University of Puerto Rico · 2014-12-02 · University of Puerto Rico Board of Trustees granted UPR Utuado its autonomy, which entailed the official establishment of the positions

University of Puerto Rico at Utuado

Submitted to

Middle States Commission

on Higher Education

November, 2009

University of Puerto Rico at Utuado Utuado, Puerto Rico

Self Study Design for the

University of Puerto Rico at Utuado 2005-2010

Submitted to

Commission on Higher Education Committee Middle States Association of

Colleges and Schools

Prepared by

Dr. Luz Méndez, Coordinator

& Self-Study Steering Committee

November, 2009

Self Study Design for the University of Puerto Rico at Utuado—2005-2010

Submitted to the Middle States Commission on Higher Education

Table of Contents

Preface ............................................................................................................................. 1

Rationale for the Nature and Scope of the UPR Utuado Self-Study ............................... 2

Specific Objectives of the Self-Study .............................................................................. 2

Proposed Outline for Final Self-Study Document ........................................................... 3

Steering Committee and Subcommittee Members ........................................................ 4

Duties of the Self-Study Committee ............................................................................... 8

Steering Committee’s Responsibilities ..................................................................... 8

General Responsibilities for the Sub-committees ..................................................... 9

Specific Subcommittee’s Responsibilities ................................................................ 9

First Subcommittee ........................................................................................................ 9

Second Subcommittee.................................................................................................... 17

Third Subcommittee ....................................................................................................... 23

Document Inventory ......................................................................................................31

Self-Study Format and Style ............................................................................................33

Profile and Recommendations for the MSA-CHE Evaluation Team ...............................35

Appendixes ......................................................................................................................36

UPR Utuado’s Mission and Vision ...........................................................................37

Self-Study Timetable ..............................................................................................38

Subcommittee’s Timetable .....................................................................................39

UPR Utuado’s Organizational Chart .........................................................................40

MSA Statement of Affiliation Status .........................................................................41



Preface

The University of Puerto Rico at Utuado (UPR Utuado) was established in 1978

by Concurrent Resolution of the Legislative Assembly of the Commonwealth of Puerto

Rico (Resolution #9 of December 1, 1978), and authorized by the Puerto Rico Council of

Higher Education (Certification #86 1978-79). Its initial academic programs were

identified and authorized in the Council’s Certification #25 1978-79. In 1999, the

University of Puerto Rico Board of Trustees granted UPR Utuado its autonomy, which

entailed the official establishment of the positions of Chancellor and Deans, as well as of

the Administrative Board and Academic Senate as governing bodies (Certification # 077).

The campus’ present name was officially conferred in the year 2000.

In its thirty-first year since its foundation, UPR Utuado provides an academic

offer which consists of fourteen (14) academic programs at the associate and

baccalaureate degree levels, as certified by the UPR Board of Trustees (Certification 44,

2006-07) and by the Puerto Rico Council of Higher Education (Certification 2007-097).

The faculty is an intellectual community composed of approximately one-hundred (100)

professors, 75 of these tenured or tenure track, with an enrollment of 1,621 students.

Its modern facilities have been in constant expansion on a farm of approximately 118

acres located in Barrio Salto Arriba (Road #123, km. 52.7) of the municipality (township)

of Utuado, a rural mountainous setting in a region of archeological Taino Indian

placements.

The University of Puerto Rico at Utuado was admitted to the Middle States

Association (MSA) in 1981, and fully accredited on June 30, 1986. This accreditation was

reaffirmed in March 2000 (Comprehensive Self-Study 1999-2000). On March 1, 2003, a

brief follow-up report was requested on: 1) the implementation of a comprehensive

assessment plan with emphasis on student learning outcomes, 2) the performance of

the institutional strategic plan including mission/vision clarification and academic

program development, and 3) the strengthening of library/learning resources with its

facilities, holdings and technology. A monitoring report was requested by MSA and sent

on October 1, 2004, and a Periodic Review Report (PPR) was submitted in June 1, 2006.

As a result, UPR Utuado’s accreditation was reaffirmed on November 16, 2006. The

future Self-Study report and team visit is scheduled for 2010 - 2011.


Submitted to the Middle States Commission on Higher Education 2

Rationale for the Nature and Scope of the UPR-Utuado Self-Study (Type of Study)

The current Self-Study of the University of Puerto Rico at Utuado will focus on a

comprehensive approach with emphasis on the two areas that have been 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.

This particular approach and emphasis will provide the instruments to measure

UPR Utuado’s effectiveness and efficiency as an institution of higher education in

accordance to present standards.

Specific Objectives of the Self-Study

The University of Puerto Rico at Utuado has determined that the following three

objectives will be met as indicators of the completion of the Self-Study process:

1. Make an in-depth review of the adequacy of every feature of the

college’s programs, resources, services, and governing structures

during the past ten years in the light of fulfilling the campus mission.

2. Evaluate how the administrative autonomy (1999) has been a

resource to improve the communication and academic/administrative

effectiveness throughout the college community.

3. Develop an action plan that will effectively incorporate the

subcommittee’s recommendations to UPR Utuado’s current

institutional planning process.



