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Self-Evaluation Report • Universidad del Turabo • March 23, 2018 page 2

Self-Evaluation Report

for the

BACHELOR OF SCIENCE IN

LANDSCAPE ARCHITECTURE DEGREE

Submitted to the

Landscape Architectural Accreditation Board

American Society of Landscape Architects

636 Eye Street, N.W.

Washington, D.C. 20001-3736

March 23, 2018


REQUEST FOR REVIEW

LANDSCAPE ARCHITECTURAL ACCREDITATION BOARD

February 6, 2018 Date

Invitation to review is extended by: (chief academic officer by name and title)

Dr. Dennis Alicea, Chancellor of the Universidad del Turabo ____________

Identify the program in Landscape Architecture to be reviewed and the name of the institution.

Bachelor’s Degree from the Universidad del Turabo

This landscape architectural program certifies that it has been in operation since August 2013 (date)

and is legally entitled to confer the following first professional degree:

Bachelor of Science in Landscape Architecture ________ __

Preferred Dates for Review: Indicate first, second, and third preferences.

1. May 6-9, 2018 ________ 2.

3.

Please give complete address for the program requesting review. Include the name, phone number, and

e-mail address for the program administrator.

Yazmín M. Crespo Claudio, MDes, MArch

Directora del Departamento de Arquitectura (Director of the Architecture Department)

Escuela Internacional de Diseño y Arquitectura___________________________________

Universidad del Turabo, SUAGM

P.O. Box 3030

Gurabo, Puerto Rico 00778-3030

787-743-7979 ext. 4898

[email protected]

mailto:[email protected]



PROGRAM SELF-EVALUATION REPORT

For the Academic Year 2017-2018

Institution Escuela Internacional de Diseño y Arquitectura_________________

Universidad del Turabo____________________________________

Program First Professional Bachelor’s Degree__________________________

Degree Title/Degree Length Bachelor of Science in Landscape Architecture__________________

4 years__________________________________________________

Chief Administrative Official Dr. José F. Méndez Méndez, President ________________________

of the Institution System name title

P.O. Box 21345 San Juan, Puerto Rico 00928-1345 _______ address [email protected] 787-751-0178 ext. 7259______ e-mail address phone number

Chief Administrative Official Dr. Eligio David Méndez, Interim Chancellor______________

of the Institution name title

P.O. Box 3030 Gurabo, Puerto Rico 00778-3030 address [email protected] 787-743-7979 ext. 4000______ e-mail address phone number

Chief Administrative Official Aurorisa Mateo-Rodríguez, Dean

of the School name title

P.O. Box 3030 Gurabo, Puerto Rico 00778-3030 address

[email protected] 787-743-7979 ext. 4430 e-mail address phone number

Chief Administrative Official Elizabeth Castrodad Vélez, Associate Dean of Academics Affairs

of the Division name title



Chief Administrative Official Yazmín M. Crespo Claudio, Professor and Director

of the Department name title



Report Submitted by Yazmín M. Crespo Claudio March 23, 2018_____________ name date

mailto:[email protected]


MINIMUM REQUIREMENTS For Achieving and Maintaining Accredited Status

1. The program title and degree description incorporate the term "Landscape Architecture".

2. An undergraduate first-professional program is a baccalaureate of at least four academic years'

duration.

3. A graduate first-professional program is a master's equivalent to at least three academic years'

duration.

4. Faculty instructional full-time equivalence (FTE) shall be as follows:

a. An academic unit that offers a single first-professional degree program at the emerging or

Initial Accreditation status has at least three FTE instructional faculty who hold professional

degrees in landscape architecture, at least one of whom is full-time.

b. An academic unit that offers a first-professional degree program at both the bachelor’s and

master’s levels at the emerging or Initial Accreditation status has at least six FTE

instructional faculty, five of whom hold professional degrees in landscape architecture, at

least two of whom are full-time.

c. An academic unit that offers a single first-professional degree program at the continuing full

Accreditation status has an FTE of at least five instructional faculty. At least four of these

faculty members hold a professional degree in landscape architecture and at least three of

them are full-time.

d. An academic unit that offers first-professional degree programs at both the bachelor’s and

master’s levels with continuing full Accreditation status has an FTE of at least seven

instructional faculty, at least five of whom hold professional degrees in landscape architecture

and are full-time.

5. The parent institution is accredited by a recognized institutional accrediting agency.

6. There is a designated program administrator responsible for the leadership and management

functions for the program under review.

7. The program provides a comprehensive public information disclosure about the program’s status

and performance within a single click link from the program’s internet website homepage.

8. A program accredited by LAAB shall:

a. Continuously comply with accreditation standards;

b. Pay the annual sustaining and other fees as required; and

c. Regularly file complete annual and other requested reports.

The program administrator shall inform LAAB if any of these factors fails to apply during an

accreditation period.

The Bachelor of Science in Landscape Architecture_______________ _____

program meets the minimum conditions to apply for LAAB accreditation.

Yazmín M. Crespo Claudio__ ___________________________Director of the Architecture Department Program Administrator Name Title

March 23, 2018___________ Program Administrator Signature Date


INTRODUCTION

1. History of Program.

History and Mission of Universidad del Turabo

Universidad del Turabo is part of Sistema Universitario Ana G. Mendez (SUAGM). SUAGM is a

private, non-profit organization in compliance with the laws of the Commonwealth of Puerto Rico and the

second largest university system on the island. Its four institutions of higher education, Universidad del

Turabo (UT), Universidad del Este (UNE), and Universidad Metropolitana (UMET), and the Universidad

Ana G. Méndez (UAGM) (online) are four-year coeducational, private, and non-profit. In addition, to the

four institutions, SUAGM also maintains fifteen Additional Locations throughout the island, and five US

Branch Campuses. SUAGM’s central administration offices are located in Cupey, Puerto Rico.

Universidad del Turabo, founded in 1972, is a Hispanic-serving, private, non-profit institution of higher

education of the Sistema Universitario Ana G. Méndez, Inc. (SUAGM). UT is licensed by the Council of

Education of Puerto Rico (CEPR), formerly the Puerto Rico Council of Higher Education (PRCHE) and

the Puerto Rico General Council of Education (PRGEC); and has just been reaccredited by the Middle

States Commission on Higher Education (MSCHE). UT, in addition to its Main Campus in Gurabo, PR

also operates five (5) instructional locations, referred to as additional locations by Middle States, located

in Cayey, Yabucoa, Isabela, Ponce, and Barceloneta, Puerto Rico. It should be noted that according to its

Statement of Accreditation Status issued by the Middle States, UT also operates five (5) branch campuses

in Orlando, FL (Metro Orlando Center); Miramar, FL (South Florida Center); Tampa, FL (Tampa Branch

campus); Wheaton, MD (Westfield Wheaton Shopping Center); and a branch campus in Dallas, TX

(Dallas Area campus). The proposed collaborative arrangement is specifically with UT, main Campus

located in Gurabo, PR.

UT offers seven (7) technical certificates, thirty (30) associate degree programs, fifty one (51) bachelors,

forty six (46) masters and seven (7) doctoral degrees in Business Administration, Environmental

Sciences, Education, Counseling Psychology and Naturopathic Medicine. Most courses are offered on a

semester or term basis. The accelerated adult program, AHORA, offers weekend and night sessions. The

institution serves a commuter student body composed of young adults and professional adult students in

day and evening programs. The student population is mostly drawn from the surrounding communities

with diverse economic and educational backgrounds. The main campus in Gurabo, together with its

branch campuses and additional instructional locations, provides accessible education opportunities to

17,325 low-income Hispanic students according to SUAGM statistics for the fall semester of Academic

Year 2014-2015. The student population is composed of 43.5% evening students and 56.5% day students.

AHORA has 1,908 non-traditional students, while 2,014 are enrolled in UT graduate programs

(Universidad del Turabo Fact Sheet 2016-2017 http://ut.suagm.edu/sites/default/files/uploads/Design-

Architect/Fact%20Sheet%20UT%202016-17.pdf Associate Vice Presidency of Strategic Planning and

Institutional Effectiveness, SUAGM, 2015). The academia is organized into ten main schools:

Engineering, Natural Science and Technology, Health Sciences, Education, Business and

Entrepreneurship, Social Sciences and Communications, the Internacional de Diseño y Arquitectura,

Technical Studies, Continuing Education and Liberal Arts and General Education. UT also operates one

(1) system-wide school, Professional Studies.

The mission of Universidad del Turabo is to be an institution of higher education with broad academic

offerings of the highest standards of quality. Committed to excellence in teaching, research, innovation,

internationalization, and social-humanistic values for a diverse academic population, Universidad del

Turabo forms global citizens with critical thinking skills which contribute to the development and well-

being of Puerto Rico and other countries. The vision of Universidad del Turabo is to be the leading

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/Fact%20Sheet%20UT%202016-17.pdf

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/Fact%20Sheet%20UT%202016-17.pdf


educational institution in teaching and research, which promotes innovation, entrepreneurship,

internationalization, and sensibility towards cultural diversity and the environment.

Universidad del Turabo is committed to:

freedom of thought and expression

excellence in teaching and the pursuit, generation, dissemination and application of knowledge

respect the dignity of the individual

respect nature and the environment

promote ethical, social and cultural values

recognize and respect diversity

promote institutional excellence in planning, operations and service

During these forty-five years, the University has graduated professionals in liberal arts, education,

business administration, engineering and sciences who are successfully occupying middle and upper level

positions in many government and private organizations.

In the 2003 the School of Social Sciences and Communications opened a Bachelor’s Degree in

Communications with concentration in Graphic Design. A feasibility study demonstrated the need of an

independent School to develop several programs in the areas of design; hence the Escuela Internacional

de Diseño was created in 2006.

The University is academically and administratively prepared to develop and implement new design and

architecture programs. It has already part of the infrastructure and is developing additional facilities for

the programs. Throughout its history the UT has demonstrated its commitment and dedication by offering

sound and innovative higher education programs that are designed to meet the needs of a growing

population of professionals avid to acquire both the theory and the latest knowledge in their fields. The

University is committed to explore the use of the latest technology to provide its students with skills that

will enable them to face an ever-changing professional world.

History and Mission of Escuela Internacional de Diseño y Arquitectura

The Escuela Internacional de Diseño y Arquitectura (EIDA) at UT in the Gurabo principal campus

initiated its operation as an administrative unit in 2006 as Escuela Internacional de Diseño (EID), and in

2007 as an academic unit, offering the following degrees: Bachelor’s Degree in Design with

concentration in Industrial Design (BDes), Bachelor’s Degree in Design with concentration in Interior

Design (BDes), Bachelor’s Degree in Design with concentration in Graphic Design (BDes), an Associate

Degree in Web Design (AA), an Associate Degree in Fashion Design (AFD), and an Associate Degree in

Architectural Drafting (AAS). In 2011, with the proposal of this architecture program, the EID changed

its name to the Escuela Internacional de Diseño y Arquitectura (EIDA). Starting in October 2013, The

EIDA began offering a Master's Degree in Architecture and in August 2014 a Bachelor Degree of Science

in Landscape Architecture.

UT Barceloneta campus, currently offers the Bachelor’s Degree in Design with concentration in Graphic

Design (BDes), and an Associate Degree in Fashion Design (AFD) since 2011. In addition to the

academic programs, in 2011 the Escuela Internacional de Diseño y Arquitectura in partnership with the

Puerto Rico Industrial Development Company (PRIDCO) established the Centro Internacional de Diseño

(CID) at the INTENOR Science Park in the municipality of Barceloneta, adjacent and with workshops at

the UT Barceloneta campus. The CID offers services in all design areas giving special attention to

industrial and innovative design, fostering the competitiveness and its role in the industry. Its function is

to promote the development of local design achieving export quality in products and providing necessary

training to professional designers, in most cases our professors with education and license to practice in

these areas and our students. The CID has an academic role of providing students a practice center during


their required internships and/or as a work-study program. This program benefits the students in gaining

the experience and confidence they need to develop in the practice realm.

The revised and approved mission of the Escuela Internacional de Diseño y Arquitectura is: We think,

make and practice Design and Architecture through a multidisciplinary approach. At the Escuela

Internacional de Diseño y Arquitectura we encourage critical thinking necessary in the development of

innovative designers, capable of applying technological and creative skills to project themselves towards

a local economy with an international view.

Collaborations within Schools in the UT have been easily coordinated specifically with the School of

Engineering and the School of Business and Entrepreneurship as evidenced in one of our most pursued

investigations named STEM + D (Science, Technology, Engineering, Mathematics plus Design). The

end-of semester student exhibition at the Centro Integrado de Servicios Estudiantiles (CISE) is a show for

the university community and the public in general.

History and Mission of the Bachelor of Science in Landscape Architecture

Ideas for an architecture program began to be discussed since the EIDA was conceptualized in 2006. The

first architecture program in the school was developed in 2010 as a Master’s Degree of Architecture and

was conceived to be a career ladder for all students from different bachelor’s degrees and especially our

students from design programs that many have an interest in evolving into an architecture professional.

Many students at the undergraduate level were still interested in initiating a bachelor’s degree in

architecture and were not interested in pursuing a master’s degree that would lead them to a 4 year

bachelor’s and a 3.5 masters to get the architecture degree. Also, many students from our associate’s

degrees in architectural drafting were very interested in pursuing an architecture profession with their

background.

From 2012 to 2013, the Bachelor’s Degree in Science of Landscape Architecture was developed under the

direction of the chancellor and various local professionals. In 2013, the program proposal received

approval from the UT Academic Board. Later in 2014, the Consejo de Educación de Puerto Rico

approved the license to offer the program and the program officially inaugurated in August 2014 with a

class of 13 students.

Essentially, there is only one other institution, the Polytechnic University of Puerto Rico in San Juan,

offering a degree in Landscape Architecture in Puerto Rico and their offering is at the graduate level.

Many professors from our program hold this local and accredited degree. Currently there is no

institution in the Island offering a Bachelor’s Degree in Science in Landscape Architecture and this limits

greatly the number of high school students that who would pursue a career in landscape architecture, like

our own current students from associate’s degrees in the EIDA. The bachelor’s program attracts students

from various associate’s programs including, but not limited to, UT design and engineering programs.

These, specifically, might desire to stay at UT to complete their professional degree. We will also attract

students from other concentrations in certificate and associate’s programs from our Institution and others.

As part of the Universidad del Turabo Strategic Development Guidelines for 2016-2020,

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/GED_2016_2020_V_Final_aprobada_JD.pdf,

the (Vector 1: Academia) Program strengthening and diversification will be developed in the areas of

science (STEM), health sciences, hospitality, design and social sciences. This guideline reinforced the

development and institutional support for the program.

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/GED_2016_2020_V_Final_aprobada_JD.pdf


2. Organizational Structure of the Program.

The Department of Architecture at the EIDA was created in 2013 and oversees the undergraduate

programs for landscape architecture, interior design and architectural drafting as well as the graduate

program in architecture. This organizational structure allows for important interactions between these

industries related disciplines and our collaborative and practicum oriented program undertaking approach.

The National Architectural Accrediting Board (NAAB) visited our School in 2015 and 2016 and this

graduate program has achieved candidacy status. Our first Landscape Architecture cohort will graduate

in June 2018.

Administrative Structure

The Dean, the Associate Dean of Academic Affairs and the Director of the Department of Architecture

will have the responsibility for the final decisions of the academic component of the program, the

curriculum revisions and evaluation. Recommendations will be made by the faculty committee comprised

of both students and faculty. The academic counseling of the students will be held by the Associate Dean

of Student and Administrative Affairs, the Director of the Department of Architecture, the Academic

Advisor and Student Service Official.

There are 3 full-time professors within the department offering courses in the Landscape Architecture

Program. Also, during this year there have been approximately 5 part-time professors for the program.

For August 2018, the program has recruited one fulltime professor that holds a professional degree in

landscape architecture.

There are permanent committees within the Department of Architecture, the School and the University.

These committees provide critical input and direction to the program. The Director of the Department of

Architecture includes recruiting responsibilities and assisting in the long- and short-range goal-forming

process. Input and collaboration will be solicited from full-time and part-time faculty, graduate students,


and later on from alumni. Other committees are established according to particular necessities in the

school and institution.

3. Response to Previous LAAB Review.

N/A

4. Describe current strengths and opportunities.

The Bachelor of Science in Landscape Architecture (BSLA) is the first and only undergraduate program

in Puerto Rico and the Caribbean. The academic program provides a complete foundation in design and

technology, which is put into practice through the design studio and the support courses. The Bachelor of

Science in Landscape Architecture at the Universidad del Turabo understands the discipline of landscape

design as a manifestation of cultural values reinforced by many related design disciplines. Many of them

taught at the Escuela Internacional de Diseño y Arquitectura.

Strengths and opportunities in the program are:

Program placement - Due to its unique place within the Escuela Internacional de Diseño y

Arquitectura, the Bachelor of Science in Landscape Architecture promotes interaction with other

academic fields, including graphic design, industrial design, interiors design, architecture,

humanities, and environmental studies. (strength)

Outreach - Students work on community and participatory design projects. (opportunity)

Diversity of Faculty - Faculty degrees and areas of interest represent an important balance.

Faculty academic credentials- professionals that hold a Master’s Degree in Landscape

Architecture from other local university serve as faculty in the undergraduate program.

(opportunity)

Professional experience – Students participate on internships and practice from within the

academia (strength)

Technological experience – Students have access to fabrication and computer laboratories.

(strength)

Geographical and natural systems that can be found in Puerto Rico provides an accessible filed

laboratory for students and faculty. (opportunity)

Spanish speaking program- for students in Latin America with an interest in studying this

profession. (opportunity)

5. Describe current weaknesses and challenges.

Current weakness and challenges of the program are:

Limited financial support – we need to explore additional external resources of academic support

(weakness)

International presence – Students participate on international events, since the UT offers only

limited financial assistance, they are financed mainly by the students (challenge)

Strengthen the relationship between the Institute of Landscape Architecture and the

School/Students – Students participate in lectures and activities organized by the Institute.

(challenge)

Strengthen the relationship between our school and the program of Environmental Sciences

(challenge)

Practice centers- local practice centers for student placement are limited (challenge)


6. Describe any substantial changes

N/A

7. Describe who participated

Every faculty member met to discuss the self-study. The staff spent considerable time writing and editing

the SER. The Dean, Aurorisa Mateo-Rodríguez reviewed the self-study in a draft form. Students attended

meetings and help particularly in the compilation of work sample.

Aurorisa Mateo, Dean

Rosa Musí, Administrative and Students Affairs Associate Dean

Elizabeth Castrodad, Academic Affairs Associate Dean

Yazmín M. Crespo Claudio, Professor and Director of the Department of Architecture

José Rafael Ramírez, Professor

Eugenio Ramírez, Professor

Humberto Betancourt, Professor

Teresita del Valle, Professor

Luis Pérez, Professor

Josué Solá, Student

Christine Hernández, Student


1. PROGRAM MISSION and OBJECTIVES

STANDARD 1: The program shall have a clearly defined mission supported by goals and objectives appropriate to the profession of landscape architecture and shall demonstrate progress towards their attainment.

A. Program Mission

1. State the current program mission and date adopted.

The program mission is to prepare students to be knowledgeable in the landscape architecture

discipline through a creative multidisciplinary approach that emphasizes science and technology

studies. Current local and global topics related to the discipline are explored through design, research

and community outreach activities enabling students to think critically and innovatively in the making

of the landscape environment while empowering their practice.

The mission was first adopted in its initial creation in 2013. A secondary revision has been

implemented in February 2018 for the current LAAB accreditation candidacy application.

