SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
Universidad del Este
Carolina, Puerto Rico
Self-Study Report
February 2015
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
Universidad del Este
Comprehensive Institutional
Self-Study Report
Presented to:
Middle States Commission on Higher Education
February 2015
Alberto Maldonado-Ruiz, Esq.
Chancellor
TABLE OF CONTENTS
Certification Statement
Executive Summary
i
Introduction
vi
Chapter 1 Mission and Goals, and Integrity
1
Chapter 2 Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
24
Chapter 3 Leadership and Governance, and Administration
51
Chapter 4 Institutional and Student Learning Assessment
68
Chapter 5 Students Admissions, Retention, and Support Services
101
Chapter 6 Faculty
137
Chapter 7 Educational Offerings and General Education
156
Chapter 8 Related Educational Activities
200
Conclusions
235
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
I
List of Figures
II
Figure 1
Geographical Location of Main Campus, Additional
Locations, and Branch Campuses
Figure 2
UNE’s Institutional Mission Evolution and Enrollment Trend:
Fall 1991 through Fall 2013
Figure 3
Schematic of SUAGM Institutions’ Planning Processes
26
Figure 4
SUAGM Multi-Institutional Organizational Chart
52
Figure 5
UNE’s Organizational Chart
59
Figure 6
UNE’s Administrative Staff Profile
65
Figure 7
Diagram of UNE’s Assessment Model
72
Figure 8
Development of Institutional Learning Competencies in
General Education Course, QYLE 110, Measured with an Oral
Presentation Rubric (December 2014).
77
Figure 9
Graduating Candidates’ Perception of How UNE Influenced
their Development of Critical Thinking Skills
77
Figure 10
Graduating Candidates’ Perception of How UNE Influenced
their Development of Technological Skills
78
Figure 11
Graduating Candidates’ Perception of How UNE Influenced
their Development of Teamwork Skills
78
Figure 12
Institutional Assessment plan Format
79
Figure 13
Employer’s Level of Importance and Satisfaction with UNE
Pharmacy Technician Graduates
81
Figure 14
Mock test Results for Pharmacy Technician Program
81
Figure 15
Institutional Test Results for CHEF 107 of Culinary Arts
Associate Degree
82
Figure 16
Institutional Mock Test (SIAAM) Results for UNE Teacher
Preparation Program
83
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
vii
2
Figure 17
Comparison between Institutional and Puerto Rico’s Teacher
Preparation Program (TPP) Licensing Passing Rates
84
Figure 18
Institutional Rubric Results for Bachelor in Science in Hotel
Management in Events and Conventions’ Capstone Course
CAPE 404 for years 2010 to 2014
85
Figure 19
Institutional Test Results of IEN Business School vs
Comparable National Institutions
86
Figure 20
Investigation, and Specialization Comprehensive Exams for
Social Work Master Program Passing Rates
87
Figure 21
Institutional Test Results for CHEF 116, of Culinary Arts
Associate Degree Program
88
Figure 22
Institutional Test Results for EDUC 171 of Bachelor in Arts
Preschool and Primary Education Program
89
Figure 23
Proposal Rubric Results for HMEV 406 of Bachelor in
Science in Hotel Management in Events and Conventions
Program
89
Figure 24
Score Distribution for Research Proposal in BUSG 505 of
IEN Business Master Degree Programs for Fall Semesters
2010 to 2014
90
Figure 25
Generalist-Foundation Supervised Practice Results (Spring
2014)
91
Figure 26
PIASSE Institutional Test Results for Years 2010 to 2014
93
Figure 27
Rubric Results for Writing Skills in English for Years 2010 to
2014
94
Figure 28
Rubric Results for Writing Skills in Spanish for Years 2008,
2010, and 2011
94
Figure 29
BUSI 499 Simulation Results Compared to external Mean
Values for Years 2011 to 2014
95
Figure 30
Institutional Test Results for BIOL 203 for Years 2011 to
2014
96
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
III
Figure 31
Institutional Test Results for Basic Mathematics Course
(MATH 120)
Figure 32
Promotional Investment in Media 2013-2014
105
Figure 33
From Prospect to Enrollment Process Diagram
107
Figure 34
UNE Freshmen Student Profile
107
Figure 35
UNE Fall Enrollment Historical Series (2008-2014)
109
Figure 36
UNE Default Rate for years 2009 to 2011, Compared with
National Values
110
Figure 37
Organizational Chart of ILE
117
Figure 38
Number of Students registered in ILE workshops from 2011 to
2014
118
Figure 39
2014 Results for Student Services Satisfaction Survey
125
Figure 40
Student End of Course Survey Results for Carolina and
Additional Locations (2010-2013)
126
Figure 41
Graduates Exit Survey Results Related to Student Services for
years 2010 to 2013.
127
Figure 42
RENACER Retention Program Dimensions
128
Figure 43
Attendance to Freshmen’s Welcome Event
131
Figure 44
Student Tracking Electronic Tools Aligned to RENACER
Program
133
Figure 45
Retention Rates: Full-time and Full-time + Part-time
135
Figure 46
UNE Graduation Rates by Cohort
135
Figure 47
Faculty Candidates Selection Process
141
Figure 48
Results of Teaching Evaluation Criteria of Full-time and Parttime Faculty Performed by Students for 2011 to 2013
146
Figure 49
Assurance process for faculty Participation in Academic and
Administrative Processes
152
IV
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
96
Figure 50
Comparison between Institutional Mock test and Puerto Rico
Licensing Passing Rates for UNE Students from the
Radiological Technician Program
175
Figure 51
Results for General Education Competencies Evaluated with
thee Clinical case Study Analysis Rubric in the Nursing
Program Capstone Course NUSC 480.
195
Figure 52
Portfolio Rubric for Management Leadership Masters’
Program
196
Figure 53
Distribution per Placement Test Type
201
Figure 54
Institutional Test Results for Basic Skills Courses: Spanish,
English, and Preparatory and Basic Mathematics
203
Figure 55
Comparison of Course Assessment Results for Basic English I
204
Figure 56
Rubric Results for Basic English Writing Skills
204
Figure 57
Rubric Results for Basic English II Writing Skills
204
Figure 58
Organizational Structure of the Center for Empowerment and
Free Enterprise (CEFE)
230
Figure 59
Organizational Chart of UNE’s Distance Education Future
Administrative Structure
233
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
V
List of Tables
Table 1
Enrollment Distribution by Location, Fall 2013
ix
Table 2
UNE Faculty by Type of Contract and Location for Fall
Semester 2014
x
Table 3
UNE Staff in Main Campus and Additional Locations, and
SUAGM Staff in Branch Campuses
x
Table 4
Subcommittee Names, and Assigned Standards
Table 5
Comparison of the Essential Elements of the 2013 and 2001
Institutional Missions
6
Table 6
Institutional Awareness of the Mission Statement among UNE’s
Faculty and Administrators, and Student: September 2014
7
Table 7
Level of Agreement with Mission and Goals among UNE’s
Faculty and Administrators, and Student: September 2014
8
Table 8
Selected Institutional Programs and Projects with Student
Participation
11
Table 9
Grievances or Complaints Considered by the Disciplinary
Council for years 2011-12 through 2013-14
18
Table 10
New and Non-renewed Faculty Contracts: 2011 through 2014
19
Table 11
Indicators of Integrity in the Student Learning Process
20
Table 12
SUAGM Representatives or Liaisons at UNE for Centralized
Processes
25
Table 13
Annual Work Plan Achievement Level for years 2010 to 2014
30
Table 14
UNE’s Three-Year Financial Plan: Actual Year 2012-2013
through 2013-2014, and Three-Year Projection
31
VI
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
xv
Table 15
Summary of Resource Allocations for Fiscal Years 2010-11
through 2013-14
32
Table 16
IEC’s Action Plan Results for Years 2009-10 through 2013-14
33
Table 17
Financial Highlights of SUAGM’s Previous Four Audited Years
34
Table 18
SUAGM’s 2013 Financial Statement compared to 2012
39
Table 19
UNE’s 2013 Financial Results compared to 2012.
40
Table 20
UNE Statements of Activity for Years 2010 to 2013
41
Table 21
UNE’s Human Resources Staff by Administrative Unit
43
Table 22
UNE’s Physical Facilities
44
Table 23
Branch Campuses Physical Facilities
44
Table 24
Overall Technology and Information Literacy-Related
Workshops Offered by UNE’s Librarians
48
Table 25
Number of Computers Available for Faculty, Students, and
Administrative Staff on Main Campus and Additional Locations
49
Table 26
Number of Computers Available for Faculty, Students, and
Administrative Staff in Branch Campuses
49
Table 27
SUAGM President and Vice Presidents
56
Table 28
UNE Chancellor’s Cabinet
57
Table 29
UNE Chancellor’s Advisory Board
57
Table 30
Examples of Student Services Assessment Measurements in
Administrative Units
75
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
VII
Table 31
Institutional Rubric Results for CHEF 107, Culinary Arts
Associate Degree Program
82
Table 32
Examples of Program Revisions and Changes Implemented.
91
Table 33
Programmatic Accreditations and Resulting Improvements
92
Table 34
Examples of Actions Taken Regarding Institutional Needs
Identified through the Assessment Process
98
Table 35
Main Campus Student Support Services Staff and Office
Description
103
Table 36
Student Prospects Impacted by Promotion Strategy
105
Table 37
Applications, Admissions, and Enrollment Conversion for Years
2009 to 2013
105
Table 38
Basic Skills Placement Cut Scores
108
Table 39
Pell Grant Awards Granted (2008-2014)
111
Table 40
Federal Student Loans Granted (2008-2014)
111
Table 41
Honors Program, Permanent Fund Scholarship, and Sports
Scholarship Grantees
112
Table 42
Students with Reasonable Accommodation for Years 2011-2014
113
Table 43
Counseling Services by Type for Years 2011-2013
113
Table 44
Satisfactory Academic Progress
114
Table 45
UNE Participation in Athletics Disciplines by Genre
115
Table 46
Effectiveness of UNE’s Athletics Program
115
VIII
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Table 47
Distribution of Athlete Students by Academic Program
116
Table 48
2014 Registered Student Associations by Location and Type.
119
Table 49
Student Internships by Location
121
Table 50
Student Grievances (2010-2014)
124
Table 51
Major Student Services Assessment Findings and Actions Taken
for years 2011-2013.
127
Table 52
CREE Tutoring Services Effectiveness for Years 2011 to 2013
129
Table 53
Number of Students Serviced at Tech E-Studios for Years 20112013
130
Table 54
Attendance Project Results
130
Table 55
Retention Office Staff
133
Table 56
Retention Interventions (2012-2013)
134
Table 57
Historical Profile of UNE Full-time Faculty for Years 2010 to
2014
138
Table 58
Profile of UNE Full-time Faculty Serving Graduate Programs
for Years 2010 to 2014
138
Table 59
Profile of UNE Part-time Faculty in Traditional and in
Accelerated Modality from 2010 to 2014
139
Table 60
Profile of UNE Technical Programs Faculty
139
Table 61
Summary of Academic Rank Promotions for Years 2010 to 2014
142
Table 62
Number of Institutional Development Activities and
Participation for 2010-11 to 2013-14: Full-Time and Part-Time
Faculty for Traditional and Accelerated Modalities
143
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
IX
X
Table 63
Summary of Faculty Scholar Activities in Carolina and
Additional Locations for Years 2010 to 2014
144
Table 64
Percentage Distribution by Type of Scholar Activity from 2010
to 2014
144
Table 65
Evaluation Intervals for UNE Faculty
145
Table 66
Percentage of Faculty Members that Answered “Completely
Agree” or “Agree” in Faculty End of Course Survey for Years
2011 to 2013
148
Table 67
Summary of Submitted and Approved Research and Creative
Work Proposals to the Institutional Program for Research
Promotion (PIFI)
150
Table 68
Summary of Graduate Research Initiatives Under Title V
Funding
150
Table 69
Faculty Satisfaction Survey Results
153
Table 70
Faculty Satisfactory Survey for Additional Locations
153
Table 71
UNE CEPR-Licensed Programmatic Offerings Distributed by
Academic School and Level
157
Table 72
Percentage Distribution of Academic Offerings by Modality at
UNE Locations
161
Table 73
Number of Students Transferred to UNE, and Validated Credits
for years 2009-10 to 2013-14
167
Table 74
Classification of Program Offerings According to Compliance
with Revision Documentation
168
Table 75
Undergraduate and Graduate Student Perception of Importance
and Satisfaction with Constructs Related to Academic Services
in Florida Branch Campuses for year 2011
170
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Table 76
UNE 2013 Pass Rate Results for PR Teacher Preparation
Program Examination Test (PCMAS)- Fundamental Knowledge
and Communication Competencies by Location and Modality
174
Table 77
UNE 2013 Pass Rate Results for PR Teacher Preparation
Program Examination Test (PCMAS)- Professional
Competencies by Location and Modality
174
Table 78
UNE’s Library Staff and Facilities by Location
176
Table 79
Circulation Room and Reference Room Statistics
177
Table 80
Number of Printed Titles and Volumes Available by Location,
Compared to 2004
177
Table 81
Workshops Offered by UNE’s Library Staff Segregated by
Location (2010-2014)
179
Table 82
UNE General Education Component for Bachelor and Associate
Degrees, Approved in 2004
183
Table 83
Excerpt of the Transition General Education Course Matrix
Alignment with the Component’s Learning Outcomes
185
Table 84
General Education Component for Bachelor Degrees:
Comparison Between 2004 48-Credit/Hour Component and
2012 33-Credit/Hour (Transition) Component
186
Table 85
General Education Component for Associate Degrees:
Comparison Between 2004 21-Credit/Hour Component and
2012 15-Credit/Hour (Transition) Component
187
Table 86
Assessment Results for General Education Learning Outcomes
in Carolina and Additional Locations Obtained from
Institutional Tests
189
Table 87
Global Assessment Results for General Education Learning
Outcomes in Carolina and Additional Locations Obtained from
PIASSE Test
189
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
XI
Table 88
Information Literacy Rubric Results for General Education
Course UNRE 101, for Academic Year 2013-2014
190
Table 89
Alignment of Information Literacy Workshops Offered by
UNE’s Library Staff with Information Literacy Standards
191
Table 90
Number of Information Literacy Workshops Offered, and
Participants, in Carolina, Additional Locations, and Branch
Campuses (2010-2014)
191
Table 91
Critical Thinking Skills Rubric Results for General Education
Course BIOL 25, for Academic Year 2013-2014
192
Table 92
Examples of Courses that Address General Education
Competencies and Their Respective Assessment Instruments
194
Table 93
2011 Employer Survey Results for IEN Business School and
José A. (Tony) Santana International School of Hospitality and
Culinary Arts
196
Table 94
Basic Skills: Placement Distribution (CEEB or UNE Placement
tests)
202
Table 95
Percentage of Students Passing Basic Skills Courses with ABC
203
Table 96
Basic Skills Labs Passing Rates (2013)
205
Table 97
Technical Educational Offerings
206
Table 98
Technical Programs Enrollment
208
Table 99
Technical Programs Retention Rate
208
Table 100
Technical Programs Graduates
208
Table 101
School of Technical Professional Studies Career Ladder
Agreements until 2013
209
XII
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Table 102
Accelerated Undergraduate and Graduate Programs
211
Table 103
Accelerated Studies: Enrollment
213
Table 104
Accelerated Studies: Retention Rates
213
Table 105
Accelerated Studies: Degrees Conferred
213
Table 106
Branches US: Enrollment
216
Table 107
Branches US: Retention Rates
217
Table108
Branches US: Degrees Conferred
217
Table 109
Branches US: Undergraduate and Graduate Programs
218
Table 110
Branch Campuses: Facilities and Staff
220
Table 111
Additional Locations: Undergraduate and Graduate Programs
222
Table 112
Additional Locations: Traditional Modality Enrollment
223
Table 113
Overall (Traditional and Accelerated Modalities) Additional
Locations Enrollment
223
Table 114
Additional Locations: Retention Rates
224
Table 115
Additional Locations: Degrees Conferred
224
Table 116
Additional Locations: Facilities and Staff
225
Table 117
Continuing Education Course Offerings
227
Table 118
Student Participation and Revenues of Enactus Chapter for years
2009-10 to 2013-14.
229
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
XIII
Table 119
Online Course Distribution by Academic School and Level for
Fall 2013
231
Table 120
Online Course Sections Historical Series (2010-11 to 2013-14)
232
Table 121
Comparison of Traditional and Online Course Sections Offered
and Respective Enrollment for Years 2010-11 to 2013-14
232
XIV
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
List of Appendices
Appendix 1
Composition of Self-study Subcommittees
Appendix 2
External Hyperlinks
Appendix 3
Acronyms and Abbreviations on the Self-study Report
Appendix 4
UNE’s Mission Revision Document
Appendix 5a
SUAGM’s Vision 2020
Appendix 5b
UNE Strategic Development Guidelines (2011-2015)
Appendix 6a
UNE’s Assessment Model
Appendix 6b
List of Institutional Assessment Measurements
Appendix 7a
Institutional Effectiveness Document
Appendix 7b
IEC Action Plans for 2009-10 to 2013-14.
Appendix 8
SUAGM Faculty Handbook
Appendix 9a
SUAGM Policy for the Recruitment of Human Resources
(RH-09-183-002)
Appendix 9b
SUAGM Whistleblower Policy (02-2009)
Appendix 9c
Policy for Termination of Employment (RH-05-121-002)
Appendix 9d
Position Control Policy (RH-05-121-003)
Appendix 9e
Copyright Policy (01-2013)
Appendix 9f
Policy for the Use and Reproduction of Copyrighted Materials
(02-2013)
Appendix 9g
Patent Policy (12-2013)
Appendix 9h
Trademark Policy (03-2014)
Appendix 10a
SUAGM Corporate Bylaws
Appendix 10b
SUAGM Institutional Bylaws
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
XV
Appendix 11
SUAGM Handbook for Administrative Staff
Appendix 12a
SUAGM Student Regulations
Appendix 12b
SUAGM Student Handbook
Appendix 12c
SUAGM Consumer Student Handbook
Appendix 13a
UNE Undergraduate Catalog
Appendix 13b
UNE Graduate Catalog
Appendix 14
Handbook of Norms and Procedures for Undergraduate
Programs
Appendix 15
SUAGM Handbook for Public Relations and Media
Management
Appendix 16
UNE Three-Year Financial Plan
Appendix 17
Alignment of Assessment, Planning and Budget Process
Appendix 18a
SUAGM Financial Statements for Years 2010 through
Appendix 18b
Financial Statements Explanations of Year Comparisons for
SUAGM and UNE (Years 2010 through 2013)
Appendix 19
External Auditor’s Management Letters and Responses for
Years 2013, 2012, and 2011
Appendix 20
Budget Allocation to Wages and Salaries
Appendix 21
UNE’s Master Plan for Physical Facilities Development
Appendix 22a
Curriculum Vitae of SUAGM President
Appendix 22b
Curriculum Vitae of UNE Chancellor
Appendix 23
Examples of Administrative Council Meeting Minutes
Appendix 24
Examples of Academic Board Meeting Minutes
Appendix 25
Fundraising Policies and Procedures
XVI
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Appendix 26
Organizational Charts of UNE Administrative Units
Appendix 27
Organizational Charts of Branch Campuses
Appendix 28
UNE Mission and Goals Achievement Matrix (2013-2014)
Appendix 29
Examples of Faculty Course Assessment Reports
Appendix 30a
SUAGM Guidelines for Program Evaluation
Appendix 30b
Summarized Results of Evaluated Programs
Appendix 30c
Five-Year Program Evaluation Plan
Appendix 31
Institutional plan for Programmatic Accreditations
Appendix 32a
External Consultant’s Assessment Report on UNE Assessment
Process
Appendix 32b
UNE’s Action Plan to Address Report Findings
Appendix 33
UNE’s Annual Student Recruitment Plan
Appendix 34
Registrar’s Office Handbook
Appendix 35
Handbook of Administrative, Academic, and Sports
Scholarship Regulations
Appendix 36
Student Grievance Policy and Procedure and Student Situation
Form
Appendix 37a
UNE Full-time faculty Profile, segregated by Academic
School
Appendix 37b
UNE 2013-2014 Part-time Faculty Profile
Appendix 38
Faculty Recruitment Procedures
Appendix 39
Faculty Evaluation Instruments
Appendix 40
UNE Compliance with SUAGM Faculty Handbook Policies
and Procedures
Appendix 41
Diagram of Faculty Participation in Student Learning
Assessment
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
XVII
Appendix 42
Faculty Grievance Procedure (RH-12-245-004)
Appendix 43
Program for the Advancement of Research (PIFI) Bylaws
Appendix 44
UNE Programmatic Offerings by Modality and Location
Appendix 45
Fall Enrollment Historical Series (2008-2013)
Appendix 46
Policies and Procedures for Online and Hybrid Courses
Appendix 47
SUAGM’s Executive Order 03-98: Planning and Developing
New Programs
Appendix 48
UNE’s Policy on Academic Program Development and Preproposal and Proposal Protocols
Appendix 49
Course Programming Handbook
Appendix 50
Discipline-Based Dual Language Immersion Model Learning
Assessment Plan
Appendix 51
Examples of Programs Curricular Sequence
Appendix 52
2004 General Education Revision Document
Appendix 53
Branch Campuses’ General Education Motion to UNE’s
Administrative Council
Appendix 54
Institutional Rubrics Alignment with General Education
Learning Outcomes
Appendix 55
Budget, and Profit and Loss Statements for the School of
Technical Professional Studies
Appendix 56
School of Professional Studies’ Recruitment and Development
of Accelerated Studies Faculty Policy
Appendix 57
Budget, and Profit and Loss Statement for Branch Campuses
Appendix 58
Organizational Charts of Additional Locations
Appendix 59
Executive Order 13-2012: School of Continuing Education
Appendix 60
SUAGM Handbook for Continuing Education
XVIII
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Appendix 61
Profit and Loss Statement for the School of Continuing
Education
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
XIX
Universidad del Este Self-Study Report- Executive Summary
MSCHE 2015
Executive Summary
Overview: Ana G. Mendez University System and Universidad del Este
Ana G. Méndez University System (SUAGM, Spanish acronym), is a non-profit
organization composed of four universities: Universidad del Este (UNE) in Carolina,
Universidad del Turabo (UT) in Gurabo, Universidad Metropolitana (UMET) in Cupey, and the
Ana G. Méndez University Virtual Campus (AGMUVC) in Cupey. Furthermore, SUAGM has
Sistema TV, the only PBS local TV station in Puerto Rico (Channel 40/ WQTQ Channel 26).
SUAGM central administration offices are located in the San Juan area, close to UMET’s main
campus.
SUAGM is currently the largest private university system in Puerto Rico, with each
university having its main campus, and additional locations throughout the Island: five (5) from
UNE, four (4) from UMET, and six (6) from UT. UNE has an additional location established in
Washington, DC since January 2014.
Given their location, history, and market area, they are
Hispanic-serving institutions.
SUAGM has five branch campuses in the United States, where UT, UMET, and UNE
offer associate, bachelor, and master’s degrees. There are three branch campuses in Florida:
Metro-Orlando Campus (MOC), Tampa Bay Campus (TBC), and South Florida Campus (in
Miramar). The fourth branch campus, Capital Area Campus (CAC), is located in Wheaton,
Maryland. In January 2015, a fifth branch campus was established in Dallas, Texas.
UNE evolved from a two-year college, Puerto Rico Junior College (PRJC), established in
1949, in Río Piedras. In 1992, PRJC underwent a profound and extensive revision of its
mission, growing into a four-year institution, relocating its main campus to Carolina, and
changing its name to Colegio Universitario del Este (CUE). In the fall of 2001, the institution
changed its name to Universidad del Este (UNE), after expanding its academic offerings to
include master’s degree programs. In recent years, the institution has continued its evolution
toward new activities and endeavors, including internationalization, community engagement,
and entrepreneurship. The result of these new activities moved the institution toward the
approval of a revised institutional mission in August 2013.
The institution is licensed by the Puerto Rico Council of Education (CEPR, Spanish
acronym), and regionally accredited by the Middle States Commission on Higher Education
(MSCHE) since 1959. The José A. (Tony) Santana International School of Hospitality and
Culinary Arts has all its programs accredited by the Accreditation Commission for Programs in
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
i
Universidad del Este Self-Study Report- Executive Summary
MSCHE 2015
Hospitality Administration (ACPHA), and the American Culinary Federation Education
Foundation (ACFEF), respectively. The IEN Business School is accredited by the Accreditation
Council of Business Schools and Programs (ACBSP). The School for Continuing Education is
accredited by the International Association for Continuing Education and Training (IACET).
Program accreditations include: the master’s degree in Clinical Social Work by the Council on
Social Work on Education (CSWE), and the teacher preparation programs by the Teacher
Education Accreditation Council (TEAC). The Nursing associate and baccalaureate degree
programs are working towards national accreditation by the Accreditation Commission for
Education in Nursing (ACEN).
UNE’s governing bodies include the Administrative Council presided by the Chancellor,
and the Academic Board presided by the Vice Chancellor of Academic Affairs. The
Administrative Council has one faculty representative per academic school, and the Academic
Board has the majority of faculty. Both bodies have student representation appointed by the
Student Council.
As of December 2013, SUAGM’s total enrollment was 44,338 mostly Hispanic students,
of which 13,420 students were enrolled at UNE, for a 30 percent share. The ratio of students per
faculty in recent years has fluctuated around 23:1 (calculated with US News definition).
About the Self-Study
The self-study process gave the broader community the opportunity to demonstrate
UNE’s strengths, identify challenges and opportunities and subsequently reflect upon them, and
to further refine assessment practices and detect and address areas where improvement was
needed, in order to better delineate the institution’s path for the future. UNE selected a
comprehensive self-study model in order to evaluate all areas and services of the institution and
to demonstrate compliance with the Middle States Commission on Higher Education (MSCHE)
accreditation standards.
Reflective practice, comprehensive assessment, continuous improvement, and
institutional integrity were the four fundamental aspects for conducting UNE’s self-study. The
self-study aimed to:
1. Reaffirm the institution’s accreditation with the MSCHE by demonstrating its
compliance with the fourteen standards of excellence.
2. Engage in a university-wide process of self-evaluation and introspection, raising
awareness among all members of the institution about its commitment towards integrity
and assessment to improve student learning and institutional effectiveness.
3. Demonstrate compliance with, and fulfillment of, UNE’s institutional mission and goals.
ii
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Executive Summary
MSCHE 2015
To comply with the Comprehensive Model in Characteristics of Excellence in Higher
Education, eight individual subcommittees were established and charged with demonstrating
UNE’s compliance with one or more standards. Subcommittee members were appointed
guaranteeing representation from all constituencies: students, faculty, administration, additional
locations, branch campuses, and representatives from SUAGM Central Administration.
Self-study chapters include the following sections: Introduction, Development of
Research Questions, Methods and Evidence, Discussion, Strengths and Challenges, and
Recommendations.
Summary of Findings
Through this self-reflective evaluation process the institution has examined the extent of
its compliance with the fourteen accreditation standards of the Middle States Commission on
Higher Education, within the context of UNE’s mission and goals. The following institutional
strengths were identified.