Proposed Outline for Final Self-Study Document

Chapter One Mission, Goals and Integrity

Planning, Resource, and Institutional Research

Institutional Assessment

Chapter Two Educational Offering

General Education and Related Educational Activities

Student Learning Assessment

Chapter Three Leadership, Governance and Administration

Student, Admission and Support Services

Faculty



Steering Committee and Subcommittee Members

Steering Committee Members

In full awareness that an institution of our size (70 tenured and tenured track

faculty, 1,500 students, 300 staff, 14 academic degree programs: 11 associate, 3

bachelors) has as a salient profile and strength a multiplicity of avenues for close and

frequent interaction of the members and components, the self study committee

structure reflects such a profile.

It consists of a Steering Committee and three subcommittees. Each

subcommittee addresses three study areas, each area comprising several

accreditation standards.

Steering Committee Members

Dr. Luz Méndez, President Associate Professor Languages and Humanities Department

Prof. Héctor Reyes Associate Professor Languages and Humanities Department

Prof. Enid Rivera, Executive Assistant

Instructor, Business Administration and Office Systems Department

Dr. Edith Riera

Department of Education, Social Sciences, and Physical Education

Dr. Lilliam Alicea

Assistant Professor Languages and Humanities Department

Prof. Pedro Cartagena, Instructor

Business Administration and Office Systems Department

Prof. Eladio González Professor of Agricultural Technology

Dr. Yolanda Salvá Professor of Natural Sciences

Prof. Gelsy Colón Professor Business Administration and Office Systems Department

Mrs. Ivellisse Rivera

Student Affairs Officer and Former Registrar Office of the Dean of Academic Affairs

Student: To be designated



Sub-committees

1. First Subcommittee

Charge:

Mission, Goals and Integrity

Planning, Resource and Institutional Renewal

Institutional Assessment

Coordinator Dr. Yolanda Salvá Professor of Natural Sciences

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 Prof. Carlos Semidei Professor of Agricultural Technology

Dr. Javier Alvarez Assistant Professor of Natural Sciences Dr. Carlos J. Rodríguez Assistant Professor of Agricultural Technology Mr. Gustavo Matos Accountant IV and Pre-interventor Finance Office


Support Staff

Mrs. Madeline Díaz Administrative Assistant

Mrs. Carmen Matos Statistician

Office of Planning and Institutional Research



2. Second Subcommittee

Charge

Educational Offerings

General Education and Related Educational Activities

Student Learning Assessment

Coordinators

Dr. Edith Riera Professor of Department of Education, Social Sciences, and Physical Education Dr. Lilliam Alicea

Assistant Professor of Languages and Humanities Department

Members

Dr. Wanda Cámara Associate Professor Languages and Humanities Department

Prof. Josie Clarke Professor of Languages and Humanities Department (Retired)

Dr. Justo Moreno Assistant Professor of Natural Sciences

Prof. Catalina Soto Library Director

Dr. Alejandro Ortiz Assistant Professor of Natural Sciences Mrs. Silma Maldonado Assistant Librarian


Support Staff

Ms. Yahaira Torres Secretary

Mrs. Teresita Mattei Administrative Officer

Office of the Dean of Academic Affairs

Mrs. Ivellisse Rivera Student Affairs Officer

Office of the Dean of Academic Affairs

Mrs. Marilia Santiago Acting Registrar



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

Prof. Lourdes Torres Associate Professor Languages and Humanities Department

Dr. Ángel Custodio Assistant Professor of Agricultural Technology

Prof. Carolyn Mercado Counselor II

Prof. Carlos La Rosa Assistant Professor of Natural Sciences

Mrs. Ana Santiago Coordinator of Social and Cultural Activities


Support Staff

Mrs. Aida Pérez Secretary Dean of Academic Affairs

Mrs. Eltie Pérez Director of Admissions Mr. Edgar Salvá

Director of Economic Assistance

Mrs. Iris Myrta Vélez

Associate Dean of Academic Affairs



Duties of the Self-Study Committee

Steering Committee’s Responsibilities

Leadership is essential to the Self-Study journey. A group of experienced faculty

representatives of every field, supported by a designated staff, will unite in efforts and

knowledge to measure this institution’s academic and administrative excellence. They

will examine, scrutinize and evaluate every relevant aspect concerning the institution’s

performance. Their mission: develop a realistic operational plan for the up-coming

decade, which advances compliance with accreditation criteria and standards.

The Steering Committee will:

Administrate the Self-Study Process

1. Inform the college campus on all Self-Study activities.

2. Plan schedules, agendas and calendars for the sub-committees’ tasks to ensure efficiency and promptness.

3. Facilitate the dissemination of documents needed for the Self-Study process.

4. Meet the deadlines, format and recommendations established by the Middle States Associations (MSA).

5. Represent UPR Utuado in all MSA activities, when required.

6. Serve as liaison between the Self-Study committee, administration and the MSA.

Supervise and Monitor the Self-Study Progress and Quality

1. Ensure that the findings/conclusions of the Self-Study are supported with adequate documentation.

2. Analyze and synthesize the data obtained by the sub-committees’ reports.

3. Update the UPR Utuado’s operational plan with the Self-Study’s outcomes.

4. Prepare the final document and submit to MSA for accreditation.

5. Plan the MSA Evaluation Committee visit in 2011.



General Responsibilities for the Sub-committees

The following tasks have been assigned to all three sub-committees to ensure

effective teamwork among its members:

1. Devise a work plan according to the procedures and recommendations given by the Steering Committee.

2. Coordinate tasks among the sub-committee members to minimize document/data repetition.

3. Inform the Steering Committee on their report’s progress and/or difficulties in its development.

4. Obtain, appraise, scrutinize and determine the data needed for their final report.

5. Provide a file of documents that supports their final report.

6. Submit a final report to the Steering Committee on the assigned deadline.

Specific Subcommittee’s Responsibilities

I. First Subcommittee

A. Charge: Mission, Goals and Integrity Planning, Resource and Institutional Renewal Institutional Assessment

1. Focal Points

This Sub-committee’s report will focus on issues related to the following institutional performance components:

mission, institutional goals and academic/administrative policies’ fulfillment

institutional planning, coordination and participation in the budget/resources procedures and its regulations

evaluation of institutional performance



2. Objectives

Objectives Mission, Goals and Integrity

a. Evaluate how the UPR Utuado’s mission and goals are related and sustained throughout its academic/administrative procedures and services.

b. Establish what assessment and/or activities are performed to achieve the institutional mission and its integration in all academic/administrative areas.

c. Determine UPR Utuado’s degree of consistency with its mission goals and policies.

d. Examine if the current mission needs to be re-examined in order to fulfill the demands of a constantly-changing decade.

e. State in what ways are the principles of academic freedom evidenced on campus, and how it is evaluated by the institutional community.

f. Evaluate how the campus community’s necessities are considered during curricular revision, and its degree of participation in the process.

g. Explain how academic/administrative issues (e.g. plagiarism, external community complaints and student/faculty/staff accusations) are attended by the institution.

Objectives Planning, Resource and institutional Renewal

a. Determine the degree of understanding and its efficiency between UPR Utuado’s strategic plan, budget and resource development committees.

b. State the evidence on UPR Utuado’s commitment with institutional renewal throughout its planning and resource allocation procedures.

c. Examine current major initiatives and/or changes that have provoked modifications in UPR Utuado’s programs, events and services.

d. Establish the institutional methods and competency in communicating the changes and initiatives of its strategic plan.

e. Evaluate how resources are effectively used, allocated, and managed in other institutional areas.



f. Explain the causes for adjustments in UPR Utuado’s budget and strategic planning process (past five-year period), and its effect on the Institution.

g. Determine how the lack of resources and/or the essential assets affect the fulfillment of: UPR Utuado’s mission, goals and expected student learning outcomes.

h. Establish a comparison between UPR Utuado’s resources and its uses with similar institutions.

i. State what new administrative/economic issues need to be considered in UPR Utuado’s next five-year period, and how will these be addressed in overall institutional planning and resource allocation procedures.

Objectives Institutional Assessment

a. Evaluate the effectiveness of institutional support for assessment on campus

b. Determine the understanding and integration of the campus community in the institutional assessment program

c. State the manners in which assessment methods are selected, implement, modified and integrated to UPR Utuado’s institutional, academic planning and teaching-learning process

d. Measure how UPR Utuado’s strategic plan, budget and resource development reveals its responsibility with institutional assessment.

3. Inquiries

Inquiries Mission, Goals, and Integrity

a. How does UPR Utuado support its mission and goals throughout its academic/administrative procedures and services?

b. What assessment and/or activities are performed to measure the mission’s integration in all academic and administrative areas? Are these activities efficient to accomplish this specific goal?



c. In what ways is UPR Utuado consistent with its mission, goals and policies? How are the staff, faculty and student body kept informed on these processes? What is their degree of participation? Are these informing practices for the community adequate?

d. Does UPR Utuado’s mission need to be re-examined in order to fulfill the future institutional demands? What evidence is considered during a mission revisal? Are the revision methods being used efficient?

e. How are the campus community’s needs considered during curricular revision? In what ways are the existing resources allocated and what aspects are taken into consideration during this distribution? What participation does this community have in these processes? What standards are considered during the revision?

f. What kind of student/faculty/staff complaints has UPR Utuado handled during the past five years? How has the institution responded to these matters?

g. In what ways does the Institution handle external community complaints?

h. How does UPR Utuado address the issue of plagiarism? What mechanisms does it have and/or activities does it perform to inform and prevent it?

i. What improvements among those suggested by the internal/external community need to be considered?

Inquiries Planning, Resource and Institutional Renewal

a. How effective is the communication and interaction between the members of UPR Utuado’s strategic plan, budget and resource development committees? What types of coordination among these groups take place for efficient decision-making and planning?

b. In what ways does UPR Utuado’s planning and resource developments evidence its commitment with institutional renewal?

c. What recent major initiatives and/or changes have provoked modifications in UPR Utuado’s academic programming and services? How has the impact of these initiatives been assessed?



d. How does UPR Utuado use its strategic planning to inform and direct the campus community to take active part in these initiatives and/or changes? In what manner is the efficiency of these procedures and its outcomes been measured?

e. What factors have caused amendments to the UPR Utuado’s budget and strategic planning process during the past five years? How have these events affected the Institution? In what ways has the institution readjusted its processes to fulfill its purpose?

f. How are the existent resources effectively used and allocated? In what ways can these funds provide for possible improvements in other institutional areas?

g. How does the lack of resources (e.g. human, fiscal, structural and technological) and/or essential assets affect the fulfillment of UPR Utuado’s mission, goals and expected student learning outcomes?

h. In what ways are UPR Utuado’s resources and its uses compared with other similar institutions?

i. What new administrative/economic issues need to be considered in UPR Utuado’s next five-year period? How will these be addressed in overall institutional planning and resource allocation procedures?