2. Describe how the mission statement reflects the purpose and values of the program and how it

relates to the institution’s mission statement.

The mission of the Landscape Architecture program closely relates to the Universidad del Turabo’s

institutional mission through promoting research and innovation through design, review and

discussion of global and international trends and evaluation of social human dynamics at the

landscape scale through core curriculum courses.

The program mission statement reflects the program purpose and values through the learning culture

policy at the Escuela Internacional de Diseño y Arquitectura. We research, analyze, think, make and

practice Landscape Architecture through a multidisciplinary approach. We encourage critical

thinking necessary in the development of innovative designers, capable of applying scientific,

technological and creative skills to project themselves towards a local economy with an international

view focused on current industry topics.

Learning Culture: Towards a collaborative and practicum design education: Studio Culture of

Diversity and Integrity

STUDIO CULTURE POLICY

The design studio in the Escuela Internacional de Diseño y Arquitectura is at the core of a student’s

education. It is where knowledge is achieved, design skills developed, and a variety of techniques and

technologies explored. The design studio rewards initiative and creativity. There is a focus on projects

that do not have predetermined solutions and integrate research, learning by doing, experimentation

and critical thinking. The EIDA makes every effort to create a positive learning environment in which

all students can develop their own process and design methodologies.

The main studio culture-learning outcome is for students to comprehend design education as being a

variety of methods explored within a culture of respect and critical thinking. In addition, there is an

emphasis in student’s ability to participate constructively in the discourse of design. The Studio


Culture Policy is a working document reviewed by a Committee composed of Faculty, Student

Representatives, Directors of Department and Staff. They meet each year to review and develop

recommendations. The graphic representation of the document is a project developed by the students

and situated in the studio.

The School has made available the Studio Culture Policy:

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/STUDIO%20CULTURE%20POLICY%20r

ev%202017.pdf

B. Educational Goals

1. State the academic goals of the program.

The Landscape Architecture program academic goals strive:

- To stimulate excellence in landscape architectural design by providing the knowledge and

experiences to develop fundamental competencies in the profession.

- To innovate in the science and technology fields by fostering collaboration between disciplines.

- To promote the discipline of landscape architecture as a critical role in the development of the

natural and built environment.

- To foster critical analysis and research that encourages awareness of resources and sustainability

practices in both local and global contexts.

- To instill ethical and social responsibility through practical community outreach projects.

These goals are to be met through:

- General education components

- Core curriculum design studio courses

- Entrepreneurship courses

- Environmental courses

- Industry technical courses

- Concentration, History and Professional practice courses

- Internship programs

- A close student-faculty interaction and academic counseling

- A distinguished faculty with experience as practitioners in the field

2. Describe how the academic goals relate to the program’s mission.

The academic goals relate to the program mission by developing student’s skills gradually through

the bachelors sequence and by focusing core curriculum courses on current local and global industry

topics and technologies such as climate change, sustainability, land conservation, urban and landscape

infrastructures, economy trends, environmentally sensible outcomes, faster social communication

dynamics, and expansive digital data driven technologies.

3. Describe how the program regularly evaluates its progress in meeting its goals.

The program conducts a department wide meeting before the beginning of each semester where a

comprehensive conversation takes place to discuss where courses objectives have failed and where

they have been successful. The faculty brainstorms on ideas on how to improve the course exercises

to improve the program academic goals outcomes. At the end of each semester faculty prepares a

course evaluation report explaining course exercises expected results and actual results.

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/STUDIO%20CULTURE%20POLICY%20rev%202017.pdf



C. Educational Objectives

1. List the educational objectives of the program.

The educational objective of the program is to integrate social, cultural, and technological dimensions

in solving design problems concerning the improvement of regional, rural and urban natural and

cultural landscapes. Curriculum specific educational objectives are:

- Demonstrate critical thinking and the ability to explore ideas and synthesize information, both

independently and in collaboration with interdisciplinary team members.

- Demonstrate competence, creativity, and critical judgment in applying the intellectual and

technical skills necessary to the professional practice of landscape architecture; particularly skills

of problem-solving surrounding spatial, three-dimensional design of outdoor spaces, including in

particular: site inventory and analysis; community participation; programming; synthesis;

communication; implementation; evaluation: and management.

- Apply and evaluate the components of a professional curriculum as defined by the Landscape

Architecture Accreditation Board, the accrediting organization for landscape architecture

programs.

- Understand, apply and evaluate the principles, theories and recent research findings in the field of


- Understand and apply materials and methods, site design, site engineering, environmental and

ecological system dynamics to design projects.

- Understand and apply landscape planning, management and conservation issues across scales.

- Demonstrate advanced communication skills, including graphic, verbal, and written presentation

skills.

- Be able to perform ethically and competitively as an entry-level landscape architect in a public or

private office or governmental agency setting.

2. Describe how educational objectives fulfill the educational and mission goals.

Educational objectives relate to the program educational and mission goals by focusing on developing

students with current professional skillsets to conduct research, analysis and design of landscapes

with a focus on current global industry concepts such as climate change, sustainability, land

conservation, urban and landscape infrastructures, economy trends, environmentally sensible

outcomes, faster social communication dynamics, and expansive digital data driven technologies.

D. Long Range Planning Process

1. What is the program’s long-range planning process?

Sistema Universitario Ana G. Méndez (SUAGM) Strategic Mission and Vision 2020

(http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Mision_SUAGM2020_ES.pdf;

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Opusculo-Vision-2020_ES.pdf) outlines the

planning and improvement process in eight strategic vectors as follows: academia, academic and

scientific research, student services and development, public engagement, human resources and

organizational development, physical and technology infrastructure, fiscal strengthening, and quality

and institutional effectiveness. The Strategic Mission and Vision 2020 are designed to guide

SUAGM’s four academic institutions, including the UT, and a private PBS-sponsored television

station.

Planning at UT is an on-going, three-level process, which follows SUAGM policies and involves

students, academic, and administrative constituencies. The UT three-level process includes a: 1) five-

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Mision_SUAGM2020_ES.pdf

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Opusculo-Vision-2020_ES.pdf


year Strategic Development Process, 2) three-year Programmatic Level Process, and 3) the Annual

Operational Planning-Budgeting Cycle Process. The Strategic Development Process guides the

institution in the development of strategic goals within the context of its mission, vision, and values.

The three-year Programmatic Level Process identifies medium range plans for key strategic areas and

special projects related to programs and faculty development, the technology acquisition plan,

additional locations, and retention strategies. The Annual Operational Planning-Budgeting Cycle

focuses on the short-range implementation of priorities. UT prepares work plans and annual budget

requests in line with the priorities derived from these levels. The UT mission statement and

institutional goals are included in the Strategic Development Guide and the annual plan.

The planning and budget allocation processes guarantee effective communication among the units

and have been successful because: (1) individual and work unit plans are tied directly to the

university’s strategic plan, which reflects key aspects of the mission statement, and (2) they integrate

planning and budget with institutional assessment to strengthen institutional effectiveness and to

allocate funds. UT has taken steps to strengthen the rigorousness of the connection between

assessment and resources allocation with the creation of its new strategic plan. The budgeting process

is developed in four-steps, which start in March and end in August of each year.

Our integration of the whole academic community in our landscape architectural education will be

attained through our collaboration in different disciplines projects and activities, as well as the

invitation of outside critics in projects realized in the studio. This effort is fundamental to our course

contents, and will continue to be developed throughout the years. Students will not only be

practitioners in the field they studied, but will also have confidence and initiative disposition to

become leaders in professional associations, student chapters, and the community.

The integration of other disciplines also implies the understanding of different regulatory

environments. This will also be taken into consideration and policies will be consistently updated in

our curriculum, as needed for the successful completion of the long-range plan.

The EIDA has a commitment to a strategic plan emphasizing research and innovation throughout the

program and its curricula. Experimentation and innovation are also visible in the teaching methods

applied typically in all courses, with a special mention given to the history, technology, and

professional practice syllabi. Internationalization is an important part of the EIDA goals. We strive to

incorporate faculty from different cultural backgrounds and with experiences from other countries.

Moreover the EIDA supports our design and architecture faculty in their participation in international

events and conferences. We plan our activities considering the local content but with a visual impact

to the rest of the World.

All these efforts will be made to fulfill our objectives, and sustain our strong beliefs in reaching the

public’s wellbeing through our landscape architectural education and professional practice.

The EIDA prepares a School’s work plan in June 2017 using the guidelines established by UT aligned

with the SUAGM Strategic Guidelines 2020 and that is also used to formulate UT’s annual work plan

in order to determine and establish the School budget. This plan in turn is formulated by the needs of

the programs that have been taken into account courses, with student and faculty needs and interests.

Following the plan, the Dean holds faculty meetings each beginning of semester to discuss lessons

learned, and strategic objectives to be further developed. It is also discussed in detail at initial

program faculty meetings and further discussed in faculty meetings throughout the semester.

The UT mission statement and institutional goals are the foundation of the Student Learning

Assessment Plan and the Institutional Learning Assessment Plan. Student learning outcomes are

consistent with the institutional mission, vision, goals, and values. Each school program has student

learning outcomes, which define the knowledge, skills, abilities, attitudes or values that a student will

have attained and demonstrated at the end of his or her program and engagement with the institution.


The program goals are measured in the assessment reports by evaluating course effects and activities

on student learning.

2. Does the long-range plan describe how the program mission and objectives will be met and

document the review and evaluation process.

See D.1.

3. Describe how the long-range plan is reviewed and revised periodically and how it presents

realistic and attainable methods for advancing the academic mission.

See D.1.

4. Describe how the program has responded to recommendations and considerations for

improvement from the previous accreditation review. Report on efforts to rectify identified

weaknesses.

N/A

E. Program Disclosure

Program information appears in the university’s website available on the following links:

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/BS-Arquitectura-Paisajista.pdf

http://ut.suagm.edu/es/diseno/oferta-academica-0

http://ut.suagm.edu/sites/default/files/uploads/Asuntos-Academicos/Catalogos/Subgrad/UT-Catalog-

Undergraduate-Programs-2016-17.pdf

http://ut.suagm.edu/es/diseno/laab

This last link includes information on the curriculum, accreditation process of the program, career

development, admissions and advising, financial aid and tuition fees. We have prepared a table with

information on student retention rates and will be providing a similar table with graduation rates once

the first cohort has completed the program. There is also public access to the Self Evaluation Report.

In addition, printed documents are available in the institution’s admissions offices. Also, program

curriculum and plan of study can be found at the school’s administrative offices with student official

and academic advisor personnel.

Many of our student activities including project reviews are published on social media and some

activities are highlighted through the institution’s website and email blast.

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/BS-Arquitectura-Paisajista.pdf

http://ut.suagm.edu/es/diseno/oferta-academica-0

http://ut.suagm.edu/sites/default/files/uploads/Asuntos-Academicos/Catalogos/Subgrad/UT-Catalog-Undergraduate-Programs-2016-17.pdf


http://ut.suagm.edu/es/diseno/laab


PROGRAM AUTONOMY, GOVERNANCE & ADMINISTRATION

STANDARD 2: The program shall have the authority and resources to achieve its mission, goals and objectives.

A. Program Administration

1. Is the program seen as a discrete and identifiable program within the institution?

The Bachelor of Science in Landscape Architecture under the Department of Architecture at the

Escuela Internacional de Diseño y Arquitectura. The Dean, Associate Dean of Academic Affairs,

Associate Dean of Student and Administrative Affairs, and the Director of the Department of

Architecture administer the BSLA. The School manages its own budget where the BSLA falls. The

program has designated space for instruction within the share studio, and revises its own curriculum.

Since we are a design and architecture school the students experience multidisciplinary efforts by

working collectively with other programs.

2. Does the program administrator hold a faculty appointment in landscape architecture? If not,

where is he/she appointed?

The program administrator holds a faculty appointment in the Department of Architecture. The

Department Director holds Bachelors in Environmental Design, Bachelors in Architecture, a Masters

in Architecture with a concentration in Urban Design, and a Master in Design Studies -History and

Theory. The Director teaches at all programs within the Department.

3. How does the program administrator exercise the leadership and management functions of the

program? Describe the primary responsibilities and authority of the administrator.

The Dean is the Chief Officer of the School and is under the supervision of the Vice-Chancellor of

Academic Affairs who responds to the Chancellor.

The School has a founding Dean that also serves as Director of the Centro Internacional de Diseño.

EIDA has two Associate Deans, one of Student and Administrative Affairs and another of Academic

Affairs. EIDA Faculty report to their Department Director, which in turn are supervised by the

Associate Dean of Academic Affairs.

The EIDA is organized in two departments: Department of Design that oversees the Fashion Design,

Industrial Design, Graphic Design and Web Design programs. The Department of Architecture

includes undergraduate programs in Architectural Drafting, Interior Design and Landscape

Architecture and the graduate program in Architecture.

Administrative Structure

The Dean, the Associate Dean of Academic Affairs and the Director of the Department of

Architecture will have the responsibility for the decisions of the academic component of the program,

the curriculum revisions and evaluation. The Associate Dean of Student and Administrative Affairs,

the Architecture Department Director, the Academic Advisor and Student Service Official will hold

the academic counseling of the students. The BSLA Program began with 1 full-time, and 3 part-time

professors. One fulltime professor has been hired during this year.

There are permanent committees within the School and the University. These committees provide

critical input and direction to the program. The BSLA includes recruiting responsibilities and

2.


assisting in the long- and short-range goal-forming process. Input and collaboration will be solicited

from full-time and part-time faculty, students, and later on from alumni.

Other committees are established according to particular necessities in the school and institution.

Plans for investigation, internationalization, and innovation committed to be instituted.

Committee Resources

Executive

Aurorisa Mateo, Dean, direction of the committee

Rosa Musí, Associate Dean

Elizabeth Castrodad, Associate Dean

vacant, Director of the Department of Design

Yazmín M. Crespo, Director of the Department of Architecture

Idalia Santiago, FabLab Director

vacant, Director of the Centro Internacional de Diseño

Curricular Revision


Elizabeth Castrodad, Associate Dean, direction of the committee



Professor and students, required accordingly

Assessment

Aurorisa Mateo, Dean, direction of the committee





vacant, Director of the Centro Internacional de Diseño

Professors, required accordingly

Local Retention


Rosa Musí, Associate Dean, direction of the committee


Diana Laureano, Academic assistant, school representative of the UT

committee

Jocelyn Caraballo, Student Official

Faculty Recruitment,

Appointments and

Distinguished

Elizabeth Castrodad, Associate Dean, direction of the committee



Yazmín M. Crespo, Director of the Architecture Department

Professors, required accordingly

Studio Culture

Yazmín M. Crespo, Director of the Department of Architecture, direction of

the committee

Ana Rebecca Campos, Professor – Mentor AEDA Student Association


Student from the AEDA Student Association

Ricardo Morales, Professor Department of Design

José Rafael Ramírez, Professor Department of Architecture


B. Institutional Support

1. Is funding available to assist faculty and other instructional personnel with continued professional

development including support in developing funded grants, attendance at conferences,

computers and appropriate software, other types of equipment, and technical support?

The institution encourages and supports faculty in the professional development. Annually, each

school in its annual work plan requests funds to financially support faculty who have petitioned

institutional funds for doctoral studies, local and external research projects, publications, local and

international seminars and conferences, and other noteworthy representation in local and external

academic scenarios. The Institute for Faculty Development (IDDUT) provides faculty workshops,

seminars, innovation and entrepreneurship workshops and development resources to recommend

curricular changes that strengthen teaching and learning. Faculty offices are equipped with Mac/Pc

with the most commonly used programs in design and animation software and architecture education.

In addition, the office of Informatics and Telecommunications provides the technical assistance,

support and access to computer technologies to faculty and administrators.

2. What are student/faculty ratios in studios? How are student faculty ratios influenced by the

program? What is considered normal/typical within the institutional culture or practices?

Student/faculty ratios in studios are not greater than 16:1. The following is the current student/faculty

ratios in studios:

First year: 10-12 students / 1 faculty;

Second year:5 students / 1 faculty;

Third year: 4 students / faculty;

Fourth year: 5 students / 1 faculty

3. Is funding adequate for student support, i.e., scholarships, work-study, etc?

67% of UT students study with a Pell scholarship which covers enrollment for 12 credits per

semester. In addition, students who qualify have the opportunity to apply for work-study. Each year

we have between 8-10 students working at the school. During this semester we have 2 students from

the Landscape Architecture program. Students have the opportunity to request scholarships and

receive study or travel expenses from the annual UT funds.

4. Are adequate support personnel available to accomplish program mission and goals?

Under our administrative structure we have student service staff and academic advisors who are in

charge of offering direct support in the school for everything that is academic process and service. At

the Institution level we have a Quality of Life office that offers service and assistance to the student in

everything that concerns the emotional and social. In addition, the faculty and administrative staff

serve as mentors.

C. Commitment To Diversity

1. How does the program demonstrate its commitment to diversity in the recruitment and retention

of students, faculty and staff?

Universidad del Turabo is committed to the following values:

1. freedom of thought and expression


2. excellence in teaching and the pursuit, generation, dissemination and application of

knowledge

3. respect the dignity of the individual

4. respect nature and the environment

5. promote ethical, social and cultural values

6. recognize and respect diversity

7. promote institutional excellence in planning, operations and service

8. promote human and esthetic sensibility

Social equity is a mayor principle in Universidad del Turabo’s scale of values. The institution

strongly promotes social justice and the role of education in the development of local, regional, and

global common good. Most of the students’ permanent residence is from small towns and cities along

the central-eastern part of Puerto Rico. Nonetheless, another percentage of the student body comes

from the San Juan Metropolitan, area. This creates a diverse demography, which promotes and

encourages a healthy interaction of students from different cultural and economic backgrounds. We

have also identified a need for students that are non-English speakers and reside in the US that may

complete their coursework through our program.

In addition, as part of the UT and EIDA mission, internationalization plays a big role in the Bachelors

of Science in Landscape Architecture Program. The EIDA has incorporated faculty from and

educated from different worldwide institutions and has also developed an interest in international

events. The promotion of ethnic and cultural diversity is part of EIDA’s academic and extracurricular

activities and principles. Within this frame of internationalization, EIDA faculty is constituted of both

mature and young professionals to evolve our approach based on experience, as well as new and fresh

perspectives. Moreover, internships and student participation in symposiums are being developed in

the EIDA and will also integrate landscape architecture students. This has been realized with support

from the Office of International Affairs in the UT.

Even though most our current landscape architecture students are from the local community, (there is

one international student) it is EIDA’s long-term plan to integrate students from other throughout the

years while designing collaborations with other schools.

Students with disabilities are fully integrated into the school. In compliance with the Puerto Rico Ley

de Rehabilitación Vocacional and the American Disabilities Act, UT and the EIDA will provide

adequate and reasonable placement in order to ensure that students with disabilities are able to fulfill

their academic endeavors in equal conditions to those with no disability.

http://ut.suagm.edu/sites/default/files/uploads/Calidad-de-

vida/Documentos/Manual%20servicios%20estudiantes%20impedimentos.pdf

http://ut.suagm.edu/sites/default/files/uploads/Asuntos-Est/Solicitud%20Acomodo%20Razonable.pdf

Students have easy access to the overall administrative staff of the School. Close proximity between

students’ areas, faculty and administration allows for additional interaction. The Associate Dean of

Student and Administrative Affairs occupies an important position in regard to students’ wellbeing

and academic performance.

