i
University of Puerto Rico – Aguadilla Campus
Office Systems Department
i
TABLE OF CONTENTS
General Information
Executive Summary ....................................................................................................................... 1
Institutional Overview ................................................................................................................... 2
Standards and Criteria
Standard 1 – Leadership............................................................................................................... 24
Standard 2 – Strategic Planning ................................................................................................... 39
Standard 3 – Student and Stakeholder Focus ............................................................................... 61
Standard 4 – Measurement and Analysis of Student Learning and Performance........................ 76
Standard 5 – Faculty and Staff Focus ........................................................................................ 121
Standard 6 – Educational and Business Process Management .................................................. 157
List of Appendixes
Institutional Overview
Appendix IO-1 UPR-Aguadilla General Catalog 2009
Standard 1 – Leadership
Appendix 1.1 – Program‘s Code of Ethics
Appendix 1.2 – Internal Program Regulation
Appendix 1.3 – UPR General Bylaws
Appendix 1.4 – UPR Student‘s Bylaws
Standard 2 – Strategic Planning
Appendix 2.1 – Functions by Committee
Appendix 2.2 – Departmental Committees 2007-2008 and 2008-2009
Standard 3 – Student and Stakeholder Focus
Standard 4 – Measurement and Analysis of Student Learning and Performance
Standard 5 – Faculty and Staff Focus
Appendix 5.1 – Faculty Curriculum Vitae
Appendix 5.2 – Faculty Evaluations 2007-2010
Standard 6 – Educational and Business Process Management
Appendix 6.1 – UPR Board of Trustees Certification No. 43-2006-07
1
I. EXECUTIVE SUMMARY
Introductory paragraph
The University of Puerto Rico was founded by an act of the Legislative Assembly on
March 12, 1908. The organization and mission of the UPR are based on the University Law
approved on January 20, 1966 and amended on June 16, 1993. The University of Puerto Rico
(UPR) is the only public higher education institution in Puerto Rico. It has a strong tradition of
and commitment to providing an outstanding education and graduating well-prepared students.
The UPR consists of eleven institutional autonomous units, three graduate campuses and eight
four-year colleges. It is one of the premier Hispanic Serving Institutions. The Board of Trustees
of the University of Puerto Rico is the governing board of the University and fosters an
environment of continuous improvement in all academic and administrative endeavors. The UPR
is committed to continue being a strong teaching institution and becoming an outstanding
research university.
The University of Puerto Rico has been accredited by the Puerto Rico Council of Higher
Education and the Middle States Commission of Higher Education (MSCHE). In June 2004, the
Board of Trustees approved Certification number 136 – Institutional policy for the evaluation of
the institutional effectiveness and Certification number 138 –Institutional policy for the
professional accreditation of the academic programs and services of the UPR, which requires that
all academic programs susceptible to a professional accreditation must be accredited. To
implement the requirements of Certification number 138, the Vice Presidency of Academic
Affairs appointed an accreditation coordinator for the Office Systems Programs of the eight
campuses across the system, all of which are mainly teaching institutions.
The University of Puerto Rico in Aguadilla started to offer a Baccalaureate Degree in
Office Systems in 1994. Our student population comes mainly from the Northwest Region of
Puerto Rico. Our curriculum prepares students to satisfy business and institutional requirements
for administrative support and supervisory personnel as well as for specialized office personnel.
Our main goal is to prepare students with the knowledge and skills to succeed in an office
environment in a global economy. Our curriculum is designed to help students develop aptitudes,
behaviors, and the necessary tools toward their individual growth which maximize their
employment opportunities. Specifically, it develops cognition and skills longitudinally along
three parallel tracks: in managing the office environment and relationships, in office
communication, and in document preparation and information technology. Courses are delivered
on a traditional (face-to-face), a hybrid basis (integrating electronics means and the Internet), and
online.
As a business to develop program, our mission is to offer the northwest region an office
administration program directed to developer competent professionals; framed in an education of
quality, in harmony with technological advances that will serve as an instrument to face the
challenges of the future. This Program is framed in a global market and will train the student in
the skills of oral and written communication, critical thinking, team work, ethical aspects and the
integration of technology.
2
II. INSTITUTIONAL OVERVIEW
A. Contact Information
Name of institution:
Name of business school or program:
Name/title of president/chancellor:
Name/title of chief academic officer:
Name/title of business unit head:
Academic year covered by the self-study:
University of Puerto Rico at Aguadilla
Office Systems Department
Ivelice Cardona Cortés, Chancellor
Sonia Rivera, Dean of Academics Affairs
María de los A. Ortiz, Office Systems
Department Director
2009-2010
The institution’s self-study coordinator contact information:
Name: Beatriz Guerrero Cabán, Instructor
Campus Address: Box 6150
City: Aguadilla, Puerto Rico 00604
Phone: 787-890-2671 Ext. 464 Fax: 787-890-5840
E-Mail: beatriz.guerrero1@upr.edu
The primary institutional contact information during the accreditation site visit:
Name: Ivelice Cardona Cortés
Title: Chancellor
Campus Address: PO Box 6150
City: Aguadilla
State/Province: Puerto Rico
Zip/Postal Code:
Phone:
00604-6150
(787) 890-2681, ext. 285 Fax: (787) 891-3455 E-mail: ivelice.cardona@upr.edu
Individuals who helped prepare the Self-study of the Office Systems Department,
Aguadilla Campus
Prof. María de los A. Ortiz, Chair Department
Date of submission of the self-study:
30th day of January of 2011
III. Review of All Academic Activities
b. Business Courses Offered by Business Unit
a. Bachelor in Office Systems
b. Required credits: 132
a. General Education: 33
b. Business/business related credits: 56 (core courses)
c. Additional related credits: 43
Major
B.A. in Office
Systems
Minimum
Credit Hours
in General
Education
33
Business
Core
Requirements
Requirements
Beyond Core
Business
Electives
General
Electives
Credit Hours
56
19
12
12
Total Credit
Hours
Required for
Graduation
132
3
Core Requirements (56)
Code
SOFI-3005
SOFI-3015
SOFI-3017
SOFI-3105
SOFI-3125
SOFI-3210
SOFI-3215
SOFI-3218
SOFI-3305
SOFI-3315
SOFI-3327
SOFI-3328
SOFI-3355
SOFI-3357
SOFI-4005
SOFI-4038
SOFI-4985
Course name
Basic Typewriting
Computer Concept
Interpersonal Office Relations
Documents Production I
Word Processing
Documents Administration
Speedwriting in Spanish
Documents Productions II
Information Processing
Speedwriting in English
Spanish Transcription
English Transcription
Administrative Office Procedure
Elementary Procedures of Accounting
Integration of Programs for Electronic
Information Processing
Administrative Office Management
Internship Practicum Seminar
Total
Crds.
3
3
3
2
2
3
5
2
2
5
4
4
3
3
4
3
5
56
Minimum Credit Hours in General Education (33)
Code
CIBI-3001
CIBI-3002
ó CIFI-3001
ó CIFI-3002
CISO-3121
CISO-3122
ESPA-3101
ESPA-3102
HUMA-3111
HUMA-3112
INGL-3101
INGL-3102
MATE-3001
Course name
Biology Science I
Biology Science II
Physical Science I
Physical Science I
Social Sciences I
Social Sciences II
Basic Spanish I
Basic Spanish II
Compendium of Western Culture I and II
Compendium of Western Culture III y IV
Basic English I
Basic English II
Introductory Mathematics
Total
Crds.
3
3
3
3
3
3
3
3
3
3
3
3
3
33
Requirements Beyond Core (19)
Code
Course name
ESCO-3005
ESCO-3006
INCO-3005
INCO-3006
INCO-3025
INCO-4035
INCO-4055
PSIC-3005
ó PSIC-3116
ó SOCI-3285
Oral/written communication in Spanish I
Oral/written communication in Spanish II
Business Communication I
Business Communication II
Conversational English
Crds.
English Translation
Advanced Conversational English
General Psychology
Industrial psychology
Group Dynamics
Total
3
3
3
3
1
2
1
3
3
3
19
4
Table 3. Review of all Academic Activities
Programs
Program
Administered by
Business Unit
Program to be
Accredited by
ACBSP
Yes
Yes
B.A. in Office Systems
Number of
Degrees
Conferred
During Self
Study Year
26
IV. ORGANIZATIONAL CHARTS
A. Description of the educational system and the institution’s governing body.
The University of Puerto Rico (UPR) is the only public higher education institution in
Puerto Rico. Since the enactment of the University Law of 1966, the UPR has been administered
first by the Puerto Rico Council on Higher Education (PRCHE), which served as a board of
trustees to the UPR and as the accreditation agency for post-secondary educational institutions,
and now by its own Board of Trustees. The Law of 1966 established three main campuses (Río
Piedras, Mayaguez and Medical Sciences), two baccalaureate colleges (Cayey and Humacao)
and four regional (community) colleges. The former PRCHE, as board of trustees of the UPR,
created the Administration of Regional Colleges by Certification number 25 1970-71. The
Administration of Regional Colleges had the same rights and duties of a Campus and it was
responsible for examining and reviewing the operating, financing and academic plans of the
regional colleges under its jurisdiction. The Law of June 16, 1993 amended the University Law
of 1966 so that the Board of Trustees administers the UPR system while PRCHE, since then a
separate entity, licenses all institutions of higher education on the island. The Board of Trustees
created by the amended University Law of 1996 approved a plan under Certification number 55
1997-98 to convert each regional college under the jurisdiction of the Administration of Regional
Colleges into autonomous campuses.
Now, the UPR consists of eleven institutional autonomous units. The Board of Trustees
of the University of Puerto Rico is the governing board of the University. Its membership
consists of ten private citizens who represent the public interest in higher education, two Faculty
members, and a student representative. The Governor of Puerto Rico, with the advice and
consent of the Senate of Puerto Rico, appoints the public interest representative. The Faculty and
student representatives are elected among the no-university administration members of the
University Board. Members representing the public interest may be reappointed to additional
terms as long as the total time served does not exceed eight years. The Board of Trustees elects
its president from among its members and is responsible for examining and reviewing the
budgetary and institutional development plans of the University; authorizing the creation of new
campuses, centers and other institutional units; appointing the President, Chancellors and the
Directors of each autonomous unit; defining the rights and duties of the various constituents of
the institutional community; defining student financial aid standards; and preparing an annual
report to the Governor and the Legislature on the state of the University of Puerto Rico. The
Board of Trustees of the UPR meets in regular public sessions according to an annual schedule
5
which it approves and publishes each year. Extraordinary meetings may be held at other times as
determined by its president or requested by five of its members.
The President of the University, the chief executive officer of the University System, is
appointed to an indefinite term by the Board of Trustees. Subject to the approval of the Board,
the President appoints the Chancellors to the various campuses; represents the University on
corporate matters before the courts and government agencies; is an ex-officio member of all the
UPR‘s faculties, academic senates and administrative boards; is responsible for submitting an
annual budget, an annual report, the institutional development plan and its revisions, regulations,
contracts and agreements, which require university approval; and develops and maintains
relationships with other cultural and educational institutions.
The University Board is constituted by the President of the University, eleven
Chancellors representing each autonomous institutional unit, a financial director, three additional
members appointed by the President with the approval of the Board of Trustees, one Faculty
representative from each Academic 6 Senate, and one student representative from each unit. The
Board is responsible for the preparation of the general by-laws of the University, general by-laws
of the student body, and the university's strategic plan with recommendations from the Academic
Senates. These documents are submitted to the President and the Board of Trustees for their
consideration and approval. The Board also considers the integrated university budget and is the
first avenue of appeal against any decision taken by the Administrative Board or the Academic
Senate of an autonomous unit.
The Chancellor of each Campus is the chief executive officer of the institutional unit. The
Chancellor‘s main responsibilities include: presiding the Administrative Board, the Academic
Senate and Faculty meetings; appointing the deans, department directors and university
personnel; resolving controversial appeals against decisions made by deans; representing its
Campus at functions, ceremonies and academic activities; and preparing the Campus' annual
report and budget petition for submission to the President.
The Administrative Board of each Campus consists of the Chancellor as presiding
officer, the Deans, two academic senators elected among those Faculty members of the Senate
who are not ex-officio, and an elected student representative. The President of the University
serves as an ex-officio member. The Board acts as an advisory body to the Chancellor, prepares
the development plan of the Campus, and approves the proposed budget prepared by the
Chancellor, and grants tenure, promotions and leaves of absence.
The Academic Senate of each Campus is composed by members of the Administrative
Board, the Director of the Library, representatives elected from the faculties (whose total number
must not be less than twice the number of the ex-officio members), an elected member of the
Library and Counseling Office, and student representatives. The Academic Senate is the official
forum of the academic community and its main task is to participate in the formulation of
academic processes within the University's legal structure.
The Faculty is composed of the Chancellor, the Deans, Department Directors and
teaching personnel. The UPR‘s General Regulations define the Department Chair's functions,
6
duties and rights. The Department Chair, as the chief executive officer of the Department,
preside Faculty meetings, represents the Department, and is responsible of channeling Faculty
meeting decisions through the University‘s legal and administrative structure. The Department
Chair is also ex-officio president of all Faculty committees, except the Personnel Committee, in
which he or she is a member. The UPR‘s General Regulations define Faculty members‘ duties
and responsibilities, which include, among others, attending Faculty and institutional meetings,
participating in departmental and institutional discussions, expressing opinions and suggesting
recommendations, behaving with intellectual honesty, keeping up to date in their disciplines,
participating in professional development activities, and fulfilling their responsibilities according
to their academic workload.
7
University of Puerto Rico at Aguadilla
Office Systems Department
Flowchart of the Office Systems Department
Chancellor
Prof. Ivelice Cardona Cortés
Dean of Academic Affairs
Dr. Sonia Rivera
Office Systems
Department Director
Prof. María de los A. Ortiz
Administrative
Secretary IV
Ms. Ivette Rivera
Pro
Academic
ComputerTechnician
Mrs. Glenda Piñeiro
Faculty
B. Description of the administrative relationship between the business academic unit and the
Institution
Each Campus of the University of Puerto Rico is a co-educational, bilingual and non-sectarian
institutional unit. In addition to academic departments, it encompasses the Office of the Dean of
Academic Affairs, the Office of the Dean of Students, the Office of the Dean of Administrative Affairs
and the Office of Institutional Research and Planning.
The Office of the Dean of Academic Affairs is responsible for coordinating and supervising all
academic matters of the academic departments and the Division of Continuing Education and
Professional Studies. These include undergraduate programs, academic institutional research, continuing
education programs, and the professional enhancement of academic personnel. The office is responsible
for the assessment, planning and analysis of new curriculum proposals or changes, updating these
curriculum innovations, and developing research projects, which will contribute to academic excellence.
Other auxiliary services, such as enforcement of academic procedures and regulations, are provided to
support an efficient teaching and academic research system. The Office of the Dean of Academic Affairs
supervises the following units and programs: Admissions‘ Office, Division of Continuing Education and
Professional Studies, Library System and Registrar's Office.
8
The Office of the Dean of Students assures and maintains an optimal learning environment by
providing a variety of services and activities as support systems for the academic programs. Students are
urged to take full advantage of these services and are encouraged to participate in extracurricular
activities designed to enrich their personal development and academic growth. The Office of the Dean of
Students supervises the following units and programs: Office of Athletic Activities, Band and Orchestra,
Office of Counseling, Freshman Orientation Week, Financial Aid Office, Health Services Office,
Placement Office, Office of Social and Cultural Activities, Student Center, and the Student Exchange
Programs.
The Dean of Administrative Affairs supervises the following units and programs: Office of
Security, Communication and Transportation Office, Bookstore, Human Resources Office, Finance
Office, Physical Infrastructure Office, and Cafeteria. The Office of Institutional Research and Planning,
the Campus Computer Center and Budgeting Office are part of the administrative structure.
V. CONDITIONS OF ACCREDITATION
Description of the governing bodies which authorize the Institution to grant its degrees and
operate as an institution of higher education and review the overall quality of the programs offered by the
Institution.
Since the enactment of the University Law of 1966, the UPR has been administered first by the
Puerto Rico Council on Higher Education (PRCHE), which served as a board of trustees to the UPR and
as the accreditation agency for post-secondary educational institutions, and now by its own Board of
Trustees. The Law of June 16, 1993 amended the University Law of 1966 so that the Board of Trustees
currently administers the UPR system while PRCHE, since then a separate entity, licenses all institutions
of higher education on the island.
The PRCHE is the governmental agency responsible for coordinating all the matters related to
higher education in Puerto Rico. It is responsible for authorizing new higher education institutions in
Puerto Rico and following up on their operation, authorizing new academic programs, allocating funds for
financial assistance to students, collecting data and preparing statistics about higher education and
establishing higher education public policy for the Commonwealth of Puerto Rico.
The PRCHE was organized as a result of Law number 17, approved on June 16, 1993. The
organizational structure of the PRCHE responds to the duties and responsibilities assigned by Law
number 17 and consist of its President, an Executive Director and five operational units. The operational
units are the accreditation and license division, the administration of financial assistance programs
division, the planning and policy division, the administrative services division, and the legal affairs and
regulation division.
The accreditation and license division guarantees to the community the academic quality of the
education program. It is responsible of evaluating all license applications submitted to PRCHE by the
public and private higher education institutions in Puerto Rico.
The Middle States Commission on Higher Education is the unit of the Middle States Association
of Colleges and Schools that accredits degree-granting colleges and universities in the Middle States
region. It examines the institution as a whole, rather than specific programs within the Institution. The
MSCHE is a recognized leader in promoting and ensuring quality assurance and improvement in higher
education. The MSCHE defines, maintains and promotes educational excellence.
9
The Campuses of the University of Puerto Rico are fully certified by the Puerto Rico Council on
Higher Education. They hold membership in the Middle States Commission on Higher Education since
their creation as Regional Colleges under the jurisdiction of the Administration of Regional Colleges and
now as autonomous institutional units. The Middle States Commission on Higher Education reaffirmed
the institutional accreditation of all Campuses of the University of Puerto Rico.
A. Statement of Mission – Institution.
Mission of the University of Puerto Rico System
Given its function of serving the people of Puerto Rico, the primary mission of the University of
Puerto Rico is to increase knowledge through the arts and sciences, and to contribute to the
development and enjoyment of the ethical and aesthetic values of society. To accomplish the
mission, the University works toward cultivating love of knowledge; encouraging search for and
constant discussion of truth; preserving, enriching, and spreading the cultural values of Puerto
Rico; promoting students‘ complete development as human beings in carrying out their
responsibilities as servants of their community and society; maximally developing the intellectual
and spiritual wealth latent in the people; and contributing and participating, within the limits of
the academic community, in the study and search for solutions to the problems of Puerto Rico.
The mission of the Aguadilla Campus defines its purpose within the UPR System of higher education.
Institutional Statement of Mission
The mission of the University of Puerto Rico at Aguadilla is to provide educational alternatives,
within the arts, sciences and technologies that respond to the economic, social and cultural needs
of Puerto Rico, particularly those of the northwestern part of the island. Academic options include
programs at the baccalaureate and associate degree levels, professional certificates, and credit and
non-credit courses for professional and technical development or personal growth.
B. Statement of Mission – Office Systems Department
The Office Systems Department‘s mission is consistent with the mission of the Campus and has
significantly focused on student learning, ethical behavior, and continuous improvement. The
following UPR-Aguadilla Office Systems Department‘s Statement of Mission, was approved in
departmental Faculty meetings.
Office Systems Department Statement of Mission
The mission of the Office Systems of the University of Puerto Rico in Aguadilla is to
offer the northwest region an office administration program directed to develop
competent professionals; framed in an education of quality, in harmony with
technological advances that will serve as an instrument to face the challenges of the
future. This Program is framed in a global market and will train the student in the skills
of oral and written communication, critical thinking, team work, ethical aspects and the
integration of technology.
10
C. Public Information disclosed in the Institutional Unit Catalog
The information requested is described in Catalog of the University of Puerto Rico at
Aguadilla. (Appendix I.O.-1)
1. listing of the Office Systems‘ degree programs – page number(s) 123-125
2. the academic credentials of all Faculty members – page number(s) 203-211
3. the academic policies affecting students along with a clear description of the tuition and fees
charged to the students – page number(s) 10-40
4. the statement of mission of the institution – page number 7
_______
http://www.uprag.edu/pdf/catalogo.pdf
VI. Business School or Program Organization Profile
1. Organizational Description
1. What are the delivery mechanisms used to provide your education programs, offerings
and services to students?
The Office Systems Bachelor program was established in January 1995. It serves
students mainly from the northwest part of the island; including the following areas: Aguadilla,
Isabela, San Sebastián, Moca, Camuy, Quebradilllas, Las Marías, Rincón and Mayagüez. The
program is accredited by Middle State Association and by licensed the Council of Higher
Education of Puerto Rico (Certification 97-143).
The Office Systems academic program of the University of Puerto Rico in Aguadilla are
delivered in person using different instructional strategies (disclosed in the course syllabi) and
include, among others, lectures, experiential exercises, discussion of problems and cases,
laboratories, practicums and internships. The Aguadilla Campus uses the ―Moodle‖ platforms or
an academic web page, as a complementary instructional strategy, and Internet access and video
conference equipment are also utilized, specifically for distance learning, among other
teaching/learning activities.
Academic offerings and services to students are disclosed in the campus catalog and
brochures, in the UPR System‘s main website (http://estudiantes.upr.edu) and in the Aguadilla
Campus website (http://www.uprag.edu). They are also disseminated during visits to high
schools, open houses and info sessions given to high schools counselors.
Student services are offered by department personnel, and the deanships of student,
academic affairs and administrative affairs. The primary services to students include: admissions,
registration, financial aid, health services, academic and professional counseling and advising,
exchange program, computer centers, tutoring and mentoring services, athletic and cultural
activities, library, campus safety and security, bookstore, internship and coop programs,
placement services (job fairs), cafeteria and assistance to students with special needs. Tutoring
11
and mentoring services are sponsored by the Title V project or offered by the Orientation Office.
The UPR complies with the Americans with Disabilities Act (ADA), the Family Educational
Rights and Privacy Act (FERPA) and its Buckley Amendment. All campuses have a Student
Procurement Officer who deals with student claims.
b. What is your organizational context/culture?
The UPR is an institution with an extraordinary value to society, committed to deal with
its problems and identify feasible solutions. It fosters an academic culture that stimulates and
supports the continuous and systematic revision of academic offerings. The Colleges and
Departments, as the academic foundation of the University, revise their programs and courses to
keep abreast of recent developments in each discipline or field in order to adapt to technological,
social, economic, cultural and political changes and to satisfy the demands of the market. The
UPR strengthens its role of forming professionals with critical thinking capabilities that can add
value to any organization in a competitive environment. It also fosters research, investigation and
creative work in all disciplines at both the applied and theoretical levels.
The UPR encourages a culture of evaluation and assessment in all its academic and
administrative endeavors in an ongoing and consistent manner to improve institutional
performance and to measure compliance with strategic goals and objectives. To this end, the
UPR seeks evaluation by external accreditation bodies to maintain and obtain professional
accreditations. The UPR is committed to:

providing students with the highest quality of academic programs, services and
environment for their development as well-rounded professionals;

fostering an academic culture that will continuously adapt its curricular offerings to
recent developments in each discipline;

providing technological, financial and administrative support to generate new knowledge,
fostering research and creative work;

encouraging a culture of evaluation and assessment in all academic and administrative
endeavors to improve institutional performance;

establishing and maintaining a state-of-the-art institution;

maintaining effective links with the communities, fostering public service and social
responsibility;

participating in worldwide dissemination of knowledge, encouraging cooperative and
exchange programs, and supporting publication and presentation of the results;

creating and preserving the best possible surroundings for teaching, research and
services;
12

revising and simplifying regulations and administrative procedures to provide the
conditions in which the departments and colleges will have greater authority and
responsibility; and

strengthening institutional identity and prestige by publishing its main achievements.
The UPR System has a rigorous yet flexible process of institutional evaluation, planning
and decision making to promote long-term sustained growth. The UPR has been administered by
the Board of Trustees since 1993 when the University Law of 1966 was amended. The Board of
Trustees is responsible for examining and reviewing the budgetary and institutional development
plans of the University; authorizing the creation of new campuses, centers and other institutional
units; defining the rights and duties of the various constituents of the institutional community;
and preparing an annual report to the Governor and the Legislature on the state of the University
of Puerto Rico. The President of the University, subject to the approval of the Board, appoints
the chancellors to the various campuses. The President represents the University on corporate
matters before the courts and government agencies and develops and maintains relationships
with other cultural and educational institutions. The President is responsible for submitting an
annual budget, an annual report, the institutional development plan and its revisions, regulations,
contracts, and agreements which require university approval.
The University Board is responsible for the preparation of the general by-laws of the
University, general by-laws of the student body, and the University's strategic plan with
recommendations from the Academic Senates. These documents are submitted to the President
and the Board of Trustees for their consideration and approval. The Board also considers the
integrated university budget and is the first avenue of appeal against any decision taken by the
Administrative Board or the Academic Senate of an autonomous unit.
The Chancellor of each Campus is the chief executive officer of the institutional unit. The
Chancellor presides the Administrative Board, the Academic Senate, and Faculty meetings;
appoints the deans, department directors and university personnel; resolves controversial appeals
against decisions made by deans; represents the campus at functions, ceremonies, and academic
activities; and prepares the campus' annual report and budget petition for submission to the
President. The Administrative Board of each Campus acts as an advisory body to the Chancellor,
prepares the development plan of the Campus, approves the proposed budget prepared by the
Chancellor, and grants tenure, promotions, and leaves of absence. The Academic Senate is the
official forum of the academic community. Its main task is to participate in the development of
academic processes within the University's legal structure. The Faculty is composed of the
Chancellor, the Dean, Department Directors, and teaching personnel. The UPR‘s General
Regulations define the Faculty's functions, privileges, duties and rights.
Faculty members‘ duties and responsibilities include, among others, attending Faculty
and institutional meetings, participating in departmental and institutional discussions, expressing
opinions and suggesting recommendations, behaving with intellectual honesty, keeping up to
date in their disciplines, participating in professional development activities, and fulfilling their
responsibilities according to their academic workload. The Department Chair assigns the
academic workload to each Faculty member.
13
Faculty member academic duties and responsibilities are usually accomplished through
team work in departmental and institutional committees. The overwhelming majority of Office
Systems Departments has the following committees: Personnel Committee for peer evaluation of
Faculty members being considered for tenure, promotion and leaves of absence; Curricular
Revision Committee for revision of academic programs and courses; Assessment Committee for
design and implementation of the student learning outcome assessment plan; Accreditation
Committee for coordination of the professional accreditation process; and Professional
Development Committee, among others. All departmental committees must submit a final report
at the end of the academic year to the Department Chair and the Dean of Academic Affairs.
c. What is your stated vision?
The Institutional vision emphasizes excellence in education and related services, and
collaborative work. The Office Systems Department‘s Vision, which is aligned to the
Institutional Vision, emphasizes excellence, quality technology and leadership. The following
table discloses the UPR-Aguadilla Campus Institutional and Office Systems Department‘s
Vision.
Campus
Institutional Vision
Aguadilla
The University of Puerto Rico in
Aguadilla will be a model of excellence
among similar institutions, in and out
of Puerto Rico. Therefore, our
commitment is with the quality of our
programs and services, the integral
development of our students and the
maintenance of an institutional climate
that favors productive and collaborative
work.
Office Systems Department‘s
Vision
We aspire to be a model of
excellence among similar office
administration programs, acting as
a
personal
and
technical
transformation agent of its
graduates so they can respond with
agility,
flexibility
and
effectiveness, to the changing
demands of society, in their
professional context.
d. What are your stated values?
The Office Systems Department developed a Code of Ethics or statement of values and
formally approved it in Faculty meetings and during Student‘s Colloquiums. It includes the
following values: Reliability, Honesty, Loyalty, Compromise, and Empathy. Also, the UPR‘s
General Regulations define the Faculty's functions, privileges, duties and rights. The UPR‘s
General Regulations of Students define the duties and rights of the students.
e. What is your Faculty and staff profile?
The following tables show the Aguadilla Campus Faculty and staff profiles as of the 2009
– 2010 academic year:
14
Highest Degree
Faculty member
Ortiz, María de los A.
Castillo, Sylvia
Type
Discipline
MA
Business Education
MA
Cajigas, Evelyn
MA
Orama, Vivian
Doctorate
Candidate
MA
Ed.D
Ocasio, Aida
MA
Guerrero, Beatriz
Doctorate
Candidate
MA
González, Debra
Doctorate
Candidate
MA
Román, Janet
Doctorate
Student
MA
Galarza, Mariely
Doctorate
Student
MA
Cruz, Erica M.
Doctorate
Student
MA
Doctorate
Student
Santiago, Mayra
MA
DBA
Rosa, María
MA
Professional
Certification
Teaching
Experience
Years in the
Program
Tenure
22
16
Yes
22
16
Yes
33
14
Yes
21
14
No
13
5
No
4
4
No
11
1
No
Business Education
Educational
Technology and
Distance Education
2
2
No
Business Education
Educational
Technology and
Distance Education
2
2
No
2
2
No
8
2
33
2
Business Education
DES
COI
Administration and
Supervision of
Colleges and
University
Curriculum and
Teaching
Business Education
Curriculum and
Teaching
COI
ITHL
Business Education
Educational
Technology and
Distance Education
Business Education
Educational
Technology and
Distance Education
CSSTBE
Business Education
Curriculum and
Teaching
Business Education
Educational
Technology and
Distance Education
Business Education
Information
Technology
Business Education
Design and
Teaching course
No
No
15
Table 3: Summary of Faculty Profile
UPR – Aguadilla Campus 2009-2010
Academic Preparation
Headcount
Doctoral Degree or Equivalent
2
Master‘s Degree
9
Bachelor‘s Degree
0
Total
11
Percentage
18%
82%
0
100%
Table 4: Staff Profile
Name
Ivette Rivera
UPR – Aguadilla Campus 2009-2010
Academic
Tenure or Non
Duties and Responsibilities
Preparation
Tenure
Bachelor‘s Degree
Administrative Secretary IV
Tenure
in Office Systems
Until June 2006, the minimum education requirement for a tenure track position as a
Faculty member was a master‘s degree. In June 2006, the UPR Board of Trustees approved
Certification number 145, which requires a doctoral degree as the minimum academic
qualification to be recruited in a tenure track position. Certification number 86 2003-2004 of the
UPR Board of Trustees establishes the criteria and the financial aid available for Faculty
members to pursue graduate studies. Although there has been an increase in the number of
Faculty members with a PhD or EdD and the focus is to hiring more, the trend must be
strengthened.
f. What are your major technologies, equipment and facilities?
The Office Systems Department promotes and is currently and actively involved in the
integration of technology in the classroom. The Aguadilla Campus uses the ―Blackboard‖ or
―Moodle‖ platforms or an academic web page, as a complementary instructional strategy.
Internet access and video conference equipment are also utilized, specifically for distance
learning, among other teaching/learning activities. The Department wants more coordination and
system wide acquisition of technology equipment and software for the consistent integration of
information technologies in the Office Systems courses. A detailed inventory and description of
the major technologies, equipment and facilities of the Office Systems Department will be
disclosed during the site visit. The inventory includes the description of the physical area, square
feet used for these purposes, chairs, student‘ desks, podiums, filing equipment, tables, bookcases,
computers, web cams, fax machines, scanners, printers, infocus projectors, overhead projectors,
projection screens and softwares.
The program facilities are located at building B of the University Campus. They consist
of one administrative office, faculty offices, lecture rooms and laboratories equipped with 25
computers, printers, smart board, multimedia projectors, scanners, and overhead projectors each.
The computers are equipped with Windows XP and Microsoft Office 2007. Table 4 summarizes
the facilities, technological equipment, and equipment.
16
Table 4. Academic facilities, technological equipment, and equipment.
Lecture
Room
B-306
Facilities
Computer
Laboratories
B-307
B-308
B-309
B-310
Technological equipment
Equipment
Multimedia projector
Overhead projector
Multimedia projector
Overhead projector
Computers (25)
Printers (2)
Smart board
Multimedia projector
Speakers
Software: MS Office 2007, MS Front Page
2003, and Adobe Photoshop Elements 4.0
Scanner
Computers (25)
Printers (3)
Scanner
Smart board
Multimedia projector
Speakers
Software: MS Office 2007, MS PeachTree
First Accounting 2006, Keyboarding Pro,
and CheckPro
Computers (25)
Printer (1)
Smart board
Multimedia projector
Software: MS Office 2007, and MS Front
Page 2003
Facilities
Administrative Office
Director‘s Office
Computer Laboratories
Lecture Rooms
Faculty Offices
Technician‘s Office
Projector Screen
Whiteboard
Projector Screen
Whiteboard
Whiteboard
Whiteboard
Whiteboard
Quantity
1
1
3
3
4
1
C. Organizational Relationships
1. Student Segments and Stakeholders Groups
a. What are your key student segments and stakeholder groups? What are their key
requirements and expectations for your programs and services? What are the
17
differences in these requirements and expectations among students and stakeholder
groups?
i. Students Profile
Most of the students admitted to the Office Systems programs as first-year students came
from the public and private higher schools in Puerto Rico and have a high school diploma or its
equivalent from an educational institution accredited by the Department of Education of Puerto
Rico. In Aguadilla, during the academic year 2009-2010 most of the students (91 percent) came
from the public high schools. The total enrollment of the Office Systems programs of the
Aguadilla Campus of the University of Puerto Rico is 752 students for the academic year 200920010.
Our Program most immediately impact students and businesses from the Aguadilla region
and adjacent northwest municipalities: Aguada, Añasco, Isabela, Las Marías, Moca, Rincón, San
Sebastián, extending to other cities.
Student Profile for the Office Systems Bachelor Degree
Academic
Year
Sex
Age
High School Type
High School Location
or origin in the closest
townships to Campus
Service
Other
Area
Area
Feminine
Masculine
%
Category
Private
%
Public
%
2009-10
188
46
47%
18-20
21
9%
213
91%
204
30
2008-09
165
18
46%
18-20
9
5%
174
95%
168
15
2007-08
166
14
38%
18-20
7
4%
173
96%
161
19
2006-07
158
13
39%
18-20
7
4%
171
100%
158
13
2005-06
154
11
34%
20-21
7
4%
158
96%
148
17
2004-05
155
10
36%
20-21
10
6%
155
94%
146
19
ii. Stakeholders
The Office Systems Department Chair and Faculty members maintain close relationships
with professional associations such as: International Administrative Assistance Professional,
National Business Education Association, ―Asociación de Profesores de Educación Comercial de
Puerto Rico, Inc.‖, and the Hispanic Association of Colleges and Universities (HACU). Formal
and informal communication with professional organizations, employer evaluations of student
performance in internships and participation of actual and potential employers in job fairs
provide input and feedback about the abilities and skills required in employees and measure the
quality of the academic programs. In addition, we use employment statistics and trends reported
by the Puerto Rico Department of Labor and the results of departmental and institutional student
surveys and employer surveys to assess satisfaction.
18
The Aguadilla Campus also maintains close relationships with alumni, and employers.
The communication mechanisms are in person, by phone, through the use of electronic devices
or written communications. This approach provides us with a sound understanding of trends in
the business world and the educational needs of professionals in different industries. Round
tables consisting of current and potential employers and alumni are used to validate the learning
goals of the academic programs.
2. Requirements and expectations
a. Admissions Policy for undergraduate students
The UPR System has uniform admission standards for undergraduate students as
established in Certification number 25 2003-2004 of the Board of Trustees. Candidates for
admission as a first-year student to the UPR must file an application for admission with the
Admissions Office. Applicants must have a high school diploma or its equivalent from an
educational institution accredited by the Department of Education of Puerto Rico. Applicants for
admission as first-year students must take the Admission Test (PEAU, for its abbreviation in
Spanish) administered by the College Entrance Examination Board (CEEB). The Admission Test
consists of aptitude and achievement tests. Applicants can take the English version of the test
(SAT). In addition, applicants must submit an official high school academic transcript, official
report of the test scores of PEAU or SAT and a certified check or money order for the
application fee.
Admission to the UPR is based on an admissions index formula. The General Application
Index (IGS, for its abbreviation in Spanish) is calculated as follows: 50 percent based on high
school academic index, 25 percent based on the mathematical score, and 25 percent on the verbal
score on the Aptitude Test of the PEAU or SAT. These raw scores are then converted to obtain
the General Application Index. Admission is granted to students whose index strictly complies
with the minimum General Application Index approved by the Administrative Boards of the
Campus to which the students apply. The minimum General Application Index may vary from
Campus to Campus and from year to year according to program demand, admission space
limitation and resources. First-year applicants are only considered for admission in the fall
semester of each academic year. Applications must be submitted before November 30 of the year
prior to admission.
The UPR informs prospective undergraduate students about its academic offering and
admission policy by publishing a yearly manual; these are also disclosed in the UPR System
main website (http://estudiantes.upr.edu) and the Aguadilla Campus website
(http://www.uprag.edu). They are also disseminated during visits to high schools, open houses
and info sessions given to high schools counselors.
The UPR reserves the right to accept, as transfer credits, those courses taken at other
institutions of higher education for students admitted with advanced status. The academic
departments process the course equivalencies through the Registrar‘s Office, which is primarily
responsible for the academic record of the student. Students who are enrolled in the UPR can
19
request authorization to take courses for credit in other national or international universities
subject to certain restrictions.
Average IGS for Freshmen Students by Office Systems Program
Office Systems’ Program
2005-06
249
2006-2007
246
2007-2008
244
2008-2009 2009-2010
250
238
b. Academic Progress Policy
The UPR policy and procedure by which student academic performance is evaluated are
published in the catalogs, and include the minimum requirements to achieve satisfactory
academic progress, to continue studies on probation or otherwise be suspended from the UPR.
The three parameters to determine academic progress are (i) a minimum grade point average
according to the year of study, (ii) a minimum number of credits approved, and (iii) progress
toward degree completion in a time frame based on the number of years of study required in the
program curriculum.
A regular student will be considered as having satisfactory academic progress and ―in
good standing‖ if he or she meets the conditions of the minimum GPA allowed and approves
sufficient credit hours to demonstrate academic progress toward degree completion. The
Registrar‘s Office will periodically analyze student‘s record at the end of the second semester to
certify the student‘s academic progress. Students who do not comply with the criteria will be
dismissed from the University of Puerto Rico for a year, unless they are eligible to continue
studying under a probationary status.
c. Minimum graduation requirements
To receive a degree, a student must pass the prescribed courses with a 2.00 minimum
GPA, satisfy the time-limit requirements for degree completion, comply with all financial
obligations to the University, file an application for the degree in the Registrar‘s Office and
receive Faculty recommendation for the degree. After the time-limit requirement for degree
completion, the University reserves the right to require that a student repeats all courses, which,
in the opinion of the Academic Department, need review.
d. Financial aid policy
The institutional Department of Financial Aid administers financial aid programs to assist
students with educational expenses. Even though costs at the UPR are considered low, each year
most of the student body qualifies for financial assistance. This assistance is provided through
federal, state and institutional sources. These programs include grants and scholarships, which do
not have to be repaid, part-time employment for students who wish to work, and loans that
require repayment. In order to be considered for any financial aid programs, students must
complete and submit once every academic year the Application for Federal Student Aid, the
Institutional Application Form and all other required documents.
20
The Federal Pell Grant Program provides grants to undergraduate students who are
enrolled in a degree granting program and who do not hold a previous baccalaureate degree
unless enrolled in a teaching certificate program. The Legislative Scholarship Program receives
funds assigned by the Puerto Rico Legislature to assist students with financial needs and who
meet specific academic criteria. The Federal Work-Study Program provides on campus
employment opportunities for undergraduate students with financial need. Based on their
determined financial need, the Loan Program allows students to borrow low-interest federally
subsidized funds through lending institutions such as banks.
e. Learning Outcomes
The Office Systems Department developed a student learning outcome assessment plan
consistent with its mission. The plan includes the expected learning outcome for the
undergraduate students upon graduation. The Department distributes the information through
their catalogs and websites to enable prospective students to become aware of the expected
learning outcomes. At course level, Certification number 130 1999-2000 of the Board of
Trustees requires that all syllabi include the course expected learning outcomes and states how
these objectives will be measured.
3. Key partnering relationships and communication mechanisms
a. What are your key partnering relationships and communication mechanisms?
The Aguadilla Campus maintains partnering relationships with the actual and potential
employers of its students. The communication mechanisms are performed in person, by phone,
using electronic devices or through written communications. A pilot project was started during
the spring semester of the 2007-2008 academic years to create an alumni data base. A
questionnaire has been developed for graduation candidates. The questionnaire was administered
to the graduating class in May 2010. Focal groups consisting of actual and potential employers
and students were developed to validate the learning goals of the academic programs.
We maintain close relations with support department to coordinate the activities
necessary to improve students‘ performance. Such activities are useful for programs assessment
and evaluation. We have student associations that foster student collaboration and professional
relations. The academic and administrative issues are discussed in Faculty meetings.
C. Organizational Challenges
1. Competitive Environment
a. What is your competitive position? Include your relative size and growth in the
education sector and the number and type of competitors.
The Baccalaureate Degree in Office Systems started to offer in 1994. Our student
population comes mainly from the Northwest Region of Puerto Rico. The campus enrollment for
21
the academic year 2009-2010 is 3,126 students, of which 275 belong to the Office Systems
Department.
The enrollment of the Institution, as well as the Office Systems in Program, has
decreased during the last years. The student population of the island has decreased during the
same period due to a decrease in the child birth rate. This situation directly affects the higher
education institutions enrollment.
Many private institutions in the northwest region offer undergraduate Office Systems
Programs. Some of them are: Interamerican University of Puerto Rico, Aguadilla Campus;
Metropolitan University, Aguadilla Campus; University of Turabo at Isabela; and the Pontifical
Catholic University, Mayagüez Campus.
2. Strategic challenges
a. What are your key strategic challenges? Include education and learning, operational,
human resource and community challenges, as appropriate.
The Program of the Office Systems Faculty has identified the following strategic challenges:
1. Stimulate the systematic and continuing revision of the program to adjust them to the:
• Discipline development
• Job market demands
• Socioeconomic needs
• Student needs of other enterprises
• Faculty competence
2. Strengthen the teaching-learning processes
3. Increase the general index of student retention
4. Identify new processes of teaching, learning and new tendencies in Office Systems
Education
3. Performance improvement system
a. How do you maintain an organizational focus on performance improvement?
The Office Systems Department developed a student learning outcome assessment plan.
An assessment coordinator and an assessment committee have been appointed. The assessment
coordinators and the assessment committees have been responsible for the development and
implementation of the assessment plans and have been effectively working on this plan since the
year 2006 and will continue to do on a permanent basis.
The Office Systems Department has developed and approved its mission, vision and
Student Learning Outcome Assessment Plan in Faculty meetings. The Student Learning
Outcome Assessment Plan is in the implementation phase.
22
The educational program of the Office Systems Department is evaluated at different
levels and uses multiple strategies that directly involve Faculty members.