Inquiries Institutional Assessment

a. How effective is UPR Utuado’s support (e.g. budget, communication, technology, human resources, training and development) to assessment development?

b. What is the degree of understanding and commitment the campus community members have towards Assessment?

c. In which ways are assessment methods selected, implemented, modified and integrated to UPR Utuado’s institutional, academic planning and teaching-learning process?

d. How does UPR Utuado’s strategic plan, budget and resource development reveal its responsibility with institutional assessment?



4. Data a. Documents Available for Mission, Goals, and Integrity

by Location and MSCHE Standards

Documents Location Standard

1) UPR Utuado’s Strategic Plan Planning and Institutional

Research Office

1, 6

2) UPR Utuado’s Catalog Academic Affairs

Deanship

3) UPR Utuado’s Assessment Plan Academic Affairs

Deanship

4) Self-Study documents for the accreditation of institutional programs

a) Elementary Education (NCATE)

b) Office Systems and Accounting

c) Learning Resources Center

Individual Academic Departments

Academic Affairs Deanship

5) Institutional and Academic Policies

Chancellor’s Office and


6) Curriculum revisions Academic Affairs

Deanship

Data Needed Mission, Goals, and Integrity

The internal/external community opinion on this specific area is

vital. Thus, questionnaires, focus groups, personal interviews, and

meeting sessions for document review and analysis will be

performed, in order to obtain the following updated information:

1) Student, faculty, non-teaching personnel and external community opinion regarding UPR Utuado’s Mission, Goals, and Integrity



b. Documents Available for Planning, Resource and Institutional Renewal by Location and MSCHE Standards


1) Fiscal resources a) budget b) budget projections

Budget Office 2, 3

2) Manuals a) UPR Regulation’s Manual Chancellor’s Office

b) Administrative Board Manual

Administrative and Senate Board Office

c) Academic Senate Manual Administrative and Senate Board Office

d) Personnel Manual Human Resources

e) Collective Bargaining Agreement Finance Office

3) Human resources a) administrative personnel b) faculty c) executive d) faculty professional growth

Human Resources

4) Physical resources

a) OPASO’s Emergency plan OPASO’s Office

b) Land Use and Master Plan Physical Planning Office

c) Strategic Plan

Planning and Institutional Research

Office

d) Previous MSA Self-Study Reports


Office

e) Previous MSA Periodic Review Reports


Office

Data Needed Planning, Resource and Institutional Renewal





Student, faculty, non-teaching personnel and community opinion regarding UPR Utuado’s planning, budget, and resource procedures



c. Documents Available for Institutional Assessment by Location and MSCHE Standards


1) UPR Utuado’s Strategic Plan Office of Planning and Institutional

Research

7

2) UPR Utuado’s Assessment Plan Academic Affairs Deanship

3) Institution’s program accreditation self-studies




Individual Academic Department

and Academic Affairs

Deanship

4) Annual Reports of Basic Skills’

Programs Academic Affairs

Deanship

Data Needed Institutional Assessment





Analysis of questionnaire administered to student, faculty, non-teaching personnel, and community



II. Second Subcommittee

A. Charge: Educational Offerings

General Education and Related Educational Activities (GERE)

Student Learning Assessment 1. Focal Points

This Sub-committee’s report will focus on issues related to the following institutional structural components:

academic programs, curriculum, teaching-learning process, academic support services, and the Educational Offering component in UPR Utuado’s academic program

curriculum, assessment, educational activities and structures of the General Education component at UPR Utuado

student learning evaluation

2. Objectives

Objectives Educational Offerings

a. Explain how UPR Utuado’s mission and goals are supported throughout its educational offering.

b. Evaluate the efficacy of how the expected student outcomes are understood by the campus community and applied into the academic coursework.

c. Determine the differences found between on-campus students and transfer students pursuing the same degree.

d. State how the educational offerings comply with the academic degree level requirements, and institutional goals for student information literacy.

e. Establish what procedures, assessment and/or activities are performed to achieve the students’ understanding of course requirements to the overall academic program.



Objectives General Education and Related Educational Activities

a. Provide evidence that reveals students’ achievement in General Education competencies.

b. Explain how the GERE experience fulfills the student population’s needs, and UPR Utuado’s mission and goals.

c. Determine how the GERE experience is effectively interrelated and coordinated into the rest of the curriculum.

Objectives Student Learning Assessment

a. State the manners in which assessment methods are selected, implement, modified and integrated to UPR Utuado’s institutional, academic planning and teaching-learning process.

b. Examine if the assessment of student learning outcomes reveal the accurate goals achieved by the student learning population for defined institutional decision-making.

c. State how student learning assessment invigorates the teaching-learning process.

d. Establish what procedures and/or activities are performed to achieve students’ awareness on student learning assessment.

3. Inquiries

Inquiries Educational Offerings

a. How does UPR Utuado support its mission and goals throughout its educational offering (on-campus, transfer, distance and international programs)?

b. How well are the expected student outcomes exposed to the community? How are they integrated and assessed throughout the coursework? What new offerings should be considered for the future to comply with job market’s needs?

c. What learning-experience differences are found between on-campus students and transfer students pursuing the same degree?

d. How do the educational offerings comply with the academic degree level requirements? What evidence is there on students achieving the institutional goals for information literacy?



e. What procedures, assessment and/or activities are performed to measure the students’ understanding of individual course requirements to the overall academic program? Are these procedures and events adequate to fulfill this goal? How does the institution know if the program is reasonable in time and course selection/content? What factors are considered to measure this effectiveness?