UT is an Equal Opportunity/Affirmative Action organization. It is the policy of Sistema Universitario

Ana G. Méndez not to discriminate against any employee or applicant for employment because of

race, color, religion, sex, natural origin, and status as a veteran of the Vietnam Era, special disabled

veteran, or individual with a disability. The System Nondiscrimination Policy establishes that “This

institution does not exclude from participation or denied benefits of, or discriminate against any

person because of race, sex, age, color, descent, origin or social condition, disability or political,

religious, social or trade union. Review date, August 2003.”

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Compendio%20de%20pol%C3%ADticas.pd

f

http://ut.suagm.edu/sites/default/files/uploads/Calidad-de-vida/Documentos/Manual%20servicios%20estudiantes%20impedimentos.pdf

http://ut.suagm.edu/sites/default/files/uploads/Calidad-de-vida/Documentos/Manual%20servicios%20estudiantes%20impedimentos.pdf

http://ut.suagm.edu/sites/default/files/uploads/Asuntos-Est/Solicitud%20Acomodo%20Razonable.pdf

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Compendio%20de%20pol%C3%ADticas.pdf



D. Faculty Participation

1. Does the faculty make recommendations on the allocation of resources and do they have the

responsibility to develop, implement, evaluate, and modify the program’s curriculum and

operating practices?

The faculty meets three times throughout both semesters to discuss exercises, curriculum, discuss

outcome of projects, assessment, retention, program activities and administrative matters. There are

also two Department of Architecture’s meetings each semester to make announcements, calendar of

activities, assessment workshop and school events.

2. Does the faculty participate, in accordance with institutional guidelines, in developing criteria and

procedures for annual evaluation, promotion and tenure of faculty?

Each year, the Associate Dean of Academics and the Director of the Department of Architecture meet

with each faculty to discuss in detail the work plan of the previous semester and together develop the

plan for the next semester. The document becomes part of the faculty annual review as a guide to

generate evidences of the work completed.

3. Does the program or institution adequately communicate and mentor faculty regarding policies,

expectations and procedures for annual evaluations, and for tenure and promotion to all ranks?

The UT Faculty Handbook and Executive Orders specify the procedures for full and part-time faculty

recruitment, selection, appointments, and promotions. It defines and describes faculty roles and

responsibilities, faculty development, types of licenses, faculty evaluations based on type of

appointment, academic norms, and procedures for the evaluation process, which includes a self-

evaluation, student, and school dean evaluations. It also describes the categories and criteria for

academic rank appointments as assistant professor, associate professor, professor, academic

distinctions, commitment with teaching, end of the course grade submission to the Registrar, and

other legal and relevant policies and procedures.

During the spring semester, the Chancellor receives a report of human resources needed, which were

identified through the work plans and budget requests submitted by the academic and administrative

units. In collaboration with the Assistant Vice Presidents of Budget Analysis, and Human Resources,

and based on the institutional work plan and proposed budget for the following year, the Chancellor

determines which new positions or vacancies will be filled without exceeding the institution’s

established limit of wages and salaries allocation (60 percent of the total budget). During fiscal years

2010 to 2014, the percentage of the total budget allocated to wages and salaries has fluctuated

between 50 and 55 percent. In addition, a Position Control Committee at the Central Administration

level, as another measure to control expenditures, must approve all institutional hiring. Schools

request new positions or vacancies to the Chancellor and after budget approval are evaluated at the

Academic Board.

UT faculty is appropriately credentialed and has access to a systematized process for faculty

reappointment, tenure, and promotion. Tenured and untenured faculty members are treated equitably

and receive the support they need for reappointment, tenure, and promotion processes. Part-time

professors are well supported by the institution and their Schools.

Overall, the Schools provide faculty significant support for advancement and development that

enhance teaching, scholarship, and service. The Institute for Faculty Development (IDDUT) provides

faculty workshops, seminars, innovation and entrepreneurship workshops and development resources

to recommend curricular changes that strengthen teaching and learning. The institution’s


encouragement and support in faculty professional development has increased the number of faculty

with doctoral degrees.

Through the IDDUT Faculty Development Center, UT provides adjunct and part-time faculty

professional development workshops, seminars, and conferences to: 1) improve student learning and

strengthen learning outcomes, 2) make changes in classroom practices that enrich and transform

student learning, and 3) use institutional resources for research and course assessment. To facilitate

faculty integration of technology into their courses, UT offers workshops, seminars, conferences, and

trainings in the use of instructional technology every semester. Adjunct and part-time faculty are

required to participate in developmental seminars and workshops, departmental and school meetings,

course improvement committees, the evaluation process and other relevant assignments to improve

their quality of teaching. They are also encouraged to participate in research, proposal writing, and

special projects.

Some noted benefits of the components and programs for the integral development of professors:

1. Education & Training Component

1.a. Professional Development

The education and training component promotes faculty development through the acquisition and

improvement of skills that relate to academic and/or administrative performance. This component

also aims to provide experiences for development to new professors in the university, through

activities held to facilitate their integration into the institution. It also pursues continuous

professional development of current professors through a variety of activities and approaches that

include –yet are not limited to – consultation, community practice, continued studies, mentoring

and/or tutoring, peer review and/or supervision, technical assistance, research and publishing,

among others. The institution encourages that this academic development parallels and the

faculty’s personal development.

From the education & training component arise core programs: pre-service education, induction,

training, professional development and personal development of professors.

1. b. License to Study and Research

SUAGM offers full-time professors with a permanent or multi-year contract the opportunity to

develop academically through licenses, faculty exchange programs, study and research, as well as

research-oriented sabbatical periods.

2. Academic Activities Development Component

This component provides the necessary support for the creation and development of activities and

projects that improve the learning process through reflection and discussion of issues related to

teaching and learning. The goal is to help create the conditions necessary for the formation of an

intellectual climate that encourages research, publication of books, journal articles or manuals and

other educational texts, intellectual exchange of literary, scientific or artistic drafting proposals

for the development of academic programs and the development and administration of proposals

for funding.

2.a. Special bonuses for Approved Proposals

The purpose of this policy is to motivate and encourage the faculty and staff to prepare, submit

and obtain approval of proposals for external funding. The acquisition of external funds is

intended to: (1) strengthen the institutional infrastructure, (2) strengthen the academic activities,

(3) strengthen student services and (4) research development, among others.


3. Evaluation Component

This component provides for professional assessment at many levels. These include faculty self-

assessment, faculty evaluation by the students, and faculty/staff evaluation for promotion and/or

advancement in academic rank.

In the case of faculty evaluation, formative and additive assessments are applied to both fulltime

and part-time professors. These evaluations help to determine teaching and thematic effectiveness

of the courses before the end of the semester. Part-time professors are also evaluated before

contract in three ways: interview, brief class presentation and an essay.

(http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Formularios-Evaluacion-

Conferenciantes.pdf)

4. Does the faculty participate, in accordance with institutional guidelines, in developing and

applying criteria and procedure for the appointment and assessment of program and academic

unit leadership?

Program and academic unit leadership appointments are determined by the school administration and

assessed by an administrative evaluation and a professor evaluation.

E. Faculty Numbers

1. Describe the faculty resources (as either full-time positions dedicated to the program, full-time

positions split between programs with a percentage committed to the landscape architecture

program or part-time positions within the program). Describe how the program meets the

appropriate standards:

a. An academic unit that offers a single first-professional degree program at the emerging or

Initial Accreditation status has at least three FTE instructional faculty who hold professional

degrees in landscape architecture, at least one of whom is full-time.

The BSLA program at the International School of Design and Architecture has over five part-time

positions within the program since their opening. These include the following faculty with MLA:

Luis Perez, Cynthia Burgos, Giovanna Berrios, Yesenia Rodríguez, Mery Bingen, Carlos Torres, and

Teresita Del Valle. Professor Teresita Del Valle holds an MLA and a BArch; she accepted a full time

position starting August 2018. The program also includes three full time positions split between

programs with a percentage committed to the BSLA. These include Eugenio Ramírez, José R.

Ramírez, and Yazmín M. Crespo (director of the department). Currently, Professor Humberto

Betancourt is a part time faculty split between programs.

The long-range plan includes actions to attend the adequacy of the number of faculty corresponding

to the progress of the program. Students have access to more than just the full time faculty in

landscape architecture. They also work with faculty for thesis projects, community outreach projects,

and elective courses. This represents more faculty resources.

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Formularios-Evaluacion-Conferenciantes.pdf

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Formularios-Evaluacion-Conferenciantes.pdf


b. An academic unit that offers a first-professional degree program at both the bachelor’s and

master’s levels at the emerging or Initial Accreditation status has at least six FTE

instructional faculty, five of whom hold professional degrees in landscape architecture, at

least two of whom are full-time.

N/A

c. An academic unit that offers a single first-professional degree program at the continuing

full Accreditation status has an FTE of at least five instructional faculty. At least four of

these faculty members hold a professional degree in landscape architecture and at least three

of them are full-time.

N/A

d. An academic unit that offers first-professional degree programs at both the bachelor’s and

master’s levels with continuing full Accreditation status has an FTE of at least seven

instructional faculty, at least five of whom hold professional degrees in landscape architecture

and are full-time.

N/A

2. Are student/faculty ratios in studios typically not greater than 15:1?

Student/faculty ratios in studios are not greater than 16:1. The following is the current student/faculty

ratios in studios:

First year: 10-12 students / 1 faculty;

Second year: 5 students / 1 faculty;

Third year: 4 students / faculty;

Fourth year: 5 students / 1 faculty

Sections in first year introductory courses can go up to 16 students per course.

FACULTY DEGREE POSITIONS

Mery Bingen MLA Part-time position

Giovanna Berrios MLA Part-time position

Cynthia Burgos MLA Part-time position

Humberto

Betancourt

BArch Part-time position *split between programs

Yazmín M. Crespo MDes;

MArch;

BArch;

BED

Full-time position *split between programs

Teresita Del Valle MLA;

BArch

Part-time position

*Full-time position starting August 2018

Luis Pérez MLA Part-time position

Eugenio Ramírez MArch Full-time position *split between programs

José R. Ramírez MArch Full-time position *split between programs

Yesenia Rodríguez MLA;

MArch

Part-time position

Carlos Torres MLA Part-time position


3. Does the strategic plan or long range plan include action item(s) for addressing the adequacy of

the number of faculty?

The long range plan includes the hiring of a full time faculty with a degree in Landscape Architecture

starting in August 2018.

4. Is the number of faculty adequate to achieve the program’s mission and goals and individual

faculty development?

The student cohorts for each year in the program are small and the faculty appointed has an

appropriate workload from 6 to 12 credits per semester.


3. PROFESSIONAL CURRICULUM

STANDARD 3: The first professional-degree curriculum shall include the core knowledge skills and applications of landscape architecture.

a. In addition to the professional curriculum, a first professional degree program at the bachelor’s level shall provide an educational context enriched by other disciplines, including but not limited to: liberal and fine arts, natural sciences, and social sciences, as well as opportunities for students to develop other areas of interest.

A. Curricular Expression of the Mission and Objectives

(This criterion isn’t directed towards the evaluation of the Mission and Objective, but rather on how the

curriculum is developed and delivered in carrying out the expectations of the Mission and Objectives.)

1. How does the curriculum address the program’s mission, goals, and objectives?

The curriculum sequence pursues to provide the students to receive professional skills gradually

throughout the courses by increasing scale and complexity of landscape scales dynamics. Core design

courses are completed with fundamental and technical courses that closely provide industry and

representational skillsets needed for problem solving and critical thinking abilities for design

exercises. Complementary and Core curriculum courses related to industry topics, theory, history and

professional practice provide the students with a comprehensive knowledge of current topics to the

Landscape Architecture Industry.

2. How does the program identify the knowledge, skills, abilities and values it expects students to

possess at graduation?

The program identifies necessary knowledge, skills, abilities and values for students to implement at

the end of the bachelor program through the collaboration of the program’s faculty that teach and

practice Landscape Architecture. Moreover, independent research, under the guidance of a faculty

committee at the Senior Design Project I and II, leads to the development of a comprehensive

study/proposal related to the field of landscape architecture. Students apply research techniques to

landscape architecture concepts, identify industry problems related to social and ecological contexts,

demonstrate graphic, written and oral representation skills, and exhibit industry concepts

comprehension.

Additionally, the professional internship course provides the program with a professional evaluation

of the student’s performance on local landscape architecture offices as part of the curriculum

completion.

Graduates from the Bachelor´s Degree in Landscape Architecture will:

- Have the competence skills and knowledge in landscape sustainable design. (LAND 200;

LAND 251; LAND 350; LAND 351)

- Be capable of working with diverse settings. (LAND 200; LAND 201;LAND 300; LAND

301)

- Apply the ethical principles that rule the profession. (LAND 110; LAND 340]


- Apply the environmental principles that rule the profession. (LAND 250; LAND 251; LAND

351)

- Apply the laws, codes and standards that regulate the profession. (LAND 340; LAND 351) - Have the competence to select and create the appropriate design for the client’s needs.

(LAND 101; LAND 200; LAND 201; LAND 300; LAND 301) - Have the knowledge to develop their own business. (LAND 340; ENTR 360)

- Be sensible to ethnological diversities and needs. (LAND 300; LAND301) - Be eligible to pursue the Landscape Architecture Registration Exam (LARE) license required

by the CLARB and the Puerto Rico Department of State. (LAND 340; LAND 440; LAND

350; LAND351) - Be eligible to apply for the Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico

(CAAPPR) membership. (LAND 340; LAND 440]

B. Program Curriculum

1. How is the program curriculum guided by coverage of the following concepts:

COURSE TITLE CONCEPT COVERAGE

Land 110 Introduction to Landscape Architecture:

Reading the landscape

Understanding of Concepts: design theory, written

communication, oral communication, visual and graphic

communication

Land 100 Landscape Architecture Design I: Design

Principles and Landscape Architecture Communication

Understanding of Concepts: critical thinking, analysis,

ideation, design communication, oral communication,

visual and graphic communication, design and

construction documents, site materials

Land 101 Landscape Architecture Design II:

Planting Design: Residential and Small-Scale

Projects

Understanding of Concepts: critical thinking, analysis,

ideation, design communication, oral communication,

visual and graphic communication, design and

construction documents, site materials

Land 150 Introduction to Site Analysis and System

Technology

Understanding of Concepts: sustainability, critical

thinking, plant and ecosystems sciences, site assessment,

visual and scenic assessment.

Ability of Concepts: analysis, visual and graphic

communication

Land 210 Introduction to CAD for Landscape

Architecture

Understanding of Concepts: visualization and

modelling, communication (conceptual construction

drawing)

Ability of Concepts: visual and graphic communication,

design and construction documents

Land 250 Landscape Construction Materials and

Methods

Understanding of Concepts: construction technology

and site engineering

Ability of Concepts: site materials

Land 200 Landscape Architecture Design III Understanding of Concepts: sustainability, stewardship,

health, safety, welfare, site program, plant and ecosystem

sciences, visualization and modelling, communication

(conceptual construction drawing)

Ability of Concepts: critical thinking, analysis, ideation,

design communication, oral communication, visual and

graphic communication, design and construction

documents, site materials

HIDE 115: Landscape Design History and Theory:

Natural and Constructed Environments, 1500-today

Understanding of Concepts: design history, design

theory, criticism, sustainability.

Land 211 CAD for Landscape Architecture Understanding of Concepts: geospatial analysis, site

assessment



design and construction documents, quantitative problem

solving and communication, visualization and modelling ,

communication (conceptual and construction drawings)

Land 201 Landscape Architecture Design IV Understanding of Concepts: sustainability, stewardship,

health, safety, welfare, human factors and social &

community systems, community and/or client

engagement.


design and construction documents, quantitative problem-

solving and communication, visualization and modelling,

communication (conceptual and construction drawing)

Land 251 Site Design Understanding of Concepts: built environment and

infrastructure, use and management of plants and

vegetation,

Ability of Concepts: analysis, site program, design

communication, plant ecosystems sciences, construction

technology and site engineering, site materials, site

assessment.

Land 300 Landscape Architecture Design V Understanding of Concepts: design history, design

theory, resiliency, critical thinking, analysis, ideation,

synthesis, human factors and social and community

systems, human health & wellbeing, use and management

of plants and vegetation, policies and regulations

Ability of Concepts: sustainability, stewardship, site

program, plant and ecosystem sciences

Land 350 Methods for Regional Landscape Design Understanding of Concepts: ideation, site assessment,

pre-design analysis, visual and scenic assessment.

Ability of Concepts: analysis, synthesis, site program,

numeracy, quantitative, problem solving and

communication community and/or client engagement

Land 340 Codes, Regulations, Ethics and

Professional Practice

Understanding of Concepts: health, safety, welfare,

landscape performance, post-occupancy evaluation,

values, ethics, practice, construction administration

Land 301 Landscape Architecture Design VI:

Urban Forest and Planning Issues

Ability of Concepts: sustainability, stewardship, health,

safety, welfare, critical thinking, analysis, ideation, design

communication, plant and ecosystem sciences, , human

factors and social & community systems, oral

communication visual and graphic communication,

design and construction documents, site materials, use

and management of plants and vegetation, visualization

Land 351 Technology in Construction Documents Understanding of Concepts: iterative design

development.

Ability of Concepts: design and construction documents,

communication (conceptual and construction documents)

Land 400 Senior Design Project I

Students are required to complete SPAN 255 Research

and Writing as a prerequisite. The course introduces

students to research methodologies, techniques and

critical thinking. Their final project is a research paper

od approximate 30 pages.

Understanding of Concepts: resiliency, stewardship,

critical thinking, analysis, ideation, site program, values,

research

Ability of Concepts: written communication, oral

communication

Land 410 Portfolio Studio Understanding of Concepts: written communication


visualization and modelling, communication (conceptual

and construction documents)

Land 401 Senior Design Project II Understanding of Concepts: resiliency, stewardship


Ability of Concepts: critical thinking, analysis ideation,

synthesis, site program, design and construction

documents

Land 440 Internship Ability of Concepts: values, ethics, practice, construction

administration

2. How does the curriculum address the designated subject matter in a sequence that supports its

goals and objectives? If the unit offers two degrees or two tracks within its MLA offering (such

as a first-professional MLA and a post-professional MLA; referred to by some institutions as

MLA-I and an MLA-II), it should identify how they differ and how decisions are made relative to

the curricular program of individual students within each track.

The landscape architecture program goals and objectives are supported by the curriculum design

sequence and complimentary technology and theory courses that develop students’ abilities and

necessary skills to achieve research, design, community outreach and promotion of environmentally

balanced landscapes. The curriculum sequence begins with a fundaments course which introduces

most of the industry’s topics and current global trends. Following the fundaments, the design course

sequence begins with a gradual increase in scale, complexity of relationships and landscape dynamics

where the students create a design solution to specific landscape projects. Along the sequence

technology, history, theory and professional practice courses support technical and theoretical

knowledge for dealing with more complex design projects. The Senior Design Project is a

comprehensive course that integrates various components of the curriculum and where students apply

all the knowledge and skills acquired in the program.

3. How do student work and other accomplishments demonstrate that the curriculum is providing

students with the appropriate content to enter the profession?

The program curriculum and following the programs mission, it provides for a 3rd year PAR design

course on creating community involvement providing the students with skills closely related to client

dynamics, current and physical project constraints and implementation strategies through the design

studio environment. Additionally, the last semester the students partake on an internship course where

they attain hands-on experience in landscape architecture professional offices alongside a professional

landscape architect.

4. How do the curriculum and other program opportunities enable students to pursue academic

interests consistent with institutional requirements and entry into the profession?