Course Level - Faculty members have been trained and are encouraged to use classroom
assessment techniques that may help them identify areas of improvement.
Program Level - Intended changes to the curriculum and/or particular courses are
channeled through the Departmental Committee for their analysis and final
recommendations to the Faculty.
o Current courses are assessed by professors.
o Substantial revisions of the curriculum are directed and managed by the Office
Systems Department Committees, who meets with Faculty members to consider
substantial modifications to the curriculum.
o Administration of a pre-test to first-year students, at mid-point and at the end of
their college career. We believe that the test will provide information that can help
us improve our academic program by allowing us to benchmark with similar
institutions and conduct trend analysis of our students‘ performance.
o Every semester a satisfaction survey is administered to outgoing students. This
survey was designed to measure student satisfaction levels in areas such as
student services, academic offerings, and teaching quality of Faculty members,
among others. Results are analyzed and reported to Faculty so that action may be
taken to improve programs.
The Office Systems Department established a pilot project to administer Faculty
evaluations by students in such a way that:




Students are informed of the importance of these evaluations and will be given clear and
specific instructions on the process.
The professors teaching the courses cannot administer the evaluation.
Professors cannot influence students on how to answer questions.
Evaluations are strictly confidential.
The Department Chair will initiate the process of teaching evaluations of course sections
by the students. Each semester, students will evaluate professors in a course in which they are
registered. At the beginning of the following semester, each professor receives the results of the
evaluation, which includes the average score per question in each course taught, and a copy of
the comments submitted by the students.
To ensure the systematic evaluation of our program and its inclusion in the assessment
process of the institution we are represented in the Institutional Assessment Committee.
Strategies developed as result of assessment that allows us to improve our relations and promote
our program and services internally, and to the community are:
1. Continuous visits to local high schools to promote our offerings.
2. Promote the active participation in Open House activities.
3. Recruit from our students new members for the International Association of
Administrators and Professionals, Student‘s Chapter.
23
4. Develop and participate in academic activities for community services.
5. Offer orientation and academic counseling for all our students.
Every year our faculty works continuously to improve and develop new strategies to
promote the Office System Program, and to adjust it to the ever changing needs of our students
and their prospective employers.
24
25
STANDARD 1 – LEADERSHIP
a. Do your administrators and Faculty set, communicate and deploy business school or
program values and performance expectations?
The Office Systems administrator and faculty consciousness of its responsibility, as an
institution supported by public funds, to foster compliance with legal requirements and
institutional policies concerning ethical and appropriate conduct in the workplace, underlies our
Campus statement of values. This consists of five propositions which identify excellence,
lifelong learning, commitment, openness to the new and service as highly regarded institutional
values. Likewise, our Program statement of values identifies, in three propositions, the belief in
human potential, equal treatment and excellence, as core program values highly supportive of
professional ethical and legal conduct. Both of these sets of values have a clear student focus
and have corresponding implicit performance expectations. Both sets also coincide in
identifying excellence as a preeminent core value.
I.
Creation and setting of the value system
Administrators:
Administrators keep abreast of guards of institutional documents and policies, of legal
and official requirements as well as institutional stipulations that concern and guide conduct
to be in compliance with law, governmental codes of ethics and expected behavior towards
coworkers, students and other stakeholders, in the workplace and elsewhere.
Faculty:
Faculty keep abreast, through the attendance at professional or institutional meetings, as
well as to continuing education and ethics education (ten hours annually) required by the
State Ethics Office, of new legal and policy requirements applicable to the administration of
Office Systems‘ in the public and business sphere. These policies response to public and
legislative outcry, both in Puerto Rico and recently in emphasis in the United States,
denouncing corruption and calling for the use ethical practices. Faculty members are
required to have a workload of 12 credit hours per semester, 6 office hours for the individual
attention of students, 4.5 hours to attend departmental meetings and 15 hours for class
preparation, as well as research time needed to stay current in their discipline. The
Department Chair assigns academic workload to each Faculty member.
II.
Communication
Administrators:
The administrators have the responsibility of pronouncements, speeches and exhortations
at various ceremonial activities and meetings, administrators issue written concerning
policies and legal requirements that concern adherence to a value system and legal and
26
ethical conduct. The administrator commands disciplinary sanctions on community members
who behave in ways that do not conform to policies and to requirements about the proper
execution of duties, administrators have most actively and publicly communicated the zero
tolerance towards such behavior which the community expects in this regard. Further value
communication is offered by modeling, particularly through faithful and successful
compliance by administrators and staff with audits by the government‘s Comptroller‘s and
Ethics‘ Offices.
Faculty:
The Program‘s value of excellence has been highlighted by the provision of an adequate
number of faculties for curricular support and attention to students, also in support of our
strategic goals. Faculty make use of class lectures and presentations to other stakeholders, to
call attention to the continuous development by society, government and the profession of a
gradually more sophisticated system of values and good practices to guide both our
professional and civic conduct.
III.
Program direction and leadership system
Our Campus has an Office System Program while is headed by a Director, who chairs all
departmental committees, except the Personnel Committee. The departments are under the
Office of the Dean for Academic Affairs. Monthly, the Dean, the Assistant Academic Deans, and
all the department directors meet to discuss and see to a variety of issues germane to the Unit.
The campus has two other Deans: Administrative Affairs and Student Affairs. All three Deans
respond to the Chancellor.
In summary, our administration and staff personally lead in integrating our value systems
into institutional and program performance as follows:

We emphasize values and performance expectations by modeling and throughout the
students‘ curriculum, by introducing relevant concepts and appropriate simulations in
program courses such as: Human Relations and Administrative Office Procedures.

Program course syllabuses divulge clear performance objectives directed to clarify and
support students‘ value development, while fostering a culture of assessment among
faculty.

The University Mission, Values, and Objectives are disseminated throughout the
University community and surrounding communities by means of brochures, web page
(http://www.uprag.edu/), procedures manuals, and course syllabus, among others.

Other means of public support of values and performance expectations include:
Academic Senate Certifications for the evaluation of faculty, Web Pages, High School
Orientations, Course Syllabus, Code of Ethics, and Discipline Board, and various
sections of the UPR System Rules and Regulations for Students.
27

We also disseminate values and performance expectations throughout students
association: the International Association of Administrative Professional (IAAP). This is
an opportunity to improve students‘ involvement, as well as their academic goal setting.
We have posted positive and encouraging messages on bulletin boards aligned with the
program message of engagement.

Faculty and administrators promotes the communications (orally and written) with all
stakeholders concerning value creation and balance as well as awareness of performance
expectations: ethical, academic, and civic.
Figure 1.1 shows the organizational chart of the Office Systems Program that delineates
the decision making process.
Figure 1.1 - Flowchart of the Office Systems Department
Chancellor
Prof. Ivelice Cardona Cortés
Dean of Academic Affairs
Dr. Sonia Rivera
Office Systems
Department Director
Prof. María de los A. Ortiz
Administrative
Secretary IV
Ms. Ivette Rivera
Academic
ComputerTechnician
Mrs. Glenda Piñeiro
Faculty
b. Do your administrators and Faculty create an environment that fosters and requires
legal and ethical behavior?
The Office System‘s Department of the University of Puerto Rico at Aguadilla in
compliance with the Law of Governmental Ethics of the Commonwealth of Puerto Rico has
designated a Campus wide Committee on Ethics to enforce our program as well as in the whole
academic community. In accordance with the law, a governmental employee must comply with
a minimum ethics education requirement of 10 hours every two years. The Campus is visited
yearly by the Puerto Rico Comptroller‘s Office, the Puerto Rico Ethics Office, and by the UPR
Board of Trustees Auditors to monitor compliance with required financial practices and
procedures.
28
Faculty must observe the completion of six office hours in order to attend student‘s
needs; its compliance is monitored by the Department Director. Each faculty member is
regarded as responsible for modeling and maintaining healthy relationships, responding to the
Program‘s Code of Ethics (Appendix 1.1).
The University of Puerto Rico is subject to and complies with the Law of Governmental
Ethics of the Commonwealth of Puerto Rico. As governmental employees, the UPR‘s personnel
must behave with honesty, integrity and impartiality, and must avoid conflicts of interest to
guarantee the government‘s optimal performance and to earn and preserve the confidence of the
general citizenry. In accordance with the law, a governmental employee must comply with a
minimum ethics education requirement of 10 hours every two years. In compliance with the Law
of Governmental Ethics of the Commonwealth of Puerto Rico, each Campus of the University of
Puerto Rico has an Institutional Ethics Committee (http://www.uprag.edu/index.php?page=etica).
To maintain an open communication and to reinforce our goal of fostering a legal and
ethical behavior in our Program we will conduct at least one meeting every two years where
professors, administrators and students can discuss strengths, weaknesses, opportunities and
threats of our Code of Ethics and Internal Program Regulations (Appendix 1.2).
c. Do your administrators and Faculty review business school or program performance and
capabilities to assess program success and your ability to address changing needs?
By means of currently established processes for assessment, administrators and faculty
review the program performance, our department developed an Assessment Plan, focused on
performance, with clear goals to detect and overcome weaknesses, as well as to identify and
further support our best practices. Our program integrates the use of direct and indirect
assessment strategies. These strategies are an integral part of the information gather about
students‘ learning process.
As part of this process, periodic inquiries are conducted our Faculty conducts formative
assessment using rubrics and other through the classroom assessment. These tools provide the
information needed to adjust the teaching learning process. Faculty members must ensure that
students achieve their learning levels based on programmed learning goals standards. The Office
System Faculty develops every semester an assessment project in the classroom where they
evaluate the level of comprehension achieved by the students. Each Faculty member must submit
a report of the findings assessment and strategies. These findings are used to accomplish the
desired learning level. Besides formative assessment, summative evaluation has been integrated
into the program‘s curriculum. They include Multidisciplinary Standard Tests (MST), and
general education tests to measure students‘ academic achievement.
We have integrated additional assessment strategies, such as focal groups to gather the
opinion of employers, students and alumni about our academic programs. Representatives from
local businesses, actual and potential employers participated in the activity last March 2010. The
main objective was to determine employers‘ satisfaction with our students and alumni skills and
knowledge on their specialty areas. Their feedback and input helped us to improve our
curriculum according to their expectation in a real work environment. The Internship course
provides also valuable information about the performance of our future graduates in a real work
29
environment through the employer‘s evaluation. All the information gathered leads us to make
the curriculum changes needed to improve our program objectives, outcomes, and teaching
learning processes.
Our Campus governance structure, described above, facilitates and fosters the
incorporation of the results of assessments into decisions on new program or institutional
directions in response to new needs.
d. Does your business school or program has processes in place for evaluating the
performance of your administrators and Faculty?
Formal evaluations of faculty and administrators are mandated by the UPR General
Bylaws (Appendix 1.3). This handbook includes the roles of the Board of Trustees, President,
Chancellors, Deans, and other bodies, including the University Board, the Academic Senate,
Administrative Board, and the facilities. Evaluations are conducted, throughout the academic
year, to assess their performance. Questionnaires are used, which have been previously approved
by the Campus Academic Senate. The questionnaires cover faculty peer evaluations in the
classroom, student evaluations of faculty, and administrative evaluations of faculty and
administrators. Internal program evaluations will be conducted in order to evaluate faculty
performance, in the manner of a self-evaluation by each faculty member. Informal evaluations
may be conducted in the form of student and faculty meetings or focus groups, hearings, shared
self-evaluations, and other available assessment tools.
Faculty Evaluation
Faculty members are evaluated by their peers in the Personnel Committee while the staff
personnel are evaluated by their supervisors. The students evaluate the Faculty members every
semester. This evaluation collects the opinion of the students with respect to the professor‘s
performance in areas such as mastery of the subject, interaction with students, and evaluations
strategies. The Director of the Department conducts an annual evaluation of each Faculty
member to measure the compliance with the academic related activities. This evaluation
measures areas such as fulfillment of duties and responsibilities of the profession, contributions
to academia, willingness to participate in meetings and committees, and fulfillment of the norms
adopted by the department, among others.
Administration Evaluation
The Administrative Board developed an instrument to evaluate the performance of the
Chancellor which contemplates directives such as institutional planning, administrative process,
academic process, leadership, decision making and problem solving, external relations,
professional development and student‘s body. At present, the Academic Senate elaborated an
instrument, which will allow the university community the opportunity to express their opinion
about the Chancellor‘s performance. The Chancellor has the responsibility of evaluating the
teaching staff with administrative duties, such as the Deans and Department Chairs.
30
The General Regulations of the University of Puerto Rico establishes the guidelines and
procedures to evaluate the teaching and administrative staff. The President of the University
conducts the performance evaluation of each campus chancellor. According to Section 39.2 of
the UPR‘s General Regulations, ―the trusted Personnel that provide his/her services at the will of
the President will be evaluated by him/her‖. These evaluations are completed at intervals of three
to five years and include directives such as work done, compliance with laws, university
regulations and directives from the Board of Trustees.
UPR‘s General Regulations in Section 66.5 establishes that the Faculty members in
managerial functions should be evaluated through criteria and instruments equal to those that are
used to evaluate the teaching staff. It also establishes that each unit will design an evaluation
instrument for use by the personnel committees that includes the teaching staff The
Administrative Board developed an instrument to evaluate the performance of the Chancellor
which contemplates directives such as institutional planning, administrative process, academic
process, leadership, decision making and problem solving, external relations, professional
development and students body. At present, the Academic Senate elaborated an instrument,
which will allow the university community the opportunity to express their opinion about the
Chancellor‘s performance.
The Administrative Board or the Academic Senate of each Campus approved a
certification that stipulates the performance evaluation process for Faculty members who are
candidates for tenure or promotion and for the Department Chair. According to Section 45.2 of
the UPR General Regulations, the Department Personnel Committees and the Faculty will make
the direct evaluation of the members of the teaching staff. All of these evaluations are considered
at time of granting tenure or promotion.
Table 1.1 – UPR Administrators, Faculty, and Staff Evaluation
Position
Evaluator
Stipulation
Evaluation
Frequency
Every 4 to 6 years
President
Board of
Trustees
UPR General Bylaws,
article 37, Section 37.1.6
Chancellor
Board of
Trustees
UPR General Bylaws,
article 37, Section 37.1.6
Every 4 to 6 years
Dean of
Academic
Affairs
Chancellor
UPR General Bylaws,
Article 39, Sections 39.1
and 39.3
Every 3 to 5 years
Purpose of Evaluation
To improve faculty‘s administrative
performance, promote support and
trust relationships with the Board of
Trustees, offer support to
Institutional plans and objectives;
define their performance in terms of
responsibilities completion; reinforce
personnel retention in leadership
positions.
Offer support to Institutional plans
and objectives; define their
performance in terms of
responsibilities completion, reinforce
personnel retention in leadership
positions.
Positions are held on a trust basis; no
formal evaluation process is
established. UPR General bylaws
stipulate the evaluations are made on
chancellor‘s goodwill.
31
Position
Evaluator
Department
Director
Chancellor
Faculty
Departmental
and
Institutional
Personnel
Committee
Students
Evaluations
Department
Director
Stipulation
UPR General Bylaws,
Article 39, Sections 39.1
and 39.3
UPR General Bylaws,
Article 45, Sections 45.2
Evaluation
Frequency
Every 3 to 5 years
Annually
Purpose of Evaluation
Improve administrative duties,
decision making process
Improve teaching quality; monitor
and reinforce administrative duties;
improve faculty development plan.
Upon joining the UPR, personnel as well as students participate in group sessions in
which they are informed and also discuss the different UPR regulations. The following table
describes politics, policies and institutional regulations.
Table 1.2 – UPR Politics and Institutional Regulations
Certification
Certification 2002-03-45
Stipulation
Aguadilla UPR Senate
Certification 2006-07-17
UPR Aguadilla Senate
―The Family Educational Rights
and Privacy Act‖ 1974
Certification 032-1999-2000
Buckley Law
Certification 072-1999-2000
Health Insurance Portability and
Accountability Act 1966
Certification 95-03-Agust 16, 1994
Certification 93-140
UPR Board of Trustees
HIPAA
Legal use of Information Technology
Confidence and Privacy
UPR Board of Trustees
UPR Administrative Board
Sexual Harassment
Authors‘ Rights
UPR Board of Trustees
Purpose
Faculty Personnel Evaluation
Procedures and Criteria
Professors evaluation sheet in the
classroom
Students Privacy Law, page 30,
Aguadilla UPR Catalog
Law against drugs and alcohol abuse
http://www.uprag.edu/politicas/aldrog
02.pdf
32
A leadership questionnaire was created by Business Administration Department and it be
filled by the Office Systems‘ Faculty and non-teaching staff. It measures the importance and
satisfaction with institutional and departmental leaders. This questionnaire will be administered
every four years. Some results of the leadership questionnaire are:
Results of Leadership Questionnaire
Effective Communications
120
100
80
60
Level of Importance
40
Level of Satisfaction
20
0
Teaching
Personnel
Non-teaching Director ot the Administration
Central
Personnel
Department
of the
Administration
institutional
Unit
Faculty questionnaire showed a 100% agreement with the importance and satisfaction of
an effective communication with Teaching Personnel, Non-teaching Personnel, Department
Director and the Administration of the Unit. In addition, faculty members and non teaching staff
expressed are satisfied 80% with the communication with central administration.
33
Availability of resourses to carry out my job
120
100
80
60
Level of Importance
Level of Satisfaction
40
20
0
Financial
Technological
Materials
Physical
Professional
Installations development
The results show that Faculty and non teaching staff understands that the availability of
financial, technological resources, materials, physical facilities and professional development are
important for the performance of their tasks in 100%. Furthermore, considers that their level of
satisfaction with finance, physical facilities and professional development fluctuates between
80% to 75%. They state to be 100% satisfied with regard to technology and physical facilities.
Department's decision making
120
100
80
60
Level of importance
40
Level of satisfaction
20
0
Empowerment to Participation in Decision making
make decisions
Department
based on
Decision making
assessment
results
Clarity in the
Department
processes to
solve conflicts
34
In relation to the importance level with regard to the empowerment to make decisions,
participation in Department decision making, decision based on assessment results, and in clarity
in the Department processes to solve conflicts, respondents agree in 100%. With regard to the
level of satisfaction participant expressed an 80% of satisfaction in relation to empowerment to
make decisions, participation in Department decision making. In regards to decision making
based on assessment results participants expressed to be 100% satisfied, and related with clarity
in the Department processes to solve conflicts expressed a 60% satisfaction.
Level of satisfation in the planning process
120
100
80
60
40
20
0
Department
Institutional Unit
In the level of satisfaction in the planning process participants indicated that participation
in planning process, clear communication of future plans, and fulfillment of the strategic plan,
has 80% and that the Opportunity to provide recommendations is 65% at Department.
Respondents believe that the use of the results of assessment in the development has a 100%.
With regard to the Institutional Unit expressed that participation in planning process is 60%,
clear communication of future plans and Opportunity to provide recommendations is 65%, in
addition, they understand that the fulfillment of the strategic plan and use of the results of
assessment in the development has 85% in the Institutional Unit.
35
e. Does your business school or program address the impacts on society of your program
offerings, services, and operations?
The Program regards itself as a key part of the overall Campus social project.
Consequently, it regards as highly important to assess and evaluate every piece of collected data
in the light of responding effectively to the society that it serves, through its offerings, services
and operations. Our Program‘s aimed academic end result is to provide our society with fully
capable professional to fulfill the market demand. (Table 1.3)
Table 1.3 - Office Systems’ Administration Program’s Impact on Society
Program
Societal Requirements
Key Compliance
Process
Office Systems Program
Proactive program to meet
market demand committed,
responsible citizens with the
environment and the society,
capable workers, technical
professional skilled
New courses design
Innovative teaching
strategies
Work experiences
Simulations
Internships
Services
Advisory
Counseling
Potential Employees
continuing Education
University-employers alliances
Community work
Professional Services (lectures,
workshops, and consulting.
Revised Curriculum approval
Doctoral
qualified
faculty
recruitment
Job Fair
Workshops
Conferences
Office professional week
Non-grade updated courses
Open House
Professional Improvement
Courses
Operational Processes
Measures
Questionnaires
Interviews
Summative Evaluations
Special Projects
Portfolios
workshops
Employers‘ evaluations
Interviews
Questionnaires
Activities evaluations
Meetings
Interviews
Program assessment
Evaluations
The Program offers and participates in the following services which address the impacts
on society of our program offerings, services, and operations.




Employer‘s evaluations to Internship students.
Workshops and Seminars offered to the community.
Open House activities to high school students and the community.
Faculty offers conferences to the community when asked: Lions, Rotary, or Altrusa
Clubs, small groups gathered at churches.
The Program regards itself as a key part of the overall campus social project.
Consequently, it regards as highly important to assess and evaluate every piece of collected data
in the light of responding effectively to the society that it serves, through its offerings, services
and operations. Our Program‘s aimed academic end result is to provide our society with fully
capable professional to fulfill the market demand.
36
f. Does your business school or program ensure ethical business practices in all students
and stakeholder transactions and interactions?
Our program has established and announced clear policies on ethical conduct among our
personnel and students, which supports the strategic goals. These policies are included in all
courses syllabuses as general objectives. Ethical business practices are mandated by state and
local regulations. Table 1.4 illustrates measures:
Table 1.4 – Measures for Monitoring Ethical Behavior
Documents
UPR Student’s Bylaws
UPR Board of Trustees
(Certification No. 18-1997-98)
Course syllabi
Given to
Students and Faculty
Place or Frequency
Office of the Dean of Students Affairs and
Library
Students
Regulations for Office Systems
classrooms ethical behavior and
attitudes of self-evaluation
Institutional Policy and
Procedures for the Ethical and
Legal Use of Technology in the
University of Puerto Rico
(Certification 072-1999-2000)
Copyright Policy
Students and Faculty
At the beginning of each semester and in the
Department
Each semester in each computer based course
Bulletin Boards
Computer screens
Each semester in each computer based course
Library
Bulletin Boards
http://upr.edu
Students and Faculty
Each semester in computer based courses
Library
Bulletin Boards
http://upr.edu
Student’s Right to Know Act
Americans with Disabilities Act
Puerto Rico’s Law 51
No-Smoking Policy
Students and Faculty
Students and Faculty
Students and Faculty
Students and Faculty
Policy on Campus Security
Students and Faculty
Library
Syllabi and Library
Syllabi and Library
Library
Bulletin Boards
Library
Bulletin Boards
http://upr.edu
Students and Faculty
The Program performs continuous informal evaluations: (meetings, faculty forums) in
order to follow-up on compliance with these policies; no one is exempt. Students are closely
monitored in their internship courses. The use of technology (as an example) by administrative
personnel, professors, and students is regulated by rules approved by the UPR Board of Trustees
(Certification No. 72-1999-2000).
37
g. Does your business school or program have measures for monitoring ethical behavior
throughout the business school or program?
Ethical and legal behavior is constantly monitored at the University of Puerto Rico,
Aguadilla Campus. The Aguadilla-UPR is in compliance with the Commonwealth‘s Ethics Law
expected of the Institution and its employees.
There are also a significant number of rules, regulations, audits and other mechanisms
that are applicable to UPR-Aguadilla. The Institution must comply with several Federal laws and
requirements for information, such as:






IPEDS (Integrated Postsecondary Education Data System) required in compliance
with Federal regulations
Student‘s Right Know Act
System-Wide Policy
Procedures for Responding to Allegations of Possible Research misconduct of the
University of Puerto Rico (UPR Board of Trustees Certification No. 45-2006-2007.
Antidiscrimination statutes and anti-harassment policies.
Continuous audits to our financing, purchasing, budget, information technologies,
financial aid, and Registrar, among other mechanisms.
The Office Systems‘ Program has measures aligned with these mechanisms aimed at
monitoring ethical behavior. Some instances when ethics monitoring takes place in the program
are shown below:
Table 1.5 – Ethical Behaviors
Key Process for
Measuring/Monitoring
Ethical Behavior
Within business school
or program
With key Partners
In Governance
Structure
Department/Committee
Measures or Indicators
Frequency of
Measure
Department and Campus
Ethics Committee
Affirmative Action
Committee
Affirmative Action
Committee
Ethics Continuing
Education
Board of Trustees
Periodical satisfaction
questionnaires
Bi-annual
Colloquiums
Reports
Affirmative Action
Committee reports
Completion certifications
Every semester
Yearly
Annually
University of Puerto Rico
General Bylaws
Continuous process
University of Puerto
Rico – President‘s Office
UPR System Plan ―Ten for
the Decade‖ Document
Requirements
Chancellor Office and
Deanships
UPR-Aguadilla Senate
Certifications
UPR Board of Trustees
Certifications
Bi-annual
Annually
Continuous
Every semester
38
Key Process for
Measuring/Monitoring
Ethical Behavior
Department/Committee
Measures or Indicators
Middle States (Accreditation
Body) and Puerto Rico
Council of Higher Education
evaluations (licensing)
Frequency of
Measure
Every 5 years
h. Does your business school or program have processes in place for monitoring regulatory
and legal compliance?
Yes, the program has a process and documentation in place for monitoring regulatory and
legal compliance.

The Department has a clear procedure to attend and/or refer student‘s requests and
cases of noncompliance.

Students Bylaws state a clear code of conduct and the corresponding means of
sanctions and/or legal implications (Appendix 1.4).

An official Campus Discipline Board is available in accordance with Students
Bylaws.

The Students‘ Ombudsperson Office serves as a communications agent between
faculty and students when complaints or discrepancies arise.

Students are closely monitored in their internship courses.
The Program is attentive to any news or comments from outside Campus on the
compliance of its alumni with the law.
39
40
Standard 2 – Strategic Planning
a. ¿Do you use a formal process to establish the strategic direction for your school or
program?
The Office Systems Program uses a formal process to establish the strategic direction.
The Program‘s strategic plan is based on the mission and vision of the Program as well as that of
the Institution. The Mission and Vision of the Program are the following:
Mission: The mission of the Department of Office Systems of the University of Puerto
Rico in Aguadilla is to offer the Northwestern region a program of office administration
directed at developing competent professionals; framed in quality education, in
accordance with the technological advances that will serve as instruments to face the
challenges of the future. This program will be framed in a global market and will qualify
the student in the skills of oral and written communication, critical thinking, team work,
ethical aspects and the integration of technology.
Vision: We aspire to be a model of excellence among similar office administration
programs, acting as a personal and technical transformation agent of its graduates so they
can respond with agility, flexibility and effectiveness, to the changing demands of
society, in their professional context.
The process of strategic planning adopted by the Program is based on that of the
Institution. Since 1995 the Institution has developed a five year strategic plan. The Strategic Plan
2006-2011 was approved on
May 25, 2006 by the steering committee for Licensing,
Accreditation and Strategic Planning; on November 28, 2006 it was approved by the
Administrative Board (Certification No. 2006-07-39) and later revised and approved by the
Administrative Board December 14, 2007 (Certification No. 2007-08-18). A PDF copy can be
found on the University of Puerto Rico Web page, (http://www.uprag.edu/pdf/Plan-20062011.pdf).
The Strategic Plan, in turn is aligned with the goals and objectives established in the
document ―Diez Para la Década‖: Agenda for Planning in the University of Puerto Rico 20062016, Diez para la Década (2005-2015). ―Diez para la Década‖ is a guide and a contract of
principles and action, which identifies desirable parameters of institutional life for the University
of Puerto Rico. It is an instrument to guide the efforts of planning in the system and define the
areas of institutional behavior which will be evaluated in the coming years. The President of the
University of Puerto Rico‘s letter, Certification No. 123 2005-2006 of the Board of Trustees
and the content of the document ―Diez para la Década‖.
On the other hand, the Office System‘s Program has the obligation to create every
academic year two major reports, which are considered the central point in the strategic planning
process of the program and they are used for the final production of the Institutional Strategic
Plan. These two reports are the Action Plan and the Annual Report. The Action Plan is created at
the start of every academic year. Its purpose is to identify the activities to be accomplished for
41
the success of each one of the goals previously established. While the annual report presents the
activities y achievements attained by the Program, which were established in the Plan of Action.
The Office Systems Department developed a strategic plan aligned to the campus‘s and
system wide strategic plan. The structure and scope of the department‘s strategic plan flow
directly from its vision and mission. The strategic plan includes the goals, objectives, strategies,
metrics, time frames and responsibility for attaining each goal. The Office Systems Department
had identified its main strategic objectives, action plans, key measures and results. The strategic
plans were openly discussed in departmental Faculty meetings and formally approved. In
addition to the strategic plan, the Office Systems Department developed an annual operational
plan. The annual operational plan is discussed in Faculty meetings and submitted to the Dean
Academic Affairs. See flow chart below.
Figure 2.1 - Process for the Development and Approval of Departmental Strategic Plan
Assessment and Accreditation
Committee meet and prepare
SWOT
Documents used for Draft preparation:
1.
2.
3.
4.
Departmental Strategic Plan
Draft Created
SWOT Analysis,
UPR Ten Challenges,
Institutional Strategic Plan,
Annual Departmental Action Plan.
Draft submitted to Faculty
approval
Yes
Does it need
modification?
Strategic
Planning
Committee
Modified and submitted to
Faculty approval
No
Strategic Plan Approved
No
Does it need additional
modification?
Yes
Strategic
Planning
Committee
Strategic Plan approved with
additional topics related to
Institutional Assessment
42
Table 2.1 - Office Systems’ Strategic Plan for 2007-2012
LEADERSHIP
Strategic Goal
1.
Obtain
professional
accreditation
credentials by
the year 2011
Objectives
Activities
1.1 Promote
continuous
faculty staff
participation
1.1.1 Formal and informal
meetings about the
accreditation process
1.1.2 Meetings with
Department‘s Chair,
Dean of Academic
Affairs, and Chancellor
1.1.3 Orientation from the
ACBSP officials
1.1.4 Create brochures,
flyers and any other
propaganda to have the
community and
stakeholders informed
August 20072011
Time frame
Accreditation
Coordinator
Department
Chairperson
Chancellor and
Faculty meetings
Dean of Academic
Affairs
Students‘
Association
Resources
Letter of membership
of acceptance from
ACBSP Systematic
accreditation
coordinators feedback
ACBSP mentor
feedback
Accreditation
credentials
Measures
Accreditation approval
by March, 2011.
Success Indicator
1.2 Appoint an
accreditation
committee of
five members
(Faculty and
staff)
1.2.1 Develop a list of
responsibilities of the
committee
1.2.2 Develop criteria for
selection of the
members of the
committee
1.2.3 Election of members in
regular meetings
August 2007
COMPLETED
Department‘s
Chair
Dean of Academic
Affairs
List of responsibilities
of the members
List of criteria for
selection of members
Name of the committee
members
A committee of five
members is appointed
and is aware of their
responsibilities
1.3 Appoint an
assessment
committee
(professors)
1.3.1 Develop a list of
responsibilities of the
committee
1.3.2 Develop criteria for
selection of the
committee
1.3.3 Election of members in
regular meetings
August 2007
COMPLETED
Department‘s
Chair
Dean of Academic
Affairs
List of responsibilities
of the members
List of criteria for
selection of members
Name of the committee
members
An assessment
committee is
appointed and
member‘s
responsibilities are
assigned
43
LEADERSHIP
Strategic Goal
2.
Recruit and
retain highly
qualified faculty
and staff
members
Objectives
Activities
Resources
Measures
Success Indicator
2.1 Develop a
Recruitment
and
Development
plan for staff
and faculty
2.1.1 Campaign for selection
and recruitment of
doctoral qualified
faculty
2.1.2 Encourage faculty to
work toward a doctoral
degree
2.1.3 Develop and promote
professional
development activities
for faculty and staff
August 2008May 2012
PARTIALLY
COMPLETED
Time frame
Department‘s
Chair
Dean of Academic
Affairs
Human Resources
Office
Department‘s
Personnel
Committee
Chancellor
Recruitment and
Development Plan for
Faculty and Staff
Reports on activities
performed
Requests for
professional
development activities
A plan was developed
an enforced
Advertisement for
recruitment
2.2 Appoint a
professional
development
committee
2.2.1 Develop a list of
responsibilities of the
committee
2.2.2 Develop criteria for
selection of the
committee
2.2.3 Election of members in
regular meetings
August 2007
COMPLETED
Department‘s
Chair
Dean of Academic
Affairs
List of responsibilities
of the members
List of criteria for
selection of members
Name of the committee
members
A committee is
appointed and
responsibilities are
assigned
44
STRATEGIC PLANNING
Strategic Goal
Objectives
3.
Increase student
enrollment and
retention
Activities
3.1 Establish
alliances
enrollment
and retention
3.1.1 Program meetings with
surrounding high
school faculty and
counselors
3.1.2 Prepare proposals for
submission to
Department of
Education
3.2 Design
academic
support
activities to
high school
students.
Provide
services to
high school
students
3.3 Update the
student
recruitment
and retention
plan with new
strategies and
according to
the systemic
plan
Time frame
August 2008June 2012
Resources
Measures
Office Systems
Faculty
Department‘s
Chair
Dean of Academic
Affairs
Admissions Office
Counseling and
Orientation Office
Proposals
Official
communication
between high school
and university
authorities
3.2.1 Provide services to
high school students
(library, computer labs,
workshops, seminars)
3.2.2 Participate in high
school visits and
orientation process
Office Systems
Faculty
Department‘s
Chair
Dean of Academic
Affairs
Lab Technician
Librarians
Activities schedules
Orientation and visits
to high schools
schedules
3.3.1 Include best practices
on students retention
3.3.2 Promote sense of
belonging, excellence,
and responsibility
within students
Office Systems
Faculty
Department‘s
Chair
Counseling Office
Dean of Students
Affairs
Plan submission and
approval
Extracurricular
activities
Statistics from the
Registrar‘s,
Counseling, and
Admission Offices
Success Indicator
Increase on retention
rates
A plan is developed
and approved
Plan submitted and
approved
Extracurricular
activities evaluation
report
Retention and
Recruitment
improvement reports
45
STRATEGIC PLANNING
Strategic Goal
Objectives
3.4 Establish a
Department‘s
mentoring
and tutoring
program
Activities
3.4.1 Provide academic
advisory and guidance
from freshman to
seniors
3.4.2 Provide tutoring
services
3.4.3 Track students‘
performance to provide
remedial help
Time frame
Resources
Office Systems
Faculty
Outstanding
students
Counseling Office
Dean of Students
Affairs
Dean of Academic
Affairs
Department‘s
Chair
Measures
Plan submission and
approval
Tutoring schedules
Registrar‘s reports
Counseling Office
Reports
Success Indicator
Plan submitted and
approved
Tutoring offered
Increase in students
academic performance
46
STRATEGIC PLANNING
Strategic Goal
Objectives
Student and Stakeholder Focus
4.
Action plan to
promote students
academic
performance,
stakeholders
satisfaction, and
ethical behavior
Activities
4.1 Design a plan
for promoting
students
academic
performance
4.1.1 Submit diagnostic tests
4.1.2 Track students
performance and
provide reinforcement
activities
4.1.3 Design online course
4.1.4 Increase the use of
technology as a
learning tool
4.1.5 Review curriculum
with stakeholders input
4.2 Survey
stakeholders
satisfaction
4.2.1 Submit a satisfaction
questionnaire
4.2.2 Provide forums and
colloquiums for
stakeholders
4.2.3 Appoint and Advisory
Committee
4.3 Develop and
implement a
Code of
Ethics
4.3.1 Incorporate the global
perspective and ethics
in our course
4.3.2 Deploy Code of Ethics
written and orally
4.3.3 Complete required
ethics issues seminars
hours
Time frame
August 2007 –
June 2012
Resources
Measures
Success Indicator
Accreditation
Coordinator
Department‘s
Chair
Office Systems
Faculty
Diagnostic tests results
Reports on students
performance
Online courses
designed
Curriculum Revision
Friendly user courses
with technology
learning tools
Curriculum Revision
Proposal
Academic
performance indicators
rate
Increase in students
performance
Amount of online
courses delivered
Revised Curriculum
Students satisfaction
with friendly user
courses
Office Systems
Faculty
Department‘s
Chair
Department‘s
Staff
Tabulated satisfaction
questionnaire
Colloquiums Action
minutes
Advisory committee
members
Expected stakeholders
satisfaction
Increase in
stakeholders
participation
A committee is
appointed and
responsibilities are
assigned
Syllabus reflecting
changes
Code of Ethic
instrument
Means of deployment
Human Resources
Completion
Certification
Syllabus revision and
strategy is included
Code of Ethic
acknowledgment
Ethics awareness and
attitude change
47
STRATEGIC PLANNING
Strategic Goal
Objectives
Activities
Measurement and Analysis of Student Learning Performance
5.
Develop a
culture of
learning and
outcomes
assessment
Time frame
Resources
Measures
Success Indicator
5.1 Prepare a
learning and
outcomes
assessment
plan
5.1.1 Use effective
assessment practices to
evaluate and optimize
student learning in all
settings as an essential
aspect to meet the
needs of the 21st
century student
5.1.2 Allow for easy access
to assessment materials
(e.g. reports, data, and
resources) for all
stakeholders
August 2009 –
June 2012
Office Systems
Faculty
Department‘s
Chair
Institutional
Planning and
Research Off
Dean of Academic
Affairs
Assessment
Coordinator
Submitted
questionnaires
Outcomes Assessment
Plan Submission and
approval
ETS Exam statistics
Accredited institutions
best practices on
assessment
Assessment reports
IPEDs Statistical
Comparison
Findings interpretation
Approved and
Deployed Assessment
Plan
Students‘ performance
results
Best practices on
assessment
implementation
5.2 Maintain a
continuous
systematic
assessment to
enhance
student
learning and
to assist in
the
establishment
of priorities,
facilitate
planning, and
align
resources to
improve
programs.
5.2.1 Support
implementation of
effective assessment
practice at all levels
(campus-wide to
individual courses)
5.2.2 Promote continuous
systematic assessment
and utilization of data
that assists with
strategic planning
processes
5.2.3 Submit ETS exam for
competencies
monitoring
August 2008 –
2012
IN PROCESS
Office Systems
Faculty
Department‘s
Chair
Assessment
Coordinator
Accredited Universities
best practices data
Students performance
statistical data
comparison
Assessment action
plans and follow-up
for improvement
decisions
Update assessment
reports
Web posting of
assessment reports
48
STRATEGIC PLANNING
Strategic Goal
Objectives
Activities
Measurement and Analysis of Student Learning Performance
Time frame
5.3 Implement
benchmarkin
g standards
to define,
measure, and
enhance
student
learning
5.3.1 Benchmark with
accredited higher
education institutions
offering similar
programs
5.3.2 Develop benchmarks
linked to student
outcomes which enhance
program development
and student learning.
August 2008 –
2012
IN PROCESS
5.4 Implement an
assessment
reporting
system to
simplify and
enrich the
assessment
process
5.4.2 Encourage and provide
support to faculty to who
engage in assessment
focused on a particular
area of interest/concern
5.4.2 Promote faculty/staff
participation on
assessment efforts
August 2008 –
2012
IN PROCESS
5.5 Maintain a
public
reporting
system of
student
learning
outcomes as a
way to be
accountable
to
stakeholders
5.5.1 Maintain assessment
data available and easy
to find for stakeholders
such as faculty, students,
parents, and
administration
5.5.2 Deploy assessment
plans, reports and
instruments at the
departmental and
program level
Resources
Measures
Success Indicator
49
STRATEGIC PLANNING
Strategic Goal
Objectives
6. Improve
academic offer
and students
performance
Activities
6.1 Provide
alternatives to
curriculum
and/or
program
revision
6.1.2 Review curriculum with
stakeholders input
6.1.2 Submit a curriculum
revision proposal
6.2 Provide
alternatives
on courses
schedules
6.2.1 Create innovative course
schedules for traditional
and non-traditional
students (evening,
Saturdays, online,
hybrids)
6.3 Establish a
Department‘s
mentoring
and tutoring
program
6.2.1 Submit a Proposal for
tutoring/mentoring
program establishment
Faculty and Staff Focus
7. Develop a culture 7.1 Appoint a
of continuing
Professional
education
Development
Committee
for Faculty
and Staff
7.2 Promote
pursuing
doctoral
degrees on
Faculty
7.2.1 Develop a list of
responsibilities of the
committee
7.2.2 Develop criteria for
selection of the
committee
7.2.3 Election of members in
regular meeting
7.2.1 Encourage doctoral
studies
7.2.2 Endorse financial aid
support for doctoral
degrees in the teaching
area
Resources
Measures
Success Indicator
August 2008 –
2010
PARTIALLY
COMPLETED
Time frame
Office Systems
Faculty
Department‘s
Chair
Dean of Academic
Affairs
Chancellor
Students
Stakeholders
Dean of Students
Affairs
Submitted proposals on
Curriculum revision,
course schedules
changes,
mentoring/tutoring
program
Stakeholders feedback
analysis
Curriculum Revision
Proposal Approved
Revised Curriculum
implementation
Course schedules
changes proposal
approved and
implemented
Tutoring/mentoring
program establishment
August 2007 –
2012
Department‘s
Chair
Dean of Academic
Affairs
Office Systems
Faculty and Staff
List of committee
responsibilities
Name of committee
members
List of criteria for
committee selection
Appointed Committee
and responsibilities
assigned
Schedule of Activities
Faculty and Staff
Participation
Faculty and Staff
Evaluations
Department‘s
Chair
Department‘s
Personnel
Committee
Dean of Academic
Affairs
Request evaluations
information about
doctoral degrees
options
Information about
financial aid options
Reports on
professional
development activities
performed
Requests for graduate
studies approval
August 2007
COMPLETED
50
STRATEGIC PLANNING
Strategic Goal
Objectives
Faculty and Staff Focus
Activities
Time frame
7.2.3 Endorse faculty
promotions
8. Enhance
contribution to
knowledge
9. Acquire and
maintain the
physical and
technological
infrastructure to
optimize the
learning
environment.
8.1 Promote
activities on
Research
8.1.1 Develop research
strategies trainings
8.1.2 Participate in seminars
about research funding
8.1.3 Support and encourage
research
8.1.4 Create environments of
research applicable to the
classroom
8.2 Encourage
submission of
publications
8.2.1 Ask for articles on Office
Systems related areas
8.2.2 Design a departmental
publication
9.1 Keep and
update an
inventory of
technological
equipment
and software
9.1.1 Keep a log of equipment
functioning
9.1.2 Prepare semester reports
of functional equipment
Resources
Measures
Administrative
Board Chancellor
August 2009 2012
Department‘s
Chair
Office Systems
Faculty and Staff
Dean of Academic
Affairs
Department‘s
Professional
Development
Committee
Research
Institutional
Committee
May of each
academic year
2009-2012
Computer
Technician of the
Systems Office
Department
Success Indicator
Financial Aid approval
reports
Number of Promotions
for degrees acquired
Call for proposals
forms
Funding availability
reports
Articles for revision
and publication
Department‘s
newsletter
Department‘s magazine
Submitted proposals
Submitted articles
Department‘s
newsletter
Department‘s
magazine
List of the
technological
equipment that
continuously has
problems, not
functioning, or need
updating. Reports on
technological
equipment and
software needed for
purchase
51
STRATEGIC PLANNING
Strategic Goal
Objectives
Faculty and Staff Focus
9.2 Prepare a
replacement
plan form of
technologica
l equipment
and
software.
Activities
Time frame
Resources
9.2.1 Request an annual
budget for technological
equipment, software, and
maintenance
9.2.2 Request a service
proposal for suppliers
9.2.3 Ask for faculty
recommendations
2008-2012
January of each
academic year
2009-2012
Department‘s
Chair
Office Systems
Faculty and Staff
Companies that
sell technological
equipment and
software
Purchasing
Department
Measures
Success Indicator
Submit the
technological
equipment and
software quotations to
the Purchasing
Department.
Install the equipment
and software
purchased.
Update the inventory
of technological
equipment and
software
52
b. Do the faculty and other personnel, participate or have a vote in this process?
During the strategic Planning process the faculty as well as other personnel in the
university community participate and can vote in this process. To these ends the Steering
Committee for the Licensing, Accreditation and Strategic Planning, were in charge of the
preparation of the Self-study Report. The Steering committee was formed in October 2004. This
committee was composed of administrative personnel, faculty, and students. The report realized
provided the data and the necessary analysis for the preparation of the Strategic Plan 2006-2011.
To determine the principle areas of strategic action the opinion of the students, faculty and the
non-teaching personnel was examined, through different mechanisms. The mechanisms used
were questionnaires.
The whole faculty participates and has a vote in the development process of the Plan for
Action during the first departmental meeting. This department meeting originates at the start of
the first semester of the academic school year. At the meeting goals, objectives and priorities of
the program are established, with the purpose of establishing the different activities to be
carried out for their fulfillment. Also, in this next academic year, the activities to be developed
will be aligned to the assessment plan of the program as well as learning. In order to obtain the
desired results in the plan of action, the director of the program assigns coordinators for each
committee. The Departmental committees are classified as permanent, which are established by
the institution (Appendix 2.1 – Functions by Committees) and corresponding work committees‘
particular tasks (Appendix 2.2 – Departmental Committees 2007-2008 and 2008-2009).
The entire faculty participates in the Annual Report either directly or indirectly. This is
due to the fact that the Director of the Program depends, in great part; on the report on work done
that each committee coordinator works on and hands in. Never the less, different meetings are
held among the faculty in which statues and feedback are reported of each activity, previously
established in the Plan for Action. Also, in December of 2009 the Departmental committee for
Strategic Planning was established with a two year term, composed of tenured professors or
probationary contract and the Director of the Department.
c. The school or program, has it established its main strategic objectives and the time for
the present planning period?
The strategic plan includes the goals, objectives, strategies, metrics, time frames and who
is responsible for attaining each goal.
The goals and objective established in the present planning of the Program are aligned
with the Institutional Strategic Plan. These goals and objectives together with the activities are
present in the Action Plan. Following is the Strategic Plan of the Program approved in
December of 2009.
53
Table 2.2 - STRATEGIC PLAN
I. Critical Area: Link Maintained with Students
Objectives
Faculty Strategies
Make communication more efficient to traditional
and non-traditional candidates upon starting the
program until they have incorporated as a student
Raise the general index of student retention
Design a plan that will permit us to market the
options for major and minors concentrations
offered at the UPR in Aguadilla for the Office
System Program and the nocturnal courses as well.
Develop and implant an effective recruiting plan
for student.
Developing an effective student retention plan.
II. Critical Area: Up Dated Academic Culture, Experimentation and Renovation
Objectives
Faculty Strategies
Stimulate the systematic and continuing revision of
the program to adjust them to the recent
development in the discipline, to the demands of
labor, socioeconomic, the training of students and
the competence of the faculty
Prepare a plan of action to design alternatives for
new programs leading to a degree, certification
programs with credits, licenses, and certifications
according to the needs that are identified by the
studies realized.
Expose the student to
educational technology.
the
most
advanced
Establish a continuous revision process of the
program and the courses that would permit that
they would meet with the necessary and present
requirements of the work force.
Establish initiatives and links with the business
community.
Strengthen the teaching-learning process
Provide an academic offering that would allow
the regular student to complete the program of
studies in a given time period.
Promote and facilitate professional development in
the area of teaching.
Improvement of the educational alternatives and
services available to the non-traditional students,
by means of offerings and services on the web and
services at appropriate hours for said population.
The design of computerized module as support for
the course.
Increase the opportunities for the teaching
personnel to complete their studies or improve
their knowledge and skills through leave of
absence and sabbaticals leaves.
54
III. Critical Area: Competitive Research
Objectives
Faculty Strategies
Achieve greater participation from professors and
students in the area of research
Increase the research, creation and erudition
activities through diverse strategies such as:



offer release time so that each semester, 10% of
the faculty can dedicate a minimum of 3
credits of their regular work load to such
activities
offer licenses or sabbaticals that promote the
objective
help the faculty prepare competitive proposals
Involve the students in the faculty’s creative and
research projects to develop in them related skills.
IV. Critical Area: Vocation for a Global World and Technological Up-date
Objectives
Faculty Strategies
Increase the opportunities for the students of
exchange with universities or internships with
business or organizations
Increase the opportunity for faculty exchange
between foreign and stateside universities
Identify new process of teaching-learning and new
tendencies in Office Systems education
Promote the participation of student in internships
or exchange with other universities.
Promote the participation of professors in exchange
with other universities.
Stimulate the inclusion on line of programs, syllabi
and academic content.
Support initiative in distance learning.
Increase and up-date the technological equipment
in the laboratories, classrooms and faculty offices.
V. Critical Area: Efficiency and Beauty in the Natural Spaces and Buildings
Objectives
Faculty Strategies
Maintain a physical and natural environment that
is favorable to the collaboration, creativity and
productivity of the university population, in work
as well as learning
Involve the students, the faculty, and other
employees in voluntary activities directed to
revamp the institution.
VI. Critical Area: Administrative and Managerial Optimization
Objectives
Faculty Strategies
Improve the performance of the administrative
personnel
Improve the general skills of the non teaching staff
giving special attention to:
 mastery of the work area associated with their
regular functions





Increase the financial resources of the Department
effective use of information and
communication technologies
process improvement of services
assessment of processes
preparation of effective reports
norms of governing ethics
Develop competence in the writing of proposals
and obtaining faculty funding.
55
The main strategic objectives of the Office Systems Department and the timetable for the
current planning period are highlighted in the following table.
Table 2.3 - Table for Strategic Direction
Short Term Key Strategic
Goals
Objectives
Stimulate the systematic and Student exposure to advanced
continuing revision of the educational technology.
program to adjust them to the:
Continuous revision process
of the program and the
courses.
 Recent development in the
Establish initiatives and links
discipline
with the business community.
 Job market demands
 Socioeconomic needs
Provide an academic offering
 Student training
that would allow the regular
students to complete the
 Faculty competence
program of studies in a given
time period.
Strengthen
the
teaching- Promote and facilitate
professional development in
learning process.
the teaching area.
Maintain physical and natural
environment that is favorable
to the collaboration, creativity
and productivity of the
university population, in work
as well as learning.
Timetable
Continuing Improvement
Continuing Improvement
2007-2012
Continuing Improvement
Continuing Improvement
Improvement of the
educational alternatives and
services available to the nontraditional student.
Continuing Improvement
Design of computerized
modules as course support.
2008-2012
Increase opportunities for the
teaching personnel to
complete studies or improve
their teaching.
Continuing Improvement
Involve students, Faculty, and
other employees in voluntary
activities directed to revamp
the institution.
Continuing Improvement
56
Short Term Key Strategic
Objectives
Increase the general index of
student retention.
Increase our presence in the
local community.
Goals
Timetable
Development of an effective
student retention plan.
Develop educational activities
and projects in the community
with the participation of the
students and faculty.
Continuing Improvement
Establish external advisory
board to help create, evaluate
and revise the institution‘s
educational programs.
Short Term Key Strategic
Objectives
Strengthen the teaching
learning process.
Identify new process of
teaching, learning and new
tendencies in Business
Education.
Develop students with a sense
of equity and a culture of
social citizenship
responsibility.
Goals
Continuing Improvement
April 2009
Timetable
Increase the opportunities for
Continuing Improvement
the teaching personnel to
complete their studies or
improve their knowledge and
skills through leaves of
absence, and sabbatical leaves.
Support initiative in distance
Continuing Improvement
learning.
Increase and update the
Continuing Improvement
technological equipment in the
laboratories, classrooms and
Faculty offices.
Promote student participation Continuing Improvement
in public service activities.
57
d. Do you have action plans for this planning period?
The Office Systems‘ Program has established action plans for this planning period. The
proposed action plans, analyzed and approved by department‘s faculty and staff, have been
classified as long and short term with regard to the established timeframe. The plans are under
constant revision in order to monitor the accomplishment of the attainable goal, so as to support,
as a priority, the increase in the students‘ competencies, according to the office systems
professional best practices. We have aligned our strategic efforts with ACBSP standards.
Table 2.4 - Short Term Action Plans
Key Strategic Objectives
Short Term – Action Plans
Stimulate the systematic and continuing revision of Train the teaching personnel in the new
the program to adjust them to the:
instructional
strategies
and
technological
innovations.
 Recent development in the discipline
Identify the external need of the business
 Job market demands
community and the work force to incorporate them
 Socioeconomic needs
into the curriculum.
 Student training
 Faculty competence
Continuous revision process of the program and the
courses.
Initiate transitions to modify courses to those
offered on line.
Strengthen the teaching-learning process.
Coordinate visits to the businesses in the North
West region to identify their needs and skills
required in the workforce.
Provide the opportunities to Faculty members so
that they may begin and complete doctoral studies.
Provide resources so professors can develop
courses that incorporate new instructional
strategies.
Offer training about how to prepare effective
modules.
Celebrate or host conferences seminars, chats, and
sessions to discuss ideas, and workshops for
professors in the area of teaching and learning.
Maintain physical and natural environment that is Maintaining and improving Department physical
favorable to the collaboration, creativity and facilities.
productivity of the university population, in work
as well as learning.
Equip the physical installations with the most
advanced technology.
Increase the general index of student retention.
Maintain the Retention Committee. Academic
counseling offered by department professors.
58
Key Strategic Objectives
Short Term – Action Plans
Offer tutoring in areas of major academic
difficulty.
Promote student
organizations.
Increase our presence in the local community.
participation
in
different
Develop educational activities and projects in the
community with the participation of the students
and faculty.
Create strategic alliances with small and medium
size
businesses,
educational
institutions,
government, professional associations and entities
related to our area of teaching to evaluate and
develop options. Continuous improvement that can
help to resolve various problems in our region.
Establish external advisory board to help create,
evaluate and revise the institution‘s educational
programs.
e. Do you have long-term action plans?
The strategic plan of the UPR – Aguadilla Offices Systems Department was developed as
a tool that will direct the plans for short as well as long-term action. The plan has eight critical
areas that were identified and on which we have been continuously working since 2007 until
2012. We have developed objectives and strategies for each critical area. The Faculty will
implement the action plan by establishing key measures for performance. The Strategic Planning
Committee is responsible for the implementation and the identification of a specific time frame
for its completion.
Table 2.5 - Long Term Action Plans
Long Term Key Strategic Objectives
Strengthen the teaching learning process.
Action Plans
Develop agreements with universities for offer
doctoral studies to our Faculty.
Motivate professors to be certified in their area.
Identify new process of teaching, learning and new Provide release time or additional compensations to
tendencies in Business Education.
professor to stimulate the development of modules
to compliment on line courses.
Arrange for an increase in the budget allocated to
59
Long Term Key Strategic Objectives
Action Plans
increase the number of laboratories and to update
the equipment.
Develop students with a sense of equity and a Promote student participation in public service
culture of social citizenship responsibility.
activities.
Stimulate Student Association (IAAP) to carry out
community service projects while the faculty
establishes the mechanism to recognize their work.

Do you develop you key human resource plans as part of your business school or
program’s short and long-term strategic objectives and actions plans?
As part of the short and long term objectives and the Plan for Action, the Program has
formed a plan for development. Also, to comply with the criteria disposed by the Controller‘s
Office, The Human Resource Office of Central Administration of the University of Puerto Rico,
it is established that each employee attend a minimum of six (6) hours annually of training per
fiscal year. The Office of Human Resources developed The Plan for Teaching and Training for
the non-teaching staff, which at the moment is in its final stages, approval by the Dean of
Administrative Affairs.
Another important aspect in the human resources‘ development plan in the Program, are
the days dedicated to Faculty Development. These two days are established every semester, in
the academic calendar. During the morning the activities that take place are organized by the
Dean of Academic Affairs, and in the afternoon are organized by each Program.
At the beginning of every academic year, as part of the budget assigned to the program, a
share is directed to the professional improvement of the faculty. In the Program‘s office there is a
record of the use of the Money assigned for the improvement of each tenured or probationary
professor.
We developed Recruitment and Faculty Development Plan aligned with article 43 of the
UPR‘s General Regulations, Certification 145 (2005-2006) of the Board Trustees and internal
certifications of the University of Puerto Rico. Some certifications from the Academic Senate,
Administrative Board of the University of Puerto Rico in Aguadilla, and by the University Board
of Trustees were considered in the development of the Recruitment and Faculty Development
Plan.

Have you established performance measures for tracking progress relative to your
action plans?
The Department Strategic Planning Committee is responsible for evaluating and
monitoring the implementation phase of the Departmental Strategic Plan. An internal evaluation
60
instrument was developed for the strategic plan. The evaluation will be performed every two
years starting in the 2009-2010 academic year.
The measurements of the achievements to evaluate or determine the progress related to
the plans for action are presented in annual reports. This report is included in the Action Plan
where another column has been added under the title ―Description of the Work Accomplished‖,
which is prepared by the director of the Program, upon receiving each report from the faculty.

Have you communicated your objectives, action plans and measurements to all Faculty,
staff and stakeholders as appropriate?
Several Faculty meetings were conducted to achieve an effective dissemination of the
objectives, action plans and measurements among the Faculty members and staff. All the related
information is available on the Department Internet page. Our Department Internet page will be
the most important tool to communicate all relevant information with all our stakeholders such as
Faculty members, staff, employers, industry representatives and all members of the college
community.
We are also conducting focal groups with Department students to improve the
dissemination process. An orientation workshop is given to all new students during Freshman
Orientation Week at the beginning of each academic year. During this week, an orientation
session is also given to the parents of the incoming freshmen students.
The Strategic Planning Committee will be responsible for the dissemination of
information on the fulfillment of the objectives and short term and long term action plans. The
committee was created in 2009 and among is functions and responsibilities are to formulate the
Department Strategic Plan, refer it to the consideration of the Faculty, and make annual revisions
for its alignment to the budgetary allocation. The Committee should submit a report at the end of
the academic year in a department meeting about the results obtained from the internal
evaluation process.
61
62
STANDARD 3: STUDENT AND STAKEHOLDER FOCUS
a. Have you determined or targeted the student segments your educational programs will
address?
The students segments admitted to the Office Systems programs as first-year students
came from the public and private higher schools in Puerto Rico and have a high school diploma
or its equivalent from an educational institution accredited by the Department of Education of
Puerto Rico. In Aguadilla, during the academic year 2009-2010 most of the students (91
percent) came from the public high schools.
Our Program most immediately impacts students and businesses from the Aguadilla
township (municipality) and adjacent west region townships: Aguada, Aguadilla, Añasco,
Isabela, Las Marías, Mayaguez, Moca, Rincón, San Sebastián, extending to other farther
townships, geographically adjacent to these. Although we direct most of our efforts to the above
population, we receive and serve students from everywhere in the Island.
Table 3.1 - Student Profile for the Office Systems Bachelor Degree
Sex
Academic
Year
Age
High School Type
High School
Location or origin in
the closest townships
to Campus
Service
Other
Area(2)
Area
204
30
Feminine
Masculine
%
Category(1)
Private
%
Public
%
2009-10
188
46
47%
18-20
21
9%
213
91%
2008-09
165
18
46%
18-20
9
5%
174
95%
168
15
2007-08
166
14
38%
18-20
7
4%
173
96%
161
19
2006-07
158
13
39%
18-20
7
4%
171
100%
158
13
2005-06
154
11
34%
20-21
7
4%
158
96%
148
17
2004-05
155
10
36%
20-21
10
6%
155
94%
146
19
(1) It represents the category of greater number of students.
(2) It represents the following towns: Aguada, Aguadilla, Añasco, Isabela, Las Marías, Mayagüez, Moca, Rincón, San Sebastián
Figure 3.1 - Municipalities with the greatest amount of students from the Office Systems’ Program
63
b. Have you identified methods to listen and learn to determine student and stakeholder
requirements and their importance to these groups’ decisions related to enrollment?
The main methods used by the Office Systems‘ Program at the UPR-Aguadilla to
determine student and stakeholder‘s requirements have been through student satisfaction
questionnaires, alumni questionnaires, interns‘ evaluations by employers, and feedback from
representatives that attend the job fairs. An evaluation of the teaching learning process, which
includes a student opinion questionnaire, has been developed to allow the performance
evaluation of each Faculty member by the students. The process was been implemented as a pilot
project during the first semester of 2009-2010 and currently during the second semester of the
same academic year. A questionnaire has been developed for graduation candidates. The
questionnaire was administered to the graduation class in May 2010 and will be administered to
the next graduation class in May 2011. These questionnaires evaluate the activities and
achievements of our graduates and how the department‘s Faculty has collaborated in the process
for the achievement of these goals and objectives of our students.
On March 12, 2009 a focal group was developed for the student of our academic. On
March 12, 2010, focal groups consisting of actual and potential employers were developed to
validate the learning goals of our academic programs will be developed for next semester.
In addition, during the second semester of each academic year, the Dean of Student
Affairs organizes an employment fair. As part of the SOFI 4985 course (Internship Practicum
and Seminar), the participating employers‘ supervisors fill out an evaluation form on the
students‘ performance during the 200 hours of practice the students completed.
The following table discloses the action plan to be implemented by the Office Systems
Department at University of Puerto Rico at Aguadilla to obtain information of the stakeholders‘
requirements. Our Office Systems‘ Program has implemented the items included in the table to
attain consistency and to allow benchmarking.
Table 3.2 –Methods to listen and learn to determine student and stakeholder requirements
Stakeholder Group
Undergraduate Students
Alumni
Faculty
Instrument
Multidisiplinary Standard test
Suggestion box
Students associations
Institutional
and/or
programs
committees
Webpage
Satisfaction questionnaires
Colloquiums
Meetings
Committees
Measures/Indicators
Students Strengths and weaknesses
Updated information available to
alumni
Quality of teaching
Quality of their degree
Skills needed to be emphasize and
new courses to be included
Decisions about curriculum changes
Needs and expectations
Share information about students
performance
Courses, curriculum, and program
64
Stakeholder Group
Instrument
Employers
Satisfaction questionnaires
Internship evaluation
Colloquiums
Campus Administration and Staff
Meetings
Committees
External Community
Webpage
Open house
Colloquiums
Measures/Indicators
evaluation
Share of teaching/learning strategies
Form team-teaching groups
Students performance
Recommendations about programs
offerings
Needs and expectations
Take sound decisions considering
their recommendations
Supply qualified personnel for office
positions
Workforce requirements
Need analysis about needs and
expectations
Recommendations about
students/program performance
Share information about programs
activities, offerings and performance
Consultant services
Professional services, as seminars,
workshops, conferences
Workforce requirements
Stakeholder input comes from the association between the Office Systems‘ Program and
regional mentoring relationships in internships and student organizations. Employers provide key
feedback regarding our graduates and, the program works closely with major employers of
students and alumni to identify their degree of satisfaction with our graduates and their
workforce requirements. Within the general framework of what is academically appropriate we
try to accommodate the concerns of these employers.
An Advisory Committee is appoints to assist the Office Systems Programs. The
Committee will be a link between our academic offerings and the business world. Its members
may submit recommendations regarding the changes in the business environment that must be
considered in our curricula, providing or outgoing students with cutting edge tools. The active
members of the Advisory Committee are:
Table 3.3 – Advisory Committee Members
Name and Education
Mr. Hiram Boscio
Mrs. Magda López
Mrs. Haydee Sanabia
Mr. César Rubio
Prof. Diana Ruiz
Position in the Industry
Employer: ―Seguros Amaury Boscio &
Co. Inc.‖
Administrative Assistant: Hewlett Packard,
Puerto Rico
Administrative Assistant: ―Colegio San
Carlos‖
Employer: Rubio Imports Inc.
Full Professor (Retired from UPR Aguadilla
Campus)
ExEx-Dean of Academic
65
Name and Education
Position in the Industry
Prof. Alma Cordero
Full Professor (Retired from UPR Aguadilla
Campus)
Full Professor (Retired from UPR Aguadilla
Campus)
Alumni Office Systems‘ Department at UPRAguadilla Campus
Prof. Elba Cordero
Miss Madeline Chaparro
Since September 2009, we have been meeting with the Committee. They have made
several recommendations regarding the programs requirements, topics to be included in our
courses, and educational practices that encourage the professional who will be graduated from
our institution. The Advisory Committee to communicate by e-mail, due to multiple tasks they
perform. Beginnings in the second semester 2010-2011, Advisory Committee establish to renew
their task and select the president to continue with their work.
c. Do you periodically review listening and learning methods to keep them current
with educational service needs and directions?
The Office Systems‘ Program and Campus service offices perform a periodic review of
our listening and learning instruments and means of assessment. Our Program has made use of
identified Committees for instrument revision to keep them up to date with current educational
service needs. Our periodic revision activities include the revision of questionnaires for
employers‘, alumni‘s, and active students‘ satisfaction, as well as the context of statistical
analysis from the Registrar‘s and Admissions Offices, among others. Due to our assessment plan,
all methods for listening and learning in order to keep them current with educational service
needs and directions are periodically reviewed in order to get accurate information about our
program‘s performance. Table 3.4 describes the revision process of the listening and learning
methods.
Table 3.4 – Office Systems’ Program Revision process of the listening and learning methods
Listening and Learning Method
Employers‘ Questionnaire
Active Students‘ Satisfaction
Questionnaires
Statistics from the Registrar‘s,
Admissions, and Planning and
Institutional Research Offices
Questionnaires for Alumni
Suggestion box
Student Opinion
questionnaire
Academic counseling
Revision Timetable
Responsibility
Annually
Internships Coordinator
Every two years
Assessment Committee
Every two years
Annually
Registrar‘s, Admissions, and
Planning and Institutional Research
Offices
Assessment Committee
Departmental Personnel Committee
Every two years
Assessment Committee
Each semester
Office Systems‘ Faculty
Annually
An orientation session for the parents of the incoming students will be implemented
during the freshman orientation week with the purpose of listening to the stakeholders and be upto-date with the educational services and needs. On this occasion, we will provide the
opportunity to answer all the questions and doubts related to our academic offerings, majors and
66
minors, department missions and visions, code of ethics, job opportunities for the students once
they complete their academic degree, among other topics.
We will improve and reinforce the academic counseling process. Each student will be
advised about the curricular sequence and the required courses with the purpose of providing
guidance and direction.
d. Do you have a process to use the information you obtain from students and
stakeholders for purposes of planning educational programs, offerings and services;
marketing; process improvements; and the development of other services?
Yes. Our Office Systems Department has a process to use the information obtained from
students and stakeholders in the planning of educational programs, offerings and services. See
the accompanying table for more details.
Table 3.5 – Students and Stakeholders’ Identified Needs and Actions Taken in Response
Student/Stakeholder Group
Key Requirement
Questionnaire to
graduation candidates
Students
Visit to high schools
Student associations
activities
Employer
Focal groups of actual and
potential employers
Evaluation of interns
Parents
First-year students‘
orientation week
Curricular Revision
Committee Report
Faculty and Staff
Admissions‘ Office
Education Program Features
Evaluation about academic programs,
services, infrastructure and technology.
Results are analyzed to propose curricular
and services changes, if any, and as means
for continued improvement.
Promotion of academic programs y faculty
members
Our program and services are disseminated
in the extracurricular activities organized by
the student associations and faculty
members as community services.
Curricular and courses revisions validation
of the learning goals of the academic
program.
To create a liaison between the parents and
Department Faculty in a way to improve our
services.
Analyzes curricular changes proposed by
faculty members and is responsible for the
creation and revision of academic programs
and courses.
Formally discussed and approved in
departmental faculty meetings
Changes
approved
for
continuous
improvement are implemented
Number of applications received and the
admission, retention and graduation rates of
each academic program are analyzed to
make decisions for the next academic year.
67
e. Do you have a process to build relationships to attract and retain students and
stakeholders, to enhance student performance, and to meet and exceed their
expectations for learning?
In our department there is a professor in charge of students at risk (students with a low
grade point average, which may possibly be suspended or placed on probation). The professor is
in charge of analyzing their academic records and provide follow-up so they may avoid
suspension. A student is considered on probation once his/her grade point average falls under
2.00. The professor in charge recommends corrective action such as repeating the courses with
grades of D or F and suggests an academic load of 12 credits to raise the student‘s grade point
average. Our department also offers tutoring services to students in the discipline with the
highest failure rate, specifically in accounting.
Also, our Program has used different strategies in place to retain students and
stakeholders, to enhance performance, and to meet and exceed their expectations, such as:
academic counseling, student associations, Webpage exposure, open laboratories, and
colloquiums.
Academic Counseling
Each semester, there is an academic counseling process. Students from the program are
distributed among the professors to be oriented on the importance of following the
curricular sequence, as well as to recommend the corresponding courses for the next
academic semester. The academic counseling is inherent to teaching and the professors
are trained to provide services to students.
Webpage Exposure
Office Systems‘ Program designed a Webpage http://sofi.uprag.edu/. To keep track with
alumni, also we will design some area in the Program Webpage (Ex-Alumnos Sofi). In
this page, students have the opportunity of get information from the department and
itinerary of activities. We have also the institutional Webpage http://www.uprag.edu.
Colloquiums
During the academic year 2008-2009, we started sponsoring colloquiums with program
students so as to know their needs and concerns. Some of these efforts are part of our
assessment process and the students participate on a volunteer basis. In this activity the
student approved our Ethic Code.
Also, starting in March 2010, the Program has colloquiums with employers to find out
how the program of study is satisfying their requirements.
Open Laboratories
Each semester, CETEM (―Centro de Tecnología Educativa en Multimedios‖) establishes
an open lab schedule so that students have the opportunity of practicing additional
keyboarding and word processing.
68
The following graphic is a diagram that offers details on the recruiting activity in our
department.
Graphic 3.1 – Recruiting Practices
Recruiting Practices
Students
Parents
School Counselors
Open House
Visits to high schools
Open House
Open House
Visits to high schools
The UPR policy and procedures by which students‘ academic performances are evaluated
are published in the catalogs, and include the minimum requirements to achieve satisfactory
academic progress, to continue studies on probation or otherwise be suspended from the UPR.
The three parameters to determine academic progress are (a) a minimum grade point average
according to the year of study, (b) a minimum number of credits approved, and (c) progress
toward degree completion in a time frame based on the number of years of study required in the
program curriculum.
A regular student will be considered as having satisfactory academic progress and ―in
good standing‖ if he or she meets the conditions of the minimum GPA (Spanish abbreviation for
General Application Index) allowed and approves sufficient credit hours to demonstrate
academic progress toward degree completion. The Registrar‘s Office will periodically analyze
students‘ records at the end of the second semester to certify the students‘ academic progress.
Students who do not comply with the criteria will be dismissed from the University of Puerto
Rico for a year unless eligible to continue studying under a probationary status.
The following graphic is a diagram of some of the retention practices used in our Office
Systems Department.
Graphic 3.2 – Practices for Student Retention
Practices for
Student
Retention
Tutoring in areas of
difficulty
First-year students
are tested on
acquired knowledge
Active participation in
student associations
Professors' office
hours
69
f.
Do you have a process to seek information, pursue common purposes, and receive
complaints from students and stakeholders?
The Office Systems Program has different mechanisms in place that allow students,
university community, and external groups to seek and receive their grievances in such a way
that these are promptly and effectively solved. The following figure is a flowchart that
summarizes the procedure to deal with a complaint between a professor and a student. This
indicates the communication channels and course of action to be followed in the order in which
the affairs must be resolved.
Figure 3.2 – Professor and Student Procedure to Deal with a Complaint
Student
Professor
Situation
Solved?
Yes
No
Student talks
to Department
Chair
Department
Chair meets
with professor
End of
situation
Situation
Solved?
Yes
End of
situation
No
Student talks
to Student
Ombudsman
Ombudsman meets with
Department Chair and
informs about situation
presented to him (her)
Situation
Solved?
Yes
End of
situation
No
Student
Ombudsman
intervenes
directly in the
situation to solve
it as conflict
mediator
70
The following is a flowchart that summarizes the procedure to be followed if a student files a
complaint against the service offices such as Financial Assistance, Registrar‘s Office,
Admissions Office, among others.
Figure 3.3 –Student and Service Offices Procedure to Deal with a Complaint
Student
Personnel in
Service
Office
Situation
Solved?
No
Student Talks
to Director of
Service Office
Yes
End of
Situation
Director of
Service Office
meet with
personnel in
service office
Situation
Solved?
Yes
End of
Situation
No
Student Talks
to Ombudsman
Ombudsman meets wit
Director of Service Office
and informs about
situation presented to
him/her
Situation
Solved?
Yes
End of
Situation
No
Student Ombudsman
intervenes directly in
the situation to solve it
as conflict mediator
The following is a flowchart summarizes the procedures to be followed for
solving situations related with Faculty staff (Professors).
Professor
Department Personnel
Committee (if necessary)
Department
Chair
Situation
Solved?
No
71
Figure 3.4 – Professor and Peer Procedure to Solving Situations
Professor talks to Dean of
Academic Affairs
Department Personnel
Committee (if necessary)
Yes
Dean of Academic Affairs
talks to Department Chair
End of
Situation
Situation
Solved?
No
Professor refers matter to
Administrative Board
Examination Officer
(if necessary)
Yes
Administrative Board talks
to Dean of Academic Affair
End of
Situation
Situation
Solved?
No
Professor refers
matter to Chancellor
Yes
Chancellor talks to
Administrative Board
End of
Situation
Situation
Solved?
No
Prof. refers matter to
University Board
Administrative
Yes
Univ. Board talks to
Chancellor
End of
Situation
Situation
Solved?
No
Prof. refers
matter to
President UPR
Yes
President UPR
talks to Univ.
Board
End of
Situation
Situation
Solved?
No
Yes
Prof. refers matter
to Board to
Trustees
Board of Trustees
talks to President
End of
Situation
End of
Situation
Yes
Situation
Solved?
No
Board of Trustees
intervenes going
backward assuring
situation is solved
72
The following is a flowchart representing the procedure to be followed to attend claims
and affairs related to the non-teaching staff.
Non Faculty
Staff
Figure 3.5 – Non-Teaching Staff Procedure to Attend Claims and Affairs
Immediate
Supervisor
No
Solved?
Employee talks
to Dean of
Administrative
Affairs
Yes
Dean of Admin.
Affairs talks to
Immediate
Supervisor
End of
Situation
Situation
Solved?
Employee refers
matter to
Chancellor
No
Chancellor talks to
Dean of
Administrative
Affair
Yes
End of
Situation
Employee refers
matter to
Institutional
Board of Appeals
No
Situation
Solved?
Yes
Institutional
Board of Appeals
talks to
Chancellor
End of
Situation
Situation
Solved?
No
Employee refers
matter to
President of UPR
Yes
End of
Situation
End of
Situation
Employee refers
matter to
President of UPR
Yes
Situation
Solved?
No
President of UPR
intervenes going
backward assuring
situation is solved
73
The following is a flowchart representing the procedure to be followed to assure the
fulfillment of protocol for reasonable accommodations for handicapped students.
1
2
• Students are counseled on requirements to receive reasonalbe accomodations.
• Students files written application and presents it to the Couseling Department.
3
• The person in charge of student population interviews the candidate to learn the medical
diagnosis for which he is applying for reasonable accommodation.
4
• Student present most recent medical evidence (six months or less) which includes diagnosis and
specific medical recommendations.
5
• Personnel in charge evaluate application to determine procedure to be followed for reasobable
accommodation.
6
• In case of facing problems with the reasonable accommodation it is discussed with the
personnel in charge of the student population with impedments in the counselling department
and the case is referred to the Dean of Student Affairs.
The following is a flowchart representing of the procedure to be followed to assure the
fulfillment of the protocol for reasonable accommodation for handicapped employees.
1
• Employee files a written application of service in the Human Resources Office.
2
• Employee is interviewed by Director of Human Resources to learn the merits of the application
and the reasons that impede the employee from doing his assigned work.
3
• Medical certification is handed in to Director of Human Resources certifying the diagnosis of
the condition (must be original and no more than 60 days from issued date).
4
• The Director of Human Resources referes the cases that require evaluation to the Committee for
Reasonable Accommodations.
According to Certification number 2001-02-07 of the Academic Senate it is required that
students protected by the protocol of reasonable accommodation and graduation candidates be
given the opportunity to register in a course that has reached the maximum quota for enrollment.
74
g. Do you have a system to determine students and key stakeholder satisfaction and
dissatisfaction?
Yes. Our Program has a system for determine students and key stakeholder satisfaction
and dissatisfaction. Refer to the following table for more details.
Table 3.6 - Measures/Indicators to Monitor Student and Stakeholder Satisfaction and Dissatisfaction
Student/Stakeholder
Group
Students
Alumni
Employer
Faculty
Satisfaction and Dissatisfaction Measures
Student satisfaction questionnaire
Student opinion questionnaire
Candidates for graduation questionnaire
Colloquium groups
Students‘ Evaluation forms submitted by employers
Multidisiplinary Standard test
Questionnaires
Colloquium groups
Questionnaires
Colloquium groups
Internship evaluation
Leadership questionnaire
Monthly meetings
Students‘ evaluation
Peer evaluation
h. Do you regularly review your student and key stakeholder satisfaction and relationship
efforts to ensure that they meet current needs and direction?
Our department has as an objective to use the results obtained from the administration of
the instruments itemized so they may take measures towards the continuous improvement of the
processes and the criteria evaluated through the different questionnaires described.
An annual Faculty meeting will be called to discuss the results obtained from the
different instruments referred to in the above table. In the case of ―the Student Satisfaction
Questionnaire‖ we established as a rule to consider as acceptable the criteria that obtains 80
percent or more as an outcome. The criteria in which the outcome is 79 percent or less, will be
evaluated so corrective measures can be taken to rectify any deficiency according to student
perception. Upon identifying specific aspects, we will proceed to inform the involved parties,
and they will receive the results in writing to those referred to, as well as recommendations and
suggestions to be implemented to improve. The results obtained the next time the instrument is
administered will be compared to the previous in hopes of determining the percent of change, if
any, and the level of progress obtained.
As per the student opinion questionnaire, it evaluates the performance of the professor in
the classroom and their academic performance. In the same manner we apply the same rule of 80
percent or more as is appropriate. This signifies that a professor with a result of 80 percent of the
75
students being satisfied with his/her performance will be considered acceptable. In the case of
professors who obtain an average of 79 percent or less, the Personnel Committee will meet
specifically with that professor with the purpose of making recommendations and suggestions in
those areas that require improvement. The progress and the implementation of the
recommendations made will be evaluated and contrasted with the results obtained the next time
the questionnaire is administered. With these new results we will be able to evaluate the
percentage of change and/or improvement as applies.
In relation to the graduate candidates‘ questionnaire, when an 80 percent or more of
satisfaction is obtained from the students, it will be interpreted as an appropriate result. In the
eventuality that the questionnaire results in a level of satisfaction of 79 percent or less, we will
carefully evaluate each rule and criteria that is indicative of these results. Once they are
identified, they will be quickly attended in order to take affirmative action for their correction
and improvement of this (these) criteria in particular.
Concerning the questionnaire on the evaluation of employers of practicing students, in
the same manner we will apply the rule of accepting as appropriate a level of satisfaction of 80
percent or more. We hope, through this questionnaire, to provide adequate follow-up for the
improvement of our academic programs. We hope that our students will be considered as
potential human resources with diverse skills so that they become competitive and valuable asset.
To these ends and considering the percentages obtained from said evaluations, we are having
focal groups with employers and prospective employers by areas of specialty of those offered in
our department, and we will continue to have focal groups every two years to receive valuable
insights on this detail. Through these groups we hope to learn the preoccupations and
recommendations of present and potential employers to improve the quality of the product we
offer to the business world.
In addition, we will hold an annual meeting where the Faculty will, at the right time,
evaluate each and every one of the instruments and/or questionnaires, with the purpose of
continually improving them so they can be representative of the criteria they hope to measure.
Furthermore, the continuous evaluation of the reference instruments peruses as a goal that they
be up-dated in accordance with the new tendencies in higher education and in the performance of
the teaching tasks, in the end to benefit the teaching-learning process and in favor of our
department students.
76
77
STANDARD 4:
MEASUREMENT AND ANALYSIS OF STUDENT LEARNING AND PERFORMANCE
4.1 Selection and Use of Information and Data
a. Do you have an outcomes assessment program?
The Office Systems‘ Program of the University of Puerto Rico at Aguadilla has had an
outcomes assessment program since 1998. The program has evidence that since that year it was
involved in the assessment process in an informal way. The works were taken up again from the
2006. The results have been used to improve student‘s learning throughout the program. As a
result of the continuous assessment program, the outcomes assessment plan was revised and new
assessment strategies were added.
Since the 2009-2010 academic year we have been using classroom embedded techniques
as a direct measure for program assessment, such as multidisciplinary standard test, supervisors
evaluation, MFT Major Field Test, case analysis, and course embedded evaluation. Also, we
have incorporated indirect measures such as colloquiums with current students, alumni, and
employers.
The outcome assessment plan is based on the institutional and program mission and goals
supported by the students learning profile, which is aligned with the CPC‘s, as shown in Table
4.1, 4.2 and 4.3. By the academic years 2009 - 2010 academic year, all the goals should have
been implemented.
Table 4.1
Institutional and Program Mission
MISSION
Institution
Program
Offer alternative undergraduate university studies,
The mission of the Office Systems of the
promote research activities, creation and services, and University of Puerto Rico in Aguadilla is to offer the
contribute to the critical analysis of society, inserting our northwest region an office administration program
work in the context of the new global society of directed to Developer competent professionals; framed
knowledge
in an education of quality, in harmony with
technological advances that will serve as an instrument
to face the challenges of the future. This Program is
framed in a global market and will train the student in
the skills of oral and written communication, critical
thinking, team work, ethical aspects and the integration
of technology.
78
Table 4.2 Institutional Goals and Objective Program
1.
2.
3.
Goal
Apply the skills of oral and written communication
in the creation and Edition of documents in English
and Spanish.
Use the skills of critical thinking to solve problems
and make decisions.
Demonstrate knowledge, skills and abilities to
manage technological media.
4.
Decide how to act in an ethical and professional
way.
5.
Demonstrate knowledge of his/her responsibility to
society.
6.
Apply Group work skills.
1.
Objetives
Coordinate and use the resources for the processing
of information in the current office l. (Goal 2, 3)
2.
Apply the Communications skills of the Spanish and
English languages. (Goal 1, 6)
3.
Carry out the role of professional administrator
efficiently in the different areas of the office, such
as: legal, medical, education, professionals,
technology, banking, commerce and other areas.
(Goal 1, 2, 3, 4, 5, 6)
4.
Increase their cultural Heritage, strengthen ethical
behavior and develop a sense of leadership. (Goal 4,
5)
5.
Manage changes and act as an agent of change in
the work place. (Goal 3, 4, 5)
6.
Make the gradual transition to the world of work
through a practice internship. (Goal 1, 2, 3, 4, 5, 6)
7.
Work independently and on a team. (Goal 6)
8.
Opt for licenses or professional certifications. (Goal
4, 5)
Table 4.3 CPC Alignment and the Program’s Student Profile
CPCs
Global Dimension of Business
Information Systems
Management
Legal Environment of Business
Business Ethics
Program’s Student Profile
Apply oral and written communications skills in Spanish
and English.
Write and edit documents
Manage different application software, such as: Word
processors, spreadsheets, register of Business
transactions, data base, graphics presentations, e-mail,
information Management programs, Web page design,
and publication designs
Efficiently manage office equipment.
Prepare documents in English and Spanish integrating
information from different software.
Evaluate and recommend equipment, software and
procedures used in the office.
Train personnel in the different software applications.
Administrate filing systems, retention and disposal of
documents using manual and electronic systems.
Establish and maintain effective interpersonal
relationships with groups, supervisors, peers and clients.
79
The program outcomes assessment is a systematic process. Its steps are presented in the
following flowchart (Figure 4.1)
Figure 4.1 Systematic Outcomes Assessment
Institucional
and Program
Mission
Program's
Goals and
Objective s
Improvements
Systematic
Outcomes
Assessment
Analysis,
Evaluation,
and
Improvement
Plan
Program
Assessment
Students
Profile and
CPCs
Student
Learning
Outcomes
80
b. How are ―student learning outcomes‖ appropriate to the rigor and breadth of the
degree established?
Our student learning outcomes align on the document ―Diez para la Década‖ (Ten for the
Decade) and in the learning outcomes of the Aguadilla Campus. We also use the benchmarking
technique to compare our learning goals with three universities accredited by ACBSP. We found
many similarities, which demonstrate that we are developing common skills and preparing
competitive professionals and good citizens.
Table 4.4 Benchmark: Program Learning Goals
UPR-Aguadilla
Office Systems’
Program
Apply oral and written
Communications Skill in
the writing and editing of
documents in English and
Spanish.
Learning Goals
UPR-Arecibo
UPR-Utuado
Office System’s
Office Systems Program
Program
Apply
research,
technological
and
communications skills in an
interdisciplinary form.
Apply knowledge from
your specialty area in a real
work environment.
Use critical thinking skills
to solve problems and
make decisions
Demonstrate knowledge
of, skills and abilities for
the
Management
of
technological media.
Apply
the
knowledge
acquired in Office Systems
with a local, national and
global perspective.
Use analysis skills to solve
problems.
Apply
research,
technological
and
communications skills in an
interdisciplinary form.
Apply
the
knowledge
acquired in Office Systems
with a local, national and
global perspective.
-------
Promote effective inter
action
between
the
university
and
the
community in the search
for the new knowledge,
the solution of problems
and the sociocultural
enrichment of the area.
Promote efficient and
effective use
of,
physical and economic
human
resources
available for the optimum
development
of
the
academic offerings.
Respond to the changing
needs of society being in
the vanguard in teaching
and the development of
the knowledge of science
and technology.
Millikin University,
Illinois
Students will communicate
facts and ideas in written
and verbal formats using
language, grammar, and
organizational
skills
appropriate to business
situations.
Students will apply those
problem-solving
and
decision-making
skills
expected of entry-level
business professionals.
-----
81
UPR-Aguadilla
Office Systems’
Program
Decide how to act in an
ethical and professional
way.
Demonstrate
consciousness or
responsibilities toward
society.
Learning Goals
UPR-Arecibo
UPR-Utuado
Office System’s
Office Systems Program
Program
Decide how to act in an Promote the integral
ethical way.
development the student,
through the intellectual,
Apply knowledge from emotional, social and
your specialty area in a real ethical enrichment, so
work environment.
he/she can reach their
self-realization
and
Demonstrate
leadership contribute actively to the
qualities.
development
of
our
society
Apply
the
knowledge
acquired in Office Systems
with a local, national and
global perspective.
-------
Apply teamwork skills
Apply team work skills.
Demonstrate leadership
qualities.
-------
Millikin University,
Illinois
Students will demonstrate
competent application of
business
theory
and
concept
to
practical
situations in communities
outside
the
formal
classroom.
Students will discover the
global nature of business,
including immersion or
familiarization with diverse
cultures
and
cultural
environments.
Students will be actively
engaged citizens using
their education and skills to
serve the community.
Students will demonstrate
a
strong
sense
of
individual, leader, and
team
roles
and
responsibilities.
We also use the benchmarking technique with the objective of demonstrating that the
course sequence in our Program offers students a systematic approach towards the acquisition of
knowledge and the development of skills. Our Program established as reference standards the
curricular sequences as well as the learning goals of two similar programs: University of the
District of Columbia (Washington, DC) and Mississippi Valley State University.
Table 4.3 presents the distribution of the courses required by each one of these programs
classified in the following categories: (1) general courses, (2) business and business related
courses, (3) general electives, and (4) capstone courses. As a result of this comparative analysis,
we can conclude that the curriculum sequences of our Program compares favorably with the
curriculum sequence of the programs used as reference.
82
Table 4.5 - Benchmark: Curricular Sequences
UNIVERSITY OF PUERTO RICO
(Aguadilla Campus)
General Courses
Basic Spanish I
Basic Spanish II
UNIVERSITY OF THE DISTRICT
OF COLUMBIA (Washington, DC)
General Courses
Freshman Orientation
English Composition I and II
Basic English I
Literature and Advanced Writing I and
II
Basic English II
Social Sciences I
Business Math I or Finite Math
Business Math II of Calculus for Business,
Social and Life Sciences
Introduction to Logic
Public Speaking
Social Sciences II
Humanities I
Humanities II
Introductory Math
General Psychology, Dynamics of Groups
or Industrial Psychology
Biology Sciences or Physics I
Biology Sciences or Physics II
Total General Education Courses Credits 36
Elective Courses
Office Systems Electives (9)
Desktop Publishing
Web Pages Design
Selection and Evaluation of Office
Programs and Equipment
Electronic Legal Document Processing
Medical Office Procedures
Strategic Training Planning and
Development
Introduction to Internet
Free Electives (12)
Business Administration Electives (3)
Total Elective Courses Credits 24
MISSISSIPPI VALLEY STATE
UNIVERSITY
General Courses
English Composition I, II
Early Western Civilization or Early
American History
Late Western Civilization or Modern
American History
Comprehensive Health
College Algebra
Physical Education or ROTC I, II
Music Appreciation or Art Appreciation
General Psychology
World Literature I, II
Survey of Biology Science/Lab or Survey
of Physical Science/Lab
Fundamentals of Public Speaking
Total General Education Courses Credits 25
Total General Education Courses Credits 41
Elective Courses
Elective Courses
Foreign Language
Natural Science with Lab
Fine Arts
Elective
Total Elective Courses Credits 23
Total Elective Courses Credits 6
Business Core Courses
Business Core Courses
Business Core Courses
Business English I
Business English II
Elementary English Conversational
Advanced English Conversational
Translation
Business Communication in Spanish I
Business Communication in Spanish II
Introduction to Business
Computer Keyboarding I
Introduction to Spreadsheets
Computer Keyboarding II
Office Procedures
Word I
Principles of Accounting I
Principles of Accounting II
Business Finance
Introduction to Desktop Publishing with
Lab
Principles of Macroeconomics
Principles of Microeconomics
Word II
Business Communication
Introduction to Management
Introduction to Marketing Management
Legal Environment of Business
Financial Accounting
Managerial Accounting
Macroeconomics
Macroeconomics
Business Statistics
Management
Organizational Behavior
Principles of Marketing
Business Law I, II or Business Ethics
Business Communication
Computer Applications in Business
International Business
Strategic Management
Seminar
Business Finance
Computer Application
Word Processing I, II, III
Advance Microcomputer Application
Desktop Publishing
83
UNIVERSITY OF PUERTO RICO
(Aguadilla Campus)
UNIVERSITY OF THE DISTRICT
OF COLUMBIA (Washington, DC)
MISSISSIPPI VALLEY STATE
UNIVERSITY
Business Statistics
Quantitative Business Techniques
Organization Theory and Behavior
Production and Operation Management
Office Management
Administrative Procedures
Internship
Seminar
Special Topics in Office Systems
Office Systems Supervision and Simulation
Office Systems Management
Practicum Internship
Mayor Elective
Total Core Courses Credits 16
Total Core Courses Credits 36
Total Core Courses Credits 36
Office Management Core
Office Management Core
Office Management Core
Typing
None
Word Processing
Computer Concepts
Records Management Systems
Office Administrative Procedures
Documents Production I
Documents Production II
Integrated Process Software Programs
Elementary Procedures of Accounting
Information Processing
Office Administration
Interpersonal Office Relations
Speed Writing in Spanish
Speed Writing in English
Spanish Transcription
English Transcription
Professional Internship
Total Office Management Core Credits 56
Advanced Computer Keyboarding
Computer Keyboarding
Data Entry
MS Word
Administrative Procedures & Technology
Total Office Management Core Credits 36
Total Office Management Core Credits 36
However, differences among the educational experiences offered by the programs used
for benchmarking and the Office Systems‘ Program can be pointed out. These are the following:

Greater diversity, apparently, in the general education courses than those offered by
UPR-Aguadilla
In addition, we use the employer‘s evaluation and colloquiums for assessing students‘ job
performance, judgment, communication, team work, initiative, ethical behavior, quality of work,
and ability to learn. We use this information as feedback about the Office Systems‘ curricular
sequence, courses‘ relevancy and rigor, and students‘ readiness to enter into the business world
to advance in their current positions. Employers‘ recommendations help us in identifying
program strengths and weaknesses. This has led to curricular changes and improvement.
84
Office Systems‘ Program compared its program with other accredited and nearby
universities, as shown in Figure 4.6 and Figure 4.7.
Table 4.6 - Curriculum Scope Benchmark Table
Benchmarking Factors
Curriculum: Total
Credits for the Degree
General Education
Foundations
Electives (oriented)
Electives (free)
Private/Public
Office Systems’
Program, University
of Puerto Rico at
Aguadilla
Office Systems
Administration,
Inter-American
University,
Aguadilla Campus
Metropolitan
University,
Aguadilla Campus
Office Systems’
Program, University
of Puerto Rico at
Arecibo
132
118
124
132
52
56
12
12
Public
47
61
7
3
Private
51
61
6
0
Private
49
58
9
15
Public
Table 4.7- Statistics/Data Benchmark Table
Benchmarking
Factors
Tuition Fee
Term of Completion
Number of Students
Office Systems’
Program, University
of Puerto Rico at
Aguadilla
Office Systems
Administration,
Inter-American
University, Aguadilla
Campus
$47.00 per credit
4 years – Full Time
250
Day sessions
7:00 am - 5:00 pm
Monday to Friday
$163.00 per credit
4 years-Full Time
200
7:30 am – 9:30 pm
Monday to Saturday
Day sessions
Evening sessions
Saturday
Trimester
Summer
Private
Administrative
Office Association
Program Schedule
Private/Public
Student Associations
c.
Public
International
Associate of
Administrative
Professional
Office
Administration and
Information
Processing
Metropolitan
University, Aguadilla
Campus
$171 per credit
4 years – Full Time
50
Day sessions
8:00 am – 12:00 m
Monday to Thursday
Evening sessions
5:00 pm – 10:00 pm
Private
Yes
Office Systems’
Program, University
of Puerto Rico at
Arecibo
$47.00 per credit
4 years – Full Time
131
Monday to Thursday
8:00 am – 6:00 pm
Friday
8:30 am – 11:30 am
Public
International
Associate of
Administrative
Professional
Does the program design involve the demonstration of such skills as analysis,
comprehension, communication, and effective research?
The curriculum for the Office Systems‘ Program has been designed to develop analysis
skills, comprehension, communication, technology, leadership, ethics, teamwork, and research
skills through course projects and in-class activities, among others. The following tables present
the courses in which these skills are developed.
85
Table 4.8 Skills Demonstration
SKILLS
Analysis
Comprehension
Communication
Research
COURSES
Elementary Procedures of Accounting (SOFI 3357)
Computer Concepts (SOFI 3015)
Administrative Office Procedures SOFI 3355)
Office Administration Management (SOFI 4038)
Integrated Electronic Information Processing
Software (SOFI 4005)
Internship and Seminar (SOFI 4985)
Document Production I (3105)
Spanish and English Transcription (3327 3328)
Word processing 3125
Information processing 3305
Internship and seminar 4985
Spanish Transcription (SOFI 3327)
English Transcription (SOFI 3328)
Business Communication Spanish (ESCO 3005-06)
Business Communication Spanish (INCO 3005-06)
Integrated Electronic Information Processing
Software (SOFI 4005)
Internship and seminar (SOFI 4985)
Record Management (SOFI 3210)
Internship and seminar (SOFI 4985)
Administrative office Procedures (SOFI 3355)
Computer Concepts (SOFI 3015)
Interpersonal Office Relation (SOFI 3017)
Office Administration/Management (SOFI 4038)
ACTIVITIES



















Portfolio
Application projects
Planning and implementing of
professional Seminar
Case analysis
Work Experience
Oral Presentation
Portfolio
Application projects
Office Simulations
Work Experience
Assessment Exercises
Pre/Post Test
Planning and Implementation
of professional seminar
Oral Presentation
Work Experience
Case analysis
Research projects
Oral presentation
Professional Situation
d & e. What internal and learning outcomes assessment information and data do you
gather and analyze?
Our program integrates the use of direct and indirect assessment strategies. Direct and
formative assessment includes assessment in the classroom and rubrics. Direct and summative
assessment integrates College Board, Multidisciplinary Standard Test (General Education in
Office Systems‘ Competence), General Education Tests (we only receive the results), and
standardized tests, such as the MFT.
Indirect and summative assessment integrates the retention rate, focal groups, employers‘
evaluation of the practice course, student satisfaction questionnaire, alumni questionnaires, and
candidates for graduation questionnaires. As part of the indirect and formative assessment, we
use the student opinion questionnaire.
86
Figure 4.4 - Table for a student learning outcomes
Student/Stakeholder
Group
Data and Evaluation
Internal
Method
External
Direct
Freshman Students
multidisciplinary
standard test


General Education Test


multidisciplinary
standard test
Professor‘s Internship
evaluation
Senior Students
Candidates for
graduation questionnaire

Course of Action
Indirect
To evaluate
program learning
outcomes
Course revisions
To measure
students‘
performance

To evaluate
program
performance




To develop
appropriate
learning strategies
Will be
administrated at the
end of the present
semester.
 Student
fulfillment
 Course revisions
 To develop
appropriate
learning
strategies
Course revisions
MFT Major Field Test


To measure
students‘
performance
To evaluate
program
performance
87
Student/Stakeholder
Group
Data and Evaluation
Internal
Method
External
Direct
Course of Action
Indirect
To measure
students‘
performance
Assessment in classroom
courses


To develop
appropriate
learning strategies
Course revisions
To measure
students‘
performance
Student opinion
questionnaire


To develop
appropriate
learning strategies
Course revisions
Will be
administrated in the
following month.
Student satisfaction
questionnaire


Students
To improve
students‘ services.
Course revisions
To develop
appropriate
learning strategies
Focal groups


To identify student
satisfaction
To identify
program‘s
strengthens and
weakness
Test results are
analyzed to support
the
decision
making
process
concerning:
College Board


 To establish
student allocation
 To develop
appropriate
learning
strategies
88
Student/Stakeholder
Group
Data and Evaluation
Internal
External
Method
Direct
Course of Action
Indirect
Course Satisfaction
Institution
Retention Rate


Curriculum
revision
Course revisions
Employers
Questionnaire


Evaluation by Employers


To evaluate
program learning
outcomes
Curriculum
revision
Course revisions
Colloquiums
Colloquiums




To measure
students‘
performance

To evaluate
program
performance

Alumni
Questionnaire
Curriculum
revision
89
f. Do you make needed information and data accessible to Faculty, staff, and students?
The coordinator and the Assessment Committee present the assessment results to the
Faculty in workshops and meetings. The results of the assessment tests made by the professors in
their courses are discussed with the students in the classroom, the rubrics and the results of the
multidisciplinary standard test and the MFT. The administrative staff also receives a written
report on the changes in the curriculum. We are in the process of developing the Program
Webpage in which the assessment information will also be posted.
Table 4.10- Approaches to Share Information and Data with Faculty
Approach
Department Faculty Meetings
Purpose
Discussion of academic and
administrative issues for decisions
making
(policies,
bylaws,
curriculum, innovations) and others.
Frequency
Each Semester
Share information about learning
strategies, evaluation, trends, and
others.
Coordination Meetings
Curriculum committee meetings
Select committees representatives
and assign responsibilities
Share information regarding course
evaluation,
and
recommended
changes
Share results of studies
Analyze
courses
Annual report
recommendations
Meetings are set according to each
term needs (two meetings minimum
per term)
Periodically
about
Develop new courses
Revise program of studies
Approve course and syllabus
revision
Compile activities carried out by
professors, administrative personnel,
and the Department itself
Annually
Evaluate the outcomes based on the
goals.
Table 4.11 - Approaches to Share Information and Data with Students
Approach
Colloquiums
Purpose
Current Students
Alumni
Present and discuss changes Initiated on 2010
to the program of study
Find out their opinion
regarding innovative ideas,
and new procedures
Discuss students‘
grievances
Frequency
every two years (Current
Students)
every three years (Alumni)
90
Approach
Bulletin boards
Current Students
Post class schedules
Purpose
Alumni
Frequency
Continuous
Post-employment
opportunities
Publish Department
activities from faculty,
students and students
association
Post professors‘ office
hours
--------
Post laboratory schedule for
additional practice
Promote our mission and
vision
Promote Departmental
activities
Academic Counseling
Brochures
Share
with
students
information related with
academic
progress,
curriculum
sequence,
continuing
education,
elective courses, and job
opportunities
Information
related
to
Student Association and
curricular sequence
Student Council
Department Representative
Share information regarding
policies, Bylaws, students‘
participation in the decision
processes, etc.
Student Associations
Share professional
information
Information about program
changes and professional
development
Continuous
--------
Periodically
-------Monthly
-------Information about
program changes and
professional
development
Periodically
Databases about Student‘s Academic Progress are available through local network for
strictly academic purposes, such as academic counseling provided by faculty members. Faculty
and staff are maintained informed through formal channels of communication, such as: UPR
Board of Trustees‘ Certifications, the President‘s Office Newsletters, UPR-Aguadilla Academic
Senate Certifications, Chancellor‘s Office communications, and faculty and departmental
meetings. The Dean of Academic Affairs also issues continuous communications about process,
regulations, activities, and progress reports to the university community.
91
g. Do you have a process to keep your information and data availability mechanism
current with education service needs?
a. current with education service needs?
The Office Systems‘ Program has a process to keep the information and data availability
mechanisms current with service‘s needs. We maintain communication with different Offices to
obtain information regarding student profile and academic average, graduation and retention
rates and the College Board results. These offices are:



Admissions Office: Information regarding services to freshmen students. Transfer
students from private universities and/or overseas.
Registrar’s Office: Information regarding active and non active students. Statistics about
enrollments, attrition or dropouts, and graduation rates.
Planning and Institutional Research Office: Information about academic progress,
graduation and retention rates, and student profile.
Figure 4.2 - Process to Keep Information and Data Availability Mechanism Current with Education Service Needs
ADMISSION OFFICE
College Board Results
Students Profile
Academic Average
DIAGNOSTIC TEST &
GENERAL
EDUCATION TEST
RESULTS
COURSE
COORDINATOR
RECOMMENDATIONS
Adjustment in course offerings, curricular and in extracurricular activities
Course Revision
New
Technologies
New
Methodologies
Professional
Development
Seminars
Assessment of Adjustments
Questionnaires
to Students
Analysis
of Dropouts
New Courses
92
h. Do you assess learning outcomes throughout the student’s career, not just as an end
process?
Yes, we assess learning outcome throughout the student‘s career.
The Office Systems‘ Program does program evaluation based on its mission, goals and
objectives. Four instances have been identified to assess learning outcomes throughout the
student‘s career. The process is systematic and ongoing. Figure 4.11 illustrates the strategies
used to assess learning outcomes throughout student‘s career within the specific instances.
Table 4.11 - Assessment of Learning Outcomes throughout Student’s Career
Freshmen Students
 Entrance
College Board
Test
 Pre test
Junior Students
 Embedded test
 Case Analysis
Senior Students
 Post test
 Portfolio
 MFT
 Evaluations
Alumni
 Surveys
 Electronic page
forums and
groups
The Program regularly contacts its alumni through survey mechanisms to get their
feedback on how their education has influenced their careers, which has been their careers track,
and their interest to continue graduate studies. Alumni are invited as guest speakers to share
their professional experience. An illustration of the assessment planning process is shown on
figure 4.3.
Figure 4.3 Assessment Plan Illustrations
Indirect External
Measures
Freshmen
Students
 Multidisciplinary
Standard Test
 Colloquiums
Junior
Senior
• Course Embedded
• Case Analysis
• Application Projects
• Pre-Post Test
• Internship
Assessment
• Formative and
Sumative Evaluations
• MFT
Surveys
and Focal
Groups
Alumni
and
Employers
93
In order to improve student‘s performance, the Office Systems‘ Program developed a
program systematic assessment plan. The following table presents the Office Systems‘ Program
Revised Systemic Assessment Plan for the year 2009 – 2010 and up to 2013 – 2014.
Systematic Assessment Plan
2009-2010 to 2013-2014
Oral and written communication skills
Communication
PROGRAM GOALS
GOAL 1: Apply the skills of oral and written communication in the creation and Edition
English and Spanish.
Learning
Assessment
Criteria for
CPCs
Instance
Direct/Indirect
Outcomes
Method
Success
Communicate
First:
College Board
Direct
Students will
facts and ideas Freshman
communication
master in 70%
in written and
scores
or more oral
verbal formats
Multidisciplinary
and written
using
standard
test
communication
language,
skills.
grammar, and
organizational
skills
appropriate to
business
situations
Second:
Juniors
Third:
Seniors
Internship
students
Multidisciplinary
standard test
Communication
Evaluation
Language Pre
and Post Test
Rubrics for Error
Analysis
Exercises
Direct
Multidisciplinary
standard test
Internship
Formative and
Summative
Evaluations
Direct
Students will
master in 75%
or more oral
and written
communication
skills.
of documents in
Use of Results
Analysis of
results for
continuous
Curriculum
improvement.
English/Spanish
language skills
reinforcement in
various courses
within the
curriculum.
Service
enhancement on
tutoring,
mentoring and
laboratories.
94
Information Systems
PROGRAM GOALS
GOAL 3: Demonstrate knowledge, skills and abilities to manage technological media.
Apply research,
First:
Multidisciplinary Direct
Students will
technological and
Freshman standard test
get 70% or
communication skills,
more on
information and technology
technologies
literacy
literacy and
applications
programs
exercises.
Second:
Juniors
Third:
Seniors
Internship
students
Multidisciplinary
standard test
Course
Embedded
Proyect
Multidisciplinary
standard test
Internship
Formative and
Summative
Evaluations
Direct
Direct
Students will
get 75% or
more on
technologies
literacy and
applications
programs
exercises.
Analysis of
results for
continuous
Curriculum
improvement.
Design and
implementation
of professional
development
activities for
faculty and
staff.
(Faculty
Certified)
PROGRAM GOALS
GOAL 5: Demonstrate knowledge of his/her responsibility to society.
Assessment
CPCs Learning Outcomes
Instance
Direct/Indirect
Method
Apply administrative
First:
Multidisiplinary Direct
and supervising
Freshman Standard test
Global Dimensions of Business
functions including
immersion and
familiarization with
diverse cultures and
cultural environments
Second:
Juniors
Third:
Seniors
Internship
students
Multidisiplinary
Standard test
Case Analysis
Application
projects
Multidisiplinary
Standard test
Internship
Formative and
Summative
Evaluations
Direct
Direct
Criteria for
Success
Students will
get 70% or
more on
questions and
projects
related to
social
responsibility.
Students will
get 75% or
more on
questions and
projects
related to
social
responsibility.
Students will
get 80% or
more on
questions and
projects
related to
social
responsibility.
Use of
Results
Analysis of
results for
continuous
Curriculum
improvement.
Development
of application
projects for
students to
perform.
95
PROGRAM GOALS
GOAL 4: Decide how to act in an ethical and professional way.
Understand and work within
First:
Multidisiplinary
groups and make decisions
Freshman Standard Test
Direct
Ethics
with others and support the
outcomes as well as
demonstrate an ethical
behavior.
Second:
Juniors
Multidisiplinary
Standard Test
Direct
Third:
Seniors
Internship
students
Multidisiplinary
Standard Test
Internship
Formative and
Summative
Evaluations
Direct
Indirect
Students will
get 70% or
more on
technologies
literacy and
applications
programs
exercises.
Students will
get 75% or
more on
technologies
literacy and
applications
programs
exercises.
Analysis of
results for
continuous
Curriculum
improvement.
Revision of
the Code of
Ethics.
Development
of activities
which fosters
ethical
behavior.
PROGRAM GOALS
GOAL 2: Use the skills of critical thinking to solve problems and make decisions.
GOAL 4: Decide how to act in an ethical and professional way.
GOAL 6: Apply Group work skills.
Learning
Assessment
Criteria for
CPCs
Instance
Direct/Indirect
Outcomes
Method
Success
First:
Freshman
Multidisciplinary
Standard Test
Direct
Seventy
percent of the
students will
achieve
mastery in
management
skills with a
70% or more.
Second:
Juniors
Multidisciplinary
Standard Test
Direct
Seventy
percent of the
students will
achieve
mastery in
management
skills with
70% or more.
Direct
Eighty percent
of the students
will achieve
mastery in
management
skills with a
75% or more.
Management
Demonstrate a strong
sense of leadership,
roles and
responsibilities
expected of entry-level
business professionals.
Course
embedded test
Third:
Seniors
Internship
students
Multidisciplinary
Standard Test
Direct
ETS test
Indirect
Internship
Formative and
Summative
Evaluations
Use of
Results
Analysis of
results for
continuous
Curriculum
improvement.
96
PROGRAM GOALS
GOAL 2: Use the skills of critical thinking to solve problems and make decisions.
GOAL 5: Demonstrate knowledge of his/her responsibility to society.
GOAL 6: Apply Group work skills.
Marketing
Analyzes the impact of marketing
activities on the individual,
business, and society.
First:
Freshman
Diagnostic
exercises
Direct
Students
will get 70%
or more on
exercises
provided by
the teacher.
Second:
Juniors
Diagnostic
exercises
Direct
Students
will get 75%
or more on
exercises
provided by
the teacher.
Third:
Seniors
Diagnostic
exercises
Internship
Formative and
Summative
Evaluations
Direct
Indirect
Direct
Students
will get 70%
or more en
the ETS.
Benchmarking
Continuous
curriculum
improvement
PROGRAM GOALS
GOAL 2: Use the skills of critical thinking to solve problems and make decisions.
GOAL 4: Decide how to act in an ethical and professional way.
GOAL 5: Demonstrate knowledge of his/her responsibility to society .
CPCs
Learning
Outcomes
Economic
Demonstrate basic
knowledge of economics
Assessment
Instance
Direct/Indirect
Method
First:
Freshman
Diagnostic
exercises
Direct
Criteria
for
Success
Students
will get
70% or
more on
exercises
provided by
the teacher.
Second:
Juniors
Diagnostic
exercises
Direct
Students
will get
75% or
more on
exercises
provided by
the teacher.
Third:
Seniors
Internship
students
MFT Field Test
Direct
Students
will get
70% or
more en the
ETS.
Use of
Results
Analysis of
results for
continuous
Curriculum
Improvement
97
PROGRAM GOALS
GOAL 2: Use the skills of critical thinking to solve problems and make decisions.
GOAL 4: Decide how to act in an ethical and professional way.
GOAL 5: Demonstrate knowledge of his/her responsibility to society.
Accounting
Applies the complete accounting
procedures cycle, and recognizes its
importance in the business world
First:
Freshman
Diagnostic
exercises
Direct
Students
will get 70%
or more on
exercises
provided by
the teacher.
Second:
Juniors
Diagnostic
exercises
Direct
Students
will get 70%
or more on
exercises
provided by
the teacher.
Third:
Seniors
Internship
students
MFT Field
Test
Direct
Students
will get 70%
or more en
the ETS.
Analysis of
results for
continuous
Curriculum
improvement
PROGRAM GOALS
GOAL 2: Use the skills of critical thinking to solve problems and make decisions.
GOAL 4: Decide how to act in an ethical and professional way.
GOAL 5: Demonstrate knowledge of his/her responsibility to society.
Finance
Demonstrate basic knowledge on
finance
First:
Freshman
Diagnostic
exercises
Direct
Students will
get 70% or
more on
exercises
provided by the
teacher.
Second:
Juniors
Diagnostic
exercises
Direct
Students will
get 70% or
more en the
ETS.
Third:
Seniors
Internship
students
Comprehensive
exercises
Direct
Students will
get 70% or
more on
comprehensive
exercises.
Analysis of
results for
continuous
Curriculum
improvement
98
PROGRAM GOALS
Business Policies comprehensive or integrating experience
GOAL 1: Apply the skills of oral and written communication in the creation and Edition of documents in
English and Spanish.
GOAL 2: Use the skills of critical thinking to solve problems and make decisions.
GOAL 3: Demonstrate knowledge, skills and abilities to manage technological media..
GOAL 4: Decide how to act in an ethical and professional way.
GOAL 5: Demonstrate knowledge of his/her responsibility to society.
GOAL 6: Apply Group work skills.
Applies and integrates application
of business theory and concept to
practical situations in communities
outside the formal classroom.
First:
Freshman
Multidisciplinary
standard test
Direct
Students will get
70% or more on
Multidisciplinary
standard test.
Second:
Juniors
Multidisciplinary
standard test
Comprehensive
projects
Direct
Multidisciplinary
standard test
Supervisors and
professors
evaluations
Direct
Students will get
70% or more on
Multidisciplinary
standard test.
Students will get
75% or more on
course
embedded
assessment
comprehensive
projects.
Students will get
80% or more on
Multidisciplinary
standard test.
Students will get
85% or more on
supervisors and
professors
evaluation.
Third:
Seniors
Internship
students
Indirect
Indirect
Analysis of
results for
continuous
Curriculum
improvement
i. How does evaluated students’ performance compare to intended learning outcomes?
Students‘ performance was compared with the intended learning outcomes using several
criteria. Among these are: internship performance assessment, multidisciplinary standard test,
comprehensive tests, classroom embedded test, and student‘s projects. Table 4.12 shows
program learning outcomes goals and results of students‘ performance.
Table 4.12 -Program learning outcomes goals and results of students’ performance
Goal
Apply the knowledge acquired in
accounting, economics, management, and
marketing
Instrument
MFT
Results
100% of the students obtained a
range between 530 to 524
99
Goal
Instrument
Results
Apply oral and written communication
skills in the writing and editing of
documents in English and Spanish
Oral and Written Report
Rubric
80% of the students obtain at least
70%
Use critical thinking skills to solve
problems and make decisions
Case Study Rubric
80% of the students obtain at least
70%
j. Do you have measures/indicators for tracking your business school or program’s
overall performance?
We have measures/indicators for tracking our business program‘s overall performance.
A tracking of overall performance in the competencies is shown in Table 4.13 and Graphics 4.25.
Table 4.13 - Tracking Overall Performance in Assessed Competencies
AREAS
Communication Spanish
Communication English
Management
Accounting
Business ethics
Information Systems
Comprehensive experience
2006-2007
62%
76%
93%
46%
97%
85%
100%
2007-2008
67%
60%
100%
89%
70%
88%
100%
2008-2009
71%
63%
100%
68%
63%
84%
100%
Graphics 4.1 - Tracking Overall Performance in Assessed Competencies
120%
Communication Spanish
100%
Communication English
80%
Management
60%
Accounting
40%
Business ethics
Information Systems
20%
0%
2006-2007
2007-2008
2008-2009
Comprehensive
experience
100
An analysis of the overall performance scores shows that students need to improve in the
following competencies: Business ethics, Accounting, and Information Systems. In another
competencies (Comprehensive experience, Communication Spanish, Communication English and
Management) the overall performance scores shows a consistency on students‘ mastery.
However, departmental Assessment Committee submits final reports at the end of the academic
year to faculty, Department Chair, and to the Dean of Academic Affairs who can make
recommendations based on these results.
4.2 Selection and Use of Comparative Information Data
Describe the business school or program's selection, management, and use of
benchmarking (comparing to best practices) or comparison (comparing with similar business
schools or programs) information and data to improve overall performance.
a. How do you determine what information and data is important to compare?
To determine the relevant information or data to use for comparative purposes, the Office
Systems‘ Program focused on attributes that could have a significant impact on students‘
learning outcomes and in their professional lives. Therefore, the information and important data
that we should compare are those that help us determine if students are achieving the learning
goals. Among the important elements that we are using to determine if students are meeting the
learning goals are: knowledge in office systems, student satisfaction with the curriculum and
departmental services, results of multidisciplinary standard test, graduation and retention rates,
and MFT Major Field Test scores. In addition, we used the best practices about what office
systems students should know and be able to do, such as National Standards of National
Business Education Association and Labor Department Studies. Also, we analyze stakeholders‘
recommendations. Surveys conducted with alumni, employers, and internship supervisors,
which provide data on skills learned by our graduates, are also used. See Figure 4.3.
Figure 4.4 - Measures and Indicators to track Overall Performance
Internal
External
Active
Students'
Satisfaction
Employers /
Alumni
Surveys
Capstone
Course Work
Employment
Rates within
the local
entreprises
Bachelor
Programs
within the
Campus
Best Practices
Standards of
Performance
101
b. What criteria do you use in seeking comparative information and data from within the
academic community?
To seek comparative information and data from within the academic community, the
Office Systems‘ Program uses specific criteria, such as: admissions, graduation rates, retention
rates, and College Board average.
Table 4.14 Academic Bachelor Programs (2006-2008)
ACADEMIC BACHELOR PROGRAMS
Business
Office Systems
Administration
2007- 2008- 2006- 2007- 2008- 20062007- 20082008
2009
2007
2008
2009
2007
2008
2009
50
50
150
165
165
35
40
40
Education
CRITERIA
Admission
quota
Admitted
(Freshmen)
Enrollment
Retention
Graduates
20062007
30
30
43
26
136
139
141
38
57
42
246
69%
62%
242
77%
45%
213
77%
52%
789
70%
48%
781
70%
30%
812
75%
42%
171
73%
37%
180
39%
52%
183
68%
44%
The analysis of this data demonstrates that the Office Systems‘ Program has the highest
retention rates. However, graduation rate must be improved. The Program has analyzed the
admitted freshmen students‘ criteria and intensified its participation in the recruitment process.
For the academic year 2009-2010 the admission closed with 74 students, which means an
increase of 57%.
c. What criteria do you use in seeking comparative information and data from outside the
academic community?
The Program uses the following criteria in seeking comparative information and data
form outside the academic community: NBEA Standard, Department of Labor performance
competencies, and information from external universities about programs of study similar to
ours. Also comparison is established with accredited and nearby universities.
Table 4.15 - Curriculum Scope Benchmark Table
Benchmarking Factors
Curriculum: Total
Credits for the Degree
General Education
Foundations
Electives (oriented)
Office Systems’
Program, University
of Puerto Rico at
Aguadilla
Office Systems
Administration,
Inter-American
University,
Aguadilla Campus
Metropolitan
University,
Aguadilla Campus
Office Systems’
Program, University
of Puerto Rico at
Arecibo
132
118
124
132
52
56
12
47
61
7
51
61
6
49
58
9
102
Benchmarking Factors
Electives (free)
Private/Public
Office Systems’
Program, University
of Puerto Rico at
Aguadilla
12
Public
Office Systems
Administration,
Inter-American
University,
Aguadilla Campus
3
Private
Metropolitan
University,
Aguadilla Campus
Office Systems’
Program, University
of Puerto Rico at
Arecibo
0
Private
15
Public
Table 4.16- Statistics/Data Benchmark Table
Benchmarking
Factors
Tuition Fee
Term of Completion
Number of Students
Office Systems’
Program, University
of Puerto Rico at
Aguadilla
Office Systems
Administration,
Inter-American
University, Aguadilla
Campus
$47.00 per credit
4 years – Full Time
250
Day sessions
7:00 am - 5:00 pm
Monday to Friday
$163.00 per credit
4 years-Full Time
200
7:30 am – 9:30 pm
Monday to Saturday
Day sessions
Evening sessions
Saturday
Trimester
Summer
Private
Administrative
Office Association
Program Schedule
Private/Public
Student Associations
Public
International
Associate of
Administrative
Professional
Office
Administration and
Information
Processing
Metropolitan
University, Aguadilla
Campus
$171 per credit
4 years – Full Time
50
Day sessions
8:00 am – 12:00 m
Monday to Thursday
Evening sessions
5:00 pm – 10:00 pm
Private
Yes
Office Systems’
Program, University
of Puerto Rico at
Arecibo
$47.00 per credit
4 years – Full Time
131
Monday to Thursday
8:00 am – 6:00 pm
Friday
8:30 am – 11:30 am
Public
International
Associate of
Administrative
Professional
d. Have you use comparative information and data to set targets and/or to encourage
performance improvements?
The Program uses comparative information to improve curriculum, assessment plan,
students‘ services, faculty recruitment and development plan and student performance. As a
result, we have revised our Office Systems‘ Curriculum and we have created several courses to
maximize the professional common components coverage. New methodologies were developed
for courses delivery, trainings for professors were implemented.
Table 4.17 Comparative Information and Data
Comparative Information and
Data
Curriculum
Target/Performance
Improvement
Update curriculum with market
demands
Flexible hours in the courses
Results
The revised proposal was
submitted to university authorities.
The courses have been expanded
to be offered in the Evening
University
Students Services
Two of the Program‘s courses
have been implanted under
distance education
103
Comparative Information and
Data
Learning Assessment
Target/Performance
Improvement
To improve learning performance
in the most difficult courses
To develop a culture of learning
assessment in all courses
To determine if the program goals
and the alumni profile is being
accomplished
Outcome Assessment
Integration of Technology
Resources
Area for students to use their
laptops and have remote access to
the Internet.
Results
The tutorials classroom proposal
was submitted to the university
authorities.
Rubrics and assessment tools have
been developed in courses to
assess learning through the
courses.
Program assessment plan has been
developed.
Program assessment tools and
instance have been identifying.
multidisciplinary standard test has
been administered to freshman
students.
An external resource will be
administered to measure the
common professional components
develop in the Office Systems‘
Program.
The Café Net was created on the
third floor of the Department
From this process of comparative information and data, we have started to collect
information and compare the results with other colleges of the UPR System.
The Humacao, Carolina, and Utuado Campuses administered the MFT as a direct
assessment like Aguadilla Campus. Also, the Utuado Campus administered the same
multidisciplinary standard test to measure general knowledge in the field of Office Systems.
e. How do you evaluate and improve the deployment of comparative information and
data?
We evaluate deployment of comparative data and information in regular meetings. We
compare with expected performance. Through the results we identify areas that need
reinforcement. This allows students to receive support for improvement.
Depending on the analysis, other courses of action may be considered, including changes
in course pre requisite, instruction or methodology and structure of instruction.
We have taken decisions as courses creation, professional development activities, for
faculty, staff, students and alumni devoted to ensure quality services and students education. An
illustration of such process is presented on Figure 4.27
104
Figure 4.5 – Process to evaluate and improve comparative information and data
•Stablished differents assessment activities.
Assessment •Implement Assessment Plan
Commetee •Analysis of results
Meeting
Faculty
Meetings
Findings
Report
Changes
Made
Analysis of
Results
•Analysis of results
•Comparative data
•Develop an Action Plan
•Ways for continous improvment
•Goals setting
•Instruction or methodologies
•Structure of instruction
•Reinforcement
•Program Outcomes Assessment
f. How do you evaluate and improve the effectiveness of comparative information and
data?
Office Systems‘ Program evaluates and improves the effectiveness of comparative
information and data by setting internal and external benchmarks for the identified variables to
achieve the programs goals. The analysis performed is submitted to the corresponding university
bodies and/or committees, which may develop strategies to improve identified weaknesses.
Among suggested strategies are: methods of delivery, subject complexity, schedule
modifications, strategy of evaluations, and students learning styles. Another way of evaluating
and improving the effectiveness of comparative data and information is through our continuous
updated program outcomes assessment plan.
4.3 Selection and Use of Information Results
The Office System Program has made improvements to its program and services based
on the information obtained from its benchmarking and outcomes assessment programs. In order
to evaluate the current level of standing and improvement made in the learning process the
program chose to use the following indicators:


Surveys from alumni and employers
Internship supervisor evaluations
105






Graduation rate
Multidisciplinary standard tests result (initial, mid, and final instances)
MFT Major Field Test
Extracurricular student activities
Faculty professional development indicators
Alumni and employers surveys.
a. What are your current levels and trends (three to five years) in key measures and/or
indicators? (illustrated by graphs, tables, or figures)
Results of assessment through different instruments and methods, as previously
evidenced in this standard discussion, indicate a satisfactory level and progress on achieving the
goals and the mastery of the CPC‘s. However, the Office System Program continues developing
instruments in order to establish a clear and valid tendency for our key measures and indicators.
ASSESSMENT RESULTS OF COMPREHENSIVE INTEGRATED EXPERIENCE
2006-2007, 2007-2008, 2008-2009
CPC
Accounting
SOFI 3357 –
Elementary
Procedures of
Accounting
Learning
Outcomes
Students will apply
accounting
principles in
preparation of
office reports.
Assessment
Strategies
Course
embedded test
Performance
Criteria
70 % of the
students master
the accounting
competency with
a 70% or more in
the
comprehensive
evaluation
Finding by Academic Year
2006-2007
46% of the students dominate
satisfactorily the Accounting
competencies.
2007-2008
89% of the students dominate
satisfactorily the Accounting
competencies.
2008-2009
68% of the students dominate
satisfactorily the Accounting
competencies.
Analysis/ Improvements
Accounting
The previous table and graph demonstrate that in the
last two years more than 50% of the students
dominate satisfactorily the accounting competencies.
100
80
Nevertheless, is important incorporate new learning
strategic
like:
assessment
tools
like
a
Multidisciplinary standard test and rubrics were
developed to obtain more indicators; and create
tutorships in accounting. Also, we considerate that
the course will be offer by the Business
Administration Faculty.
60
40
20
0
2006-2007
2007-2008
2008-2009
106
CPC
Management
SOFI 4038Office
Administration/
Management
Learning
Outcomes
Students will apply
management
principles in office
management.
Assessment
Strategies
Course
embedded test
Performance
Criteria
75 % of the
students master
the management
area
competencies
Finding by Academic Year
2006-2007
93% of the students dominate
satisfactorily the Management
competencies.
2007-2008
100% of the students dominate
satisfactorily the Management
competencies.
2008-2009
100% of the students dominate
satisfactorily the Management
competencies.
Analysis / Improvements:
Office
Administration/Management
102
As demonstrated in the previous table
and
graph
students
dominate
satisfactorily
the
management
competencies.
Even
though
the
students‘
performance demonstrates mastery of
the competence, our Program has
made a revision of the course and
integrated new strategies.
100
98
96
94
92
90
88
2006-2007
2007-2008
2008-2009
107
CPC
Business Ethics
Learning
Outcomes
Students will apply
ethical behavior
codes and rules
Assessment
Strategies
Rubrics
SOFI 3017Interpersonal
Office Relations
Performance
Criteria
80 % of the
students master
the business ethic
competency
Finding by Academic Year
2006-2007
97% of the students dominate
satisfactorily the business ethics
competencies.
2007-2008
70% of the students dominate
satisfactorily the business ethics
competencies.
2008-2009
63% of the students dominate
satisfactorily the business ethics
competencies.
Analysis/Improvements:
Interpersonal Office Relations
120
100
80
60
40
20
0
2006-2007
2007-2008
2008-2009
The previous analysis shows
that students needs to
improve business ethics
competencies.
As an improvements strategy,
the program reinforced the
content of the course with
new methods. A project was
added to reinforce the
competency. The program
will also assess ethical
competencies
in
other
courses integrating tools like
case analysis.
108
CPC
Learning Outcomes
Information
Systems
Students will apply
technological skills.
Assessment
Strategies
Course
embedded
projects
SOFI 4005Integrated
Electronic
Information
Processing
Software
Performance
Criteria
80 % of the
students master
the information
systems
competencies
Finding by Academic Year
2007-2008
85% of the students dominate
satisfactorily the information
systems competencies.
2008-2009
88% of the students dominate
satisfactorily the information
systems competencies.
2009-2010
84% of the students dominate
satisfactorily the information
systems competencies.
Information Systems
Analysis/Improvement:
The previous table and graph
demonstrate that students master
information
systems
competencies. However, new
assessment
tools
like
a
multidisciplinary standard test and
rubrics were developed to obtain
more indicators.
89%
88%
87%
86%
85%
84%
83%
82%
2007-2008
2008-2009
2009-2010
109
CPC
Comprehensive
experience
SOFI 4985 –
Internship,
Practice and
Seminar
Learning
Outcomes
Students will
demonstrate
knowledge and
skills in a real work
environment
Assessment
Strategies
Comprehensive
evaluations
performed by the
professor using a
rubric
Comprehensive
evaluations
performed by the
employeer using a
rubric
Portfolios
Analysis/ Improvements
Our
students‘
master
the
comprehensive
experience
demonstrating knowledge and skills
in a real work environment. Even
though the students‘ performance
demonstrates
mastery
of
the
competence, our Program has made a
revision of the course and integrated
new strategies.
Performance
Criteria
80 % of the
students master
the business
ethic
competency
Finding by Academic Year
2006-2007
100% of the students
demonstrate capacity to
synthesize and apply
knowledge from an
organizational perspective
2007-2008
100% of the students
demonstrate capacity to
synthesize and apply
knowledge from an
organizational perspective
2008-2009
100% of the students
demonstrate capacity to
synthesize and apply
knowledge from an
organizational perspective.
Internship, Practice and Seminar
105
100
95
90
85
80
Year 2006-2007 Year 2007-2008 Year 2008-2009
110
CPC
Communication
SOFI 3215 –
Speedwriting in
Spanish
Learning
Outcomes
Students will apply
oral and written
communication
skills
Assessment
Strategies
Comprehensive
evaluation performed
by the course professor
that includes:
i.
Language Pre
and Post
Tests
ii.
Rubrics for
Error
Analysis
iii.
Exercises
Performance
Criteria
75 % of the
students will
demonstrate
mastery of the
communications
area
competencies
SOFI 3315 –
Speedwriting in
English
Speedwriting in English
Speedwriting in Spanish
72
70
68
66
64
62
60
58
56
Finding by Academic
Year
2006-2007
62% of the students
demonstrated mastery in
applying oral and written
communication skills
2007-2008
67% of the students
demonstrated mastery in
applying oral and written
communication skills
2008-2009
71% of the students
demonstrated mastery in
applying oral and written
communication skills
2007-2008
76% of the students
demonstrated mastery in
applying oral and written
communication skills
2008-2009
60% of the students
demonstrated mastery in
applying oral and written
communication skills
2009-2010
63% of the students
demonstrated mastery in
applying oral and written
communication skills
80
70
60
50
40
30
20
10
0
2006-2007
2007-2008
2008-2009
2007-2008
2008-2009
2009-2010
111
Analysis/ Improvements
Our Program did not reach the expected learning outcomes. The faculty recommended
and adopted the inclusion of the following reinforcement strategies:


language, grammar and punctuation exercises
language, grammar and punctuation modules

referrals to the Language Department Tutoring Program
As part of this effort, faculty developed a multidisciplinary standard test to be given to
our students in three instances/levels. During the first semester of the academic year 2009-10 we
offered this test to freshmen and seniors students for the first time. The tests results were
analyzed by faculty and the Curriculum Committee in order to identify what kind of students we
receive in terms of skills and knowledge. This test was administered during the second semester
of academic year 2009-2010 for the junior student. We did compare the results from one instance
to another as illustrated on tables 4.18/4.21 and graphics 4.2/4.4, and submitted to the
Assessment Committee and to the Curriculum Committee.
Table 4.18 - Analysis of Results Multidisciplinary Standard Test – Spanish Area (Freshman Students)
AREA
SPANISH
Legend: 100-80 domain
2009-2010
100 – 90 =
1%
89 – 80 =
8%
79 – 70 =
0%
69 – 60 =
25%
59 – 0 =
66%
79-60 average domain
59-0 no domain
Table 4.19 - Analysis of Results Multidisciplinary Standard Test – English Area (Freshman Students)
AREA
ENGLISH
Legend: 100-80 domain
2009-2010
100 – 90 =
4%
89 – 80 =
23%
79 – 70 =
0%
69 – 60 =
47%
59 – 0 =
27%
79-60 average domain
59-0 no domain
112
Graphic 4.2- Analysis of Results Multidisciplinary Standard Test – English and Spanish Area (Freshman Students)
Freshman Students
70%
60%
50%
40%
Spanish
30%
English
20%
10%
0%
100-90
89-80
79-70
69-60
59-0
Table 4.20 - Analysis of Results Multidisciplinary Standard Test – Spanish Area (Senior Students)
AREA
SPANISH
Legend: 100-80 domain
2009-2010
1ST SEMESTER
2ND SEMESTER
100 – 90 =
0%
100 – 90 =
0%
89 – 80 =
0%
89 – 80 = 25%
79 – 70 =
0%
79 – 70 =
0%
69 – 60 =
0%
69 – 60 = 56%
59 – 0 =
100%
59 – 0 = 13%
79-60 average domain
59-0 no domain
113
Graphic 4.3- Analysis of Results Multidisciplinary Standard Test –Spanish Area First and Second Semester (Senior
Students)
Spanish Area (Senior
Students)
120%
100%
80%
First Semester
60%
Second Semester
40%
20%
0%
100-90 89-80 79-70 69-60 59-0
Table 4.21 - Analysis of Results Multidisciplinary Standard Test – English Area (Senior Students)
AREA
2009-2010
1ST SEMESTER
2ND SEMESTER
100 – 90 =
0%
100 – 90 =
6%
89 – 80 =
0%
89 – 80 = 56%
79 – 70 =
0%
79 – 70 =
0%
69 – 60 =
77%
69 – 60 = 38%
59 – 0 =
23%
59 – 0 =
0%
ENGLISH
Legend: 100-80 domain
79-60 average domain
59-0 no domain
Graphic 4.4- Analysis of Results Multidisciplinary Standard Test –English Area First and Second Semester (Senior
Students)
English Area (Senior
Students)
100%
80%
60%
First Semester
40%
Second Semester
20%
0%
100-90 89-80 79-70 69-60 59-0
114
As we compare the students‘ performance in English in the College Board Exam results
and in our multidisciplinary standard test results, we have concluded that although the students
were exposed in two different instruments to measure the skills, both results are similar. The
curriculum committee examined the data and recommend that English Speedwriting, English
Transcription, and Business English courses adopt more intensive strategies to include language
reinforcement. The committee, also, recommends drafting an agreement with the English
Department to provide tutoring to the Office Systems‘ students upon faculty referral.
The Office Systems‘ Curriculum Committee analyzed the results for the Spanish skills in
both the College Board scores and the Multidisciplinary Standard test. Although Spanish is our
native language, students have presented difficulties; most of them range below average. The
committee has also recommended reinforcing the Spanish language skills on the Spanish
Speedwriting course, the Spanish Transcription course, and Business Spanish course.
The information gathered from the College Board exam and the multidisciplinary
standard test results are used in order to design teaching strategies to support our courses every
year. It is evident that in order to be successful, our program needs to know the students entry
profile to establish a bridge between their initial performance and the expected learning
outcomes.
In December 2009 the Program administered the MFT Major Field Test examination at
the capstone course, as an external measure. With this external measure, the Program will assure
that the intended learning outcomes are accomplished. MFT Major Field Test contains four
general knowledge sections: Accounting, Economics, Management and Marketing for a total of
600 points. Internship, Practice and Seminar students were selected to take the test. Descriptive
statistics were used to organize, summarize and describe data set. Table 4.22 show that all
students took the test scored over the minimum of 520 while three students scored the maximum
of 532 points. Graphic 4.5 illustrate our student scores, mean and standard deviation.
Table 4.22 - MFT Results
Scores
Frequency
Percent
532
3
25.0
530
1
8.3
528
3
25.0
527
2
16.7
524
1
8.3
523
1
8.3
521
1
8.3
Total
12
100.0
115
Graphic 4.5 - Score, Mean and Standard Deviation
Mean: 528
Standard Deviation: 4
534
532
530
528
526
524
522
520
518
516
514
1
2
3
4
5
6
7
8
9
10
11
12
Table 4.23 shows the mean of correct responses for each major area: Accounting,
Economics, Management and Marketing. According to the table, in Accounting, students
obtained 26% of correct responses, while in Economics the mean of correct responses were 38%.
On the other hand, in Management the mean of correct response were 33% while in Marketing
the mean of correct response were 31%.
Table 4.23 - Mean of Correct Responses per Major Area
MAJOR AREA
Accounting
Economics
Management
Marketing
MEAN OF
CORRECT
RESPONSE
26
38
33
31
Graphic 4.6 and 4.7 shows the comparison of the results for the MFT Major Field Test at
Carolina, Humacao, Utuado, and Aguadilla campuses.
116
Graphic 4.6 - Mean of Correct Responses Percent per Major Area
40
30
Carolina
20
10
Humano
0
Utuado
Aguadilla
Table 4.7 – Means
Means
530
525
520
Utuado
Humacao
Carolina
Aguadilla
Faculty members were not surprised with the scores, since some students expressed
difficulty with the test being written in English (students‘ first language is Spanish) and that
major areas of the MFT Major Field Test needed to be reinforced. Based on the results in our
curriculum revision we propose incorporate the Statistic and Economic courses as part of our
program of study from the 2010-2011 academic years.
b. What are your benchmark or comparison institution’s current levels and trends (three
to five years) in key measures and/or indicators?
The Office Systems‘ Program did its benchmark with other institutions for the MFT
Major Field Test as shown in Graphics 4.6 and 4.7. However, none of the mentioned campuses
has a clearly defined trend. Each campus is currently gathering data to establish a trend
according to their timeline. Table 4.24 illustrates the expected use of benchmarking results for
program improvement.
117
Table 4.24 - Expected Use of Benchmarking Results
STUDENT LEARNING
AND PERFORMANCE
PROCESSES
EVALUATION
METHOD
CHANGES OR MODIFICATIONS
Course improvement
Program Profile
development

Assessment instruments
Questionnaires
Update methodologies, texts,
programs
Updated curriculum
Improvements
The program is continuously performing a systematic assessment on comprehensive
integrated experience competencies. Even though students‘ performance has always met the
mastery score criterion, the goal was raised by 10%. In the professional internship as capstone
experience of the program, this competency is assessed by using a rubric that is revised every
semester to respond to business changing environment and requirements.
The Office Systems‘ Program continues developing instruments in order to establish a
clear and valid tendency for our key measures and indicators. As part of this effort, faculty
adopted a multidisciplinary standard test prepaid by Utuado‘s Office Systems Faculty to be given
to our students in two levels. During the first semester of the academic year 2009-2010 we
offered this test to freshmen and senior students for the first time. The tests results were analyzed
by faculty and the Curriculum Committee in order to identify, first, what kind of students we
receive in terms of skills and knowledge, and second, to compare one level of student to another.
This test was administered during the second semester of the same academic year (2009-2010) to
the senior students. Once again, we did compare the results from one level and instance to
another as illustrated on tables 4.18/4.21 and graphics 4.2/4.4 and submitted to the Assessment
Committee and to the Curriculum Committee.
Another indicator that the Program considers in this analysis is the students‘
extracurricular academic related activity. There is a student association, which has been active
for years named International Association of Administrative Professionals. Some of the activities
performed by this organization include: lectures by invited speakers, seminars offered by
professors or administrative personnel, charity activities, and participation in annual conventions.
These activities promote communication skills, leadership, interpersonal relationships skills, and
encourage high standard of ethical behavior and business awareness.
Table 4.25 - Students Association Performance Activities
ACTIVITIES
Lectures by invited speakers
Organize Seminars
Attend Seminars/Workshops
Charity Activities
Participation in annual conventions
BENEFITS ACQUIRED
Promote communication skills
Promote leadership, administrative skills development
Interpersonal relationships, update knowledge,
administrative skills
Ethical behavior, interpersonal relationships
Update knowledge, interpersonal relationships,
administrative skills
develop
develop
118
Student‘s feedback about their learning and performance process is used to improve
academic offering and services, to provide professional and academic advice and/or to design
faculty and staff development plan.
4.4 Continuous Process Improvement: Student Learning and Performance
a. How do you evaluate your student learning and performance processes?
The Office Systems‘ Program recognizes that students and performance is an endless
loop process. To comply with this point of view we consider different indicators and apply
additional approaches identifying milestones across the semester.
Among these
approaches/indicators are:
Application
exercises
Case Analysis
Class work
Graded
Homework
Practice Tests
Essays
Competency
tests
First/mid/ final
terms
Approachesindicators
Employers’
evaluations
Portfolios
Questionnaires
Pre/Post Tests
Projects
Reflections
Presentations
The following curricular improvements have been made to the program based on
information obtained from the outcome assessment program:
Table 4.26 - Improvement Students Learning and Performance
Assessment Results
The students did not have sufficient
knowledge in the accounting, marketing,
statistics, and economics area.
Student/Stakeholders Input
Recommendations from
employers in the practice,
professors, from students, and
MFT results.
The students did not have sufficient
knowledge in Spanish and English
Recommendations from
employers in the practice,
Curriculum Changes
We include these courses as
core requirements of the
program:
SOFI 4030 – Publication
design
ESTA 3001 – Commercial
statistics
ECON 3021 – Principles of
Economics
Informative/Orientation
Interview with the English
119
Assessment Results
communications skills.
Student/Stakeholders Input
professors, from students, and
Multidisciplinary standard test
results.
Curriculum Changes
and Spanish Department
Faculty is in process.
After an assessment tool is used for the first time, the Assessment Committee meets and
evaluates the response rate. If it is understood that the response rate was not satisfactory, the tool
is modified and is submitted to the Faculty for suggestions and later approval.
The Assessment Committee will submit the assessment process to revision every three
years and it is later presented to the Faculty for its approval. Among the assessment tools that
measure the students‘ performance and learning in the classroom, we can mention: quizzes,
essays, homework graded assignments, projects, presentations, research, case analysis, class
work, learning by doing exercises, multiple choice, true or false questions, practice tests, tests,
and final examination grades.
b. How do you use the results of that evaluation to make changes or modifications to your
student learning and performance processes?
The Program uses the results of Student Learning and performance processes for strategic
planning, to cope with difficult situations and to develop appropriate action plans (short/long
term), as illustrated on the Table 4.27:
Table 4.27 - Evaluating Student Learning and Performance Processes
Student Learning and
Performance Processes
Diagnostic tests
Evaluation Methods
Changes or Modifications
Standardized Tests
Course revision
Professional competencies
evaluation
Communication with
employers
Communication with alumni
Presented works in
Professional portfolio
Employers‘ Study
Knowledge gained in
curricula courses
Periodic evaluation of
professor of student
performance throughout
tests, projects, presentation,
class work, etc.
Participation in association,
and activities outside the
campus
GPA reflected on
transcripts.
Continuous updating while
in the program
Curriculum updating
Syllabi revision
Curriculum updating
Syllabi Revision
Exit interview
Students extracurricular
activities
GPA´S (grade Point
Average)
Alumni Study
Results will be shared to
improve leadership
Gather data on GPA to see
correlation on diagnostic
test administered during the
last semester of bachelor
120
Student Learning and
Performance Processes
Capstone course
Students in their last
semester
Evaluation Methods
Internship Course
Performance
Exit interview through a
questionnaire regarding
their satisfaction with the
program, acquired
knowledge, competencies
and skills.
Changes or Modifications
Evaluation of practitioners‘
performance according to
evaluations from Internship
Centers by supervisors and
professors.
Semester evaluation and
analysis of answers in the
questionnaire by
administration and
professors leads to
improvement in the
program.
121
122
STANDARD 5 – FACULTY AND STAFF FOCUS
5.1 Human Resources’ Planning
a. Do you have a plan for human resources?
The Office Systems‘ Program has steadily developed and updated a human resource plan
that includes: recruitment, development, evaluation and the processes of promotion and tenure.
In response to our goal of having qualified faculty in all disciplines relevant to the degree
program, our Human Resource Plan addresses the six areas of: faculty and non-teaching,
administrative staff recruitment, development, evaluation, promotion, tenure, and scholarly
activity, as applicable. This is governed by what is established in the General Regulations of the
University de Puerto Rico. The Plan contemplates compliance with relevant state and
institutional rulings regarding human resources reflecting the programs goals, stakeholders‘
expectations, and our projections, especially those arising from a changing technological
environment. Close alignment is sought between these two major components of the Plan:
compliance with rulings and the advancement program projections. We have also considered
system, campus, and program strategic plans, as well as our mission, vision, and values. The
Plan addresses the continuous development of faculty and staff.
The recruitment plan is illustrated systematically in the diagram that follows:
Figure 5.1 Recruitment Plan
Inventory of Current
Academic Personell
Projections of Courses
and Academic Job
Recruitment Plan
Vacancy Announcement
Credentials Submission
and Evaluation
Preliminary Interview
Final Qualification and
Recruitment
Dean of Academic
Affair's Approval
Formal Contract
Orientation Process
Courses Assignment
Follow-up and continuos
training
123
Faculty and staff applicants are required to submit their curriculum vitae, fill out a job
application, and attend an interview with the Department‘s Personnel Committee. The faculty
applicant is also asked to give a short demonstrative class. Once hired, the campus has, in
addition, an entry orientation for new employees which takes the form of consecutive seminars.
The department‘s chairperson meets with the new employee and introduces his or her to the
faculty in an official department meeting.
The process for tenure and promotion of faculty is incorporated into our plan in
conformity with approved rules and regulations. A condensed illustration of the faculty
components and criteria of the tenure and promotion evaluation process is provided on Table 5.1.
Table 5.1 – UPR-Aguadilla Office System Faculty/Tenure and Promotion
UPR-AGUADILLA OFFICE SYSTEM FACULTY
Tenure and Promotion
Formal Evaluations
Peers, Students,
Administrative
Professional
Development,
Community Service,
Professional
Associations
Research, Creative
Work,
Publications,
Committees
The process for hiring administrative personnel is stated in the University of Puerto Rico
General Bylaws, Chapter VIII and also in the UPR Board of Trustees Certification No. 93-1151993-94. Academic background must meet requisites described on each Call for Position paper
issued for each available position. Recruitment criteria include: eligibility requirements, exams,
vacant available for promotion, and others. Any other recruitment criteria are described on our
Human Resources Plan.
b. How do you deploy your human resource plan?
Our Human Resources Plan is deployed along two concurrent set of activities:

Implementation: The Department‘s Director and the Department Personnel
Committee, assisted by the Campus Human Resources Office, implements
recruitment and evaluation activities according to the Plan, which has been discussed
and approved by the department faculty, following the annual calendar approved by
the Program and by the Campus Administrative Board, which is presided by the
Chancellor. Two basic instruments are used to record the results of the evaluations of
faculty performance: a form for peer and Program Head evaluation and a form for
student evaluation. A sample evaluation exercise is illustrated in the table following
this subsection.
124

Orientation, personnel training, and assessment of the process: A copy of the Plan and
of the evaluation forms is handled to each faculty member. Formal and informal
meetings, conducted by the Department‘s Director, the Personnel Committee Chair or
the Dean, are used to orient and prepare the personnel to be evaluated, in both
formative and summative contexts.
Copies of the plan are available at the Dean of Academic Affairs Office and at the
Department. The Department‘s Personnel Committee is in charge of evaluating and updating the
plan. It is presented and discussed with the faculty at review meetings. A sample of procedures
used for deploying the human resources plan‘s formative evaluation phases is presented in the
table following this subsection.
Table 5.2 - Human Resources Plan Deployment
Peer Faculty teaching
process findings
Poor teaching
strategies and/or
methodology
See:
1. Teacher’s
evaluation form and
comments
Students’ evaluation
finding
Dissatisfaction with
faculty performance
See:
i. Student’s
evaluation form and
comments
Administrative
(Department Director)
evaluation finding
Lack of faculty
involvement on
extracurricular
activities and
community service
projects
See:
 Chair’s evaluation
form and comments
Analysis
Teachers are
specialists but
may not have
the training in
order to reach
to students
during their
classes.
Deployment
A committee was
designated to
develop a plan of
development
activities for the
faculty members.
Course of Action
Workshops,
seminars, and
written literature
communications are
given concerning
these issues.
Results Aimed at
Faculty move to
implement new
teaching
strategies and
methods.
Analysis
Deployment
Course of Action
Results Aimed at
Department‘s
Personnel
Committee
must perform
an orientation
meeting with
the faculty
member
evaluated.
An individualized
formative plan was
developed and
discussed in order
to assist the faculty
member.
Informal meetings,
workshops and
seminars were
conducted.
Colloquiums were
held with students as
a hearing mean.
Teachers engage
in innovative
strategies and
students‘
satisfaction
increase thereby.
Analysis
Deployment
Course of Action
Results Aimed at
Department
chair needs to
develop and
implement a
challenging
plan to
motivate the
faculty
members
evaluated.
An action plan was
developed,
discussed, and
deployed for
specific
improvements.
Aggressive
disclosing campaign
was conducted
Students and
faculty jointly
develop
community
service projects,
such as: support
of abused
children centers
and others.
125
c. How do you develop your Faculty and staff?
In order to keep our faculty and staff prepared to respond to changes, recognizing that
education is a continuous process, during entry interviews potential personnel are advised about
entrance, training, and promotion policies, implemented in compliance with the standards stated
in the University of Puerto Rico General Bylaws and/or other official certifications issued by
governance bodies within the university system.
Careful attention is given to formal evaluations (peers and students) in order to supply
our personnel with the necessary tools to be effective and to keep on a continuous growing
process. The institution is committed to this effort and finances faculty requests to attend
activities related to their professional growth. This includes a program of paid leaves for
conducting formal studies towards a terminal degree. The Department Director and the
Personnel Committee is in charge of maintaining an updated faculty development program, with
assistance from the Office of the Dean for Academic Affairs and the Campus Human Resources
Office. University bodies encourage continuing education and faculty/staff is required to
demonstrate that they are involved in professional development activities in order to comply with
university regulations; six (6) hours per year are required by the States Comptroller‘s Office and
ten (10) hours bi-annually specifically on ethics is mandated by the State‘s Ethic Office.
Evidence of this is submitted to the Human Resource Office and to the Department. We also
encourage participation in professional associations, such as the Association of Business
Professors (APEC) and the National Business Education Association (NBEA).
Non-teaching, administrative staff members‘ development needs are evaluated per
individual demand. In-campus development activities are realized in coordination with the
Human Resource Office. Professional development activities are designed for faculty and staff;
they are entitled to receive paid leaves and exemption for course registration fees. Faculty and
staff participate from the same workshops and seminars related to technology, office procedures
and applications programs offered within the institution. The need for professional development
is emphasized throughout formal meetings and/or written communications. The following
diagram illustrates the most common means of faculty and staff development:
Figure 5.2 – Diagram of the Most Common Means of Faculty and Staff Development
Professional
Development
Technical
Training
Sabbaticals
Travel
Tuition
exemption
Financial Aid
Legend:
Professional Development –The Office of Academics Affairs offers a program of
continuing professional development activities, including: workshops, seminars,
conferences, and book presentations, among others, both directly and not directly related
to the field or discipline.
126
Faculty Leaves/Sabbaticals – Faculty are eligible to submit a request for professional
development leaves and/or sabbaticals. The sabbaticals are offered mainly to complete a
degree, to write a book, or to conduct an approved research project.
Travel – Faculty is also eligible for professional development travel. They are also
challenged to participate in exchange programs, where they can teach in a different
country.
Technical Training – Regular workshops and seminars on updated computer
applications programs, internet and web design, blogs, and specialized areas are designed
for staff and faculty.
The Human Resources Office also provides further instruction related to the
administrative functions of the University, such as training on uses of the Enterprise Resource
System (currently Oracle).
d. What process do you use to promote your Faculty and staff?
The promotion procedures contemplated in our plan conform to the regulations stated in
the University of Puerto Rico General Bylaws are based on the principle of merit; Article 47
regulates the promotion of tenured and non tenured track faculty. New professors obtain a
tenured appointment after five years of service with satisfactory evaluations (by peers and
students), as well as with a proven record of their academic performance, such as: research,
community and university services, publications, institutional and departmental committees‘
participation, among other criteria. Careful examination of the academic and experience
credentials as well as the formal evaluations are undertaken and examined in order to promote
faculty. It is expected that faculty be active learners in their area of expertise, willing to adjust to
ever-changing classroom, professional and scholarly demands. There are four ranks available to
our faculty for promotion: Instructor, Assistant Professor, Associate Professor, and Professor.
In relation to the non-teaching, administrative staff, their process for promotion is
managed by the Human Resources Office of the institution, with an active participation by the
department‘s director. This office maintains an updated list of those personnel who qualify for
promotion, based upon experience, education, and years of continuous service; outstanding
merits are also considered. They are promoted based on their qualifications, end-of-year
evaluations, and availability of positions, in accordance with the UPR System Classification
Scheme for Non-Teaching Staff Positions. Promotions for administrative staff are mainly based
on:
 Reclassification (Cert. No. 050-1996-1997 – UPR Board of Trustees) Reclassification to a higher level or rank takes place when a deliberate and substantial
change in nature or complexity of the tasks assigned to a position occurs.
 Edicts, Convocations and/or Call for Positions (Cert. No. 93-110, PR Council of
Higher Education) University of Puerto Rico at Aguadilla also promotes
administrative personnel by inviting applications by employees for vacant or new
127
posts. In-service tenure personnel interested in available positions will have priority if
the position means a promotion to the next level in rank to the interested party.
e. How do you determine the best makeup of the Faculty, including academic credentials
and business experience?
In order to determine the best makeup of the faculty, the Department‘s Personnel
Committee, the Department‘s Director, the Dean for Academic Affairs, and the Chancellor take
into account the following program requirements, objectives, and trends:







The various areas taught in the present curriculum
Trends in the business education and office systems or office administration field
New teaching competencies and practices required to effectively address students of the
current generation
Acceptance of service in an institution highly subjected to public accountability and
external evaluations and assessment
The profile of regularly admitted students to UPR Aguadilla
The service expected from the program by the surroundings external community
UPR Board of Trustees Certification No. 145-2005-06 and Certification No. 15-2006-07
as amended which require a terminal degree for tenure track recruits
Currently, our program faculty is composed of four full-time tenured or tenure track
positions, and, usually, according to enrollment, five adjuncts (full or part-time). The minimum
academic degree required to be considered as a faculty candidate to be recruited for an adjunct
position is a Master‘s Degree. Since 2006, a Doctoral Degree is required to be considered for a
tenure track position. At this time, we have two doctoral degree professors, and four professors
who are working towards the degree, and we project that within four years the faculty as a whole
will be doctoral qualified. Each currently tenured faculty member has a closely similar academic
background of professional academic training in the business education field. This training is
certainly adequate, since it prepares faculty to be proficient in the various required curricular
areas of the program, such as: technology, software domain, human relations, computer literacy,
English/Spanish communication skills, basic accounting principles domain, dictation techniques
and transcribing methods, office procedures and office administration.
Table 5.3 – Faculty Profile
Professor’s
Name
Ortiz, María
de los A.
Castillo,
Sylvia
Cajigas,
Evelyn
Department
Initial
Appointment
1994
Status
Academic
Degree
Discipline
Rank
Full-Time
MA
Business
Education
Associate
Professor
1994
Full-Time
MA
1996
Full-Time
MA
Business
Education
Administration
and Supervision
of Colleges and
University
Associate
Professor
Assistance
Professor
University
Interamerican
University
of
Puerto Rico
New
York
University
New
York
University
128
Professor’s
Name
Orama,
Vivian
Ocasio, Aida
Department
Initial
Appointment
1996
2006
Status
Academic
Degree
Discipline
Full-Time
Doctorate
Candidate
Curriculum and
Teaching
MA
Business
Education
Curriculum and
Teaching
Full-Time
Ed.D
MA
Business
Education
Rank
Instructor
University
Interamerican
University
of
Puerto Rico
New
York
University
Assistance
Professor
Pontifical
Catholic
University
Interamerican
University
of
Puerto Rico
f. How will Faculty makeup facilitate appropriate emphases on business theory and
practice?
The current tenured faculty area of specialization is Business Education. This is a very
versatile field and a faculty member with this training is prepared to facilitate student learning
with appropriate emphases on business theory and practice. This faculty can teach adequately all
courses included in the Office Systems curricula. They are required to be constantly updating
their knowledge in all four principal curricular areas (computer applications, technology
changes, human resources policies, document administration) of the Office Systems‘ Program.
All of our tenured faculty members have occupied, at some point in their careers,
administrative positions, such as, Department Director, Members of the Academic Senate, Dean
Director Executive Secretary, and Distance Learning Coordinator. Students certainly gain from
such an academic background as well as from the administrative experience that this faculty
brings to enrich the various courses. Our faculty also participates in delivering conferences and
workshops to the external community and serve as advisors in the decision making process
related to the region‘s office environments and information systems. The tenure track faculty
complements this versatility with a focus on technology and computer applications.
g. How do you improve your human resources planning process?
Our human resource planning process is improved by being attentive to and taking into
account the changes and pressures brought about upon the field of Office Systems by changes in
economic, technological, and social factors which can influence faculty profiles and makeup.
Changes in state or university rules and regulations are also considered. We are also attentive to
the demands from the market place and the implicit need for capable professionals to meet these
needs. Office Department personnel, guided by the Department‘s Personnel Committee, also
evaluate the data that emerges from the job performed by its staff, in order to suggest and
implement changes to the plan. By such an analysis we are able to consider several strategies for
improvement. Among these are: how the results achieved support or modify our planning
process, which external elements are relevant to our program, which practices may inhibit us
129
from reaching our goals, and what trends, if any, may affect our faculty makeup in the short or
long term.
Our human resources planning process is also improved by reviewing the established
standards, and by annually updating the talent pool. Both part-time and full-time personnel
recruited, as well as the regular professors, are given a questionnaire periodically to assess their
academic needs and prepare a professional improvement plan to address these needs.
Assessment issues are included as part of this effort in order to involve faculty and staff in an
―assessment culture‖ that focus on courses, procedures, and program assessment.
From the data gathered from our current tenured faculty and staff profiles, an action plan
has resulted, geared to having a fully doctoral faculty within a three year period. An illustration
of this planning exercise is presented in Table 5.4, named Current Faculty Profile and
Recruitment Plan.
Table 5.4 Faculty Recruitment Plan
Highest Degree
Faculty
Member
Year of Inicial
Appointment
Type
Ortiz, María
de los A.
August – 1994
MA
Castillo,
Sylvia
August – 1994
MA
Cajigas,
Evelyn
August – 1996
MA
Business
Education
Doctorate
Candidate
Orama, Vivian
Ocasio, Aida
Discipline
Business
Education
Administration
and
Supervision of
Colleges and
University
Curriculum and
Teaching
August – 1996
MA
Business
Education
Ed.D
Curriculum and
Teaching
August – 2006
MA
DES Distance Education Specialist
COI Certified Online Instructor
Assigned
Teaching
Discipline(s)
Prof.
Cert.
Expected
Retirement
Year*
Office Systems
----
2029
Office Systems
DES
COI
2010
Office Systems
----
2031
Office Systems
----
2039
Office Systems
COI
ITHL
2037
Business
Education
CSSTBE Certified Secondary School Teacher Business Education – PRDE
ITHL Integrating Technology to Higher Level
Actions for Faculty
Recruitment or
renewal
Candidates for
permanent positions
as professors in the
Department are
required:
 Doctoral Degree
in Business
Education,
Administration
and Educational
Technology or
related areas in
the Business
Field.
 Scholar
publications and
research
 Fully Bilingual
 Mastery in
language skills
 Mastery in
technology skills
 Professional
experience in the
office systems
field
 Leadership
130
5.2 Employment
5.2.1
a. How does the makeup of your Faculty and Faculty processes provide for depth and
breadth of knowledge?
The department of Office Systems guarantees that all professors, full time as well as part
time, have the qualifications and credentials in accordance with the objectives of the program.
In order to ensure that all faculty members possess the qualifications and credentials to
match our program objectives, faculty members are recruited to the Office Systems‘ Program
with a terminal degree in one of the following curricular areas, pertinent to the Office Systems
field: Business Education, Technology Education, Curriculum and Education, Information
Systems, Business and Information Technology, or in any other closely related field. Most of our
faculty possesses professional certifications appropriate or required for their teaching areas, such
as, Department of Education Teacher‘s Certification, Medical Invoicing Certification, HIPAA
Certification (health related), Distance Learning Certification, Databases Technology and
Management Certification. The Office Systems‘ Program recognizes as a professionally
qualified faculty member, a person who:



Possesses an earned doctoral degree or master‘s degree in a business education-related
discipline
Has extensive and substantial documented successful teaching experience in the area of
assigned teaching (teaching excellence)
Demonstrates involvement in meaningful programs for the enhancement of pedagogical
skills (training, research and/or publications)
Faculty participation in community activities, business consulting, and formal work
experiences have provided depth and breadth to our program. All the professors that are
teaching in our bachelor‘s degree program have a masters or doctoral degree. (Appendix 5.1,
Faculty Curriculum Vitae)
The UPR‘s General Regulations, in its Articles 50 to 53, establishes the general
dispositions on licenses and financial aid available to the teaching Faculty to obtain doctoral
degrees, write books, educational travel, and develop research, among other things. The licenses
a professor can apply for professional improvement are:



Sabbatical License
Extraordinary License with Financial Aid
Leave of absence
131
Table 5.5 Professors Pursuing Doctoral Studies
Professor Name
Guerrero, Beatriz
Cruz, Erica M.
Mayra Santiago
University
Nova South
Eastern University
Inter-American
University
Nova South
Eastern University
Program
Instructional
Technology and
Distance Learning
Curriculum and
Education
Instructional
Technology and
Distance Learning
Academic
Background
Starting Date
Expected
Graduation
Date
MA
2006
2011
MA
2008
2013
MA
2009
2013
b. How does the makeup of your Faculty and the Faculty processes provide for creativity, a
critical eye, and intellectual curiosity toward business?
The Office Systems curriculum is mainly technology and management oriented, which
means that our faculty makeup as well as our processes must respond to an ever changing world
and to the obsolescence phenomena. Faculty performance as educators, community advisors,
consultants, community service leaders, writers, speakers, and research members (among others)
testify that the Office System Program processes and faculty makeup provides for creativity,
critical eye, and intellectual curiosity. Faculty has an active participation organizing and
delivering seminars and workshops related to their expertise. Creativity and critical eye is proven
by their involvement in Departmental, Institutional and System-wide committees. They have
written proposals reflecting changes in response to current business demands. Faculty efforts
and experiences are a source for providing students with intellectual creativity and critical eye
towards the field of Office Systems and provide material for stimulating intellectual curiosity.
c. How does the makeup of your faculty and the faculty processes provide for intellectual
leadership?
Our faculty makeup places us in a strategic position for leadership and standing in
relation to the rest of the campus faculty: we are recognized as the most computer literate and
expert in computer applications programs. This fact promotes that most of our faculty members
are invited to participate in educational activities where technology is a must. As such, Office
Systems faculty has been recognized by their Campus peers by their active participation in
leading various university wide committees in the field of administration. All tenured faculty
members have been in charge of leading the department at some part in time, as chairpersons, as
members of the Academic Senate, and holding leading positions, such as, Academic Senate
Secretary, Representative to the Administrative Board, and Special Commissions Coordinators.
Faculty has also held Campus wide positions such as: Dean of Students Affairs, Distance
Learning Coordinator, Assessment Coordinator, and Faculty Professional Development
Coordinator to mention some. Although research is not a well-developed part of our
professional culture, our program faculty has had proportionately considerable projection outside
of our campus as active members of professional associations, such as: Business Education
Faculty Association (APEC), National Business Education Association (NBEA) and the Delta
Iota a branch from Delta Phi Epsilon, as consultants, and through scholarly production in the
form of textbooks and manuals. The following table presents a condensed summary of activities
132
that show how the makeup of our faculty and our faculty processes contribute to depth and
breadth of knowledge, creativity, and a critical eye on established procedures, intellectual
curiosity toward business and to intellectual leadership as professionals.
Table 5.6 – UPR-Aguadilla Office Systems Faculty Makeup and Processes Contribution
Depth and breadth of
knowledge
Improvement and
modification of teaching
strategies and evaluation
procedures
Course revisions
Active membership in
professional associations
Creativity
Critical Eye
Development of
new courses
Incorporation of
current themes into
existing courses
and discussions
about alternatives.
Continuous review
of the Program
course.
Written
initiatives to
support our
teaching efforts:
Simulated
Office,
Curriculum
Revision.
Participation in
special committees
within the program,
the campus, and
the university
system.
Intellectual
Curiosity
Intellectual
Leadership
Opening new visits
of the field for
students through
course activities, as
well as in the
Internship course.
Development of
didactic
material, such
as: books,
manuals, cases,
instructional
modules...
Offering
workshops,
seminars,
conferences
Participation in
board of directors
and consulting
boards
Active
membership to
the Academic
Senate
Leading
positions on
institutional
committees
and/or bodies
5.2.2 If your institution offers nontraditional delivery systems or if any of your programs make
extensive use of part-time (adjunct) Faculty, your human resource planning process
(including assessment) must establish clear and explicit policies for recruiting, training,
observing, evaluating, and developing Faculty for these nontraditional delivery systems.
The Department of Office Systems of the University of Puerto Rico in Aguadilla at the
now offers two courses in the hybrid mode using the Moodle, and the use of part-time faculty is
not extensive.
5.2.3 Historically, accredited programs have focused on Faculty input as a basis for
demonstrating quality. The following criteria are considerations of historically appropriate
employment input:
The Office Systems‘ Program covers a 100 percent of the undergraduate credit hours in
business with professionally qualified faculty.
a. How do you determine and justify what the appropriate percent of doctoral or
professionally qualified faculty is appropriate for your business school or program to meet
your mission?
Until June 2006, the minimum education requirement for a tenure track position as a
Faculty member was a master‘s degree. In June 2006, the Board of Trustees of the UPR
133
approved Certification No. 145, which requires that any candidate for a tenure track position as a
professor or researcher have a doctoral degree or equivalent in the teaching or research
discipline, except in the disciplines with a proven difficulty in recruitment. There has been an
increase in the number of Faculty members studying a doctoral degree. No professor will be
hired in a tenure track position without a doctoral degree in the specialized area. We will
continue the trend of fostering that tenured Faculty pursues doctoral degrees and obtain
professional certifications. It is our goal to have a proportion of over fifty percent tenured or
tenure track doctoral faculty. At present doctoral candidates near to completion are considered.
By 2014, we expected to have a 100% of our faculty doctoral qualified.
b. What percent of your undergraduate credit hours in business are taught by doctoral or
professionally qualified faculty?
Our entire Program faculty, both tenured and non-tenured, is professionally qualified.
All have at least a Master Degree in their discipline area, with proven experience in teaching.
They have been involved constantly in seminars, courses, workshops, and conferences in order to
maintain their knowledge and competencies updated.
Every undergraduate credit hour in our program is taught by professionally qualified
personnel (100%). Table 5.7 and 5.8 summarize illustrates the information on our faculty
qualifications.
Table 5.7 - Office Systems Faculty Qualifications
Faculty Qualifications
Professionally qualified
Doctoral student
Doctoral candidate
Doctoral Qualified
2008 (%)
100
56
0
11
2009 (%)
100
44
11
22
2010 (%)
100
22
22
22
Table 5.8 Table for Faculty Qualifications
Highest Degree
Faculty member
Type
Discipline
Ortiz, María de los A.
MA
Business Education
Castillo, Sylvia
MA
Business Education
MA
Administration and
Supervision of
Colleges and
University
Cajigas, Evelyn
Professional
Certification
DES
COI
Teaching
Experience
Years in the
Program
Tenure
22
16
Yes
22
16
Yes
17
14
Yes
134
Highest Degree
Faculty member
Type
Discipline
Orama, Vivian
MA
Business Education
Ocasio, Aida
Ed.D
Curriculum and
Teaching
Guerrero, Beatriz
MA
Business Education
González, Debra
MA
Business Education
Román, Janet
MA
Galarza, Mariely
Cruz, Erica M.
Santiago, Mayra
Rosa, María
DES Distance Education Specialist
COI Certified Online Instructor
Professional
Certification
Teaching
Experience
Years in the
Program
Tenure
21
14
No
13
5
No
4
4
No
11
1
No
Business Education
2
2
No
MA
MA
Business Education
Business Education
2
2
2
2
No
No
MA
Business Education
Information
Technology
8
2
33
2
DBA
COI
ITHL
CSSTBE
Design and
Teaching course
No
No
CSSTBE Certified Secondary School Teacher Business Education – PRDE
ITHL Integrating Technology to Higher Level
c. What percent of your graduate credit hours in business are taught by doctoral qualified
Faculty?
The Office System Department of the University of Puerto Rico in Aguadilla does not
offer a graduate program.
d. What percent of your graduate credit hours in business are taught by a mix of Faculty,
including sufficient business experience, business consulting experience, or other
characteristics to ensure appropriate emphasis on business practice to meet program
objectives?
The Office System Department of the University of Puerto Rico in Aguadilla does not
offer a graduate program.
e. What is your faculty credit hour production or equivalent?
Table 5.9 which is presented below summarizes our faculty credit hour production for
2009-2010.
135
Table 5.9 UPRAg Office System Faculty Credit Production 2009-10 - Undergraduate Level
Faculty Member
Cajigas Ramos, Evelyn
Castillo Badillo, Sylvia
Cruz Rodríguez, Érica M.
Galarza Jiménez, Mariely
Guerrero Cabán, Beatriz
Ocasio Pérez, Aida R.
Ortiz Barrios, María de los A.
Román Ruiz, Janet
Rosa Rosario, María G.
Santiago Rosa, Mayra I.
Full-Time
Instructor
X
X
X
X
X
Professionally
Qualified
X
X
X
X
X
X
X
X
X
X
Faculty Credit Production
Total Student Credit Hours
(or equivalent)
First
Second
Semester
Semester
166
144
81
57
197
104
320
269
349
367
305
383
180
205
384
210
185
105
51
138
g. What is your faculty coverage summary or equivalent?
The Table 5.10 shows the Faculty coverage summary for our review year. The percent of
total credit hours taught by doctoral and professionally qualified Faculty members is 100 percent.
Table 5.10 - Office Systems’ Faculty Coverage Summary
During Self-Study Year:
Total Student Credit Hours in Business
Program Taught by Faculty Members in
the Business Unit
Total Credit Hours Taught by Doctoral
and Professionally Qualified Faculty
Members
Percent of Total Credit Hours Taught by
Doctoral and Professionally Qualified
Faculty Members
Total Credit Hours Taught by Doctoral
Qualified Faculty members
Percent of Total Credit Hours Taught by
Doctoral Qualified Faculty Members
Undergraduate Level
4,200
978
100%
489
23%
5.3 Faculty Deployment
a. Do you have at least one full-time doctoral or professionally qualified faculty member for
each academic major or concentration?
The Department of Office Systems has a full time professor with a doctoral degree in
Curriculum and Education which capacitates him to offer all the courses in the program.
136
Likewise he also has two certificates in the area of Advanced Integration of Technology and
another in Distance Education. Other members of the faculty are now finishing their doctorates
in various areas. We also have a part-time professor with a doctorate in Information Systems.
b. How do you ensure that sufficient human resources are available at each location to
provide leadership (including advising and administration) for each program and that
processes are in place to ensure that this leadership is being provided?
The bachelor degree in Office Systems is a single, integrative program with no separate
major or concentration.
5.4 Faculty Size and Load
a. How do you demonstrate that Faculty and staff are of sufficient numbers to ensure
performance of the above nine functions?
UPR General Bylaws define faculty member's functions, privileges, and duties, which are
in full agreement with the ACBSP list of essential responsibilities. Our teaching personnel
duties and responsibilities include, among others, attending faculty and institutional meetings,
participating in departmental and institutional discussions, presenting recommendations,
behaving with intellectual honesty, keeping up to date in their disciplines, participating in
professional development activities, and fulfilling their responsibilities according to their
academic workload. The faculty members are required to have a work load of 12 credit hours per
semester, 6 office hours for the individual attention of students, 4.5 hours to attend departmental
meetings and 15 hours for class preparation and research, as needed to be up to date in their
discipline. Faculties participate, as needed in the following committees: Personnel Committee,
Curricular Revision Committee, and Assessment Committee.
During the self-study year, the Office System Program has a faculty composed of six fulltime teachers and three adjuncts, for a total of nine faculty members. The number of students
enrolled and course demand is our guide for faculty and staff recruitment in order to leave space
for our personnel to be involved in classroom teaching assignments, student advising and
counseling, scholarly and professional activities, community and college service, administrative
activities, business and industry interaction, and some kind of special research programs and
projects involvement.
The commitment of our faculty certainly surpasses their nominal work description. They
are engaged in developing instructional modules, participating actively in special committees,
providing community services, counseling and mentoring students to mention some. Each
faculty member is required to provide evidence of success in all faculty functions. No formal
disciplinary research activity is presently carried out, but some kind of institutional research is
performed in the way of assessment tools, analysis of data gathered, and recommendations made
for improvement. In order to monitor faculty/staff performance we make use of the following
instruments: faculty evaluations, student evaluations, administrative evaluations, surveys, and
assessment tools.
137
b. How do you determine the appropriate teaching load for your Faculty?
Individual faculty teaching loads are determined in coordination with the department‘s
director, in compliance with UPR General Bylaws, in response to the needs arising from
enrollment numbers and from scholarly activity or campus service requests.
c. What is the institutional policy that determines the normal teaching load of a full-time
Faculty member?
The standard teaching load for a full-time faculty member is twelve credits per semester
according to the University of Puerto Rico General Bylaws. As UPRU Senate stipulation entitles
the Department‘s head to authorize up to a 22 credit load, with a maximum of four preparations
(Administrative Board Certification No. 2003-04-08), during a regular semester and seven
credits during the summer session, when such a need arises. This certification was issued in
order to attend difficulties, existing at the time, in recruiting sufficient numbers of qualified
personnel in some disciplines or related areas.
d. How are these policies administered?
The Department Chair, assisted by the Human Resources Office and the Personnel
Committee is responsible for supervision of policy compliance with regard to teaching load and
reports to the Dean for Academic Affairs.
e. How do you determine that no faculty member (full- or part-time) has a combination of
teaching and other responsibilities that is inconsistent with fulfilling all functions
effectively?
The Human Resources Office and the Office of the Dean for Academic Affairs keep
appropriate printed forms in which the various individual faculty tasks are recorded each
semester. These are available for examination about compliance with regulations and policy.
f. How do your part-time faculty members participate in these essential functions?
All part-time Faculty members are required to keep office hours according to teaching
academic load assigned. All part-time Faculty members are invited to participate in departmental
meetings and committees.
g. What fact-based information, such as benchmarking (comparison to best practice), is
used to evaluate your performance to others?
The National Center for Education Statistics provides us with our institution‘s annual
Integrated Postsecondary Education Data System (IPEDS) Data Feedback Report. The IPEDS is
a system of survey components that collects data from all institutions in the United States and
other jurisdictions, such as Puerto Rico, whose primary purpose is to provide postsecondary
education. IPEDS collects institution level data on students (enrollment and graduation rates),
student charges, program completions, Faculty, staff and finances. The report compares data
138
provided by our institution yearly through the integrated IPEDS to data for a similar group of
institutions. These facts are used at the institutional level to evaluate our performance and to
make comparisons with others higher education institutions. Individual efforts on stakeholders‘
feedback are considered. We do compare ourselves with other institutions as shown in Table
5.11.
Table 5.11 - Performance Benchmarking on a Ten Years Frame – Period Ending August 2009
Criteria
Academic Qualifications
(Doctoral Qualify)
Leadership (Leadership roles in
Professional Associations)
Research
Publications
Institutions
UPR Arecibo
2-doctoral
2-ABD
UPR Utuado
1-doctoral
2-doctoral
candidates
6
2
UPR Aguadilla
2-doctoral
2 – doctoral
candidates
2 – doctoral
students
1
7
9
6
3
4
4
h. What comparison (comparison with other high-quality institutions), or historically
appropriate faculty size and load criteria are used to evaluate your performance to others?
Comparison has been made in order to evaluate our performance using faculty size and
load as the benchmark criteria. An illustration is presented as Table 5.12.
Table 5.12 - Course Load and Size
Criteria
Teaching Load
Office Hours
Full-time faculty
Full-time doctoral
UPR-Arecibo
12
6
10
2
Institutions
Interamerican University
UPR-Utuado
Aguadilla
12
15
6
1hr/per 3 crs.
6
4
1
1
2 doctoral
1 doctoral candidate
candidates
UPR-Aguadilla
12
6
4
1
2 doctoral
candidates
Table 5.13 presents the full time faculty size and load distribution according to the nine
essential functions.
139
Tabla 5.13 Full Time Faculty 2007-2010
Full time
Faculty
Ortiz, María
Number of
Preparations
per year
Number of
disciplines per
semester
Fall
Spr
3
2
Number of
advices
Educational
Activities
Professional
Activities
Number of
committees
Community
service
Administrative
Duties
Frecuently
82 Workshops
Conferences 17
Seminars 10
hours or more 3
1 non-credit
course
APUA
APEC
ASCD
ASCD (PR)
Delta Pi
Epsilon
IAAP
NBEA 12
12
Department
Director
Department
Director
Academic Senator
Administrative
Board Member
President and
member of the
Personnel
Committee
Cajigas,
Evelyn
18
Castillo,
Sylvia
1
1
Ocasio, Aida
4
4
Guerrero,
Beatriz
4
4
Hidalgo,
María
3
4
3
30
5
7
Academic
Department
Director Senator
Administrative
Board Member
President and
member of the
Personnel
Committee
2
Directora de CETEM
5
11
5
9
7
5
Interaction with
industry and
commerce
Course On-Line
Special
projects
Common
Academic
Activities
ACBSP
Convention
Off
Campus
trips
Convention
ACBSP
College
Board in
Guatemala
College
Board in
Guatemala
Office hours
Student
orientation
Office hours
Student
orientation
NCATE
Coordinator
2009
ACBSP
Coordinator
Model
Release
DAD
Office hours
Student –Clerk
of SOFI
Coordinadora
IAAP
Promotion
and
Recruitmen
t SOFI
Convention
Teaching
On-Line
Convention
Teaching
On-Line
Convention
ACBSP
College
Board in
Guatemala
N/A
140
i. What process do you use to evaluate and improve the mix of the nine functions?
Up to the present, evaluation of the mix of the nine functions has been carried at
departmental meetings, with input from the Dean for Academic Affairs and the Chancellor.
Their inputs have been given in the light of following best practices and our so far very
limited benchmarking, informed by the results of assessment. The conclusions point
towards intensive hiring of doctoral qualified faculty as our present tenured and qualified
faculty retires, in order to more directly address the scholarship production and enhance the
business and industry interaction of the faculty and department. We do have several
instruments to evaluate and improve this mix of functions (Figure 5.20).
Table 5.14 - Instruments to Evaluate and Improve the Mix of Functions
Essential Functions
Classroom teaching assignments
Student advising and counseling activities
Scholarly and professional activities
Community and college service activities
Administrative activities
Business and industry interaction
Special research programs and projects
Thesis and dissertation supervision and direction
Travel to off-campus location
Evaluation Instrument
Peer Evaluation
Teaching/Learning Assessment questionnaire
Administrative Evaluation
Student Satisfaction survey
Portfolio for Tenure and/or Promotion
Yearly Reports
Portfolio for Tenure and/or Promotion
Department‘s Yearly Reports
Department‘s Director Evaluation (Administrative
Evaluation)
Yearly Reports
Employers questionnaire
Colloquiums
Institutional Research Committee
Portfolio for Tenure and/or Promotion
Portfolio for Tenure and/or Promotion
(It is not applicable for us at this moment)
Portfolio for Tenure and/or Promotion
5.5 Faculty Evaluation
a. How do you monitor/evaluate your faculty’s…?
a. Teaching, student advising and counseling process
b. Scholarly and professional activities
c. Research and publications activities
d. Service activities
e. Administrative activities
f. Business and industry relations
g. Development activities
h. Consulting activities
i. Additional contributions to the business school or program
All Faculty members independent of their ranks, time of service or duties, are
subject to the same evaluation process. In the performance of their duties, all professors
will be evaluated as established in the following:
141
The Departmental Personnel Committee and the Institutional Committee share the
responsibility of evaluating the Faculty‘s members. In such evaluations, the following
elements are considered: (1) quality of education, research or publication activities; (2)
dedication to Faculty‘s services; (3) fulfillment of educational duties; (4) professional and
academic improvement; (5) contributions to Faculty‘s team work, including committees
and training programs; (6) scholarly and creative activities; (7) lectures, workshops and
other analogous activities; (8) quantity of research and publications; (9) honors and
distinctions received; (10) peers‘ review opinion; (11) professional attitudes and human
behavior (See Article 45, Sections 45.2-45.3.11, University of Puerto Rico General ByLaws). These aspects are considered in granting tenure and promotion to Faculty members.
The Faculty members are evaluated at the institutional level through three
questionnaires.



Evaluation of Academic-Related Activities – the Department Director is
responsible for
evaluating the responsibilities related to the professor‘s teaching.
Class Room Evaluation by peers – the Department Personnel Committee will visit
the
professor to evaluate his/her performance in the class room.
Student Evaluation – the professor is evaluated by the students.
The results of these evaluations are available in Appendix 5.2 - Faculty Evaluations
–Years 2007 – 2010.
A Student Opinion Questionnaire was adopted by Business Administration
Program to provide feedback to the professor about the student perception of the
professor‘s performance in the classroom. This questionnaire is administered every
academic year to the all tenured Faculty for assessment purposes only. Each semester the
professor is evaluated in each academic preparation and during the following year the
results are discussed with the professor.
A professor is assigned a number of students for academic counseling. If the
professor cannot offer the orientation to students, the student will receive the counseling
from the Director. The Director constantly evaluates the academic files selected at random.
The professors hand in the student attendance sheet for academic counseling at the end of
the academic year. Each student organization has a counselor. The counselor is responsible
for handing in a report the Director of the activities realized by the student organization.
The Registrar‘s Office identifies the possible candidates for graduation and refers their
files to the Director for evaluation and certification of graduation.
Each criterion subject to evaluation or monitoring is presented on Table 5.15 with
its respective process and/or method.
142
Table 5.15 - Faculty Evaluation
Criteria
Teaching
Instrument
Peers Evaluation
Process
Teaching evaluation is a formal process performed in
order to improve teaching, but also to apply for tenure or
promotion.
Student advising and
counseling process
Attendance lists
Students‘ satisfaction
survey
Scholarly and
professional activities
Portfolio for Tenure
and/or Promotion
The director and the administrative secretary provide
academic guidance to students. Each faculty member is
responsible to provide Academic Counseling revising the
automatic assignment of courses to students, provide
support in the enrollment process and guide students in
relation to the courses they should select.
University of Puerto Rico promotes faculty‘s scholarly
and professional activities. A summary of scholarly and
professional activities performed by Office Systems
faculty is illustrated on Table 5.9.
Yearly Reports
Research and
publications activities
Service activities
Administrative activities
Institutional
Research
Committee
Portfolio
for
Tenure
and/or Promotion
Yearly Reports
Portfolio
for
Tenure
and/or Promotion
Department‘s
Director
Evaluation
(Administrative
Evaluation)
Business and industry
relations
Yearly Reports
Employers questionnaire
Colloquiums
Development activities
Portfolio
for
Tenure
and/or Promotion
All activities performed by faculty are included on the
Department‘s Yearly Report as well as in the Academic
Affairs and Institutional Reports.
Research, publications, faculty service, and administrative
activities are part of the faculty university-related duties
and they are contemplated as evaluation issues in an
annual administrative evaluation form performed by the
Department‘s Director and considered for tenure and
promotion decisions.
Every faculty member is
responsible of submitting for authorization any project
proposal or plan in order to initiate or implement
developmental stages. In this way, the Department‘s
Director is informed about the project progress for
monitoring and evaluation purposes. An annual report is
presented by the Department where a summary of such
activities is recorded.
Faculty Guides as well as Personnel‘s Guide for
Promotions stated clear guidelines to determine what kind
of activities are considered under business and industry
relations, as they may be considered for tenure and
promotion. Consultant work with business and industry is
favorably considered in evaluations of files for promotions
and faculty is required to provide a report of project
completion including a clear description of the project, a
certification from the service recipient, and the
recommended course of action. In the Department‘s
Annual report, professors inform activities they carried out
with business and industry.
Faculty is required to demonstrate continuous
development in order to comply with institutional
regulations. So they are responsible of informing every
any activity devoted to fulfill this requirement. Faculty
members must keep the evidence of these activities for his
or her records, required for tenure and promotions. In the
evaluation of professor's administrative tasks inherent to
teaching and carried out by the department Director, the
aforementioned activities are taken into consideration.
143
Criteria
Consulting activities
Instrument
Yearly Reports
Additional contributions
to the business program
Portfolio
for
Tenure
and/or Promotion -Yearly
Reports
Process
The University encourages the faculty‘s consulting
activities which may be included for tenure and
promotions. Clear guidelines are published to help faculty
members in determining what a consulting activity should
be according to the university criteria. The job performed
is evaluated in a report that the professor must submit with
the corresponding evidence and certifications.
As previously stated, according to University General
Bylaws, contributions to the business school or program
are part of faculty‘s duties and responsibilities (e.g.
committee work, academic counseling, and participation
in training programs, among others). Annually, all faculty
members must inform such contributions to be included in
the Departmental report. Evidence of these contributions
is required for tenure and promotion.
144
Table 5.9 Scholarly and Professional Activities
Member of
the Faculty
Degree
Obtained
Professional
certifications
Presentations
DES
Article
publication
Educational activities
Publication
Publication of
of articles
articles books,
books,
non-published
manuals
manuals
Professional activities
Consulting
Ortiz, María
MA
Cajigas
Evelyn
MA
DES
Ocasio Pérez,
Aida
Ed.D
ITHL
DES
Guerreo,
Beatriz
MA
MBS
HIPAA
ITHL
Hidalgo,
María
MA
CSST -EDCO
CSD
Related
Professional
services
Professional
Associations
Others
112
7
Creation of
course
(5)
Creating
manuals
Article
publication
(3)
Consultancy
activities
Article
publication
International
conferences
(2)
Professional
Conferences
4
Article
publication
(2)
Non-Publishing
Books
Article
publication
Article
publication
(1)
Professional certifications:
DES Distance Education Specialist
COI Certified Online Instructor
CSSTBE Certified Secondary School Teacher Business Education – PRDE
ITHL Integrating Technology to Higher Level
CSST-EDCO Certified Secondary School Teacher
CSD Certified Scholar Director
HIPAA – Federal Public Law and 194 – Puerto Rico Law (2000)
MBS - Medical Billing Services
Consultancy
activities
(4)
Creating
manuals
2
112
3
6
5
1
2
Creation of
course
(1)
145
j. How do your faculty and staff promote a student focus?
The Office Systems‘ mission focuses on student learning outcomes. All course objectives
and goals place the focus on the student and learning methods. Because students are clearly
informed of their responsibilities and commitment toward self-learning, they are able to assess
their progress. The teacher is responsible for developing and administering tests that measure
student performance and analyzing this performance in terms of the course‘s learning goals and
objectives.
Faculty members also participate in developing and implementing assessment activities,
creating ongoing traditions of assessment of student learning, program quality review, and goalsetting and evaluation for all academic affairs. This fact is evidenced by their participation in
departmental assessment committees, use of classroom assessment techniques, selection and
development of assessment tools, and establishment of criteria for success in assessment plans.
The UPR promotes student participation in institutional decision-making. The faculty
promotes students participation in the various internships that are offered by the Department. In
addition through various students‘ organizations, students leadership skills are develop. The
program provides students with professional development (in/outside the campus) and other
extracurricular activities.
k. How do faculty responsibilities ensure effective communication and cooperation across
functions or units that need to work together to meet student and school and/or program
educational requirements?
The Office Systems‘ faculty is responsible for student academic advising and/or
individual attention. They are also responsible for active participation on activities and project
inherent to the learning/teaching process. Then, faculty is aware of every system component
needed to be considered in order to meet student and program educational requirements. In order
to maintain effective communication with every part involved in this process, faculty participates
in regular meetings, share suggestions and recommendations, and participates in special taskforce committees.
The regular faculty meetings are used to effectively communicate and cooperate across
functions or units that need to work together. Other meetings are called as needed to deal with
special issues. Meetings allow for discussion, exchange of information, and simulated debate on
issues confronting the faculty, staff, and students. All programs that affect student-learning
outcomes are discussed and voted on by faculty members.
Most of the faculty members are serving on campus-wide committees. It is important that
the Office Systems‘ Program be represented on as many decision-making committees as
possible. Faculty members are encouraged to network across department lines to build mutually
beneficial relationships in the broader community of learning. The UPR promotes collaborative
and effective communication and cooperation among faculty, students and staff. Effective
working relationships are achieved by means of institutional and departmental committees.
146
l. How do you ensure work and jobs are designed, organized, and managed to provide
opportunities for individual initiative and self-directed responsibility in designing,
managing, and improving school and/or program processes?
UPR encourages faculty and staff involvement in decisions that better meet students and
stakeholders‘ needs. Individual initiatives, innovations and activities for implementing
improvements are supported by the University. The UPR includes mechanisms for decisionmaking based on broad-communication. The General Bylaws of the UPR provide for the
academic freedom. This promotes in the professor a sense of responsibility in processes related
to the program.
If a particular situation that needs immediate attention arises, an Ad HOC Committee is
formed to solve the situation in a determined time frame. Professors have the opportunity to
initiate and the auto directed responsibility for the design, administration, and improvement
process of the Program. Additionally, professors can be part of institutional committees as
representatives of the program.
Professors encourage students‘ participation in student‘s organizations. This allows
students and professors the opportunity to interact, develop initiative, leadership, organizational
and social skills as well as instill responsibility and commitment.
m. How do you ensure work and jobs are designed, organized, and managed to promote
flexibility, cooperation, rapid response, and learning in addressing current and changing
student, stakeholder and operational requirements?
University of Puerto Rico at Aguadilla follows a model of continuous improvement. To
guide us improving our quality, we must be able to adapt to and address current and changing
student, stakeholder and operational requirements. We collect data constantly from our
stakeholders to enable us to respond rapidly to the changing operational requirements. These data
are fed through our missions and new goals are derived for our next strategic planning. As part of
our continuous improvement plan, we must consider: ETS/exams, scholarships, projects,
admission data, job placement, internships, and faculty assessment; and we are able to assess out
outcomes failures or successes.
Key indicators conducted on a regular basis include:
 Trend analysis
 Benchmarking
 Root-cause analysis
 ACBSP accreditation process
 Review by key stakeholders
The UPR respects the capabilities and requirements of faculty, staff, students and other
stakeholders. As stated on the preamble of the UPR Bylaws, the University places loyalty to the
functional autonomy of the institutional units. The organization structure avoids chains of
command that require long decision paths. It encourages and supports individual and working
147
team efforts. The Office System Department has established an Advisory Committee with the
entrepreneurial sector to receive feedback in a fast track and flexible mode.
n. How do you ensure work and jobs are designed, organized, and managed to promote
knowledge and skill sharing across work functions, units, and locations?
The UPR promotes an effective integration of individual and collective components.
Thus, the performance structure operates as a fully interconnected and consistent system. It
ensures faculty, staff, student and other stakeholders‘ participation that improves ability to
analyze the performance processes. Thus, feedback that identifies strengths, as well as
opportunities for improvement, is the main way to promote knowledge and skill sharing.
One of the functions of the Institutional Personnel Committee is to make sure academic
promotions requisites are met by the professors. This motivates professors to prepare themselves
adequately in the various areas of professional development and participate in this process.
Strategic planning allows faculty and administrator organize their needs and offer a better
service to students and the university community. In addition, the Assessment Plans
(institutional and departmental) are highly valuable instruments for the professors to evaluate
their students, courses, activities, teaching strategies and the program leading to courses and
curricular revision.
o. How do your compensation and recognition approaches for individuals and groups,
including Faculty and staff, reinforce the overall work system performance and learning
objectives?
The University demonstrates a strong commitment to effective teaching. Therefore, all
tenure and promotion decisions are supported by faculty development of teaching excellence. In
other words, promotion in rank depends to a great extent on the quality of teaching, and
compensation is based on the professor‘s rank and years of experience. The promotion of
professors depends upon the file submitted to the departmental Personnel Committee. Once it is
evaluated, it is submitted to the Institutional Committee, the Dean for Academic Affairs and the
Administrative Board. At this stage is where the professors are recognized academically.
Professors receive a raise in salary when they are promoted.
Professors can teach up to 22 credits receiving additional compensations. They receive
an automatic pay raise every five years. Courses offered during the summer time are paid at a
one and one half of the pay scale. They have marginal benefits such as vacation leave, sick leave,
etc.
Salaries scales reviews are performed periodically, and the University has recognized two
central committees devoted to support faculty initiatives, names CRF and CODI. The UPR
Board of Trustees Certification No. 51-1997-98 recognized these committees.
148
p. How do you improve your evaluation system?
In reviewing our evaluation system for improvement, we usually examine the following
indicators: what our students are learning and their performance as benchmarked with other
quality programs, how their learning and performance are been measured by the current
instruments, and how the results from the current instruments have helped improved our student
learning outcomes.
All University regulations, policies and procedures are subject to a periodic formal
review process, and are always open for constructive criticism. A professor may present a
matter to the faculty and the department senator can take it to the Academic Senate. Professors
through certifications may require reaction from the faculty for a particular situation making it a
bilateral process. Moreover, the faculty‘s evaluation is the most important criterion for tenure
and promotion. Therefore, the evaluation system is always subject to improvement. Through the
department senator, suggestions to the evaluation form and the Promotion Manual can be
brought to the Academic Senate.
Each business school or program must provide an opportunity for faculty and staff
development consistent with faculty, staff, and institutional expectations. Part-time faculty
should participate in appropriate faculty development activities.
The University of Puerto Rico at Aguadilla develops its faculty throughout the Personnel
Committee at both the department and institutional levels.
Our institution recognizes the
importance of the ongoing professional development of the faculty personnel for the
achievement of institutional goals and to promote excellence in the learning experiences of the
students. The office of the Dean for Academic Affairs is planning the processes to implement
this plan.
On the other hand faculty and non faculty personnel is required to comply with six hours
of professional development as it has been established by the Office of The Comptroller of the
Commonwealth of Puerto Rico. A letter sent by the Human resources Office of the Central
Administration states that as recommended by the Comptroller of Puerto Rico each employee
must attend six hours of professional development activities during the year. Faculty members
have the opportunity to attend graduate studies, involve in research activities, educational tours,
and artistic creations and to publish. This can be achieved through the offering of licenses,
sabbatical opportunities and special programs. The Office of the Dean for Academic Affairs
provides a budget allowance available to assist in the previous mentioned activities.
Also, at the system level there are grants offered at the President‘s office to enable
doctoral and post doctoral studies.
149
5.6 Faculty and Staff Development
a.
How do you determine Faculty and staff development needs?
Our faculty and staff development needs are identified through several sources:
 By professor‘s initiatives – the professors may apply by writing for economic aid and
study licenses. There is also a form to apply for money from the fund for professional
improvement assigned to the Department.
 Result of evaluations – we analyze the result of the class room evaluations and
student evaluations. The Director together with the Departmental Personnel
Committee makes recommendations to the professor for possible improvement
opportunities. Recommendations for professional development activities related to
weakness areas are submitted to the professional development committee.
 Student Opinion Questionnaire, suggestions form, and colloquiums – this instruments
let us have the students‘ opinion about a faculty member on a specific course
 Government Regulations – all teaching and non-teaching staff are responsible to
comply with ten hours, every two years, of continuing education on subjects related
to ethics. They are also required to take six (6) hours annually on any activity of
professional development related to their area of work. The Office Systems‘ Program
must be aware of any other new regulation affecting their personnel in order to
provide for the corresponding training.
 Departmental tendencies and needs – there are times when a subject is identified for a
training that is related to one of the department goals. An example of this could be the
subject of assessment.
The Dean of Academic Affairs also participates in the identification of needs to be
developed for the Faculty. He requests the Faculty to submit topics of interest to coordinate
workshops and conferences during the Faculty Development Days.
The Educational technology center in Multimedia (CETEM) coordinates a calendar of
workshops related to technology. This calendar is distributed to the Faculty. Professors must
make reservations to participate in the workshops. As for non-teaching personnel, through
CETEM we request that they identify topics of technological interest. A workshop calendar is
created and distributed to the personnel. Those interested must make the necessary arrangements
with their immediate supervisor. During Administrative Assistance Week, the Chancellor‘s
office coordinates various workshops and conferences of interest to secretaries. This way we
comply with six annual hours of training for the university personnel. The non-teaching
personnel have the right to a budget portion to apply for economic aid to study. Interested
employees must fill out a form in the Human Resources Office. These petitions are evaluated by
a committee who in turn makes its recommendations to the Administrative Board. The
Administrative Board is the body that approves or denies the licenses and economic aid.
150
b.
What orientation and training programs are available?
The training and orientation programs are an important part in the development of
employees. That is why at the University of Puerto Rico in Aguadilla there are various
alternatives that occur during the academic year to benefit the employees, such as:





Orientation for New Professors
Government Ethics contact hours
Faculty Development Day
Director‘s Academy
CETEM –Technological Trainings
The Department has a professional development committee, who is in charge of coordinating
activities related to our teaching areas. Seminars and workshops are conducted in order to keep
updated teaching methodologies and develop domain on computer applications programs.
c.
Are there opportunities for ongoing professional development?
There are opportunities for ongoing professional development. Faculty members have
the option to pursue doctoral studies, conduct research, and provide peer training. Even during
the evaluation process, evaluations are discussed with faculty members in order to identify areas
for improvement and receive suggestions on how pursue a betterment academic environment.
Among the University of Puerto Rico opportunities for ongoing professional development and
that are part of the General Regulations are:




Sabbatical Leave – This leave is only granted in the interest of the University in order to
offer the members of its teaching staff an opportunity for professional and cultural
improvement through such activities as artistic and literary creation, research, cultural
trips and formal studies, all within the frame work feasible to the institutional budget.
Extraordinary Leave and Economic Aid
Leave of absence without salary
Presidential Scholarship – this scholarship is granted by the President of the University
to realize doctoral or post-doctoral studies.
Office Systems‘ faculties provide workshops to employers and they are open for faculty and
other university personnel.
d.
How do you get input from the faculty and staff about their development needs?
In addition to the professor‘s request, the result of classroom evaluations, the student
evaluations and the questionnaires on student opinion we are developing by next year a
questionnaire to determine training needs. The results of this questionnaire will be channeled
through the Dean of Academic Affairs so that the topics, if possible, can be included on the
Faculty Development Days.
151
Those employees interested in applying for the leaves and economic aid should pass by
the Human Resources Office to fill out the application and complete the necessary process. The
Director of the Department as well as the Department Personnel Committee should endorse the
application. Those professors interested in the Presidential Scholarship should include in the
documentation an endorsement letter to the Dean of Academic Affairs.
Additionally, questionnaires are administered to get some input for the development needs.
This is another form to identify needs and when new software or programs are developed, staff
attends training sessions.
e.
How do you deploy Faculty and staff development needs?
Once the Dean of Academic Affairs, CETEM and the Government Ethics Committee
identify the needs of the Faculty and staff, they will prepare a work schedule which includes the
offering of workshops during the academic year. They will develop an itinerary of workshops
that will be distributed among the Faculty to confirm their knowledge and attendance. The
schedule is distributed to all Faculties, no matter if they are full or part time.
Faculty and staff members may use office computers with access to the World Wide Web
and software that is appropriate to their needs. Projection equipment is available upon request.
The Dean of Academic Affairs Office and the Department‘s Professional Development
Committee facilitate deploying faculty and staff development.
f.
How do you measure trends and comparisons of faculty and staff development
activities?
The professors submit the professional improvement activities they attended at the end of
the year to the Director of the Department. The institution‘s Ethics Committee was created to
monitor the faculty and staff so they may comply with the Government‘s Ethics Law. The
committee is responsible for maintaining a record of the accumulated hours taken in Ethics by
the employee.
g. How does the faculty and staff development process employ activities such as
sabbaticals, leaves of absence, grants, provision for student assistants, travel, clerical,
and research support?
The University offers several Faculty and staff development opportunities, including
travel to conferences and workshops, as well as supporting Faculty research by granting Faculty
leaves of absences, sabbaticals, load reductions, and seek money to help in research start-up. The
University is willing to support anyone who indicates that they are going to finish a Doctoral
degree in their field. According to the bylaws of the University of Puerto Rico, article 51, any
professor that has tenure can apply for sabbatical leaves, a leave with full-time salary or a leave
without salary and financial aid, to attend formal studies or to carry out a research project that
enhances their knowledge and academic or professional credentials. There has been leave of
absences to promote terminal studies such as a PhD and also to allow Faculty members to finish
their dissertations.
152
5.7 Faculty Operational Procedures, Policies and Practices
a. Do your procedures, policies, and practices address the following bulleted items?