Inquiries General Education and Related Educational Activities

a. How does UPR Utuado evidence its students’ achievement in General Education (GE) competencies?

b. In what ways does the GERE experience fulfill the student population’s needs, the UPR Utuado’s mission and goals?

c. How is the GERE experience interrelated and coordinated into the rest of the curriculum?

d. In what ways does UPR Utuado assess its GERE experience to efficiently serve the needs of the UPR Utuado’s general student, graduate and under-prepared student population? How is the GERE experience effectiveness measured?

e. How does UPR Utuado measure, modify and/or updates its non-credit offering to effectively serve the needs of the non-traditional student? Are the procedures used for the revision suitable?

f. In what manner does UPR Utuado’s strategic plan, budget and resource development make known its responsibility with GERE? How is the competency of these processes evaluated?

Inquiries Student Learning Assessment

a. In which ways are assessment methods selected, implemented, modified and integrated to UPR Utuado’s institutional, academic planning and teaching-learning process?

b. Does the assessment of student learning outcomes reveal the accurate goals achieved by the student learning population? How do these methods help define institutional decision-making?

c. How does student learning assessment strengthen the teaching-learning process? In what ways is this assessment evidenced and/or modified?



d. What procedures and/or activities are performed to achieve students’ awareness on student learning assessment? How are the procedures and events’ efficiency measured?

4. Data

a. Documents Available for Educational Offerings by Location and MSCHE Standards



Research Office

11


3) UPR Utuado’s Catalog Academic Affairs Deanship

4) Academic program proposals Academic Affairs Deanship

5) Self-study documents for the accreditation of institutional programs

a) Elementary Education (NCATE) b) Office Systems and Accounting c) Learning Resources Center

Individual Academic Departments

and


6) IPEDS surveys Planning and Institutional

Research Office

7) Fact Books Planning and Institutional

Research Office

8) Additional Statistics Planning and Institutional

Research Office

Data Needed Educational Offerings





Student, faculty, non-teaching personnel and community opinion regarding educational offerings



b. Documents Available for General Education and Related

Educational Activities (GERE) by Location and MSCHE Standards



Research

12, 13







Individual Academic

Department

and


5) Syllabi in use of all academic programs Academic Affairs Deanship

6) College Entrance Examination results Admission’s Office

7) Grade point averages of UPR Utuado freshman’s year

Registrar’s Office

8) Academic statistics Office of Planning and Institutional

Research

Data Needed General Education and Related Educational Activities





Student, faculty, non-teaching personnel and community opinion regarding General Education and related educational activities



c. Documents Available for Student Learning Assessment by Location and MSCHE Standards



Research

14






Individual Academic Department

and


4) Annual Reports of Basic Skills Programs


Data Needed Student Learning Assessment





Analysis of questionnaire administered to student, faculty, non teaching personnel, and community



III. Third Subcommittee

A. Charge: Leadership, Governance and Administration

Student Admission and Support Services

Faculty

1. Focal Point

This Sub-committee’s report will focus on issues related to the following institutional service components:

UPR Utuado’s administration, boards, policies, regulations, manuals, certifications, committees and community decision-making

counseling/tutoring, financial-aid, admission’s office, health services, co-curricular activities and athletics

recruitment, academic preparation, ranking, academic load, development, professional growth/training and research activities.

2. Objectives

Objectives Leadership, Governance and Administration

a. Review the efficiency of administrative operations and its autonomy reorganization.

b. Evaluate the chain of command for institutional decision-making, and its effectiveness among the channels of communication established within UPR Utuado.

c. Determine the degree of understanding and commitment members have towards the respective institutional committees.

d. Explain how administrative structures and procedures facilitate the teaching-learning process and student services.

e. State the factors that have caused modifications (past five years) in the UPR Utuado’s governing system, and what can trigger its development.

f. Establish the efficacy of UPR Utuado’s external funding activities and the participation of its campus community.



g. Evaluate how for-profit activities are structured and coordinated to prevent conflict of interests with members of the campus community.

h. Determine the response of UPR Utuado to recommendations made by past external evaluations to UPR Utuado and their outcomes.

Objectives Student Admission and Support Services

a. Evaluate the manner in which the student admissions’ process and policies fulfill the UPR Utuado’s mission and goals.

b. Establish how UPR Utuado’s strategic planning and assessment provide for the improvement of student support services.

c. Examine if retention goals are consistent with UPR Utuado’s fiscal and strategic planning.

d. Determine the effectiveness of services offered to the “at risk” population.

e. Evaluate how UPR Utuado complies with procedures and regulations concerning the privacy of student information.

f. State the mechanisms used to: assess students’ academic success, and to link student learning outcomes with students’ financial necessities.

g. Establish a comparison between UPR Utuado’s retention/ graduation rates with similar institutions and national averages.

h. State how institutional studies are used to enhance UPR Utuado’s academic and student support programs.

Objectives Faculty Component

a. Evaluate the manner in which faculty’s recruitment, retaining and professional growth practices fulfill UPR Utuado’s mission and goals.

b. Determine the degree of efficacy between UPR Utuado’s strategic/budget planning with the faculty’s appointment, tenure and promotion process.

c. Explain the faculty’s participation in assessment, professional improvement and academic program development.



d. State the degree of institutional support offered to the faculty during the past five years.

e. Establish the changes on part-time faculty during the past five years, and its impact on student learning outcomes and their success.

f. Analyze and determine how faculty issues affect student learning and its outcomes.