The curriculum’s internship, portfolio and entrepreneurship courses provide the students with skills

and opportunities to further pursue academic and professional interests. The entrepreneurship course

provides the students a valuable skillset to create business ideas related to the industry and further

implementation strategies. The portfolio course at the second to last semester of the curriculum guides

the students to summarize all the work done in the design and supporting core courses in a student

work portfolio and create a student resume with the intention of applying for an internship position

through the internship course offered the last semester of the curriculum. After graduation, their

portfolio and resumes are useful for further applications for a master’s degree or for a professional

entry position.


C. Syllabi

1. How do syllabi include educational objectives, course content, and the criteria and methods that

will be used to evaluate student performance?

Universidad del Turabo’s institutional wide syllabi format include specific course objectives, course

content outline or description and methodology of course exercises to be given at each course, the

syllabi also include the following course information:

- School / Course Name

- Course type (seminar, lecture, etc.)

- Modality (traditional, distance learning, etc)

- Level (undergraduate, etc)

- Course Description

- Pre-requisites / Co-requisites / Additional requisites

- Credits

- Specific Objectives

- Course Content

- Contact Hours

- Methodology and activities

- Grading system

- Suggested text & Bibliography

- Student evaluation

- Syllabus type

- Approval Date at the School

- Date on which it will begin to offer

- Date of arrival at Academic Affairs Office

2. How do syllabi identify the various levels of accomplishment students shall achieve to

successfully complete the course and advance in the curriculum?

The Institution syllabi provide two guidelines for students to identify levels of evaluation. The first is

whether the courses is graded by letters or pass or fail in the grading system. The second guideline is

in the student evaluation section of the syllabi where the specific course exercises are weighted

individually and to provide for a 100% total at the end of the course. Usually, attendance to classes is

weighed at 10% and the final presentation or final projects is given more weight.

D. Curriculum Evaluation

1. How does the program evaluate how effectively the curriculum is helping students achieve the

program’s learning objectives in a timely way at the course and curriculum levels?

The program conducts a department wide meeting before the beginning of each semester where a

comprehensive conversation takes place to discuss where courses objectives have failed and where

they have been successful. The faculty brainstorms on ideas on how to improve the course exercises

to improve the program academic goals outcomes. At the end of each semester the faculty prepares a

course evaluation report explaining course exercises expected results and actual results.

A curriculum wide revision of learning objectives of all program courses has been discussed and

prepared by faculty and students for the evaluation during current LAAB accreditation candidacy

procedures. The curriculum revision includes the following content:


Land 100 Landscape Architecture Design I: Design Principles and Landscape Architecture

Communication:

1. Define and describe basic concepts of design composition and communication through design

exercises and iterative assignments.

2. Match Landscape Architecture concepts through industry precedents.

3. Reproduce Landscape Architecture graphical representation tools including plan, section,

elevation, perspectives, isometrics, scale and measurements, two and three-dimensional free

hand sketching skills and techniques and methods of physical modeling.

4. Define and duplicate analysis, ideation, critical thinking, synthesis and programing of the

human experience through the designed landscape.

5. State visual, graphical, written and oral communication of design development and design

intention.

6. Select plant material, site and building materials for formal and textual integration to the

design exercises.

7. Relate to concepts of sustainability, resiliency, health safety and welfare.

Land 101 Landscape Architecture Design II: Planting Design: Residential and Small-Scale Projects:

1. Express concepts of design composition and communication through design exercises and

iterative assignments.

2. Translate Landscape Architecture concepts through industry precedents.

3. Demonstrate Landscape Architecture graphical representation tools including plan, section,

elevation, perspectives, isometrics, scale and measurements, two and three-dimensional free

hand sketching skills and techniques and methods of physical modeling.

4. Define and duplicate analysis, ideation, critical thinking, synthesis and programing of the

human experience through the designed landscape.

5. Develop visual, graphical, written and oral communication of design development and design

intention.

6. Select plant material, site and building materials for formal and textual integration to the

design exercises.

7. Illustrate concepts of sustainability, resiliency, health safety and welfare.

8. Identify and describe small scale landscape dynamics.

9. Introduce public policies and regulations related to community spaces.

10. Develop graphic and computer skills to communicate analysis and systems representation for


Land 200 Landscape Architecture Design III (multiple scale concepts):

1. Apply concepts of visual, graphical, written and oral communication of design development

and design intention through design composition and communication of industry precedents,

graphical representation tools including plan, section, elevation, perspectives, isometrics,

scale and measurements, two and three-dimensional free hand sketching skills and techniques

and methods of physical modeling through design exercises and iterative assignments.

2. Demonstrate analysis, ideation, critical thinking, synthesis and programing of the human

experience through the designed landscape.

3. Select plant material, site and building material for formal and textual integration to the

design exercises.

4. Apply concepts of sustainability, resiliency, health safety and welfare.

5. Describe multiple scale landscape dynamics and understanding of spatial, geographical and

climatic relationships conductive to conceptual design diagrams.


6. Outline public policies and regulations, applicable infrastructure and site engineering

integration to design projects.

Land 201 Landscape Architecture Design IV (rural concepts):









design exercises.


5. Describe and arrange data assembly for site analysis and design intent of large scale

landscape dynamics through understanding of spatial, geographical and climatic relationships

conductive to conceptual design diagrams.


integration to design projects related to land conservation.

6. Develop large scale landscape ecology systems identification, assessment, analysis and

connectivity concepts of landscape interactions.

7. Introduce landscape management and time sensitive concepts of site design projects.

Land 300 Landscape Architecture Design V Urban Forest and Planning Issues (urban concepts):









design exercises.


5. Describe and arrange data assembly for site analysis and design intent of urban landscape

dynamics through understanding of spatial, geographical and climatic relationships



integration to design projects related to urban developments.

6. Develop urban landscape ecology systems identification, assessment, analysis and

connectivity concepts of complex urban system interactions.

7. Introduce landscape management and time sensitive concepts of site design projects.

8. Introduce strategy development to integrate sustainability and systematic dynamic approaches

to design projects.

Land 301 Landscape Architecture Design VI: (regional systems):










design exercises.


5. Describe and arrange data assembly for site analysis and design intent of regional landscape

dynamics through understanding of spatial, geographical and climatic relationships


6. Outline public policies and regulations and international landscape policies, applicable

landscape infrastructure dynamics and integration to design projects related to regional

systems.

Land 400 Senior Design Project I:

1. Apply research techniques to landscape Architecture concepts and ideas.

2. Identify industry problems related to social and ecological contexts.

3. Demonstrate graphic, written and oral representation skills

4. Demonstrate industry concepts comprehension.

Land 401 Senior Design Project II:

1. Develop an application conductive design in relation to researched project.

2. Demonstrate graphic, written and oral representation skills

3. Demonstrate industry concepts comprehension.

2. How does the program demonstrate and document ways of:

a. assessing students’ achievements of course and program objectives in the length of time to

graduation stated by the program?

The program demonstrates and document ways of evaluating objectives and achievements with

the course assessment report, (AR1) completed by the faculty. Faculty members develop their

own course projects and assess the instruments making remarks and recommendations for

improvement. They can reviewed the course and comment on the objectives, methodologies,

instruments, duration of the projects, and develop recommendations based on the results of the

semester and the previous years if the faculty taught the course for a second time. The EIDA also

holds the Design Review Week and La Muestra both events exhibits the projects developed

during the semester and it’s an opportunity to observe and attend level of complexity and

completion of the projects.

b. reviewing and improving the effectiveness of instructional methods in curriculum delivery?

Each semester a course evaluation is required from the professor, one of the most important

documents of this evaluation is the AR1 where the professor assesses the courses exercises

expected results vs the obtained results regarding grades, additionally the professor provides a

brief explanation of mastered skills and where there is lack of skills. Further in the document the

professor provides for recommendations in modifying the exercises for the next time the course is

given.


c. maintaining currency with evolving technologies, methodologies, theories and values of the

profession?

Universidad del Turabo promotes research among faculty and students. Each year the faculty

participates in a researcher’s symposium, Encuentro de Investigadores, where each professor

presents a summary board and a short presentation of current industry research related to their

field of study. This year 10 faculty members of the Escuela Internacional de Diseño y

Arquitectura participated and 4 professors of the landscape architecture program presented new

and current industry trends during the symposium.

5. How do students participate in evaluation of the program, courses, and curriculum?

Students participate in evaluating the program components, such as courses, activities, and

curriculum through administrative surveys after courses have been given. Currently as part of the

LAAB accreditation candidacy process students have been involved in meetings of course

learning objective evaluation, curriculum sequence and new course creation. Landscape

architecture students have provided valuable feedback to identify the program needs and

opportunities for the next stage of the program.

E. Augmentation of Formal Educational Experience

1. How does the program provide opportunities for students to participate in co-curricular activities,

internships, off campus studies, research assistantships, or practicum experiences?

Through the Design and Architecture Students Association, and the open plan studio, students can

explore a variety of opportunities through different collaborations with other disciplines such as,

architecture, drafting, industrial, graphic, interior and fashion design. This enhances the educational

and academic experiences and puts us at the front row of a multi-discipline collaborative focused

design education.

Throughout the different design studios students have had the opportunity to work with different

collaborations with real life clients and real life projects. Some of the collaborators we have worked

with are: Fundación Ángel Ramos and Las Curías Community in which together with the students

and the community designed and build a wooden deck/ plaza that the community needed.

Recurrent activities such as Open City- where different houses in the selected community open their

doors and show their houses to architecture enthusiast and the internationally acclaimed Parking Day,

gives students the opportunity to explore the relationships of the landscape with different scales of

interaction.

During the course of the fourth year, the student has the experience of having a full immersion in a

current landscape architecture or architecture practice with project on landscape architecture related

issues. This gives our students the opportunity to identify areas of interests within the profession and

get a full understanding of the complexities of the landscape architecture practice.

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/INFORME%20SER-

%20ACTIVIDADES%202015-2017.pdf

2. How does the program identify the objectives and evaluate the effectiveness of these

opportunities?

The program identifies the objectives and evaluates the effectiveness through faculty meetings with

the director, evaluations completed by the practice center and the assessment report [AR-1] generated

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/INFORME%20SER-%20ACTIVIDADES%202015-2017.pdf

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/INFORME%20SER-%20ACTIVIDADES%202015-2017.pdf


by the faculty instructing the course. The report address critically the projects completed. The

Assessment Report identifies if the objectives were accomplished, challenges and opportunities.

Internships and off campus projects have been designed to provide opportunities for exposure to

aspects of the professional practice. Objectives include:

- Understanding of the profession and practice

- Ability to apply ethical standards

- Understanding of professional service models and practices

- Realization of contract documents and administration

- Understanding of the value of process

3. Do students report on these experiences to their peers? If so, how?

All of the experiences are shared through different mechanisms. Social media platforms, the public

expression blackboard - located at our school and participation in lectures are some of the platforms

we have developed. Our intentions are to be engaged with the preferred mechanisms and platforms

used already by our students to engage them in conversation and critical thinking. The Design and

Architecture Students Association also gives them the space to propose ideas that are interesting for

them knowing that these ideas will be supported by the network of professors and administrative

personnel that supports this initiative.

F. Coursework: (Bachelor’s Level, if responding to Standard 3a or 3c, above)

1. Do students take courses in the humanities, natural sciences, social sciences or other disciplines?

The curriculum includes courses in the humanities (HUMA 111 -Civilizations and Universal Culture,

HIDE 100 -History of Art, HIDE 106 -Dwellings: The constructed environment), natural sciences

(INSC 101 -Integrated Sciences), social sciences (SOSC 111 –Individual, Community, Government,

and Social Responsibilities) and entrepreneurship (ENTR 360 –Entrepreneurship) as a source of new

and emerging influences that periodically refine and advance the profession. It is the goal of the

BSLA to continually raise the quality in the intellectual community.

G. Areas of Interest: (Bachelor’s Level, if responding to Standard 3a or 3c, above)

1. How does the program provide opportunities for students to pursue independent projects, focused

electives, optional studios, certificates, minors, etc.?

The program has numerous resources that strengthen the course offerings. Students can pursue

independent projects at their Senior Design Project I and II courses at a complex level. The faculty,

including full and part-time, has a diverse range of interests, knowledge, and expertise to offer to the

program. Faculty through projects and topic-research assignments encourages research

methodologies. For example, written exercises related to cultural studies and landscape,

investigations regarding local planting and info graphics, and recently the integration of workshops

offered by professionals. The surrounding academic landscape at the EIDA has also induced the

collaboration between thesis students from the different programs. Recently, the school is integrating

a minor in entrepreneurship with courses allocated at the Engineering and the Entrepreneurship

schools.


2. How does student work incorporate academic experiences reflecting a variety of pursuits beyond

the basic curriculum?

The curriculum provides a particular emphasis on design, along with the cultural and technological

subjects that support it. Student work incorporates experiences intertwined that foster the

development of creative and community based design. In most courses, students develop proposals

emphasizing community service projects. Students frequently engage real-world problems at different

scales. Evidence of this can be seen in the project Mis Espacios Públicos with the support of the

Fundación Ángel Ramos and the UMET. The design-build project included participatory design tools,

schematic presentations, community meetings and the construction of the proposal. In addition, the

BSLA program organizes and participates of the Recorridos; these are visits to natural and ecological

resources in Puerto Rico. The EIDA provides an opportunity for students to learn from other

programs like industrial design, graphic design, a variety of history courses and a unique situation in a

design school.

H. Research/Scholarly Methods: (Master’s Level, if responding to Standard 3b or 3c, above)

N/A


4. STUDENT and PROGRAM OUTCOMES.

STANDARD 4: The program shall prepare students to pursue careers in landscape architecture.

A. Student Learning Outcomes

Upon completion of the program, students are qualified to pursue a career in landscape architecture.

1. Does student work demonstrate the competency required for entry-level positions in the

profession of landscape architecture?

Student work demonstrates:

1. Students demonstrate a high level of professional competence within the classroom and

beyond the program.

2. Students demonstrate a high level of competitiveness.

3. Students express knowledge of the profession.

4. The student work is a strong demonstration of problem-solving and decision-making abilities.

2. How does the program assess student work and how it demonstrates students are competent to

obtain entry-level positions in the profession?

The program presents the student with an understanding of the emerging role of the professional

landscape architect. Courses assist students in exploring types of practice and challenges

/opportunities within the office space. Instruments can include practice diversity, marketing services,

portfolio design, construction drawings and management, and professional ethics. Students also

engage in discussions about educational and employment opportunities. Specifically, the Internship

sizes students’ competency required for entry-level positions. The course includes three evaluations:

an evaluation of skills and capability from the practice center, an evaluation from the faculty –

supervisor and a self-evaluation.

3. How do students demonstrate their achievement of the program’s learning objectives, including

critical and creative thinking and their ability to understand, apply and communicate the subject

matter of the professional curriculum as evidenced through project definition, problem

identification, information collection, analysis, synthesis, conceptualization and implementation?

In the design curriculum, a major part of the assessment of the learning outcomes is done through

scheduled presentations by the students of their projects to a jury of faculty and invited critics. The

nature of several courses within the curriculum allow for other forms like written exams and research

papers to evaluate students’ progress.

The Institution and Student Learning Assessment Plan is sufficiently flexible to adapt to the needs of

the individual programs. The Office of the Assistant Vice-chancellor of Assessment is central to

guiding faculty through the assessment process, providing training workshops on assessment

techniques, report formats, and feedback on course and program assessment

UT continually reviews the institution's quality and effectiveness. UT recognizes that excellent

institutions continually seek to improve and are self-reflective. The improvement of overall


educational quality and the enhancement of effective teaching and learning will occur when faculty

and administrators work together to implement an institution-wide program for outcomes assessment.

Outcomes assessment is defined at UT as a process of evaluation that helps determine the importance

of a result and whether changes or improvements are needed. The assessment of student learning is

one component of the institution's overall evaluation and is considered the most important tool. The

assessment of student learning has the student as its primary focus of examination; therefore UT

recognizes that the assessment of student learning first occurs on an individual student basis within a

particular course, is processed mainly at the program level, and is supported by the institution.

Student Learning Outcomes (SLOs) are established by course and program in each school and serve

as the foundation for the development of syllabi. Faculty utilizes the SLOs to prepare syllabi for each

course. These are clearly and consistently communicated in course guides, which are distributed in

class by the professor at the onset of each semester, and used as an assessment mechanism to comply

with the AR1 Course Assessment Report, School degree programs develop SLOs that are consistent

with their mission. The Office of the Vice Chancellor of Institutional Assessment, school assessment

officials, and faculty participate in diverse assessment processes that address learning outcomes. The

Office of Institutional Assessment and the school’s assessment official have been and continue to be

central to guiding faculty through the process and procedures, as well as providing training and

feedback for faculty as they work on course and program assessment. Course and program assessment

and institutional data analysis provide the institution a wealth of information to assure that SLOs are

appropriate and aligned with courses, programs, and the UT mission goals and objectives. Learning

outcomes in each program are assessed at the end of the course as part of a continuous improvement

process. Meetings among the curriculum committee, assessment committee, and specialized area

committees are scheduled throughout the year to continually assure that learning outcomes are

consistent and thoroughly assessed.

4. How does the program assess the preparation of students in the above areas?

The program faculty is fundamental to identify instruments, evaluations and to comment on the

preparation of students. Faculty regularly develops and assessment report. The director of the

department incorporates the observations in the overall program assessment. The report includes a

clear description of abilities and students preparation. Continuously, the faculty and administration

meet at the beginning and at the end of the semester to evaluate topics, activities and skills obtained.

Faculty members are required to incorporate specific intentions stated important to the course.

UT school curriculum committees for undergraduate and graduate programs ensure that the

appropriate content, coherence, and academic rigor are reflected in individual courses and curricula

by:

1. Ensuring that programs and courses meet the appropriate accrediting agencies requirements;

2. Examining and recommending the approval of new syllabi, as well as the revision of courses and programs to the school dean;

3. Guiding professors in the application of institutional syllabi formats and safeguarding their

quality;

4. Making recommendations in the implementation of the evaluation plans for the school

programs, concentrations, or specializations including the possible elimination of these;

5. Promoting periodic review of courses and programs;

6. Providing advice on curricular reviews and recommending changes in offerings;


7. Recommending amendments to the academic standards;

8. Recommending changes in the presentation formats of courses and programs;

9. Recommending the purchase of educational materials, databases, and other academic resources

to strengthen school curriculum offerings from the perspective of learning, as well as

accreditation;

10. Coordinating faculty trainings in the use of new teaching methodologies to incorporate these into their course delivery; and,

11. Verifying that all course and program proposals or revisions are in the approved UT format.

Ultimately, the school dean, department directors, and program coordinators are responsible for the

alignment of course content, academic rigor, and content coherence. Curricular changes approved by

the school’s curriculum committee are submitted to the academic vice-chancellor. Curricular changes

that affect other schools are presented to the Academic Board for discussion and approval. The

following table illustrates the school’s curriculum committee flowchart for program, specialization,

course creation or modification.

UT utilizes current institutional assessment and outcomes for program development and

improvement. It is also used for curriculum revisions, changes in administrative procedures, faculty

development and training, improvement and expansion of student support services, facilities

development, improvement in technological services, compliance with the SLOs, and a re-assessment

of its assessment procedures. Academic programs are periodically assessed for effectiveness, which

starts at the course level and involves school deans, regular faculty and lecturers. Course evaluations

are made accessible to the relevant school faculty and other school programs that may be affected.