As discussed in Chapters 1 and 2, UNE has achieved institutional maturity demonstrated by (a) the
alignment between mission and goals and the Five-year Strategic Development Plan, and annual
plan, (b) a resource allocation and budgeting that considers the assessment results of institutional
effectiveness and students’ learning processes, and (c) expenditure control processes to face
enrollment fluctuations and prevalent economic conditions. The institution is continually
improving its physical facilities to provide an excellent environment for the educational
processes and for its administrative personnel.
The governance and administration structure responds to UNE’s dynamic evolution. The
established systemic and institutional policies, regulations, and procedures outline roles and
responsibilities in academic and administrative processes, and decision making. Decisions are



taken responsibly and communicated effectively within the university community, including
US branch campuses. The effectiveness of UNE’s governance and administration is
presented in Chapter 3.
UNE safeguards its institutional integrity through the establishment and enforcement of a
comprehensive set of institutional norms, regulations, and policies. Aspects related to
institutional integrity are discussed in Chapter 1.
The institution has a structured, manageable, and sustainable assessment process, guided by
UNE’s Assessment Model, including assessment and action plans in student learning and
support services units, as demonstrated in Chapter 4. UNE has developed a culture of
evidence that demonstrates the whole assessment cycle, and how the cycle’s “loop” is
closed. Improvements in licensing pass rates, and in mock tests results have shown that the
strategies used in these cases have been successful. In other cases, assessment results below
the established benchmark have led to curricular changes, for example, in the General
Education component, which will focus more on competencies, and not just content.
Student services have been improved through the incorporation of technological platforms
such as MiUNE, Banner System, and WebCapp in addition to other changes guided by
assessment results. UNE’s Retention Program, with a two-tiered structure serving freshmen
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
iii
Universidad del Este Self-Study Report- Executive Summary
MSCHE 2015



and upper level students, is proactively implementing diverse strategies to increase retention
and graduation rates. These topics are discussed in detail in Chapter 5.
UNE has an established recruitment process for full- and part-time faculty, a faculty
development plan, and an evaluation process that is the same for all faculty members,
regardless of location and teaching modality, ensuring the same quality, excellence and rigor
in the teaching-learning process. The institution committed to developing its faculty and
administrative staff as evidenced by its continued financial support to: (a) the biannual
Professional Development Day, (b) faculty formal studies, and (c) attendance to local,
national, and international congresses and/or seminars. The increasing trend of scholarly
activities, both academic and professional, shows a strong faculty commitment towards selfimprovement, thus strengthening services to UNE’s stakeholders. The institution is in a
capacity-building process to increase faculty participation in research projects, the
submission of proposals for external-funding, and the number of specialized accreditations,
which are critical elements for achieving the institutional mission. Details are discussed in
Chapter 6.
UNE provides diverse academic offerings with the quality, rigor, breadth, and depth required
of a higher education institution, and aligned to UNE’s mission and goals, regardless of
location and modality. The collaboration between the academic schools, the Associate Vice
Chancellor’s Office of Student Retention, and the Office for Student Wellness and Quality
of Life has produced a well-articulated system to monitor student academic progress and
compliance with general education and major concentration curriculum requirements. In
addition, the institution maintains high-quality and continually evolving learning resources,
library services, instructional equipment, and advanced technological support (i.e. wireless
technology, telecommunications, mobile applications) that benefit students, faculty,
administrative staff, and the greater community. These topics are developed in Chapter 7.
UNE complies with its mission of also serving non-traditional students through: (a) its
accelerated studies, serving a predominantly adult population in Puerto Rico, (b) Branch
Campuses that serve a Hispanic population with its accelerated learning combined with the
Disciplined Based Dual Language Immersion Model, and (c) Continuing education non
degree educational offerings accredited by the International Association for Continuing
Education and Training (IACET), as explained in Chapter 8.
This self-study process has revealed the institution’s need to:








iv
Identify alternate resources in view of demographical tendencies, and changes in Title IV
Pell Grant regulations, and improve the institution’s conversion rate for admitted to enrolled
students.
Consider including recreational sports programs at additional locations.
Address space issues such as limited parking slots on the main campus and various
additional locations, and recreational areas for students.
Increase its flexibility in rapidly updating its strategic plan as required by the external factors
and Central Administration decisions.
Ensure the quality and sustainability of assessment processes through continuous
development of its assessment administrative structure.
Continue efforts to increase retention and graduation rates.
Increase the percentage of full-time faculty with doctorate qualifications.
Address faculty concerns related to salaries, benefits, misunderstandings with contractual
policies, and academic and administrative issues revealed through the faculty meetings held
in 2014.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Executive Summary
MSCHE 2015




Ensure that all the General Education competencies are measured with the same multiplicity
of institutional instruments, at the main campus, additional locations, and especially in
accelerated programs in Puerto Rico and branch campuses.
Conduct a specific survey for the School of Technical Professional Studies to determine job
placement of its graduates in order to demonstrate program effectiveness.
Develop a structured retention model at branch campuses, and implement an effective
student tracking and follow-up system, to improve adult learner retention rates.
Enhance the distance education administrative structure as this modality develops.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
v
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
Introduction
Universidad del Este as part of the Ana G. Méndez University System
Ana G. Méndez University System (SUAGM, Spanish acronym), the largest private
university system on the Island, is a non-profit organization under the laws of the
Commonwealth of Puerto Rico. Currently, its higher education core is composed by
Universidad del Este (UNE) in Carolina, Universidad del Turabo (UT) in Gurabo, and
Universidad Metropolitana (UMET) and the Ana G. Méndez University Virtual Campus
(AGMUVC) in Cupey. Fifteen (15) additional locations in Puerto Rico, five (5) from UNE, four
(4) from UMET, and six (6) from UT are also part of the core. UNE has an additional location
on the mainland, established in Washington DC. The four universities are four-year,
coeducational, and non-profit. Because of their respective locations, histories, and market areas,
they are considered Hispanic-serving institutions. Furthermore, SUAGM has Sistema TV, the
only PBS local TV channel station (Channel 40/ WQTQ Channel 26). SUAGM central
administration offices are located in the San Juan area, close to the UMET main campus.
SUAGM has also established five branch campuses, three in the State of Florida,
authorized by the Florida Commission for Independent Education, and one in the State of
Maryland, authorized by the Maryland Higher Education Commission, and one in Texas, where
UT, UMET and UNE offer associate, bachelor, and master’s degrees. These are: Metro Orlando
Branch Campus, established in 2003; South Florida Branch Campus located in Miramar and
established in 2006; Tampa Bay Branch Campus, established in 2010; Capital Area Branch
Campus in Wheaton, Maryland, established in 2012; and Dallas Area Branch Campus,
established in January 2015. As of December 2013, the enrollment of SUAGM was 44,338
Hispanic students, both in the metropolitan and rural areas in 18 different locations throughout
the Island, Washington, DC, and the Florida and Maryland branch campuses.
As a non-profit university system, SUAGM is governed by a self-perpetuating Board of
Directors, whose main responsibility is to oversee the welfare and development of the
corporation and the fulfillment of its educational mission. The Board of Directors governs itself
through a committee structure in order to fulfill its duties (Executive, Academic, Financial
Affairs, Audit, and Governance).
The organizational structure of SUAGM’s central administration consists of: (a)
President, (b) Executive Vice President, (c) Vice President for Planning, Academic Affairs, and
Institutional Research; (d) Vice President for Administrative Affairs, (e) Vice President for
Marketing and Student Affairs, (f) Vice President for Human Resources, (g) Vice
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
vi
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
President for Financial Affairs, and (h) Internal Audit Department Director. All services related
to finance, planning, human resources, marketing, student services and administrative affairs for
the academic institutions are overseen by SUAGM central administration.
Universidad del Este
UNE’s main campus is located in the municipality of Carolina, a highly developed city in
the northeastern metropolitan region. As mentioned before, the institution has extended its
academic services through five (5) additional locations, in cities outside the metropolitan area
and its borders. Yauco, Cabo Rojo, and Utuado were licensed for operation in 1990, by the
Puerto Rico Council of Education. Santa Isabel was licensed in 2002, and Barceloneta in 2008.
An additional location was licensed for operation in Washington, DC, and opened in January
2014, offering an associate degree in Culinary Arts. Recently, the additional location of Utuado
was relocated to Arecibo (August 2014). UNE’s academic offerings in the five SUAGM branch
campuses are within the institution’s MSCHE Statement of Accreditation. Figure 1 presents the
geographical location of UNE’s main campus, additional locations and SUAGM branch
campuses.
Figure 1. Geographical Location of Main Campus, Additional Locations, and Branch Campuses.
UNE is a prime example of constant transformation to adapt to changing conditions in
order to better serve its constituencies. Originally established in 1949 by Ana G. Méndez as the
first two-year college on the Island, the former Puerto Rico Junior College (PRJC) evolved in
order to adapt to Puerto Rico’s social and economic development. In 1992, PRJC underwent a
vii
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
profound and extensive revision of its mission, growing into a four-year institution, relocating its
main campus to Carolina, and changing its name to Colegio Universitario del Este (CUE), to
better reflect its new mission. Finally, following the appropriate approvals by the licensing and
accrediting agencies, in the fall of 2001 the institution changed its name to Universidad del Este
(UNE), after expanding its academic offerings to include master’s degree programs. The
mission statement approved in 2001was:
To promote the integral development of a diverse student population through
research, critical-creative thinking, the construction of knowledge and its application.
In recent years, the institution has continued its evolution toward new activities and
endeavors, including internationalization, community engagement, and entrepreneurship. The
result of these new activities moved the institution toward the approval of a revised institutional
mission in August 2013. UNE’s revised mission statement is:
To promote the integral development of individuals, to become responsible, solidary
citizens, able to contribute to the sustainable development the environment through a
socio-humanistic education of excellence; valuing research, internationalization,
entrepreneurship, technology, culture, and community engagement.
The mission review process is further explained in Chapter 1: Mission and Goals, and Integrity.
The institution is licensed by the Puerto Rico Council of Education (CEPR, Spanish
acronym), and regionally accredited by the Middle States Commission on Higher Education
(MSCHE) since 1959. Programmatic accreditations include:






Accreditation Commission for Programs in Hospitality Administration (ACPHA)
American Culinary Federation Education Foundation (ACFEF)
Accreditation Council of Business Schools and Programs (ACBSP)
Teacher Education Accreditation Council (TEAC)
International Association for Continuing Education and Training (IACET) - Systemic
accreditation.
Accreditation of Clinical Social Work master’s degree program by the Council on Social
Work on Education (CSWE) completed its final stage. The accreditation certification is
expected in February 2015.
Presently, UNE has a total enrollment of 13,420 and its academic offerings include 21
masters, 31 baccalaureate, and 19 associate degrees, and 25 certificate programs. These
academic offerings are distributed among the disciplines of Business, Communications,
Criminal Justice, Culinary Arts, Education, Engineering Technologies, Health Sciences,
Hospitality, Life Sciences, Psychology, Social Work, and Continuing Education. The
institution’s student population consists mostly of commuting young adults from the
surrounding communities. Table 1 shows fall 2013 student enrollment by location. Total UNE
enrollment for that period was 13,420, or 30 percent of SUAGM total enrollment. For the same
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
viii
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
period, the distribution of students among full-time/part-time was 73% / 27%, day/evening
sessions was 58% / 42%, and undergraduate/graduate was 92% / 8%.
Table 1. Enrollment Distribution by Location Fall 2013
Campus
Fall 2013 Enrollment
Carolina, main campus
7,370
Additional Locations
Yauco
1,558
Santa Isabel
1,024
Barceloneta
1,464
Cabo Rojo
1,125
Arecibo ( prior August 2014
203
located in Utuado)
Capital Area (Washington, DC)
*
Branch Campuses
Metro Orlando
355
South Florida
106
Tampa Bay
123
Capital Area (Maryland)
92
Total Enrollment
13,420
* Started operations in January 2014.
Source: Official record of enrollment, Vice Presidency of Planning
and Academic Affairs (WFPOFIC_UNE_201401), February, 2014
Although the higher education market in Puerto Rico has experienced a stabilization of
enrollments through extreme competition in the last decade (due to changing demographics,
proliferation of new entries, and flexible admissions policies by the State University), UNE has
maintained a steady enrollment in the last five-year period. This has been achieved through a
planned strategy of diversifying clientele segments (adults, graduate, technical certificate
programs, and additional locations), new program offerings and a successful first-year retention
plan.
UNE offers an accelerated studies program through the School for Professional Studies
(SPS), a systemic school for professional adults who wish to continue their university studies, at
the undergraduate or graduate level. The SPS creates a university environment where the
teaching methods, and the academic and administrative services provided, are tailored to meet
the needs of this population. This program was adapted from the accelerated model successfully
developed and implemented by Regis University in Denver, Colorado, a leader in adult
accelerated education.
All degrees offered in the branch campuses are in the adult accelerated study modality
applied to the Discipline-Based Dual-Language (English-Spanish) Immersion Model® (ED 1),
to better prepare the Hispanic adult students in their language proficiency upon completion of
their academic degree. The immersion model is designed to prepare professionals in their field
of study, while at the same time developing advanced skills in English and Spanish, by
providing equal amount of classroom instruction in both languages (50/50). Recently, the model
ix
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
has been adapted to new freshman students because of the population served by these branch
campuses.
UNE faculty consists of 1,235 full-time and part-time members, not including part-time
faculty of branch campuses. In the past three years, the percentage of full-time faculty with
doctorate degrees has fluctuated between 45 and 52 percent, presently being at 47 percent. In
the last three years, the percentage of part-time faculty with doctorate degrees has fluctuated
between 13 and 15 percent and part-time faculty with masters’ degrees has fluctuated between
75 and 78 percent. Table 2 presents the number of faculty by FT/PT status and location (see fulland part-time faculty profile in ED 2).
Table 2. UNE Faculty by Type of Contract and Location for Fall Semester of 2014
Location
Type of Faculty Contract
Full - Time
Part - Time
140
652
Main Campus
Additional Locations
Barceloneta
6
Cabo Rojo
2
Santa Isabel
3
Utuado/Arecibo
Yauco
8
Washington, DC
Branch Campuses
Metro-Orlando
South Florida
Tampa Bay
Capital Area /Maryland
2
Source: Infoview: UNE Faculty Statistics, December 201
115
66
75
30
129
3
132
117
43
46
UNE administrative staff consists of 444 employees (not including secretarial staff) in
Puerto Rico and one in Washington, DC. Close to two percent of this number has a doctorate
degree, while 32 percent has masters, and 44 percent bachelor degrees. The administrative staff
of branch campuses, as of December 2014, consists of 90 employees and is considered SUAGM
staff, serving students from the three institutions (UNE, UT, and UMET). Table 3 presents UNE
and branch campus staff by location (see UNE administrative profile in ED 3).
Table 3. UNE Staff in Main Campus and Additional Locations, and SUAGM Staff in Branch Campuses as of
December 2014.
Location
Number of Exempt and
Non-Exempt Staff
378
Main Campus
Additional Locations
Barceloneta
27
Cabo Rojo
7
Santa Isabel
9
Arecibo
11
Yauco
11
Washington, DC
1
Branch Campuses
Metro-Orlando
32
Tampa Bay
18
South Florida
22
Capital Area (Maryland)
18
Source: Office of Human Resources (UNE, 2014)
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
x
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
UNE’s governing bodies include the Administrative Council - with faculty
representation- presided by the Chancellor, and the Academic Board -with a majority of faculty
representation- presided by the Vice Chancellor. Both bodies have student representation
appointed by the Student Council. The Administrative Council receives and approves the
resolutions and recommendations from the Academic Board, and oversees all key institutional
and administrative processes. The Academic Board is in charge of developing and overseeing
all institutional academic policies and processes.
UNE’s commitment to serving the needs of the community is demonstrated through its
collaboration with local educational and community entities for over twenty years. Institutional
facilities, on the main campus and additional locations throughout the Island, are available for
the use of community organizations and the community at large. Prominent initiatives include:




UNE’s Community Technology Center (CTC), established through a collaboration with
the ASPIRA association and the Corporation for National and Community Service,
offers workshops on Microsoft applications, information literacy skills, and the effective
use of social networks to the surrounding community of UNE’s main campus and
additional locations on the Island. ASPIRA is a tax-exempt non-profit organization that
promotes the empowerment of Puerto Ricans and other Latino communities through the
education and leadership development of its youth, with national offices in Washington,
DC. Through this initiative, the institution is contributing to the reduction of the “digital
divide” of otherwise isolated Hispanic communities, providing training and access to
technology, free of charge. This Center is connected to the Library.
UNE has special community advisory boards, in order to support the Chancellor and some
of its academic schools and administrative offices in the development of relevant
programs and outreach activities (see Chapter 3: Leadership and Governance, and
Administration).
Active role of UNE as partner and facilitator in the development of municipal regional
alliance Northeastern Technological Initiative (INTENE, Spanish Acronym), established
to foster regional public, private, and academic partnerships and decentralize government
and economic development processes (ED 4).
UNE’s Center for Empowerment and Free Enterprise (CEFE) community outreach
component offers their participants the opportunity of developing social responsibility.
These initiatives are achieved through the collaboration between the Center, the university
community and the surrounding community leaders. (ED 5)
Significant Changes at UNE since the 2010 Periodic Review Report




xi
Revision of the institutional mission statement. The revised mission incorporates the new
elements of entrepreneurship, internationalization, and community engagement.
Revision of the institution’s assessment model.
Responding to commitments made in the 2010 Periodic Review Report, the planning and
budget committee evolved into the Institutional Effectiveness Committee, and faculty
representation was incorporated.
New policies and procedures were established to recruit new faculty, effective in August
2011 (see Chapter 6: Faculty).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Introduction
MSCHE 2015













The Multi Language Learning Center opened in 2011, sponsored by Title V funding,
offering UNE’s students the opportunity to take language courses including: Spanish,
English, Italian, French, Portuguese, and Mandarin. The Center has two computer labs,
as well as a fully equipped technological classroom, and two mobile lab carts with 20
laptops each. The center is in the process of being restructured to better serve the revised
General Education component that will be implemented in August 2016.
UNE Library increased its digital bibliographic resources (eBooks, and journal and video
databases) as well as having presence in social networks. In addition, the Library
incorporated an Assistive Technology Laboratory for students with diverse functionality.
The Student Leadership Institute was created in 2011 with the mission of providing UNE
students the opportunity to acquire leadership skills through workshops and seminars. All
seminars taken by the learners are included in their institutional transcript.
The Academic Effectiveness and Development Office was established in 2012, under the
Vice Chancellor’s Office of Academic Affairs.
The Capital Area/Wheaton Branch Campus, in Maryland, opened its doors in 2012.
UNE’s initial academic offering included three (3) associate degrees, five (5) bachelor
degrees, and four (4) graduate degrees.
The School of Business Administration was accredited by the Accreditation Council for
Business Schools & Programs (ACBSP) in 2010, and changed its name to The Business
School for Innovation and Entrepreneurship (IEN Business School) in 2011-2012,
responding to a new strategic vision of innovation and entrepreneurship.
UNE’s ENACTUS student organization (formerly SIFE) won the Puerto Rico national
championship in 2012 and represented the island in the ENACTUS World Cup
Championship in Washington D.C.
Participation in Intercollegiate Athletics continues to flourish at UNE. Since 2011, the
institution has won several intercollegiate championships in various sports disciplines (see
Chapter 5: Admissions, Retention, and Student Services).
In 2012 the institution launched a website for students, MiUNE (My UNE), where all the
electronic services are integrated.
The Center for Graduate Studies opened its doors in January 2013, offering a new
infrastructure for the graduate learner. It includes a state of the art computer laboratory,
five (5) e-classrooms, a learning commons area, administrative offices for student services
and mentoring, and a conference room.
UNE’s multidisciplinary peer-reviewed journal Ámbito de Encuentros was granted
indexed status by Latindex in February, 2013.
A community health center (UNE-Salud) concept was developed and its construction
finalized in August 2013. The Center started operating in May 2014. UNE-Salud will
serve and provide support to both the internal and surrounding communities. This center
will be an integral part of the school of health sciences, providing a clinical practice
center for students and enriching their academic development.
The institution continues to foster research through a variety of initiatives. Among them
are:
(1) Institutional projects sponsored by external funding from agencies such as
the National Institutes of Health (NIH) and the Department of Homeland
Security, which provide funding for research with undergraduate participation.
(2) Evolution of UNE’s Undergraduate Research Board to Institutional Program
for the Advancement of Research (PIFI, Spanish acronym) providing faculty
with the opportunity of competing for several types of seed-money funding.
(3) A monthly activity where faculty discuss and present their research projects
(Jornadas de Investigación).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
xii
Universidad del Este Self-Study Report- Introduction
MSCHE 2015