3. Inquiries

Inquiries Leadership, Governance and Administration

a. In what ways is the chain of command for institutional decision-making established? How effective are these channels of communication within the campus community?

b. What is the degree of understanding and commitment the members have towards the respective institutional committees?

c. In what manner do UPR Utuado’s administrative structures and procedures facilitate the teaching-learning process and student services?

d. What current factors have modified the UPR Utuado’s governing system and its autonomy during the past five years? How were these assessed? In what ways can this system be improved and stimulated?

e. How efficient are UPR Utuado’s external funding activities? In what ways does the campus community participate?

f. How are for-profit activities structured and coordinated to prevent conflict of interests with members of the campus community?

g. In what manner has UPR Utuado responded to the recommendations made by past external evaluations? What have been their outcomes?



Inquiries Student Admission and Support Services

a. How does the students’ admissions process and policies fulfill UPR Utuado’s mission and goals? What procedures are followed to keep material up-dated and focused on institutional mission and goals?

b. In what ways does UPR Utuado’s strategic planning and its assessment plan provide for the improvement of the admission process and student support services?

c. How has UPR Utuado responded to the recommendations made by past external evaluations concerning these services? What has been their result during the past five years? Were these changes effective to achieve success in student learning outcomes? How was this success assessed?

d. In what ways are UPR Utuado’s retention goals consistent with its short/long term fiscal and strategic planning?

e. How efficient are services offered to the “at risk” population? How are these services implemented and measured? In what manner is the personnel contracted to serve this population?

f. In what ways does UPR Utuado comply with procedures and policies concerning the privacy of student information? How is the compliance of these procedures assessed?

g. How is the students’ academic success measured? In what manner does a student’s learning outcomes draw a parallel with his/her financial necessities? How is this determined?

h. In what ways are UPR Utuado’s retention and graduation rates compared with similar institutions and national averages?

i. What institutional studies are performed to strengthen UPR Utuado’s academic and student support programs? How is the data obtained from these studies used to measure demographic changes and determine fiscal/academic projections? Are these studies offering the needed input?

Inquiries Faculty Component

a. How does UPR Utuado accomplish its mission and goals throughout faculty’s recruitment, retainment and professional growth practices? In what ways are these procedures compared with other similar institutions?



b. How interrelated is UPR Utuado’s strategic/budget planning

with the faculty’s appointment, tenure and promotion process? What factors are considered during the procedures? Is there any distinctiveness established across the academic departments? What is the reason for such differences?

c. In what ways does the faculty participate in assessment, professional improvement and academic program development? How effective are these activities for faculty growth and how is this measured?

d. What degree of institutional support has the faculty received during the past five years? What issues have influenced it over time? How have these factors affected the campus community and promoted academic growth?

e. What have been the changes on part-time faculty during the past five years? How has this impacted the student learning outcomes and its success? How has it been assessed?

f. What faculty issues affect student learning and its outcomes?



4. Data

a. Documents Available for Leadership, Governance and Administration by Location and MSCHE Standards



Research Office

4, 5

2) Manuals

a) UPR Regulation’s Manual Chancellor’s Office

b) Student Manual Student Affairs Deanship

c) Administrative Board Manual Administrative and Senate Board Office

d) Academic Senate Manual Administrative and Senate Board Office

e) Personnel Manual Human Resources

3) UPR Utuado’s Organizational Chart

Planning and Institutional

Research Office

4) UPR’s Organizational Chart Planning and Institutional

Research Office


6) Publications Library

Data Needed Leadership, Governance and Administration

The internal/external community opinion on this specific area

is vital. Thus, questionnaires, focus groups, personal

interviews, and meeting sessions for document review and

analysis will be performed, in order to obtain the following

updated information:

Student, faculty, non-teaching personnel and community opinion regarding: Leadership, Governance and Administration



b. Documents Available for Student Admission and Support Services by Location and MSCHE Standards



Research Office

8, 9

2) Self-study documents for the accreditation of institutional programs

a) Elementary Education (NCATE) b) Office Systems and Accounting c) Learning Resources Center

Individual Academic

Departments

and



4) Manuals

a) UPR Regulation’s Manual Chancellor’s Office

b) Student Manual Student Affairs Deanship

5) Academic statistics Planning and Institutional

Research Office

6) Service publications/pamphlets Library


8) Periodic Review Report Planning and Institutional

Research Office

9) Basic Skills program Academic Affairs Deanship

10) Buckley Law Student Affairs

Deanship

Data Needed Student Admission and Support






Student, faculty, non-teaching personnel and community opinion regarding: Student Admission and Support Services (SASS)



c. Documents Available for Faculty Component by Location and MSCHE Standards



Research Office

10

2) MSA Periodic Review Report Planning and Institutional

Research Office

3) Manuals

a) Faculty Academic Affairs

Deanship

b) UPR Regulations Manual Chancellor’s Office

c) Personnel Manual Human Resources

4) Fact Books Planning and Institutional

Research Office

5) Faculty profile and statistics Planning and Institutional

Research Office

6) Evidence of Assessment Training to Faculty



8) UPR Utuado’s Assessment plan Academic Affairs Deanship

9) Evidence of faculty research/training activities


Data Needed Faculty Component






Student, faculty, non-teaching personnel and community opinion regarding: Student Admission and Support Services (SASS)



