage is ninety-seven percent (97.2%)
average to excellent;
o
Students’ access to needed resources at the LRC’s study area is ninety-seven
percent (97.1%) average to excellent;
o
Students’ participation in LRC decision-making relating to purchases is about
eighty-seven percent (87.6%) average to excellent; and
o
Digital information is about ninety-seven percent (96.8%) average to
excellent.
Overall, ninety–seven percent (97%) or more of the student considered LRC
services to be average to excellent except in their participation in decision-making for
LRC purchases (87.6%). This could be due to a lack of knowledge students have
regarding the submission of book/audio-visual resource recommendations to LRC
personnel.
171
Chapter 6
Faculty
The faculty respondents (93.3%) stated that the LRC facilities were adequate
(Table 6-7). About ninety-seven percent (97.3%) also considered that they were
informed on the available LRC resources (Table 6-8).
Table 6-7
Faculty’s Response on the Adequacy LRC Facilities
Answer Options
Response Percent
Response Count
Totally agree
68.0%
51
Agree
25.3%
19
Partially agree
6.7%
5
Don’t agree
0.0%
0
Answered question
75
Skipped question
6
Table 6-8
Faculty’s Response on LRC’s Orientation of Available Resources
Answer Options
Response Percent
Response Count
Always
53.3%
40
Sometimes
44.0%
33
2.7%
2
Never
Answered question
Skipped question
75
6
172
Chapter 6
Ninety-six percent (96.0%) of the faculty respondents confirmed that they
participated in the selection of LRC resources (Table 6-9) via, on-line notification (37.9%),
direct request to LRC (20.7%), direct revision and up-date of the LRC resources (17.2%),
and committee membership (8.6%). See Table 6-10.
Table 6-9
Faculty’s Response on the Degree of Active Participation
for the Selection of LRC Resources
Answer Options
Response Percent
Response Count
Totally agree
53.3%
40
Agree
28.0%
21
Partially agree
14.7%
11
4.0%
3
Don’t agree
Answered question
Skipped question
75
6
Table 6-10
Faculty’s Response on How its Participation In the Selection
of LRC Services is Distributed
Answer Options
Response Percent
Response Count
8.6%
37.9%
15.5%
20.7%
17.2%
5
22
9
12
10
58
23
As part of the LRC Committee
Via LRC on-line notification
Via direct consultation/telephone
By direct request to LRC
By direct area revision and update
Answered question
Skipped question
173
Chapter 6
When asked how the LRC collection on their particular area of specialization is
up-to-date, ninety-three percent (93.2%) of the faculty respondents stated that the
collection was updated sometimes to always (Table 6-11).
Table 6-11
Faculty’s Response on How the LRC Collection
on their Particular Area of Specialization is Up-To-Date
Answer Options
Response Percent
Response Count
37.8%
55.4%
6.8%
28
41
5
74
7
Always
Sometimes
Never
Answered question
Skipped question
When asked on the on-line availability/access of resources that they have for
research purposes, about ninety-five percent (94.5%) of the faculty respondents
partially agreed to totally agree to have access (Table 6-12).
Table 6-12
Faculty’s Response on the On-line Availability/Access
of Resources they had for Research Purposes
Answer Options
Response Percent
Response Count
Totally agree
43.1%
31
Agree
22.2%
16
Partially agree
29.2%
21
5.6%
4
Don’t agree
Answered question
Skipped question
72
9
174
Chapter 6
Almost ninety-nine percent (98.7%) of the faculty respondents partially to totally
agreed to have access to audiovisual material and equipment (Table 6-13).
Table 6-13
Faculty’s Response on Access of Audiovisual Material and Equipment
Answer Options
Response Percent
Response Count
Totally agree
50.7%
37
Agree
28.8%
21
Partially agree
19.2%
14
1.4%
1
Don’t agree
Answered question
Skipped question
73
8
Ninety-three percent (93.1%) of the faculty also partially to totally agreed to be
satisfied with the audiovisual collection and how it satisfies the campus community’s
needs (Table 6-14).
Table 6-14
Faculty’s Response on How the Audiovisual Collection
Satisfies the Campus Community’s Needs
Answer Options
Response Percent
Response Count
Totally agree
22.2%
16
Agree
27.8%
20
Partially agree
43.1%
31
Don’t agree
6.9%
5
Answered question
Skipped question
72
9
175
Chapter 6
About ninety-three percent (92.9%) of the faculty respondents partially to totally
agreed that the number of computers for CD-ROMS usage comply with their needs
(Table 6-15).
Table 6-15
Faculty’s Response on Adequacy of Number of Computers for CD-ROMS Usage
Answer Options
Response Percent
Response Count
Totally agree
24.3%
17
Agree
30.0%
21
Partially agree
38.6%
27
Don’t agree
7.1%
5
Answered question
Skipped question
70
11
Ninety-three percent (93.0%) of the faculty respondents partially to totally
agreed that the printed/on-line materials comply with the campus community’s needs
(Table 6-16).
Table 6-16
Faculty’s Response on Satisfaction with Printed On/Line Materials and its Adequacy
for the Campus Community’s Needs
Answer Options
Response Percent
Response Count
Totally agree
28.2%
20
Agree
26.8%
19
Partially agree
38.0%
27
7.0%
5
Don’t agree
Answered question
Skipped question
71
10
176
Chapter 6
agreed that the LRC skills instruction satisfied their students needs (Table 6-17).
Table 6-17
Faculty’s Response on Satisfaction with the
LRC Skills Instruction Offered To Their Students
Answer Options
Response Percent
Response Count
Totally agree
43.2%
32
Agree
24.3%
18
Partially agree
25.7%
19
Don’t agree
6.8%
5
Answered question
Skipped question
74
7
For more information on Academic Assessment see Chapter 3—Synopsis of the
Institutional Assessment and the Academic Department/Services (ACAD)
For more information on Educational Offerings see Chapter 4—Educational
Offerings.
177
Chapter 6
VI. Findings, Conclusions, and Recommendations
A.
Findings
Students
o
Overall, ninety–seven percent (97%) or more of the student considered
LRC services to be average to excellent except in their participation in
decision-making for library purchases (87.6%).
Faculty
178
o
The faculty respondents (93.3%) stated that the LRC facilities were
adequate. About ninety-seven percent (97.3%) also considered that they
were informed on the available LRC resources.
o
Ninety-six percent (96.0%) of the faculty respondents confirmed that they
participated in the selection of LRC resources via, on-line notification
(37.9%), direct request to LRC (20.7%), direct revision and up-date of the
library resources (17.2%), and committee membership (8.6%).
o
When asked how the LRC collection on their particular area of
specialization is up-to-date, ninety-three percent (93.2%) of the faculty
respondents stated that the collection was updated sometimes to always.
o
When asked on the on-line availability/access of resources that they have
for research purposes, about ninety-five percent (94.5%) of the faculty
respondents partially agreed to totally agree to have access.
o
Almost ninety-nine percent (98.7%) of the faculty respondents partially to
totally agreed to have access to audiovisual material and equipment.
o
Approximately ninety-three percent (93.1%) of the faculty also partially to
totally agreed to be satisfied with the audiovisual collection and how it
satisfies the campus community’s needs.
o
About ninety-three percent (92.9%) of the faculty respondents partially to
totally agreed that the number of computers for CD-ROMS usage comply
with their needs.
Chapter 6
B.
o
agreed that the printed/on-line materials comply with the campus
community’s needs.
o
agreed that the LRC skills instruction satisfied their students needs).
Conclusions
o
After the 2000 Self-Study, the University of Puerto Rico (Central
Administration) in its Strategic Plan, Ten for the Decade, set as an
institutional primary goal to seek accreditation for individual academic
programs. Thus, the student learning assessment at the UPR-Utuado was
geared to respond to the guidelines of the programs seeking accreditation
(e.g. Elementary Education, Business Administration, Office Systems, and
certification (e.g the Learning Resource Center); a large extent of the
assessment of student learning during the past 7-10 years was performed in
these four areas.
o
Each of these academic programs established its student learning outcomes;
its programmatic changes that have also been implemented for
improvement due to previous assessment analysis. At present, these
programs work to maintain the acquired standards of excellence. The
questionnaires sent to the campus community during this self-study confirm
these findings; hence, there is still much to accomplish. Assessment is a
never-ending process that has begun at the UPR-Utuado, and now works to
integrate other institutional areas.
Learning Resource Center’s Service
o
179
Overall, faculty (93%) and students (97%) stated to be satisfied with LRC
facilities and services. Students informed that their participation in library
decision-making for library purchases was about eighty-eight (87.6%). This
could be due to the lack of knowledge students have in submitting their
book/audio-visual resource recommendations to LRC personnel.
Chapter 6
C. Recommendations
180
o
Keep assessment plans and schedules updated, and integrate the input of
institutional spheres and external specialists, so that the academic
programs continue to offer excellence to all its campus community.
o
The LRC can include in its electronic portal information on how students
can submit their book/audio-visual resource recommendations to LRC
personnel.
Chapter 7
Leadership, Governance, and Administration
181
Chapter 7
leadership, governance and administration: UPR-Utuado’s organization, documents
concerning administrative, faculty, and non-teaching personnel. The information was
acquired through institutional document analysis, interviews, meetings and the data
collected through the on-line/print self-study questionnaires distributed during the
second semester of 2009-2010.
I.
Governance Overview
On March 12, 1903, the University of Puerto Rico (UPR) opened its doors as an
institution of higher education, according to the enactment approved by the Second
Legislation Assembly. Expanded autonomy as an institution was obtained by Law No.
135 of 1942. The University Law (1966) amended in 1993) clearly delineates the
institution’s governing structure, including the composition, duties, and responsibilities
of each university constituent in the development of policies and in the decision-making
process. The internal management of each institutional unit is governed by applicable
dispositions of law, UPR General By-Laws, and general application complimentary bylaws, as well as by resolutions adopted by the Board of Trustees, by the guidelines
established by the University President, and by the rules and regulations adopted by
each institutional governing body (http://sindicos.upr.edu/regl-pol-norm.htm). All of the
autonomous units within the UPR System have deliberative bodies essential for college
governance (See Administrative Organization and Governance of the University of
Puerto Rico System).
182
Chapter 7
II.
The University of Puerto Rico System Student Strike April—June 2010
On April 23, 2010, the students of UPR-Utuado initiated a student manifestation
that impeded the entrance to campus community (students, faculty, non-teaching
personnel, and visitors). This demonstration was interrupted on April 27 th when the
students abandoned the main gates and allowed the campus community to renew their
academic and administrative work during the regular schedule. That same morning, the
student body met in a Student Assembly during the “universal hour” (10:00 to 11:30
a.m. academic recess). After their debate, they openly voted and favored to declare an
indefinite strike. Once again the students (mainly members of the UPR-Utuado Student
Council) turned to the main campus gates to renew their protest. On June 18, 2010, a
student assembly met in campus facilities (El Bohío Center) to announce the conclusion
of the student strike. After fulfilling the necessary reports requested by UPR Central
Administration on institutional facilities status (See Environmental Protection, Health
and Security (EPHS) Reports), classes at UPR-Utuado began on June 30, 2010.
A.
MSCHE Commission’s Actions
As a request by the Commission on Higher Education of the Middle States
Association of Colleges and Schools (MSCHE) on June 25, 2010 (See MSCHE Letter sent
to UPR on June 25, 2010/Status of Accreditation). a monitoring report was requested to
the University of Puerto Rico and its units to detail the manner in which each unit
preserved its system of governance, resources, and academic-administrative obligations
with its student body and community. This report was compiled using official UPR
System and UPR-Utuado documents that evidenced the institutional decision-making
and procedures performed during the student crisis. The Planning and Institutional
Research Office (PIRO), served as the backbone of the document, giving the report
consistency and form with the recommendations of the UPR Central Academic Affairs
Office (See Designation of Liaison to Prepare Report and Minutes of first meeting). The
report delineated the progress of the areas under MSA examination:
Standard #4
Standard #11
Standard #3
Conclusion
Appendixes
Leadership and Governance
Institutional Resources
The UPR-Utuado submitted its monitoring report on September 1, 2010. At
present, the institution works its second monitoring report due March 2010.
183
Chapter 7
III.
A.
Administrators
According to Table 7-1, approximately ninety percent (89.5%) of the
administrator respondents know about the amended 2002 UPR Regulations Manual.
Table 7-1
Administrators’ Knowledge of UPR Regulations Manual (amended 2002)
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
89.5%
10.5%
17
2
19
1
According to Table 7-2, a total of fifty-five percent (55.0%) of the administrator
respondents asserted to have received a job duty description during their hiring process.
The other forty-five percent (45.0%) did not.
Table 7-2
Acknowledge Receipt by Administrators of
Description of Job Duties during the Hiring Process
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
55.0%
45.0%
Response Count
11
9
20
0
184
Chapter 7
According to Table 7-3, the administrative respondents were trained by an
immediate supervisor (33.3%), President’s Office staff (16.7%), a co-worker (25.0%), or
the person to be substituted (25.0%).
Table 7-3
Administrators’ Response on Person who Trained Him/Her on the New Job Duties
Answer Options
Immediate supervisor
President’s Office officer
Co-worker
Person to be substituted
Answered question
Skipped question
Response Percent
Response Count
33.3%
16.7%
25.0%
25.0%
4
2
3
3
12
8
A total of eighty-five percent (85.0%) of the administrator respondents declared
to be familiar with their inherent duties; the other fifteen percent (15.0%) stated to
partially know them (Table 7-4).
Table 7-4
Administrators’ Response on Knowledge of the Inherent Job Duties
Answer Options
Yes
Partially
No
Answered question
Skipped question
Response Percent
Response Count
85.0%
15.0%
0.0%
17
3
0
20
0
185
Chapter 7
According to Table 7-5, a total of eighty-five percent (85.0%) of the administrator
respondents declared receiving advice from supervisors about their inherent duties; the
other fifteen percent (15.0%) stated not knowing.
Table 7-5
Acknowledge Receipt of Advice on the Institutional Chain of Command
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
85.0%
15.0%
17
3
20
0
According to Table 7-6, the administrative respondents declared having
performed duties beyond their job responsibilities from sometimes to always (94.7%).
Table 7-6
Frequency of Duties Performed by the Administrators not Inherent to their Job Descriptions
Answer Options
Always
Sometimes
Never
N/A
Answered question
Skipped question
Response Percent
Response Count
26.3%
68.4%
0.0%
5.3%
5
13
0
1
19
1
186
Chapter 7
B.
Advisory Board
The majority of the advisory board respondents (66.6%) stated to be
professionals and retired personnel (Table 7-7).
Table 7-7
Advisory Board Members Job Background
Answer
Farmer
Government Employee
Property Owner
Professional
Retired
Retired/Ed. Dept.
Answered question
Skipped question
Response Percent
Response Count
11.1%
11.1%
11.1%
33.3%
22.2%
11.1%
1
1
1
3
2
1
9
0
Two advisory board respondents (22.2%) declared to have previously served in
the Advisory Board (Table 7-8). Moreover, in Table 7-9 new members in the Advisory
Board stated having served less than a year (77.7%); the rest have served more than 3
years (22.2%).
Table 7-8
Previous Years Served as an Advisory Board Member
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
22.2%
77.7%
2
7
9
0
Table 7-9
Years Served as an Advisory Board Member
Answer Options
Less than a year
1 or 2 years
2 to 3 years
More than 3 years
Answered question
Skipped question
Response Percent
77.7%
0
0
22.2%
Response Count
7
0
0
2
9
0
187
Chapter 7
According to Table 7-10, the Advisory Board respondents stated that their main
duties were: cooperate in the development of institutional socio-cultural activities
(11.1%), advise the chancellor and his/her staff according to their knowledge/expertise
in order to fulfill short/long term goals (11.1%), help in the continuity of Institutional
goals (66.6%), and serve as a bond between the University and the external community
(11.1%).
Table 7-10
Main Duties of the Advisory Board
(more than one response was given)
Answer
Response
Percent
Response
Count
Cooperate in the development of institutional sociocultural activities. Offer advise to the Chancellor
and his/her staff according to our knowledge/
expertise in order to fulfill short/long term goals.
11.1%
1
Help in the continuity of Institutional goals.
66.6%
6
Serve as a bond between the University and the
external community.
22.2%
2
Answered question
9
Skipped question
0
C.
Non Teaching Personnel
For more information on the non-teaching personnel’s opinion on administrative
processes see Chapter Three, Institutional Assessment, Non-Teaching Personnel
188
Chapter 7
IV. Findings, Conclusions and Recommendations
A.