Faculty development, including eligibility criteria
Tenure and promotion policies
Evaluation procedures and criteria
Workload policies
Service policies
Professional expectations
Scholarly expectations
Termination policies
Our procedures, policies and practices address these items:
Faculty development, including eligibility criteria
In order to be recruited at the University of Puerto Rico, the candidate must hold a
Doctoral degree in the field that he/she is going to teach. At the time when the regulation that
required Doctoral degrees came into effect, those who did not possess PhD were encouraged to
pursue one. The University of Puerto Rico is willing to support anyone who indicates that he/she
is going to finish a Doctoral degree in his/her field.
The General Regulations of the UPR, in Articles 50 to 53, include the dispositions on
leaves and economic aid for the teaching personnel to carry out professional and cultural
improvement. These dispositions establish the eligibility criteria according to the help or leave
the professor applies for. All members of the teaching personnel have the right to be considered
for the possible concession of a sabbatical leave, if and when he/she is tenured and has rendered
five or more years of service. The extraordinary leave with or without salary, or without salary
with or without economic aid, is granted because of institutional interest, to the members of the
teaching personnel who have regular positions, are tenured or probationary. The teaching
personnel, who is not tenured or probationary, will not be eligible to receive an extraordinary
license, but may be granted economic aid to complete graduate studies in harmony with the
principles and norms established for the extraordinary leave without salary with economic aid in
Sections 52.4.2 to 52.5.2 of the General Regulations.
Tenure and promotion policies
Article 46 of the General Regulations of the UPR establishes the criteria to be considered
for tenure by the teaching personnel. Tenure for the teaching personnel is granted to persons with
a probationary contract that carry a full load, have regular positions in the functional budget of
the University, and in the judgment of the competent authorities, have rendered five years of
satisfactory service. Article 47 of the General Regulations of the UPR establishes the criteria for
promotion in rank. In each institutional unit, the administrative board, as proposed by the
153
Chancellor, will evaluate the case for possible promotions of the teaching personnel and will
consider or negate the promotion, as corresponds.
The original recommendations on promotions will be made by the Personnel Committee
of the Department. These recommendations will be sent to the Dean of Academic Affairs
through the Director of the Department.
Evaluation procedures and criteria
Article 45 of the General Regulations of the UPR establishes the norms, criteria and
procedures for the evaluation and the performance of the teaching personnel. The Academic
Senate of the UPR in Aguadilla created Certification number 2002-03-45, Norms, Criteria, and
Complementary Procedures for the Evaluation of the Teaching Personnel of the UPR in
Aguadilla. Article 6 mentions the criteria for evaluation that will be taken into consideration.
6
7
8
9
10
11
12
Teaching
Research and creative work realized
Participation in institutional activities
Responsibilities inherent to teaching
Professional contributions appropriate to their field in and out of the institution
Academic improvement after their last promotion
Professional attitudes
Workload policies
The elements of the academic workload are defined in the General Regulations Article
65. The teaching workload of each professor, strictly speaking, will be equivalent to twelve (12)
credit-hours weekly of direct contact with the students. The Administrative Board of the UPR in
Aguadilla through Certification number 2006-07-38 has established that a professor shall not
have a workload of no more than eighteen credits and a maximum of three preparations.
Service policies
Service policies typically include attendance at all departmental meetings, general
Faculty meetings, and any committee meetings to which a Faculty member is assigned. These
responsibilities are included in Article 63 of the General Regulations of the UPR. The
professor‘s service to the university community through his/her participation in institutional
activities is considered for the decisions for promotion in rank of the teaching Faculty.
Professional expectations
The General Regulations of the University of Puerto Rico, Articles 63, 64 and 65,
establish the duties and attributions of the teaching personnel, the teaching workload and the
elements of the academic workload respectively.
154
The office of Human Resources of the UPR-Aguadilla provides all the professors who
are contracted, no matter what type of contract, The Government Ethics Regulations, number
4827 of November 22, 1992, as amended. It is the purpose of the Regulations to establish ethical
conduct norms applicable to all Government functionaries and employees.
Scholarly expectations
Article 42 of the General Regulations of the UPR establishes the necessary conditions to
fulfill a teaching position. It requires a doctoral degree as the minimum academic qualification to
be recruited in a tenure track position as a professor or researcher, possess a doctoral degree or
equivalent in the teaching or research discipline, except in the disciplines with proven difficulty
for recruitment, according to the policies and procedures established and procedures by the
President of the UPR.
Termination policies
The General Regulations of the UPR, Article 35, establish the dispositions related to the
disciplinary actions, including dismissal, with the following prohibition, to serve the University,
unless rehabilitation is formally determined, in tone with the norms that in effect are established.
Article 81 of the General Regulations of the UPR includes the separation from work of the
employee during the probationary period.
b. If you do not address bulleted items, please explain why not?
We address the bulleted items.
c. How do you improve your procedures, policies, and practices?
The policies and practices are always under revision. Despite the fact that the University
of Puerto Rico bylaws is printed every four or five years, anytime when consulted, there is a
need to double check if there is any amendment after the printing date. Whenever there is a
doubt about an interpretation of the bylaws a committee is form in the different levels of
authority to clarify and if necessary to amend it. Therefore, it is believe, that the policies and
procedures are always improving and changing to keep up to date. The Institution provides
mechanisms to improve their procedures and policies through faculty and departmental meetings.
5.8 Scholarly and Professional Activities
a. In what types of scholarly research are your faculty members involved?
The Office Systems Faculty members have been involved in various scholarly activities
since the Campus is considered mainly a teaching institution at the undergraduate level. The
scholarly activities have been devoted to the development of teaching and pedagogical materials
such as teaching manuals, modules and cases. Some professors have been involved in
contributions such as consulting services, papers, published and unpublished articles.
155
b. In which publications are your faculty members being published?
Our Faculty member‘s publications are:




Guerrero, B. y Rivera, V. (2009). Accesibilidad electrónica para no videntes y la
educación a distancia. Icono (15).
Ocasio, A. (2009). Relationship between Technological Development of
Teachers and Students on the Effectiveness of Distance Learning courses.
Ocasio, A. (2009). DAD Presentation Model in URIBE University in the
Dominican Republic
Ocasio, A. (2009). Presentation in Guatemala on the Net Generation
c. In what professional activities are your faculty members involved?
Professors are members of professional organizations and they attend seminars,
workshops and conferences on topics related to their disciplines. Some professors are also
involved in community service activities.
d. How do you improve the balance and degree of Faculty involvement in scholarly and
professional activities that support the fulfillment of the institution’s mission?
The Office System Program takes action to improve the balance and degree of Faculty
involvement in scholarly and professional activities to achieve the fulfillment of the institution‘s
mission through the support efforts directed towards promoting Faculty research. The Institution
supports Faculty research by granting Faculty leaves of absence, sabbaticals, load reductions,
and seeks money to help in research start-up. In the Department‘s Strategic plan, Critical Area 2,
we include the strategies we perform to strengthen the teaching-learning process. The following
table shows participation in academic and professional activities conducted by the faculty of the
Department of Office Systems.
II. Critical Area: Up Dated Academic Culture, Experimentation and Renovation
Objectives
Faculty Strategies
Stimulate the systematic and continuing revision of the Prepare a plan of action to design alternatives for new
program to adjust them to the recent development in the programs leading to a degree, certification programs with
discipline, to the demands of labor, socioeconomic, the credits, licenses, and certifications according to the needs that
training of students and the competence of the faculty
are identified by the studies realized.
Expose the student to the most advanced educational
technology.
Establish a continuous revision process of the program and the
courses that would permit that they would meet with the
necessary and present requirements of the work force.
Establish initiatives and links with the business community.
Strengthen the teaching-learning process
Provide an academic offering that would allow the regular
student to complete the program of studies in a given time
period.
Promote and facilitate professional development in the area of
teaching.
156
II. Critical Area: Up Dated Academic Culture, Experimentation and Renovation
Objectives
Faculty Strategies
Improvement of the educational alternatives and services
available to the non-traditional students, by means of offerings
and services on the web and services at appropriate hours for
said population.
The design of computerized module as support for the course.
Increase the opportunities for the teaching personnel to
complete their studies or improve their knowledge and skills
through leave of absence and sabbaticals leaves.
157
158
STANDARD 6: EDUCATIONAL AND BUSINESS PROCESSMANAGEMENT
6.1 Educational Design
6.1.1 Educational Design
a. How do you develop the design and introduction of educational programs and
offerings?
The Office Systems‘ Curricular Revision Committee develops the design and
introduction of educational programs and offering. In order to develop an educational programs
and offering the Program conducts activities with the stakeholders to assess the relevance of the
academic program. The activities include benchmarking and focus groups and panels with
students, employers, faculty members and the community. We also revised employment statistics
from the Puerto Rico Department of Labor, alumni satisfaction surveys, employers‘ surveys,
accreditation standards, assessment results and institutional student profiles. So we develop new
courses and revised curricula in response to the needs interests of our students and targeted
prospective students. We follow a curriculum model that allows us to take mission, accreditation
standards and market needs into consideration, as well as our program abilities and capabilities.
We incorporate the input of students, faculty, campus directors, advisory boards and employers
in educational design and delivery. We share information and feedback, and often partner in
initiatives that will ultimately allow us to better serve our students and other stakeholders. As
stated above, the University has academic policies and processes to guide the design,
introduction and/or revision of educational programs and offerings.
The departmental faculty members approve all curriculum and course creation and
revisions before being submitted to the Academic Senate for its approval. The Vice Presidency
of Academic Affairs of the UPR coordinates the curriculum and educational process review. The
design of our program and offerings should follow specific procedures established by the Board
of Trustees, which is the governing board of the University of Puerto Rico. They foster an
environment of continuous improvement in all academic and administrative endeavors. They
approved the following procedures for the creation and evaluation of academic programs and
their curricular sequences.

Certification number 80 2005-2006 established the procedure for the creation of new
academic programs. The objective of Certification number 80 is to guarantee the
highest quality of academic programs and to compile the academic processes (from
the formulation of a proposal for a new academic program by an academic
department until its approval) within the University's legal structure. The proposal for
a new academic program must include the following items: title of the degree to be
granted, justification for the program, professional accreditation to be pursued,
relation to the mission and strategic plan of the institutional unit and the UPR system,
curriculum, learning goals, admission requirements, Faculty, administrative and staff
personnel, physical and technological infrastructure, student services, budget,
evaluation and assessment plans, and the progress reports that must be submitted,
among other items.
159

Certification number 43 2006-2007 established a uniform procedure for the
evaluation of academic programs in the UPR. The objective of Certification number
43 is to establish a uniform procedure for the systematic and consistent evaluation of
the academic programs. This certification fosters quality of the teaching-learning
process, research and service through the periodic revision of the strengths and areas
for improvement. The Dean of Academic Affairs of the institutional unit will
establish the action plan to deal with the areas for improvement. This Certification
promotes short-term and long-term planning taking into consideration present and
future opportunities and threats.

Certification number 27 2003-2004 established the policy and procedure for the
creation of curricular sequences in the UPR. The academic policies and procedures in
place in the University include uniform course syllabus format, a curriculum review
process and a master course program.
The following chart illustrates our curricula design process:
Figure 6.1 — Curriculum Design Process
Input from Stakeholder, Resourses, Benchmarking,
Society, and Acreditation Standards
Needs Assessment
Office Systems
Curricular Committee
Academic Senate (UPR
Aguadilla)
Vice President Office
Academic Affairs
Implementation
Assessment
At this time, the Office Systems Program of the University of Puerto Rico in Aguadilla
Campus is working on the curriculum revision process. For this purpose, was designated a
curriculum committee consisting of the faculty of the Program. The following tables shows the
curriculum revision process:
160
Table 6.1 Curriculum Revision Process
Present Curricular Sequence
Code
INGL
3101
INGL
3113
ESPA
3101
SOFI
3005
SOFI
3015
CISO
3121
MATE
3001
Code
First year
First semester
Course Name
Credits
Basic English I
3
Oral Practice English I
Basic Spanish I
Basic typing
Office system‘s
concepts and
Technology
Social Sciences II
Introductory
Mathematics
Hours
First year
First semester
Course Name
Credits
Basic English I
3
3
3
3
4
Code
INGL
3101
INGL
3113
ESPA
3101
SOFI
3005
3
3
SOFI
3015
Office System‘s Concepts
and Technology
3
3
CISO
3121
Social Science I
3
3
18
19
3
0
Oral Practice English I
Basic Spanish I
Hours
Proposed changes
3
0
3
3
3
4
3
3
3
3
15
16
Name change.
Basic Keyboarding
Present Curricular Sequence
Recommended Curricular Sequence
First year
Second semester
First year
Second semester
Course name
INGL
3102
INGL
3114
ESPA
3102
SOFI
3105
Basic English II
LSOFI
Lab Document
Production I
Word Processor
3106
SOFI
3125
SOFI
3126
SOFI
3017
CISO
3122
Recommended Curricular Sequence
Oral Practice English II
Basic Spanish II
Credits
Hours
3
3
0
3
3
2
2
0
2
2
2
0
2
3
3
3
3
16
20
Document Production I
Lab Word Processor
Rels. Interpersonal in
the office
Social Sciences II
Code
Course name
INGL
3102
INGL
3114
ESPA
3102
SOFI
3105
Basic English II
SOFI
3125
Word Processor
SOFI321
0
PSIC
3003
Oral Practice English II
Basic Spanish II
Credits
Hours
3
3
0
3
3
3
4
Name change one
credit increase.
Eliminate Lab.
3
4
one credit increase.
Eliminate Lab
3
3
4
4
19
21
Document Production
Administration of
Documents
General psychology
Changes
proposed
A course to
compete the
Credits in general
education
161
Present Curricular Sequence
Code
Second year
First semester
Course name
Credits
INCO
3005
ESCO
3005
Business
Communication I
Oral/written
communication in
Spanish
SOFI
3215
Speed writing in
Spanish
SOFI
3210
Administration of
documents
SOFI
3218
Document production II
SOFI
3219
Lab. Document
Production II
Recommended Curricular Sequence
Hours
3
3
3
3
5
5
3
3
2
2
0
2
16
18
Code
INCO
3005
ESCO
3005
SOFI
3216
Offered
both
semesters
first year
SOFI
3218
Present Curricular Sequence
Code
Second year
Second Semester
Course name
Credits
INCO
3006
ESCO
3006
Commercial
communication II
Commercial Com.
Oral/written
SOFI
3327
SOFI
3305
SOFI
3306
SOFI
3315
Transcription in
Spanish
Information processing
Lab information
processing lab
Speed Writing in
English
SOFI
3017
Second year
First semester
Course name
Credit
Hours
s
Commercial
3
3
Communication I
Commercial
communication
3
3
Oral/written
Spanish
Elementary
typing Spanish
5
5
Ethics and
interpersonal
relationships in
the office
Advanced
Document
Production
3
3
3
4
17
18
Changes
proposed
Change the
abbreviated
writing
Name change
Name change and
and add one credit
Eliminate lab.
Recommended Curricular Sequence
Hours
3
3
3
3
4
4
2
2
0
2
5
5
17
19
Code
Second year
Second Semester
Course name
Credits
Humanities
SOFI
3217
Spanish Intermediate.
Typing
SOFI
3357
SOFI
3305
Accounting for Office
professionals
Information processing
MATE
3001
Introductory mathematics
Hours
3
3
4
4
3
3
3
4
3
3
16
17
Changes
proposed
Change
abbreviated
writing
Change name
Add one credit an
eliminate the lab.
162
Present Curricular Sequence
Code
HUMA
3111
SOFI
XXXX
INCO
3025
SOFI
3328
Third year
First semester
Course name
Credits
Compendium of
Western Culture I and II
Recommended electives
in SOFI
Elementary
Conversational English
Transcription in English
Free elective
CIBI,BI
OL o
CIFI
Biology or physical Sci.
II
Recommended Curricular Sequence
Hours
3
3
3
3
1
1
4
4
3
3
3
3
17
17
Code
Humanities course
INCO
3025
SOFI
3315
Conversational English
SOFI
4039
CIBI o
CIFI
Electronic Office
Present Curricular Sequence
Code
HUMA
3112
SOFI
xxxx
INCO
4055
SOFI
3355
SOFI
3357
CIBI,BI
OL o
CIFI
Third year
Second Semester
Course name
Credits
Compendium of
Western Culture III y
IV
Recommended electives
in SOFI
Advanced
conversational English
Administrative Office
procedures
Elementary accounting
procedures
Recommended elective
in ADEM
Biology or physical
science
Third year
First semester
Course name
Credits
Hours
3
3
1
1
4
4
4
4
3
3
15
15
Speed Writing in English
Biology or physical Sci. I
Changes
proposed
Eliminate one
credit
Before elective
now required
Recommended Curricular Sequence
Hours
Code
Third year
Second Semester
Course name
Credits
Hours
Changes
proposed
Free elective
3
3
3
3
1
1
3
3
3
3
3
3
3
3
19
19
SOFI
3355
SOFI
4030
Administrative Office
Procedures
Publication design
CIBI o
CIFI
SOFI
3327
Biology or physical science
II
Integrated transcription
English and Spanish
3
3
3
3
3
3
3
3
4
4
16
16
Was an elective
now a requirement
New course
163
Present Curricular Sequence
Code
PSIC
3005 o
SOCI
3285 o
PSIC
3116
SOFI
4038
SOFI
XXXX
SOFI
4005
Fourth year
First Semester
Course name
Credits
General Psychology,
Group Dynamics,
Industrial psychology
Free elective
Office Administration
Required elective in
SOFI
Integrated Electronic
Information Processing
Software
Recommended Curricular Sequence
Hours
Code
SOFI
3337
3
3
3
3
3
3
3
3
4
4
16
16
Code
SOFI
4985
INCO
4035
Hours
Web page creation
Free elective
ECON
3021
Principles of economics I
SOFI
4505
Training techniques in
service
Present Curricular Sequence
Fourth year
Second Semester
Course name
Credits
Fourth year
First Semester
Course name
Credits
4
4
3
3
3
3
3
3
13
13
Changes
proposed
Now a requirement
Now a requirement
to temper with
ACBSP
accreditation
Was elective now
requirement
Recommended Curricular Sequence
Hours
Internship, Practice and
Seminar
Translation
5
15
2
2
Free elective
Free elective
3
3
3
3
13
132
Code
SOFI
4985
ESTA
3001
Fourth year
Second Semester
Course name
Credits
Hours
Internship, Practice and
Seminar
Commercial Statistics
5
15
3
3
Free elective
Free elective
3
3
3
3
23
14
24
151
125
140
Changes
proposed
Now a
requirement to
temper with
ACBSP
accreditation
b. How do you make curricular changes related to the business school or program’s mission
statement and strategic plan?
Curricular changes arise from required evaluations by the university system regulations
every five years (UPR Board of Trustees Certification No. 43-2006-07 – Appendix 6.1). These
evaluations may result in major or minor curricular revisions, considering our mission and
integrating the corresponding course of action in our strategic plan. Needed changes are
determined through surveys or other techniques for gathering information from faculty, students,
or business contacts. Identified changes are discussed in business faculty committees, proposed
164
to the faculty curriculum committee, and ultimately confirmed by the University academic
governance bodies. The process is illustrated in Figure 6.2.
Figure 6.2 - Curricular Changes Process
Submission for
evaluation and
approval to campus
governance bodies
Proposal
considering needed
changes
Programs
Curriculum
Committee
Evaluation
Curriculum
Revision
Gathering
information
from selected
sources
Revised
Curriculum
Deployment and
implementation
Assessment
and Evaluation
c. How do you incorporate student and stakeholder input?
The Office Systems Program incorporates student and stakeholder input in our curricular
revision process. The data obtain from student and alumni surveys are used to incorporate new
changes to the curricular. We do incorporate student feedback in our educational design in three
ways: course evaluations, surveys, and periodic focus groups.
Employers provide key feedback regarding our graduates and, the program works closely
with major employers to identify their degree of satisfaction with our graduates and their
workforce requirements. Within the general framework of what is academically appropriate we
try to attend the concerns of these employers.
An Advisory Committee was created to assist the Office Systems‘ Bachelor Program.
The Committee is a link between our academic offerings and the business world. Its member
165
may submit recommendations regarding the changes in the business environment that must be
considered in our curricula.
The following table summarizes the process used in the Program to make changes in the
curriculum. Some of these changes were already established and others are proposed.
Table 6.2 Educational Design and Display
Program
Curricular Changes
Add courses, Electronic
Processing of Legal
Documents
(SOFI 4006)
Bachelor‘s in
Office
Systems
Contributions
Students/constituent member
Recommendations from:
 Alumni
 Students in the program
 Employers
 Practicum centers
 Faculty
 Committee on curricular revision
Add courses,
Information Processing,
and Billing in the
Medical Office (SOFI
3036)
Recommendations from:
 Alumni
 Students in the program
 Employers
 Practicum centers
 Faculty
 Committee on curricular revision
Add course Training
Techniques in Service
(SOFI 4505)
Recommendations from:
 Alumni
 Students in the program
 Employers
 Practicum centers
 Faculty
 Committee on curricular revision
Change of name of
Bachelor‘s program in
Office Systems
To Bachelor‘s in Office
Administration and
Technology
Reduce from 132 to 126
the credit-hours
required in the Program
Recommendations from:
Curricular revisions committee
Bachelor‘s
in Office
Systems
Changes such as:
reduce the total credit
hours of courses,
eliminate repetitive
courses, integrate
courses, modify the
Recommendations from:
 Alumni
 Students enrolled in the Program
Curricular revisions committee
Recommendations from:
 Alumni
 Students enrolled in the Program
Curricular revisions committee
Measures
 Questionnaires, alumni
enrolled students,
employers and practicum
centers
 Suggestion box for
enrolled students
 Meetings with the faculty
(Committee on curricular
revision).
 Questionnaires, alumni
enrolled students,
employers and practicum
centers
 Suggestion box for
enrolled students
 Meetings with the faculty
(Committee on curricular
revision
 Questionnaires, alumni
enrolled students,
employers and practicum
centers
 Suggestion box for
enrolled students
 Meetings with the faculty
(Committee on curricular
revision
Meetings with faculty
(Curricular revisions
committee)
 Analysis of the literature
and the new technologies
for the Office.
 Questionnaires for alumni,
enrolled students
 Suggestion box for enrolled
students.
 Discussion with enrolled
students.
Meetings with the
Faculty(Curricular
revisions committee
 Questionnaires for alumni,
enrolled students
 Suggestion box for enrolled
students.
 Discussion with enrolled
students.
Implementation
Already
established
Already
established
Already
established
Upon curriculum
revision proposal
approval.
(Expected by
2010-2011)
Upon curriculum
revision proposal
approval.
(Expected by
2010-2011)
Upon curriculum
revision proposal
approval.
(Expected by
2010-2011)
166
Program
Curricular Changes
Contributions
Students/constituent member
descriptions of some
courses and add courses
to the offering.
Measures
Implementation
Meetings with the
faculty(Curricular revisions
committee.
To visualize the procedure that our Program follows while making changes to the
curriculum, we present the following flowchart:
Figure 6.3 Procedures to changes the curriculum
Information from:
Students
Employers
Practicum Center
Community in General
Analysis of the Literature:
Employment Classifieds
Professional Journals in the field
Identify the needs
We present and discuss in
meetings with the Department
curricular revisions Committee
(All faculties)
It is presented and discussed
in meeting with all the
Department Directors, for
their approval
It is presented to the Dean of
Academic Affairs and to the
Academic Senate (UPRAguadilla)
For their approval
It is presented to the
Administrative Board (UPRAguadilla) for approval of the
budget
167
6.1.2 Degree Programs
a. How long does it take for a full-time student to complete the degree?
The curriculum design contemplates four years (132 credits) to finish the bachelor‘s
degree. According to the data provided by the Office of Planning and Institutional Research
students completed their degree between 5.00 to 5.5 years. The following table discloses the
average time to complete the degree by academic program.
Table 6.4 Average time to complete the degree
Graduating Class
Graduation in …
Average Time for
Graduation (In Years)
3 years
4 years
5 years
6 years
5.4
5.5
5.3
5.0
0
0
0
0
0
1
0
1
10
7
11
13
6
11
5
1
2009
2008
2007
2006
b. What are the delivery methods (classroom, correspondence, independent study,
computerized distance learning, etc.)?
All Office Systems courses are taught using the following delivering methods:
conferences, seminars, laboratories, workshops, supervised internship which requires face-toface interaction with faculty. Courses are supported by a variety of instructional strategies
including lectures, problems and cases discussions, teamwork, and application exercises. Faculty
adopts complementary strategies using Moodle for instructional strategy.
c. How many contact hours are required to earn 3 semester hours (4 quarter hours) of credit?
To earn 3 semester hours the student need 45 contact hours. Each credit is equal to 15
contact hours. The following table shows the contact hour per semester.
Table 6.5 - Program Conducive to a Degree
Program
Bachelor‘s in Office
Systems
Time to Obtain the
Degree
Eight (8) semesters
Four(4) years
Methods of Fulfillment



Classes in attendance
Internship and practice
in an office
Different teaching
strategies in the class
room



Contact Hours
Hours/Semester
Course of 3
Credits/45 Hours per
semester
Course of 4
Credits/60 hours per
semester
Course of 5
Credits/75 hours per
semester
168
d. Do you have self-paced models?
We have no self-paced models; although, we make provisions to attend students with
special needs.
e. How are credits earned?
Class attendance is required. The mastery of the subject content is demonstrated through
the successful performance on tests, projects, assignments, and assessment tools. Credits are
earned by completing a class with a final grade of A, B, or C. Final grades of F earn no credits.
In the Internship course, the student must compete 200 hours of work in a practice center, as well
as comply with the other task of the course and finish the class with a final grade of de A, B or
C. Foundation Courses must be approved with C or more (Master of Course).
f. Do you confer nontraditional business degrees?
No non-traditional business degrees offered.
g. How do nontraditional degrees support and/or relate to the business school or program’s
mission and objectives?
We don‘t offer nontraditional business degrees.
6.1.3 Common Professional Component (CPC)
a. How does your curriculum design address the Common Professional Component (CPC)
outlined below?
As a business related program, our curricula is designed to include general education,
foundation courses and electives. We have considered the business components throughout our
courses and are being addressed in order to receive a fulfilling degree. Our curriculum is
organized to provide a core group of courses to deliver those common professional components
and additional courses within each major area to develop skill and expertise required beyond the
common academic components in the discipline. Table 6.6 shows the Common Professional
Component.
b. How do you determine the appropriate coverage of the Common Professional Component
(CPC)?
The appropriate coverage of the Common Professional Component was determined
taking into consideration the skills, abilities and knowledge the student will develop in each
course to satisfy the intended students learning outcomes and the labor market requirements.
Detailed information about Common Professional Component compliances is presented on
Table 6.6 which follows.
169
Table 6.6 - Common Professional Component (CPC) Compliance
COMMON
PROFESSIONAL
COMPONENT
SOFI 3005
MKT
FIN
ACC
MGT
LAW
EXO
ETH
GLO
IS
2
2
45
49
4
10
10
45
69
5
10
10
1
2
2
45
49
2
2
45
49
4
2
10
4
2
6
12
2
2
45
49
2
2
45
49
4
2
6
12
4
2
30
44
4
2
30
36
6
2
3
2
3
10
70
2
2
50
56
6
5
1
2
63
4
2
1
75
82
0
STAT
POL.
COMP
Total
Basic Typewriting
SOFI 3015
Computer Concepts
10
SOFI 3017
Interpersonal Office
Relations
SOFI 3105
2
38
Document Production I
SOFI 3125
Word Processing
4
SOFI 3210
5
2
27
Documents Administration
SOFI 3215
Speedwriting in Spanish
SOFI 3218
Documents Production II
SOFI 3305
Information Processing
SOFI 3315
Speedwriting in English
4
SOFI 3327
2
2
Spanish Transcription
SOFI 3328
English Transcription
15
SOFI 3355
Administrative Office
Procedures
SOFI 3357
1
Element. Procedure of
Account.
SOFI 4005
2
45
Integrated Elect. Inf. Proces.
Soft.
SOFI 4038
1
8
45
1
4
Office Administration
/Manag.
SOFI 4985
Internship, Practice and
Seminar
Total
4
3
45
76
29
1
70
54
418
3
0
84
30
784
170
c. If topical areas of the CPC are not covered through required courses in the business
core, explain how this standard will be met.
In order to cover the CPC areas that we have detected are taught with less than 25%
coverage, a curricular revision was conducted. The Table 6.7 shows the CPC‘s topical areas
coverage.
The Abbreviated Course Syllabus for all required courses shows all required courses in
the business cores, including the typical areas represented by the Common Professional
Component. The Table 6.7 summarizes the total number of hours devoted to each typical area
by course as calculated in each abbreviated cursed syllabus. Figure 6.4 shows the abbreviated
course syllabus.
Table 6.7 – CPC’s Topical Areas Coverage
CPC’s
Scope
(hrs)
Action taken
MKT- Marketing
4
FIN - Business Finance
3
STAT – Quantitative Techniques/Statistics
0
ECO—Economics
1
LAW – Legal Environment of Business
29
GLO – Global Dimensions of Business
ACC – Accounting
IS – Information Systems
MGT -- Management
POL/COMP – Business Policies – Integrating
Comprehensive Experience
ETH – Business Ethics
54
45
418
76
The Marketing component is also
included in the new curriculum
design.
Will be reinforced in
Administrative Office Procedures
(SOFI 3355) and Accounting for
Office professionals (SOFI 3357)
The Statistics component is also
included in the new curriculum
design.
The Economics component is also
included in the new curriculum
design.
Will be reinforced in
Administrative Office Procedures
(SOFI 3355) and Interpersonal
Office Relations (SOFI 3017)
---------
84
---
70
---
171
Figure 6.4 - Abbreviated Course Syllabus
UNIVERSITY OF PUERTO RICO AGUADILLA CAMPUS
OFFICE SYSTEMS DEPARTMENT
Course Name:
Internship Practicum and Seminar
Course Number:SOFI 4985
Instructors:
TBD
Credits:
Five
Hours:
200 practicum hours and 15 seminar hours
Prerequisites:
SOFI 4005 – Program Integration for Processing Electronic Information
SOFI 4038 – Office Administration
Course Description:
Work practicum will be supervised in offices located in the community which will serve
as practicum sites. During the practicum (200 hours per semester) and seminar (15
hours) period, the students will participate in activities which will complement the
transition from the university to the office workplace.
Texts and Materials:
Due to the nature of the course, textbooks will not be required. The professor in charge will utilize the
Manual of Forms and Documents and the Manual of Supervisory Orientation and/or any supplementary materials
prepared by the professor(s) in the Office Systems Department, including articles from professional journals.
Topic Outline: (200 practicum hours and 15 seminar hours)
Seminar Hours

Orientation and introduction to the course
1

Discussion on placement of students in the practice centers
1

Selection of topics for team work (written and oral presentations)
1
Topics: Leadership, Work Ethics, Labor Laws for the employee,
Quality of Service, Conflict Management, Employee Assertiveness,
among others.

Discussion of: ―Image, Personal and Professional Projection‖
1

Discussion of: ―Skills and Attitudes Necessary to Find and Keep Employment.‖
1

Workshop: Electronic Portfolio
1

Oral and Written Presentations
6

Hand-in and Present Annotated Bibliography
1
172

Hand-in and Present Professional Portfolio
1

Evaluation: course, practicum center and team work
1
15
Common Professional Component:
Business Ethics
Global Dimensions of Business
Information Systems
Comprehensive or integrating
Contact Hours
4
2
1
75
82
Mission: The mission of the Department of Office Systems of the University of Puerto Rico in Aguadilla
is to offer the Northwestern region a program of office administration directed at developing competent
professionals; framed in quality education, in accordance with the technological advances that will serve as
instruments to face the challenges of the future. This program will be framed in a global market and will
qualify the student in the skills of oral and written communication, critical thinking, team work, ethical
aspects and the integration of technology.
Vision: We aspire to be a model of excellence among similar office administration programs, acting as a
personal and technical transformation agent of its graduates so they can respond with agility, flexibility and
effectiveness, to the changing demands of society, in their professional context.
6.1.4 Curriculum Design
a. How does your curriculum design provide breadth and depth beyond the Common
Professional Component through advanced and specialized business courses and
general education and elective courses, all aimed at meeting student and stakeholder
expectations and requirements?
As a business related program we provide a coherent Bachelor program with an
opportunity for the study of a disciple in-depth, enabling our students to obtain a broad general
education within the context of their individual goals. We acknowledge that the ideal
components of general education can be addressed throughout the curriculum and that this
learning may occur in a variety of ways. We have included in our curriculum courses devoted to
promote development of different skills, such as: critical thinking, communication,
consciousness about history, humanities, values, and attitudes; as well as mastery on
technological and business issues. Table 6.8 supports our curriculum design criteria.
Table 6.8 - Office Systems’ Bachelor Degree Curriculum Credits
Major
B.A. in
Office
Systems
Minimum
Credit
Hours in
General
Education
Core
Requirements
Business
Requirements
Beyond Core
Business
Electives
General
Electives
Credit
Hours
Total Credit
Hours
Required for
Graduation
36
56
16
12
12
132
173
b.c.d. How are your educational processes designed to focus on students’ active learning for
the development of problem solving skills, intellectual curiosity and the capacity for creative
and independent thought and action?
Leadership is a pivotal ingredient for an office systems‘ professional. For that reason the
development of problem-solving skills, intellectual curiosity and the capacity for creative and
independent thought and action is imperative in any BBA program that provides our society a
true professional equipped with leadership and ethical principles. The Table 6.9 shows the
students active learning.
Although a course syllabus design and a good book may help for those active learning
goal, it takes more than that. We have the Faculty‘s commitment to instill and create individuals
that will question, challenge, view and issue from multiple perspectives that seek more
information before making a judgment.
The classroom evaluation that students, peers and the Department‘s Chair administer to
every Faculty member is how our educational process identifies Faculty commitment and areas
that may need development. The assessment process also contributes enormously to the process
of ascertaining how well students achieve what Faculty members intend them to achieve.
Table 6.9 - Tables for Students Active Learning
Programs
B.A in Office
Systems
SKILLS
Analysis
Comprehension
Communication
Problem-solving
skills
Case studies,
homework
Intellectual
curiosity
Homework,
Research projects,
Debates
COURSES
Elementary Procedures of Accounting (SOFI 3357)
Computer Concepts (SOFI 3015)
Administrative Office Procedures SOFI 3355)
Office Administration Management (SOFI 4038)
Integrated Electronic Information Processing Software
(SOFI 4005)
Internship and Seminar (SOFI 4985)
Document Production I (3105)
Spanish and English Transcription (3327 3328)
Word processing 3125
Information processing 3305
Internship and seminar 4985
Spanish Transcription (SOFI 3327)
English Transcription (SOFI 3328)
Business Communication Spanish (ESCO 3005-06)
Business Communication Spanish (INCO 3005-06)
Integrated Electronic Information Processing Software
(SOFI 4005)
Internship, Practice and Seminar (SOFI 4985)
Creative and
Independent
thought and action
Case Analysis,
Presentations, Roleplay
ACTIVITIES
 Portfolio
 Application projects
 Planning and implementing of
professional Seminar
 Case analysis
 Work Experience
 Oral Presentation
 Portfolio
 Application projects
 Office Simulations
 Work Experience
 Assessment Exercises
 Pre/Post Test
 Planning and Implementation of
professional seminar
 Oral Presentation
 Work Experience
174
SKILLS
Research
COURSES
Record Management (SOFI 3210)
Internship and seminar (SOFI 4985)
Administrative office Procedures (SOFI 3355)
Computer Concepts (SOFI 3015)
Interpersonal Office Relation (SOFI 3017)
Office Administration/Management (SOFI 4038)
ACTIVITIES




Case analysis
Research projects
Oral presentation
Professional Situation
e. What are your preferred or expected sequences of educational processes and how is this
information communicated and put into practice?
Preferred course sequences are explicitly through prerequisites assigned to various
courses throughout the Bachelor Degree. Foundation related courses material is required to be
completed prior to student‘s involvement in upper level courses, which build in those
foundations. A program sequence is provided to students in orientation sessions. The expectation
that the fundamental courses will be taken early in the course sequence and that the curriculum
sequence is followed is put into practice through advising. This information is communicated
through the Institution‘s catalog, the Department web page (http://sofi.uprag.edu/) and the
academic counseling.
6.1.5 Other Business-related programs
We do not have any other business-related programs.
6.1.6 Graduate Programs
We do not have a graduate program in business.
6.1.7 Education (Design and Delivery) Evaluation
a. How is your ongoing program of assessment and improvement developed and conducted?
Our ongoing program of assessment includes a multifaceted evaluation of program
effectiveness. These instruments are developed from surveying our stakeholders and alumni,
through capstone courses data, and by benchmarking other programs and schools. We have also
considered ETS exams (which is now a graduation requirement), internship evaluations, and
diagnostic tests to assess entry, mid and final students‘ performance. Delivery of instruction is
assessed in all program courses using peer reviews as well as questionnaires filled out by
students. Program leaders interface with Deans to design, approve, and implement changes
based mainly on inputs received from stakeholders. As a result of this analysis, action measures
are taken to improve both design and delivery of instruction.
175
b. What types of observations, measures, and/or indicators do you use to evaluate and
improve programs and offerings?
The measures used for program effectiveness are showed in Table 6.10.
Table 6.10 — Program and Offerings Evaluation
Evaluation Measures
Instrument
Student opinion of instruction
Questionnaire
Student Dialogue
Formal peer evaluation
Rubrics prepared by the Personnel
Committee
Observation by program leaders of :

Enrollment decrease

Classroom equipment
obsolescence

Class offerings for evening
students
Open house
Formal Communication
Material of promotions
Proposal for equipment renewal
Plan for equipment replacement
Classes and professional schedules
Alumni opinion of the program of
study
Questionnaire every two years
Colloquiums
Internship evaluation
Rubric
Students‘ performance on
embedded test
Rubric
Students‘ performance
Students‘ scores
Action by Program Leaders
Personnel Committee and Director
do an analysis of the results and
discuss it with each professor. In
some cases, professional
development activities are
developed, and individual
suggestions are made.
Curriculum Committee analyses
the results of the exit interview and
recommends the needed chances to
the program of study for the
approval of the faculty members
Personnel Committee and Director
do an analysis of the results and
discuss it with each professor.
Recommendations for
improvement are made.
Instituted an ―open house‖
Increase communication with
admission staff
Plan of promotion of the program
Personal contact with prospective
students
Plan of promotion of the program
Personal contact with prospective
students
Equipment replacement in
classroom and program licenses
renewal
Classes now offered on Saturdays
Evening classes scheduled
Curriculum Committee analyzes
the results of the exit interview and
recommends the needed chances to
the program of study for the
approval of the faculty members
Curriculum Committee analyzes
the results of the exit interview and
recommends the needed chances to
the program of study for the
approval of the faculty members
Curriculum Committee analyzes
the results of the exit interview and
recommends the needed chances to
the program of study for the
approval of the faculty members
Curriculum Committee as well as
assessment
176
c. What constituencies are actively involved in the ongoing process of planning for
improvement?
Students, employers, alumni, professors, and administrators are all actively involved in
some capacity in the ongoing process of planning improvement. Their involvement may help the
Department to meet stakeholders‘ needs. Specifically, the Curriculum Committee plays a leading
role in planning for improvement. Data collected from stakeholders is discussed at department
meetings, and subsequent researches and evaluations are conducted by subcommittees composed
of department faculty members. Ongoing assessment and planning for improvements are
discussed with faculty members, administrative staff, the Department‘s Chairperson, and the
Dean of Academic Affairs.
Each department has a Curricular Committee and Assessment Committee that work
together to improve the design and delivery of the curriculum. The Department Assessment
Coordinator is also member of the Institutional Assessment Committee.
d. How do you use these observations, measures, and/or indicators to provide time and
information to help students and faculty?
The Office for Planning and Institutional Research (OPIR) is in charge of the periodic
revisions; measurements and reporting of several performance indicators. Every year, the
statistics section of the OPIR publishes the Factbook, which is a comprehensive collection of
basic data and performance indicators covering a five-year period. The Factbook is constantly
referenced by academic and administrative personnel to guide analysis, report writing, proposal
preparations, and decision making at the UPR-Aguadilla. The reports are discussed with the
department chairpersons and at Academic Senate meetings. They are also published and made
available to the academic community.
This data was provided for the development of the self-study reports, the strategic plans,
and the periodic review report to the MSCHE and the budget profile. We are now in the third
strategic planning cycle (Strategic Plan: 2006-2011). All major constituents of the UPRAguadilla participated in the process. In addition to the statistics from the Factbooks the Input
was obtained through committee participation, surveys, and direct consultation with interested
parties.
177
Figure 6.5 Strategic Planning and to Delineate Appropriate Courses of Action
•Discussed with faculty
by the President of the
Departmen's Personnel
Committe
•Evaluation of results is
made by the
Department's Personnel
Committe
•Submitted to the Office
of Academic Affairs
•Analysis of results are
submitted to the
professor and to the
Department's Chair
Peers
evaluation
Students'
evaluation
Analysis of
results
Administrative
Evaluation
•Discussed with faculty
by the Department's
Chair
The information from those observations helps the institutions and our department:
b. To provide timely respond to the needs of Puerto Rico, particularly the
northwestern region, through innovative, and relevant programs.
c. To improve the teaching-learning outcomes through multiple strategies, and
effective student support and counseling services.
d. To continue to effectively integrate the new Information Technologies into the
teaching learning process.
e. To increase Faculty activities in research and scholarship and involve students as
part of their formal development.
The students evaluate the courses and instructors through the Student Opinion
Questionnaire, and the Institutional Faculty performance evaluation. The Director discusses the
results of the Student Opinion Questionnaire with each instructor and the Department Personnel
Committee discusses the Institutional Faculty performance evaluation by students with the
instructors.
178
e. How do you improve programs or offerings from these observations, measures, and/or
indicators?
The data received from stakeholders is analyzed and appropriate action is taken in order
to enhance or improve our program. For example, new courses have been created, courses have
been updated, new equipment has been acquired, and emergent technologies have been
integrated. In order to improve weaknesses in performance skills identified by employers, more
active learning activities are been adopted in several courses, such as: case analysis, application
projects, and simulations situations. Peer and students evaluations yield comments from peers
and students which are also shared with individual professors. Seminars and workshops for
professors and staff improvement are offered every semester in order to attend those
recommendations made by students and the Personnel Committee of the Department. Close
communication is maintained between the academic leaders in the Department, the Faculty, and
the Campus in order to effectively correct any issues that may negatively affect student learning
outcomes.
f.
How are improvements in programs or offerings shared across the organization?
Faculty members, staff, students, and administrators have access to data and needed
information. Improvements in programs or offerings are shared with students in orientation
sessions, in formal written communication, and throughout the institutional web page. Faculty
and staff share the information in regular faculty or committee meetings, and through formal
written communications. Proposals for curriculum revision are discussed at the Department, the
Curriculum Committee, and with all academic staff. Ultimately, these revisions are sent to the
Dean of Academic Affairs of the Campus, the Academic Senate and to the Vice Presidency of
Academic Affairs Office –President‘s Office.
g.
How do you evaluate educational programs and offerings?