(4) Fostering of student engagement in undergraduate research presentations. In
recent years, there have been over 40 undergraduate research poster
presentations, mostly at national scientific meetings, and an increase in the
number of students participating in research internships in the mainland at
research intensive institutions.
Since 2010, UNE has received two Fulbright Resident Scholars (a Brazilian professor
who taught Portuguese, and a Chinese Mandarin professor), ten Fulbright Scholar
lecturers, and three Hubert Humphrey Fellows; seven UNE students have received
international internship scholarships for universities in South America, Europe, India, and
Canada; and 18 UNE students have participated in international exchange programs.
Currently at UNE, there are 54 international students, of which 39 are athletes, and three
are exchange students.
UNE developed the first higher education library iPhone and Android apps in Puerto
Rico, UNEBIB, in 2012, and later for the Jesús T. Piñero Collection Library, CJTP app.
A new additional location in the Capital Area, Washington D.C., started operations in
January 2014, offering an associate degree in Culinary Arts.
In August 2014, the additional location of Utuado was relocated to new facilities in
Arecibo.
Promotion of student participation in national and international competitions (ED 6).
A new branch campus in Dallas, Texas, started operations in January 2015. Initially,
UNE program offerings will be the same as in the Capital Area branch campus in
Maryland.
Teacher Preparation Programs of UNE’s School of Education were accredited by Teacher
Education Accreditation Council (TEAC) in October 2014.
UNE’s master’s program in Clinical Social Work completed its final stage for
accreditation by the Council on Social Work Education (CSWE) in December 2014.
Nature and Scope of the Self-Study
The two and one-half year self-study process gave the broader community the
opportunity to demonstrate UNE’s strengths, identify challenges and opportunities, subsequently
reflect upon them, to further refine assessment practices, and detect and address areas where
improvement was needed, in order to better delineate the institution’s path for the future. As
such, UNE selected a comprehensive self-study model in order to evaluate all areas and services
of the institution and to demonstrate compliance with the fourteen Middle States Commission on
Higher Education (MSCHE) accreditation standards.
Reflective practice, comprehensive assessment, continuous improvement, and
institutional integrity were the four fundamental aspects for conducting UNE’s self-study. The
self-study aimed to:
1. Reaffirm the institution’s accreditation with the MSCHE by demonstrating its
compliance with the fourteen standards of excellence.
2. Engage in a university-wide process of self-evaluation and introspection, raising
awareness among all members of the institution about its commitment towards integrity
and assessment, to improve student learning and institutional effectiveness.
xiii
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
3. Demonstrate compliance and fulfillment with our institutional mission.
Organizational Structure of the Executive Committee, the Steering Committee, and
Subcommittees
In December of 2012, the University established a steering committee to design the selfstudy, oversee the activities of the subcommittees, assume responsibility for the self-study
report, and participate in the site visit. The steering committee is chaired by the Vice Chancellor
for Academic Affairs, who is also a full professor, and included representation from the student
body, faculty, and university administration. Steering committee members were appointed as
chairpersons of the subcommittees. The steering committee was advised and guided by an
executive committee, composed by the steering committee Chair and Co-chair, the Associate
Vice Chancellor of Licensing and Accreditation, and the Assistant Vice Chancellor of
Development and Academic Effectiveness.
The steering committee members include:
1. Mildred Huertas-Solá, EdD, Vice Chancellor and Full Professor, School of Education;
Chair Steering Committee.
2. Sandra González, MS, Associate Professor, School of Science and Technology; CoChair Steering Committee and Co-Chair of Educational Offerings Subcommittee
3. Luis Iturralde, MBA, Associate Vice Chancellor for Research; Chair of Mission and
Goals, and Integrity Subcommittee
4. Manuel S. Almeida, PhD, Associate Professor, School of Social and Human Sciences;
Co-Chair of Mission and Goals, and Integrity Subcommittee
5. Magalie Alvarado, MPA, Associate Vice Chancellor of Administrative Affairs; Chair of
Planning, Resources, and Institutional Renewal Subcommittee
6. María S. Díaz, MA, Vice Chancellor of Administrative Affairs; Co-Chair of Planning,
Resources, and Institutional Renewal Subcommittee
7. Wilfredo Colón-Guasp, PhD, Dean and Full Professor, School of Science and
Technology; Chair of Leadership and Governance, and Administration Subcommittee
8. Nilda I. Rosado, MA, Associate Vice Chancellor of Licensing and Accreditation and Full
Professor, School of Social and Human Sciences; Co-Chair of Leadership and
Governance, and Administration Subcommittee
9. Ezequiel de J. Bayuelo, EdD , Associate Vice Chancellor of Assessment and Associate
Professor, School of Education; Chair of Assessment Subcommittee
10. Claribette Rodríguez, EdD, Assistant Vice Chancellor of Development and Academic
Effectiveness and Associate Professor, School of Social and Human Sciences; Co-Chair
of Assessment Subcommittee
11. Nahomy Curet, EdD, Vice Chancellor of Student Affairs; Chair of Student Admissions,
Retention and Support Services Subcommittee
12. María G. Véaz, EdD, Associate Vice Chancellor of Retention; Co-Chair of Student
Admissions, Retention and Support Services Subcommittee
13. Ana L. Figueroa-Papaleo, MA, Full Professor, IEN Business School; Chair of Faculty
Subcommittee
14. Ana M. Viader, PhD, Assistant Professor, IEN Business School; Co-Chair of Faculty
Subcommittee
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
xiv
Universidad del Este Self-Study Report- Introduction
MSCHE 2015
15. María C. Arribas, EdD, Dean and Associate Professor, School of Education; Chair of
Educational Offerings Subcommittee
16. Carmen J. Rodríguez, MBA, Assistant Vice Chancellor (Assigned to Associate Vice
Chancellor’s Office for Retention); Chair of Related Educational Activities
Subcommittee
17. Sandra Mirabal, MA, Executive Director Multi Language Learning Center until
September 2014 and Associate Professor, School of Social and Human Sciences; CoChair of Related Educational Activities Subcommittee
18. Carmen Ortega, MLS, Vice Chancellor of Information Resources: Chair of
Communications Committee
19. Rosario Meléndez, MA, Director of Communications Program, School of Social and
Human Sciences; Co-Chair of Communications Committee
20. Carmen Laura Ciuró, Graduate Student Representative, IEN Business School
To comply with the Comprehensive Model in Characteristics of Excellence in Higher
Education, eight individual subcommittees were established and charged with demonstrating
UNE’s compliance with one or more standards, as shown in Table 4. Since institutional
integrity is considered a fundamental value, and as such is reflected in all UNE’s actions,
standard 6 was officially addressed by Subcommittee 1 (Mission and Goals, and Integrity), but
all subcommittees included integrity aspects in their research questions, and reports.
Table 4. Subcommittee Names and Assigned Standards
Subcommittee name
Mission and Goals, and Integrity
Planning, Resources, and
Institutional Renewal
Leadership and Governance
Assessment
Student Admissions, Retention
and Support Services
Faculty
Educational Offerings
Related Educational Activities
Standards
Standard 1: Mission and Goals
Standard 6: Integrity
Standard 2: Planning, Resource Allocation and
Institutional Renewal
Standard 3: Institutional Resources
Standard 4: Leadership and Governance
Standard 5: Administration
Standard 7: Institutional Assessment
Standard 14: Assessment of Student Learning
Standard 8: Student Admissions and Retention
Standard 9: Student Support Services
Standard 10: Faculty
Standard 11: Educational Offerings
Standard 12: General Education
Standard 13: Related Educational Activities
Subcommittee members were appointed guaranteeing representation from all constituencies:
students, faculty, administration, additional locations, branch campuses, and SUAGM
representatives. Appendix 1 presents the composition of the subcommittees.
Other Self-study Document Considerations


xv
Bookmarks and Hyperlinks in the document are identified in blue lettering.
In order to facilitate the access of documents in UNE’s Webpage without saturating the
self-study document with hyperlinks, these were listed in Appendix 2.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Introduction
MSCHE 2015


Evidence related to the self-study report, that was not included as appendices, will be
available at the institution in digital and hardcopy format. These documents are
identified throughout the self-study report as Evidence Documents (ED).
A list of acronyms and abbreviations is provided in Appendix 3.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
xvi
Chapter 1
Mission and Goals, and Integrity
Standards 1 and 6
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
Chapter 1. Mission and Goals, and Integrity
Standards 1 and 6
Introduction
The chapter presents an analysis of Universidad del Este’s (UNE) purpose, according to
its mission and the goals that emanate from it. It describes the procedural aspects that were
followed when revising the institution’s mission, goals, and objectives, as well as the substantive
elements contained in these statements, which are a reflection of the institution’s personality.
These elements guide the institution in its social commitment of developing integral human
beings, in both their personal and professional lives.
However, it should be noted that the above is not possible without an appropriate
organizational climate providing an environment of respect and collegiality in the university
community. To address this issue, the chapter presents the analysis of how the institution
promotes this environment, in compliance with ethical principles and in harmony with
established regulations, internal and external, that guide UNE’s endeavors as a higher education
institution.
Development of Research Questions
The process was initiated by identifying the key concepts contained in the fundamental
and optional elements for standards 1 and 6 (Characteristics of Excellence in Higher Education,
pp.1-3, and 21-24), and asking subcommittee members to formulate questions relevant to these
elements. Subsequently, all questions were classified according to the concept or element
addressed to identify redundancies and ensuring that all elements were considered for each
standard. Questions were further discussed with the subcommittee, in groups, ensuring they
were focused on the fundamental and optional elements.
Methods and Evidence
Once the research questions were defined, the evidence necessary to analyze and answer
each question was identified. Depending on the nature of each question, different types of
documents were collected and classified according to their origin, and aligned to the purpose of
the question. Evidence included bylaws, regulations, institutional policies, strategic statements,
work plans, action minutes of governing bodies, committee reports, institutional research,
assessment reports, publications, and printed material, among others.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
1
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
Mission and Goals
Since the institution’s establishment as Puerto Rico Junior College in 1949, and its initial
accreditation by MSA in 1959, there have been two significant changes in the institution’s
mission and goals statement which implied: (a) the transition in 1992 from a two-year institution
(Puerto Rico Junior College) to a four-college (Colegio Universitario del Este), and (b) the
transition in 2001 to master degree offerings (Universidad del Este).
In August 2013, UNE’s
governing bodies (Academic Board and Administrative Council) approved the revised mission
and goals statement which updated the ones that guided the institution since the year 2001.
Figure 2 shows UNE’s mission evolution and enrollment trend in the past 23 years. This
revision arose from the need to recognize, and formally declare important institutional
developments that evolved during recent years. These developments are detailed below.
14,500
12,500
Revised mission
UNE
Enrollment
10,500
Evolved from CUE to UNE
(Master degrees)
8,500
6,500
4,500
Evolved from PRJC to CUE
(Bachelor degrees)
2,500
1991
1993
1995
1997
1999
2001
2003
2005
2007
2009
2011
2013
Fall semester
Figure 2.
UNE’s Institutional Mission Evolution and Enrollment Trend: Fall 1991 through fall 2013
Mission and goals as an expression of institutional identity and its constituents. In
recent years, UNE’s institutional priorities have focused on initiatives and activities related to
internationalization, entrepreneurship, community engagement, and research; all of which have
an impact on the institutional strategic priorities, as well as on how the institution relates to its
external context. As a consequence, these institutional dynamics prompted UNE to begin an
introspective and self-evaluative process that culminated in the revision of its mission and goals
statement. The following are some of those initiatives and activities that, as a whole, triggered
2
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
this process:
Internationalization




UNE established, in 2008, the Office for International Affairs with the purpose of
coordinating and promoting international activities.
UNE participated in the American Council of Education (ACE)
Internationalization Laboratory. The final report was published in March 2011.
In October of 2009, the Multi-Language Learning Center was established
(MLLC), with funding from the US Department of Education Title V. This unit
promotes teaching of foreign languages, in addition to implementing strategies to
strengthen Spanish and English language competencies among students.
Increasing number of students begin to participate in international exchange
programs and the institution begins to receive faculty from Brazil and China as
part of the Fulbright Scholar Program.
Entrepreneurship





Since 2007, UNE hosts the annual Inventors and Entrepreneurs Forum, where
entrepreneurs from the community meet to discuss innovative ideas that have the
potential for commercialization.
In 2009, a minor in Entrepreneurship was approved.
The School of Business Administration changes its name in 2011 to The Business
School for Innovation and Entrepreneurship in order to emphasize its academic
philosophy. At the same time, students’ participation in the international
organization ENACTUS increases. These letters stand for Entrepreneurial (EN),
Action (ACT) and Us (US).
In 2012, the US Department of Labor granted funds for the establishment of the
Center for Empowerment and Free Enterprise (CEFE) with the purpose of
improving economic opportunities to members from the external community,
particularly displaced workers.
UNE’s Center for Employment unit followed this strategic approach and changed
its name to Center for Innovation, Employment, and Entrepreneurship (CIEE).
This new approach views entrepreneurship as an option of employment with an
additional component of professional immersion.
Community Engagement



The Preschool Educational Center was inaugurated in January 2004 at the
Carolina campus with the purpose of serving UNE students’ and employees’
children, as well as, children from the surrounding community.
In 2006, the Technological Northeastern Initiative (INTENE, Spanish acronym),
was created with the mission of promoting economic development in the
northeastern region of Puerto Rico through strategic alliances between
government, private sector, and universities.
Since 2007, UNE initiated different efforts to develop spirituality as a component
of the institution’s academic services. This initiative was based on research
studies conducted by the renowned scholars Alexander and Helen Astin as part of
the Spirituality in Higher Education project of UCLA’s Higher Education
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
3
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015


Research Institute (HERI). In 2010, these scholars were invited to the institution
to discuss the subject of spirituality in colleges. The Institute for the Development
of Spirituality was established in 2013, and as part of this project, a concept was
developed for building a facility, ERES (Spanish acronym), to serve the university
community as a space for peaceful gathering and reflection.
Since 2008, UNE has been working to further define and develop a
comprehensive project of institutional community engagement. Different
activities and work groups have been participating in this process, which includes
defining an academic policy for service learning. This project will also serve as a
means to advance and strengthen UNE’s spirituality initiative.
During the last five years, UNE has developed federally funded projects that have
an important component of community engagement. Among these are: UNESalud (HUD-HSIAC), Violence and Asthma: Health Disparity Network (NIHRIMI), and CEFE (DOL-TAACCCT). (ED 7-Federal Grant Awards)
Research




Since its former mission and goals statement (2001), research has been identified
as an institutional priority as a result of the beginning of master degree offerings
and the advancement of undergraduate research through the Undergraduate
Research Education and Training Project (NIH-MBRS-RISE), and the
Undergraduate Research Board (JIS, Spanish acronym). The latter provided
institutional seed money for research. In 2012, JIS was restructured under the
name of Institutional Program for the Advancement of Research (PIFI, Spanish
acronym).
In 2009, the position of the Associate Vice Chancellor for Research was created
with the responsibility of coordinating UNE’s research activities. Later, the
Transdisciplinary Research Institute was established as a support unit for research.
In 2010, the Support Center for Graduate Studies (CeDEG, Spanish acronym) was
initiated with funding from the US Department of Education program Promoting
Postbaccalaraute Opportunities for Hispanic Americans (Title V-PPOHA). This
project included the construction and preparation of facilities where support
services for graduate faculty and students are provided, including those related to
research in graduate programs.
SUAGM created, in 2011, a multiannual contract for research faculty. In
addition, in 2012, UNE created the position of Director, and appointed an
Editorial Board, for its academic journal Ámbito de Encuentros.
The first three of these areas (internationalization, entrepreneurship, and community
engagement) were not directly expressed in UNE’s former mission, which subsequently
influenced the decision of reviewing the mission and goals statements.
In January 2010, at a university-wide faculty workshop, the first step toward adopting a
revised mission and goals was undertaken. Two important decisions were made that day: (a)
what elements of the mission would be retained, and (b) what new elements would be
incorporated.
4
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
As a result of this analysis, a list of approximately 50 recommendations was gathered. In
April of the same year, a second activity took place, where different work groups, composed of
faculty and administrators, discussed the recommendations taking into consideration the
following areas: (a) spirituality, (b) entrepreneurship, (c) internationalization, (d) service
learning, (e) community engagement, and (f) research. This discussion further refined the
revision process of mission and goals. In August 2010, UNE faculty as a whole had an
opportunity to provide input on what had been developed in previous work sessions.
At the faculty workshop, beginning the spring semester of 2011, eight work groups were
established to elaborate possible mission and goals statements containing the elements agreed
upon, and a steering committee was constituted to lead the process of revision. Each work group
submitted a mission statement draft. All drafts were distributed among all the academic and
administrative units, with the purpose of selecting the draft that best reflected the current
characteristics of the institution. The steering committee analyzed all the statement drafts and
the recommendations received from the university community, and selected the statement
favored by the majority. In September 2011, an executive committee was appointed to work in
collaboration with the steering committee to prepare the mission, goals, and objectives
statements, and align them with: (a) accreditation standards, (b) SUAGM strategic vectors, and
(c) UNE’s 2011-2015 Strategic Development Guidelines.
In October 2012, the final draft was distributed to all academic and administrative units,
and a representative group of students, with the purpose of receiving additional suggestions and
recommendations. After several additional revisions the document was approved by the
Academic Board and the Administrative Council in August 2013 (see document in Appendix 4).
The approved mission statement is:
Universidad del Este is a private non-sectarian, non-profit, accredited higher education
institution, part of Ana G. Méndez University System. Its academic effort and services are
devoted to promote constructivist learning, respect for diversity, and social justice. Its
mission is to promote the integral development of individuals, to become responsible,
solidary citizens, able to contribute to the sustainable development of the environment
through a socio-humanistic education of excellence; valuing research,
internationalization, entrepreneurship, technology, culture, and community engagement.
All its resources support the academic offerings of certificate, associate, bachelor,
graduate studies, and continuing education programs.
Through this highly participative process, the institution aimed to guarantee a mission
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
5
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
and goals statement that reflected its community’s perception of UNE, as well as to ensure that it
included the substantive elements that comprise UNE’s current endeavors as an institution of
higher education. The most important elements are: (a) constructivist learning, (b) excellent
socio-humanistic education, valuing research, internationalization, entrepreneurship, technology,
and culture; and (c) respect for diversity, social justice and community engagement. Table 5
presents a comparison between the elements of the revised and previous mission statement. As
can be seen, there are new elements in the 2013 mission statement that distinguish it from the
previous mission and goals statement. These include: (a) a socio-humanistic education, (b)
internationalization, (c) entrepreneurship, (d) community engagement, and (e) respect for
diversity, and social justice. However, it is important to emphasize that constructivism is
maintained as the epistemological perspective of UNE’s teaching and learning process.
Table 5. Comparison of the Essential Elements of the 2013 and 2001 Institutional Missions
2013 Mission
Universidad del Este is a private non-sectarian, nonprofit, accredited higher education institution…
Its mission is to promote the integral development of
individuals, to become responsible, solidary citizens,
able to contribute to the sustainable development of
the environment…
…promote the constructivist learning, respect for
diversity, and social justice.
Through a socio-humanistic education of excellence;
valuing research, internationalization,
entrepreneurship, technology, culture, and community
engagement.
(See statement in previous cell.)
All its resources support the academic offerings of
certificate, associate, bachelor, graduate studies, and
continuing education programs.
2001 Mission
Universidad del Este is a learning community of
higher education…
Its mission is…to promote the integral development of
a diverse student population through…
…research, critical-creative thinking, the construction
of knowledge and its application.
Multidisciplinary approaches to education through
teaching-learning strategies that are in harmony with
local, regional and global demands, and with advanced
technology.
Valorization of Puerto Rican culture in harmony with
cultures worldwide.
… Educational offerings include certificates,
associate, bachelor, graduate studies, and continuing
education.
UNE’s mission lies within the framework of SUAGM’s mission statement, which reads
as follows:
The Ana G. Méndez University System (SUAGM) is a nonprofit higher-education
organization whose primary mission is to promote the cultural, social, and economic
development of Puerto Rican society and sectors of the Hispanic community outside
Puerto Rico, by expanding educational opportunities to benefit the communities it serves.
SUAGM operates and develops its educational mission through an integrated multiinstitutional system….
After its official approval, the institution went through the process of communicating the
6
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
revised mission, using as reference the strategy implemented in 2001. The revised mission is
currently published in UNE’s website and displayed in video monitors installed across the
campuses. Official documents (e.g., institutional catalogs, UNE’s Student Handbook) were
updated accordingly, and a pocket sized card (similar to a business card), with the Spanish and
English version of the institutional mission, was distributed among UNE’s community members.
In addition, a promotional booklet for high school counselors featured the revised mission
statement. In support of these efforts to disseminate the mission statement, in July of 2014 the
Chancellor sent an electronic mail to students, faculty, and administrators communicating the
revised mission statement and motivating UNE’s constituents to familiarize themselves with it
and make it part of their everyday actions at UNE.
Subsequently, the level of awareness of the revised mission and goals statements were
assessed among university constituencies. The web-based questionnaire, developed by the
Office of Academic Effectiveness and Development, was answered by 161 professors and
administrators, and 611 students. Participants were asked to indicate if different statements were
“correct”, “incorrect” or “not sure”, three of them are related to what a mission is about, and the
other three to the content of UNE’s mission. Findings revealed that respondents are aware of
what a mission statement is and correctly recognized the core elements of UNE’s mission;
however, as expected, professors and administrators showed higher levels of awareness (see
Table 6).
Table 6. Institutional Awareness of the Mission Statement among UNE’s Faculty and Administrators, and Students
September 2014
Statement
The mission of a university refers to the purpose of the institution
The mission indicates who a particular institution serves
The mission establishes what the institution aims to achieve
UNE’s mission promotes the integral development of individuals,
to become responsible, solidary citizens, able to contribute to the
sustainable development of the environment.
UNE’s mission a socio-humanistic education of excellence
UNE’s mission values research, internationalization,
entrepreneurship, technology, culture, and community engagement
Percentage that answered “correct”
Professors/Administrators
Students
97.5
80.4
86.3
65.5
90.1
85.6
98.1
91.3
96.9
97.5
88.7
88.2
Source: Assistant Vice Chancellor’s Office of Academic Effectiveness and Development
Table 7 shows the level of agreement of the survey participants with different statements
related to dissemination, content clarity, and usefulness of UNE’s mission and goals. Again, it
may be observed that respondents had a very positive perception toward these institutional
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
7
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
statements and their practical applicability. In addition, these findings confirm that the
institution has diligently communicated the revised mission to the community.
Table 7. Level of Agreement with Mission and Goals among UNE’s Faculty and Administrators, and Students:
September 2014
Statement
UNE’s mission has been published somewhere in the institution
UNE’s mission is clearly defined
UNE’s mission contributes to my professional and personal
development
UNE’s mission contributes to the development of the student
support services
I identify with the elements that are present in UNE’s mission
I concur with the mission goals
I understand that mission goals are realistic and attainable
* The students were asked a yes/no question to evaluate this item.
Percentage of strongly agree/agree (5-point
scale)
Professors/Administrators
Students
93.2
81.7*
97.5
80.7
91.8
87.7
n/a
83.1
n/a
98.7
98.7
84.0
n/a
n/a
Source: Assistant Vice Chancellor’s Office of Academic Effectiveness and Development
Institutional Goals
As mentioned before, as a result of the development and implementation of a revised
institutional mission statement, the university also concurrently engaged in revising the
institutional goals that cascade from the mission. The revised mission contains the following
goals:
1.
2.
3.
4.
5.
6.
7.
8.
8
Provide an education of excellence, through the development of cognitive,
affective, and psychomotor competencies in students that will enable them to
make positive contributions to the social, economic and political setting at local
and global levels.
Offer traditional and nontraditional academic programs, within the constructivist
dimension of learning, that meet the interests and needs of a society oriented
toward service, technology, internationalization, and research.
Attain a faculty that meets the highest standards of excellence and that promotes
its commitment to teaching, research, the use of technology, and community
service.
Promote a culture of service within the academic community with equal
opportunities, based on human rights and the fulfillment of social responsibility.
Advocate in students the socio-humanistic and the integral formation, as well as
entrepreneurship, innovation, technological skills, and global vision.
Encourage research and creative work in the disciplines to contribute to the
cultural, social, political, economic, and technical-scientific development of our
society.
Position the university in the international scenario by means of diverse activities,
collaborative projects, and exchange programs for both faculty and students.
Promote a culture of quality and effectiveness through institutional and
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
specialized accreditations of academic programs, consolidation of assessment
measurements, and the integration of assessment findings to planning and
resources allocation processes.
Mission and Goals as Guiding Principles for Planning and Resource Allocation
These goals guide the preparation of UNE’s academic and administrative units’ annual
work plans, which are aligned to SUAGM’s Vision 2020, and to strategic goals of the 2011-2015
Strategic Development Guidelines (see both documents in Appendix 5). SUAGM’s Vision 2020
guides institutional long-term development, while the five-year guidelines are a planning tool
that complements and facilitates translation of institutional mission and goals into strategic
operational activities. At the beginning of the fiscal year, each academic and administrative unit
has to prepare a work plan containing the following: (a) strategic vectors, (b) institutional goals,
(c) objectives, (d) performance indicators, (e) activities, (f) starting and ending date of each
activity, (g) person who is responsible for the activity, (h) budgetary impact, and (i) core priority.
The latter refers to ten to twelve general priorities that the Office of the Chancellor establishes
each year. These priorities are consistent with UNE’s mission and goals.
Individual work plans are integrated using a “bottom-up” approach. The Office of the
Chancellor distributes the annual institutional plan after integrating the work plans from all the
academic and administrative units. This institutional-wide dissemination of the work plan
provides the opportunity for all units to be aware of institutional goals and activities. In a 2011
assessment of UNE’s institutional climate, conducted by an external consultant (ED 8), findings
revealed that 96.0 percent of the 267 surveyed employees (56.6 percent response rate) had an
understanding of the priorities of their work (strongly agreed/agreed in a 6-point scale) and 91.0
percent understood how their work supports UNE’s goals. These findings provide evidence that
UNE’s academic and administrative personnel are aware of how their individual work plans are
related to the institutional goals.
At the end of each academic year, each unit reports its level of accomplishment of the
work plan. These reports are used, again under a “bottom-up” approach, to measure level of
accomplishment at the institutional level, and serve to assess compliance with the institutional
mission and goals. Each year, the Chancellor participates in a meeting where all SUAGM
institutions and Central Administration units present their accomplishments according to the
institutional goal and the strategic vectors of the development guidelines. As a result of this
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
9
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
formative evaluative process, UNE delineates an action plan for any goal and objective that was
not accomplished. This will be discussed in more detail in Chapter 2 (Planning, Resource
Allocation and Institutional Renewal, and Institutional Resources).
Mission and Goals as Guiding Principles for Promoting University Life
Goals one (1), two (2), and five (5) are directly related with providing students with a rich
and inviting environment for their integral development. The institution’s assessment model (see
Appendix 6), establishes the process through which the institution measures its effectiveness in
student learning in different instances (institutional, program, and course levels), and how
findings are used to prepare action plans in order to “close the loop” in the assessment process.
As expressed in Goal 8, UNE has a commitment to promote a culture of academic quality and
effectiveness and to integrate assessment findings to planning and resources allocation. The
Institutional Effectiveness Committee (IEC) evaluates the activities that could not be achieved as
part of the annual work plans, in addition to needs that were identified as part of the assessment
activities at each level (institutional, program, and course), and proceeds to prepare an action
plan. The IEC accomplished 72 percent of their action plan during academic year 2013-14 (see
Institutional Effectiveness document, and 2009-10 to 2013-14 IEC Action Plan Reports in
Appendix 7).
In addition to the teaching and learning process, there are other aspects of the institutional
mission and goals that are essential in guiding student development and promoting their
professional and personal growth as a complement to their academic preparation. Among these
are the opportunities to participate in a full university experience and, on the other hand, provide
the necessary conditions for the development of scholarly activities, as is expected in a higher
education institution. UNE stimulates active student participation in university life with the
purpose of stimulating an ethos of responsibility with their immediate environment, which is
expected that they will emulate in their social and private life, during and after their academic
studies. Students’ integral development as responsible and committed citizens, as expressed in
the mission and goals statement, is fostered through different structures. One of these structures
is the student organizations.
UNE’s student body has statutory representation in the institution’s governing bodies,
specifically, the Administrative Council and the Academic Board. Student representatives are
members of the Student Council, which is selected annually among students from the main and
10
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
additional locations in Puerto Rico. Student participation in branch campuses takes place
through the Academic and Students Affairs Commission in the Maryland Capital Area campus
and the three Florida campuses, respectively. Currently, there are some 29 active student
associations, some with multiple chapters, through which leadership and commitment towards
the institution and their community is developed. These associations are grouped according to
academic disciplines, community service, and cultural or athletic interests. These organizations
are essential in promoting a culture of service and social responsibility as expressed in Goal 4.
UNE also provides its students with the opportunity of participating in institutional
projects and programs geared towards the development of different competencies and skills (see
Table 8). In addition to these projects and programs, students benefit from an ample spectrum of
academic, cultural, and sports activities (see UNE activities calendar- ED 9).
Table 8. Selected Institutional Programs and Projects with Student Participation
Programs/Projects
Honor Program
Scholarships and
Internships Program
Student leadership
Institute (ILE, Spanish
acronym)
Undergraduate Research
Education and Training
Project (URGREAT)
Violence and Asthma:
Health Disparity Network
(VIAS)
ENACTUS-UNE
Specialized Center for the
Development of StudentTeachers and Induction
(CEDEMI, Spanish
acronym)
Purpose
Provide financial support to students with high academic achievement and
community service experiences.
Expose students to diverse academic and professional contexts, where they may
develop their full potential as part of their integral formation.
Institutional initiative geared towards developing leadership skills in UNE students.
Subsidized by NIH-MBRS-RISE, it develops students’ science competencies, and
research and psycho-social skills, necessary to enter and complete a PhD program
in the biomedical and behavioral sciences
Subsidized by NIH-RIMI, one of its goals is to develop students’ research skills
through trans disciplinary-community-based participatory research projects
(CBPR).
Chapter of the international organization, where students apply their knowledge to
help develop entrepreneurship and self-employment business projects that improve
the quality of life of members of their community.
Institutional program that gives support in the academic and professional
development of future teachers.
As has already been established, research and scholarly work are essential components of
UNE’s academic pursuits (Goal 6). These types of activities have increased in recent years,
responding to their being established as an institutional priority, in alignment with SUAGM’s
Vision 2020 and UNE’s 2011-2015 Strategic Development Guidelines. The following are some
examples:

Consolidation of an institutional fund to provide seed money for research projects.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
11
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015





Enhancement of UNE’s Ámbito de Encuentros, as a peer reviewed and indexed
journal, to serve as a forum for members of our internal and external academic
community to publish their works.
Conferences and other academic activities for the dissemination of research and
creative work of UNE faculty, such as Jornadas de Investigación.
Conferences, forums, and other activities sponsored by the Jesús T. Piñero Collection
Library.
Television programs hosted by UNE’s faculty members, which are broadcasted
through SUAGM-Channel 40 (TV station affiliated to PBS): UNE-Visión, and Sí a la
Cocina.
Two programs (Utopística and Paliqueando) streaming through the web. Both were
created with the support of the Digital Communications and Media bachelor degree
from the School of Social and Human Sciences, with the collaboration of the Jesús T.
Piñero Library. The objective of these web-based TV style programs is to discuss
academic, cultural, and social issues of public interest.
UNE faculty has been instrumental in the institutional development through their
contributions to students’ learning process, as well as their increasing participation in research
and service activities. Goal 3 expresses the institutional commitment to develop a faculty body
with the highest standards of excellence. Students’ evaluations of faculty are very positive, as
evidenced by the results of the annual End-of-Course survey that was completed by 6,315
students in course sections where the questionnaire was administered (Office of the Associate
Vice-Chancellor of Assessment, 2013). For example, the surveyed students “strongly agreed” or
“agreed” (on a 4-point scale) that the professors evidenced great knowledge in the subjects they
taught (96.1%). In addition, students evaluated very positively the teaching strategies used by
their professors and their learning experiences in the courses (see Table 11 later in this chapter).
Similar positive ratings can be found in the evaluations that academic school deans perform as
part of the process that full-time faculty has to follow when considering contract renewal. The
average rating for 74 professors that were evaluated during the last three academic years (201112 through 2013-14) is 4.72 in teaching related activities (5-point scale), 4.62 in service related
activities, and 4.02 for research (see Chapter 6: Faculty).
However, the community at UNE is not comprised only of its students, faculty, and
administrative personnel; it is enriched also by the integration of the wider community it serves.
This is manifested through different forums and media where public interest is taken into
account, for example: advisory boards, alumni office, graduate surveys, employers’ surveys,
marketing and viability surveys, satisfaction surveys, and institutional and specialized
accreditation self-studies. Similarly, there exist various services and institutional projects that
12
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
allow addressing the needs and interests of different community members, such as the Center for
Innovation, Employment, and Entrepreneurship (CIEE), Northeastern Technological Initiative
(INTENE), Community Technology Center (CTC), ascribed to UNE library, Preschool
Educational Center, School of Continuing Education, and UNE-Salud. UNE’s integration to its
external community includes internationalization, as evidenced by the initiatives that were
described at the beginning of this chapter, and is one of the elements that were considered as part
of the revised mission and explicitly expressed in one of its goals (Goal 7). Finally, UNE
recognizes its commitment to public service by distinguishing community engagement as a key
element in the revised mission statement.
Integrity
UNE’s guiding principles are excellence, innovation, justice, respect, freedom of thought
and action, solidarity, equity, integrity, and social responsibility. Institutional integrity is
considered a fundamental value at UNE, and as such is reflected in all of its academic and
administrative practices, and is interwoven into the very fabric of the institution.
This is reinforced through the development, dissemination, and implementation of
regulations and policies that influence and guide all institutional endeavors. UNE undertakes
with great responsibility and seriousness its complete accordance with local and federal laws,
and is continually developing and optimizing policies and executive orders that guarantee sound
management and practice.
UNE’s policies and regulations address key integrity areas such as: academic freedom;
equity and diversity; conflict of interest; ethical behavior of all members of the institution; fair
application of academic and administrative policies; academic programs and the student learning
process; intellectual property rights; and dissemination of truthful institutional information. In
order to facilitate implementation of policies and regulations, UNE distributes these in print and
digital format, making them available to students, faculty, and administrative staff through
different communication channels, such as: UNE’s webpage; webmail; internal mail service;
students’ academic advising and counseling sessions; personnel hiring and evaluation activities;
and faculty meetings. In addition, the offices of Human Resources and of Faculty Development
offer a series of workshops and seminars that complement the process of disseminating these
policies and regulations.
Assessment of institutional integrity is conducted using data and information from
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
13
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
different processes, such as: external and internal financial and administrative audits;
institutional, program, and student learning assessment processes; individual evaluations of
faculty members and administrative personnel; and institutional compliance committees
(Institutional Review Board (IRB), Animal Care and Use Committee (ACUC), and Institutional
Biosafety Committee (IBC)). A brief role description of units that participate in these processes
follows:

Office of Vice Chancellor of Academic Affairs, academic schools, and the Faculty
Affairs Commission of the Academic Board are in charge of issues related to faculty
and academic integrity. See Chapter 6: Faculty.
 Office of the Associate Vice Chancellor of Assessment performs activities geared to
assess academic integrity of academic programs and student learning in the delivery
of academic and support services. See Chapter 7: Educational Offerings and General
Education.
 SUAGM Internal Auditing Office works as a consulting unit when establishing
controls and making risk assessments of different institutional processes. See Chapter
2: Planning, Resource Allocation and Institutional Renewal, and Institutional
Resources.
 Office of the VP of Financial Affairs establishes, evaluates, and maintains internal
control systems, in addition to ensuring compliance with local and federal laws and
regulations. As part of these processes, periodic external audits are programmed. See
Chapter 2: Planning, Resource Allocation and Institutional Renewal, and Institutional
Resources.
 Office of the VP of Administrative Affairs supervises and establishes controls related
to purchasing, auctions, occupational safety and security, contracts, insurance
policies, and real estate negotiations. See Chapter 2: Planning, Resource Allocation
and Institutional Renewal, and Institutional Resources.
 Compliance Office of the VP of Planning and Academic Affairs is responsible of
overseeing compliance with federal regulations concerning research projects with
human or animal subjects, as well as the use of hazardous materials. These processes
and procedures are implemented by UNE’s compliance coordinator. See Chapter 6:
Faculty.
The aforementioned provides evidence that assessment of integrity in UNE is not the sole
responsibility of one specific unit. Because of UNE’s particular context, different systemic
(SUAGM) and institutional units provide quality assurances that the institution’s constituents
observe adherence to ethical behavior and promote a sound climate of academic collegiality. See
Chapter 4: Institutional and Student Learning Assessment.
Academic Freedom and Institutional Climate
UNE’s commitment to intellectual freedom is expressed in its SUAGM Handbook for
Full-Time and Part-Time Faculty (hereafter SUAGM Faculty Handbook) (Appendix 8, pp. 27-
14
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
28). This expression has two key dimensions: (a) academic freedom for all faculty members in
performance of their duties, and (b) free speech as members of society. It is expected that the
institutional commitment to academic freedom should have a direct impact on the learning
environment, as well as providing an institutional climate that fosters respect. As mentioned
before, freedom of thought and action, in addition to respect, are part of UNE’s guiding
principles.
According to the results of the Students Satisfaction Survey (Office of the SUAGM
Assistant Vice President for Institutional Studies and Analysis, 2012) (ED 10), UNE’s
undergraduate and graduate students rated UNE’s protection of free speech as 3.59 and 3.66,
respectively, on a 5-point scale measuring level of satisfaction. These ratings are at a level that
is comparable to the average rating of satisfaction for 88 items that were evaluated by
undergraduate students (3.59) and 83 items evaluated by graduate students (3.55) with a double
scale of “level of importance” and “level of satisfaction” for each item. This instrument has been
administered periodically since 1998 and it is used to identify areas with a wide gap between
level of importance and level of satisfaction.
In addition, according to the annual Faculty End of Course Survey (Office of the
Associate Vice Chancellor of Assessment, 2013) (ED 11) more than 85.0 percent of surveyed
faculty members “strongly agreed” or “agreed” (on a 4-point scale) with the following
statements:





UNE’s environment fosters positive relations between students and the professor
(95.5%)
UNE’s environment fosters positive relations among students (94.7%);
The managerial staff relates cordially with the faculty (89.4%);
UNE’s environment fosters positive relations between professors and the
administration (88.9%); and
UNE’s environment fosters positive relations among professors (87.6%).
Meanwhile, in the 2013 Student End of Course Survey (ED 12) it was found that more
than 90.0 percent of surveyed students “strongly agreed” or “agreed” (on a 4-point scale) with
the following statements: professors respected students’ opinions (95.6%); relations between the
professor and the students were respectful (95%); and the relation among students were
respectful (93.4%). These findings are evidence that UNE’s academic community has a very
positive perception of the institutional climate.
In addition, findings from UNE’s 2011 Institutional Climate Study (ED 8) revealed that
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
15
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
65.0 percent or more “strongly agreed” or “agreed” (on a 6-point scale) with the following
statements related to institutional engagement:






I would not hesitate to recommend this organization to a friend seeking employment
(82.0%)
If the occasion arises I comment to others the advantages of working here (81.0%)
It would need an extraordinary reason for me to leave this organization (72.0%)
I hardly ever think about leaving this organization to work elsewhere (67.0%)
This organization motivates me to contribute more than what is normally required to
perform my job (66.0%)
This organization inspires me to give my best to my job every day (65.0%)
In the past five years there have been no claims by faculty or students challenging the institution
on academic freedom nor freedom of speech.
Equity and Diversity
UNE has a long standing tradition of serving a diverse and underprivileged population of
students. This tradition of providing access and opportunity is reflected in the institution’s
academic offerings and services, as evidenced by the following:









16
Flexible admissions policy
Academic calendars and educational formats that address specific needs of diverse
student populations: (a) semester and part-of-term sessions for traditional students
delivered in day and evening sessions, (b) accelerated adult program delivered in 5week and 8-week sessions; and (c) bilingual accelerated program in branch campuses
Offering of different degrees and certificates: less than two-year technical certificates,
associate degrees, bachelor degrees, and masters’ degrees
Access to higher education for students from different geographic areas in Puerto
Rico and Hispanic students in the US
Access to higher education for low-income students: 83.0 percent of undergraduate
degree students and 91.0 percent of certificate students are Pell Grant recipients
Access to female students: 51.0 percent of certificate students, 62.0 percent of
undergraduate degree students, and 72.0 percent of graduate students
Demographic diversity in terms of age groups: average age of 23 years for certificate
students, 25 years for undergraduate degree students, and 35 years for graduate
students
Service programs for students with special needs (e.g., technology for the visually
impaired, support services for physically challenged students, tutoring services) and
low income and first generation students (e.g., Complementary Educational Services
Program)
Outreach initiatives to promote economic welfare and entrepreneurship in the
community: e.g., the Northeastern Technological Initiative (INTENE), the Center for
Empowerment and Free Enterprise (CEFE), and the Center for Innovation,
Employment, and Entrepreneurship (CIEE)
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
The principles of equity and diversity are also evident in recruitment procedures for
faculty and administrative staff. SUAGM Policy for the Recruitment of Human Resources (RH09-183-002) (see Appendix 9 for various SUAGM policies) describes the process to be followed
in hiring academic and administrative personnel, including strict use of nondiscriminatory
practices. Additionally, this systemic policy identifies those laws that should guide all
recruitment processes (e.g., Equal Employment Opportunity, Affirmative Action, American
Disability Act, and the dispositions of the Office of Federal Contract Compliance Programs). An
indirect measure of the effectiveness of the recruitment process is that 86.0 percent of the
surveyed employees in the 2011 Institutional Climate Study “strongly agreed” or “agreed” that
their job is adequate to their experiences and abilities.
In addition, UNE is committed to the professional and personal development of its
faculty and administrators. According to the 2011 Institutional Climate Study, 79.0 percent
“strongly agreed” or “agreed” that this organization supports the development and learning of
their faculty and administrators. Each semester the institution dedicates one day to professional
development activities. These activities complement the program of professional development
activities that the offices of Human Resources and Faculty Development schedule during the
academic year (ED 13). During 2013, the Office of Human Resources conducted a needs
assessment in order to prepare the institutional development plan in five areas: (a) leadership; (b)
management and supervision; (c) client service; (d) technology; and (e) personal development.
Conflict of Interest
SUAGM has a comprehensive set of policies geared to avoid conflict of interest, or any
appearance of such situation. Among these policies are the following (see policies in Appendix
9):




SUAGM Corporate Bylaws, Board of Directors’ rule of ethics and policy on conflict
of interest (2013, Article V, Section 4, pp. 4-7) (See corporate and institutional
bylaws in Appendix 10)
Code of Conduct for Officers, Employees and Agents of Ana G. Mendez University
System (02-2003)
SUAGM Handbook for Administrative Staff, Section 2.12 (2006, p. 21) (See
Appendix 11)
Conflict of Interest Policy for Ana G. Mendez University System (VPAF-13-003005) in compliance with the requirement of the Public Health Service as described in
42 CFR Part 50 Subpart F entitled Promoting Objectivity in Research and 45 CFR
Part 94 and with the National Science Research as described in the NSF Award and
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
17
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015


Administration Guide, Chapter V Section 510, Conflict of Interest
SUAGM Policy for Responding to Allegations of Scientific Misconduct (under
revision)
SUAGM Code of Conduct for Financial Aid Professionals
SUAGM Whistleblower Policy (02-2009) provides the procedural mechanism that
guarantees that any violation to conflict of interest policies could be revealed with the proper
protection:
The purpose…is to protect [SUAGM] associates (including, but not limited to, faculty,
staff, students, and volunteers), and any other member of the community who acts in good
faith to disclose any suspected or actual wrongful conduct. It encourages an atmosphere
that allows associates to meet their obligations to disclose violations of law and serious
breaches of conducts covered by the system policies…
Ethical Conduct and Fair Application of Academic and Administrative Policies
All UNE’s constituents have the responsibility of behaving ethically, as established in
their respective handbooks: SUAGM Student’s Regulations, UNE’s Students’ Handbook (see
both documents in Appendix 12), SUAGM Faculty Handbook (Appendix 8), and the Handbook
for Administrative Staff (Appendix 11). In addition, all these documents acknowledge that the
constituents have the right to a fair and impartial process in case of any perceived violation to
their rights, in the application of institutional, academic, and administrative policies.
Students. Article VIII of the SUAGM Student’s Regulations describes the disciplinary
process for grievances of alleged violations of institutional policies. The Vice Chancellor of
Student Affairs is charged with leading the process and convening the Disciplinary Council. The
Regulations describe the procedure to be
followed by the Council, including the
Table 9. Grievances or Complaints Considered by the
Disciplinary Council for 2011-12 through 2013-14
Academic year
2011-12
Grievances/complaints
2
reached, and the appealing process
2012-13
5
available to a student in case of an
2013-14
7
time frame in which a decision should be
adverse decision. Table 9 shows that the
Source: Vice Chancellor’s Office of Student Affairs
Disciplinary Council considered 14 grievances or complaints during the past three years. These
were related to the following situations: lack of respect, physical or verbal aggression, and
plagiarism.
In case of academic grievances, mostly grade appeals, the students should submit the
claim to the Dean of the corresponding School for its resolution (ED 14- Student Academic
18
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
Grievances Report). If needed, the Office of the Vice Chancellor of Academic Affairs intervenes
in any case that could not be resolved at the School level. Since 2011, only four cases have been
submitted to this Office. All these cases were grade appeals. It is important to note that,
according to the annual Student End-of Course Survey (Office of the Associate Vice-Chancellor
of Assessment, 2013) (ED 12), 87.2 percent of surveyed students “strongly agreed” or “agreed”
(in a 4-point scale) with how the professor developed evaluations in the course.
Faculty. The SUAGM Faculty Handbook provides a description of the processes related
to faculty recruitment, performance evaluation, and evaluation for rank promotion. In addition,
the Faculty Handbook (p.62) includes the process to appeal in case a faculty member disagrees
with the results of the evaluation. The appeal should be submitted to the Academic Board. The
Executive Order 15-2007 establishes the evaluation instruments and specific process to be
followed in the administration of these instruments.
Table 10 shows the
number of full-time faculty
members that were recruited
during the last four years and the
number of full-time faculty
members whose contract was not
renewed during this same period
Table 10. New and Non-renewed Faculty Contracts: 2011 through
2014
Fall Semester
New faculty contracts
Non-renewed faculty
contracts
2011
11
1
2012
10
1
2013
28
2
2014
18
4
Source: Associate Vice Chancellor of Academic Affairs
of time. In most cases, the reasons for not renewing were low performance or low enrollment in
the faculty member’s discipline.
Administrators. The Handbook for Administrative Staff, along with the Policy for the
Recruitment of Human Resources (RH-09-183-002), Policy for the Resolution of Grievances
(RH-12-245-004), and the Policy for Termination of Employment (RH-05-121-002) (see
Appendix 9 for SUAGM policies), provides the procedural framework for management of
personnel in administrative positions. According to the 2011 Institutional Climate Study (ED 8),
UNE’s employees have a clear understanding of Human Resources practices, policies, and
procedures (70.0 percent strongly agree/agree), and that these practices, policies, and procedures
help to create a positive work environment (60.0 percent strongly agree/agree). During the last
five years, the Office of Human Resources received only 22 personnel formal complaints: four in
each of the years 2010, 2011, and 2012, seven in 2013, and three in 2014. All of these were
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
19
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
related to hostile work environment and sexual harassment complaints.
Integrity in academic programs and the student learning process
Provision of integrity in academic programs and the student learning process is the
responsibility of the Office of the Vice Chancellor of Academic Affairs and the Schools.
Periodically, the institutional catalogs (technical certificates, undergraduate, and graduate) (see
Appendix 13) are updated and made accessible through UNE’s webpage in the Academic
Offerings, Admissions, and Quick Links areas. Key academic norms and procedures are
compiled in the Handbook of Norms and Policies of the Office of the Vice Chancellor of
Academic Affairs in order to complement the catalogs in terms of providing guidance in the
administration the academic programs (e.g. Handbook of Academic and Administrative Norms
for Undergraduate Programs, see Appendix 14) and the student learning process (e.g.,
Guidelines for the Preparation of Course Syllabi with a Constructivist Approach, ED 15).
Table 11 shows some of the findings of the Student End of Course Survey (Office of the
Associate Vice-Chancellor of Assessment, 2013) that are related to elements of the Students’
Charter of Rights (SUAGM Student’s Regulation, Article II, Section I) whose content is directly
associated to the learning process:
Table 11. Indicators of Integrity in the Student Learning Process (Institutional Benchmark: 80)
Declaration
(Students’ Charter of Rights)
Receive and enjoy a quality education that allows
you to acquire professional skills in your area of
studies
Item
(End-of-Course Survey)