Document Inventory

Academic Affairs

Curriculum revisions

Proposals

Summary of Results of student course and teaching evaluation

Syllabi of all courses

Transfer Articulation Agreements

Internal academic program revisions

Accreditation

MSA

Follow-up Reports

Periodic Review Reports

Self-Study 1999 and MSA Recommendations

Self-Study 1989 and MSA Recommendations

Statement of Affiliation Report

Council on Higher Education (CHE) Accreditation Reports

Institutions program accreditation self-studies

Elementary Education (NCATE)

Office Systems and Accounting

Learning Resources Center

Assessment

Assessment Plan

Assessment Results

Evidence of Assessment Training to Faculty

Admissions

Admission’s criteria and policies

College Entrance Examination Results

Grade Point Average Freshman Year

Student Admission Application—UPR

Chancellor’s Office

Members of the Advisory Board

Members of the Academic Board

Members of the Administrative Board

Members of the Faculty Committee

Minutes of Faculty Meetings

Minutes of Academic Board Meetings

Minutes of Administrative Board Meetings

Annual Chancellor Report

Faculty

Curriculum Vitae of Faculty

Faculty Manual (See Regulations)

Faculty Profile

Professional Growth of Faculty

Fiscal Resources

UPR Utuado’s Budget

Budget Projections

Audited Financial Statement

Governance

Board of Trustees’ Manual

Description and Qualifications of the President of the UPR

The University of Puerto Rico Law

Members of Board of Trustees

Organizational Charts

Student Council

UPR President’s Annual Report

Human Resources

Administrative Personnel Profile

Descriptions of qualifications and duties of the deans

Executive Personnel

Faculty Hiring Plan



Institutional and Academic Policies

Academic Freedom Policy

Affirmative Action Policy

Buckley Law

Copyright Policy

Credit Transfer Policy

Ethics Institutional Policy

Equal Employment Opportunity

Intellectual Property Rights Policy

Policies and procedures for adding or closing academic programs

Sexual Harassment Policy

UPR’s policies concerning academic research

Library Resources

Reports and/or materials concerning conferences, workshops and orientations offered at the Library

Library and Learning Resources Plan

Annual reports

Library services and information (See Fact Book)

Mission

Physical Resources

Certificate of the Health Department

Land Use and Master Plan

Operational Emergency Plan (OPASO)

Permits

Proposals

Publications

UPR Utuado’s Catalog

Promotions

Research Center Bulletin Other Publications

Reports

Basic Skills Annual Reports

Fact Books

IPEDS Survey

Strategic Plan

Regulations—Manuals

Academic Senate Manual

Administrative Board Manual

Collective Bargaining Agreements

Faculty Manual

Personnel Manual

Student Manual

UPR Regulation’s Manual

Statistics

Institutional and Academic

Annual Institutional Profile

Athletics Report (“Equity in Athletics”)

Enrollment Projections

Fact Book

Freshmen Study

Graduation Studies

IPEDS—Graduation Rates, Completion, Institutional Characteristics,

Institutional Report cards

Retention Statistics

Statistical data of Questionnaires used in Self-Study Report

Ratios of students to full-time and to part-time faculty

Student Affairs

Associations

Certifications of the Student Council

Student Affairs’ Reports



Self-Study Format and Style

The following format and style guidelines are to be followed when preparing Self study

subcommittee reports. Please submit all reports on a CD-R.

Format

Word processing program Microsoft word

Title page All text must be centered.

Identify the college at the top margin. In the

center of the page, identify the name of the

team. In the bottom margin, write: Submitted

by “Name of Coordinator,” double space, and

date submitted.

Font Mayor headings, Calibri 16, bold

Secondary headings, Calibri 14, bold

Line spacing 1.5 body of text; double space between

paragraphs; four spaces between major

sections

Lengthy quotations (four lines or 100 words or

more) are to be centered, singled spaced, and

referenced.

Tabs indent five spaces at beginning of paragraphs.

Keep end-of-line word division to a minimum.



Major headings: Use all caps, center, and bold face (no

underline or italics).

Minor headings: Locate at left-hand margin; capitalize only first

letter of each main word; bold face and italics

(no underlining).

Page numbering: bottom center

Use roman numeral formatting: i.e., I.

A.

1.

2.

B.

II.

Style

Capitalize unit or program division names: i.e., Languages and Humanities

Department, Business Administration and Office Systems Department, Deanship

of Academic Affairs.

Disciplines are lowercase: i.e., mathematics, biology, history, etc. (except English

and foreign languages).

Capitalize shortened references to specific entities: i.e., the University (for the

University of Puerto Rico at Utuado), the Department (for the Department of

Languages and Humanities).

Use of abbreviations: first time a word is used, use full word followed by

abbreviation in parenthesis. Abbreviation may then be used in following

sentences.



Profile and Recommendations for the MSA-CHE Evaluation Team

The future MSA Evaluation Team that will visit UPR Utuado during the year 2010 should

have a group of experts specializing in the following areas:

A. Institutional

1. Learning Outcomes Assessment

2. Planning and Budgeting

3. Student Engagement and Developmental Education (academic skills)

B. Disciplinary

1. General education

2. Library/technology resources

3. Agricultural Technology

Several local characteristics should be taken into consideration when selecting the team

members:

First, we are a Spanish-speaking community college located in the central

mountain region of Puerto Rico. Our community enjoys making their visitors feel

at home, but many are not fluent in English.