The results of assessment outcomes are used for program development and improvement and to

determine the achievement of educational outcomes at the program level. This continuous

improvement process supports the overall efforts of the university to maintain high quality academic

programs.

The institution has several levels of access that are appropriate to facilitate decision making for

students, staff and faculty. Each school has a designated assessment coordinator who is responsible

for overseeing assessment at the school, additional locations, and US campuses. At the EIDA we have

identified the department directors supervised by the Associate Dean of Academic Affairs for this

objective.

The assessment committee reviews current course and program offerings, develops, and implements

assessment strategies to continuously improve educational offerings and practices. It provides reports

that summarize assessment results by course (AR1) and program (AR2) to assure that learning goals

are met and to develop well studied improvement strategies. Assessment reports are presented to the

Academic Board, discussed at faculty meetings and also communicated by email to faculty and staff.

Other assessment activities related to student satisfaction, academic and non-academic services are

available at the public folders in the university webpage.

In order to change programs, UT utilizes a range of informative sources such as feasibility studies,

changes in market trends, new technology demands, the emerging job market, input from industry

advisory boards, student surveys, student profiles that cause changes in the existing curricula,

development of new courses, and the use of innovative pedagogy techniques. Moreover, UT responds

to professional organization standards and accreditation agency requirements to maintain the quality

of its programs. It complies with state and federal laws that regulate some of the professions, which

require the institution to periodically revise its academic programs to ensure compliance. UT also

conforms to the Puerto Rico Department of Education policies, standards and regulations for the

professions that impact university courses and program offerings.

B. Student Advising

The program provides students with effective advising and mentoring throughout their educational

careers.

1. How does the student academic advising and career mentoring function?

UT student support services are extensive and range from those that help students with their academic

preparedness and progress to those that strengthen students’ personal and social growth. Student

support services are centralized in the Integrated Student Service Center (CISE by its Spanish

acronym), which provides orientation, tutoring, mentoring, personal counseling, student disability

services, supplemental instruction, academic advising, and a career center. Cultural, sports, social

activities, community services and volunteerism, leadership programs, student organizations, student

council, and a wellness center are part of the student life at campus. UT also offers programs that

meet the needs of special populations such as first year students, disabled students, and students on

probation. Assessment results generally show student participation and satisfaction with what is

offered. Evidence exists that faculty and administration make improvements to support services based

on results from those assessments.

UT CISE, schools and programs are acutely aware of the challenges they face in meeting student

needs in a diverse and academically challenging community. To this end, CISE and school-based

offices ensure that all students are provided with the services that are necessary for their academic

and professional success. CISE has primary responsibility for the following services: admissions;

counseling, registration, financial aid, bursar, academic advising, profession-specific student

organizations, academic tutoring and mentoring, career counseling, health and wellness, mental and

physical health services, nonacademic counseling, services to students with disabilities, recreation,


and social and cultural programming. Since the schools have specific needs for their diverse

population, several student support services such as academic advising for upper level gatekeeper

courses, exclusively the schools provide course selection, and academic planning. Students learn

about these services through the institution, school websites, and the UT Student Handbook.

Student academic progress reports provide valuable information relevant to grades, withdrawals,

academic and counseling support services, and other support services that serve to assess and improve

the admission processes across the schools. School deans continually communicate with the Vice

Chancellor of Admissions to ponder over the admissions criteria and requirements to ensure the

academic success of its students. Changes in student profiles and academic success have led UT to

streamline the admission processes and decline referrals for further evaluation in the specific

academic schools.

The Escuela Internacional de Diseño y Arquitectura serves as a service unit for the students through

an Academic Advisor and Student Official. Student recruitment for the academic programs at the

EIDA is coordinated between the Office of Admissions, Financial Aid, and the School.

The Academic Advisor duties are:

- Advises students in the development of an effective academic planning for the short and long

term.

- Identifies the student's need in the areas of academic goals, special needs, economic,

personal, psychological, health, and employment, amongst others. Refers to the la relevant

support office and gives follow up. Ensures that the student meets the prerequisites of the

courses in order to continue and complete their degree the program. Evaluates and guide the

students in the graduation application process, using the technology tools such as the

Curriculum Advising and Academic Program Planning (CAAP). Assists in the solution of

conflicts or special situations that may arise with professors, administrative or service

processes.

- Maintains a direct contact with the students in regards of the attendance to classes, as referred

by the professors. Helps the students to create awareness of their strengths and areas of

opportunity, and promotes the independence for making appropriate decisions. Maintain

continuous contact with the student to guarantee their academic progress.

- Perform and keep updated the academic evaluations and present progress reports.

- Executes the process of enrollment and course selection for each student in all the academic

programs.

The Student Official duties are:

- Executes the school's programming on the Banner platform organized by academic program.

- Executes the process of enrollment and course selection for each student in all the academic

programs.

- Advises students in regards of the educational resources and support services available at the

Institution.

- Ensures confidentiality in processes and document handling.

- Advises and offers guidance to students on various issues related to the area of student

services.

- Distribute information to students about rules and regulations of the Institution, as well as

other communications of interest.

- Collaborates in the marketing and recruitment activities of the School.

In 2013, a new student services web platform, MiTurabo, was launched to provide students access to

available electronic student services. Students can access their courses through Blackboard, select

tuition alternatives, find financial aid information, check their debt balance, be informed about their


grades, academic warnings, and use e-mails, notes, class program, and other resourceful information

to become adequately informed of their academic and financial status.

UT has licensed professional counselors and social workers that assist students and groups to achieve

their full development through their university-life cycle at the undergraduate and graduate levels.

Services are provided to address the academic and non-academic difficulties that interfere with a

student’s academic progress, retention, and graduation. The CISE is the student’s first point of contact

and responsible for providing information and services relevant to: admissions, registrar, financial

aid, bursars, scholarships and internships, health, quality of life and student wellbeing services. A

second point of contact is found at the schools, which have personnel with the credentials and

experience to provide quality services to students. The following units offer student support services:

1. Quality of Life and Student Wellbeing

2. Health Services

3. Students with Disabilities

4. Career Center

5. Honor Program, Scholarships and Internship

6. Extracurricular Activities

7. Student Council and Organizations

8. Sports

The Centro Internacional de Diseño (CID) has an academic role of providing students in the

Landscape Architecture Program a practice center in a work/study program and special

collaborations. This program benefits the students in gaining the experience and confidence they need

to develop in the practice realm. We are sure these types of experiences enrich our student’s

capabilities in becoming a well-rounded professional.

UT schools have faculty representation and professionals in industry, academic, and government

organizations and agencies that bring the most innovative ideas and projects to the institution to

enhance current offerings. In particular, the EIDA has faculty that has served as governing board

members in the Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico (CAAPPR), the

Instituto de Arquitectos Paisajistas de Puerto Rico (IAPR) and past and present presidents of the

Colegio de Diseñadores-Decoradores de Puerto Rico and Colegio de Delineantes de Puerto Rico.

The Escuela Internacional de Diseño y Arquitectura collaborates with these institutions as well as the

PR Historic Drawings Building Society, State Historic Preservation Office, American Institute of

Architects-PR Chapter, and Fundación por la Arquitectura. It has participated in the Salone

Internazionale del Mobile in Milan, Italy, and Product Design Madrid, semester projects, and annual

internships.

Through these collaborations, local and international experiences, feasibility studies and market and

labor trends, the schools review their current course and program offerings and guide the student to a

career goal.

2. How does the program assess the effectiveness of the student advising and mentoring program?

UT administers a suite of metrics to engage in a systematic and robust examination of institutional

effectiveness and performance at the undergraduate and graduate levels. The assessment instruments

are designed to compile information at different levels (e.g., course, program, institutional) to discern

what needs improvement. UT obtains its statistical data from the SUAGM Office of the Assistant

Vice President of Institutional Studies, which makes data accessible and provides reporting

functionality, analysis capability, and data integration. It produces valuable reports about

administrators, faculty, staff, students, attrition, financial information, image, sponsored research

activities, and development, among others. The SUAGM Vice President of Planning and Academic


Affairs conducts studies, analyzes outcomes, and presents data related to institutional effectiveness

that includes:

1. Alumni survey – every three years;

2. Analysis of student profiles by schools, additional locations, and US branch campuses;

3. Annual analysis of parking spaces;

4. Annual certification and licensing reports;

5. Annual freshman student profile reports;

6. Annual institutional fact sheet;

7. Annual retention reports and analysis;

8. Daily statistical enrollment reports during the enrollment period and a final report;

9. Institutional image studies;

10. Semester retention reports;

11. Semester enrollment trends and projections;

12. Student graduation rate; and,

13. Student satisfaction surveys.

UT employs diverse methods to balance the quantity and quality of measures used for assessment

across the university. Some of these measures meet the most stringent expectations of externally

accredited programs, which have helped programs to attain their accreditation certifications. The

Office of the Assistant Vice Chancellor of Assessment has conducted the following studies that have

helped UT to enhance academic offerings, student services, and overall institutional effectiveness:

1. Course evaluations, annually.

2. Evaluation of the Freshman Seminar, every first semester since 2008.

3. Faculty assessment and instructional techniques study.

4. Focus groups to identify different needs.

5. Freshmen opinion survey.

6. Grade distribution among courses (traditional and on-line).

7. Student persistence.

8. Students’ satisfaction survey (undergraduate and graduate).

9. UT graduating student exit survey, annually.

The information that is obtained from the outcomes of the learning assessment strategies is analyzed

by the: 1) Schools, 2) Assistant Vice Chancellor of Assessment, 3) Vice Chancellor of Academic

Affairs, and, 4) the Chancellor. The analysis is used to improve the learning process. Student learning

outcomes are disseminated at the School level. They are sent to the Assistant Vice Chancellor of

Assessment who disseminates these throughout the institution. The vice-chancellor and Chancellor

share assessment reports with their staff and upper leadership. Assessment reports are published on

the institution’s web page, UT and SUAGM annual reports, the chancellor’s report to the Board of

Trustees, and deans and upper leadership reports to the vice-chancellor, chancellor, and faculty. UT

assessment results and actions taken have led the institution to continuous improvements in its

planning and academic processes.


3. Are students effectively advised and mentored regarding academic and career development?

Since the Landscape Architecture Program originated in August 2014, assessment procedures have

been implemented to compile and discuss evidences with students, faculty and administration. The

mission of the Landscape Architecture Program has been discussed with students at enrollment. We

have been preparing assessment reports in the program and course level that clearly evidences the

program mission and objectives with activities and projects courses. The program work plan defines

how the goals will be attained at the beginning and end of each term.

Adjustments to original course outlines have been implemented with faculty feedback. Administrative

issues pertaining equipment, facilities and course programming have been adjusted according to

student institutional and program questionnaires. Assessment procedures have been revised and

implemented throughout our program according to MSCHE institutional effectiveness and assessment

of student learning standards.

4. Are students aware of professional opportunities, licensure, professional development, advanced

educational opportunities and continuing education requirements associated with professional

practice?

The students are exposed to the profession through a combination of lectures, conferences, events and

the engagement of professionally practicing faculty. The EIDA plans to invite a visiting firm each

year, engaging with students via design studios, research, or other curricular and extracurricular

activities. The professional exposure of the students is further enhanced by the EIDA academic

setting and the opportunities thereby presented for academic engagement with practicing industrial

designers, graphic designers, landscape architects, engineers, and other design consultants, all


contributing toward the students preparation to practice in a multidisciplinary collaborative

environment.

Taking into consideration the necessities and demand of a globalized society, and acting upon the

regulations that are now part of the design/construction process, the EIDA has developed a landscape

architecture program that directly responds to these sets of needs, demands, ethics, and regulations.

An interaction with the Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico (Puerto Rico

Architects and Landscape Architects Association – CAAPPR) and the Instituto Paisajista de Puerto

Rico further enhance internships and licensure more satisfactorily. The Internship course prepare

students to become leaders in collaborative projects locally, as they will have a complete

understanding of their surroundings and the practice of landscape architecture.

Students attended the CAAPPR conference during the celebration of the Puerto Rico Landscape

Architecture Week and participated of conferences and workshops related to the technical aspect of

the practice. Together with exercises executed in the courses students are exposed to real-case studies

scenarios/projects with private and/or community clients including codes and ordinance, and

approximation to zoning plans. Students work with faculty in projects fitting to the academia like

Proyecta Diseño and to the practice like the ones develop through the CID, Centro Internacional de

Diseño at the EIDA.

5. How satisfied are students with academic experiences and their preparation for the landscape

architecture profession?

Enclosed a quote from one of our students:

“The study of landscaping architecture has been one full of many challenges, learning,

application, etc. In general terms, the program has been varied between activities in class,

projects, proposals and field visits. I am very happy to be part of this program.” J. Sola

C. Participation in Extra Curricular Activities

1. What opportunities do students have to participate in institutional/college organizations,

community initiatives, or other activities? How do students take advantage of these

opportunities?

Students are encouraged to participate in various extracurricular activities. All students are informed

of opportunities and activities at the beginning of the semester during the discussion of the syllabi.

Students also become aware of activities through posters, informal announcements during studio

meetings and the EIDA social media network.

Some of the extracurricular activities include:

1. Open City organized by the MArch

2. PARKing Day organized by the BSLA

3. Recorridos (Site visits/tours) organized by the BSLA

4. Workshops EIDA organized by the Administration

5. TSL, Taller Social Latino Americano organized by CLEA, Coordinadora Latinoamericana de

Estudiantes de Arquitectura. *International design build workshop

6. Workshop Arquitecturas Colectivas *design build workshop organized by tCSE

7. Escuela Análoga Forum organized by the FabLabPR at the EIDA


2. To what degree do students participate in events such as LaBash, ASLA Annual Meetings, local

ASLA chapter events, and the activities of other professional societies or special interest groups?

Students are encouraged to participate in local and international events. Some of the events include:

1. PARKing Day

2. Semana de la Arquitectura Paisajista organized by the Instituto Paisajista de Puerto Rico.

3. Lectures and Symposiums organized by the Colegio de Arquitectos y Arquitectos Paisajistas de

Puerto Rico.

4. TSL, Taller Social Latino Americano organized by CLEA, Coordinadora Latinoamericana de

Estudiantes de Arquitectura.


5. FACULTY

STANDARD 5: The qualifications, academic position, and professional activities and individual development of faculty and instructional personnel shall promote and enhance the academic mission and objectives of the program.

INTENT: The program should have qualified experienced faculty and other instructional personnel to instill the knowledge, skills, and abilities that students will need to pursue a career in landscape architecture. Faculty workloads, compensation, and overall support received for career development contribute to the success of the program.

A. Credentials

1. Is the faculty’s balance of professional practice and academic experience appropriate to the

program mission?

Faculty members have an array of different practices and academic backgrounds and experiences that

enrich the program curriculum in various topics. Refer to section 5. Individual Faculty Record.

For Landscape architecture:

Teresita Del Valle

Cynthia Burgos

Luis Pérez

Architecture and urbanism:

Humberto Betancourt

José Rafael Ramírez

Yazmin Crespo

History and theory:

Yazmin Crespo

Graphic Communication:

Luis Pérez

Technologies:

Luis Pérez

Eugenio Ramírez

Practice:

Cynthia Burgos

It should be noted that faculty composition hold masters degrees and bachelor’s degrees and offer

courses in both the landscape architecture and architecture programs. 6 out of 7 faculty members are

engaged in professional practice involving landscape architecture projects.

Our faculty has taught in other institutions in Puerto Rico such as School of Architecture Polytechnic

University of PR, University of Puerto Rico, School of Architecture, Inter American University,

Metro Campus, Pontificia Universidad Católica de Puerto Rico School of Architecture.


2 Are faculty assignments appropriate to the course content and program mission?

Faculty is carefully selected to offer program courses accordingly with the content and program

mission. Landscape Architects mostly offers the second and fourth design studios and practice

courses. Architects offer the first fundamental year and architects with urbanism experience offer the

third year design studios courses. Faculty with strong academic background in history and theory has

offered these courses. Faculty with academic background in engineering and landscape architecture

offer the technology and graphic communication courses. Also, an invited professional Faría has

background in ecology and plant material that will be included as part of faculty but is organizing a

workshop for all students in the program.

3. How are adjunct and/or part-time faculty integrated into the program’s administration and

curriculum evaluation/development in a coordinated and organized manner?

Part time faculty participates in program faculty meetings held at the beginning and end of each

semester with other professor from the Department of Architecture. Program meetings are held

periodically for program curriculum revision and accreditation procedures preparation.

B. Faculty Development

1. How are faculty activities – such as scholarly inquiry, research, professional practice and service

to the profession, university and community – documented and disseminated through appropriate

media, such as journals, professional magazines, community, college and university media?

Dissemination of faculty work and research is typically done by our social media pages and through

the Institution email communications. It is also published in the UT magazine 4 Puntos. Faculty has

participated in the Encuentro de Investigadores for the past years where other professors and students

present and discuss the latest research. Also, posters that have been developed for this activity have

been exhibited outside studio workshops for the dissemination in the program and in other design and

architecture programs within the school.

2. How do faculty teaching and administrative assignments allow sufficient opportunity to pursue

advancement and professional development? Are faculty duties, work load, and opportunities

similar to other faculty in related disciplines or academic units?

The program director and full time faculty participate in local Semana de la Arquitectura Paisjista, the

annual landscape architects professional conference. Part time faculty have served in the Colegio de

Arquitectos and included the program in local activities such as workshops and lectures and activities

like Parking Day. Interest for research has developed form the Encuentro de Investigators

presentations and research grants opportunities are being evaluated.

Part-time faculty is required to evidence ten (10) hours of continued education throughout the

academic year. (http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Formulario-Educacion-

Continua-Profesores-2013.pdf). Full-time faculty should evidence continued hours in their evaluation

file in the SEDONA System and in their bi-annual work plan.

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Formulario-Educacion-Continua-Profesores-2013.pdf

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Formulario-Educacion-Continua-Profesores-2013.pdf


3. How are the development and teaching effectiveness of faculty and instructional personnel

systematically evaluated?

Students evaluate professors every year and the Vice chancellor of Academic Affairs sends the

tabulated findings for director and administration discussions.

4. How are the results of these evaluations used for individual and program improvement?

These findings are discussed in the curricular revision committee and proper course alignments with

professors are discussed. Also, different strategies for instructional methods are discussed during

faculty meetings at the beginning of each semester.

5. How do faculty seek and make effective use of available funding for conference attendance,

equipment and technical support, etc?

Faculty request funding for traveling and activities that are evaluated by the program director,

recommended by the Associate Dean of Student and Administrative Affairs and approved by the

Dean. The school has sponsored Parking Day activities for the past 6 years and has also offered

registration fees for international and local symposiums.

6. How are the activities of faculty reviewed and recognized by faculty peers?

During the Encuentro de Investigadores, professors have the opportunity to assist and exchange ideas

to further develop their research projects. Also, collaboration within faculty members from other

disciplines from the UT.

7. How do faculty participate in university and professional service, student advising and other

activities that enhance the effectiveness of the program?

Faculty have half an hour weekly of office hours for student advising. A professor is designated to

work with students and other faculty for job placement and other academic activities within the

school and community. Professors participate in other architecture critiques and have been invited to

participate and collaborate in engineering and architecture projects within the university and

community. Fundación Ángel Ramos and Chancellor Initiatives. Proyecta Diseño for high school

students education in the landscape architecture discipline and school open houses fur further

dissemination of the discipline and program.

C. Faculty Retention

1. Are faculty salaries, academic and professional recognition evaluated to promote faculty retention

and productivity? Are they comparable to related disciplines within the institution?