Receive in oral and written form from the
professors, at the beginning of each session or
semester of classes, orientation about the purposes
and objectives of the course, study topics, readings,
texts, the required work and the necessary didactic
material. In addition, the criteria of evaluation to be
used, along with other aspects directly related to the
development and completion of the course.
Know, within a reasonable period of time for
withdrawal deadlines, the grades of your exams,
work, and other evaluations; as well as information
of your performance and areas that you need to
develop.
20



I learned very much in this course
The course stimulated my
intellectual development
The course was effective in my
professional development
The course helped to develop my
critical thinking skills
The course outline was useful for
the development of the class
The materials used in the course
contributed to my intellectual
development
I liked how the professor
developed evaluations in the
course
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Percentage of
Strongly
agree/Agree
91.2
90.7
90.1
90.1
89.9
89.3
87.2
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
Table 11. (Continued)
Declaration
(Students’ Charter of Rights)
Receive from the professor, guidance on your
progress and about your academic program, as well
as answer questions related to the courses.
Item
(End-of-Course Survey)


The professor was accessible to
the students
The professor verified that
students have understood the
material
Percentage of
Strongly
agree/Agree
94.5
90.7
Source: Office of Associate Vice Chancellor of Assessment
These findings suggest that UNE complies with its duty of respecting students’ academic
rights in their learning process. It is important to point out that the Office of Faculty
Development offered 48 activities during the last four years that are directly related to the
teaching and learning process, including preparation of course outlines, learning assessment, and
teaching strategies. These activities had an average attendance of 30 participants.
However, there is an area where improvement is needed, and it is mostly related to the
administration of academic programs and course programming. According to the Student End of
Course Survey (2013), 63.1 percent of surveyed students were “very satisfied” or “satisfied” with
the availability of courses that students want to take. Even though two-thirds of the students are
satisfied, this finding was relatively “low” when compared to the level of satisfaction in other
areas. This finding is supported with the high gap that was found between level of importance
and level of satisfaction in the 2012 Students Satisfaction Survey (ED 10) regarding the variety
of courses that are available for matriculation.
Intellectual property rights. The Office of the Associate VP for Intellectual Property
and Commercialization, under the Office of the VP of Planning and Academic Affairs, is in
charge of intellectual property issues, in addition to offering training and advice. This office
developed or updated, during the last two years, the following four policies regarding intellectual
property in SUAGM and its institutions (see Appendix 9):




Copyright Policy (01-2013)
Policy for the Use and Reproduction of Copyrighted Materials (02-2013)
Patent Policy (12-2013)
Trademark Policy (03-2014)
In addition, this office has prepared supplemental materials and guidelines to facilitate
interpretation and administration of these policies. These documents are available through the
SUAGM webpage, under Academic Affairs in the Central Administration menu. There have
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
21
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
been no intellectual property issues in the last five years.
Truthful institutional information. UNE preserves honesty and truthfulness in the
information that it offers to its internal and external community members through the
coordinated efforts of systemic (SUAGM) and institutional (UNE) units. The Handbook for
Public Relations and Media Management (Office of the Vice President of Marketing and Student
Affairs, 2012, see Appendix 15) establishes the role of each systemic and institutional unit, and
the process to be followed in the following areas: media management, interviews, press
conferences, exclusivity agreements, special events, internal electronic communications, image
ads, press columns, crisis management, graphic and web design, and social media management.
Additionally, UNE’s Director of Public Relations and the Associate Vice Chancellor of
Marketing and Admissions submit for revision, to the Office of the Vice Chancellor of Academic
Affairs, any promotional material that contains academic information. This guarantees that
prospective students receive truthful information, particularly in relation to UNE’s academic
programs. As mentioned before, the Office of the Vice Chancellor of Academic Affairs prepares
academic catalogs and any other documents that address academic matters.
UNE’s website and electronic mails are the channels regularly used to maintain the
internal community informed about the institutional activities and dissemination of policies.
Electronic monitors and bulletin boards located around the campuses are used to disseminate
important information (e.g., institutional mission) and activities. UNE’s website provides
information to prospective students about academic offerings, accreditations, cost of studies, and
financial aid. In addition, a fact sheet is available with different institutional indicators, such as
admissions and enrollment data, students’ profile, and the institutional retention rate. However,
this fact sheet is not linked to the admission area in the web page, where the information is more
accessible to prospective students, and no information is provided about the institutional
graduation rate.
In addition, a section of the web page is dedicated to the following norms, policies, and
regulations that are of special interest to students: SUAGM Student’s Regulation; the Consumer
Student Handbook (Appendix 12); Admissions Policy; Satisfactory Academic Progress Policy;
Withdrawal Policy; Enrollment Fiscal Policy; Refund Policy; Student Right to Know and
Campus Security Act and reports of crime activities in the campus; Safety Policies and
Regulations; Hurricane, Storm, and Flood Emergency Plan, (VPAF-14-003-02); Family
22
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 1: Mission and Goals, and Integrity
MSCHE 2015
Educational Rights and Privacy Act (FERPA); Sexual Harassment Policy (RH-12-214-003),
Policy for an Alcohol, Tobacco, and Controlled Substances Free Community (RH-02-032-001);
Policy for Acceptable Use of Internet (13-2006); and the Copyright Policy (policies and
documents included in ED 16). Students also have continuous access to their partial and final
course grades, transcripts, and institutional and program information through the MiUNE portal
(see Chapter 5: Students Admissions, Retention, and Support Services, and Chapter 7:
Educational Offerings and General Education).
Currently, UNE’s website is under revision because various self-study subcommittees
reported that, even though it provides access to a great deal of information, its browsing is
cumbersome. An institutional team with representatives of different units was appointed to
participate in the process of its redesign and ensuring that all the information is up-to-date.
Strengths




Fidelity of mission and goals to institutional characteristics. Changes in these
characteristics led the recent revision of UNE’s mission and goals.
Participatory process in the definition of mission and goals and high level of
awareness of these institutional statements among UNE’s constituents.
Alignment between UNE’s mission and goals and the institutional strategic
development guidelines, which facilitates resource allocation and the preparation and
evaluation of work plans, including the assessment of institutional effectiveness and
students’ learning processes.
Safeguard of institutional integrity through the establishment and enforcement of a
comprehensive set of institutional norms, regulations and policies.
Challenges

Achieving an effective dissemination strategy of institutional information through
UNE’s website. As mentioned before, currently, UNE’s website is under revision
because its browsing is cumbersome, and presentation of the information is not well
organized. This situation should be considered of high importance because nowadays
colleges’ websites are the main source of institutional information to all
constituencies, including prospective students and the community at large.
Recommendations



UNE’s website should be enhanced, in order to provide easier access and navigation
through institutional information.
Include graduation rates, in addition to the existing degrees conferred data, on UNE
website.
Migrate UNE’s fact sheet to the Admission’s tab on the UNE Website.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
23
Chapter 2
Planning, Resource Allocation and
Institutional Renewal, and
Institutional Resources
Standards 2 and 3
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Chapter 2. Planning, Resource Allocation and Institutional Renewal, and Institutional
Resources
Standards 2 and 3
Introduction
This chapter presents the effectiveness, relevance, and priorities of the institution’s
planning and budgeting processes, as well as an analysis of the allocation of human, financial,
physical, and technological resources that are available to UNE in achieving its mission and
goals.
Development of Research Questions
The subcommittee developed the research questions based on the fundamental and
optional elements defined for standards two and three, as well as considering the institution’s
distinctiveness, as part of Ana G. Méndez University System (SUAGM). The subcommittee’s
intention was to demonstrate the attainment of UNE’s goals as established in the institutional
mission by revising: (1) the alignment of UNE’s operational work plan for years 2010- 11 to
2013-14 with the institutional mission, (2) the policies and procedures that guide the day to day
operations, (3) UNE’s budget and its alignment with the institution’s work plan, and (4) the
relationship between the institution’s work plans and resource allocation with the five-year
Strategic Development Guidelines and periodic assessment results.
Methods and Evidence Analysis
The research process carried out for this chapter included analysis of documents such as
work plans for the years 2011 to 2014, Strategic Development Guidelines for the periods 20062010, 2011 to 2015, institutional budgets for the years 2011 to 2014, action plans and the
meeting minutes of the Institutional Effectiveness Committee; and meeting minutes of the
Chancellor’s staff meetings, the Administrative Council and the Faculty Assemblies. Among the
key areas considered were the level of alignment of the plans with the institutional mission,
personnel participation in the planning process, the allocation of resources and budgets assigned
based on strategic guidelines and assessment results, and the earmarking of renewable resources.
In order to present the quantitative information more coherently, the goals of these plans were
aligned with the expenses for years 2010-2011 to 2013-2014. The resources included were
Operational Fund, Capital Improvement, Technology Fees, Endowment Fund, Continuing
Education, and Gifts and Grants.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
24
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Nature of SUAGM and UNE Relationship
SUAGM is a nonprofit entity dedicated to the development of higher education through a
multi-institutional structure: (a) Universidad del Este, (b) Universidad Metropolitana, (c)
Universidad del Turabo, (d) Ana G. Méndez Virtual University, (e) Sistema TV University
Channel (a noncommercial public television station), and (f) Central Administration. As
mentioned in the introduction, the Central Administration consists of the activities of the
following offices: (a) President, (b) Internal Audit Department Director, (c) Executive Vice
President, (d) Vice President for Planning and Academic Affairs, (e) Vice President for
Administrative Affairs, (f) Vice President for Marketing and Student Affairs, (g) Vice President
for Human Resources, (h) Vice President & General Manager for Sistema TV (WMTJ-TV),
(i) Vice President for Financial Affairs and (j) Vice President for National and International
Affairs. All processes at UNE related to finance, planning, human resources, marketing, student
services, and administrative affairs are overseen by SUAGM’s Central Administration. In fact,
the units of financial affairs, human resources, and planning at UNE have a representative from
SUAGM, as presented in Table 12. Financial policies and the distribution of revenues are
explained later in the chapter.
Table 12. SUAGM Representatives or Liaisons at UNE for Centralized Processes
Centralized Service or
Unit
Representative at
UNE
Positions from SUAGM
Finance
Jorge A. Torres
Assistant Vice President of Budgeting
Human Resources
Jorge Rodríguez
Assistant Vice President of Human Resources
Planning
Alberto J. Camacho
Assistant Vice President of Planning
Planning, Resource Allocation and Institutional Renewal
Since the Periodic Review Report in 2010, UNE administration has incorporated
elements, such as the Institutional Effectiveness Committee, to ensure that assessment results are
taken into account in the planning and resource allocation processes. Moreover, UNE’s revised
mission states that “All its resources support the academic offerings of certificate, associate,
bachelor, graduate studies, and continuing education programs.”, and one of its goals
25
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
specifically states that the institution will promote quality and effectiveness, and that institutional
planning and resources allocation processes will integrate assessment findings:
Promote a culture of quality and effectiveness through institutional and specialized
accreditations of academic programs, consolidation of assessment measurements, and
the integration of assessment findings to planning and resources allocation processes.
The planning process is structured and executed according to guiding elements included
in three fundamental documents: SUAGM’s Vision 2020, Strategic Guidelines for Development,
and UNE’s Mission Statement (see documents in Appendix 5). The diagram in Figure 3
summarizes the institutional planning levels, where goals and objectives of each level are aligned
with the subsequent level with increasing specificity. Each planning level entails a participatory
process, which includes training and procedure disseminating sessions, well documented through
meeting minutes, attendance records, and reports (see ED 17).
SUAGM VISION (10 yrs.)
Level 1
Strategic Guides (5yrs.)
Level 2
Programmatic Plans (3 yrs.)
Level 3
1
2
3
4
5
6
7
8
9
10
0
Level 4
Year
s
Budgetary Priorities – Annual Plan – Budget
Requests
Figure 3. Schematic of SUAGM Institutions Planning Processes
SUAGM four-level planning process. The first planning level is the determination of
SUAGM’s long-term vision statement. SUAGM Vision 2020, states that:
“By 2020, the Ana G. Mendez University System (SUAGM) will be recognized as an
institution of excellence in learning, research and in public service, with great social
responsibility and growing global expansion.”
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
26
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
This document guides institutional long-term development, and is revised every ten years with
the participation of all SUAGM institutional constituents, including faculty, staff, administrators,
students, alumni, board directors, and the greater community. This statement defines the
university system’s role in addressing the needs of the communities it serves in Puerto Rico and
locations in the United States. It addresses the process of discernment between what the
organization is and what it wants to become, considering its resources and opportunities. The
Vice President for Planning and Academic Affairs (VPPAA) is responsible for the coordination
and monitoring of the development process of SUAGM’s Vision statement.
The second planning level, also led by VPPAA by providing guidance, technical support
and requested data (institutional and /or external), is the development of the five-year Strategic
Development Guidelines (SDG) containing each institution’s individual strategic plan. UNE’s
Strategic Development Plan (2011-2015) was developed with the involvement of faculty, student
representatives, and administrative staff. Each academic and administrative unit elaborated goals
and objectives guided by an eight-vector (areas) structure established by SUAGM’s Vision 2020.
These vectors, which serve to prioritize goals, objectives, and initiatives, fall into three
categories:
Core Vectors: (a) Academic Affairs, (b) Academic and Scientific Research, (c) Student
Development and Services, and (d) Public Engagement
Support Vectors: (e) Management and Organizational Development; (f) Physical and
Technological Infrastructure; and (g) Fiscal Strengthening
Assessment Vector: Institutional Quality and Effectiveness
The Assistant Vice President of Planning, in collaboration with the Chancellor’s staff,
integrates all the units’ goals and objectives to create the institutional strategic plan. The
VPPAA integrates the three institutions’ strategic plans into the final document of the SDG.
The SDG are implemented through the aligned goals and objectives of the annual work plans set
by the academic schools and other institutional units.
The third level is the programmatic plan, which is for major projects to be developed over
a period of three years. These plans are elaborated by the units involved in the specific project.
Examples of this category are the Strategic Plan for Internationalization (2014-2017), and the
Strategic Plan for Retention and Graduation (2009-2015).
27
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
The fourth level is the institution operational annual work plan and budget request. This
process takes approximately four months to develop. The following institutional units are
responsible for preparing their unit annual work plans:







Vice Chancellor’s Office for Academic Affairs and academic schools deans
Vice Chancellor’s Office for Student Affairs
Vice Chancellor’s Office for Information Resources
Vice Chancellor’s Office of Operations and Physical Facilities
Vice Chancellor’s Office of Administrative Affairs
Vice Chancellor’s Office for External Resources
Directors’ Office of Additional Locations
Annual Work Plans: Planning and Budgeting Process
The planning and budgeting process occur simultaneously, as specified in the systemic
Guide for Developing Unit’s Annual Work Plan and Budget Request, approved in 2009 (see ED
18). This document is used for the preparation of each unit’s annual work plan and budget
request. The Assistant Vice President for Planning prepares a specific guide for each year, based
on the systemic document. The Guide contains the Institutional Needs Report, prepared
considering assessment results, a preliminary budget allocation based on the previous year
budget, the five-year SDG, and a list of goals set by the Chancellor for the next academic year,
commitments specified in SDG, and new opportunities offered by the outside environment.
Once each unit’s work plan is developed, the Assistant Vice President of Planning integrates
them into the Institutional Work Plan. This plan is circulated to each unit so that everyone is
aware of their responsibilities in achieving the annual institutional work plan.
The planning and budgeting processes have a duration of approximately five months,
starting in March and ending in July (for processes documents see ED 17). The summary of the
processes is as follows:

March: UNE’s planning and budgeting process begins when each institutional unit
develops goals, objectives, and activities, and establishes indicators based on institutional
assessment results. Formative and summative evaluations of the previous work plan
performed by the Assistant Vice President of Strategic Planning and Institutional
Effectiveness are taken into consideration. Simultaneously, enrollment projections are
determined at the central administration level (Vice Presidency for Planning & Academic
Affairs). The projection is calculated using the average change percentage of the previous
five years, adjusted to favor the official enrollment data of the previous fall semester. The
result is adjusted with an economic index, developed by the Vice Presidency of Marketing
and Students Affairs, which considers multiple economic factors. The enrollment
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
28
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015



projection is then submitted to the Associate Vice President of Analysis and Budgeting,
who coordinates their presentation and discussion with the Chancellor, vice chancellors,
academic schools deans and additional location directors. The resulting projection is then
presented and discussed with the Vice President for Planning and Academic Affairs, and
Vice President for Financial Affairs, for final approval. The Chancellor then approves and
certifies them as official enrollment projections for the following year.
April – May: After the enrollment projections are approved and certified by the
Chancellor, the Associate Vice President of Budgeting determines the projected revenues.
With the pre-established percentage of projected tuitions and fees and other revenues, a
preliminary budget distribution is assigned for debt service, mandatory reserves, and the
operational budget. Each vice chancellor, school dean, and additional locations director,
identifies basic budgetary needs, including staff recruitment, according to the proposed
work plan, and includes them in the budget request. Budgetary requirements are
summarized by area and presented to the Chancellor for the corresponding decision
making.
June - The Chancellor approves the unit budget requests according to the priorities
established in the institutional work plan, and a global budget request is prepared, ensuring
its alignment with the institutional goals.
July - The budget request is submitted and discussed with the Vice President for Financial
Affairs, and subsequently submitted to the Board of Directors for final approval.
This planning and budget allocation procedure allows for: (a) the alignment of the SDG
and the assessment results in a transparent way, (b) ensuring that the budget request will
incorporate the institution fiscal commitments, and (c) ensuring funding allocation for the
implementation of new projects according to the SDG. The institutional annual work plan’s
level of compliance is assessed twice, after the first semester (formative evaluation) and at the
end of the academic year (summative evaluation). The results of the formative evaluation are
incorporated into a Progress Report (ED 19), intended to alert units that have not achieved the
expected performance. At the end of the academic year, opportunity for ample participation is
provided through a meeting of unit managers, where they present their most significant
achievements, and evaluation of their level of compliance with the established goals and
objectives. Afterwards, each unit submits a report including results and recommendations. The
results and recommendations are reviewed and documented in a memorandum to the Chancellor
by the Assistant Vice President for Planning. This memorandum contains the achievements by
vector and an analysis of UNE’s performance. Missed goals with continued relevance are
rescheduled and included in the following year’s work plan.
Input from these meetings and unit
reports are collected in an Institutional Achievements Report (see 2010 to 2014 reports in ED
20), and presented to SUAGM President’s staff and the Board of Directors. Recommendations
29
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
received are also considered in the following year’s work plan. Through these assessment and
evaluative processes, the institution identifies areas of opportunity for growth and
renewal. Additional discussion on how this process is undertaken is presented in the
Institutional Renewal section later in the chapter.
Table 13 shows the evaluation analysis of UNE’s overall annual work plan reports for
2010-2011 to 2013-14. For those years the work plans totaled 430 objectives, of which 343
(80%) were achieved and 87 (20%) were in progress.
Table 13. Annual Work Plan Achievement Level for years 2010-11 to 2013-14
Year
Objectives
Achieved
In progress
100
125
98
107
430
-
88
77
86
92
343
80%
12
48
12
15
87
20%
2010-2011
2011-2012
2012-2013
2013-2014
Total
Percentage
Source: Chancellor’s Office
Branch Campuses Planning and Budgeting Process
Branch campuses prepare their own annual plan following the same process as
established by the Central Administration’s Vice Presidency of Planning and Academic Affairs.
They include student input in their annual work plan through the administration of a student
satisfaction survey and monthly meetings with student representatives. The process is
summarized as follows:






March - Chief Planning, Research, and Assessment Officer (CPRAO) prepares tuition
projections and Chief Financial Officer (CFO) calculates fixed costs.
CPRAO and CFO provide leadership and directions to Corporate Officers, Campus Directors
and, Chancellor’s Office in the development of their annual work plan and budget.
April - Final Projections, fixed costs and distribution parameters are established and
approved by the Florida Chancellor, Campus Directors, and Vice President for National and
International Affairs.
May - Requested budget and preliminary work plan are submitted for review to the Florida
Chancellor and Vice President for National and International Affairs. CPRAO and CFO
review final requested budget and work plans and make appropriate changes and
recommendations.
June - Suggested budget is submitted to The Board of Directors Finance Committee.
July - Finance Committee presents the final budget and work plans to the Board of Directors
for approval.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
30
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Three-Year Financial Plan. For UNE’s three-year financial plan (2014-15 to 2016-17),
enrollment projections were computed using the same mathematical model described above, and
maintaining the economic index constant. The following list presents the assumptions for
preparing the plan.
Revenues
 Enrollment Projections were prepared by the VP for
Planning & Academic Affairs.
 Undergraduate Tuitions fees increase of $4 per
credit hour for the period of 2014-2015.
 Graduate and Technical Certification Tuitions fees
increase of $4 per credit hour for the period of 20162017.
Expenditures
 Salary increase 3% annually.
 Operating & maintenance expenditures increase 4%
annually.
 General expenditures increase 1% annually.
 Debt P&I, based on actual commitment.
Table 14 presents UNE’s three-year financial plan (see Appendix 16 for complete information).
Table 14. UNE’s Three-year Financial Plan: Actual Year 2012-13 through 2013-14 and three-year Projection
Actual
FISCAL YEAR 2012-2013
for
Operational
Budgetthrough 2013-2014 and three years projections
Description
Revenues:
Tuitions & Fees
Tuitions Discount
Continuing Education
Gift & Grants
Bad Debt Recovery
Investment Income
Miscellaneous
Subtotal - Revenues
Actual
Budget
7/31/2014
2014-2015
$
30,682,431
7,816,045
419,517
1,147,771
813,184
361,665
295,575
380,349
744,191
25,930
494,883
662,050
43,843,591
31,945,774
8,806,127
929
521,616
1,281,504
869,808
469,643
270,178
377,658
705,350
43,928
320,353
470,935
$ 46,083,804
34,680,591
8,917,520
417,380
1,143,211
824,671
484,480
254,453
380,735
717,441
38,970
312,096
410,716
$ 48,582,264
35,721,009
9,274,221
421,554
1,154,643
832,918
489,325
256,998
384,542
724,615
39,360
315,217
414,823
$ 50,029,224
36,792,639
9,645,190
425,769
1,166,190
841,247
494,218
259,568
388,388
731,862
39,753
318,369
418,971
$ 51,522,163
$
3,326,270
29,029
845,744
4,201,043
$
22,619
3,447,963
191,764
999,996
4,662,342
$
3,267,754
858,465
700,000
5,255,668
$
3,267,754
858,465
728,000
5,283,668
$
3,267,754
858,465
757,120
5,312,788
Subtotal - Excess of Rev (Exp) before Transfers $
9,504,111
$
7,576,501
$
8,380,402
$
9,671,143
$
9,689,595
Transfers & Contributions:
Contributions from/to SíTV
Contribution to UV
Transf. from/to Auxiliary Enterprises
Transf. from/to Others
Transfer from/to Marketing
Contribution to / (from) ISEP
Transf. from/to Plant
Subtotal Transfers & Contributions
$
99,996
66,063
508,507
(77,483)
800,004
496,904
(639,600)
1,254,392 $
Subtotal - before Transfers to Central Administration
$
8,249,719
Transfers
Transfer to Central Administration
$
10,110,157
$
(1,860,438)
$
99,996
124,245
(19,101)
999,996
718,323
(700,000)
1,223,460 $
100,000
139,000
1,000,000
970,296
(3,850,000)
(1,640,704) $
100,000
139,000
1,000,000
1,084,986
(3,850,000)
(1,526,014) $
100,000
139,000
1,000,000
1,119,959
(3,850,000)
(1,491,041)
6,353,041
$ 10,021,106
$ 11,197,157
$ 11,180,636
9,500,555
10,021,106
10,465,524
10,712,056
(3,147,514)
$
-
$
731,633
Source: Assistant Vice President of Analysis and Budgeting
31
Projected
Budget
2016-2017
$
Debt Service & Reserves:
Loans
AFICA
Capital Leases
Bad Debt
Subtotal - Debt Service & Reserves
NET
Projected
Budget
2015-2016
56,642,224 $ 57,791,027 $ 60,127,804 $ 62,799,548 $ 64,241,404
(871,498)
(836,517)
(850,000)
(850,000)
(850,000)
990,183
468,869
716,533
716,533
716,533
345,837
305,172
344,856
344,856
344,856
2,262
151
61
441,848
591,773
1,879,141
1,973,098
2,071,753
57,548,745 $ 58,322,647 $ 62,218,334 $ 64,984,035 $ 66,524,546
Expenditures:
Salaries & Fringe Benefits
Operating & Maintenance of Plant
Marketing
Professional Services
Scholarships & Fellowships
Materials
Learning Resources
Equipment
Equipment Rental
Seminar, Activities & Representation
Training & Development
Contribution to Special Programs
Interest & Bank Charges
Miscellaneous
Subtotal - Expenditures
$
Actual
7/31/2013
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
$
468,580
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Resource Allocation. Resource allocation is a dynamic process adjusted to the goals
and objectives set out in the annual work plan. The total funds allocated to work plans for
2010-2011 to 2013-2014 period fluctuated between $68 M and $87M per year. In order to
assess the alignment of resource allocation with the institutional and annual plan goals, these
were grouped according to: Operational Fund, Capital Improvement, Technology Fees,
Endowment Fund, Continuing Education, Grants and Gifts.
On average, 79.51 percent of the funds assigned to accomplish the work plan goals
came from operational funds. This fund was generated from tuition revenues and service
fees. Construction (share) capital improvements projects provided 11.85 percent,
Technology Fees (used for acquisition and/or substitution of technological equipment
projects) provided 1.02 percent, 0.28 percent came from the Endowment Fund (for Honor
Students Scholarships), 0. 83 percent came from Continuing Education, and 6.50 percent
from Grants (cost recovery from externally-funded projects) and Gifts. Table 15 presents a
summary of resource allocation for years 2010-11 through 2013-14.
Table 15. Summary of Resource Allocations for fiscal years 2010-11 through 2013-14
FISCAL YEAR 20102011
FISCAL YEAR 20112012
FISCAL YEAR 20122013
FISCAL YEAR 20132014
Average
CATEGORY
Actual Year
End
Operational Fund
%
Actual Year
End
%
Actual Year
End
%
Actual Year
End
%
$ 57,848,687
84.85
$ 61,695,343
81.99
$ 57,366,623
80.23
$ 62,047,830
70.96
79.51
4,228,541
6.20
6,944,733
9.23
7,988,008
11.17
18,196,592
20.81
11.85
Technology fees
541,234
0.79
1,081,007
1.44
621,218
0.87
864,726
0.99
1.02
Endowment fund
114,600
0.17
135,625
0.18
283,288
0.40
343,772
0.39
0.28
Continuing Education
839,487
1.23
546,419
0.73
565,635
0.79
498,854
0.57
0.83
4,603,629
6.75
4,842,695
6.44
$4,675,380
6.54
$5,485,855
6.27
6.50
$ 68,176,178
100
$ 75,245,822
100
$ 71,500,152
100
$ 87,437,629
100
-
Capital Improvement
Gifts & Grants
Total
Source: Assistant Vice President of Analysis and Budgeting
Institutional Renewal
UNE’s mission and five-year strategic plan guide the institution’s development, while
assessment results provide the necessary information for improvement and renewal, as well as
maintaining quality. The institution ensures that assessment results are considered in the
planning, resource allocation, and decision-making processes through the Institutional
Effectiveness Committee.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
32
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Institutional Effectiveness Committee (IEC). The Institutional Effectiveness Committee
(IEC) consists of the Associate Vice Chancellor for Assessment (chair), the Assistant Vice
Chancellor for Academic Effectiveness and Development (co-chair), the Assistant Vice
President of Planning, the Assistant Vice President of Budgeting, the Assistant Vice President of
Human Resources, the Vice Chancellor and Associate Vice Chancellor of Administrative
Affairs, the Assistant Vice Chancellor for Enrollment Management, the President of the
Programming Committee, and two faculty representatives. IEC has the responsibility of
identifying and prioritizing the needs resulting from diverse institutional assessment processes,
and preparing an action plan to be discussed with the chancellor. The committee has four
calendared meetings per year. To meet the needs identified through the assessment processes,
the IEC performs the following tasks:

Develop the institutional effectiveness action plan, based on assessment results, and aligned with the annual
work plan goals and objectives, and with indicators of institutional effectiveness.
Discuss the list of needs identified through assessment processes, issued annually by the Associate Vice
Chancellor’s Office of Assessment.
Recommend to the Chancellor allocation of institutional resources to address identified needs.
Recommend the request of systemic resources to address needs related to capital improvements and technology
fee.
Perform monitoring visits to institutional units at the main campus and additional locations to ensure that
assessment findings are included in their work plan and budget request.
Monitor the compliance with the action plan, and the percentage of achieved objectives.
Schedule at least four committee meetings per year and issue annual reports of the committee’s
accomplishments to be submitted to the Chancellor.






In the past four years, IEC’s action plans have had an 87 percent average of achievement.
Pending issues, which usually fall under the category of remodeling or construction, and those in
progress, are incorporated to the next year’s plan. See action plan reports in Appendix 7. Table
16 presents IEC’s action plan results for years 2009-10 to 2013-14.
Table 16. IEC’s Action Plan Results for Years 2009-10 to 2013-14.
Fiscal year
2009-2011
2011-2012
2012-2013
2013-2014
Number of Issues
38
83
68
44
Activities
57
111
122
81
Achieved
Percentage Achieved (%)
54
91
103
58
95
82
84
72
Source: Institutional Effectiveness Committee, 2014
Among the most significant examples of using assessment results to guide decisionmaking and resource allocation, which have resulted in institutional renewal are (see Appendix
17 for alignment of assessment, planning, and budgeting process):
33
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015



Fulfillment of the academic area priorities: (a) full-time faculty recruitment (institutional
work plan goal 3), with an almost 26 percent increase in the last four years, and (b) the
development of new academic programs (institutional work plan goal 2), with 15 new
programs in the same period.
Improvement of physical facilities by: (a) relocating the Utuado additional location to new
facilities in Arecibo (8.5 million dollars), (b) construction of new facilities for the School of
Technical Professional Studies, administrative offices for the School of Professional Studies
(7 million dollars), and the construction of the Jesús T. Piñero Library on the main campus
(institutional work plan goal 10).
Replacement of technological equipment in additional locations (institutional work plan goal
15).
Institutional Resources
Financial Resources. SUAGM financial statements include the financial results of its
components: Universidad del Este (UNE), Universidad Metropolitana (UMET), Universidad
del Turabo (UT), and SISTEMA TV University Channel (WMTJ-TV), a noncommercial
public television station.
During the past several years, SUAGM had been striving to implement effective
measures to improve its liquidity and overall financial condition. Growth in student
enrollment at such a rapid pace in the last 10 years implied pressures to provide services and
educational facilities, as well as an impact on its financial condition. SUAGM was described
by its credit classification provider as having weak financial resources due to the growth in
operating budget, and as being highly leveraged. Some financial highlights of the last four
audited years are presented in Table 17.
Table 17. Financial Highlights of SUAGM’s Previous Four Audited Years
Total Assets
Total Liabilities
+Total Net Assets
Total Liabilities & Net Assets
Summary –Statements of Activities
Total Revenues
Total Expenses
Change in Net Assets
Financial Highlights
Summary- Statements of Financial Position
2013
2012
2011
$367,227
$362,871
$320,104
$192,092
$205,419
$160,434
175,135
157,452
159,670
$367,227
$362,871
$320,104
2010
$290,099
$162,360
127,739
$290,099
$260,012
(242,328)
$17,684
$242,038
(210,641)
$31,397
$259,353
(261,571)
$(2,218)
$262,639
(230,708)
$31,931
As the financial highlights above demonstrate, SUAGM is well on its way to
strengthening its fiscal condition. However, non-recurrent transactions like an increase in
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
34
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
SUAGM’s pension liability, and a depreciation of its investments, pressured fiscal year 2012
performance. During fiscal year 2013 a slight increase of SUAGM total revenues of $659
thousand mainly driven by an appreciation of SUAGM’s investments of $5.4 million, in
connection with cost-reduction initiatives in specific expenses categories like: administrative
salaries and benefits, activities, travel, and professional services totaling $6 million and the
absence of prior year non-recurrent transactions (pension liability related expenses for $7.9
million and depreciation/loss of investments for $2.4 million) resulted in a positive change in
Net Assets of over $17 million.
SUAGM’s Institutions.
SUAGM’s financial statements do not provide sufficient
information to evaluate the particular financial condition of each institution. However, in order
to give a better understanding of the financial position of UNE, herewith is provided a
breakdown of the audited financial results and projections as follows:


Statement of Financial Position and Statement of Activities as of and for the years ending
July 31, 2013, 2012, 2011, and 2010 (see Financial Reports and explanation in Appendix
18).
The Auditor’s Management Letter as of July 31, 2013, 2012 and 2011, and the
corresponding Management’s Responses are also enclosed in Appendix 19.
Although SUAGM issues consolidated financial statements, there is information
available and accounting systems in place to allocate the results to its corresponding
component, so that the fiscal condition of each institution can be examined on its own.
SUAGM financial information systems (BANNER) and chart of accounts are structured so that
whenever possible, each financial transaction is institution-specific. The schedules included
reconcile with the audited financial statements. In order to break down the financial results per
institution, the internal procedure used to prepare the Integrated Postsecondary Education Data
System (IPEDS) Annual Survey was followed.
Financial Policies. SUAGM is an enrollment driven institution in terms of
budgeting. The basis for the budget is funds from the projected headcount and credit hours
for the year, per institution, as proposed and approved by deans and chancellors, under the
direction of the Office of Planning and Institutional Research. Also, trends in revenues and
expenditures in the previous years and the estimated costs of new projects or initiatives are
considered when structuring the overall budget. Four funds compose the budget:
35
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015




Operational Fund – includes the revenues and expenditures that cover operations of the
institution.
Facilities Fund – includes revenues from construction fees paid by students.
Restricted Fund – includes revenues from grants and contracts that are subject to donorimposed stipulations.
Endowment Fund – is a pool of investable wealth that has a perpetual investment
horizon and is tax exempt. Its main purpose is to generate a stream of earnings to
support current operations that will grow in real or inflation adjusted terms. From time
to time, the institution contributes operational funds to this Fund, but its main source of
income is the return on its investments.
SUAGM structured its financial policies around what is called Revenue Center
Management or Responsibility Center Management. SUAGM also engaged consultants to
develop a contribution model that would serve to evaluate the financial condition of the
institutions, the academic programs and their ability to cover institutional and central
administration’s costs.
In the past year, SUAGM has been involved in the development of a database and
reporting system that will improve its methodology for evaluating cost management and
analysis. This system has been named Cost and Financial Analysis Reporting System
(CFARS). One major goal with this project is to be able to evaluate the pricing of academic
programs compared to their actual costs and therefore consider a differential pricing method.
Distribution of Revenues. As a general rule, an 80/20 distribution of revenues is
expected between the institutions and the Central Administration to cover administrativerelated expenses in any given year. Nevertheless, specific conditions determine the actual
distribution of funds and the contribution to be made to the Central Administration by the
institutions each year. Until fiscal year 2013-2014, UNE and UT contributed 1 9 percent of
their revenues to the Central Administration and UMET contributed 17 percent. Beginning
fiscal year 2014-2015, this was revised and UNE and UT now contribute 1 8 percent of their
revenues to the Central Administration; and UMET contributes 16 percent.
Financial and Human Resources activities are centralized. Also, funds related to
construction and technological fees are managed at the Central Administration level for minor
facilities improvements, construction projects and technological development, and distributed
not according to the 80/20 distribution formula. These funds are assigned to projects (mainly
minor facilities improvements and for the substitution of technological equipment) according
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
36
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
to SUAGM’s priorities, as established by a Capital Improvement Plan, approved by the
President, after thorough discussion with the Planning and Capital Improvement Committee.
Major capital expenditures are explained in the Physical Resources section below. Sistema TV
(WMTJ) is partially subsidized with the contributions made to the Central Administration by
the institutions, as it does not generate sufficient funds to cover its operations.
Tuition revenues total more than 70 percent of SUAGM revenues and therefore are
monitored on a daily basis with reports detailing the enrollment results. Each semester, the
Budget and Analysis Office compares and evaluates actual tuition and enrollment results
with the budgeted goals. Adjustments are made accordingly, if necessary, although if
additional funds are produced by an institution, distributions of additional funds are made
to cover expenses associated with the added educational activity. If budget goals are not
met, the corresponding institution’s Chancellor, in coordination with the Budget and
Analysis Office, makes the necessary adjustments so as to, at best, balance the
institution’s budget. Periodic reports (daily, monthly, per semester and year-end
projections) are distributed throughout the upper and middle management to maintain
everyone informed about the actual results compared to the budget.
Funds available for expenses at the institutional level are subject to the Chancellor’s
approval, but certain guidelines must be taken into consideration:
1. Existing salary and fringe benefits expenditures (as of the end of the prior year) must be
budgeted, unless an organizational restructuring is being implemented.
2. Debt service payments must be funded.
3. Maintenance of facilities expenses should be evaluated and properly budgeted so as
to be able to cover utilities, cleaning services, security, and others. SUAGM
institutions outsource the majority of these services.
SUAGM has also installed information systems that enable budget managers to review
the variations on a daily basis (actual vs. budget). The financial transactions are
decentralized and unit or office managers can generate purchases of goods and services and
encumber their funds. All transactions have an electronic approval process by which the
supervisor must authorize them. The availability of funds is also monitored systematically to
prevent an excess of expenses over revenues.
Periodic visits to the institutions are made by the Budget and Analysis Office’s staff and
meetings are held between budget managers and the institution’s Chancellor to monitor the
37
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
operational results (revenues and expenditures) and project results at year-end. Also, an
executive committee chaired by the SUAGM President meets on a monthly basis to analyze
results by major expense categories and to review the accounts receivables so as to develop
procedures to strengthen the financial condition. Finally, SUAGM’s Board of Directors and
its Finance Committee meet at least three times per semester to review the operational results
as well as monthly and quarterly financial statements.
These policies and systems have been developed through the years and have enabled
SUAGM to grow and prosper, being now the largest private nonprofit educational institution
in Puerto Rico. The fact that SUAGM oversees the three educational institutions, in financial
terms, works to their benefit, as SUAGM will, if necessary, try to compensate shortfalls,
although making each one accountable for their operations. It has not been an easy task and
hard lessons have been learned to make adjustments for the improvement of SUAGM’s
financial condition. Nevertheless, SUAGM policies have proven effective and flexible
enough so as to cover contingencies and unforeseen circumstances.
SUAGM’s Audited Financial Results. The audited financial results for year 2013
compared to 2012 for SUAGM and UNE, respectively, are explained below. The explanation
for previous years is presented in Appendix 18.
2013 Compared with 2012 for SUAGM
Table 18 presents SUAGM’s financial results (2013 compared to 2012). It presents
SUAGM’s total revenues, gains and other support were $1.4 million or 1% lower in 2013
than in 2012; from $259.4 million in 2012 to $258 million in 2013 (references to a year mean
the fiscal year ended on July 31 of that calendar year). Net tuition and fees were 4% or $7.9
million lower in 2013 than in 2012 ($188.3 million and $196.3 million, respectively). This
change was driven by a slight decrease in student headcount of 0.09% or 38 less students, from
41,688 in 2012 to 40,650 in 2013. Total student’s contact hours decreased 1.48% or 14,342
less contact hours in 2013 (954,271) than in the prior year (965,847). This decrease was a
result of the prevalent economic conditions and its impact on the adult student that is not
eligible for grants and must incur in debt to study. In addition:

The Institution experienced a net appreciation in the market value of its investments of $5.4
million in 2013 which represents an increase of $5.9 million when compared with the prior
year (a depreciation of $614 thousand).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
38
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015