Second, the area has hotels and resorts for the committee’s stay, with the flavor

of the surrounding mountainous rural, natural setting.

Finally, Puerto Rico has a wonderful tropical climate during the whole year, but

due to Utuado’s location, we frequently have a cooler and rainy environment.



Appendixes

UPR Utuado’s Mission and Vision

Self-Study Timetable

Subcommittee’s Timetable

UPR Utuado’s Organizational Chart

Middle States Statement of Affiliation Status




Values, Vision and Mission Revision: May, 2007

Values

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.

Vision

The University of Puerto Rico at Utuado is a postsecondary institution at the forefront in the promotion of academic, cultural and economic development, committed to sustainability and environmental conservation.

Mission The University of Puerto Rico at Utuado will: 1. Offer a relevant and quality postsecondary EDUCATION at the UNDERGRADUATE

LEVEL in the areas of Agricultural Technology, Educational and Administrative professions, the Arts and the Sciences.

2. Form graduates intellectually and morally prepared and motivated with UNIVERSITY LEVEL SKILLS, ATTITUDES AND HABITS, as well as COMMITTED to sustainability and conservation of the environment, in order to contribute to the achievement of the purpose of Puerto Rico and its insertion in a world without frontiers.

3. Contribute to the improvement of the population which it serves by offering a variety of updated programs and academic experiences focused on RESEARCH AND ON ARTISTIC AND LITERARY CREATION, with the flexibility to meet the demands of a complex and changing labor panorama as a stimulus for the a love for learning and the enjoyment of culture.



Self-Study Timetable

Middle States Visit

March, 2011

Self-Study document is sent to Middle States and the

Puerto Rico Council on Higher Education

January, 2011

Self-Study’s draft is distributed and discussed

among the college community

October, 2010

Self-Study’s draft is prepared.

August - September, 2010

Final sub-committees’ reports are submitted

to the Steering Committee

July, 2010

Drafts of subcommittees’ reports are

submitted to the Steering Committee

June, 2010

Design is submitted to Middle States

November, 2009

Middle States Preliminary Visit

November, 2009

Gather information (Questionnaires)

January – April, 2010

Sub-committee coordinators are appointed/

Individual outlines are submitted

October, 2009

The Self-Study Steering Committee Is appointed by the Chancellor

October, 2009



Subcommittee’s Timetable

Submit final version of subcommittee report to the

Steering Committee

June-July, 2010

Write rough draft of subcommittee report

April - June, 2010

Distribute and tabulate questionnaires

March - April, 2010

Revise design and final version of questionnaires

February, 2010

Gather existing data

February – April, 2010

Develop Self-Study questionnaires

November, 2009 – January, 1010

Submit outline of topics to be discussed

in subcommittee report

October, 2009

Members of subcommittees are named

October, 2009



Board of Trustees

President’s Office

University Board

Chancellor’s Office

Advisory Board

Academic Senate

Administrative Board

Planning and Institutional

Research

Budget Office

Information Systems

Development and

External Resources

Talent Search

Academic

Affairs Deanship

Academic Degree Programs Resources for Teaching, Learning, Research,

Scholarship, and Academic Advising

Committees of:

Faculty Personnel

Institutional Curriculum

Assessment

Committees of:

Research and Scholarship

Enrollment

Academic Achievement

Departments and

Programs

Division of Continuing

Education and

Professional Studies

Development of Skills

Languages and

Humanities

Natural Sciences

Education, Social

Sciences, and Physical

Education

Business Administration

and Office Systems

Agricultural

Technology --Farm

Laboratory

Learning

Resources

Center

Registrar’s

Office

Laboratories for

Academic

Computing and

Distance Learning

Basic Skills

Program

Library Audiovisual

Center

Faculty Development

Academic Planning

External Resources

Affirmative Action

Institutional and Programmatic Accreditation

License for Institutional Operation

Practice Centers

Administrative

Affairs Deanship

Human Resources

Security

Physical Planning

Maintenance

Landscaping

Environmental

Protection, Health

and Security

Telephone

Operator

Messengers

Print Shop

Finances

Payroll

Cashier

Internal Auditing

Accounting

Purchasing

Office

Property

Collections Office

Credit

Department

Donations,

Contracts,

Permanent Facilities

Board of

Academic Deans

Board of Degree

Recognition Labor

Groups

Repairs

Farm

Benefits and

Transactions

Recruitment,

Classifications,

and Salaries

Leaves of

Absence

Social and

Cultural

Activities

Admissions

Financial

Assistance

Athletic

Activities

Recruitment and

Enrollment

Medical

Services

Quality

of Life

Student

Council

Career

Center

Alumni

Graduation

Child

Care

Promotion and

Retention

Orientation and

Counseling

Student Exchange

Program

Chorus and

band

Theater

Students

Affairs Deanship

Revised by: César Cordero Montalvo, Ph.D., Chancellor/Rector

Prepared by: Edna M. Rodríguez, Secretary

Revision Date: March 18, 2009



Middle States Statement of Affiliation Status










Office of the Chancellor/Rector

Planning and Institutional Research Office Self-Study Design Ad Hoc Committee

PO Box 2500 Utuado, Puerto Rico 00641

Telephones: 787-894-2828, Ext. 2120

Fax: 787-894-2877

www.uprutuado.edu

http://www.uprutuado.edu/