Findings
Administrators
o Approximately ninety percent (89.5%) of the administrator
respondents knew about the amended 2002 UPR Regulations
Manual.
o A total of fifty-five percent (55.0%) of the administrator respondents
asserted to have received a job duty description during their hiring
process.
o The administrative respondents were trained by an immediate
supervisor (33.3%), President’s Office staff (16.7%), a co-worker
(25.0%), or the person to be substituted (25.0%).
o A total of eighty-five percent (85.0%) of the administrator
respondents declared knowing about their inherent duties.
o The administrative respondents declared having performed duties
beyond their job responsibilities from sometimes to always (94.7%).
Advisory Board
o The majority of the advisory board respondents (66.6%) stated to be
professionals and retired personnel.
o Two advisory board respondents declared to have previously served
in the Advisory Board (22.2%). New members in the Advisory Board
stated having served less than a year (77.7%); the rest have served
more than 3 years (22.2%).
189
Chapter 7
o
The Advisory Board respondents stated that their main duties were:
cooperate in the development of institutional socio-cultural activities
(11.1%), advise the chancellor and his/her staff according to their
knowledge/expertise in order to fulfill short/long term goals (11.1%), help in
the continuity of Institutional goals (66.6%), and serve as a bond between
the University and the external community (11.1%).
B. Conclusions
Decision Making Channels
o
Overall, supervisors and officials acknowledge manuals concerning
UPR regulations, inherent duties, and responsibilities.
o
Although the majority of the Advisory Board members are new, they
are fully committed and totally aware of their duties as external
advisors to the Chancellor’s decision-making.
o
Fifty percent (50%) or more of the non-teaching personnel stated that
the institutional planning, supervision, and professional relations
processes were good to excellent. Decision-making processes scored
less than fifty percent (48.41%).
C. Recommendations
o Institutional/systemic documents and manuals concerning
administrative issues should be timely posted, informed, and
discussed via meetings on campus for the acknowledgement of all
personnel.
o Job requirements, duties, and objectives should be reviewed and
strengthened via training, workshops, and meetings for optimum
administrative service throughout the institution.
190
Chapter 8
191
Chapter 8
student admission and support services appointed to the Academic Affairs Deanship:
Admissions Office, Registrars Office, Financial Aid Office, Counseling Office, Health
Services, Social and Cultural Activities Office, and Athletics Office. The information was
acquired through institutional document analysis, interviews, meetings, and the data
collected through the on-line/print self-study questionnaires distributed during the
second semester of 2009-2010.
I.
Student Affairs Deanship (STAD)
The Student Affairs Deanship is responsible for promoting the students’ integral
development on campus, and support to the University’s mission and institutional goals
(See Chapter One Study of the Relation between the University Mission and the Student
Affairs Deanship (STAD). The following offices respond to the STAD:
A. Admissions Office
The Admissions Office has sustained the UPR-Utuado students’ enrollment by
offering academic counseling to students, relatives, and visitors who request to study at
the University. The staff of the Admissions Office consists of:
o
o
Admission Official II (Director)
Administrative Secretary II
Among their various recruitment strategies are:
192
o
High school promotion activities (at schools and on campus)
o
Personal interviews and letters
o
Orientations offered to potential students and their parents
o
University presentation and promotion booths at strategic areas (shopping
malls)
o
University Open House
Chapter 8
Admission Requirements
All students considering admission to the UPR System must:
o
Fill-in the UPR System admission application (available in print
and electronic format). This application gives the student the
opportunity to select three (3) alternatives in any of the ten (10)
units of the System. The System admits the student at least in
one of the units chosen.
o
Be an American citizen or have residence status in the United
States. All non-US residents must comply with US immigration
requirements.
o
Haven taken the College Board Entrance exam.
o
Have the minimum admission’s average established for each
academic program.
The admission process relies on the General Admission Index. This is calculated
for each student by adding high school grade points average and the points acquired on
the College Board Entrance Examination Score. The University’s admission index is
established by the academic department director with the recommendation of the
academic dean and certified by the University Board. The Admissions Office prepares a
report that summarizes student enrollment data for each academic program, and
submits its recommendations for the next annual admission index. The UPR Central
Administration Office is responsible for evaluating all student applications. These are
later sent to the appropriate units for further admission procedures. The UPR-Utuado’s
minimum General Admission Indexes for the academic years of 2005-06 to 2009-2010
were as follows:
Table 8-1
Distribution of Minimum Admission Index per Academic Program
2005-06 to 2009-10
Programs/Department
Bachelor’s
Accounting
Office Systems
Associate Degrees
Office Systems
Horticulture
Food Processing
193
2005-06*
2006-07*
2007-08
2008-09
2009-10
216
218
243
205
205
225
205
205
225
205
205
230
205
205
230
215
205
168
168
200
200
165
185
200
200
165
185
200
200
165
182
200
200
165
167
Chapter 8
Programs/Department
2005-06*
2006-07*
2007-08
2008-09
2009-10
Pest Control
Social Sciences
Education
Humanities
Natural Sciences
Plastic Arts
Political Sciences
Social Sciences
Economy
Physical Education
Teaching and Coaching
Teaching
Recreation
Nursing
Hispanic Studies
History
Language and French Literature
Comparative Literature
Sociology
Art Theory
Cooperativism
Natural Sciences
Secondary Education
Natural Sciences
Physical Education
Spanish
History
English
Mathematics
History
Humanities
Chemistry
Sociology
Secondary Education-English
Applied Physical Electronics
Computational Mathematics
Social Work
Quality Control Manufacturing
Environmental Technology
Ibero American Studies
Radio and Television Broadcasting Technology
Technology in Chemical and Industrial Processes
168
168
168
235
258
220
265
165
165
165
230
230
215
245
165
165
165
200
200
200
200
165
165
165
200
200
200
200
165
165
165
200
200
200
200
245
230
260
250
245
245
230
260
250
245
235
245
250
245
250
245
260
245
245
245
245
245
245
235
300
245
245
245
245
260
245
272
245
260
245
245
245
245
245
245
245
300
300
298
260
300
277
298
292
279
275
308
274
281
295
295
280
245
255
240
225
260
295
260
285
273
273
285
272
272
300
272
250
295
295
280
245
245
240
225
260
292
261
284
268
275
288
259
267
312
274
280
298
300
280
194
235
235
245
250
225
260
Chapter 8
Programs/Department
2005-06*
2006-07*
2007-08
2008-09
2009-10
290
286
280
290
260
260
290
290
290
290
260
260
300
280
280
295
250
260
Biotechnology
Coastal Marine Environmental Evaluator
Biodiversity Evaluator
Biomedicine
Forensic Psychology
*Transfer Preparatory Programs began in 2007-08
Source: Admissions Office
Student’s Admission and Enrollment
Once admitted, a “Campus Welcoming Week” is offered. During this week,
students go through several activities such as a course seating assignment, a health
orientation, and a first aid services orientation. Admitted and enrolled students receive
their first academic program for the first semester; they later on have an assigned
counselor who assists them in course selection during future enrollment procedures.
According to the Table 8-2, an average of 40% of the students from high school
and other institutions are enrolled at the UPR-Utuado.
Table 8-2
Students Admitted and Enrolled from High Schools and other Institutions of
Higher Education from 2005-06 to 2009-10
Transfers from other UPR Units
12
9
75%
17
16
94%
13
9 69%
13
3
2
67%
8
5
63%
6
2 33%
3
Readmissions
125 71
57%
108
78
72%
133
87 65%
103
Total of New Students
663 560
84%
Transfer from Private Institutions
Total Enrollment/Percent of
New Students Enrolled
1,523 560
5
66%
38%
13
9
69%
3 100%
14
9
64%
70
68%
117
79
68%
709 574
81% 1,056 697 66% 1,071 690
64%
984 654
66%
37% 1,514 574
38% 1,604 697 43% 1,682 690
41% 1,623 654
40%
Source: Admissions Office
195
% Enrolled
Admitted
840 557
Enrolled
% Enrolled
952 612
First Semester
2009-10
64%
Enrolled
904 599 66%
First Semester
2008-09
Admitted
% Enrolled
82%
Enrolled
Admitted
576 475
First Semester
2007-08
% Enrolled
91%
Enrolled
Admitted
523 478
First Semester
2006-07
% Enrolled
New High School Students
Enrolled
UPR-Utuado New students
Admitted
First Semester
2005-06
Chapter 8
B. Registrar’s Office
The Registrar’s Office is responsible for the safe keeping of all academic records
and the registration of all students admitted to the UPR-Utuado. It offers student
services, but responds to the Academic Affairs Deanship; it also collaborates directly
with the Admissions, Bursars and Financial Aid Offices. The staff of the Registrar’s Office
consists of:
o
Registrar
o
Annotator Official (1)
o
Record Evaluator Officials (2)
o
Secretary (Administrative Assistant)
Services
Among its current services, are:
o
updating academic records;
o
transmitting students re-admissions, transfers, and reclassifications;
o
certifying veterans and athletes’ documents;
o
revising student documents for pre-enrollment, enrollment;
partial/complete withdrawals, and academic records for graduations;
and
o
evaluate academic progress for student financial aid purposes.
All student records are protected and kept in a safe vault according to the
Buckley Law (Family Educational Rights and Privacy Act 1974). The registration process
at the UPR-Utuado is organized and accomplished with the assistance of the directors of
academic departments, faculty, secretaries, students, and the Registrar’s Office
personnel. During registration week, students come to campus to fulfill their
registration process. Students with special needs are personally assisted throughout the
process. In addition, the Registrar’s Office is located on the first floor of the main
building (A), next to an emergency ramp to facilitate access for the whole population
requesting services.
196
Chapter 8
Written Material
The following information/bulletins are offered to Office visitors in general:
o
Campus services (pamphlet)
o
UPR System’s Guidelines for Transfer Process (pamphlet)
o
Student’s Rights according to the Buckley Law (Family Educational Rights
and Privacy Act 1974)
o
Veteran’s Benefits according to PR Law 203
Table 8-3
First and Second Semester Enrollment by Program
2005-06 to 2009-10
2005-06
Department
st
1
Sem.
Bachelor’s
2006-07
nd
2
Sem.
st
1
Sem.
2007-08
nd
2
Sem.
st
1
Sem.
2008-09
nd
2
Sem.
st
1
Sem.
2009-10
nd
2
Sem.
st
1
Sem.
nd
2
Sem.
595
570
602
511
589
571
561
503
555
496
380
365
369
345
324
303
266
233
212
178
88
83
86
51
94
103
110
99
121
113
127
122
147
115
171
165
185
171
222
205
Associate Degrees
Business
Administration
Office Systems
718
595
743
662
827
676
898
771
835
708
70
58
80
65
94
64
97
75
91
65
37
31
44
60
40
25
30
28
33
21
Pest Control
32
30
21
18
23
19
41
28
31
26
Food Processing
29
30
33
28
25
19
36
34
47
45
Agricultural
Production
Horticulture
77
64
69
58
74
60
60
48
61
46
82
64
73
61
93
73
74
65
50
43
77
66
72
61
64
51
58
53
60
58
83*
59*
84
73
67
59
65
51
56
49
Humanities
51*
38*
58
54
78
60
95
67
62
54
Social Sciences
70*
66*
76
67
103
95
125
117
136
125
110*
89*
133
117
166
151
217
205
208
176
82
65
81
69
111
105
133
118
154
129
1
1
1
1
2
2
4
4
4
1
4
3
3
4
74
69
88
79
87
78
Office Systems
Accounting
Natural Sciences
Transfer
Preparatory Programs
Plastic Arts
Biomedicine
Biotechnology
197
82
65
81
69
Chapter 8
2005-06
Department
st
1
Sem.
Environmental
Sciences
Natural Sciences—
General Program
Social Sciences—
General Program
Broadcasting
Technology
Cooperativism
Physical Education
Teaching and Coaching
Physical Education—
Teaching
Secondary Education
Nursing
Ibero American
Studies
History
Humanities—General
Program
Language and French
Literature
Mathematics—
Secondary Education
Forensic Psychology
Psychology and
Mental Health
Sociology
Technology in
Chemical and
Industrial Processes
Professional
Improvement
Special Permission
Total
2006-07
nd
2
Sem.
st
1
Sem.
2007-08
nd
2
Sem.
st
1
Sem.
2008-09
nd
2
Sem.
st
1
Sem.
2009-10
nd
2
Sem.
1
Sem.
nd
2
Sem.
1
1
1
1
3
3
1
1
4
3
4
2
4
3
2
2
2
1
5
5
8
7
14
11
3
3
3
2
1
0
1
1
0
0
0
1
1
1
2
1
2
2
1
0
2
2
0
0
8
4
3
3
2
2
0
0
1
1
1
1
0
0
1
1
0
0
1
1
1
1
0
0
5
5
8
7
6
2
3
3
7
6
9
8
2
2
1
1
4
4
1
1
1
1
2
1
70
56
56
42
49
52
54
44
22
37
58
83
32
72
28
48
36
86
57
101
1,523
1,369
1,514
1,356
1,604
1,452
1,682
1,522
1,623
1,471
*Transfer programs during the first semester 2005-06 and second semester 2005-06.
Source: PIRO
198
st
Chapter 8
As can be seen in Table 8-4, the majority of the students enrolled at the UPRUtuado come from the Municipalities of Utuado, Arecibo, Adjuntas, Lares, and Jayuya
(Central Mountain Region).
Table 8-4
Enrollment Distribution by Place of Residence
Town of Residence
Adjuntas
Aguada
Aguadilla
Aguas Buenas
Aibonito
Añasco
Arecibo
Arroyo
Barceloneta
Barranquitas
Bayamón
Cabo Rojo
Caguas
Camuy
Canóvanas
Carolina
Cataño
Cayey
Ciales
Cidra
Coamo
Comerío
Corozal
Dorado
Fajardo
Florida
Guánica
Guayama
Guayanilla
Guaynabo
Gurabo
Hatillo
Hormigueros
Humacao
Isabela
Jayuya
Juana Díaz
199
2005-06
2006-07
No.
107
4
11
1
3
1
119
3
23
2
13
1
9
24
1
2
%
7%
0.3%
0.7%
0.1%
0.2%
0.1%
7.8%
0.2%
1.5%
0.1%
0.9%
0.1%
0.6%
1.6%
0.1%
0.1%
No.
89
5
4
3
4
4
126
4
22
2
15
3
13
33
%
6.0%
0.0%
0.0%
0.0%
0.0%
0.0%
8.0%
0.0%
1.0%
0.0%
1.0%
0.0%
1.0%
2.0%
5
0.0%
3
21
5
3
7
15
2
3
38
0.2%
1.4%
0.3%
0.2%
0.5%
1.0%
0.1%
0.2%
2.5%
1
17
3
4
6
14
4
5
33
0.0%
1.0%
0.0%
0.0%
0.0%
1.0%
0.0%
0.0%
2.0%
6
1
8
5
42
1
2
11
80
2
0.4%
0.1%
0.5%
0.3%
2.8%
0.1%
0.1%
0.7%
5.3%
0.1%
6
2
6
3
37
5
13
87
3
2007-08
No.
80
7
3
1
8
6
116
%
5.0%
0.0%
0.0%
0.0%
0.0%
0.0%
7.0%
22
1
28
1.0%
0.0%
2.0%
0.0%
0.0%
0.0%
0.0%
2.0%
16
40
3
4
3
10
28
5
7
3
18
8
5
44
2
7
4
8
6
33
0.0%
1.0%
6.0%
0.0%
4
11
79
3
2008-09
2009-10
No.
80
8
7
%
5.0%
0.0%
0.0%
1.0%
2.0%
0.0%
0.0%
0.0%
1.0%
2.0%
0.0%
0.0%
0.0%
1.0%
0.0%
0.0%
3.0%
0.0%
0.0%
0.0%
0.0%
0.0%
2.0%
10
6
123
4
24
1
35
3
22
36
3
5
5
12
34
10
12
5
24
8
2
48
2
10
5
6
6
46
1.0%
0.0%
7.0%
0.0%
1.0%
0.0%
2.0%
0.0%
1.0%
2.0%
0.0%
0.0%
0.0%
1.0%
2.0%
1.0%
1.0%
0.0%
1.0%
0.0%
0.0%
3.0%
0.0%
1.0%
0.0%
0.0%
0.0%
3.0%
No.