There is a Faculty Recruitment, Appointments and Distinguished committee within the school. The

committee provides critical input and direction to the process. Some discussions include search plan,

procedures, guidelines, material concerning the needs of the program, faculty recognition and

appointment. The Dean and Associate Dean of Academic Affairs examine the list of applicants and

recommend candidates for interview. A similar process occurs for the academic recognition. The

Dean will inform the director of the recommendation for promotion and the nature of the offer.

The director of the department is actively involved in the search process. In addition, through

professor annual evaluation all faculty is evaluated for consideration of multi-annual contracts. After

the first year faculty can be recommended for a three-year contract.


Faculty retention is a strength within the program. As the BSLA is the only one in Puerto Rico,

professionals are interested in collaborating at some level with the program.

Some strategies for retention and productivity within the department:

- The director involves faculty in the programs activities, national symposiums and publication

opportunities.

- At the faculty meeting in the beginning of the semester the director presents opportunities for

research and projects.

- Each September for Parking Day the faculty works together with students.

The faculty salary is comparable to other disciplines. However, the program salary is managed by the

Vice presidency of Human Recourses at SUAGM.

2. What is the rate of faculty turnover?

During the past two years part time and full time faculty have been part of the program in a consistent

manner. Faculty has been hired accordingly to available sections and some professors have continued

to work on their professional practices but have maintained participation with the program as invited

juries. Out of 12 total faculty members, 8 are still offering courses during this past year.


OUTREACH TO THE INSTITUTION, COMMUNITIES, ALUMNI & PRACTITIONERS

STANDARD 6: The program shall have a plan and a record of achievement for interacting with the professional community, its alumni, the institution, community, and the public at large.

A. Interaction with the Institution, and Public

The program represents and advocates for the profession by interacting with the professional

community, the institution, community and the public at large.

1. How are service-learning activities incorporated into the curriculum?

In support of service-learning activities the program incorporates the following:

- The department offers lectures for students to hear directly from community leaders and

projects associated with landscape architecture.

- The program offers Recorridos to projects, facilities and resources like El Yunque National

Forest to learn about programs dedicated to the preservation and restoration of landscapes.

- The design courses participate in Parking Day. The students provide proposals that occupy

parking spaces in the urban center of Caguas.

- Internships include an amount of 40 hours dedicated to service-learning activities to the

school, and the community at large.

- There is a commitment to collaboration such as student-led tutorials, informal pin-ups and

other means of sharing resources.

- Local and International community projects

2. How are service activities documented on a regular basis?

Service activities are documented thru drawings, models, photographs, in some occasions published

articles by others, and social media.

3. How does the program interact with the institution and the public, aside from service learning?

Students attend the Semana de Arquitectura Paisajista lectures, the Instituto de Arquitectura Paisajista

events. The program also interacts with the Master in Architecture program collaborating with

students in punctual interventions depending on the design-build proposal. Students are involved in

the presentation of their projects to the community during La Muestra, an open event that exhibits

student’s projects.

4. How does the program assess its effectiveness in interacting with the institution and the public?

The program assesses its effectiveness in discussions with faculty, assessment reports of the

courses/projects and program evaluation of activities.

6.


B. Interaction with the Profession, Alumni and Practitioners

1. How does the program recognize professional organizations, alumni, and practitioners as

resources?

Students participate in the Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico and the

Instituto Paisajista lectures and events. The department contact professional and academics to

participate in design reviews as critics and to offer lectures. The program also contacts practitioners

for the students Internship course.

2. Does the program maintain a current registry of alumni that includes information pertaining to

current employment, professional activity, postgraduate study, and significant professional

accomplishments?

The first class will be graduating in May 2018.

3. Does the program use the alumni registry to interact with alumni?

The first class will be graduating in May 2018.

4. How does the program engage alumni, practitioners, allied professionals and friends in activities such

as a formal advisory board, student career advising, potential employment, curriculum review and

development, fund raising, continuing education, etc?

The program engage professional at project reviews, site visits, workshops, and internships. In addition

the program contacted academics regarding the understanding of the process of the program accreditation.

5. How does the program assess its effectiveness in engaging alumni and practitioners?

The assessment report of the program includes a section that indicates participant’s attendance ratio.


7. FACILITIES, EQUIPMENT & TECHNOLOGY

STANDARD 7: Faculty, students and staff shall have access to facilities, equipment, library and other technologies necessary for achieving the program’s mission and objectives.

A. Facilities

1. How are faculty, staff, and administration provided with appropriate office space?

The EIDA is located on the near the north exit of the UT main campus in Gurabo. The facilities are

divided in two separate building on campus Building 1, that hosts the Administrative offices, and

Building 2 that hosts most of the Design Labs.

Building 1 hosts the administrative offices, a computer laboratory (EID 101), an architectural studio

(EID 102), and a fashion lab (EID 103). Unfortunately, this building was severely damaged by

Hurricane Maria and remains temporary closed, consequently the studios were demolished and are

pending new construction. For this reason EID 102 and EID 103 were relocated to the Campus

Museum, the administrative has been relocated in the Centro Internacional de Diseno (CID) next to

the EID 106 workshop laboratories and serves as a studio and computer laboratory space for students

working as part of their sponsored programs.

The EID 101 is equipped with Mac/PC with the most frequently used programs in design and

animation software and architecture education, including – yet not limited to – Sketch Up, Rhino 3D,

Revit Architecture, Microsoft Office and the Adobe Creative Master Suite and is currently perfectly

functional. The former EID 102 allowed storage and workspace equipped with a computer, plotter,

projector, reference books, water fountain and seven workspaces. In the temporary facilities we are

able to include workspace and projector. In the administrative areas in the Museum students are able

to use the lounge room for food and beverages. We are pending confirmation to return to our main

offices. The administrative building has a conference room available for faculty and student meetings,

which schedule is coordinated by the Student Service Official.

Building 2 hosts four (4) workshop laboratories for design studios in an ample studio (EID 106), one

(1) computer laboratories equipped with the most frequently used programs in design and animation

software and architecture education, including – yet not limited to – Sketch Up, Rhino 3D, Revit

Architecture, Microsoft Office and the Adobe Creative Master Suite; one (1) on-site advanced

modeling and FabLab (FabLab Puerto Rico) equipped with a paint booth, CNC, two (2) laser cut

machine, four (4) 3D printers, among other digital and analog technology; one (1) 70 seat studio

space; one (1) working studio space equipped with a computer, plotter, projection monitor, model-

making area and pinup space; one (1) Photo Studio and Multimedia Lab with Organic Motion's

motion capture equipment.

Full-time faculty has their own office space and adjunct professors offer their office hours in the

computer or fabrication labs since space is provided. Students have plenty opportunities to have one-

on-one discussions with professors.


2. How are students assigned permanent studio workstations adequate to meet the program needs?

Understanding the need of students to have dedicated desks, the School has designated various areas

in the studio for students to work 24/7 on their projects. In addition, student’s projects and materials

can be storage in 24 shelve racks located in the studio space. The completed students lounge provides

a space for meetings, studying and gathering.

Students and Faculty receive initial orientations for the use of equipment in the computer and

fabrication labs throughout the beginning of their courses and for faculty through various workshops

that address different platforms for the institutional use.

In May 2017 as part of the Design Build course of the master’s in architecture program a student

lounge was completed. Currently the student lounge holds reference books, and a space for studying

and meeting. Students from landscape architecture collaborate with the master students of architecture

in their design-build project.

3. How are facilities maintained to meet the needs of the program?

UT in Gurabo is located fifteen miles southeast of San Juan within easy reach of the entire east-

central part of the island on the limit of the Caguas municipality, which is one of the biggest of Puerto

Rico. Its 140-acre suburban campus and its 16 buildings provide an ideal atmosphere for the learning

experience. The structures occupy 320,583 square feet, distributed in 76 classrooms, 25 laboratories,

the Academic Resources Center, Student Affairs Offices, Administrative Offices, Museums, three

amphitheaters, and a Sport Complex.

Three buildings are historical colonial houses. They have been remodeled based on the standards of

the Instituto de Cultura Puertorriqueña. One of them houses the Chancellor’s Office, another is the

Popular Arts Museum, and the third is the Ana G. Méndez Museum.

The Academic Resources Center has an ample physical facilities and equipment for individual and

group studies. It has reading rooms, group discussion rooms, laboratories, a T.V. studio, and an

electronic classroom, among others. The Institution has three amphitheaters, one seats 150 people,

other 240, and the other one seat 350. It also has an activity room where academic and cultural

activities are held. UT has parking spaces for faculty and staff and parking spaces for the students

The university has a physical facilities master plan to develop the physical resources that support

teaching, research, and student support services at the main campus and its Additional Locations.

Every four (4) years the Office of Strategic Planning and Institutional Effectiveness and the

Chancellor review the Master Plan. The revised 2014 Master Plan contemplates the following

developments:

- Acquisition of property for new developments;

- A new Health Science School building located on the main campus;

- Construction of the Escuela Internacional de Diseño y Arquitectura and student space;

- Expansion of the Ponce Additional Location;

- Remodeling of the Texas branch campus facilities; and,

- Construction of facilities for the School of Technical Studies.

4. Are facilities in compliance with ADA, life-safety, and applicable building codes?

All EIDA’s and UT facilities are ADA compliant and compliant with building codes also a high

standard of life-safety is in place.


5. If known deficiencies exist, what steps is the institution taking to correct the situation? (Provide

documentation on reasonable accommodation from the institution’s ADA compliance office

and/or facilities or risk management office.)

As planned, the schematic drawings and construction plans for the new building for the EIDA have

been completed. The building was expected to be in construction and inaugurated during the

upcoming years, however, the Master Plan for the institution is being reevaluated considering the

aftermath of Hurricane Maria. A meeting will be held in April 2018 regarding the programming of the

construction and the Office of Strategic Planning and Institutional Effectiveness with the Chancellor

will provide an official communication on the final decision.

B. Information Systems and Technical Equipment and Facilities

1. How does the program ensure that students and faculty have sufficient access to computer

equipment and software, workshops, wetlabs and work yards, as appropriate?

All studios remain open until 10:00pm Monday through Friday, when requested and timely arranged,

the School keeps selected studios and computer labs open in order to give students and faculty the

opportunity to complete their work.

2. What are the program’s policies on the maintenance, updating, and replacement of computer

hardware and software and other technical tools such as GPS, drones, water-sampling kits,

cameras, as appropriate?

The EIDA has a commitment to a strategic plan emphasizing research and innovation throughout the

program and its curricula. Experimentation and innovation are also visible in the teaching methods

applied typically in all courses, with a special mention given to the history, technology, and

professional practice syllabi.

Prior to the beginning of each semester, a general maintenance of all the spaces of the school is

executed. With the support of the office of Physical Resources, the corresponding arrangements for

physical spaces are made.

The FabLab equipment (including all technical equipment) has guarantees and annual maintenance

services.

The Vice-Chancellorship of Information Resources provides for the maintenance and support of all

campus networking computers, telecommunications services, and other technological needs,

equipment, update of electronic collections, and IT staff. The office of Informatics and

Telecommunications provides the technical assistance, support and access to computer technologies

that serve the university community. The services are coordinated with the Information System

Center, located at the SUAGM headquarters. This administrative structure guarantees that both units

effectively handle any technology driven project that can potentially impact SUAGM. The IT staff

consists of the IT Director, IT Service Coordinator, and ten (10) IT specialists.

3. What are the hours that the computer lab and workshops (if applicable), and studios are open to

students / faculty?

The computer labs are programmed with undergraduate courses from Monday through Thursday.

Gaps between classes are available for student and faculty to use. Fridays are available. When

requested and timely arranged, the School keeps selected studios and computer labs open in order to

give students and faculty the opportunity to complete their work.


4. How does the program determine if these times are sufficient to serve the needs of the program?

Even though the School encourages and provides guidance for our students to acquire a laptop

computer to be used in the studio space, close proximity to computer labs are available at evening

hours and partially limited throughout the day.

5. How does the program assess the adequacy of equipment needed to achieve its mission and

objectives?

The EIDA has prepared a School’s work plan in June 2017 using the guidelines established by UT

aligned with the SUAGM Strategic Guidelines 2020 and that is also used to formulate UT’s annual

work plan in order to determine and establish the School budget and incorporating the specific needs

for the physical facilities, laboratories and technology.

C. Library Resources

1. What traditional and digital library resources are available to students, faculty, and staff?

The Vice-Chancellorship of Information Resources (VIR) is the primary information center for the

Universidad del Turabo’s students, professors, staff, and the external community, whose services and

resources are aligned with the priorities, goals and strategic plan of the institution. It provides timely

and high quality information and service to the library patron. Library services and collections play a

crucial role in the support of the institution's mission for teaching learning, research, and information

literacy within the university community through guided independent instruction on the web and

direct group instruction. Universidad del Turabo has a main campus Library located in Gurabo and

five library branches at its five university off-campus Centers in Cayey, Yabucoa, Isabela, Ponce and


Barceloneta. Additionally, UT provides it academic community with access to library resources

through its Virtual library (http://bv.ut.suagm.edu/es).

The Library has an Electronic Information Laboratory located on the first floor of the VIR building. It

is equipped with seventy-eight (78) wireless technology computers available for the academic and

general community. The computer lab operates as follows: Monday-Thursday (8:00a.m.-9:30p.m.),

Friday (8:00a.m.-9:00p.m.), Saturday (9:00a.m.-4:30p.m.), Sunday (12:00p.m.-4:00p.m.). In the

Reference area, there are eleven (11) computers for patron use and the electronic journals are

accessed through the Virtual Library. The Online Public Access Catalog (OPAC) can also be

accessed remotely. The VIR also has a TV studio with HD cameras designed for the production of

different types of TV programs and video/audio resources is another of our facilities. It has

technologies for the broadcast of content through an On Campus TV Network with nineteen (19 TV

receivers, and a system to transmit content to receivers of four (4) off campuses sites. A Design and

Architecture Reference Collection is located at the UT’s Library and Virtual Library Resources. We

have stored reference books in the EIDA facilities and specifically in EID 102 to fulfill the need of

print and digital resource accessibility for our students and faculty. A space for a design and

architecture collection is being integrated into the design of the new building.

The SUAGM acquired Voyager in 2001, the modern integrated library-management system from the

ExLibris Company. The following modules were acquired: cataloging, acquisition, circulation, online

public access catalog, and a web-based catalog. The Voyager Systems is based on the Z39.50

protocol, thereby providing access to Internet resources. It also allows remote access from student’s

homes to the web based catalog located at (http://bv.ut.suagm.edu/es). Faculty can search the online

catalog and mark items for reserve, print, download, or e-mail the results. The Reference Area houses

the print reference collection. This is located in the first floor of the VIR building. The OPAC

provides remote access and bibliographic information on all the resources available at the Library.

The item can be searched by title, author, subjects and classification number. The information

resources are classified according to Library of Congress Classification System. The Circulation and

Reserve Area service areas are located on the second floor of the Library building. Close to the

Circulation desk there are two computers for student use. The library's collections include print,

audiovisual materials, and electronic resources. There are books, electronic books, newspapers, maps

indexes, journals, periodicals, databases and audiovisual materials. There are four areas of special

collections of notable books: Arcadio Díaz Quiñones Collection, José L. González Collection, García

Passalacqua-Acosta Collection, Edgardo Rodríguez Juliá Collection and Francisco Manrique Cabrera

Collection.

The journal collection consists of print and electronic titles. The journal print collection is housed in

the Reference Area in the first floor of the Library building. The electronic collection (journals,

databases and eBooks) is accessed through UT's Virtual Library (http://bv.ut.suagm.edu/es) remotely

from any computer device on and off campus. It is well known in the information science

professional literature that because of the explosion in publications and the constant increase in their

cost, no matter how healthy the budget of a given library might be, it is not possible to meet all the

information and research needs of the population served. In order to better serve the research needs of

the graduate students and faculty, the Library offers on-demand document delivery services. The

Library at UT offers intra-library loans within the two other Universities of the SUAGM and has

interlibrary loan agreements with others universities in Puerto Rico and the United States. Library

instruction has always been an important service provided at UT's Library. Notwithstanding, the level

of commitment and resources for well designer program of user instruction has varied over time.

Thus, the Information Literacy (IL) program requires constant revision. The goal of the IL program is

to develop in users advanced searching skills and a critical analysis of information.

http://bv.ut.suagm.edu/es




2. How does the program determine if the library collections are adequate to meet its needs?

The UT Collection Development Policy directs the library collection development activities. The

Policy specifies the mission of the university and the Programs offered by the Institution and its

University Centers. The main objective is to builds integrated and coherent library collections to

support both undergraduate and graduates programs. The emphasis is toward the acquisition of print

or licensing of full text electronic resources that directly support the various academic programs. The

acquisition levels for collecting are designed following the specifications of the Collection Building

Tool named Conspectus developed by the Research Library Group. Thus, our Collection

Development Policy has three levels of collecting: Basic, Intermediate and Advanced. The basic level

of collecting is geared to supporting the teaching and learning of technical, certification and associate

programs. The intermediate level is geared to supporting the teaching, learning and emerging research

needs of bachelor's degree. The advanced level is geared to supporting the teaching, learning, and

research needs for masters and doctoral degree students.

The library's collection includes a total of 2,887,046 of print titles (112,539 volumes), audiovisual

materials (1,994), databases (113) and electronic resources (2,886,933). There are books, newspapers,

maps, indexes, journals, periodicals, databases and audiovisual materials. The Library Catalog

integrates the collections of the other two SUAGM institutions. These resources are available in a 24

hour time period via remote access to the Virtual Library or through inter-library loan services. The

Library at UT offers interlibrary loan with other academic libraries in Puerto Rico in order to fulfill

the interlibrary loan needs for our university patrons. Teachers, students, administrators and library

staff actively participate in the recommendations, evaluations and selections of UT’s library's

resources. The Library budgets an additional $10,000 annually to purchase other journal articles on a

pay-per-view basis assuming an average cost of $33 per journal article. The current budget permits

the purchase of an additional 300 journal articles per year. The library collection development

activities are guided by its Collection Development Policy. The Policy specifies the mission of the

university and the Programs offered by the Institution and its University Centers. The main objective

is to build integrated and coherent library collections to support both undergraduate and graduate

programs. The emphasis of the policy is toward the acquisition or subscription to full text electronic

resources for reference services. The Policy’s levels of collecting are designed following the

specifications of the Collection Building Tool named Conspectus developed by the Research Library

Group.

Content Areas for the Landscape Architecture program Collection:

Architecture

Architecture, Fine and decorative

Artist-Architecture collaboration

Building construction

Civil engineering – Structural engineering (general, structural analysis), structural design

Drawing design, illustration

Interior decoration architectural decoration and ornament

Landscape Architecture

Mechanical drawing, Structural drawing, freehand drawing, projection, drawing instruments and

materials

Plant culture (Irrigation, seeds, propagation, etc.)

3. How do instructional courses integrate the library and other resources?

Technology use allows many students to be actively thinking about information, making choices, and

executing skills that are typical in professor-led-lessons. When technology is used as a tool to support


students in performing authentic tasks, students are in a better position to define their goals and

evaluate their own progress. As new technologies arise, faculty members are encouraged to

incorporate diverse types of technology (e.g., Blackboard) and modes of instruction to improve the

delivery of on-site and off-site traditional, web-enhanced, blended, and online courses. All schools

offer courses that require navigation via the UT Virtual Library and other global virtual libraries and

web sources. UT Wi-Fi access, classrooms with internet access, TVs, DLP projectors, and other

computer facilities allow faculty to enhance the teaching-learning process through these modalities.