Information from students
Benchmarking best practices in education and other fields
Use of assessment results
Peer evaluations
Research on learning, assessment, and faculty presentation
Information from employers and governing bodies
Use of technology
The way by which we evaluate educational program and offerings is illustrated on Figure 6.11,
which is presented below:
179
Table 6.11 - Evaluation of Educational Program and Offerings
Evaluated Information
Information from students
Benchmarking best practices in
education and other fields
Use of assessment results
Peer evaluation
Research on learning,
assessment, and faculty
presentation
Information from employers and
governing bodies
Course of Action
The Office Systems‘ Program has made improvements based on initial
information received from students. Through surveys students indicate their
satisfaction regarding schedules, courses content, and relevance. Students are
also consulted in orientations and in classroom discussions. Colloquiums have
been occurred periodically. Based on their inputs, changes have been made in
course offerings.
The Program analyses relevant factors stated on literature to determine the
information and data that is important to compare, such as SCANS REPORT
FOR AMERICA 2000, National Business Education Association Standards,
Labor Department Studies, and Bureau of Labor Statistics of the Occupational
Outlook Handbook (2008-2009 edition). To seek comparative information and
data from within the academic community, the Program uses criteria such as:
admission selectivity, graduation rate, job placement, student-to-faculty ratio,
retention rate, and academic background of instructors. The comparative
information is used for curriculum improvement, selection of assessment
techniques, improvement of students‘ service, faculty development, and to
improve students‘ performance
The assessment results enable us to determine if the stakeholders‘ needs are
being met. In case of negative results, adjustments or corrections are made to
meet the stated objectives for the programs. The results are also use for strategic
planning, and for future action plans. Results of the Multidisciplinary Standard
tests provide the opportunity to identify students‘ need and look for strategies to
develop the needed competencies for success. Embedded test, application
projects, case analysis, and employers‘ evaluations provide feedback related to
students‘ performance and program effectiveness. These results are used for
program and service improvement, faculty professional development, curriculum
revision, and to establish communication and coordination with other faculties
inside and outside the University system environment.
Peer review is done to non tenure or contract professors. The results of this
evaluation have helped faculty in making adjustments or modifications to course
delivery techniques, and to increase interaction with students. The results have
helped other faculty members in adopting or incorporating innovative approaches
and teaching strategies.
Research on learning has fundamentally contributed to curriculum revision, and
adoption of new teaching strategies. Based on the findings faculty has introduced
activities that foster active learning on their courses. Students have realized the
assessment goals and techniques because they have immediate feedback about
their performance. They are aware of the criteria to be evaluated on their
performance and make an effort to accomplish them. Faculty members use
different strategies for content presentation. Students get involved in the learning
process. As a result, student achievement is getting higher.
Feedback from employers is commonly used for curriculum revision and for
delivery strategies improvement. Information gathered from employers is used to
modify the extent and type of content included in courses contained in the
curriculum. Employers demand generic competencies such as communications
skills, critical thinking, team work, leadership, lifelong learning, and technology.
The proposal for curriculum revision was submitted to the Chancellor‘s office.
Governing bodies state the bylaws, and the framework for educational services.
They have an impact through financial aid requirements on the number of
courses students take in the curricula. The nature of course material contained
within also impact various courses.
180
Evaluated Information
Use of technology
Course of Action
Use of technology is a must in Office Systems field. It is bringing approaches to
content delivery for classrooms. Faculty is being trained in the use of Moodle
software as an alternative to prepare online supporting class materials. Students
and faculty may be on contact by the university‘s main web page for the purpose
of facilitating better communication means. Technology will provide additional
opportunities for students and faculty to share and collaborate between face-toface classes. Actually the Program offering online courses. Technology is
moving content delivery from a process that happens occasionally in traditional
classes to a process that is continuous.
h. Do you have other tables and/or figures that summarize the results for Education Design
and Delivery not presented in other parts of this report that contribute significantly to
enhanced learning and the organization’s mission and goals?
Table 6.12 which is presented below summarizes additional valuable information related
to Education Design and Delivery.
Table 6.12– Education Design and Delivery
Evaluated Information
Course coordinator
Open labs for additional
practice
Course evaluation
Office Systems’ students
association activities
Course of Action
Each semester, a coordinator is appointed for course of more than two
sessions that are taught by different professors during that particular
period. His/her responsibility is to form a team to coordinate evaluation
activities, evaluation and selection of textbooks, methodology for
teaching, student performance evaluation, assessment strategies,
application projects, and any other issue that emerge within the semester.
The coordinator submits a report at the end of each semester, which is
analyzed by the Director of the Department and discussed with the
Curriculum Committee, and ultimately with faculty staff in a regular
meeting for decision making.
Every semester a laboratory schedule is available for students for
additional practice, and assignment and projects preparation. The lab
technician must be present to assist students and to supervise the group
for control and safety means. A lab usage commitment sheet may be
signed for every student enrolled in the program and a register must be
signed and kept by the technician.
A systematic process is used to evaluate courses with the purpose of
getting student opinions of instruction. This measure is often used to
address approaches to content coverage and presentation and is carried
out when a new curriculum is implemented.
Each academic semester the members of the students association carry
out activities of community concern, such as: charity activities, bulletin
boards designed and maintenance, decoration and maintenance of some
areas in the department.
181
i. Do you have tables and/or figures on student learning, student and stakeholder
satisfaction, or operational effectiveness (measures of timeliness or productivity related to
Education Design and Delivery)?
For the first semester 2008-2009 the Office Systems Program conducted an Alumni
Satisfaction Survey. We expect to have the results of the Satisfaction Survey, during this
academic year. The analysis of these statistics complements the Seniors‘ experience and may:

Help us to determine which aspects of the University's services were most
important and the degree to which they satisfied the students.

Allow the university administration to target resources at those areas that are
perceived to be low satisfaction and high importance.
j. These results might focus on student learning, student and stakeholder satisfaction, or
operational effectiveness (measures of timeliness or productivity related to Education
Design and Delivery?
In the Alumni Surveys administered in 2008-2009, a question regarding the development
of the necessary knowledge and tools to become an efficient professional was asked. The
response to this question through the last two years is as follows:
Figure 6.13 – Alumni Survey
How does he/she think that the preparation that received of the Program prepared you for
his/her first job?
Year
2005-2006
Total of
Alumni
24
2008-2009
21
Excellent
Good
Satisfactory
Deficient
71%
25%
4%
0%
86%
10%
4%
0%
Table 6.14 – Professional Internship Assessment of Competencies by Supervisors
AREA
Interpersonal
Relations
Attitude
Knowledge of the
Work
Reliability
2007-08
Fully Domain
100%
2008-09
Fully Domain
100%
2009-2010
Fully Domain
79%
83%
67%
92%
77%
71%
64%
92%
93%
79%
182
k. How do you improve the process of ―observations, measures, and/or indicators used to
evaluate and improve programs and offerings and who uses them‖?
We improve the process of observations and measures by continually reviewing the
outcomes to see if the stated objectives have been met, as well as the stakeholders‘ needs. In
cases where the Program felt short of the goals, we review the processes used for observations,
data collection and other issues that may be the cause, and corrective actions are taken. When the
problem is related to administration difficulties, official communications are generated and
meetings are coordinated to discuss possible alternative to improve results.
6.2 Management of Educational Support Service Processes and Business Operation
Processes
6.2.1 Education Support Processes
a. How do you set key requirements taking into account the needs of students, stakeholders,
faculty and staff?
Office Systems‘ Program efforts are devoted to meet the needs of the stakeholder
providing alternatives of excellence in every area identified with a need for improvement. Key
requirements for education support processes in the Program and established monthly based on
feedback obtained from students, faculty, staff, internship supervisors, and other stakeholders
through survey, questionnaires, rubrics, observations, and direct contact. Also, literature review
and trends analysis are discussed in committees and faculty meetings to identify and meet key
requirements in areas, such as, academic advisory, technology support, library services, and
placement testing, among others. Table 6.15 shows the furniture and technology equipment.
183
Table 6.15 Furniture and Technology Equipment
Furniture - UPR-Aguadilla
Area
Square
feet
Students
Desks
Podium
Filling
equipment
Desks
Chairs
1
11
4
4
8
5
B-306
2
B-307
2
Credenzas
Web
Cam
Technological Equipment
Fax
Machine
Scanner
Others
Printers
Audiovisual Equipment
Projector
Overhead
Projection
(infocus)
Projector
Screen
Tables
Bookcase
Others
Computers
1
1
1
1 pc
1 laptop
1
2 pc
1 fotocopy
1
1 pc
1
1 pc
1 smartboard
1 speakers
1 smartboard
2
1
cabinet
26
1
1 smartboard
1 spearkers
6
1
cabinet
25
1
1 smartboard
1 spearkers
3
1
1 smartboard
1 spearkers
1
1
Software
Administrative Offices
Director
Secretary
22’ x 20’
1
1
2
Windows XP Pro/ MS Office 2007
Windows XP/ MS Office 2007/
WordPerfect
Classrooms
List Classroom Number
1
1
Windows XP Pro/ MS Office 2007
1
1
Windows XP Pro/ MS Office 2007
List Laboratories Number
B-308
26
29
1
1
B-309
25
29
1
B-310
25
25
B-206
3
8
5
2
B-300
3
7
4
3
1
25
1
Windows XP Pro/ MS Office 2007/ MS
Expression Web/ Keyboarding Pro/
proximate
Windows XP Pro/ MS Office 2007/ MS
Expression Web/ Keyboarding Pro/
proximate
Windows XP Pro/ MS Office 2007/ MS
Expression Web/ Keyboarding Pro/
Peach Tree / proximate
Professor Offices
List Name of Professor and Office
B-305
2
7
3
1
2
1
cabinet
2 pc
2 pc
1 laptop
2
Windows XP Pro/ MS Office 2007
1
Windows XP Pro/ MS Office 2007
3 pc
3
Windows XP Pro/ MS Office 2007
184
b. What are your key education support processes and their principal requirements and
measures, such as usage rates, success rates, and student and stakeholder feedback?
Support processes exist to serve the need for the University of Puerto Rico at Utuado to
facilitate instructions and are either related to the educational function through library services,
the provision of computer facilities and services, and counseling; or indirectly associated with
the educational function through additional support through counseling and the provision for
adequate office space. University offices other than the Office Systems‘ Program provide these
services so their measures of utility and success are defined within their departments. Our
program has been well served by these support services over time. The education support
processes provided by the Department are academic counseling, computer laboratories open
daily for students to reinforce skills development; systematic orientations every semester to
clarify doubts regarding the study program, academic average requirements, curriculum
sequence, and graduation requirements; electronic communication by available web pages, office
hours, and professional development seminars for faculty and staff. On figure 6.6 and table
6.14, an illustration of educational support processes is provided.
Figure 6.6 – Students Support Processes
Athletics and
Extracurricular
Activities
Counseling and
Orientation
Registrar
Students
Support
Processes
Financial Aid
Library
Medical
Services
Computer
Facilities
The main tasks of the principal education support processes of the University of Puerto
Rico are disclosed in the following table.
185
Table 6.14 Educational Support process Description
Education Support
Process
Library
Registrar’s Office
Counseling
Financial Aid
Department
Health Services
Department
Placement
Department
Computer Center
Student Center
Tasks and services provided
The library serves the internal and external community. It fully supports the educational
and research objectives by providing the necessary resources, facilities and services. It
provides reference resources, multimedia technology applications, books, journals,
Internet access, and databases. Librarians assist students and
Faculty members in their study and research endeavors.
The Office has the responsibility of maintaining academic records of students, while
ensuring the privacy and security of those records. The office also provides registration
services, records and reports grades, certifies attendance, grade point averages and
degrees, and issues transcripts.
Counseling and guidance are offered to students so that they may achieve better selfunderstanding and make adjustments to university environment. Services are offered to
help students to cope with academic and environmental demands. The services include
personal counseling and career and life planning.
Orientation is offered on topics such as study skills, academic regulations, career
planning, personal and social growth, stress and time management and decision-making
process.
The Financial Aid Department administers financial aid programs to assist students with
educational expenses. The assistance is provided through federal, state, institutional and
private sources.
The Health services department offers primary health care, and first aid services to
students.
The Placement Department‗s main objective is to assist students in obtaining permanent,
summer or temporary employment.
The Computer Center provides computing services for the academic and administrative
community.
The Student Center is the focal point for cultural, social, and recreational activities while
providing study area for student.
c. How do you ensure that education support processes are performing effectively?
The evaluation of the support process is part of the institutional level assessment plans.
Input from students, faculty, administrators, Department‘s Advisory Committee, and
stakeholders is considered in the evaluation of services and recommendations for improvement.
Satisfaction surveys help us to evaluate the intensity of the collaboration, cooperation and
participation of our stakeholders in the activities and projects develop in our campus.
d. How do you evaluate and improve your support processes?
The results of the satisfaction questionnaire should be a direct way to evaluate and help
us to improve the support processes.
Best practices are determined from the experience of other colleges and universities. Data
is gathered on an ongoing basis using different approaches. Surveys are used with alumni,
employers, and students. Evaluations forms are used in different activities carried out, such as
orientations, and professional activities. Observations as well as personal meeting with
responsible personnel are done. Their inputs are discussed in member faculty meetings and fed
186
into the strategic model to be sure that improvements are made in line with our mission, goals
and objectives.
We do not have direct participation in the support process evaluation. The units that
provide these services, as part of the institutional assessment plan, have to develop their own
assessment plan which is submitted to the institutional committee for evaluation and approval.
Once their plans are approved, they proceed with the implementation phase. At the end of
academic period, a report with findings and recommendations is submitted. The responsibility
for support process improvement belongs to the units that provide the services.
Table 6.15 — Education Support Services Best Practices Benchmark
Utah State University
http://www.usu.edu/sss/services
University of Maryland
http://oes.umd.edu/s/admissions/campu
s_services/ff/dss
Academic Advise
University of Puerto Rico at Aguadilla
http://www.uprag.edu
Course Selection online
Schedule of Classes online
Academic Tutoring
Faculty Mentoring
Online course selection
Online Class Schedule
Mentoring
Financial Aid Planning
Dining Services
Admissions
Registrar
Students Health
Disability Resource Center
Housing Services
Counseling Center
Financial Aid
Dining
Admissions
Registrar
University Health Center
Disability support center
Housing
Counseling
Bookstore
Children's House (Childcare)
Bookstores
No information
Online Application
Network & Computer Services
Online application
Computers Access
Libraries
Libraries facilities
Office of Veterans Services
Veterans Program
Parking and Transportation
Services
Security
Parking
We provide academic advice starting at the
high school students‘ orientation period.
Academic advice is tied to the faculty job
description responsibilities.
UPR-Aguadilla provides online course
schedule and course selection
Academic tutoring is given at students
request during professor‘s office hours
Basic skills tutoring are also available.
Financial Aid Services
Dinning services
Admissions
Registrars
Medical Services Office
We do attend students with disability needs
Students use private housing services
Office of Professional Counseling
We also have a psychologist on campus.
Bookstores
We have an office to facilitate child care
services to students with children. The cost
of this service is covered by this program.
Online application
All our campus is wireless ready. We have
two computer labs for Office Systems‘
students‘ exclusive use.
Our library is one of the most modern, well
equipped. It was recently certified by
Association of College and Research
Libraries (ACRL)
We have a veterans services official at the
Registrar‘s Office
We provide safe, free parking service
Security
Security Office
Academic Advising
Major/Career Advising
Note: Although we do not maintain direct contact with the benchmarked universities, we make constant online research in order to compare what
type of support services are offered nationwide.
187
e. How do you use the following types of information to evaluate your support processes:
 Feedback from students, stakeholders, faculty, and staff?
 Benchmarking?
 Peer evaluations?
 Data from observations and measurements?
The most common was the data from observations and measurements. Although recently
we began to use the satisfaction questionnaire alternative to identify problems with the support
offices and the activities they are required to do for our students.
Table 6.16 – Evaluation of Support Processes
Feedback from students, stakeholders, faculty, and
staff
Benchmarking
Peer Evaluations
Data from observations and measurements
The feedback from students, stakeholders, faculty,
and staff is used to identify areas of opportunity to
enhance the education support processes. For
instance, academic advising has traditionally been
offered to students on a voluntary basis; however,
starting August 2009 it will be mandatory for all
students at the Program to schedule a meeting with
their Academic Advisor at least once a year.
Benchmark for best practices in education support
process is also examined since they lead to changes
to achieve a superior performance. Comparative
information is used for improvements in the support
processes and for selection of appropriate measures
and strategies to assess success rate and to identify
appropriate actions for further service enhancement.
Peer evaluation help evaluate support processes,
effectively used in the Program, especially to assess
performance of non tenure or contract professors.
Strengths and weaknesses identified in the peer
review are discussed with the individual faculty
members to help them make adjustments or
modifications to their teaching delivery and
interaction techniques.
Data from observations and measurements in the
service areas are gathered and maintained. These
data are analyzed, and the information is shared
with the Director of the support area affected in
order to help improve their support area. An
example of this is the change of schedule for
academic counseling, bookstore schedule for
evening students, and Students Dean services for
evening students.
188
6.2.2 Business Operation Processes
a. What are your key business operation processes?
The Office Systems‘ Program key business operations processes are academic
counseling, academic offering planning and administrative services offer to departmental
professors and students. Most of the business operating and financing processes are centralized at
the institutional level. The management of financial resources including budgeting and allocation
of resources, computerized information services, public relations and academic planning are
centralized.
b. How do you determine your key customer requirements?
Our key customers are the undergraduate students and businesses. Students provide
continuous input about their needs; and employers share valuable information through surveys
and personal interviews. Key customers‘ requirements are determined by the ongoing analysis of
results of collected data. Besides students and employers, we do recognize other sectors as key
customers.
Our process to determine our key customer requirements is as follows:




Employers – Internship evaluations, colloquiums and alumni questionnaires,
studies for employers
Students – Alumni questionnaires and assessment outcomes, alumni follow-up
studies
Professors – recommendations based on their teaching and business experience
Stakeholders – feedback from Advisory Committee
c. How do you set measures and/or indicators and goals?
Our campus directors and practitioner faculty provide excellent feedback about how the
curriculum is serving students, trends in the workplace and changes in industry or the functional
area of expertise. Data are collected for all assessment tools and analyzed frequently to see how
we are performing as a business related school. An ongoing review of data and data sources to
find the best possible measures help us in identifying at an early stage some symptoms of
problems that may hinder positive overall performance.
Alumni, employers, and internship supervisors provide data on skills learned or
demonstrated by our Office Systems‘ program graduates. The results from these surveys also
affect our business operation process. Indicators of success for the academic program are related
to the effectiveness of the educational process through outcomes assessment. Indicators of
students‘ satisfaction in key support services are considered because their close relationships
with the teaching function.
189
d. How do you monitor performance?
Performance is monitored through the achievement of benchmarks set for the semester.
We conduct on a regular basis, trend analysis and benchmarking comparisons. In addition we
have a system of an ongoing review of data and data sources to find the best possible measures.
For example, indicators of student satisfaction in key service areas such as the Office Systems‘
Program, the Registrar‘s Office, Financial Aid, Information Services, and Counseling are based
on low complaint rates or positive comments generated through evaluations done by the various
offices and through certain questions included on the student opinion of instruction.
e. How do you evaluate and improve business operation processes to achieve better
performance, including cost and productivity?
The Board of Trustees of the University of Puerto Rico fosters an environment of
continuous improvement in all academic and administrative endeavors. In June 2004, the Board
of Trustees approved Certification number 136 – Institutional policy for the evaluation of the
institutional effectiveness and Certification number 138 –Institutional policy for the professional
accreditation of the academic programs and services of the UPR, which requires that all
academic programs susceptible to a professional accreditation must be accredited. The UPR is
establishing a culture of evaluation and assessment. It is in an early implementation phase. The
institutional Office of Institutional Research and Planning are responsible for collecting and
disseminating the information to improve the decision making process.
Besides all the current legislation, the evaluation and improvement of business processes
are triggered mainly by student evaluations, peer evaluations, employer survey comments,
vendors, and faculty/staff innovative suggestions. These data are carefully analyzed and fed
through the leadership team for improvements or correction of deficiencies. Changes on classes
and programs offerings are considered according to the available resources (human and
financial).
f. How do you use the following types of information to evaluate your key business
operation processes?
1.
2.
3.
4.
Feedback from students, stakeholders, faculty and staff?
Benchmarking?
Peer evaluations?
Data from observations and measurements?
The information received from different channels (data from observations, benchmarking
or those received from our students, Faculty, staff, peer evaluation and others stakeholders) help
us to:


The implementation of strategic projects and activities which support our university‘s
goals and priorities, in the context of a changing external environment.
For sound strategic planning process, budget projections and reasonable resource
allocation that informs the university executive management where to allocate funds.
190


Produce accurate and timely information that guarantees quality assurance and quality
improvement within all of our university‘s practices and processes. Through quality
assurance our institution aims to a commitment to meet the expectations of students
and others stakeholders. Through quality improvement adds a further step, with a
commitment to continually and proactively improve programs and services.
Develop alternative ways to received funds to improve academic quality.
Table 6.16 presents how we use specific information to evaluate our key business
operation processes.
Table 6.16 – Information to Evaluate Operation Processes
Information
Feedback from students,
stakeholders, faculty and staff
Benchmarking
Peer evaluations
Data from observations and
measurements
Course of Action
Feedback and evaluation of various functional areas of the
university by students, stakeholders, faculty, and staff are
directly related to levels of customer (student) complaints and
retention issues. An exit interview, for example, is conducted
for all students withdrawing from the university. Specific
questions are asked of students through the exit interview and at
other times during the semester to determine if the deployment
of services by Financial Aid, the Registrar‘s Office and the
Business Office are reasonable and appropriate. This
information is used to improve areas where there are
deficiencies.
Comparisons are made with other institutions to determine if
approaches to the delivery of services are reasonable and
appropriate. Best practices are accessed which are appropriate
for the Office System Program type of institution and are used
to improve services. In addition, faculty and Staff members are
encouraged to attend workshops conducted in other institutions.
Innovative suggestions are strongly encouraged.
Peer evaluations are also used for improvement of services.
Particularly in problematic situations or during difficult times,
consultants have been called in to offer advice in areas
requiring assistance. Peer evaluations are used by our program
as mandated by university regulations.
Data from observations and measurements are retained so that a
comparison can occur over time as well as at during the time of
the original measurement
191
Our business operation process is explained in the Table 6.17.
Table 6.17 - Business Operation Processes
Marketing of
Programs
Faculty Feedback
Benchmarking
Surveys of faculty
indicated
that we needed more
aggressive marketing
strategies for our
programs more
We benchmarked
against other similar
schools
More training
We benchmarked
against other programs
in the University
More exposition to the
external community
We benchmarked
against other processes
for public relations
We benchmarked
against other
universities about the
information services
processes
We benchmarked
against other programs
Financial Resources
Public Relations
Information Services
Advising
Improve
communication within
the university
community
Students support
services inquiries
Observations and
Measurements Data
Through benchmarking,
we added several
activities such as open
house and professional
development activities
with potential students.
We also increased
communication with
admission staff
More financial
resources for
professional
development
Students‘ admission to
our program increased
On-line messaging
15-20 per faculty
member
6.2.3. Results of Educational Support Service Processes and Business Operation Processes
The Office System Program has made improvements to its educational support processes
and business operation processes based on information obtained from its benchmarking and
outcomes assessment program. In order to evaluate the current level of standing and
improvement made in these processes the Office Systems‘ program chose to use the next set of
indicators:
Figure 6.18 – Indicators Educational Support Services
Educational Support Service
Extracurricular Student Activities
Library Services
Marketing of the Program
Registration
Improvement
 Increase of student participation in Students Association
 Improvement of academic counseling





Update of references sources
A retention and recruitment committee was appointed
Increase communication with high schools
On-line process for registration
Survey of students about the courses they need
192
We compared the number of faculty member holding terminal degrees among Office
Systems‘ Program within the University of Puerto Rico System as shown on Figure 6.28.
Table 6.19 - Number of Faculty Members holding terminal degrees
Institution
UPR - AGUADILLA
UPR - ARECIBO
UPR - BAYAMON
UPR-UTUADO
UPR-PONCE
Total Faculty Members
9
10
15
6
12
Number Holding
Terminal Degree
2
2
1
1
1
Percent
22
20
6
17
8
Our program also has two doctoral candidates and one doctoral student: a fact that places
us in a very good standing when compared to other programs.
6.3 Enrollment Management
6.3.1 Admissions Policies and Procedures
a. What are the policies and procedures for admission of first-year students (freshmen)?
The UPR System has uniform admission standards for undergraduate students as
established in Certification number 25 2003-2004 of the Board of Trustees. In the uniform
admission document the candidate can select his/her priorities of at least three different
Campuses of our System. Candidates for admission as a first-year student must:
 File an application for admission with the Admissions Office.
 Have a high school diploma or its equivalent from an educational institution accredited
by the Department of Education of Puerto Rico.
 Take the Admission Test (PEAU, for its abbreviation in Spanish) administered by the
College Entrance Examination Board (CEEB). The Admission Test consists of aptitude
and achievement tests. Applicants can take the English version of the test (SAT). In
addition, applicants must submit an official high school academic transcript, official
report of the test scores of PEAU or SAT and a certified check or money order for the
application fee.
 Submit and official high school transcript, official report of test scores of PAEU or SAT
 Submit a certified check or money order for the application fee
The Admission Test consists or aptitude and achievement tests. Applicants can take the
English version, if they prefer (SAT). Admission is based on an admission index formula. The
General Application Index (IGS – abbreviation for Spanish name) is calculated as follows:



50% based on high school academic index
25% based on the mathematical score
25% based on the verbal score on the Aptitude Test of the PAEU or SAT.
193
These raw scores are then converted to obtain the General Application Index. Admission
is granted to students whose index strictly complies with the minimum General Application
Index approved by the Administrative Board of the campus to which the students apply. The
minimum General Application Index may vary from campus to campus and from year to year
according to program demand, admission space limitation and resources. First-year applicants
are only considered for admission in the fall semester of each academic year. Applications must
be submitted before November 30 of the year prior to admission.
University of Puerto Rico informs prospective undergraduate students about its academic
offering and admission policy by publishing a yearly manual; these are also disclosed in the
University of Puerto Rico System main website and in our campus website. These policies are
also disseminated during our visits to high schools, open houses activities, and information
sessions given to high schools counselors.
Table 6. 20 Minimum General Admission Index and Freshman Students Admitted to the Program
Campus
Program
Aguadilla
Office
Systems
Academic
Year
2007-08
General
Application
Index
235
Freshman
Students
admitted
72
2008-09
240
55
2009-10
230
109
The UPR informs prospective undergraduate students about its academic offerings and
admissions policy by publishing a yearly manual; these are also disclosed in the UPR System‘s
main website (http://estudiantes.upr.edu) and the websites of each campus. They are also
disseminated during visits to high schools, open houses and info sessions given to high school
counselors.
b. What are the policies and procedures for admission of transfer of students from within
the institution to the undergraduate business programs?
The Office Systems‘ Program of University of Puerto Rico reserves the right to accept, as
transfer credit, those courses taken at other institutions of higher education for students admitted
with advanced status. The academic departments process the course equivalencies through the
Registrar Office, which is primarily responsible for the academic record of the student. Students
who are enrolled in the University of Puerto Rico can request authorization to take courses for
credit in other national or international universities subject to certain restrictions.
6.3.2 Articulation Process
a. Is the institution internally consistent in its handling of articulation and transfer issues,
or do different divisions have different policies and procedures?
Yes, the institution is consistent in its handling of articulation and transfer issues.
Certification number 115 1996-1997 of the Board of Trustees rules this procedure.
194
b. What articulation and/or course transfer arrangements do you have?
We do not have any articulated alliance. In terms of transfer students they must comply
with the institution guidelines and/or certifications. Courses from the university of origin are
accepted as part of the student academic record if: the description of the course very similar to
ours, the amount of credit hours is the same, and the course was approved with C or more.
c. Is there ongoing communication between the administration and faculty of the business
unit and representatives of two-year institutions from which the business unit regularly
receives transferring students?
The corresponding offices (admissions, registrar) have a continuous communication in
order to satisfy any changes in the established procedures.
d. Who are the principal institutions from/to which the institution receives/sends transfer
students?
We received transfer students from within the whole private university settings. Our
mainly sources of transfer applicants are: Interamerican University, Colegio del Este, Pontifical
Catholic University, and Metropolitan University.
We send transfer students to the University of Puerto Rico, Utuado, Arecibo, and
Mayaguez Campus.
e. What are the policies and procedures pertaining to the admission to programs in the
business unit for transfer students from outside institutions to the business programs?
Any transfers of students from outside the University of Puerto Rico System are
considered by means of the UPR-Aguadilla Academic Senate Certification No. 2003-04-16
(Appedix 6.4) and the undergraduate catalog.
f. What are the policies for acceptance of transfer of credit from other institutions and the
method of validating the credits for both undergraduate and graduate programs?
The UPR reserves the right to accept, as transfer credits, those courses taken at other
institutions of higher education for students admitted with advanced status. The academic
departments process the course equivalencies through the Registrar‘s Office, which is primarily
responsible for the academic record of the students. Students who are enrolled in the UPR can
request authorization to take courses for credit in other national or international universities
subject to certain restrictions.
195
g. What mechanisms are in place to avoid requiring students to unnecessarily duplicate the
course of work, and the student advisement process which counsels’ students as to the
transferability of course work?
Transfers applications are evaluated by different university officials to avoid requiring
unnecessary duplicate the course of work. Students‘ academic record is evaluated by the
departments transfer committee (3R‘s) in order to analyze and authorize the courses before they
are enrolled. Students received academic counseling once they are accepted on a transfer.
6.3.3 Graduate Program Articulation Admissions Policy
We don‘t have graduate programs.
6.3.4 Academic Policies for Probation, Suspension, and Re-admitting
a. What is the total number of students in the business unit, full-time distinguished from
part-time?
The full-time and part-time total of student in our Program is shows in the Table 6.20.
Table 6.20 – Total of Full and Part Time Students in the Program
Academic Year
2007-2008
2008-2009
2009-2010
Office Systems Program
Full-Time
168
165
219
Part-Time
12
18
15
b. How many students were subject to academic sanctions during the self-study year?
The Table 6.21 shows the total of students who were subject to academic sanctions
during the self-study year.
Table 6.21 Suspensions and Probations
Program
Office
Systems
Academic Suspensions
2007-2008
2008-2009
2009-2010
10
9
22
Probations granted
2007-2008
2008-2009
2009-2010
8
8
10
196
6.3.5 Academic Policies for Recruiting, Admitting, and Retaining Students
a. What policies and procedures do you have in place addressing recruiting students?
Some of the activities we have in place for recruiting are the annual visits to selected
schools in the northwest region of Puerto Rico, participation in education fairs, organized
meetings with school counselors and an Institutional Open House in which we received students
from different schools and cities.
b. What policies and procedures do you have in place addressing admitting students?
The Board of Trustee approved the following policies and procedures for admitting
students Certification No. 185 2002-2003 and Certification No. 25 2003-2004. Admission to the
UPR is based on an admission index formula. The General Application Index (IGS, for its
abbreviation in Spanish) is calculated as follows: 50 percent based on high school academic
index, 25 percent based on the mathematical score, and 25 percent on the verbal score on the
Aptitude Test of the PEAU or SAT. These raw scores are then converted to obtain the General
Application Index. Admission is granted to students whose index strictly complies with the
minimum General Application Index approved by the Administrative Boards of the Campus to
which the students apply. The minimum General Application Index may vary from year to year.
c. What policies and procedures do you have in place addressing retaining students?
A regular student will be considered as having satisfactory academic progress and ―in
good standing‖ if he or she meets the conditions of the minimum GPA allowed and approves
sufficient credit hours to demonstrate academic progress toward degree completion. The
Registrar‘s Office will periodically analyze students‘ records at the end of the second semester to
certify the students‘ academic progress. Students who do not comply with the criteria will be
dismissed from the University of Puerto Rico for a year unless they are eligible to continue
studying under a probationary status.
Completed year of study
First
Second
Third
Fourth and Fifth
Minimum GPA required
1.70
1.90
1.95
2.00
They also should approve sufficient credit hours to demonstrate academic progress
toward degree completion as illustrated in the following timetables:
4-year programs
5-year programs
8 consecutive years
10 consecutive years
The UPR policy and procedure by which students‘ academic performance is evaluated
are published in the catalogs, and include the minimum requirements to achieve satisfactory
197
academic progress, to continue studies on probation or otherwise be suspended from the UPR.
The three parameters to determine academic progress are: a minimum grade point average
according to the year of study, a minimum number of credits approved, and progress toward
degree completion in a time frame based on the number of years of study required in the
program‘s curriculum.
Minimum graduation requirements- To receive a degree, a student must pass the
prescribed courses with a 2.00 minimum GPA, satisfy the time-limit requirements for degree
completion, satisfy all financial obligations to the University, file an application for the degree in
the Registrar‘s Office and receive Faculty recommendation for the degree. After the time-limit
requirement for degree completion, the University reserves the right to require that a student
repeats all courses, which, in the opinion of the Academic Department, need review.
Table 6.22 Average retention rate
Program
Admitted
2006-2007
Retention
from 2007-08
Admitted
2007-2008
Retention
from 2008-09
Admitted
2008-2009
Retention
from 2009-10
Office
Systems
38
39%
57
68%
42
71%
6.3.6 Results
Summarize results for Enrollment Management not reported elsewhere in the report.
You might include measures/ indicators that reflect effectiveness in areas such as
student retention, graduation rates, recruitment, and relationships with suppliers of
students.
The Table 6.23 shows the graduation rates in our Program.
Table 6.23 Graduates Bachelor’s in Office Systems by Gender
Academic Year
2007-2008
2008-2009
2009-2010
Enrollment
2nd Semester
270
180
227
Female
Male
%
20
20
25
1
0
1
12.4
11.1
11.5
6.3.7 Improvement
How do you improve the Enrollment Management Processes? How are improvements
shared across the organization?
Figure from 6.7 to 6.09 illustrate web access to the enrollment process at UPR-Aguadilla
Home Page Section (www.uprag.edu)
198
Figure 6.7 – Web Access to the Enrollment Process
The Institution gave students access to the on-line enrollment process to select the
sections of each course for academic term.
199
Figure 6.8 – Enrollment Process
http://www.uprag.edu/matricula.php
200
Figure 6.9 - Instructions for Enrollment
201
The Office Systems Program also provide a Web page (http://sofi.uprag.edu/) to inform
students and stakeholders about the offerings and services.
Figure 6.10 – Office Systems Web Page