68
3
7
2
8
7
135
4
26
3
31
3
24
29
1
4
4
11
16
15
9
5
23
7
1
35
1
11
2
8
8
46
0.0%
1.0%
5.0%
0.0%
4
12
77
2
0.0%
1.0%
5.0%
0.0%
5
12
67
5
%
4.2%
0.2%
0.4%
0.1%
0.5%
0.4%
8.3%
0.2%
1.6%
0.2%
1.9%
0.2%
1.5%
1.8%
0.1%
0.2%
0.2%
0.7%
1.0%
0.9%
0.6%
0.3%
1.4%
0.4%
0.1%
2.2%
0.1%
0.7%
0.1%
0.5%
0.5%
2.8%
0.0%
0.3%
0.7%
4.1%
0.3%
Chapter 8
Town of Residence
Juncos
Lajas
Lares
Las Marías
Las Piedras
Loíza
Luquillo
Manatí
Maricao
Maunabo
Mayagüez
Moca
Morovis
Naguabo
Naranjito
Orocovis
Patillas
Peñuelas
Ponce
Quebradillas
Río Grande
Río Piedras
Sabana Grande
Salinas
San Germán
San Juan
San Lorenzo
San Sebastián
Santa Isabel
Toa Alta
Toa Baja
Trujillo Alto
Utuado
Vega Alta
Vega Baja
Villalba
Yabucoa
Yauco
Unknown
Total
2005-06
No.
1
%
0.1%
92
6
1
1
6.0%
0.4%
0.1%
0.1%
25
4
3
5
4
15
1.6%
0.3%
0.2%
0.3%
0.3%
1.0%
6
2
7
4
9
32
3
0.4%
0.1%
0.5%
0.3%
0.6%
2.1%
0.2%
4
2
17
4
33
2
8
7
3
587
9
41
5
2
0.3%
0.1%
1.1%
0.3%
2.2%
0.1%
0.5%
0.5%
0.2%
38.5%
0.6%
2.7%
0.3%
0.1%
1,523
100%
2006-07
No.
6
%
0.0%
94
5
4
1
19
1
1
3
1
22
6.0%
0.0%
0.0%
0.0%
1.0%
0.0%
0.0%
0.0%
0.0%
1.0%
8
2
8
6
9
25
2
2007-08
4
1
94
1
5
1
2
32
%
0.0%
0.0%
6.0%
0.0%
0.0%
0.0%
0.0%
2.0%
1.0%
0.0%
1.0%
0.0%
1.0%
2.0%
0.0%
3
5
3
22
1
12
6
11
8
16
25
0.0%
0.0%
0.0%
1.0%
0.0%
1.0%
0.0%
1.0%
0.0%
1.0%
2.0%
1
3
0.0%
0.0%
1
1
6
0.0%
0.0%
0.0%
17
3
29
4
5
11
2
574
8
50
5
2
2
1.0%
0.0%
2.0%
0.0%
0.0%
1.0%
0.0%
38.0%
1.0%
3.0%
0.0%
0.0%
0.0%
19
6
28
3
8
14
3
562
11
54
6
4
3
1.0%
0.0%
2.0%
0.0%
0.0%
1.0%
0.0%
35.0%
1.0%
3.0%
0.0%
0.0%
0.0%
1,514 100.0%
No.
1,604 100.0%
2008-09
No.
6
1
79
2
6
1
2
50
%
0.0%
0.0%
5.0%
0.0%
0.0%
0.0%
0.0%
3.0%
6
5
6
18
1
16
8
8
4
27
25
2
1
1
6
0.0%
0.0%
0.0%
1.0%
0.0%
1.0%
0.0%
0.0%
0.0%
2.0%
1.0%
0.0%
0.0%
0.0%
0.0%
26
2.0%
5
0.0%
32
2.0%
3
0.0%
15
1.0%
10
1.0%
1
0.0%
522
31.0%
13
1.0%
58
3.0%
3
0.0%
6
0.0%
7
0.0%
3
0.0%
1,682 100.0%
Source: PIRO
200
2009-10
No.
6
1
66
3
5
1
1
59
12
3
2
19
14
5
14
3
19
25
1
1
15
11
1
24
4
38
2
19
16
4
491
25
55
3
3
5
1
1,623
%
0.4%
0.1%
4.1%
0.2%
0.3%
0.1%
0.1%
3.6%
0.0%
0.7%
0.2%
0.1%
1.2%
0.0%
0.9%
0.3%
0.9%
0.2%
1.2%
1.5%
0.1%
0.1%
0.9%
0.7%
0.1%
1.5%
0.2%
2.3%
0.1%
1.2%
1.0%
0.2%
30.3%
1.5%
3.4%
0.2%
0.2%
0.3%
0.1%
100.0%
Chapter 8
According to Table 8-5, the programs with the highest graduation rates are the
following:
o
o
o
o
o
Elementary Education—Bachelor’s Degree
Office Systems—Bachelor’s Degree
Accounting—Bachelor’s Degree
Natural Sciences
Table 8-5
Academic Degrees Conferred during Academic Years 2005-06 to 2009-10
Academic Programs
2005-06
2006-07
2007-08
2008-09
2009-10
Bachelor’s Degree Programs
64
61
66
65
34
Office Systems
23
23
11
17
9
Accounting
16
13
9
12
20
0
0
3
4
0
7
6
3
8
11
Office Systems
0
0
1
1
3
Pest Control
3
4
3
2
2
Food Processing
4
3
9
7
6
10
21
10
7
17
8
1
5
9
5
Horticulture
7
7
8
9
3
Humanities
15
0
0
1
1
6
0
0
6
8
27
4
10
5
5
190
143
138
153
124
Associate Degree Programs
Social Sciences
Natural Sciences
Total
Source: PIRO
201
Chapter 8
According to Table 8-6, the greatest numbers of total withdrawals are from the
following programs:
o
o
o
o
Office Systems
Table 8-6
Total Withdrawals from 2005-06 to 2009-10
st
% of Withdrawals
Enrolled
% of Withdrawals
Enrolled
7
1%
602 10
2%
589 10
2%
561 20
4%
555 23
4%
380
4
1%
369
3
1%
324
4
1%
266
9
3%
212 11
5%
88
2
2%
86
5
6%
94
3
3%
110
4
4%
121
8
7%
127
1
1%
147
2
1%
171
3
2%
185
7
4%
222
4
2%
718
22
3%
743 20
3%
827 33
4%
898 48
5%
835 35
4%
70
4
6%
80
4
5%
94
7
7%
97
Office Systems
37
1
3%
44
2
5%
40
1
3%
Pest Control
32
1
3%
21
0
0%
23
1
Food Processing
29
0
0%
33
0
0%
25
77
3
4%
69
0
0%
82
4
5%
73
1
Horticulture
77
1
1%
72
Elementary Education*
83
3
4%
Humanities*
51
1
Social Sciences*
70
Natural Sciences*
Transfer
Preparatory Programs
Bachelor’s
Office Systems
Accounting
Associate Degrees
1%
91
5
5%
30
0%
33
2
6%
4%
41
8 20%
31
3 10%
1
4%
36
0%
47
2
4%
74
2
3%
60
4
7%
61
1
2%
1%
93
4
4%
74
4
5%
50
4
8%
2
3%
64
3
5%
58
5
9%
60
2
3%
84
0
0%
67
3
4%
65
2
3%
56
5
9%
2%
58
3
5%
78
4
5%
95
5
5%
62
1
2%
4
6%
76
3
4%
103
3
3%
125
1
1%
136
5
4%
110
0
0%
133
5
4%
166
4
2%
217 18
8%
208
5
2%
82
2
2%
81
2
2%
111
1
1%
133
4%
154
5
3%
0%
1
0%
4
0%
1
0%
0%
4
0%
5%
87
Plastic Arts
1
1
5
Biomedicine
Biotechnology
2
% of Withdrawals
Enrolled
595
Department
Enrolled
% of Withdrawals
Total Wthdrawals
1 sem. 2009-10
Enrolled
Total Wthdrawals
st
1 sem. 2008-09
Total Wthdrawals
st
1 sem. 2007-08
% of Withdrawals
Total Wthdrawals
st
1 sem. 2006-07
Total Wthdrawals
st
1 sem. 2005-06
82
2
2%
81
2
2%
74
1
0%
4
1%
88
4
2
2%
Environmental Sciences
1
0%
1
0%
3
1 33%
Natural Sciences—General
1
0%
4
0%
4
0%
202
st
% of Withdrawals
Total Wthdrawals
1 sem. 2009-10
Enrolled
% of Withdrawals
Total Wthdrawals
% of Withdrawals
Total Wthdrawals
st
1 sem. 2008-09
Enrolled
st
1 sem. 2007-08
Enrolled
% of Withdrawals
% of Withdrawals
Total Wthdrawals
Enrolled
Department
st
1 sem. 2006-07
Total Wthdrawals
st
1 sem. 2005-06
Enrolled
Chapter 8
Program
Social Sciences—General
Program
Broadcasting Technology
Cooperativism
4
0%
2
0%
2
5
0%
8
1 13%
14
3
0%
3
0%
1
0%
Physical Education-- Teaching
and Coaching
1
0%
0
Physical Education—Teaching
1
0%
2
0%
2
1 50%
1
0%
8
0%
1
0%
1
0%
Secondary Education
Nursing
2
0%
0
3
0%
2
0%
History
1
0%
1
0%
Humanities—General Program
Language and French
Literature
Mathematics—Secondary
Education
1
0%
0%
1
7%
0
Forensic Psychology
5
0%
8
0%
6
0%
3
0%
7
0%
9
0%
Sociology
2
0%
1
0%
4
0%
Technology in Chemical and
Industrial Processes
1
0%
1
0%
2
0%
2%
49
0%
54
4%
22
0%
0%
28
0%
36
0%
57
0%
Professional Improvement
70
3
4%
56
Special Permission
58
1
2%
32
1,523
35
Total
1
2% 1,514 33
2% 1,604 44
2
3% 1,682 75
*Transfer programs during the first semester 2005-06.
Source: PIRO
203
4% 1,623 63
4%
Chapter 8
According to Table 8-7, the programs with the highest graduation rates with regard to enrollment were:
o
o
o
o
o
Elementary Education—BA
Livestock Technology—AD
Food Processing—AD
Office Systems—BA
Pest Control—AD
Table 8-7
Total Student Enrollment First Semester, Degrees Awarded, and Percent Graduated for 2005-06 to 2009-10
204
%
Graduated
Enrolled
st
1 Sem.
Graduated
%
Graduated
Enrolled
st
1 Sem.
Graduated
%
Graduated
Enrolled
st
1 Sem.
Graduated
%
Graduated
2009-10
Graduated
2008-09
Enrolled
st
1 Sem.
595
380
88
127
718
70
37
32
29
77
82
77
83
51
70
110
2007-08
%
Graduated
Bachelor’s
Office Systems
Accounting
Associate Degrees
Office Systems
Pest Control
Food Processing
Horticulture
Elementary Education*
Humanities*
Social Sciences*
Natural Sciences*
2006-07
Graduated
Department
Enrolled
st
1 Sem.
2005-06
103
64
23
16
87
7
0
3
4
10
8
7
0
15
6
27
17%
17%
26%
13%
12%
10%
0%
9%
14%
13%
10%
9%
0%
29%
9%
25%
602
369
86
147
743
80
44
21
33
69
73
72
84
58
76
133
97
61
23
13
46
6
0
4
3
21
1
7
0
0
0
4
16%
17%
27%
9%
6%
8%
0%
19%
9%
30%
1%
10%
0%
0%
0%
3%
589
324
94
171
827
94
40
23
25
74
93
64
67
78
103
166
86
66
11
9
52
3
1
3
9
10
5
8
3
0
0
10
15%
20%
12%
5%
6%
3%
3%
13%
36%
14%
5%
13%
4%
0%
0%
6%
561
266
110
185
898
97
30
41
36
60
74
58
65
95
125
217
94
65
17
12
59
8
1
2
7
7
9
9
4
1
6
5
17%
24%
15%
6%
7%
8%
3%
5%
19%
12%
12%
16%
6%
1%
5%
2%
555
212
121
222
835
91
33
31
47
61
50
60
56
62
136
208
63
34
9
20
61
11
3
2
6
17
5
3
0
1
8
5
11%
16%
7%
9%
7%
12%
9%
6%
13%
28%
10%
5%
0%
2%
6%
2%
Chapter 8
Total
1,523
Enrolled
st
1 Sem.
Graduated
%
Graduated
Enrolled
st
1 Sem.
Graduated
%
Graduated
Enrolled
st
1 Sem.
Graduated
%
Graduated
0%
81
0
0%
111
1
0
0%
133
1
0
0%
154
4
1
4
87
3
4
2
14
1
0
2
1
8
0
0
1
0
1
6
9
4
2
22
57
0
0%
81
70
58
56
32
190
12% 1,514
143
* Transfer programs during the first and second semesters 2005-06
Source: PIRO
205
2009-10
%
Graduated
82
2008-09
Graduated
0
2007-08
Enrolled
st
1 Sem.
82
2006-07
%
Graduated
Plastic Arts
Biomedicine
Biotechnology
Environmental Sciences
Natural Sciences—General Program
Social Sciences—General Program
Radio and Television Broadcasting Technology
Cooperativism
Physical Education—Teaching and Coaching
Physical Education—Teaching
Physical Education—Secondary Education
Nursing
History
Humanities—General Program
Language and French Literature
Mathematics—Secondary Education
Forensic Psychology
Sociology
Technology in Chemical and Industrial Processes
Professional Improvement
Special Permission
Graduated
Department
Enrolled
st
1 Sem.
2005-06
2
74
1
1
4
5
3
1
1
0
2
3
1
4
88
1
4
2
8
3
0
2
0
0
2
1
1
0
5
3
2
1
49
28
8
7
1
1
54
36
9% 1,604
138
9% 1,682
153
9% 1,623
124
8%
Chapter 8
When student survey respondents were queried on the Registrar’s Office services
(Table 8-8), they stated that:
o
Enrollment processes were eighty-six percent (86.3%) average to excellent.
o
Certifications were eighty-seven percent (87.4%) average to excellent.
o
Transcript copies were eighty-seven percent (87.2%) average to excellent.
o
Transfer processes were eighty-three percent (83.2%) average to excellent.
o
Readmissions were about eighty-six percent (85.8%) average to excellent.
o
Institution changes were about eighty-six percent (85.6%) average to excellent.
o
Graduation procedures were about eighty-four percent (83.9%) average to excellent.
o
Academic progress procedures were eighty-five percent (85.2%) average to excellent.
o
Other services (not specified) were about eighty-eight percent (87.5%) average to excellent.
Overall, eighty-three percent (83%) or more students indicated that the Registrar’s
Office services were average to excellent.
Table 8-8
Students’ Evaluation of the Services at Registrar’s Office
Answer Options
1—Excellent
2—Good
3—Average
4—Deficient
No.
%
5—Have
Response
not used
Response
Count
the Services
Count
(1-4)
No
No.
%
No.
%
No.
%
1) Enrollment
Process
117
37.4%
85
27.2%
68
21.7%
43
13.7%
40
313
353
2) certification
102
39.1%
82
31.4%
44
16.9%
33
12.6%
78
261
339
3) transcript copy
92
38.2%
65
27.0%
53
22.0%
31
12.9%
91
241
332
4) transfer
62
33.5%
44
23.8%
48
25.9%
31
16.8%
126
185
311
5) readmission
65
38.2%
47
27.6%
34
20.0%
24
14.1%
131
170
301
6) institution change
51
34.9%
39
26.7%
35
24.0%
21
14.4%
147
146
293
7) graduations
45
40.2%
26
23.2%
23
20.5%
18
16.1%
171
112
283
8) academic
progress
82
38.0%
60
27.8%
42
19.4%
32
14.8%
102
216
318
9) other
33
47.1%
12
17.1%
17
23.3%
8
11.4%
92
70
162
Answered question
356
Skipped question
46
Source: Self-Study Questionnaires, PIRO
206
Chapter 8
About fifty percent (49.9%) of the students were aware of the Buckley Law; only thirty
percent (30.4%) had received oral/written information about the act (Tables 8-9 and 8-10).
These responses could be due to the lack of knowledge students have in understanding the
information being provided to them during Orientation Week.
Table 8-9
Students’ Knowledge on Buckley Law
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
49.5%
50.5%
Response Count
183
187
370
32
Table 8-10
Counseling by Means of Oral or Written Communication on the Effects of the Buckley Law
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
30.4%
69.6%
Response Count
112
257
369
33
For more information on the student responses see this chapter’s Electronic/Printed
Questionnaire Responses
C. Financial Aid Office
The Financial Aid Office assists students who request financial assistance to pursue their
college degree. This institutional program is financed by federal, local and private funding. The
staff of the Financial Aid Office consists of:
o
o
o
o
207
Director
Assistant Director
Financial Aid Officials (3)
Secretary
Chapter 8
Service and Compliance
Its main service is to provide its students, parents, and visitors with information
regarding financial aid opportunities. Furthermore, the office distributes the institutional
financial aid according to the established requirements of the FAFSA formula. To qualify for
financial aid the students should:
o
be enrolled in courses directed towards a university academic degree;
o
be an American citizen or a permanent USA resident;
o
demonstrate financial need, and
o
comply with the standards for satisfactory academic progress.