Additionally, faculty uses blogs, chat rooms, and e-mails to enhance communication and interaction

with students, and the UT faculty webpage for electronic grade reports, student referrals, and other

services.

4. What are the hours that library is open to students and faculty?

The Library provides a reasonable and convenient schedule and reference services to students,

professors, staff and visitors. The following operating schedule responds to their needs:

Monday –Friday 7:00 a.m. - 10:30 p.m. 77.50 hours (15.5 daily hours)

Saturday 7:30 a.m. - 6:00 p.m. 10.50 hours

Sunday 10:00 a.m. - 4:00 p.m. 6.00 hours

The Library has an Electronic Information Laboratory located on the first floor of the VIR building. It

is equipped with seventy-eight (78) wireless technology computers available for the academic and

general community. The computer lab operates as follows: Monday-Thursday (8:00a.m.-9:30p.m.),

Friday (8:00a.m.-9:00p.m.), Saturday (9:00a.m.-4:30p.m.), and Sunday (12:00p.m.-4:00p.m.).

5. How does the program determine if these hours are convenient and adequate to serve the needs of

faculty and students?

Library hours are established by the VIR following student and faculty questionnaires. In addition,

EIDA has recognized the importance for students and faculty to have immediate access to reference

books during their course offerings. A student lounge area that includes reference books and a space

for studying and holding meetings was completed in May 2017. The project was designed and built

by the students as part of the Design-Build Studio of the Graduate Architecture Program.

6. How does the program assess its library resources?

The Library develops its collections according to the priorities of the programs to satisfy the

information needs of its users and actively seeks recommendations from faculty and administration

for the acquisition and development of library resources and services.

The Library is proactive in considering and foreseeing the future needs for equipment, resources,

services and technologies relevant to the varying needs of a modern student population. The Library

Assessment Plan is ongoing. It focuses on measuring the use of library resources, technologies, and

seeks to evaluate user feedback on library services.

Information on new resources necessary for new programs, new courses, curriculum revisions and

reference updates are sent to the library and is directly transformed into a work order after verifying

budget.

Faculty is given the opportunity to revise and recommend new resources on an annual basis through

AR1 reports and course syllabi. The Library Director that participates in Academic Board meetings

provides this information.


ADDENDA

A. Program Details

B. Curriculum / Syllabi

C. Student Information

D. Alumni Information

E. Faculty Information

F. Facilities Information

G. Supplemental Information

Including Student Course Work link.

Accompanying Information: This information is pending visit team appointment.

Visit Schedule (if available)

Visit Map

Include a one-page map showing the locations (labelled) of buildings, meeting locations,

lodging, library, and program resources into the SER making it easily accessible by

Visiting Team Members during the visit.


A. PROGRAM DETAILS

Faculty Resources

1. Budgeted Faculty Resources: TOTAL

Current

Year

(2017-

2018)

Last

Year

(2016-

2017)

2 Years

Ago

(2015-

2016)

3 Years

Ago

(2015-

2014)

4 Years

Ago

(20xx-

20xx)

5 Years

Ago

(20xx-

20xx)

Professors

(Tenured/Tenure-

track)

Associate Professors

(Tenured/Tenure-

track)

Assistant Professors

(Tenured/Tenure-

track)

Instructors/Lecturers

(Tenured/Tenure-

track)

Professors

(non-Ten./Ten.-track)

$8,400.00 $9,799.98



$6,999.96 $6,999.96





Adjunct Faculty


$28,816.60 $17,500.00 $14,000.00 $8,125.00

Sessional Faculty


Totals

$44,216.56 $34,299.94 $14,000.00 $8,125.00


Faculty Resources (continued)

2. Budgeted Faculty Resources: Male

Current

Year

(2017-

2018)

Last

Year

(2016-

2017)

2 Years

Ago

(2015-

2016)

3 Years

Ago

(2015-

2014)

4 Years

Ago

(20xx-

20xx)

5 Years

Ago

(20xx-

20xx)

Professors

(Tenured/Tenure-

track)


(Tenured/Tenure-

track)


(Tenured/Tenure-

track)


(Tenured/Tenure-

track)

Professors


$9,799.98



$6,999.96 $6,999.96





Adjunct Faculty


$15,166.60 $12,250.00 $7,000.00 $1,625.00

Sessional Faculty


Totals

$22,166.56 $29,049.94 $7,000.00 $1,625.00



3. Budgeted Faculty Resources: Female

Current

Year

(2017-

2018)

Last

Year

(2016-

2017)

2 Years

Ago

(2015-

2016)

3 Years

Ago

(2015-

2014)

4 Years

Ago

(20xx-

20xx)

5 Years

Ago

(20xx-

20xx)

Professors

(Tenured/Tenure-

track)


(Tenured/Tenure-

track)


(Tenured/Tenure-

track)


(Tenured/Tenure-

track)

Professors


$8,400.00







Adjunct Faculty


$13,650.00 $5,250.00 $7,000.00 $6,500.00

Sessional Faculty


Totals

$22,050.00 $5,250.00 $7,000.00 $6,500.00



4. Budgeted Faculty Resources: Race/Ethnicity

Current

Year

(2017-

2018)

Last

Year

(2016-

2017)

2 Years

Ago

(2015-

2016)

3 Years

Ago

(2015-

2014)

4 Years

Ago

(20xx-

20xx)

5 Years

Ago

(20xx-

20xx)

American Indian/

Alaska Native

Asian

Native Hawaiian/

Other Pacific Islander

Black /

African American

Hispanic /

Latino

$44,216.56 $34,299.94 $14,000.00 $8,125.00

White /

Non-Hispanic

Mixed

Unknown

Totals

$44,216.56 $34,299.94 $14,000.00 $8,125.00



5. Budgeted Faculty Resources: FTE Allocation Among Multiple Programs

FTE LA Faculty

Resources Applied to

BLA/BSLA Program

2017-2018

FTE LA Faculty


MLA Program

FTE LA Faculty


non-LA Program(s)

Professors

(Tenured/Tenure-

track)

N/A


(Tenured/Tenure-

track)

N/A


(Tenured/Tenure-

track)

N/A


(Tenured/Tenure-

track)

N/A

Professors


$8,400.00 ($18,199.98) N/A $50,400.00 ($66,149.96)



$6,999.96 ($13,999.92)

N/A $24,499.84 ($52,499.64)



N/A



N/A

Adjunct Faculty


$28,816.60

($68,441.60)

N/A $14,075.00($35,199.92)

Sessional Faculty


N/A

Totals

$44,216.56

($60,641.15)

$88,974.84

($153,849.56)



6. Budgeted Faculty Resources: Degrees

Undergrad degree in

Landscape Architecture

(BLA or BSLA)

MLA

Doctorate

Professors

(Tenured/Tenure-

track)


(Tenured/Tenure-

track)


(Tenured/Tenure-

track)


(Tenured/Tenure-

track)

Professors








Adjunct Faculty


3 (2017-2018)

8 (2014-2017)

Sessional Faculty


Totals

3 (2017-2018)

8 (2014-2017)


Other Program Resources

7. Other Budgeted Resources:

Current

Year

(2017-

2018)

Last

Year

(2016-

2017)

2 Years

Ago

(2015-

2016)

3 Years

Ago

(2015-

2014)

4 Years

Ago

(20xx-

20xx)

5 Years

Ago

(20xx-

20xx)

Guest Speakers

or Critics

$325.00

Endowed

Positions

Undergraduate

Teaching

Assistantships

Graduate Teaching

Assistantships

Undergraduate

Research

Assistantships

Graduate Research

Assistantships

(sponsored by the

institution)

Graduate Research

Assistantships

(sponsored by outside

sources)

Other

(explain)


B. CURRICULUM

1. Required / Elective Courses

Total Units/Credit Hours required to graduate: 123 credit hours

Elective Units / Credit Hours required to graduate: 3 credit hours


Group or Controlled Elective Choices Credit Hours

Natural Sciences

Required Courses Units/Credit Hours

Landscape Architecture:

LAND 110

LAND 100

LAND 101

LAND 200

LAND 201

LAND 300

LAND 301

LAND 400

LAND 401

39

Architecture

City & Regional Planning

Natural Sciences/ Technology:

INSC 101 (general education course)

LAND 150

LAND 250

LAND 251

LAND 350

LAND 351

18

Horticulture

Engineering

Art or Design:

FSDE 105

DESI 121

LAND 410

9

Computer Applications/Technology:

LAND 210

LAND 211

6

Other: General Education:

ENGL 152

ENGL 153

ENGL 231

SPAN 152

SPAN 250

SPAN 255

MATH 120

HUMA 111

SOSC 111

27

Other: History/Theory:

HIDE 100

HIDE 106

HIDE 115

9

Other: Practice:

DESI 315

LAND 340

LAND 440

ENTR 360

12


Social Sciences

English, Speech, Writing

Other

Free Electives 3

2. Typical Program of Study

Fall Spring

First Year LAND 110 (3) LAND 101 (3)

LAND 100 (3) LAND 150 (3)

FSDE 105 (3) LAND 210 (3)

DESI 121 (3) SPAN 152 (3)

MATH 120 (3) HUMA 111 (3)

Second Year LAND 200 (3) LAND 201 (3)

LAND 211 (3) LAND 251 (3)

LAND 250 (3) HIDE 106 (3)

HIDE 100 (3) ENGL 152 (3)

INSC 101 (3) SPAN 250 (3)

Third Year LAND 300 (6) LAND 301 (6)

LAND 350 (3) LAND 351 (3)

LAND 340 (3) SPAN 255 (3)

HIDE 115 (3) SOSC 111 (3)

ENGL 153 (3)

Fourth Year LAND 400 (6) LAND 401 (6)

LAND 410 (3) LAND 440 (3)

DESI 315 (3) ENTR 360 (3)

ENGL 231 (3) Elective (3)


3. Landscape Architectural Courses Offered During Past Academic Year1

Course Title Course

Number

Instructor Credit Hours Contact Hours /

Week

# of

Students

Landscape Design

History and Theory:

Natural and

Constructed

Environments, 1500-

today

HIDE

115

Yazmín

Crespo

3 3 12

Landscape

Architecture Design

II: Planting Design:

Residential and

Small-Scale Projects

LAND

101

3 3 10

Landscape

Architecture Design I:

Design Principles and

Landscape

Architecture

Communication

LAND

100

José R.

Ramírez

3 3 14

Introduction to

Landscape

Architecture: Reading

the Landscape

LAND

110

3 3 12

Landscape

Architecture Design

II: Planting Design:

Residential and

Small-Scale Projects

LAND

101

Luis Pérez 3 3 4

Introduction to Site

Analysis and System

Technology

LAND

150

3 3 10

CAD for Landscape

Architecture

LAND

211

3 3 6

Site Design LAND

251

3 3 5

Introduction to CAD

for Landscape

Architecture

LAND

210

3 3 10

Landscape

Architecture Design

IV

LAND

201

3 3 3

Landscape

Architecture Design

III

LAND

200

3 3 3

Landscape

Architecture Design V

LAND

300

Cynthia

Burgos

6 6 5

Internship LAND 3 3 5

1 Annual report curriculum Question 14


440

Senior Design Project

I

LAND

400

Teresita Del

Valle

6 6 5

Senior Design Project

II

LAND

401

6 6 5

Landscape

Architecture Design

VI: Urban Forest and

Planning Issues

LAND

301

Humberto

Betancourt

6 6 5

Introduction to

Landscape

Architecture: Reading

the Landscape

LAND

110

3 3 12


C. STUDENT INFORMATION

1. Overview

Academic Year

In-State Out-of-State Foreign TOTAL

Male Female Male Female Male Female Male Female

Current Year 24 17 n/a n/a 1 n/a 25 17

1 Year Ago 16 11 n/a n/a 1 n/a 17 11

2 Years Ago 8 7 n/a n/a 1 n/a 9 7

3 Years Ago 10 4 n/a n/a n/a n/a 10 4

4 Years Ago n/a n/a n/a n/a n/a n/a n/a n/a

2. Ethnic Group/Diversity

% American Indian __100% Hispanic

% Black (non-Hispanic) % Caucasian

% Asian or Pacific Islander % Other

3. Applications

Current

Year

Last year 2 Years

Ago

3 Years

Ago

4 Years

Ago

5 Years

Ago

Total number of

applications

88 76 40 26 n/a n/a

Applications from

males

63 59 22 16 n/a n/a

Applications from

females

25 17 18 10 n/a n/a


4. Enrollments

Current Year Last year 2 Years Ago 3 Years Ago 4 Years Ago 5 Years Ago

Total enrollment 42 28 16 14 n/a n/a

Males 25 17 9 10 n/a n/a

Females 17 11 7 4 n/a n/a

5. Student Ethnic Backgrounds

Caucasian African-

American

African Descent Asian/

Pacific

Hispanic Native American Other

Total 42

Males 25

Females 17

The following is a link to published student retention rates.

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/RETENTION%20RATES%202015-

2016.pdf

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/RETENTION%20RATES%202015-2016.pdf

http://ut.suagm.edu/sites/default/files/uploads/Design-Architect/RETENTION%20RATES%202015-2016.pdf


D. ALUMNI INFORMATION

1. Degrees Awarded

Academic Year Males Females TOTAL

Current Year

2 1 3

1 Year Ago

2 Years Ago

3 Years Ago

4 Years Ago

5 Years Ago

6 Years Ago

2. Record of Advanced Study

Institution Degree Number of

Students

Year LA degree

awarded

Year advanced

degree awarded

N/A


3. Current Employment

Present Occupation Males Females TOTAL

Advanced Study and Research

Teaching

Private Practice

Public Practice

Landscape Hort./Design Build

Volunteer Service (Specify)

Other (Specify)

Unknown

TOTAL

N/A N/A N/A


E. FACULTY INFORMATION

1. Previous and Present Faculty

Rank/Title Current

2017-2018

1 Year Ago

2016-2017

2 Years Ago

2016-2015 TOTAL

Professor/LA

1 1 0 2

Assoc. Professor/LA

1 1 0 2

Asst. Professor/LA

N/A N/A N/A N/A

Instructor

N/A N/A N/A N/A

Asst. Professor/Arch.

N/A N/A N/A N/A

Visiting Lecturer/ Adjunct

5 4 4 13

TOTALS

7 6 4

2. Instructional Assignments

Faculty member

Degree

Teaching %

Research

%

Service

%

Admin /

other %

TOTAL

%

Lan

d.

Arc

h.

Bac

hel

ors

Pro

gra

m

Lan

d.

Arc

h.

Mas

ters

Pro

gra

m

Oth

er

non-L

. A

.

pro

gra

ms

Yazmín Crespo MArch 15% N/A 15% 10% 10% 50% 100%

Eugenio Ramírez MArch 15% N/A 70% 5% 10% N/A 100%

José R. Ramírez MArch 20% N/A 65% 5% 10% N/A 100%

Luis Pérez MLA 80% N/A 15% 5% N/A N/A 100%

Teresita Del Valle MLA 100% N/A N/A N/A N/A N/A 100%

Cynthia Burgos MLA 95% N/A N/A N/A 5% N/A 100%

Humberto Betancourt MArch 50% N/A 50% N/A N/A N/A 100%

3. Courses Taught by Individual Faculty Members


Course Taught Course

Number

Term Credit

Hours

Contact Hrs /

Week

Number

Of Students

FTE Students

Yazmín Crespo HIDE

115

FS

2017

3 3 12 2.4

LAND

101

SS

2018

3 3 10 2

LAND

101

SS

2015

3 15 10 2

Eugenio

Ramírez

LAND

201

SS

2017

3 3 5 1

LAND

250

FS

2015

3 3 5 1

José R. Ramírez LAND

100

FS

2017

3 3 14 2.8

LAND

110

SS

2018

3 3 12 2.4

LAND

100

FS

2016

3 3 6 1.2

LAND

110

SS

2017

3 3 16 3.2

Luis Pérez LAND

101

FS

2017

3 3 4 0.8

LAND

150

FS

2017

3 3 10 2

LAND

211

FS

2017

3 3 6 1.2

LAND

251

SS

2018

3 3 5 1

LAND

210

SS

2018

3 3 10 2

LAND

201

SS

2018

3 3 3 0.6

LAND

200

SS

2018

3 3 3 0.6

LAND

200

FS

2016

3 3 5 1

LAND

340

FS

2016

3 3 5 1

LAND

350

FS

2016

3 3 6 1.2

LAND

351

SS

2017

3 3 5 1

LAND

210

SS

2017

3 3 6 1.2

LAND FS 3 3 6 1.2


211 2015

LAND

251

SS

2016

3 3 7 1.4

LAND

101

SS

2016

3 3 7 1.4

Cynthia Burgos LAND

300

FS

2017

6 6 5 2

LAND

440

SS

2018

3 3 5 1

LAND

150

FS

2016

3 3 6 1.2

LAND

300

FS

2016

6 6 5 2

LAND

200

FS

2015

3 3 7 1.4

LAND

110

SS

2016

3 3 10 2

LAND

201

SS

2016

3 3 6 1.2

Teresita Del

Valle

LAND

400

FS

2017

6 6 5 2

LAND

401

SS

2018

6 6 5 2

Gabriela

González

LAND

410

FS

2017

3 3 5 1

Humberto

Betancourt

LAND

301

SS

2018

6 6 5 1

LAND

110

SS

2018

3 3 12 2.4

LAND

301

SS

2017

6 6 4 1.6

4. Visiting Lecturers/Critics

Name Field/Specialty Date(s) Contribution

Cynthia Burgos Landscape

Architecture

18/05/2015;

16/12/2015

16/5/2016

16/12/2016

Juror Design Review Week -LAND 101;

In-studio Critic Design Review Week -

LAND 100;


LAND 100;


LAND 251

Giovanna Berrios Landscape

Architecture

18/05/2015;

16/5/2016

Juror Design Review Week -LAND 101;

Juror Design Review Week -LAND 200

Yesenia Rodríguez Landscape 18/05/2015 In-studio Critic Design Review Week -


Architecture

16/5/2016

LAND 101;


LAND 200

Eugenio Ramírez Architecture 16/12/2015;

15/5/2017


LAND 200


LAND 301

Luis Pérez Landscape

Architecture

18/05/2015;

16/12/2015;

16/5/2016;

16/12/2016

11/01/2018


LAND 101;

Juror Design Review Week -LAND 100


LAND 250


LAND 201


LAND 300

Linda Jimenez Landscape

Architecture

16/5/2016 Juror Design Review Week -LAND 100

Manuel Redondo Architecture 16/5/2016 Juror Design Review Week -LAND 211

Michelle Colón Landscape

Architecture

16/12/2015 Juror Design Review Week -LAND 250


5. Individual Faculty Records

Name: Luis Antonio Pérez Rivera

Rank: Lecturer

Education:

Institution: Polytechnic University of Puerto Rico

Number of Years Attended: 3

Degree: Master of Landscape Architecture

Date Granted: 2014



Degree: Bachelor in Science of Civil Engineering

Date Granted: 2011

Teaching Experience:

Institution: Escuela Internacional de Diseño y Arquitectura

Years: 2014 to Present

Taught: LAND 101, LAND 150, LAND 200, LAND 201, LAND 210, LAND 211, LAND 251, LAND

340, LAND 350, LAND 351

Subjects: Residential Landscape Architecture, Site Analysis, CAD, Site Design, Site Engineering, Soils,

Grading, Professional Practice, Urban Design, Landscape Urbanism, Landscape Infrastructure,

Institutional Design, Construction Documents, Regional Planning and Design Methods


Years: 2016

Taught: LA 6320

Subjects: Soils in Construction, Site Design, Site Engineering, Grading

Practice Experience:

Firm or Agency: Infrascape, LLC

Number of Years: 2014 to Present

Responsibilities: Co-Founder / Project Manager

Firm or Agency: Municipio Autonomo de Caguas

Number of Years: 2012 to 2014

Responsibilities: Consultant

Professional Registration:

Commonwealth of Puerto Rico Landscape Architect in Training #111

Professional & Academic Activities:

Institute of Landscape Architects of Puerto Rico – Secretary

American Society of Landscape Architects – Member

College of Architects and Landscape Architects of Puerto Rico

Publications:

Therapeutic Gardens: A Guide for the Tropics

Urban Catalysis: A Landfill Redefined as Landscape Infrastructure


Contributions:

For the last four years I have acted as a professor and an active practitioner of the profession of

Landscape Architecture. I have cofounded my own practice where I have completed various projects from

schematic design to construction implementation. As an active professional on the field, I always try to

expose the students to the real world practice. I try to find new niches where we as landscape architects

can act. I bring different scenarios to class so the students can know what the practice is about in the

island and can find opportunities to be self-sustainable on our economy.