Table 8-11 summarizes the UPR-Utuado financial assistance distribution during the
2005-06 to 2009-2010 academic years:
208
Chapter 8
Table 8-11
Financial Assistance Assigned to Students from 2005-06 to 2009-10
1,146
$ 3,988,346
1,219
$4,530,186
1,298
$ 5,033,372
1,337
$ 5,561,599
1,281
FSEOG-Federal
Supplemental
Opportunity Grant
121,624
187
110,283
195
120,229
199
94,327
135
123,984
167
Loans
532,644
206
493,345
189
560,387
182
516,000
167
Federal Work Study
127,953
119
153,782
135
153,076
141
196,380
134
130,479
119
208,550
284
252,350
347
255,107
345
0
0
359,440
473
PELL Grant
ACG-Academic
Competiveness
Grant
Legislative Grant
LEAP-Leveraging
Educational
Opportunity Grant
0
349,342
530
0
5,230
16
4,887
Smart National
Smart Grant
Total Assistance
Given
0
0
8
0
0
0
32,100
$ 4,781,580
$ 4,750,643
$ 5,604,528
Source: Financial Assistance Office
209
13
9
Funds Assigned
Funds Assigned
2,925
Number of
Students Receiving
Assistance
Number of
Students Receiving
Assistance
$ 3,644,788
Type of Assistance
Number of
Students Receiving
Assistance
Funds Assigned
2009-10
Number of
Students Receiving
Assistance
2008-09
Funds Assigned
2007-08
Number of
Students Receiving
Assistance
2006-07
Funds Assigned
2005-06
0
0
0
$ 6,095,354
$ 6,430,609
Chapter 8
Written Material
The following information/bulletins are offered on-line to visitors in general:
o
on-line FAFSA application;
o
on-line student loans; and
o
brochure on financial, student loans and office services.
D. Counseling and Orientation Office
The Counseling and Orientation Office offers academic, personal, and vocational
counseling and guidance to support the student body. The office staff consists of:
o
Director (Professional Counselor)
o
Professional counselors (3 )
o
Clinical Psychologist (part-time)
o
Secretary
Services
210
o
Assist traditional and non-traditional students with issues
concerning academic, vocational and/or personal matters that
can hinder their academic progress
o
Plan and coordinate on/off outreach events (Career Days, Open
House, and collaborate in recruitment visits)
o
Provide and interpret student vocational questionnaires
o
Help students adapt and participate in campus activities
o
Assist students in university and academic program transitions
o
Attend crisis interventions and make referrals to hospitals,
psychiatric care, etc.
Chapter 8
Written Material
The following information/bulletins are offered to visitors:
o
institutional academic offerings,
o
pamphlets on university life,
o
material on vocational/academic issues and job search, and
o
prevention material for students (e.g. stress management,
domestic violence, harassment, suicide, etc.)
Approximately eighty-two percent (81.7%) of the student respondents have
visited the Counseling and Orientation Office (Table 8-12).
Table 8-12
Students’ Responses on Visits to the Counseling and Orientation Office at UPR-Utuado
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
81.7%
18.3%
282
63
345
57
Approximately ninety-seven percent (96.5%) of the student respondents
indicated that the services received at the Counseling and Orientation Office were
average to excellent (Table 8-13).
Table 8-13
Students’ Responses on the Qualification of Services Received at the Counseling Services Office
Answer Options
Excellent
Good
Average
Deficient
Answered question
Skipped question
Response Percent
50.5%
39.0%
7.0%
3.5%
Response Count
158
122
22
11
313
89
211
Chapter 8
The students visited the Counseling and Orientation Office to request partial
withdrawal (52.1%), request transfer (34.5%), solve problems with academic programs
(27.9%), and change academic program/major (26.6%) (Table 8-14).
Table 8-14
Students Responses on the Situation that Motivated them to Visit the Counseling Services Office
Answer Options
Response Percent
Response Count
1) problems with my academic program
27.9%
81
2) poor academic performance
11.4%
33
3) study habit problems
13.4%
39
4) request partial withdrawal
52.1%
151
5) request total withdrawal
2.8%
8
6) personal problems
14.5%
42
7) change of academic program/major
26.6%
77
8) request a transfer
34.5%
100
0.0%
0
11.0%
32
9) suspension
10) Other, specify
Answered question
290
Skipped question
112
212
Chapter 8
Students that have been or are currently under probation stated that they have
basically received written communication or monthly meetings in one or two occasions
to discuss their probation status. Seventy-nine percent (79%) or more of the students
never received institutional follow-up (Table 8-15). This could be due to non-probation
students responding to the question. Nevertheless, the Self-Study Committee
confirmed that the Counseling and Orientation Office has a rigorous protocol to offer
probation students academic follow-up.
For more information on the student participants’ responses see the chapter’s
Electronic/Printed Questionnaire Responses.
Table 8-15
Students Under Probation Term Response on
Counseling and Orientation Office’s Follow-ups
(more than one answer was selected)
Monthly meetings
6
3.3%
18
10.1%
154
86.5%
Response
Count
178
Telephone calls
3
1.7%
9
5.1%
163
93.1%
175
Written communication
4
2.2%
34
18.8%
143
79.0%
181
Answer Options
3 or more times
1 or 2 times
Never
Others
3
Answered question
185
Skipped question
217
213
Chapter 8
E. Health Services
The Health Services Office works to promote the physical, mental and
intellectual health of its campus population. Its staff consists of:
o
Coordinator of Health Services (Specialized Nurse)
o
Secretary (part-time)
o
Doctor (10 hours weekly)
Services and Events
o
Inform freshmen on the UPR Medical Health Plan and health
services offered on campus
o
Offer assistance to student body and campus personnel who are
in medical need.
o
Counsel students and community on health issues and
prevention such as sexual-transmitted diseases, pandemic
viruses, drug/alcohol abuse, etc.
o
Sponsor workshops and conferences on health issues.
o
Students with special needs are attended according to their
needs and consent. Their head doctors or therapists are
consulted (when necessary) for follow –ups and/or essential
treatments. Referrals are made when necessary to the
Counseling and Orientation Office.
o
Students medical records are kept updated and under strict
confidentiality by U.S. Health Department (HIPPA law).
Moreover, vaccine reports are sent electronically to the Puerto
Rico’s Health Department.
Several events are annually coordinated on campus for the internal/external
community:
o
o
o
214
Blood Donation events
Sexual Transmitted Diseases’ Clinics
Center for Research on U.S. Latino HIV/AIDS and Drug Abuse (CRUSADA)
prevention events
Chapter 8
Written Material
The following information/bulletins are offered to visitors:
o
Prevention material for students (e.g. sexual transmitted diseases,
pandemic diseases (H1N1, dengue), vaccination updates, etc).
F. Social-Cultural Activities
The Social-Cultural Activities Office produces artistic and cultural projects that
contribute to the holistic development of the student body, and promotes opportunities
for the cultural growth of the campus community and beyond. Its principle objectives
are:
o
offer opportunities to integrate the dynamics of the academic
programs with arts and cultural activities;
o
develop and promote the arts and culture in the university;
o
present, produce and expose local, national and international
artistic/cultural events on campus for community enjoyment;
o
stimulate artistic creation among the campus population; and
o
become an alternative for the presentation and exhibition of
commercial artistic/cultural events on campus.
The office staff consists of:
215
o
Coordinator
o
Administrative Assistant IV
o
Theater Director
o
Choir Director
o
Dance instructor (volunteer)
o
Cheerleader instructor (volunteer)
Chapter 8
Services and Events
o
Offer and promote opportunities for the student body to explore
the different areas of the arts and culture.
o
Develop and strengthen student skills through workshops and
events in lyrical presentations, poetry, corporal movement and
creation (e.g. arts and crafts, painting, etc.).
Several events are annually coordinated on campus for internal/external
community enjoyment:
216
o
Festival Tierra Adentro (the Office collaborates in this islandwide agricultural fair),
o
Festival de la Voz (lyrical interpretation contests),
o
Choir/poetry/theater recitals,
o
Musical concerts (classical, folklore and rock), and
o
Artistic exhibitions and competitions (local, national and
international).
Chapter 8
G. Athletics Office
The Athletics Office propitiates all student services focused on the development
of sports events throughout the campus community and beyond. Its objectives are:
o
supervise the campus athletic program;
o
offer athletic training to the campus community;
o
recommend student athletes for financial aid incentives and
offer athletes’ diet during competition day(s);
o
participate in all events concerning the inter-university league;
and
o
contribute to the intercollegiate tournament program.
The office staff consists of:
o
Director
o
Secretary
o
Trainers (full-time: 2)
o
Physical Education Auxiliary trainers (part-time: 12)
o
Assistant trainers in various athletic disciplines (volunteers: 5)
Services and Events
o
offer orientation on the campus athletic program and
local/inter-university athletic events;
o
counsel community on sport issues and gym equipment; and
o
give workshops and updates on physical activities.
Several events are annually coordinated on campus for internal/external
community’s enjoyment:
217
o
National High School Track and Field Competition;
o
Turkey Race; and
o
Intramural tournaments in: basketball, table tennis, volleyball
and chess.
Chapter 8
H. Additional Students Services
Student Organizations
At present, six organizations have been fully recognized by the Student Affairs
Deanship (see certification from STAD). Memberships within these organizations are
voluntary, and mainly focus on: leadership, campus life, academic performance and
university/community interaction. Furthermore, according to the Board of Trustee’s
Certification #119, 1998-99, students also have their representation in the UPR-Utuado’s
Academic Senate:
o
Academic Senate (4) student representatives
 President of the Student Council
 Representative in the University Board
 Representative in the Administrative Board
 Senator by Accumulation
For more information on student participation in the university’s governance,
see Administrative Organization and Governance of the University of Puerto Rico
System).
Housing
At time moment, no housing facilities are available on campus grounds.
Remodeled/extended facilities in private houses have served for these services. Student
housing facilities that fulfill Puerto Rico’s Consumer Affairs Office are listed and
recommended by the UPR-Utuado. Since the UPR System has no authority by law or the
resources to exert any control over these facilities, students’ complaints on student
housing issues are referred to the Consumer Affairs Office.
Transportation
All campus transportation petitions are made directly to the Transportation and
Messengers Office. Vehicles are assigned by request for student/personnel usage for all
athletic and social/cultural events sponsored by the UPR-Utuado.
218
Chapter 8
II.
During the months of February, March and April 2010, the MSA Steering
A. Students
Student Services
o Quality of Student Services (see Table 8-16)
 About eighty-nine percent (88.5%) of the students considered
academic counseling to be average to excellent.
 About eighty-three percent (82.8%) of the students considered
student orientation to be average to excellent.
 Eighty-seven percent (87.0%) of the students considered the
Registrar’s Office to be average to excellent.
 About seventy-seven percent (76.8%) of the students considered
tutoring to be average to excellent.
 About eighty-eight percent (88.2%) of the students considered
medical services to be average to excellent.
Athletic Activities/Sports to be average to excellent.
 About eighty-two percent (82.4%) of the students considered the
Health Plan to be average to excellent.
 About eighty-three percent (82.7%) of the students considered the
financial assistance to be average to excellent.
 About ninety percent (89.7%) of the students considered the SocialCultural Activities to be average to excellent.
 About eighty-nine percent (89.3%) of the students considered the
Student Ombudsperson Office to be average to excellent.
219
Chapter 8
Collections Office to be average to excellent.
 About eighty-two percent (82.4%) of the students considered the
Cafeteria to be average to excellent.
 About ninety percent (89.9%) of the students considered the
Admissions Office to be average to excellent.
Cashiers Office to be average to excellent.
 About seventy-eight percent (78.2%) of the students considered the
Student Housing Orientation to be average to excellent.
Overall, students informed that the quality of student services were eighty–two
percent (82%) or more average to excellent except in Student Housing Orientation
(78.2%) and Tutoring (76.8%).
Table 8-16
Students’ Responses to Quality in Student Services Offered at UPR-Utuado
Answer Options
1—Excellent
No.
2--Good
3—Average
4—Deficient
Have not Subtotal Response
requested (Excellent to Count (#of
the Service Deficient)
users)
%
No.
%
No.
%
No.
%
95
35.1%
70
25.8%
75
27.7%
31
11.4%
90
271
361
2) Student Orientation
125
42.8%
57
19.5%
60
20.5%
50
17.1%
70
292
362
3) Registrar Office
106
34.2%
94
30.3%
70
22.6%
40
12.9%
45
310
355
63
33.2%
39
20.5%
44
23.2%
44
23.2%
149
190
339
5) Medical Services
112
43.8%
75
29.3%
39
15.2%
30
11.7%
99
256
355
6) Athletic
Activities/Sports
68
33.0%
49
23.8%
55
26.7%
34
16.5%
144
206
350
7) Health Plan
65
38.0%
45
26.3%
35
20.5%
26
15.2%
164
171
335
110
36.5%
79
26.2%
60
19.9%
52
17.3%
58
301
359
104
39.4%
71
26.9%
62
23.5%
27
10.2%
89
264
353
72
35.0%
66
32.0%
46
22.3%
22
10.7%
141
206
347
111
36.3%
84
27.5%
76
24.8%
35
11.4%
51
306
357
96
30.7%
90
28.8%
72
23.0%
55
17.6%
49
313
362
13) Admissions
109
35.3%
94
30.4%
75
24.3%
31
10.0%
49
309
358
14) Cashier
111
38.1%
90
30.9%
59
20.3%
31
10.7%
65
291
356
62
34.6%
35
19.6%
43
24.0%
39
21.8%
154
179
333
1) Academic
Counseling
4) Tutoring
8) Financial Assistance
9) Social-Cultural
Activities
10) Student
Ombudsperson
Office
11) Collections Office
12) Cafeteria
15) Student House
Orientation
220
Chapter 8
o Effectiveness of Student Services (see Table 8-17)
 About eighty-six percent (85.8%) of the students considered
 About eighty-six percent (86.4%) of the students considered student
orientation to be average to excellent.
 About eighty-eight percent (88.1%) of the students considered the
Registrar’s Office to be average to excellent.
 About seventy-nine percent (78.8%) of the students considered
 About eighty-seven percent (86.8%) of the students considered
 About eighty-two percent (82.1%) of the students considered
Athletic Activities/Sports to be average to excellent.
 About eighty-five percent (85.2%) of the students considered the
 About eighty-three percent (83.2%) of the students considered the
Social-Cultural Activities to be average to excellent.
 Eighty-one percent (81.0%) of the students considered the cafeteria
to be average to excellent.
 Ninety percent (90.0%) of the students considered Cashiers Office to
be average to excellent.
 About seventy-five percent (75.1%) of the students considered the
Overall, students informed that the effectiveness of student services were
eighty–two percent (82%) or more average to excellent except in Student Housing
Orientation (75.1%) and Tutoring (78.8%).
221
Chapter 8
Table 8-17
Students’ Responses to Degree of Effectiveness in Student Services Offered at UPR-Utuado
Answer Options
1—Excellent
2--Good
3—Average
4—Deficient
Have not
requested Subtotal
the Service (Excellent to
Deficient)
Response
Count (#of
users)
No.
%
No.
%
No.
%
No.
%
No.
1) Academic Counseling
80
31.4%
73
28.6%
66
25.9%
36
14.1%
74
255
329
108
39.6%
63
23.1%
65
23.8%
37
13.6%
54
273
327
3) Registrars Office
101
35.1%
88
30.6%
65
22.6%
34
11.8%
35
288
323
48
27.4%
45
25.7%
45
25.7%
37
21.1%
133
175
308
5) Medical Services
100
42.4%
76
32.2%
29
12.3%
31
13.1%
84
236
320
6) Athletic
Activities/Sports
63
34.1%
48
25.9%
41
22.2%
33
17.8%
126
185
311
7) Health Plan
56
35.9%
46
29.5%
31
19.9%
23
14.7%
142
156
298
109
39.8%
75
27.4%
44
16.1%
46
16.8%
48
274
322
94
39.2%
66
27.5%
50
20.8%
30
12.5%
72
240
312
61
33.3%
62
33.9%
39
21.3%
21
11.5%
119
183
302
103
36.1%
85
29.8%
64
22.5%
33
11.6%
39
285
324
12) Cafeteria
91
32.5%
86
30.7%
50
17.9%
53
18.9%
45
280
325
13) Admissions
94
32.9%
92
32.2%
67
23.4%
33
11.5%
38
286
324
105
38.9%
83
30.7%
55
20.4%
27
10.0%
51
270
321
48
29.8%
42
26.1%
31
19.3%
40
24.8%
132
161
293
4) Tutoring
9) Social-Cultural
Activities
10) Students
Ombudsperson’s
Office
14) Cashier
15) Student Housing
Orientation
222
Chapter 8
o Availability of Student Services (see Table 8-18)
 About eighty-one percent (80.5%) of the students considered
 About eighty-seven percent (86.8%) of the students considered
student orientation to be average to excellent.
 Eighty-five percent (85.0%) of the students considered the Registrar’s
Office to be average to excellent.
 Seventy-seven percent (77.0%) of the students considered tutoring to
be average to excellent.
 About eighty-eight percent (87.8%) of the students considered
 About eighty-four percent (83.8%) of the students considered Athletic
Activities/Sports to be average to excellent.
 About ninety-one percent (90.7%) of the students considered the
 Eighty-seven percent (87.0%) of the students considered the SocialCultural Activities to be average to excellent.
 About eighty-four percent (83.6%) of the students considered the
 About eighty-four percent (83.8%) of the students considered the
cafeteria to be average to excellent.
Cashiers Office to be average to excellent.
Overall, students informed that the availability of student services were eighty
percent (80%) or more average to excellent except in Student Housing Orientation
(75.4%) and Tutoring (77.0%).
223
Chapter 8
Table 8-18
Students’ Responses to Degree of Availability of Student Services Offered at UPR-Utuado
1—Excellent
Answer Options
2--Good
No.
%
No.
1) Academic
Counseling
71
28.2%
82
97
37.5%
92
4) Tutoring
4—Deficient
5) Have not
requested
the Service
Subtotal
(Excellent to
Deficient)
Response
Count
(# of users)
No.
%
No.
%
32.5%
50
19.8%
49
19.4%
72
252
324
76
29.3%
52
20.1%
34
13.1%
63
259
322
31.9%
96
33.3%
57
19.8%
43
14.9%
33
288
321
43
25.3%
42
24.7%
46
27.1%
39
22.9%
134
170
304
5) Medical Services
107
46.3%
64
27.7%
32
13.9%
28
12.1%
88
231
319
6) Athletic
Activities/Sports
68
36.6%
47
25.3%
41
22.0%
30
16.1%
123
186
309
7) Health Plan
60
39.5%
41
27.0%
37
24.3%
14
9.2%
144
152
296
106
38.4%
78
28.3%
51
18.5%
41
14.9%
46
276
322
97
40.4%
56
23.3%
56
23.3%
31
12.9%
74
240
314
57
32.2%
54
30.5%
37
20.9%
29
16.4%
122
177
299
100
35.2%
82
28.9%
69
24.3%
33
11.6%
37
284
321
12) Cafeteria
101
37.0%
82
30.0%
46
16.8%
44
16.1%
50
273
323
13) Admissions
96
34.4%
89
31.9%
61
21.9%
33
11.8%
42
279
321
14) Cashier
95
35.7%
87
32.7%
56
21.1%
28
10.5%
52
266
318
15) Student Housing
Orientation
52
32.7%
31
19.5%
37
23.3%
39
24.5%
132
159
291
9) Social-Cultural
Activities
10) Student
Ombudsperson
Office
%
3—Average
224
Chapter 8
o Confidentiality of Student Services (see Table 8-19)
 About ninety-one percent (90.9%) of the students considered
 About ninety-one percent (90.5%) of the students considered student
orientation to be average to excellent.
 Eighty-nine percent (89.0%) of the students considered the Registrar’s
 About ninety-one percent (90.7%) of the students considered medical
services to be average to excellent.
 About eighty-six percent (86.3%) of the students considered Athletic
Activities/Sports to be average to excellent.
 Eighty-nine percent (89.0%) of the students considered the SocialCultural Activities to be average to excellent.
cafeteria to be average to excellent.
 Ninety-one percent (91.0%) of the students considered the
 About ninety-one percent (91.0%) of the students considered Cashiers
Student Housing House Orientation to be average to excellent.
Overall, students informed that the confidentiality of academic services was
eighty–two percent (82%) or more average to excellent except in Student Housing
Orientation (75.2%).
225
Chapter 8
Table 8-19
Students’ Responses to Degree of Confidentiality of Student Services Offered at UPR-Utuado
Answer Options
1—Excellent
2--Good
3—Average
4—Deficient
5) Have not
requested
the service
Subtotal
(Excellent to
Deficient)
Response
Count
(# of users)
No.
%
No.
%
No.
%
No.
%
No.
132
60.3%
41
18.7%
26
11.9%
20
9.1%
100
219
319
147
61.3%
40
16.7%
30
12.5%
23
9.6%
76
240
316
139
52.9%
65
24.7%
30
11.4%
29
11.0%
52
263
315
67
43.2%
30
19.4%
31
20.0%
27
17.4%
141
155
296
5) Medical Services
125
57.6%
50
23.0%
22
10.1%
20
9.2%
96
217
313
6) Athletic
Activities/Sports
78
46.7%
31
18.6%
35
21.0%
23
13.8%
133
167
300
7) Health Plan
67
47.5%
34
24.1%
27
19.1%
13
9.2%
153
141
294
140
54.1%
61
23.6%
34
13.1%
24
9.3%
56
259
315
103
47.5%
51
23.5%
39
18.0%
24
11.1%
88
217
305
68
40.0%
48
28.2%
33
19.4%
21
12.4%
125
170
295
124
46.4%
64
24.0%
51
19.1%
28
10.5%
44
267
311
12) Cafeteria
107
43.0%
65
26.1%
40
16.1%
37
14.9%
61
249
310
13) Admissions
122
46.0%
74
27.9%
44
16.6%
25
9.4%
51
265
316
14) Cashier
121
49.2%
65
26.4%
38
15.4%
22
8.9%
64
246
310
58
40.0%
28
19.3%
23
15.9%
36
24.8%
143
145
288
1) Academic
Counseling
2) Student
Orientation
3) Registrar Office
4) Tutoring
8) Financial
Assistance
9) Social-Cultural
Activities
10) Student
Ombudsperson
Office
11) Collections
Office
15) Student Housing
Orientation
Answered question
376
Skipped question
26
226
Chapter 8
According to Table 8-20, among the student services frequently requested/used
are: Cafeteria (83.6%), Financial Assistance (70.6%), Registrar’s office (60.4%),
Collection’s Office (51.6%), and Cashier (51.4%). Among the services least
requested/used are: Student Housing Orientation (81.7%), Tutoring Services (70.9%),
Health Insurance Plan (67.3%), Athletic Activities (62.7%), Student Ombudsperson Office
(61.6%), and Extracurricular Activities (50.3%).
Table 8-20
Students’ Responses on the Frequency of Use of Campus Services
Answer Options
3 or more times
No.
%
1 or 2 Times
No.
%
Never
No.
%
Response
Count
1) Academic Counseling
103
27.5%
204
54.4%
68
18.1%
375
2) Orientation
101
27.1%
216
57.9%
56
15.0%
373
226
60.4%
121
32.4%
27
7.2%
374
27
7.3%
80
21.7%
261
70.9%
368
5) Medical Services
126
33.9%
131
35.2%
115
30.9%
372
6) Athletic Activities
84
22.7%
54
14.6%
232
62.7%
370
7) Health Insurance Plan
53
14.6%
66
18.1%
245
67.3%
364
262
70.6%
77
20.8%
32
8.6%
371
9) Social-Cultural Activities
71
19.2%
113
30.5%
186
50.3%
370
10) Student Ombudsperson
41
11.2%
100
27.2%
226
61.6%
367
11) Collection’s Office
190
51.6%
147
39.9%
31
8.4%
368
12) Cafeteria
312
83.6%
51
13.7%
10
2.7%
373
13) Admissions
129
35.0%
207
56.1%
33
8.9%
369
14) Cashier
190
51.4%
133
35.9%
47
12.7%
370
22
6.0%
45
12.3%
299
81.7%
366
4) Tutoring
15) Student Housing Orientation
Answered question
Skipped question
227
376
26
Chapter 8
Table 8-21 indicate that sixty-six percent (66.2%) of the students with special
needs responded that the UPR-Utuado did have the required infrastructure to attend
its special population, this was specifically stated in the Table 8-22: ramps (93.7%)
parking spaces (88.9%), elevators (85.1%), and bathroom access (68.6%). However,
among those that indicated that additional infrastructure was needed (33.8%), their
recommendations were: the need for more ramps (Building A and B), identified
parking spaces, and faculty training update to assist students with special needs
(33.8%). (Table 8-21).
Table 8-21
Answers by Students with Disability on the Availability of Appropriate
Infrastructure at UPR-Utuado for Persons with their Conditions
Answer Options
Response Percent
Response Count
66.2%
33.8%
104
53
157
245
Yes
No
Answered question
Skipped question
Table 8-22
Students’ Responses on Knowledge of Infrastructure and/or Services
Available at UPR-Utuado for Persons with Disabilities
Answer Options
1)
2)
3)
4)
5)
6)
7)
Parking area for the disabled
Ramps
Elevators
Special tables
Special chairs
Bathrooms
Tutors who facilitate reading to the
needed
8) Rotating doors
9) Facilities for the hearing and visual
impaired—Braille system, etc.)
10) Others
Answered question
Skipped question
Response Percent
Response Count
88.9%
93.7%
85.1%
21.9%
19.7%
68.6%
280
295
268
69
62
216
12.1%
38
7.9%
25
20.0%
63
5
315
87
228
Chapter 8
Institutional Publications and Associations
In general, student respondents acknowledge fifty percent (50.0%) or more of the
campus publications; thirty percent (30.0%) or more of the respondents stated that these
writings responded to their academic interest (Table 8-23). Overall, student respondents
acknowledge fifty percent (50.0%) or more of the campus associations (except Spectrum:
16.2%). On the other hand, seven percent or less (7.4%) stated their participation in
these associations (Table 8-24).
Table 8-23
Institutional Publications Students Recognize
which Responds to their Academic Interests
Answer Options
Respond to their
Academic Interests
Recognize
Response
Count
Alborada
104
64.6%
57
35.4%
161
CRA en Acción
106
58.2%
76
41.8%
182
Diálogo
152
70.0%
65
30.0%
217
Others
35
50.0%
35
50.0%
70
Answered question
264
Skipped question
138
Table 8-24
Students’ Responses to What Associations they Recognize, not Recognize, and Participate
Answer Options
Recognize
Do not Recognize
Are member of
Response
Count
Association
172
50.9%
148
43.8%
18
5.3%
338
Natural Sciences Association
181
53.9%
130
38.7%
25
7.4%
336
Alpha y Omega Christian
Association
177
53.8%
145
44.1%
7
2.1%
329
Office Systems Association
201
59.1%
125
36.8%
14
4.1%
340
Student Counselor’s Association
198
59.3%
131
39.2%
5
1.5%
334
51
16.2%
253
80.3%
11
3.5%
315
Spectrum
Answered question
Skipped question
229
359
43
Chapter 8
Campus Security
Security services concerning the student population’s needs were
evaluated as follows:
 Security for personal property was considered 91.3% average to
excellent.
 Individual safety was considered 94.3% average to excellent.
 Orientation services for emergency cases were considered 86.5%
average to excellent.
In general, student respondents informed campus security to be 86.5% or more
average to excellent.
Table 8-25
Students’ Evaluation on Security Services on Campus
Answer Options
Excellent
Good
Average
Deficient
Does not
exist
Response
Count
The security services to personal
property (car, personal items) that
UPR-Utuado offers are…
157 43.0% 121 33.2% 55
15.1%
28
7.7%
4
1.1%
365
The individual security that UPRUtuado offers is…
168 46.3% 128 35.3% 46
12.7%
14
3.9%
7
1.9%
363
Orientation services in case of an
emergency are…
126 34.7% 128 35.3% 60
16.5%
35
9.6%
14
3.9%
363
Answered question
Skipped question
36
230
366
Chapter 8
III.
A.
Findings
o
An average of 40% of the students from high school and other institutions
are admitted to UPR-Utuado.
o
The majority of the students enrolled at UPR-Utuado come from the
Municipalities of Utuado, Arecibo, Adjuntas, Lares, and Jayuya (Central
Mountain Region).
o
The programs with the highest graduation rates are the following:
Elementary Education—Bachelor’s Degree, Office Systems—Bachelor’s
Degree, Accounting—Bachelor’s Degree, Livestock Technology and Natural
Sciences, both associate degrees.
o
The programs with the highest graduation rates with regard to enrollment
were: Elementary Education—Bachelor’s Degree, Livestock Technology-associate degree, Food Processing—associate degree, Office Systems—
Bachelor’s Degree, and Pest Control—associate degree. On the other hand,
the greatest numbers of total withdrawals were: Elementary Education—
Bachelor’s Degree (31), Office Systems—Bachelor’s Degree (22), Business
Administration—associate degree (21), and Agricultural Production—
associate degree (17).
Students Services
231
o
Overall, eighty-three percent (83%) or more students indicated that the
Registrar’s Office services were average to excellent.
o
About fifty percent (49.9%) of the students were aware of the Buckley Law;
only thirty percent (30.4%) had received oral/written information about the
act.
Chapter 8
o
Approximately eighty-two percent (81.7%) of the student respondents have
visited the Counseling and Orientation Office.
o
Approximately ninety-seven percent (96.5%) of the student respondents
indicated that the services received at the Counseling and Orientation Office
were average to excellent.
o
The students mainly visited the Counseling and Orientation Office to
request partial withdrawal (52.1%), request transfer (34.5%), solve
problems with academic programs (27.9%), and change academic
program/major (26.6%).
Student Services Overall
232
o
Among the student services frequently requested/used are: cafeteria
(83.6%), financial assistance (70.6%), Registrar’s Office (60.4%), Collection’s
Office (51.6%), and Cashier’s Office (51.4%). Among the services least
requested/used are: student housing orientation (81.7%), tutoring services
(70.9%), health insurance plan (67.3%), athletic activities (62.7%), Student
Ombudsperson Office (61.6%), and Extracurricular Activities Office (50.3%).
o
Students informed that the quality of student services largely was eighty–
two percent (82%) or more average to excellent except in student housing
orientation (78.2%) and tutoring (76.8%).
o
The effectiveness of student services in general was eighty–two percent
(82%) or more average to excellent except in student housing orientation
(75.1%) and tutoring (78.8%).
o
The availability of student services overall was eighty percent (80%) or more
average to excellent except in student housing orientation (75.4%) and
tutoring (77.0%).
o
The confidentiality of academic services on a whole was eighty–two percent
(82%) or more average to excellent except in student housing orientation
(75.2%).
Chapter 8
Student Special Needs
o
About sixty-six (66.2%) of the students with disabilities understand that the
UPR-Utuado infrastructure complies with their needs, and affirmed that
UPR-Utuado did have the required infrastructure to attend its special
population(e.g. ramps (93.7%), parking spaces (88.9%), elevators (85.1%),
and bathroom access (68.6%). However, they also mentioned the need for
more ramps (Buildings A and B), identified parking spaces, and faculty
training update to assist students with special needs (33.8%).
Publications
o
Student respondents acknowledge fifty percent (50.0%) or more of the
campus publications; thirty percent (30.0%) of more of the respondents
stated that these writings responded to their academic interest. Overall,
student respondents acknowledge fifty percent (50.0%) or more of the
campus associations (except Spectrum—16.2%). On the other hand, seven
percent or less (7.4%) stated their participation in these associations.
Campus Security
o
B.
Conclusions
o
233
In general, student respondents informed campus security to be
about eighty-seven percent (86.5%) or more average to excellent.
At large, students stated that the services being offered at the
UPR-Utuado were eighty-three percent (83%) or more average to
excellent. The integration of all institutional areas working unison
to serve the student body and community, in general has been
effective, but there are always mechanisms to enhance
improvement. Reinforcing the information offered, constantly
revising both equipment and infrastructure, and integrating the
assessment results of these services are some of the ways in
which these student and support services can be further
developed.
Chapter 8
C.
234
Recommendations
o
The existing infrastructure for students with disabilities should be
continuously revised and up-dated when needed for the
advantage of this campus population.
o
Orientation on emergency readiness within the campus grounds
(e.g. natural disasters) should be increased via workshops,
trainings, conferences, and meetings for the benefit of all the
campus community.
Chapter 9
Faculty and Support Services
235
Chapter 9
faculty: recruitment, composition, responsibilities, evaluation, development/
professional growth, and decision-making progress. The information was acquired
through institutional document analysis, interviews, meetings and the data collected
through the on-line/print self-study questionnaires distributed during the second
semester of 2009-2010.
I.
Faculty Recruitment
The University of Puerto Rico at Utuado, as many institutions of higher
education, benefits from having a stable faculty population. A diverse and permanent
professor staff provides for a high quality education, and allows universities to change in
response to the social and economic needs of current times.
Faculty recruitment at the UPR System is one of the responsibilities of the
administration of each campus. The UPR-Utuado follows pre-established guidelines for
faculty recruitment. These guidelines are divided into qualification and recruitment of
candidates.