Name: Cynthia Burgos Lopez

Rank: Lecturer

Education:

Institution: University of Puerto Rico (UPRM)


Degree: Agronomy and Soils

Date Granted: 2007



Degree: Master in Landscape Architecture

Date Granted: 2010

Institution: Universidad del Turabo Graduate School of Science and Technology

Number of Years Attended: Ongoing

Degree: PhD Natural Resources Management

Date Granted: Ongoing




Taught: LAND 110, LAND 105, LAND 200, LAND 201, LAND 300, LAND 440

Subjects: Design fundaments, Reading the Landscape, Urbanism, Site Analysis, Regional Planning,

Natural Systems, Landscape Ecology, Institutional Design

Institution: Pontificia Universidad Catolica de Puerto Rico School of Architecture

Years: 2015-2016

Taught: ARAD 401

Subjects: Ecology and Environment


Firm or Agency: San Juan Bay Estuary Program


Responsibilities: Landscape Management

Firm or Agency: La Maraña: Urban Participatory Design Firm


Responsibilities: Co founder – Co director

Firm or Agency: Feria de Cultura Urbana

Number of Years: 2014

Responsibilities: Urbanism and Community Platform Coordinator

Firm or Agency: Kbzu2 Design Firm


Responsibilities: Landscape Designer & Ecology Consultant


Puerto Rico Licensed Agronomist

Planting and Forestry Professional (PF – 399) DRNA


Publications:

¨The Orchard¨ Project in collaboration with Missionary Camp ETNOS in Puerto Ayacucho, Venezuela.

Design and build of a vegetable orchard (2007)

April 15, 2013 in the ASLA (American Society of Landscape Architects) blog in the Year of Public

Service Stories. http://yps2013.asla.org/2013/04/18/en-la-grama-in-the-grass/ and in May 30,

2013 http://www.miprv.com/colorida-actividad-de-trueque-en-hato-rey/

“Radiography of Abandonment” Research funded by Community Foundation of Puerto Rico. Inventory

on Abandoned Properties in the Ponce de León Avenue in Santurce, PR 2015

Apr 04, 2016, La Maraña, Building with the Community, NotiCel, http://www.noticel.com/ahora/la-

maraa-o-cuando-se-construye-desde-la-comunidad-en-vez-de-desde-un-escritorio-video-y-

galera_20170823014003395/609908550

Creative Time Summit Presenter, 2016

Artplace National Creative Placemaking Fund 2017 Recipient

Landscape Architecture Foundation Fellowship 2017 Shortlisted Candidate

Current Research on Abandoned Lots as Urban Forest Ecosystem Service Provider.

Contributions:

I am a practitioner of participatory design with communities in need. I have brought that experience, first

hand, to my students with projects in the field where they have had the opportunity to work with

community leaders. I also have extensive knowledge in natural systems and plant material.

http://yps2013.asla.org/2013/04/18/en-la-grama-in-the-grass/

http://www.miprv.com/colorida-actividad-de-trueque-en-hato-rey/

http://www.noticel.com/ahora/la-maraa-o-cuando-se-construye-desde-la-comunidad-en-vez-de-desde-un-escritorio-video-y-galera_20170823014003395/609908550




Name: Humberto J. Betancourt

Rank: Lecturer

Education:

Institution: The Copper Union Irwin S. Chanin School of Architecture


Degree: Bachelor of Architecture

Date Granted: 1982




Taught: LAND 110, LAND 301

Subjects: Design fundaments, Reading the Landscape, Urbanism

Institution: Pontificia Universidad Catolica de Puerto Rico School of Architecture

Years: 2015-2016

Subjects: Architectural Design

Institution: Polytechnic University of Puerto Rico New School of Architecture

Years: 2015-2016


Institution: The Catholic University of America School of Architecture

Years: 1995-2003


Institution: Universidad de Puerto Rico School of Architecture

Years: 1988-1994



Firm or Agency: Sierra Cardona Ferrer


Responsibilities: Architect

Firm or Agency: Cabrera Barricklo Architects



Firm or Agency: Alexander McIlvaine Architects



Firm or Agency: Alan Gaynor & CO Architets



Firm or Agency: Betancourt & Malek Associates


Responsibilities: Architect Cofounder


Firm or Agency: Studio +




Commonwealth of Puerto Rico Professional Architect #9655


College of Architects and Landscape Architects of Puerto Rico

Association of Collegiate Schools of Architecture

Publications:

arq.i.tec, arquitectura.imagen.tecnología. Year 5 / Volume 2 / Special Edition. arq(i)folio 5.2 Arquitectura

en la UPR. Science and Technology Complex. Universidad de Puerto Rico en Bayamón, Bayamón, PR.

2011

Contemporary Architecture in Puerto Rico 1976-1992, San Juan. Mayagüez Municipal Marina and

Proposed Waterfront Development, Mayagüez, PR. Master plan proposal with Gaspare Malek. Catalog

for the exhibition Contemporary Architecture in Puerto Rico 1976-1992.

La Ciudad Somos Todos, proceedings of the Third Conference on Architecture and Urbanism in the

Antilles in Santiago de los Caballeros, the Dominican Republic. The Other Antillean City: Continuity and

rupture of the traditional city, with Edwin Quiles and Leopoldo Czeplowodzki, 1991

Contributions:

I am an educator in the field of architecture and urban design with more than 30 years of experience. I

seek to bring out the best in my students through critical thinking, conceptualization and design ideation.

My years of practice in New York led me to learn more about urban design in one of the largest

metropolises in the world, knowledge that I seek to impart to my students.


Name: Yazmín M. Crespo Claudio

Rank: Instructor

Education:

Institution: Graduate School of Design Harvard University 2005


Degree: Master in Design Studies

Date Granted: 2004

Institution: College of Architecture Art and Planning Cornell University


Degree: Master in Architecture

Date Granted: 2000




Date Granted: 1999



Degree: Bachelor in Environmental Design

Date Granted: 1997




Taught: LAND 101, HIDE 115

Subjects: Residential Landscape Architecture, Design Composition, Research, Theory, History

Institution: Inter American University of Puerto Rico

Years: 2012 to 2014

Taught: Subjects: Design

Institution: Inter American University of Puerto Rico

Years: 2012 to 2014

Taught: Subjects: Design


Years: 2010 to 2014

Taught: Subjects: Architecture


Years: 2012 to 2014


Institution: Elisava Escola Disseny Barcelona

Years: 2012


Taught: Subjects: Summer Program Faculty

Institution: School of Architecture New York Institute of Technology

Years: 2005 to 2009


Institution: Graduate School of Design Harvard University

Years: 2005


Institution: College of Architecture Arts and Planning Cornell University

Years: 2000



Years: 1997



Firm or Agency: Taller Creando Sin Encargos


Responsibilities: Cofounder - Designer

Firm or Agency: Perkings Eastman Architects


Responsibilities: Associate Designer

Firm or Agency: JLP Architect




Puerto Rico Architect in Training

American Instute of Architects

Publications:

Structural Glass Facades and Enclosures by Mic Patterson. Chapter 17: TKTS BOOTH and Revitalization

of Father Duffy Square. The Glass Grandstand New York City Wiley Publishers, 03.2011, work featured

Cities : X Lines : Approaches to City and Open Territory Design by Joan Busquets in collaboration with

Felipe Correa. Nicolodi Editore, May 2007, research assistant.

The Renaissance Perfected: Architecture, Spectacle, and Tourism in Fascist Italy by Medina Lasansky.

Penn State Press, 2004, drawings featured

UIA Barcelona 96’ Competitions by Peter Buchanan and Josep Martorell. 1996, work featured


“Productora” by Yazmín M. Crespo / Polimorfo Journal v.3: Architecture to come. / Universidad

Politécnica de Puerto Rico : 2013

“Cinco espacios nuevos para la representación artística y el performance” by Entorno / Revista

ENTORNO v.20 : Sube el Telón / Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico : 2012,

students’ work featured

“ParkINside “ / Universidad Politécnica de Puerto Rico [de]BRIEF 20_TWELVE. PUPR: 2013, students’

work featured “Cinema Paradiso” [de]BRIEF 20_TWELVE. PUPR: 2013, students’ work featured

“Learn + Play + Display” by Yazmín M. Crespo. Revista InForma 9: Diseño. Publicado: 2013, work

featured.

Contributions:

I have extensive experience in the field of architecture and education. With more than 20 years as an

educator in the theory and conceptualization of architecture, I seek to motivate the student with avant-

garde ideas. In addition, I have extensive experience in participatory design and I include my students in

these types of projects.


Name: Teresita M. Del Valle Bertrand

Rank: Lecturer

Education:



Degree: Master in Landscape Architecture

Date Granted: 2014




Date Granted: 2004




Taught: LAND 400, LAND 401

Subjects: Thesis and Research


Firm or Agency: TMDV Architects and Landscape Architects


Responsibilities: Founder - Principal

Firm or Agency: RCMdO Arquitectos


Responsibilities: Project Manager – Architect – Landscape Architect

Firm or Agency: Dunas Construction



Firm or Agency: Alvarez Diaz Group


Responsibilities: Architect in Training

Firm or Agency: Toro Ferrer Arquitectos


Responsibilities: Architect in Training


Puerto Rico Licensed Architect

Puerto Rico Landscape Architect in Training

Publications:

Cornell Works, Hotel/Marina Morristown NY, 2003, work featured

Bustler, Utopia One, 2009, work featured


Design Boom, Utopia One, 2009, work featured

Guateque de Arte y Sabor, Desigualdad del tiempo, 2013, short essay

Contributions:

I am an architect and landscape architect. I have extensive experience in the management of construction

and design projects. I also have my own firm where I practice architecture and landscape architecture. I

seek to expose my students to practice and construction. I also guide my students in their design research.


Name: Eugenio M. Ramírez Ballagas

Rank: Multi-annual full time professor

Education:

Institution: Virginia Polytechnic Institute and State University

Number of Years

Attended: 2

Degree: Master of Architecture

Date Granted: 1999

Institution: University of Puerto Rico School of Architecture



Date Granted: 1997


Institution: International School Of Design and Architecture


Taught: Landscape Architecture (LAND 201, LAND 250), Interior Design, Architecture (Master’s

Program), Architectural Drafting

Subjects: In LA: materials and methods; recreational and commercial landscape design

Institution: Polytechnic University of Puerto Rico School of Architecture

Years: 2016

Taught: Third year Architectural Design Studio

Subjects: Multi story mixed use building in an urban context

Institution: Pontifical Catholic University of Puerto Rico School of Architecture

Years: 2016

Taught: First and Fifth year Architectural Design Studios, Sustainability and Technologies I

Subjects: Architectural design skills, Lighting and Acoustics


Years: 2002-2017

Taught: Architectural Design Studios I, II, IV and Graduate, Thesis advisor

Subjects: Architectural design skills


Firm or Agency: ERERAS arquitectos PSC I San Juan, PR

Number of Years: 2009- present

Responsibilities: Founder, Principal

Firm or Agency: The Arc Development Group Llc, Caguas PR

Number of Years: 2010- 2013

Responsibilities: Co-Founder, Principal

Firm or Agency: Fuster & Partners, San Juan PR


Responsibilities: Project architect, Designer


Firm or Agency: Luis Flores Arquitectos, San Juan PR



Firm or Agency: State Historic Preservation Office, San Juan PR


Responsibilities: Project Manager

Firm or Agency: Works Architecture, Alameda CA



Firm or Agency: Lundeberg Design Studio, San Francisco CA


Responsibilities: Designer

Firm or Agency: South Park Fabricators / Sand Studios, San Francisco CA

Number of Years: 2000-2001

Responsibilities: Designer


Puerto Rico Licensed Architect


American Institute of Architects, Board of Directors Member

Puerto Rico_Restart Workshop, Lecturer, visiting critic

‘Vivienda y Comunidades’, Retoño Organization Forum, Lecturer

‘Cuatro Prácticas en Una’, UPPR Lecture Series, Lecturer

Publications:

‘Community participative architectural design in Buena Vista -Hato Rey - Caño

Martin Pena, (XV Researchers’ Annual Meeting, University of Turabo, 2017)

‘An Architectural Approach to the Design of a Student Centered Active Learning Environment with

Upside Pedagogy’, (XVI Researchers’ Annual Meeting, University of Turabo, 2018)

Magazines, work featured

“ERERAS arquitectos PSC” / DESRUPT Magazine/ Year 1o vol. 02 / Work featured in Folio, 2016

“Malecón de Arroyo” / Arq.i.tec / Year 10 vol. 01 / Work featured, 2015

Area Magazine / Vol.5 spring 2015 / “Vistculo con la costa / p. 135-137 / Work featured, 2015

“Conversar/Conservar” Entorno 2 / Work featured, 2013

“Vivienda Acequible” Entorno 2 / Work featured, 2012

“Te quiero Verde” Entorno 13 / Work featured, 2009

“20 firmas/ 40 proyectos” Arq.i.tec #43 / Año 5 Vol. 3 / Work featured, 2009

“30 firmas/ 65 proyectos” Arq.i.tec #42 / Año 5 Vol. 2 / Work featured, 2009


“South Park Fab.” 7x7 San Francisco. 02-03/2002 p.72 75 / Work featured, 2002

“ Lighting... A new West Coast firm fabricates custom lighting and architectural forms” Architectural

Record 02-2001pp. 180-182. / Work featured, 2002

Contributions:

Licensed architect with 18 years of professional experience concentrated in design, construction and

construction management. In his 16 years of experience in education he has been able to teach and

explore different relationships between academy and professional practice. He has influenced students in

different universities by means of his lectures.


Name: José Rafael Ramírez Rivera

Rank: Full time professor

Education:


Number of Years

Attended: 3

Degree: Master of Architecture

Date Granted: 1988




Date Granted: 1985


Institution: International School of Design and Architecture


Taught: Landscape Architecture (LAND 100, LAND 110), Interior Design, Architecture (Master’s

Program), Architectural Drafting

Subjects: In LA: Visual Communication, Sketching, Technical Drawing, Manual Drafting, Presentation

Techniques, Architectural Models, Design Principles and Fundamentals, Small Scale Landscape Design

Projects


Years: 1994-1996

Taught: ARQU 6313

Subjects: Thesis Advisor


Firm or Agency: Arquitectos Ramírez Castillo, San Juan, P. R.


Responsibilities: Founder, Principal

Firm or Agency: EM Arquitectos, San Juan, P. R.


Responsibilities: Co-Founder / Senior Architect / Urban Designer


Puerto Rico Licensed Architect #10480


Wanted: Diseño Puertorriqueño, Interior Design Charrette Mentor and Lecturer

Proyecta Diseño, High School Students Design Workshop

Parking Day, Students Mentorship

Taller Creando sin Encargos, Community workshops Collaborator

Publications:

‘Plan de reformas para la Villa de La Parguera’, (Thesis, UPR, May 1988).


‘Vivienda Aislada, ¿por qué?’, (Design Competition Entorno Magazine, 2005).

‘Una arquitectura para el encuentro con el mar’, (XV Researchers’ Annual Meeting, University of

Turabo, 2017)

‘Arquitectura brega’, (XVI Researchers’ Annual Meeting, University of Turabo, 2018)

Contributions:

Licensed Architect with 30 years of professional experience concentrated in architectural design, urban

design and construction documents. His design work has been awarded in many instances. During his 12

years of academic experience his visions of contextual and human centered design approaches and

perspectives have inspired many design students.


F. FACILITIES INFORMATION

Program Facilities

Room # Size (SF) Max. Capacity

Normal Max. Users

Type of Space (studio,

office, storage, etc.)

Shared Use (S)

Exclusive Use (E)

EID 106 A 400 14 Studio S

EID 106 B 400 14 Studio S

EID 106 C 500 16 Studio S

EID 106 D 400 14 Studio S

EID 106 E 400 14 Studio S

EID 106 F 500 16 Studio S

EID 106 S 400 14 Study area (Open) S

EID 104 954 14 Computer lab S




As planned, the schematic drawings and construction plans for the new building for the EIDA have been

completed. The building was expected to be in construction and inaugurated during the upcoming years,

however, the Master Plan for the institution is being reevaluated considering the aftermath of Hurricane

Maria. A meeting will be held during April 2018 regarding the programming of the construction and the

Office of Strategic Planning and Institutional Effectiveness with the Chancellor will provide an official

communication on the final decision.



G. SUPPLEMENTAL INFORMATION

Student Work for Accreditation Review

https://1drv.ms/f/s!Al5lEl21Gz6mi3f9WYnk0fAnuww2

Other Information

1. Descriptions of all courses offered within the curriculum of the Bachelor of Science in Landscape

Architecture Degree.

http://ut.suagm.edu/sites/default/files/uploads/Asuntos-Academicos/Catalogos/Subgrad/UT-Catalog-

Undergraduate-Programs-2016-17.pdf

2. Studio Culture Policy

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/STUDIO%20CULTURE%20POLICY%20rev%

202017.pdf

3. Self-Assessment Policies and Objectives

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Institutional-Effectiveness-Student-Learning-

Assessment-Plan.pdf

4. Policies on academic integrity for students


5. Information resources policies including collection development

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Library-and-Learning-Resources-2015.pdf

6. The institution’s policies and procedures relative to EEO/AA for faculty, staff, and students.

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Politica_de_Igualdad_de_Oportunidad_de_Empl

eo_y_Accion_Afirmativa.pdf

7. The institution’s policy regarding human resource development opportunities, such as sabbatical,

research leave, and scholarly achievements.

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Manual-Profesorado-Agosto-2015.pdf

8. The policies, procedures, and criteria for faculty appointment, promotion, and when applicable, tenure.


https://1drv.ms/f/s!Al5lEl21Gz6mi3f9WYnk0fAnuww2





http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Institutional-Effectiveness-Student-Learning-Assessment-Plan.pdf

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Institutional-Effectiveness-Student-Learning-Assessment-Plan.pdf


http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Library-and-Learning-Resources-2015.pdf

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Politica_de_Igualdad_de_Oportunidad_de_Empleo_y_Accion_Afirmativa.pdf

http://ut.suagm.edu/sites/default/files/uploads/EIDA/pdf/Politica_de_Igualdad_de_Oportunidad_de_Empleo_y_Accion_Afirmativa.pdf