Once the documents of the new applicant are evaluated and qualified, the
candidate’s record is filed at the Human Resources Office. During the recruitment
process, the candidates’ records are sent to the appropriate Department Director who
then examines the available files and determines possible candidates for interview. The
Departmental Personnel Committee comprised of faculty members, then interviews and
makes a recommendation to the Chancellor (final nominating authority). Overall,
recruiters must abide by the rules established in the University of Puerto Rico By-Laws
(see article 30), taking into account the specific academic and research needs of all
departments within a given campus. These rules and procedures are also summarized
in the UPR-Utuado Faculty Manual.
236
Chapter 9
Figure 9-1 shows how the qualification process of faculty candidates is
accomplished:
Figure 9-1
Qualification Process for Faculty Candidates
Human Resources
Department Application
Department Director
Dean of
Academic Affairs
Department File
Once the candidate is hired, the new faculty member (except contract services
and temporary) is entitled to the following benefits:
o
Medical service, leave (ordinary, special, sick, without pay, maternity,
military, political and judiciary), retirement, and pension plan.
o
Financial aid for those who desire to initiate, continue or finish formal
graduate studies or attend professional development events.
o Free tuition for faculty and immediate family members at any UPR
campus.
237
Chapter 9
Due to the current economical recession, certain modifications have been made
to the above benefits, see Board of Trustee’s Certification #135 June 29 (2009-10).
Nonetheless, Table 9-1 presents the extraordinary license and financial aid requested
and approved during the 2005-06 and 2009-10 period at the UPR-Utuado:
Table 9-1
Extraordinary License and/or Financial Aid Requested and Approved
during the 2005-06 to 2009-10 Academic Years
Academic Year/Position
Total
License
Approved
Purpose
2005-06
Faculty
2006-07
Faculty
2007-08
Faculty
Faculty
Administrative Personnel
2008-09
Faculty
Faculty
2009-10
4
1
Financial Aid
Financial Aid
Pursue PhD Studies
Pursue PhD Studies
2
1
Financial Aid
Financial Aid
Pursue PhD Studies
Pursue PhD Studies
4
Financial Aid
Licence with
Salary
Pursue PhD Studies
Develop historical
research
Financial Aid
Pursue PhD Studies
1
6
Financial Aid and
Pursue PhD Studies
salary
1
Financial Aid
Pursue PhD Studies
4
Financial Aid
Pursue PhD Studies
Observation: Due to the current institutional
budget limitations, no extraordinary licenses with
economical aid were offered.
1
Source: ADAD
A total of twenty-five (25) extraordinary license and/or financial aid were
requested and approved during the 2005-06 to 2009-10 academic years.
238
Chapter 9
II.
Faculty Composition
During May of 2006, the University of Puerto Rico By-Laws were amended
through Certification 122, 2005–2006 of the Board of Trustees. This certification
established that any candidate for a tenure-track teaching or research position at the
UPR-Utuado should have a doctorate or an equivalent academic degree. Accordingly, all
tenure-track faculty recruited at the UPR-Utuado since 2006 hold doctorates in the
fields they teach. Thus, this action led to robust faculty renovation process at UPRUtuado during the past five years. The recruitment of these new professors has
changed significantly the University’s faculty composition (See Table 9-6), strengthening
high-demand areas and providing for new academic offerings. Table 9-2 reveals the
faculty distribution by type of appointment during the 2005-06 to 2009-10 academic
years:
Table 9-2
Faculty Distribution at the UPR-Utuado by Type of Appointment
Appointment
Tenure
Tenure-Track
Temporary Contract
Total
2005-06
No.
%
58
56%
5
5%
40
39%
103 100%
2006-07
No.
%
63
58%
0
0%
46
42%
109 100%
2007-08
No.
%
58
50%
7
6%
50
43%
115 100%
2008-09
No.
%
59
45%
17
13%
54
42%
130
100%
Source: PIRO
239
2009-10
No.
%
57
47%
22
18%
42
35%
121 100%
Chapter 9
Table 9-3 presents the university where the current full-time faculty has
obtained their highest academic degree. The total faculty at the UPR Utuado in the
2005-06 academic year was 103 professors and 121 in 2009-10. In general, there was a
faculty increase of eighteen percent (18%) from the academic year 2005-06 to 2009-10.
o Academic year 2005-06 to 2009-10: from 58 to 57 tenures
o Academic year 2005-06 to 2009-10: from 5 to 22 tenure-tracks
o Academic year 2005-06 to 2009-10: from 40 to 42 temporary contracts
Table 9-3
UPR-Utuado’s Faculty Profile
Total
Faculty
Academic
Department
Puerto Rico
Agricultural
Technology
19
UPR-Mayagüez (7)
Business
Administration
and Office
Systems
15
Education, Social
Sciences and
Physical Education
11
Universidad Mundial (2)
Pontificia Universidad Católica
de Puerto Rico (3)
Universidad Interamericana de
Puerto Rico (3)
Universidad del Turabo (1)
Universidad Católica (2)
Universidad Interamericana (4)
UPR-Río Piedras (1
Languages and
Humanities
11
Natural Sciences
15
Centro de Estudios Avanzados
del Caribe (2)
Puerto Rico (1)
UPR-Río Piedras (3)
Pontificia Universidad Católica
de Puerto Rico (1)
Puerto Rico (2)
UPR-Mayagüez (1)
Learning Resource
Center
Counselors
6
3
Puerto Rico (2)
Total Number of
professors
80
United States
Harvard University (1)
Idaho University (2)
Kansas State University (1)
Michigan State University (1)
Texas A & M University
Tuskegee University (2)
University of Florida (4)
Argosy University (1)
Dowling College (1)
New York University (3)
Walden University (1)
University of Buffalo (1)
The City College of the University of
New York (1)
University of Florida (1)
University of Illinois (1)
Michigan Technological University
(1)
Regent University (1)
Temple University (1)
Foreign Country
Universidad
Nacional Pedro
Enríquez Ureña,
Dominican Republic
(1)
Universidad de
Barcelona, Spain (1)
Universidad
Complutense de
Madrid, Spain (1)
Idaho University (1)
Texas Tech University (1)
Rutgers, the University of New
Jersey(1)
University of California at Davis (1)
University of Kansas (1)
University of Houston (1)
Universidad Carlos
III de Madrid (1)
Source: PIRO
240
Chapter 9
Furthermore, when examining the faculty distribution by academic rank (Table 9-4), the following is observed:
Table 9-4
Faculty Distribution by Academic Rank
Professor
Department
200506
200607
200708
Associate Professor
200809
200910
200506
200607
200708
200809
Assistant Professor
200910
200506
200607
200708
200809
Instructor
200910
200506
200607
200708
200809
200910
Natural Sciences
1
2
2
1
3
2
1
2
2
1
2
2
1
2
2
2
1
4
2
0
4
2
1
4
2
1
3
2
1
3
1
1
4
1
1
6
2
2
6
3
2
10
4
1
9
1
2
6
4
1
6
4
1
7
2
1
10
2
2
9
Social Sciences
Spanish
Humanities
English
Counselors
Education
1
1
0
3
0
4
2
2
0
5
0
4
2
2
1
2
0
5
2
2
1
2
0
5
2
2
1
2
0
4
1
2
1
2
0
0
0
2
1
1
1
0
0
2
0
2
1
0
1
2
1
3
2
0
1
2
1
2
2
0
1
1
2
1
2
0
1
0
2
2
1
1
1
1
2
2
2
2
1
1
2
3
1
4
1
2
1
2
2
3
1
2
4
4
5
14
1
5
5
5
6
9
3
5
6
3
5
8
2
6
5
4
5
8
2
3
4
8
4
4
0
0
2
16
0
0
2
21
1
0
3
21
1
0
3
21
1
0
3
20
0
0
4
17
0
4
4
19
0
4
4
20
2
4
3
24
2
3
3
22
0
4
6
23
0
0
6
21
1
0
6
27
1
0
9
37
1
1
10
37
0
3
5
47
0
3
3
48
1
2
2
47
0
3
2
48
0
2
2
42
Chancellor and Deans Offices
Office Systems
Total
Source: PIRO
The number of faculty with the rank of professors increased from academic years 2005-06 to 2006-07, to then remain constant through
the following years, while the remaining ranks have slightly increased in number.
o
o
o
o
241
Academic year 2005-06 to 2009-10:
from 16 to 20 professors
from 17 to 22 associate professors
from 23 to 37 assistant professors
from 47 to 42 instructors
Chapter 9
In addition, the following table details how this previous distribution was
measured by percentage for each academic year:
Table 9-5
Faculty Distribution by Academic Degree (Percentage)
Degree
2005-06
No.
%
2006-07
No.
%
2007-08
No.
2008-09
%
No.
%
2009-10
No.
%
PhD
17
17%
23
21%
30
26%
43
33%
41
34%
Master’s
Juris
Doctor
Bachelor’s
81
79%
81
74%
81
70%
83
64%
77
64%
4
4%
4
4%
4
3%
4
3%
3
2%
1
1%
1
1%
0
0%
0
0%
0
0%
103
100%
109
100%
115
100%
130
100%
121
100%
Total
Source: PIRO
Overall, the number of faculty with Ph.D. increased seventeen percent (17%) in
the UPR-Utuado.
The following summarizes the changes in the UPR-Utuado’s faculty composition
from the 2005-06 to the 2009-10 academic years:
o The faculty population increased during this five-year period from 100
professors (2005-06) to 121 professors (2009-10).
o Sixteen (16) doctorate degree holders were hired for different academic
programs and most are currently on tenure-track positions.
o In addition, several members of the UPR-Utuado faculty completed their
doctoral studies. These changes substantially increased the percentage
of doctoral degrees on campus from 17% in 2005 to 35% in 2010.
o
242
The three academic programs that have benefitted the most from the
doctorate influx are Agricultural Technology (9), Natural Sciences (8) and
Education (5). At the end of the five-year period, the contract professor
population has been close to thirty-five percent (35%). However, due to
current budget constraints, the percentage of contract professors has
diminished significantly and further decreases are foreseen for the
following semesters.
Chapter 9
A scrutiny performed to establish faculty distribution by academic preparation demonstrated the following:
Table 9-6
Faculty Distribution by Academic Degree
Total
Department
Business
Administration
Learning
Resources Center
Natural Sciences
Social Sciences
Spanish
Humanities
English
Counselors
Education
Chancellor and
Deans Offices
Office Systems
Agricultural
Technology
Total
200506
Ph.D.
2006 2007 2008-07 -08
09
M.A.
2009- 2005 2006 2007- 2008 200910
-06 -07
08
-09
10
200506
200607
200708
Juris Doctor
200809
2009- 2005 2006 2007 200810
-06 -07 -08
09
Bachelor’s
200910
2005- 2006 2007 2008 200906
-07 -08 -09
10
6
8
9
8
9
0
0
1
2
3
5
7
7
5
6
1
1
1
1
0
0
0
0
0
0
6
5
6
6
6
0
0
1
1
0
6
5
5
5
6
0
0
0
0
0
0
0
0
0
0
16
4
6
7
10
7
18
18
4
9
8
13
8
14
19
6
10
9
9
8
15
25
6
11
9
12
8
17
23
6
9
7
14
8
11
3
0
2
0
4
0
4
6
0
2
1
7
0
3
6
1
3
2
4
0
5
9
2
3
3
5
1
7
8
2
3
2
3
3
5
13
1
4
6
6
7
14
12
1
7
6
6
8
11
13
2
7
7
5
8
10
16
1
8
6
7
7
10
15
1
6
5
11
5
6
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
4
4
0
0
2
3
2
0
0
1
1
2
0
0
0
0
0
0
0
0
0
0
6
7
6
7
6
0
0
0
0
1
6
7
6
7
5
0
0
0
0
0
0
0
0
0
0
17
15
15
17
18
4
4
5
7
9
13
11
10
10
9
0
0
0
0
0
0
0
0
0
0
130 121
17
23
30
43
41
81
81
81
83
77
4
4
4
4
3
1
1
0
0
0
103
109 115
Source: PIRO
The largest number of faculty with Ph.D. degrees was in Agricultural Technology (9), Natural Sciences (8) and Education (5). Overall, the faculty
growth was perceived in the following degrees:
Academic year 2005-06 to 2009-10: from 17 to 41 doctor’s degree
Academic year 2005-06 to 2009-10: from 81 to 77 master’s degree
The remaining degree decreased considerably:
243
Academic year 2005-06 to 2009-10: from 4 to 3 juris doctors
Academic year 2005-06 to 2009-10: from 1 to 0 bachelor’s degree
Chapter 9
In general, these UPR-Utuado faculty recruitment efforts propelled the
renovation of all six academic departments. However, these efforts seem to be coming
to a standstill due to the UPR System’s economic crisis. In this troubled economy,
projections for faculty recruitment are dismal. This situation is concerning in several
ways. First, some faculty members are approaching retirement. Under normal
circumstances finding substitutes for some professors might represent a challenge, and
the economic crisis will surely intensify the difficulty of these tasks. Second, a smaller
professor population translates into more professors with higher class loads.
Overloaded professors lack time for other important academic tasks, such as research
endeavors and participation in departmental committees. In third place, the UPRUtuado campus has some pending recruitment needs. There are programs that need
more full-time faculty to fully meet the institution’s academic and research needs.
The UPR does not have a written policy to retain its faculty. Chancellors have the
authority to take any discretionary measures deemed necessary to maintain their
employees. Chancellors are free to make arrangements to accommodate faculty with
special needs or requests. Most leaving faculty have transferred to other UPR units.
244
Chapter 9
III.
Faculty Tenure and Promotion
A.
Tenure and Promotion process
The tenure evaluation and promotion processes are the same for all UPR units,
and are summarized in the University of Puerto Rico By-Laws. According to the Board of
Trustees Cert. #87, 99-00, the following years are required for promotion in rank:
Table 9-7
Years Required for Faculty Promotion in Rank
Rank
Instructor
Assistant Professor
Associate Professor
Years in Rank
Bachelor’s
5
6
7
Master
4
5
6
PhD
*
3
5
* If the professor acquires the doctorate degree as an Instructor, he/she is promoted
in rank immediately with the necessary evidence (Appendix 27, UPR General
Regulations Manual Article 51.5.1.1).
Source: Human Resources Office
Currently, there is no distinctiveness established across the academic
departments; promotions depend on assigned budgets and the following criteria:
o Teaching quality and accomplishments in research and publications
o Dedication to work and university service
o Fulfillment of teaching duties
o Professional improvement
o Recognitions received
o Professional attitude
The system for evaluating promotions is currently being revised by an Academic
Senate committee. Due to budget constraints no faculty promotions have been granted
since the 2007-08 academic year. However, the tenure and promotion evaluation
procedures are still taking place.
245
Chapter 9
The highest number of instructors obtaining assistant professor ranks (2) was in the 2006-07 academic year. The utmost number of assistant
professors acquiring associate professor ranks (6) was in the 2009-10 academic year. The mayor number of associate professors becoming professors
(4) was in the academic year of 2007-08.
Table 9-8
Faculty Distribution by Rank Promotion
Associate Professor
to Professor
Assistant Professor
to Associate
Professor
Instructor to
Assistant Professor
2009-10*
Associate Professor
to Professor
Assistant Professor
to Associate
Professor
Instructor to
Assistant Professor
2008-09*
Associate Professor
to Professor
Assistant Professor
to Associate
Professor
Instructor to
Assistant Professor
2007-08*
Associate Professor
to Professor
Assistant Professor
to Associate
Professor
Instructor to
Assistant Professor
2006-07
Associate Professor
to Professor
Assistant Professor
to Associate
Professor
Department
Instructor to
Assistant Professor
2005-06
1
1
1
1
Natural Sciences
1
1
1
1
1
Social Sciences
1
Spanish
1
1
1
1
Humanities
1
English
1
1
1
1
Counselors
1
1
1
Education
Chancellor and Deans
Offices
1
Office Systems
0
Total
3
0
2
4
0
1
1
2
4
4
0
3
0
0
2
1
6
2
*Since 2007-08, all promotions have been processed, files stored, and documented according to final points obtained. The rank will be given once the UPR System allocates the funds assigned
for these purposes.
Source: PIRO
246
Chapter 9
The UPR Board of Trustees’ offered institutional guidelines for implementing
control measures with the following certifications:
Table 9-9
Board of Trustee’s Institutional Guidelines
Certification
Board of Trustees’
Certification #81
January 25 (20092010)
Guidelines
Unit expenses must within the assigned UPR budget.
Assigned allocations for fringe benefits for employees and regular
expenses (electricity, gas, insurance, etc.) are guaranteed by UPR.
Each Chancellor is responsible of keeping its expenses within the assigned
budget and establishing controls and mechanisms for a sound
administration.
Each UPR unit will submit reports of its internal adjustment and budget
projections.
The UPR President will be responsible of evaluating the budget procedures
and administration according to this certification.
UPR units’ Budget Offices will certify that resources are available for the
establishment of new academic programs and revisions.
Each UPR unit should have a reliable data base for institutional studies.
Each UPR unit’s Budget and Finance Offices will provide essential input
reports for the UPR financial statements and other fiscal purposes; due
date 15 Jul 2010.
At the request of the Board of Trustees, the President’s Office will provide
fiscal information for analysis.
Certification #135
June 28 (2009-2010)
Unit expenses must be within the assigned UPR budget, exceptions must
be authorized by the Board of Trustees.
Assigned allocations for fringe benefits and regular expenses are
guaranteed by UPR.
Additional personnel recruitment by the units must be within the
assigned budget and authorized by the President.
Each Chancellor is responsible of keeping its expenses within the assigned
budget and establishing controls and mechanisms for a sound
administration.
The President’s Office has the responsibility to evaluate and perform
follow-up procedures.
The Board of Trustees and University Board will only consider new
projects under the assigned budget.
In order to optimize academic offering (according to space availability and
in accordance to public law and security), a minimum of 30 students per
course was established.
247
Chapter 9
Certification
Certification #135
June 28 (2009-2010)
Guidelines
The UPR unit should have a reliable data base for institutional studies.
The UPR units’ Budget Offices will certify that resources are available for
the establishment of new academic programs and revisions.
The UPR unit’s Budget and Finance Offices will provide essential input
reports for the UPR financial statements and other fiscal purposes, due
date 15 Jul 2011.
At the request of the Board of Trustees, the President’s
Office will provide fiscal information for analysis.
Each UPR unit will prepare a report on the distribution of allocations as
submitted by the Chancellor to the Administrative Board.
Each unit’s Finance Office will perform insistent action to provide to the
collection of due money/services.
With the approval of the 2010-11 budget, a reduction will be made in the
payment of compensations, administrative benefits, and employer
contributions as follows:

Administrative Compensations .............

Christmas Bonus ................................. 50%

Faculty Administrative Bonus

Special Bonus

Executive Allowances ......................... 100%

Sick leave
............................... 100%

Ordinary leave
.............................. 100%
...........
5%
5%
................................ 100%
Source: Monitoring Report UPR-Utuado, 2010
248
Chapter 9
IV.
Faculty Responsibilities
According to the General Regulations of the University of Puerto Rico, the main
responsibility of the faculty is teaching. The workload for the faculty is thirty-seven and
a half (37.5) hours per week. These consist of twelve (12) credit hours of teaching, six
(6) office hours for individual attention to students, four and a half (4.5) hours for
meetings and other related activities, and fifteen (15) hours for class preparation.
If the teaching load is more than 12 hours, these are additionally remunerated.
According to Certification No. 1997-98-74 and Circular DAA-95-04, a professor can only
teach four (4) different courses and these should not exceed 21 credit/hours The
highest percent of academic load of 21 credits occurred during 2005-06 (Table 9-10).
Table 9-10
Total of Professors with an Academic Load of 21 credit/hours for the
First Semester of Academic Years 2005-06 to 2009-10
2005-06
2006-07
2007-08
2008-09
2009-10
Professors with 21credits
10
9
8
6
1
Percent
11%
9%
8%
5%
1%
Total faculty
90
96
101
116
10
Source: ADAD
According to Articles 68-69 of the UPR General Regulations Manual, faculty has
the following responsibilities:
o
work towards the development of the department, institutional, and
university system objectives;
o
attend department, faculty, and institutional meetings.
o
participate according to the established procedures in the discussion of
issues and recommendations that may affect their department and
institution before the concerning bodies;
o
ensure their actions in their teaching posts and library; scientific research
and dissemination of technical knowledge that respect will be given to
the pursuit of truth, intellectual honesty and dissenting ideas;
o
participate in the consultation processes of their department and
institutional unit according to the UPR’s regulations;
o
keep up-dated in their area of expertise, educational, and cultural
trends of their time;
o
participate in professional training programs and professional growth
events sponsored by their department or institution;
249
Chapter 9
o
participate and cooperate in their work evaluations and that of their
fellow faculty members; and
o
participate in the planning of their department or college.
These responsibilities are to be followed and are also considered for tenure and
promotion. Table 9-11 details faculty representation in Departmental, Institutional, and
Systemic Forums:
Table 9-11
Faculty Representation in Departmental, Institutional, and Systemic Forums
Committee
Academic Articulation
Academic Planning
Academic Progress
Academic Research
Academic Senate
Affirmative Action
Architecture/Ornament
Assessment
Cafeteria
Curriculum
Discipline
Ethics
General
Health and Occupational Security
Institutional Planning
Inter-college Practice
Inter-Collegiate Athletics
Permanent Facilities Auction
Personnel
Promotion
Publications
Recycling
Technology
Total Quality Management
Transit
University Board
Departmental
X
X
Institutional
UPR-System
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Source: Chancellor’s Office
250
Chapter 9
Moreover, various faculty members also fulfill administrative duties.
Arrangements are made for course load and office hours. These duties vary with the
assigned administrative tasks and the number of credits hours assigned. A total of 30
professors have occupied administrative positions during the 2005-06/2009-10
academic years:
Table 9-12
Number of Faculty Members Occupying Administrative Positions
during the 2005-06 to 2009-10 Academic Years
Administrative Position
Number
Chancellor
2
1
Title V Program Director
1
Academic Affairs Associate Dean
4
Administrative Affairs Associate Dean
2
Student Affairs Associate Dean
2
Student Ombudsperson
1
Learning Resources Center Director
2
Continuing Education Director
1
Department of Agricultural Technology Director
4
Department of Natural Sciences Director
4
Department of Education Director
3
Department of Languages and Humanities’ Director
1
Department of Business Administration/Office Systems Director
2
Total
30
Source: Human Resources Office
The faculty has also participated in the following research projects (Table 9-13):
251
Chapter 9
V. Faculty Research
Table 9-13
Faculty Research Projects at the
UPR–Utuado during the 2005-2010 Academic Years
Proposal
Growth Evaluation of Vetiver Roots
Fecal Coliform Bacteria as Indicators
of Contamination in Rio Tánama and
Rio Grande Tributaries
Learning Styles Effects on Knowledge
and its Influence on Student
Academic Achievement
Hydroponic Production of Leaf
Lettuce under NFT
Systems
Crotalaria and Cowpea as Green
Manure in Rotation with Vegetable
Crops
Submitted to
*Deanship of Academic
Affairs (CIIAC)
Deanship of Academic
Affairs (CIIAC)
Affairs (CIIAC)
Affairs (CIIAC)
Affairs (CIIAC)
Atlantea Project
UPR- Central
Administration
Future Men and Woman of Sciences
and Mathematics
Affairs (CIIAC)
Forestry Inventory and Ecological
Restoration of the UPR-Utuado
Ecosystem
Distribution, Abundance and
Ecological Impact of Green Iguanas
Introduced in Puerto Rico
Affairs (CIIAC)
Affairs (CIIAC)
PCR of Gradients
Technology Fee Committee
Integration of Interdisciplinary
Techniques in Agricultural
Biotechnology
U.S. Forest Service
Weed Management Alternatives for
Organic Coffee Agroforestry Systems
in Puerto Rico
USDA-SARE
Effects of Long Term Elevated CO2 on
Earthworm Populations, Bioturbation
and Carbon Sequestration in Soils.
Reducing Non-Renewable Energy
Consumption at the University of
Puerto Rico-Utuado
National Science
Foundation
ARRA Funds Energy
Program
Submitted by
Prof. Eladio González,
Department of Agricultural
Technology
Prof. Juan Vázquez and Luis
D. Clos, Department of
Natural Sciences.
Prof. Edith Riera,
Department of Social
Sciences and Education
Prof. Carlos Semidei.
Technology
Prof. Manuel A. Porcell,
Technology
Dr. Iris Mercado, and
Rebeca Orama,
Department of Natural
Sciences
Dr. Justo Moreno,
Sciences
Dr. Javier Arce and Dr.
Javier Alvarez, Department
of Natural Sciences
Dr. Javier Alvarez and Dr.
Javier Lugo, Department of
Natural Sciences
Dr. Yolanda Salvá,
Sciences
Prof. Carlos Semidei,
Technology
Dr. Mariangie Ramos, Dr.
Yaniria Sánchez and Dr,
Marisol Dávila, Department
of Agricultural Technology
Dr. Yaniria Sánchez,
Technology
Dr. Ángel Custodio,
Sciences
Source: Academic Affairs Deanship
252
Academic
year(s)
2005-2006
2005-2006
2005-2006
2005-2006
2005-2006
2006-2007
2006-2007
2008-2009
2008-2009
2008-2009
On-going
(summer 2010)
On-going
(2009-2013)
On-going
(2010-2012)
On-going
(2010-2011)
Chapter 9
VI. Faculty Professional Growth Practices
The UPR system has a set of mechanisms that provide the faculty with the
opportunity to achieve certain educational benchmarks and continue their professional
development. Some of these opportunities are common to all units and provide
different incentives for attending seminars, professional meetings or completing
graduate degrees. Faculty is also encouraged to participate in any other program or
activity that satisfies their particular educational goals.
In addition, the UPR-Utuado must follow the rules set by Puerto Rico’s
Comptroller Office regarding employee training and professional development.
According to these rules, each employee must comply with at least six hours of training
or professional growth activities each year (see New Faculty Orientation Manual 200809, in the Exhibit Room). The Human Resources Office keeps record of these
professional development activities.
The UPR-Utuado Faculty Manual summarizes four different programs that can
accommodate professional development needs.
1. According with the University of Puerto Rico By-Laws (see article 50) each
institutional unit can set aside funds for sponsoring leaves of absence or
sabbatical leaves that allow faculty members to complete their graduate
degrees. According to records of the Academic Affairs Deanship, no professor
was granted sabbaticals or leaves of absence to complete their graduate degrees
during this five-year period.
2. The UPR is a member of the Consortium for Institutional Cooperation, an
association of universities in the United States that provides special opportunities
for graduate education. The consortium has a set of programs that offer reduced
tuition, stipends, and other benefits to participating faculty. According to the
records of the Academic Affairs Deanship, the UPR-Utuado faculty did not
participate of this internal program these past five years.
3. The UPR-Utuado is affiliated with the “Faculty Resource Network” at New York
University (NYU), which offers a different set of summer seminars each year that
cover a wide variety of topics and academic fields. The UPR-Utuado offers
economic support for faculty interested in participating of these summer
seminars. To participate, faculty members must file an internal application
through the Academic Affairs Deanship.
253
Chapter 9
Table 9-4 summarizes the participation of the UPR-Utuado professors in the Faculty
Resource Network at NYU for the past five years.
Table 9-14
UPR-Utuado Faculty’s Participation in Summer Seminars of the
Faculty Resource Network at NYU during Academic Years 2005-06 to 2009-10
Academic
Year
2005-2006
Number of
Participants
1
2006-2007
3*
2007-2008
2008-2009
-1
2009-2010
--
Summer Program Participant Area of Expertise
History and Languages
Mathematics, Environmental Sciences, Education and
Languages
No data available for this year.
Office Systems
Due to budget constraint, no attendance authorizations
were granted this year.
Source: DAA
*According to records of the Academic Affairs Deanship, three professors requested
permission and support to attend summer seminars. However; there is only attendance
evidence for one professor.
4. The Academic Affairs Deanship has an internal program that sponsors the
professional development of faculty members. A yearly budget is established
for funding professional development activities of the faculty and administrative
personnel. Professors submit a formal application for funding to the
Institutional Faculty Personnel Committee, which evaluates and approves the
applications. Approvals are subject to funding availability. Table 9-15
summarizes the professor participation in this internal professional development
program. In four out of the past five years, more than thirteen professors have
taken advantage of this program. This constitutes more than 10% of the
University’s professor population. Due to budget constraints, the program has
not granted funds for professional development since the second semester of
the 2009–10 academic year.
254
Chapter 9
Table 9-15
Summary of Faculty’s Participation in the Professional Development Program
Academic
Year
Number of
Participants
2005-2006
23
2006-2007
13
2007-2008
13
2008-2009
13
2009-2010
7
Academic programs or units to
which the participants belonged
Counseling, Agricultural Technology, Education,
Languages, Business Administration, Office Systems
Agricultural Technology, Learning Resources Center,
Counseling, Education, Office Systems, Business
Administration
Counseling, Office Systems, Education, Learning
Resources Center, Business Administration
Office Systems, Counseling, Learning Resources Center,
Business Administration, Education
Agricultural Technology, Counseling
Source: ACAD
5. Other informal seminars and hands-on courses have been provided by the UPRUtuado faculty, providing additional opportunities. An important source of faculty
development activities are sponsored projects. The amount of sponsored projects
on campus is increasing and thus the amount of project-sponsored seminars will
also increase in future years.
This set of faculty development programs at the UPR-Utuado can accommodate
a variety of professional growth needs and different schedules. However, these
activities satisfy just a fraction of the professional development needs at the institution.
Many faculty members also participate in off-campus activities to comply with this
requirement.
The Human Resources Office sends yearly reminders to all academic
departments stressing the need for professional development policy compliance and
makes available a roster of activities that can be attended to satisfy these requirements.
Furthermore, a number of professional growth events were programmed by the Human
Resources Office for campus personnel during the 2005-06 to 2009-10 period (see List of
Professional Development Activities Organized by the Human Resources Offices).
255
Chapter 9
VII. Electronic/Printed Questionnaire Responses
Committee began to gather the essential data for the self-study. As previously stated in
the UPR-Utuado 2005-2010 Self-Study Design, the data was obtained through
institutional documents, personal/focus groups’ interviews, and electronic/printed
questionnaires. The following information was compiled through the community’s input
provided via questionnaires.
A.
Faculty
According to Table 9-16, ninety-six percent (96.1%) of the faculty respondents
were partially to totally knowledgeable about the criteria and procedures used to
evaluate teaching personnel.
Table 9-16
Criteria and Procedures Used to Evaluate Teaching Personnel
Answer Options
Response Percent
Response Count
76.6%
19.5%
59
15
3.9%
3
Complete Knowledge
Partial Knowledge
Not Aware
Answered question
Skipped question
77
4
According to Table 9-17, approximately eighty-four percent (84.2%) of the
faculty respondents stated that the faculty evaluation orientation received was average
to excellent.
Table 9-17
Faculty’s Evaluation Orientation
Answer Options
Excellent
Good
Average
Deficient
Never was received
Answered question
Skipped question
Response Percent
Response Count
32.9%
34.2%
17.1%
1.3%
14.5%
25
26
13
1
11
76
5
256
Chapter 9
When asked about the faculty evaluation process, almost ninety percent (89.7%)
of the faculty respondents stated that it was average to excellent (Table 9-18).
Table 9-18
Faculty’s Evaluation Process
Answer Options
Excellent
Good
Average
Deficient
Answered question
Skipped question
Response Percent
Response Count
24.7%
40.3%
24.7%
10.4%
19
31
19
8
77
4
Approximately ninety-nine percent (99.1%) of the faculty respondents were
partially to totally knowledgeable about the instruments used to evaluate teaching
personnel (Table 9-19).
Table 9-19
Knowledge of Instruments Used to Evaluate Teaching Personnel
Answer Options
Completely
Partially
Not aware
Answered question
Skipped question
Response Percent
Response Count
76.6%
22.1%
1.3%
59
17
1
77
4
According Table 9-20, about sixty percent (60.3%) of the respondents confirmed
that the director discusses faculty evaluations with them.
Table 9-20
Faculty’s Response on Academic Director’s Orientation regarding Evaluation Forms
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
60.3%
39.7%
44
29
73
8
257
Chapter 9
Almost ninety-nine percent (98.6%) of the faculty respondents indicated that the
evaluation instrument scale (from 1 to 10) used by colleagues and supervisors was
average to excellent (Table 9-21).
Table 9-21
Faculty’s Response on Evaluation Instrument Scale (from 1 to 10)
Used by Colleagues and Supervisors
Answer Options
Response Percent
Response Count
21.6%
48.6%
28.4%
1.4%
16
36
21
1
74
7
Excellent
Good
Average
Deficient
Answered question
Skipped question
As seen in Table 9-22, almost ninety-three percent (93.3%) of the faculty
respondents considered that the evaluation instrument to be average to excellent.
Table 9-22
Faculty’s Response on Evaluation Instruments Used
Answer Options
Response Percent
Response Count
13.3%
50.7%
29.3%
6.7%
10
38
22
5
75
6
Very Good
Good
Average
Poor
Answered question
Skipped question
258
Chapter 9
When asked if the evaluation performed by the departmental Evaluation
Committee was ever discussed with the faculty member in reasonable time, about
eighty-five percent (84.5%) of the faculty respondents responded affirmatively
(Table 9-23).
Table 9-23
Faculty’s Response on Discussion of Evaluation Process
by the Departmental Evaluation Committee
Answer Options
Yes
No
Answered question
Skipped question
Response Percent
Response Count
84.5%
15.5%
60
11
71
10
When asked about the students’ faculty evaluation process, almost ninety-four
percent (94.4%) of the faculty respondents stated that it was average to excellent
(Table 9-24).
Table 9-24
Faculty’s Response on Students’ Faculty Evaluation Process
Answer Options
Excellent
Good
Regular
Deficient
Answered question
Skipped question
Response Percent
Response Count
15.3%
45.8%
33.3%
5.6%
11
33
24
4
72
9
259
Chapter 9
When queried about the students’ faculty evaluation process, almost forty-six
percent (45.7%) of the faculty respondents stated that it should continue to be
confidential, twenty percent (20.0%) declared it should remain as it is; another twenty
percent (20.0%) said it should be signed by the student (Table 9-25).
Table 9-25
Faculty’s Comments on Students’ Participation in Faculty Evaluation Process
Answer Options
Response Percent
Response Count
45.7%
20.0%
12.9%
1.4%
20.0%
32
14
9
1
14
70
11
Be anonymous
Be signed
Evaluate only some areas
No Evaluation
Maintained as it is
Answered question
Skipped question
According to the faculty respondents, the faculty evaluation is used to offer
ranks and tenures (62.5%), improve faculty’s teaching techniques (52.8%), develop
professional growth (43.1%), improve faculty’s interaction with students (38.9%), and
supervise (16.7%). Additional responses were: do not know (2), never used (1),
supervision purposes (1), and to demonstrate goals and purposes (1) (Table 9-26).
Table 9-26
Faculty’s Response on Faculty Evaluation Process’ Purposes
Answer Options
Response Percent
Response Count
Improve faculty’s teaching techniques
Improve faculty’s interaction with students
Develop professional growth
Assist in promotions
Supervise
Other, specify
52.8%
38.9%
43.1%
62.5%
16.7%
38
28
31
45
12
Do not know
Supervision purposes
Never used
Present department goals and purposes
Answered question
Skipped question
2.8%
1.4%
1.4%
1.4%
2
1
1
1
72
9
260
Chapter 9
When asked about knowledge of institutional committees or bodies, faculty
respondents indicated that they partially to totally knew the Academic Senate (90%),
the Administrative Board (87%), the Institutional Personnel Committee (85%), and the
Academic Department Personnel Committee (95%) (Table 9-27).
Table 9-27
Faculty’s Knowledge on Institutional Committees or Bodies
Response Percent
Answer Options
Academic Senate
Institutional Personnel
Committee
Departmental Personnel
Committee
Answered question
Skipped question
Response
Count
Totally
43
55%
36
46%
Partially
28
35%
32
41%
Unknown
7
10%
10
13%
41
52%
26
33%
11
15%
78
49
63%
25
32%
3
5%
77
78
78
78
3
Professional Growth/Office
About eight-four percent (83.8%) of faculty respondents have offered conference
and/or seminars in their areas of expertise (Table 9-28).
Table 9-28
Faculty’s Response on their Offering of Conferences/Seminars in their Areas of Expertise
Answer Options
Response Percent
Response Count
18.9%
64.9%
16.2%
14
48
12
74
7
Always
Sometimes
Never
Answered question
Skipped question
261
Chapter 9
According to Table 9-29, about ninety-nine percent (98.7%) of the faculty
respondents have assisted to academic activities of their department.
Table 9-29
Faculty’s Response on their Participation in Academic Activities in their Departments
Answer Options
Response Percent
Response Count
65.8%
32.9%
1.3%
50
25
1
76
5
Always
Sometimes
Never
Answered question
Skipped question
The majority of the faculty respondents considered that the frequency of UPRUtuado’s activities for professional development were seventy-seven percent (77.3%)
from sometimes to always offered (Table 9-30).
Table 9-30
Faculty’s Response on UPR-Utuado’s Frequency of Activities for Professional Development
Answer Options
Response Percent
Response Count
16.0%
61.3%
22.7%
12
46
17
75
6
Always
Sometimes
Never
Answered question
Skipped question
About eighty-seven percent (86.8%) of the faculty respondents informed that
their offices were partially to totally adequate to performed their academic duties
(Table 9-31).
Table 9-31
Faculty’s Response on the Adequacy of their Offices for the Fulfillment of Academic Duties
Answer Options
Response Percent
Response Count
52.6%
34.2%
13.2%
40
26
10
76
5
Yes
Partially
No
Answered question
Skipped question
262
Chapter 9
Institutional Committees
Approximately forty-eight percent (47.4%) of the faculty respondents have been a
member of one or more of these institutional committees/bodies (Table 9-32).
Table 9-32
Faculty’s Response on their Participation in Institutional Committees
Answer Options
Response Percent
47.4%
52.6%
Yes
No
Answered question
Skipped question
Response Count
36
40
76
5
Approximately ninety-eight percent (97.5%) of the faculty respondents regularly
attend faculty meetings (Table 9-33).
Table 9-33
Faculty’s Response on their Attendance to Faculty Meetings
Answer Options
Response Percent
Response Count
87.2%
10.3%
2.6%
68
8
2
78
3
Always
Almost Always
Never
Answered question
Skipped question
Whereas, one-hundred percent (100.0%) of the faculty respondents regularly
assist to academic department meetings (Table 9-34).
Table 9-34
Faculty’s Response on their Attendance to Academic Department Meetings
Answer Options
Response Percent
Response Count
91.0%
9.0%
0.0%
71
7
0
78
3
Always
Almost Always
Never
Answered question
Skipped question
263
Chapter 9
About eighty-two percent (81.8%) of the faculty respondents have almost always
or always assisted to academic department assessment meetings (Table 9-35).
Table 9-35
Faculty’s Response on their Attendance to Academic Department Assessment Meetings
Answer Options
Response Percent
Response Count
58.4%
23.4%
18.2%
45
18
14
77
4
Always
Almost Always
Never
Answered question
Skipped question
About seventy-two percent (71.6%) of the faculty respondents have almost
always or always prepared their academic department’s assessment reports for their
courses (Table 9-36).
Table 9-36
Faculty’s Response on their Preparation of Academic Department Assessment Reports
Answer Options
Response Percent
Response Count
28.4%
43.2%
28.4%
21
32
21
74
7
Always
Almost Always
Never
Answered question
Skipped question
264
Chapter 9
About ninety-five percent (94.8%) of the faculty respondents have almost always
or always participated in their academic department assessment committees (Table 937).
Table 9-37
Faculty’s Response on their Participation of Academic Department Assessment Committees
Answer Options
Response Percent
Response Count
73.7%
21.1%
5.3%
56
16
4
76
5
Always
Almost Always
Never
Answered question
Skipped question
About fifty-one percent (50.7%) of the faculty respondents have almost always
or always participated in the academic programming of their department (Table 9-38).
Table 9-38
Faculty’s Response on their Participation in their Departments’ Academic Programming
Answer Options
Response Percent
20.0%
30.7%
49.3%
Always
Almost Always
Never
Answered question
Skipped question
Response Count
15
23
37
75
6
Sixty-four percent (64.0%) of the faculty respondents have almost always or
always participated in the academic counseling of their students (Table 9-39).
Table 9-39
Faculty’s Response on their Participation in their Students’ Academic Counseling
Answer Options
Response Percent
Response Count
24.0%
40.0%
36.0%
18
30
27
75
6
Manual
Computerized
Never
Answered question
Skipped question
265
Chapter 9
A.
Findings
Faculty Composition
o
The total faculty at the UPR Utuado in the 2005-06 academic year was 103
professors and 121 in 2009-10. In general, there was a faculty increase of
eighteen percent (18%) from the academic year 2005-06 to 2009-10.
o
The number of faculty with the rank of professors increased from academic
years 2005-06 to 2006-07, to then remain constant through the following
years, while the remaining ranks have slightly increased in number (16 to 20
professors, 17 to 22 associate professors, 23 to 37 assistant professors, and
47 to 42 instructors). In general, the number of faculty with Ph.D. increased
seventeen percent (17%) in the UPR-Utuado.
o
The largest number of faculty with Ph.D. degrees was in Agricultural
Technology (9), Natural Sciences (8), and Education (5). Faculty
growth/reduction was perceived in the following degrees: from 17 to 41
PhD, from 81 to 77 master’s degrees, from 4 to 3 juris doctors, from 1 to 0
bachelor’s degrees.
o
Several members of the UPR-Utuado faculty completed their doctoral
studies. These changes substantially increased the percentage of
doctoral degrees on campus from 17% in 2005 to 35% in 2010.
o
The faculty population increased during this five-year period from
100 professors (2005-06) to 121 professors (2009-10).
Faculty Recruitment
o
Sixteen (16) doctorate degree holders were hired for different
academic programs and most are currently on tenure-track positions.
o The three academic programs that have benefited the most from the
doctorate influx are Agricultural Technology (9), Natural Sciences (8), and
Education (5). At the end of the five-year period, the contract professor
population has been close to thirty-five percent (35%).
266
Chapter 9
Faculty Tenure and Promotion
o The highest number of ranks, promotions obtained was from instructors
to assistant professors (2) in the 2006-07 academic year; from assistant
professors to associate professor (6) in the 2009-10 academic year; and
from associate professors to professors (4) in the academic year of 200708. A total of twenty-five extraordinary license and/or financial aid
were requested and approved during the 2005-06 to 2009-10
academic years.
Faculty Responsibilities
o
According to the General Regulations of the University of Puerto Rico,
the main responsibility of the faculty is teaching. The workload for
the faculty is thirty-seven and a half (37.5) hours per week. Teaching
load of more than 12 hours is additionally remunerated. According to
Circular 197-98-74, a professor can only teach four (4) different
course preparations and these should not exceed 22 credits.
o
The highest percent of academic load of twenty-one 21 credits occurred
during 2005-06.
o
A total of thirty (30) faculty members have occupied administrative
positions during the 2005-06 to 2009-10 academic years.
Faculty Professional Growth Practices
o
267
The UPR System has a set of mechanisms that provide faculty the
opportunity to achieve certain educational benchmarks and continue their
professional development. Faculty is not limited to participating of these
institutional activities; they are also encouraged to participate in any
program/activity that satisfies their particular educational goals. During the
2005-06 to 2009-10 period, faculty participated in the “Faculty Resource
Network Summer Institute” at New York University (NYU), UPR-Utuado’s
Summer Internal Program, and seventy-six (76) professional growth events
programmed by the Human Resources Office.
Chapter 9
Faculty Questionnaire
Faculty Evaluation
268
o
Ninety-six percent (96.1%) of the faculty respondents were partially to
totally knowledgeable about the criteria and procedures used to evaluate
teaching personnel.
o
Approximately eighty-four percent (84.2%) of the faculty respondents
stated that the faculty evaluation orientation received was average to
excellent.
o
About ninety percent (89.7%) of the faculty respondents stated that the
faculty evaluation process was average to excellent.
o
Approximately ninety-nine percent (99.1%) of the faculty respondents were
partially to totally knowledgeable about the instruments used to evaluate
teaching personnel.
o
About sixty percent (60.3%) of the respondents confirmed that the director
discusses faculty evaluations with them.
o
Almost ninety-nine percent (98.6%) of the faculty respondents indicated
that the evaluation instrument scale (from 1 to 10) used by colleagues and
supervisors was average to excellent.
o
Almost ninety-three percent (93.3%) of the faculty respondents considered
the evaluation instrument to be average to excellent.
o
About eighty-five percent (84.5%) of the faculty respondents indicated that
the evaluation performed by the departmental Evaluation Committee was
discussed.
o
The faculty respondents informed that the faculty evaluation is used to offer
ranks and tenures (62.5%), improve faculty’s teaching techniques (52.8%),
develop professional growth (43.1%), improve faculty’s interaction with
students (38.9%), and supervise (16.7%).
Chapter 9
Student’s Faculty Evaluation
o
Nearly ninety-four percent (94.4%) of the faculty respondents stated that
the student’s faculty evaluation process was average to excellent.
o
Almost forty-six percent (45.7%) of the faculty respondents stated that the
student’s faculty evaluation process should continue to be confidential,
twenty percent (20.0%) declared it should remain as it is; another twenty
percent (20.0%) said it should be signed by the student.
Professional Growth/Office
o About eight-four percent (83.8%) of faculty respondents have offered
conference and/or seminars in their areas of expertise.
o About ninety-nine percent (98.7%) of the faculty respondents have
assisted to academic activities of their department.
o The majority of the faculty respondents considered that the frequency
of UPR-Utuado’s activities for professional development were seventyseven percent (77.3%) from sometimes to always offered.
o About eighty-seven percent (86.8%) of the faculty respondents
informed that their offices were partially to totally adequate to
perform their academic duties.
Institutional Bodies
269
o
Faculty respondents indicated that they partially to totally knew the
Academic Senate (90%), the Administrative Board (87%), the Institutional
Personnel Committee (85%), and the Academic Department Personnel
Committee (95%).
o
Approximately forty-eight percent (47.4%) of the faculty respondents have
been a member of one or more of these institutional committees/bodies).
o
Nearly, ninety-eight percent (97.5%) of the faculty respondents regularly
attend faculty meetings.
Chapter 9
B.
o
One-hundred percent (100.0%) of the faculty respondents regularly assist to
academic department meetings.
o
About eighty-two percent (81.8%) of the faculty respondents have almost
always or always assisted to academic department assessment meetings.
o
Nearly seventy-two percent (71.6%) of the faculty respondents have almost
always or always prepared their academic department’s assessment reports
for their courses.
o
About ninety-five percent (94.8%) of the faculty respondents have almost
always or always participated in their academic department assessment
committees.
o
About fifty-one percent (50.7%) of the faculty respondents have almost
always or always participated in the academic programming of their
department.
o
Sixty-four percent (64.0%) of the faculty respondents have almost always or
always participated in the academic counseling of their students.
Conclusions
o The University of Puerto Rico at Utuado, as many institutions of higher
education, benefits from having a stable faculty population. A diverse and
permanent professor staff provides for a high quality education and allows
universities to change in response to the social and economic needs of
current times. Faculty recruitment at the UPR-Utuado has brought growth
to the institution in general allowing the increase of 103 to 121 professors
(18%). At the end of the five-year period, the contract professor population
was close to thirty-five percent (35%). The self-study committees
understands that due to current budget constraints, the percentage of
contract professors has diminished significantly and further decreases could
be foreseen for the following semesters. Nevertheless, the faculty’s
academic compromise will remain consistent no matter the times.
o
270
The tenure evaluation/promotion processes are constant for all academic
departments at the UPR-Utuado. Currently, there is no distinctiveness
established across the academic departments. Promotions depend on
assigned budgets and the following criteria: Teaching quality and
Chapter 9
accomplishments, service, duties, and professional attitude. The self-study
committee acknowledges that the limited budget has also detained past and
current academic promotions. Solutions need to be sought by the UPR
System and its units in order to restore the past tenure and promotion
stability.
o
C.
271
A total of thirty (30) faculty members occupied administrative positions
during the 2005-06 to 2009-10 academic years. The highest percent of
academic load of twenty-one 21 credits occurred during 2005-06. During
these times of financial limitations, it is important for the UPR-Utuado to
keep the balance between both academic and administrative procedures for
the wellbeing of its faculty/administrators and the community it serves.
Recommendations
o
The current participation of faculty in administrative positions somewhat
hinders the time available for research and publishing. The period in a
specific position should be limited and scheduled to prevent difficulties in
transitions and flexibility for faculty administrators to participate in activities
pertaining the academy.
o
All academic directors should reinforce their orientation to their
department members on faculty evaluations’ content. This action could
improve faculty’s teaching and amplify the needs for evaluation other than
ranking and promotion procedures.
o
Although faculty respondents were satisfied with their participation and
aware of institutional committees’ tasks, there needs to be more awareness
and participation of faculty in assessment, academic programming/
counseling procedures. Academic department trainings and workshops
could improve current faculty participation.
o
Several measures could be instituted to strengthen the UPR-Utuado faculty
professional growth activities in the following years. The Human Resources
Office needs to send the faculty a mid-year professional development hour
summary. Yearly professional development compliance reports, generated
at each academic department, could facilitate the documentation of faculty
activities and would allow for the steadfast identification of non-compliant
faculty members.
Chancellor’s Office
P.O. Box 2500
Utuado, Puerto Rico 00641
Telephone: 787-894-2828
Extensions for the Chancellor’s Office: 2242-2245
Extensions for the Planning Office: 2118-2120
http://www.uprutuado.edu/
“Equal Employment Opportunity”

University of Puerto Rico at Utuado

Transcription

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