On the other hand, total expenses and other deductions decreased 8% or $21.3 million when
compared with the prior year, from $261.6 million in 2012 to $240.3 million in 2013. This
change was driven by a decrease, when compared with the prior year, in Institutional
support category. It decreased $18.9 million or 26%, from $71.9 million in 2012 to $53.1
million in 2013 mainly as a result of the following decreases: liability for pension benefits
($7.9 million), salaries and benefits ($2.2 million), and the absence of the loss recorded
during 2012 related to a guaranteed investment contract with Lehman Brothers ($1.8
million).
As a result of the transactions described above, SUAGM’s change in net assets for 2013
was positive $17.7 million, while the change in net assets for 2012 was a loss of $2.2
million (an increase of $19.9 million).
Table 18.
SUAGM’s 2013 Financial Statement compared to 2012.
Change
$
%
(106,034)
(164,517)
(69,221)
706,589
6,790,300
(9,651,552)
(186,723)
-2%
-1%
-4%
24%
14%
-30%
-9%
2,694,489
253,419,396
$362,870,525
(1,039,599)
8,077,550
$ 4,356,793
-39%
3%
1%
2013
2012
4,603,557
15,383,345
1,670,649
3,669,000
54,398,857
22,367,493
1,982,581
$ 4,709,591
15,547,862
1,739,870
2,962,411
47,608,557
32,019,045
2,169,304
1,654,890
261,496,946
$ 367,227,318
Assets
Cash and cash equivalents
Receivables, net
Inventories
Prepaid expenses and deferred charges
Investments
Deposits held in trust
Debt issue costs
Cash restricted to investment in property and
equipment
Property, plant and equipment, net
Total Assets
$
$
Liabilities and Net Assets
Accounts payable and other liabilities
Obligations under capital leases
Notes payable
Loans payable
Advances from federal government for
student loans
Liability for other employee benefit
Liability for pension benefits
Total Liabilities
$ 27,975,315
1,487,430
37,062,190
118,769,668
$ 32,074,237
1,799,254
32,471,998
124,245,302
$ (4,098,922)
(311,824)
4,590,192
(5,475,634)
-13%
-17%
14%
-4%
217,344
3,896,834
2,682,980
$ 192,091,761
231,103
4,039,549
10,557,164
$205,418,607
(13,759)
(142,715)
(7,874,184)
$ (13,326,846)
-6%
-4%
-75%
-6%
Net Assets
Unrestricted
Temporarily restricted
Permanently restricted
Total Net Assets
$ 163,826,872
2,416,376
8,892,309
$ 175,135,557
$142,174,587
5,168,660
10,108,672
$157,451,918
$ 21,652,285
(2,752,284)
(1,216,363)
$ 17,683,639
15%
-53%
-12%
11%
Total Liabilities and Net Assets
$ 367,227,318
$362,870,525
$ 4,356,793
1%
2013 Compared with 2012 – UNE
Table 19 presents UNE’s financial results (2013 compared to 2012). UNE’s
Statement of Activities for the year ended July 31, 2013 presents an increase of total
revenues of 4.24% or $3.2 million (from $74.8 million in 2012 to $78 million in 2013).
This change was related to, as for SUAGM, an increase in investment income and to a net
39
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
appreciation in the market value of the investments totaling $2.6 million. This represents an
increase of 2,571.94% when compared with the prior year (a depreciation of $89 thousand).
On the other hand, UNE’s total expenses and other deductions present a slight decrease of
0.50% or $343 thousand when compared with the prior year (from $68.3 million in 2012
to $68 million in 2013). This change was directly related to the decrease in Institutional
support category of $3.4 million or 17% (from $19.8 million to $16.4 million) as a result of
the decrease of the liability for pension benefits. For the fiscal year ending July 31, 2013,
UNE presents a positive change in net assets of $9.9 million.
Table 19. UNE’s 2013 Financial Results compared to 2012.
2013
Assets
Cash and cash equivalents
Receivables, net
Inventories
Prepaid expenses and deferred charges
Investments
Deposits held in trust
Debt issue costs
Cash restricted to investment in property
and equipment
Property, plant and equipment, net
$
Total Assets
Liabilities and Net Assets
Accounts payable and other liabilities
Obligations under capital leases
Notes payable
Loans payable
Advances from federal government for
student loans
Liability for other employee benefit
Liability for pension benefits
$
1,851,955
4,446,490
460,824
1,111,117
23,869,401
3,490,510
522,377
2012
$
1,496,405
4,940,109
552,819
941,263
15,126,932
10,173,590
689,265
$
Change
$
%
355,550
(493,619)
(91,994)
169,853
8,742,469
(6,683,079)
(166,888)
24%
-10%
-17%
18%
58%
-66%
-24%
1,147,810
99,073,723
856,135
102,833,257
291,675
(3,759,534)
34%
-4%
$ 135,974,207
$ 137,609,774
$ (1,635,567)
-1%
9,211,080
313,614
10,541,265
31,462,709
$ 10,191,126
571,687
10,317,509
39,477,152
217,344
1,243,950
710,454
Total Liabilities
$
(980,046)
(258,073)
223,756
(8,014,443)
-10%
-45%
2%
-20%
73,430
1,283,508
3,354,387
143,914
(39,558)
(2,643,933)
196%
-3%
-79%
$ 53,700,416
$ 65,268,799
$(11,568,383)
-18%
Net Assets
Unrestricted
Temporarily restricted
Permanently restricted
$ 76,182,293
(328,308)
6,419,805
$ 66,935,107
(234,687)
5,640,554
$ 9,247,186
(93,621)
779,251
14%
40%
14%
Total Net Assets
$ 82,273,791
$ 72,340,975
$ 9,932,816
14%
Total Liabilities and Net Assets
$ 135,974,207
$ 137,609,774
$ (1,635,566)
-1%
For purposes of information, Table 20 includes a UNE’s Statements of Activities for the
past 4 years.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
40
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Table 20. UNE Statements of Activities for the Year Ended July 31, 2010 through July 31, 2013
2013
Revenues, gains and other support:
Tuition and fees
Less scholarships
Net tuition and fees
Grants and contracts
Private gifts and grants
Investment income, net
Net appreciation of investments
Auxiliary enterprises
Other sources
Total revenues, gains and other support
2012
2011
2010
$
65,553,559 $
(5,551,446)
60,002,113
68,177,239 $
(5,593,520)
62,583,720
69,350,983 $
(5,599,164)
63,751,819
70,005,988
(7,206,916)
62,799,072
$
9,789,511
426,476
2,290,954
363,315
1,200,379
3,892,152
77,964,899
8,632,812
500,172
85,741
753,957
2,239,589
74,795,990
9,756,186
1,318,155
395,083
1,186,163
583,470
2,610,315
79,601,192
9,566,927
449,636
327,054
876,314
572,799
2,281,776
76,873,578
$
Expenses and other deductions:
Educational and general expenses:
Instruction
Research
Public service
Academic support
Student services
Institutional support
Net depreciation of investments
Total educational and general expenses
Auxiliary enterprises
$
$
30,652,567
1,404,040
5,507,874
5,087,330
7,852,787
16,394,475
66,899,073
31,056,457
1,575,754
2,082,581
5,214,291
7,250,504
19,760,630
89,410
67,029,626
1,133,010
1,345,413
$
$
30,488,643
1,472,660
2,697,092
5,394,705
6,716,245
16,623,404
63,392,748
$
$
1,106,955
27,149,392
1,235,724
2,027,758
5,617,221
5,825,694
16,351,015
58,206,804
1,131,162
Total expenses and other deductions
$
68,032,083
$
68,375,038
$
64,499,703
$
59,337,966
Change in net assets
$
9,932,816
$
6,420,951
$
15,101,489
$
17,535,612
Net assets at beginning of year
$
72,340,975
$
65,920,024
Net assets at end of period
$
82,273,792
$
72,340,975
50,818,535
$
65,920,024
33,282,923
$
50,818,535
As shown in the Table 20, UNE’s financial health is positive and robust. UNE’s net
tuition revenues have been above $60 million during the past four years despite the following
negative factors: (a) decrease in student headcount and contact hours during the past several
years as a result of Puerto Rico’s economic recession and its impact on the population and
higher emigration rates and (b) the recent changes within the federal financial aid programs
regulations that has greatly impacted the adult students segment resulting in more restrictive
requirements making these students not eligible for grants and must incur in debt to study. The
slight enrollment decrease has been compensated by UNE’s investment income and net
appreciation in the market value of its investments. During this period, UNE’s total revenues
increased $1.1 million (from $76.9 million in 2010 to $78 million in 2013).
During the same period UNE’s total expenses increased $8.7 million ($59.3 million in
2010 to $68 million in 2013) mainly due to increases in: (a) pension liability related expenses,
41
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
(b) faculty and administrative positions that produced an increase in salaries and related fringe
benefits expenses, (c) utilities expenses, and (d) depreciation expense.
Regardless of challenges faced by UNE from 2010 to 2013, UNE presented positive
annual financial results. UNE’s annual change in net assets average $12.2 million during this
period, demonstrating a healthy financial position.
Human Resources
The Vice Presidency for Human Resources is responsible for ensuring compliance with
the Handbook of Administrative Staff, and SUAGM Faculty Handbook, as described in Chapter
3: Leadership and Governance, and Administration, and Chapter 6: Faculty. Recruitment,
development, and evaluation procedures for faculty and administrative personnel are clearly
stipulated in these documents, as well as the conditions for contract termination.
During the spring semester, the Chancellor receives a report of new human resources
requirements, which are identified through the needs report submitted by the IEC, and through
the work plans and budget requests submitted by the academic and administrative units. In
collaboration with the Assistant Vice Presidents of Budget Analysis, and Human Resources, and
based on the institutional work plan and proposed budget for the following year, the Chancellor
determines which new positions or vacancies will be filled without exceeding the institution’s
established limit of wages and salaries allocation (60 percent of the total budget). During fiscal
years 2010 to 2014, the percentage of the total budget allocated to wages and salaries has
fluctuated between 48 and 53 percent (see Appendix 20). In addition, all institutional hiring
must be approved by a Position Control Committee at the Central Administration level, as
another measure to control expenditures. Appendix 9 includes SUAGM’s Position Control
Policy. Table 21 summarizes UNE staff per administrative unit as of December 2014.
The institution has 550 full time and part time administrative staff, not considering branch
campuses’ staff ascribed to Ana G. Méndez University System (SUAGM) Corporation. The
number of administrative staff is adequate for the institutional operation, as each year staffing is
evaluated and identified staffing needs are included in the budget request for the following year,
after applying the Policy of Position Control.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
42
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Table 21. UNE Human Resources Staff by Administrative Unit as of December 2014
Departments
FT
PT
TOTAL
Chancellor’s Office
38
1
39
Vice Chancellor’s Office of Academic Affairs
158
61
219
Vice Chancellor’s Office of Students Affairs
91
6
97
Vice Chancellor’s Office of Learning Resources
40
1
41
General Manager’s Office of Physical Facilities
30
30
Additional Locations
Cabo Rojo
23
3
26
Santa Isabel
18
18
Arecibo
13
2
15
Yauco
26
1
27
Barceloneta
24
2
26
Washington, DC *
1
3
4
Campus Security and Cleaning Services**
Total UNE
462
80
542
Human Resources
6
6
Finance and Operations
1
1
Planning
1
1
Total from Central Administration
8
8
Total
470
80
550
* Director of Capital Area Branch Campus serves as Washington DC Director
**Third party provider by contract
Legend: FT-full time: PT-part time
The total number of full-time faculty as of fall semester of 2014 (not including branch
campuses) was 161, while the number of part-time faculty was 1,061. In recent years UNE’s
student-faculty ratio (calculated with US News definition) for fall semesters fluctuates around 23.
As mentioned in Chapter 4: Institutional and Student Learning Assessment, the following
committees have been established to obtain information regarding UNE’s administrative needs.
These committees are: student affairs, physical infrastructure, information resources, evening
and weekend division, and retention. These committees have established a work plan with
specific indicators, in which they analyze the needs and generate an action plan for improvement.
In assessment surveys administered in 2013, the following results were obtained from
faculty and students:


Faculty considered excellent or satisfactory: school administration (91.0 %), academic
support from school (91.3 %), and secretarial support (89 %). (Instrument: Faculty End of
Course Survey, n= 378.)
Students considered excellent or satisfactory: UNE’s faculty (from 90.7 % to 95.6 % on
criteria related to faculty performance), academic advising in academic schools (78.7 %),
counselling and academic advising from Quality of Life and Wellness Office (76.4 %),
Information resources (79.8 %). (Instrument: Student End of Course Survey, n= 6,315.
43
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Physical Resources
UNE has a main campus and six additional locations, with a space area of 563,471 square feet, of
which 363,200 square feet correspond to the main campus, and 200,271 square feet correspond
to additional locations in Puerto Rico. The recently opened additional location facility in
Washington DC, localized in Carlos Rosario International Public Charter School, has 49,671
square feet. Table 22 presents physical facilities information of UNE’s main campus, additional
locations in Puerto Rico and Washington, DC, and Table 23 presents the physical facilities of
branch campuses, which are shared with UMET and UT.
Table 22. UNE Physical Facilities
Location
Carolina
Building
Square
Feet
Acres
Parking
Spaces
Class
Rooms
Computer
Labs
Academic
Labs
Book
Store
Cafeteria
& Others
Library
Restrooms
Office
&
cubicles
363,200
28.1
1,376
63
14
23
1
4
1
87
477
Barceloneta
50,000
6.4
210
13
5
4
1
1
1
13
24
Cabo Rojo
22,914
15.5
233
12
4
-
1
1
1
12
15
Santa Isabel
18,194
13.6
320
11
3
-
1
1
1
12
17
Yauco
67,216
4.1
160
15
9
2
1
1
1
14
22
Arecibo
Washington,
DC
Total
27,347
6.0
250
6
3
2
-
-
1
12
17
49,671
-
-
2
1
3
-
-
1
2
3
598,542
73.7
2,549
122
39
34
5
8
7
152
575
Source: Vice Chancellor’s Office of Physical Facilities and Operations
Table 23. Branch Campuses Physical Facilities
Location
Metro
Orlando
Tampa Bay
(3655 W
Waters)
Tampa Bay
( 3631 W
Waters)
South
Florida
Capital
Area
Dallas Area
Campus*
Total
Building
Square
Feet
Acres
Parking
Spaces
Class
Rooms
Computers
Labs
Academic
Labs
Book
Store
Cafeteria
& Others
Library
Restrooms
Office
&
cubicles
34,553
-
144
19
2
2
-
-
1
15
16
16,000
-
-
6
2
-
-
-
1
9
13
4,000
-
-
2
-
2
-
-
-
3
2
17,400
-
126
13
2
2
-
-
1
12
18
20,000
-
-
10
2
1
-
-
1
12
19
39,000
-
-
10
3
2
-
-
1
25
18
130,933
-
270
60
11
9
-
-
5
76
86
* Started operations in February 2015.
Source: Vice President’s Office of National and International Affairs
The institution strives to improve the existing physical facilities to provide an adequate
environment for its academic offerings. Examples are the construction of a new laboratory for
the bachelor degree in Digital Communications and Media and the Integrated Laboratory of
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
44
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Forensic Investigations (LIIF, Spanish acronym) for programs in the area of Criminal Justice, in
Carolina.
The institution also allocates resources to provide state of the art facilities, as is the case
of the dental laboratory recently inaugurated for the associate degree in Dental Assistant with
Expanded Functions, and the recent relocation of the Utuado additional location to new facilities
in Arecibo.
As of August 2014, UNE has the necessary physical facilities to provide educational and
support services to enrolled students. Courses are programmed according to the educational
offerings’ course sequence, with sufficient classrooms and laboratories to accommodate them.
UNE’s Master Plan (Appendix 21) guides the physical development of the Carolina
Campus. Every four years the Master Plan is reviewed by the Office of Strategic Planning and
Institutional Effectiveness and the Chancellor. The Plan establishes the physical interventions
needed to meet the student academic, support services, and administrative goals, as well as
responding to identified needs through assessment processes. The revised 2014 Master Plan
contemplates the following future developments:




Acquisition of property for new developments
A new Health Science School Building to be located at the main campus’ entrance.
Sports and admission & recruitment facilities, with passive recreational areas for students
Expansion of the José A. (Tony) Santana International School of Hospitality and Culinary
Arts, the library, and the student service center.
The construction of a new Health Science School Building and the expansion of the José A.
(Tony) Santana International School of Hospitality and Culinary Arts respond to the opportunity
of increasing enrollment in programs of high demand in these two areas.
In assessment surveys administered in 2013, the following results were obtained from
faculty, students, and administrative staff:

45
Faculty considered excellent or satisfactory UNE’s physical facilities (93.7 %)
(Instrument: Faculty End of Course Survey, n= 378.)
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015

Students considered excellent or satisfactory UNE’s classrooms (86.7 %). (Instrument:
Student End of Course Survey, n= 6,315.)
Administrative staff considered excellent or satisfactory: cleanliness of facilities (86.6
%), and appropriate working space (60.7 %) (Instrument: Associate’s Survey, n= 351.)

Issues identified through assessment processes, including End of Course Survey, Exit
Survey, and annual student focal groups at additional locations related to physical facilities are:
(a) insufficient parking spaces in Carolina, and all additional locations except Arecibo, (b)
insufficient faculty office space, and (c) limited recreational areas in all locations (there are no
student centers, although the institution provides outdoors seating areas, including picnic styletables with sun umbrellas). With the construction of the Jesús T. Piñero Library, additional
passive recreational areas will be available for students at the main campus in the immediate
future. Long-term improvements to address Carolina assessment findings are described in the
Master Plan.
Resources for minor physical facilities improvements come from the institutions
operational budget, and from improvement capital funds. Improvement capital funds are
assigned according to an improvement plan, which is part of SUAGM’s five-year strategic plan.
Both resources are allocated according to the institution’s development plan and needs identified
through assessment processes. The four main categories of resource allocation funds are:




Permanent improvement funds: for the design and construction of new physical
facilities.
Capital improvement funds: for renovations and expansions on existing facilities, and
acquisition and replacement of equipment.
Maintenance program funds: for minor repairs, painting of facilities, and preventive
maintenance of equipment and facilities.
Construction funds: for short and medium term construction projects, and for external
grants matching funds. These funds come from student construction fees ($275 per
student per academic term).
Technological Resources. Technological resources are ascribed to the Information
Technology and Telecommunications Office under the Vice Chancellor’s Office of Resource
Information. They are responsible for: (a) offering services to the university community, (b)
identifying equipment, programming, and communications needs, (c) the acquisition,
installation, maintenance, and replacement of technology equipment and systems, according to
the institutional strategic plan, and (d) creation of webpages and electronic platforms for
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
46
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
institutional use, and (e) monitoring of information integrity and security. Faculty and students
may request services through the library’s website. Resource allocation comes from student
technological fees ($75.00 per academic term).
In Carolina, there are four positions in Instructional Technology and 17 positions in
Information Technology and Telecommunications. Additional locations and branch campuses
have one system specialist each, except for Yauco, which has two.
The Office of Instructional Technology provides services to faculty, students, and
associates by lending technological equipment (laptops, digital projectors, DVD players,
recorders, projection screens, microphones, sound amplifiers, and Axonix –intranet server video
and Blu-ray). Demand for these services has slowly decreased with the expansion of
technological facilities, and services from Information Technology and Telecommunications.
The institution also provides:












47
Through Microsoft Dynamics Academic Alliance (DynAA), free software and support
for personal computers for faculty and students
Open Source software through the IT webpage
Photocopy and printing service- Students have a $5.00 credit per semester, and they can
recharge through a Pay Station service. These stations are available in Carolina, Santa
Isabel, Yauco, and Arecibo.
Free wireless Internet throughout the main campus and additional locations
Streaming and videoconference services
Eleven carts in the main campus, with 20 Laptops each, for use in classrooms, laboratories,
and for enrollment processes.
Twenty three specialized laboratories, on the main campus, for architectural design,
aviation electronics, networking electronics, computer repair, dental assistant, anatomy,
microbiology, physics, chemistry, pharmacy, nursing, radiology technician, medical
sonographer, forensic, and digital communications courses.
Nineteen specialized laboratories throughout additional locations and branch campuses.
Fourteen computer laboratories in Carolina, in addition to five Open Space labs.
Thirty two computer laboratories throughout additional locations and branch campuses.
The ratio of student-computers for the main campus and additional locations is 6.3.
One Intranet Video Server- Axonix.
Assistive Technology Laboratory (AT) on the main campus- This laboratory provides
technology access to persons with special needs. Among the available software and
equipment are: Software for reading tool in various languages, Jaws (voice recognition),
Magic, Open Book and Zoom Text (for visually impaired), Braille printer, Scan and
Talk text-to-speech (TTS) technology, talking calculator, hand-held magnifier, computer
headphones and i2eye videophone for hearing impaired, two computers with wide
monitors, three adjustable tables, and special keyboards.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015




Ask a Librarian – where through an electronic form users have access to Virtual
Reference.
UNEBIB- this application may be downloaded to different types of electronic devices,
and provides access to MyUNE Explorer (search engine), online resources, library
electronic services, library locations and service hours, contact information of library
staff, tutorials, and UNE social networks. There is also an app for the Jesús T. Piñero
Collection Library (CJTP app).
UNEBIB-CHAT- Provides synchronic communication between users and library staff
Social Networks- UNE Biblioteca (Library, in Spanish) profile on Facebook, is used to
keep users informed of events and services, and @unebiblioteca is the Twitter profile.
Library staff, specialized in technology and information literacy, offer instruction through
workshops, individual training, social networks, and virtual reference service (see Chapter
7:Educational Offerings and General Education). In addition, workshops are offered to
administrative staff and faculty, during the Professional Development Day each academic
semester, in Carolina and additional locations. Table 24 presents the number of workshops
offered, and number of participants, for years 2010-11 thru 2013-14.
Table 24. Overall Technology and Information Literacy Workshops Offered by UNE Librarians for Years 20102014
Workshops
Participants
Carolina
585
7,242
Barceloneta
280
5,243
Location
Santa Isabel
Cabo Rojo
247
126
3,381
2,462
Utuado
77
954
Yauco
75
1,853
Source: Vice Chancellor’s Office of Information Resources
As mentioned before, technological fees are managed at the central administration level
for minor technological development. These funds are assigned to projects such as substitution
of technological equipment according to SUAGM’s priorities after thorough discussion with a
Planning and Capital Improvement Committee. Every year, the institution prepares a
Technology Plan (ED 21), establishing acquisitions for new developments, and replacement
of existing equipment (computers are replaced every five years in a phased manner). Once
approved, acquisitions and replacement of equipment are incorporated to annual work plans
and budget. Technological fees are then allocated for those purposes. Table 25 shows the
number of computers available for students, faculty (full- and part-time), and administrative
staff by location in Puerto Rico. The data shows: (a) an overall student-computer ratio of 7.0
at the main campus and additional locations, (b) 1.2 computers per full-time faculty member,
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
48
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
(c) 5.1 part-time faculty members per computer, and (d) 1.1 computers per administrative
staff.
Table 25. Number of Computers Available for Faculty, Students, and Administrative Staff on Main Campus and
Additional Locations
Main Campus
Description
Headcount
Additional Locations
Computers
Headcount
Total
Computers Headcount Computers
FT Faculty
140
162
21
26
161
188
PT Faculty
652
98
422
111
1,061
209
Students
Administrative
Staff
7,307
1,072
5,295
730
12,589
1,802
426
430
112
140
538
570
Source: Vice Chancellor’s Office of Information Resources
Table 26 shows number of computers available for students, faculty (full- and parttime), and administrative staff in the branch campuses. This data includes faculty, students
and administrative staff of the three institutions (UNE, UMET, and UT). Data shows: (a) an
overall student-computer ratio of 7:1 at branch campuses, (b) 4.4 full- and part-time faculty
member per computer, and (c) 1.7 computers per administrative staff.
Table 26. Number of Computers Available for Faculty, Students, and Administrative Staff in Branch Campuses
Branch Campuses
Description
Headcount*
Computers
- FT Faculty
3
83
-Overall* Part-Time Faculty
366
Students
2,974
438
Administrative Staff
90
156
* Includes UNE, UMET and UT faculty, students, and administrative staff.
Source: Vice Chancellor’s Office of Information Resources
Assessments performed in 2013, through the Faculty End of Course Survey, Students
End of Course Survey, and Associate’s Survey, show that:



49
63.2 percent of students are satisfied with technological resources (n= 6,315),
97.1 percent of faculty are satisfied with teaching resources (including technological)
(n=378, and
81.2 percent of administrative staff are satisfied with technological resources.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 2: Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources
MSCHE 2015
Strengths








A five-year strategic plan that guides the institution in the achievement of its mission.
Institutional five-year strategic plan, annual work plan, resource allocation, and
budgeting are aligned to the institutional mission.
A structured and guided procedure for planning and budgeting.
An established mechanism for assessment and evaluation of the planning and budgeting,
and expenditure control processes.
Resource allocation based on the institutional strategic plan, and needs identified through
assessment.
In face of enrollment fluctuations, the institution maintains expenditure control, and has
the capability of adjusting resource allocation, ensuring academic processes, student
services, and day-to-day operation.
The institution is continually improving its physical facilities, to provide an excellent
environment for the educational processes and for its administrative personnel.
Advanced technological facilities and support services.
Challenges


Identify alternate resources in view of demographical tendencies affecting enrollment,
and changes Title IV Pell Grant regulations affecting student financial aids.
Address space issues such as faculty office space, limited parking slots on the main
campus and various additional locations, and recreational areas for students.
Recommendations



Strengthen existing enterprises to help maintain the institution’s fiscal stability and
develop new ones.
Improve physical resources through an increase in the level of activity in external funding.
Establish a plan to mitigate the problem of faculty office spaces, recreational areas for
students, and parking spaces on the main campus and at additional locations.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
50
Chapter 3
Leadership and Governance, and Administration
Standards 4 and 5
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
Chapter 3. Leadership and Governance, and Administration
Standards 4 and 5
Introduction
This subcommittee examined the effectiveness of SUAGM’s and UNE’s leadership,
governance, and administration, and its compliance with standards 4 and 5. The chapter presents
the organizational structure of SUAGM and UNE, and the nature of interaction between them.
The recently revised corporate and institutional bylaws are described, as well as SUAGM’s
Board of Directors and UNE’s governing bodies. UNE’s administrative structure (main campus,
additional locations, and branch campuses) is discussed, including aspects such as hiring and
evaluation of staff, faculty and student representation, and assessment of administrative units.
Development of Research Questions
To determine UNE’s compliance with standards 4 and 5, the subcommittee analyzed
how: (a) SUAGM’s governance structure and responsibilities were stated and articulated in
governing documents and bylaws, (b) SUAGM’s Board of Directors reflect their constituents’
interests, fulfill their fiduciary responsibilities, and cooperate in maintaining institutional
accreditations; and (c) SUAGM’s president and UNE’s chancellor roles provide effective
leadership and governance. The subcommittee also determined how: (a) SUAGM’s and UNE’s
Board of Directors and Advisory Board, respectively, assist in generating the needed resources
and participate effectively in fundraising, (b) UNE’s and the multi-institutional branch
campuses’ administrative structures reflect clear lines of organization, authority, and
responsibilities, (c) UNE addresses and guarantees equitable and appropriate processes with
concerns, dissatisfaction, and complaints from the members of the academic community in a
timely and equitable manner; and (d) UNE’s assessment plan incorporate assessment of policies,
procedures, and institutional practices related to governance and administration. Lastly, the
subcommittee identified how faculty and students provide inputs regarding decisions affecting
them.
Method and Evidence Analysis
The subcommittee examined the effectiveness of SUAGM’s and UNE’s leadership,
governance, and administration, as well as its institutional integrity.
The principal methodology
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
51
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
used was the examination of documents. Among the evidence analyzed were the following
documents: organizational charts, corporate and institutional bylaws, faculty and student
handbooks, administrative staff (associates) handbooks, institutional governing bodies’ statutes,
systemic and institutional assessment results, and governing bodies’ and committees’ meeting
minutes.
Governance and Leadership Structure of SUAGM and UNE
UNE has in place a structured administrative organization, governing bodies, and an
extensive set of policies, norms, and procedures to ensure the achievement of the institutional
mission statement and goals. As part of Ana G. Méndez University System (SUAGM), UNE in
turn, responds to SUAGM’s mission, strategic goals, and systemic policies. Figure 4 shows the
relationship between UNE, SUAGM’s Central Administration, and the other SUAGM
institutions.
Figure 4. SUAGM Multi-Institutional Organizational Chart.
The governance structure of SUAGM and its institutions, as well as its functions and
responsibilities, are clearly defined and articulated through normative bylaws.
Corporate Bylaws. Corporate bylaws are the single, most important reference regarding
governance, and its structures and functions at SUAGM and its institutions, and as such, they
52
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
supersede any other policies related to such functions. They clearly define and establish the
purposes of the corporation (SUAGM) and its structure, the composition and responsibilities of
the Board of Directors, as well as those of the President and of all key executives, including the
chancellors of the institutions, and the vice presidents at the central administration level.
Corporate bylaws are updated periodically in order to keep pace with both internal and external
changes. The most recent revision was approved by the Board of Directors on February 20,
2013. No significant changes were made, apart from extending the possible reelection of the
Board’s president to three consecutive years, and the selection of the Board’s president among
all members, permanent or elected (previously, the president was selected among the elected
members of the Board). Refer to Appendix 10 for Corporate Bylaws.
Institutional Bylaws. Institutional bylaws establish in a more specific manner, the
structural and functional organization of the universities and other institutional components of
SUAGM. They state the nature of SUAGM institutions, the roles and responsibilities of
institutional key executives (chancellors, vice chancellors, deans, and directors), the composition
and responsibilities of the main institutional governing bodies (Administrative Council and
Academic Board), the definition of faculty – including their rights and responsibilities –, and
student governance, among other areas. Institutional bylaws are completely aligned and
articulated with corporate bylaws and updated periodically.
In July 2011, a system-wide committee, with representation of all institutions, was
appointed by SUAGM’s President in order to oversee the revision and updating of the
institutional bylaws. A draft of the revised bylaws was submitted to the President on May 28,
2013, and approved on July 9, 2014 (see Appendix 10 for Institutional Bylaws). The major
changes or revisions include the following:






Elimination of the Telecommunications and Distance Learning Center (CETED, Spanish
acronym), and its substitution with the new Ana G. Méndez University Virtual Campus.
Inclusion of the new branch campuses developed on the US mainland.
Revision and updating of the descriptions and responsibilities of all key executives, including
chancellors, vice chancellors, deans, and directors.
Elimination of the positions of vice chancellors of international affairs and of outreach
activities. These responsibilities were assigned to the vice chancellor of academic affairs at
each institution.
Inclusion of the new positions of vice chancellor of external resources and vice chancellor of
administrative affairs.
Revision of the composition and main functions of the Administrative Council and the
Academic Board (governing bodies).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
53
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015

Provisions were included for the future development of student government, Academic
Board, and Administrative Council of the new Ana G. Méndez University Virtual Campus.
Based on these normative policies, the governance structure of SUAGM and UNE can be
summarized as follows:
Board of Directors


As a non-profit university system, SUAGM is governed by a self-perpetuating Board of
Directors, whose main responsibility is to oversee the policies that support the welfare and
development of the corporation and the fulfillment of its educational mission. The Board of
Directors organizes itself in several committees in order to fulfill its duties (including
Executive, Academic and Student Affairs, Financial Affairs, Audit, and Governance).
SUAGM’s Board of Directors (hereafter referred to as the Board) is comprised of a total of
thirteen (13) members, eight (8) elected and five (5) permanent. The composition of the
Board is diverse, in terms of interests and expertise that further contribute to the
advancement of SUAGM’s mission. In addition to educators, there are distinguished
community leaders from the fields of medicine, engineering, law, business, diplomacy, and
economics. However, in terms of gender equity, the Board is male dominated at this time.
Nevertheless, female candidates are presently being considered for the two vacant seats. The
current members of the Board (including tenure as Board member) are:
Permanent Members:
José F. Méndez

54
SUAGM President
40 years
Florabel Mullick
MD, Pathologist, Retired Director of Armed Forces Institute of
Pathology
11 years
Félix R. Schmidt,
SUAGM Board Vice-Chair, MD, Pediatrics, Private medical
practice; President Bridges for Health in PR
8 years
José F. Méndez, Jr.
SUAGM Executive Vice President
5 years
Rafael A. Nadal-Arcelay
Elected Members:
Ramiro Millán-Catasús
Partner, Cancio Nadal Rivera & Díaz, P.S.C.
3 years
SUAGM Board Chair, Retired President of BBDO PR
Advertising
3 years
Héctor A. Jiménez
Consultant in Marketing and Advertising
4 years
Dr. Víctor R. Hernández
DMD, Private Practice
10 years
René A. León
President, Kybalion, LLC, Consulting firm in trade and
international projects
4 years
Dr. Herminio Martínez
Manuel Agosto
Executive Director, Bronx Institute, Lehman College
President, Macro Orthopedic Corp.
8 months
8 months
A policy of conflict of interest is included as part of the corporate bylaws, under Article V,
Section 4. The policy establishes that the members of the Board and the internal auditor
must: (a) comply with their fiduciary responsibility, promoting the institution’s and the
public’s welfare; (b) submit a conflict of interest form providing any substantive relationship
that they or members of their family might have with SUAGM or with organizations
conducting business with SUAGM; and (c) abstain from participating in Board meetings
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015




where consideration or deliberation of issues with conflict of interest on their part are
discussed.
The Board conducts at least four regular meetings per year, where they receive updates and
information regarding UNE’s academic and administrative operations, planning and
development, through periodic reports and presentations, as requested by the Board, or by the
institution’s initiative. The Board also receives and considers the strategic plans (five-year
Strategic Development Guidelines) of the system and of each institution, the physical
facilities master plans, the annual and five-year financial projections, and specific reports on
special projects and institutional initiatives.
The Board demonstrates direct and continued interest and support towards the institution’s
compliance with the standards of excellence of accrediting entities. The Board’s Committee
of Academic Affairs requests periodic reports on these processes and informs the Board of
their status. Furthermore, through its Finance Committee, the Board considers the allocation
of adequate fiscal, human, and other operational resources to support institutional
accreditation processes.
Board members follow the Association of Governing Boards (AGB) guidelines to evaluate
and appoint new governing board members. New members are required to attend the annual
Association for Governing Board conference, which offers workshops, conferences,
seminars, and informational booklets to acting and new Board members, to further enhance
their development. At the beginning of their term, in a formal activity with the Board Chair
and the Secretary of the Board, new board members are briefed about the institutions that
address the mission, vision, institutional values, organization, programs, and plans.
Additionally, through Board and Committee meetings and their participation in other
SUAGM corporate matters, new board members become familiar with all SUAGM affairs.
The Board of Directors coordinates meetings with all the chancellors and new members. It
holds annual retreats with the chancellors and the vice-presidents to present annual reports on
institutional accomplishments and the oncoming annual plans to obtain feedback and
approval. The Board of Directors also assures that the quality and effectiveness of the
institutions are in compliance with the components of the annual plan and aligned to the
strategic plan indicators.
The Board appoints and supervises the president of the system (SUAGM President), who is
the chief executive officer of SUAGM. Each presidential contract is of one year duration.
SUAGM President

Dr. José F. Méndez has been President of the Ana G. Méndez University System since 1974.
He has been a special Advisor to the President of the Senate of the Commonwealth of Puerto
Rico and has served on numerous boards, commissions, and advisory committees, including
the Federal Judiciary Nominating Commission for the District of Puerto Rico, the District
Export Council of the U.S. Secretary of Commerce, and the John F. Kennedy Performing
Arts Center, to which he was appointed by President Jimmy Carter. Dr. Méndez was
President of the Board of Directors of the American Red Cross in 1989 and Chairman of the
Organizing Committee of the 1983 World Master Games, held in Puerto Rico. He was also
an appointed member of the Hispanic Association of Colleges and Universities (HACU).
Currently, he chairs the Hispanic Education Technology Services (HETS), formerly known
as Hispanic Education Telecommunications System. During 2009, he was awarded honorary
doctorate degrees from two prestigious international universities (Regis University in
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
55
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015




Colorado, and Pedro Henriquez Ureña University in the Dominican Republic), in recognition
of his entrepreneurship and leadership in academic, corporate, civic, and governmental
interfacing, both in Puerto Rico and abroad.
The President has the responsibility of guaranteeing the integrity and coherent interaction of
all the components of the university system, ensuring the adequate articulation of interinstitutional relations, and overseeing the fulfillment of the system’s vision and mission
statements. This is achieved through the development and implementation of system-wide
policies and norms in key processes such as planning, finance, human resources, technology
support, marketing, and procurement. The roles of the corporate level offices and vicepresidencies are ones of support in nature, promoting policies and providing expert assistance
to the university institutions in these functional areas, as stated in the bylaws.
The President presents quarterly reports to the Board concerning relevant issues and
significant outcomes of SUAGM institutions.
The President appoints and is supported by a group of vice-presidents in different functional
areas, including planning and academic affairs, national and international affairs, financial
affairs, marketing and student affairs, human resources, administrative affairs, and an
executive vice president.
The President also recommends, appoints, and supervises the chancellors of each university,
as well as the Vice-President and General Manager of Sistema TV. See Appendix 22 for CV
of SUAGM President. Table 27 presents SUAGM President and Vice Presidents.
Table 27. SUAGM President and Vice Presidents
SUAGM President and Vice
Presidents (VP)
Title
Academic
Preparation
José F. Méndez
José F. Méndez, Jr.
Jorge Crespo
Alfonso L. Dávila
Jesús A. Díaz
Luis J. Zayas
Victoria De Jesús
Mayra Cruz
Margarita T. Millán
President
Executive Vice President
VP of Planning and Academic Affairs
VP of Financial Affairs
VP of Administrative Affairs
VP of National and International Affairs
VP of Human Resources
VP of Marketing and Student Affairs
VP and General Manager of SISTEMA TV
Dr.h.c.; MBA
MBA
PhD
MS
PhD
MA
EdD
EdD
JD,BA
UNE Chancellor
 Alberto Maldonado Ruiz, Esq. has been the Chancellor of Universidad del Este, since 1987.
He joined the Ana G. Méndez University System as a faculty member in 1970. He has served
as Associate Academic Dean, Dean of Students, and chair of the Social Sciences Department
of Universidad del Turabo. Mr. Maldonado holds a Juris Doctor and a Master’s degree in
Political Science.
 The Chancellor, who is the chief academic and administrative officer, appointed by and
reporting directly to SUAGM’s President. Not being a self-standing institution, UNE’s
Chancellor has a shared governance with SUAGM’s President. The responsibilities of these
executives are clearly defined and established in the institutional bylaws.
 The Chancellor’s main responsibilities encompass providing leadership in the definition and
fulfillment of the institutional mission and goals, five-year strategic plan as weall as the
annual plan, and the effectiveness and integrity of institutional academic and administrative
56
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015

activities. In this endeavor, the Chancellor has the autonomy to oversee the proper
development of all institutional operations, guaranteeing adequate implementation and
compliance with all academic and administrative policies, and key institutional processes,
such as assessment, planning, resource allocation, and budgeting.
The Chancellor is supported by several vice chancellors, each responsible for key functional
areas: academic affairs, administrative affairs, student affairs, information resources,
operations and physical facilities, and external resources. See Appendix 22 for CV of UNE
chancellor. Table 28 presents UNE Chancellor’s Cabinet.
Table 28. UNE Chancellor’s Cabinet
Chancellor and Vice
Chancellors
Alberto MaldonadoRuiz
Mildred Huertas-Solá
María S. Díaz
Nahomy Curet
Carmen Ortega
Edgar D. Rodríguez

Academic Preparation
Chancellor
J.D., M.A. Political Sc.
Vice Chancellor of Academic
Affairs
Vice Chancellor of Administrative
Affairs
Vice Chancellor of Student Affairs
Ed. D. in Curriculum in Science
40
M.A. Accounting
25
Ed. D. in Learning
Environments
M.A. Library Sciences
18
Vice Chancellor of Information
Resources
Vice Chancellor of External
Resources
Vice Chancellor of Physical
Facilities and Operations
Mayra Ferrán
Years of
service at
SUAGM
44
Title
M.A. Education
M.B.A. Management &
Strategic Leadership
14
8
14
The Chancellor has an advisory board composed by distinguished community leaders from
the fields of medicine, engineering, law, business, education, and economics. The advisory
board has rules and regulations that oversee their duties and responsibilities to UNE. The
Chancellor’s Advisory Board Handbook (ED 22) clearly delineates the rights and
responsibilities of the members of this board. Table 29 presents the current composition of
UNE Chancellor’s Advisory Board.
Table 29. Composition of UNE Chancellor’s Advisory Board
Advisory Board
Members
Zaida Montalvo Díaz
Magda Costa
Elizabeth Díaz Hiraldo
Jerry De Córdova
Luz Evelyn Castro
Jorge Mercado Ruiz
Armando Rodríguez
Ángel B. Méndez Vélez
Rodulfo Rodríguez
José E. Bacardí
Robin R. Rivera Pomales
Ramón Flores
Business Affiliation
Senior Wealth Advisor, Popular One/Wealth Management Division
Director Radiology, Centro Senología
Human Resources Manager Thomas & Betts Caribe, Inc.; Member of the ABB
Group
CPA, Aquino De Córdova Alfaro & Co. LLP
Supervisor Educational Services, Corporación de Servicios
Educativos de Yabucoa
Vice President Human Resources, GFR Media
President, Business Strategy Solutions GRA Inc.
Vieques Airlink
President, Rodzson Aluminum Shutters, Inc.
Chairman of the Board, Emilio Bacardí Group
President & CEO, VIA Group, Corp
Executive Vice President of AT&T, South Florida Area, including PR and Virgin
Islands
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
57
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
UNE Governing Bodies
UNE has two (2) main governing bodies: The Administrative Council, and the Academic
Board. The essential institutional decision making processes emanate from these two
governance structures.

The Administrative Council is chaired by the Chancellor, with participation of all the vice
chancellors, the school deans, systemic vice chancellors (School of Professional Studies for
accelerated adult education and US Mainland Branch Campuses), faculty, and student
representatives, as stated in the institutional bylaws. During its monthly meetings, the
Council receives and approves the resolutions and recommendations from the Academic
Board and branch campuses’ Academic and Student’s Affairs Commissions, and oversees all
key institutional and administrative processes. The Administrative Council approves the
creation of new academic programs, curricular revisions, revisions of academic norms,
approval of honors and degrees to be conferred, promotions in rank, moratorium of academic
programs, and administrative affairs. If the decisions made by UNE’s governing bodies
involve a substantive change, the Chancellor then submits them for final approval to
SUAGM’ President, thus preventing conflicts with other prevailing policies. Subsequently,
the decisions of the Administrative Council are referred to as administrative orders, and are
catalogued and annually disseminated to the university community. The Council’s meeting
minutes are archived in the chancellor’s office (see Appendix 23 for examples of meeting
minutes).

The Academic Board, which functions similarly to a faculty senate, is chaired by the Vice
Chancellor of Academic Affairs and this Board is charged with developing and overseeing
all academic policies and processes, including: (a) creation, revision, and elimination of
academic programs, (b) faculty recruitment, development, evaluation, and promotions, (c)
research agenda, (d) assessment of student learning, (e) academic resources, (f) academic
norms, (g) degree approval, and (h) institutional effectiveness. It is composed by: an
adequate representation of faculty (faculty members always have the simple majority by
design), associate deans, representatives of additional locations, and student representatives,
as stated in the institutional bylaws. The Associate Vice Chancellors of Licensing and
Accreditation, and Student Retention, as well as the Assistant Vice Chancellor of Academic
Effectiveness and Development, are permanent invited guests at the Board meetings. The
Academic Board includes the following permanent commissions, as stipulated in the
institutional bylaws: Academic Programs, Academic Integrity, Faculty Affairs, and Degree
Awards and Distinctions. UNE has established the following additional permanent
commissions: General Education, and Retention and Graduation. The Board’s meeting
minutes are archived in the Vice Chancellor of Academic Affairs office (see Appendix 24 for
meeting minute’s examples).
All these structures, positions, functions, and responsibilities are clearly defined and
articulated in the corporate and institutional bylaws, as well as other normative documents and
policies.
58
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
Leadership and Fundraising. Fundraising at SUAGM occurs at many levels. As such,
SUAGM’s Board of Directors, central administration offices, the Chancellor’s Advisory Board,
and the different institutional fundraising committees, must integrate and coordinate their plans
and activities in order to comply with systemic fundraising strategies and initiatives.
The institutional fundraising committee identifies and rates potential donors for the
Capital Campaign. The committee establishes its own agenda, timetables, and prospects lists.
Its members represent UNE’s interest and contribute to the institutions’ projects, as well as
suggesting new prospects. The fundraising connection with governing boards and special
committees is done through the Chancellor’s Office and the Office of the Assistant Vice
Chancellor for Institutional Development and Alumni Division. The fundraising co-chairs take
an active role when they attend prospects meetings with the Chancellor. University community
participation in fundraising is also a major factor in the success of campaign projects.
Fundraising policies and procedures are presented in Appendix 25.
UNE’s Administrative Structure
Universidad del Este’s organizational chart is presented in Figure 5.
Figure 5. UNE’s Organizational Chart
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
59
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
Each office has specific functions and responsibilities, as specified by the institutional
bylaws, such as the Handbook of Norms and Policies of the Office of the Vice Chancellor of Academic
Affairs (Appendix 14), SUAGM Faculty Handbook (Appendix 8), and the SUAGM Handbook for
Administrative Staff (associates) (Appendix 11). The Handbook for Administrative Staff
includes policies and procedures concerning all matters related to the administrative staff and
administrative aspects of faculty members’ employment.
Detailed information of each vice chancellor position appears on UNE’s webpage. This
self-study document includes descriptions of those pertaining to specific standards, such as, the
Associate Vice Chancellor of Assessment (see Chapter 4: Institutional and Student Learning
Assessment), the Vice Chancellor of Students Affairs (see Chapter 5: Admissions, Retention, and
Student Services), and the Vice Chancellor of Academic Affairs and the Vice Chancellor of
Information Resources (see Chapter 7: Educational Offerings and General Education). The
organizational chart of UNE’s administrative units, including additional locations, are presented
in Appendix 26.
SUAGM has established policies and procedures to provide opportunities for professional
improvement through job promotions and administrative scholarships. In addition, the
institution has established one day per semester for professional training, in which all employees
attend workshops related to their personal and/or professional development.
When the need for fulltime faculty positions are established, job openings are posted on
SUAGM’s webpage. The web page states the job title, job posting number, employment type,
institution/department, job description, requirements, salary, open date, due date, and how to
apply on line. These prospects are screened and evaluated by the Human Resources Office, and
the candidates that comply with the minimum requirements are forwarded to the unit that
requires this position.
At the beginning of the academic year, each school establishes a recruitment committee
composed by three (3) faculty members and two (2) administrators. This committee screens and
evaluates the prospects and selects the candidates that will be invited for the interview process.
The candidates are interviewed by the members of the recruitment committee and the selected
individual is recommended to the Dean. The Dean selects the recommended individual and
presents the candidate to the Vice Chancellor of Academic Affairs for final approval.
60
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
As part time faculty positions are required in the institution, jobs opening are posted on
UNE’s webpage. The web page states the job title, job posting number, employment type,
institution/department, job description, requirements, salary, open date, due date, and how to
apply on line. As with full-time faculty, these prospects are screened and evaluated by the
Human Resources Office. The candidates that comply with the minimum requirements are
forwarded to the unit that requires this position. These candidates are invited to UNE to
participate in a certification process composed of the following steps. Candidates participate in a
group interview, they present a fifteen (15) minute demonstrative class, and write an essay.
Each step is evaluated using an institutional rubric developed for these purposes (see
documentation for part-time faculty certification in ED 23). The fulltime faculty assists the
Associate Dean of the school in this endeavor. The candidates that obtain 70 percent average or
greater are certified to teach courses in the school. The reduced number of full-time faculty was
an issue mentioned in the MSCHE 2010 response to the Periodic Review Report. The institution
has increased full-time faculty numbers from 108 in 2010 to 147 in 2014, for close to a 35
percent increase in five years. In addition, the part-time faculty recruitment process is being
more selective, and office hours have been added to their contract, to ensure that students receive
a teaching-learning experience with part-time faculty equivalent to that of full-time faculty.
Multi-Institutional Branch Campuses
Branch campuses have a complete administrative structure that ensures institutional
integrity through the observance of norms, procedures, and policies of UNE’s academic
programs, and of SUAGM as a whole. The structure recognizes the differences in each state’s
higher education requirements, such as the Florida Commission for Independent Education,
and the Maryland Higher Education Commission. By maintaining a state-specific structure,
branch campuses operate with legal, workplace, and market conditions different from Puerto
Rico.
The three branch campuses in Florida report to the Chancellor for the Florida Campuses.
During the first few years of its establishment, the Capital Area Campus (Maryland) will be
reporting to the Vice President for National and International Affairs, who is responsible for
the development and establishment of new sites and programs at the national and international
level.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
61
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
The branch campuses are integrated into UNE’s governance structure through the
relationship between Florida’s Academic and Student Affairs Commission (ASAC), the
Maryland Academic and Student’s Affairs Commission (MASAC), and UNE‘s Administrative
Council. In each state, the respective ASAC fulfills a role similar to the institutional
Academic Board for all academic and student affairs, recommending policies that apply
only to that state.
These recommendations are presented as motions at UNE’s Administrative
Council for review, consideration, and approval. Florida ASAC is comprised by the Florida
Vice Chancellor, the learning resources directors, the faculty directors, and eight elected faculty
representatives of the Florida Branch Campuses. Maryland MASAC is composed by the campus
director, the faculty director, the learning resources director, and four elected faculty
representatives of the Maryland Capital Area Campus. All faculty representatives are elected by
active faculty present at the faculty assembly, at the beginning of each fall semester. The branch
campuses have administrative, academic, and student services support staff that allows them to
adequately serve their student population (see in Appendix 27, the organizational charts of
branch campuses). Additional information of branch campuses is presented in Chapter 8:
Related Educational Activities. In February 2014, SUAGM opened a fifth branch campus in
Dallas, Texas.
Faculty Representation
The faculty representation system reflects the complexities of UNE’s organization. The
institutional bylaws and SUAGM Faculty Handbook clearly delineate the rights and
responsibilities of the faculty members of the institution. UNE’s faculty provide input regarding
decisions affecting them in the following forums: biannual general faculty assemblies, monthly
school meetings, monthly Academic Board meetings, and monthly Administrative Council
meetings. Faculty members elect their representatives to the institutional governing bodies in the
annual general faculty assembly at the beginning of each fall semester. Faculty representatives
are also elected to participate in different committees at school and institutional levels.
Examples include: recruitment, curriculum, and program evaluation committees at the academic
school level, and the general education revision, institutional mission revision, entrepreneurship,
service learning, internationalization, and spirituality committees, among others, at the
institutional level. Of these, curriculum, internationalization, and spirituality are standing
62
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
committees, as well as the commissions appointed in the Academic Board. Faculty members
also participate in committees at the central administration level (systemic committees), where
they have ample opportunity to provide input and be part of the decision-making in diverse
processes, such as the revision of SUAGM Faculty Handbook, and the multiannual and rank
evaluation instruments.
Full time faculty offering courses in additional locations also have the
opportunity of participating in these committees. Multi-campus committees meet through
teleconference technology, as exemplified by self-study subcommittees. Examples of meeting
minutes are included in ED 24.
In faculty meetings held in 2014, led by faculty members in Carolina and at additional
locations, to identify how they felt about their involvement in institutional processes, it was
found that:




Full-time faculty, but not part-time, felt well represented in UNEs governing bodies.
Part-time faculty feel they are not considered to participate in institutional committees.
Full-time faculty feel that in some cases faculty representatives in systemic and institutional
committees are appointed by the Chancellor or the Vice Chancellor of Academic Affairs
instead of elected by the faculty body, and are usually faculty with many years of service.
They believe participation should be more open to newer faculty members.
With respect to systemic and institutional committees, in some cases faculty members felt
that they are not kept informed of the decisions made by these committees.
Student Governance Structure
Student activities are governed by the 2004 SUAGM’s Student Handbook (see Appendix
12). Article IV sections 1-5 describe student government and Article V sections 1-7 describe the
Student Council. At the beginning of each semester the Vice Chancellor of Student Affairs
convenes a general assembly to select the student delegates of the main campus and additional
locations. Student representatives are elected through direct participation, and in turn, select and
organize the Student Council. These general assemblies are held every October on the main
campus. The Student Council is composed by the following officials: president, vice-president,
secretary, treasurer and two representatives from the academic schools on the main campus, and
additional locations.
The students provide input regarding decisions that affect them through the Student
Council. The student representatives hold meetings with the Vice Chancellor of Students Affairs
to present their concerns about the institutional processes and services. These representatives
have permanent participation in UNE’s Academic Board and Administrative Council where they
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
63
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
may present concerns and situations affecting them, and participate in the discussions of relevant
institutional issues. Students can also voice their concerns or present personal complaints by
submitting them in written format to the office of the Vice Chancellor of Student Affairs. This
process is explained in detail in Chapter 5: Admissions, Retention, and Student Services.
The Student Council meets once a month. They prepare a work plan that is submitted to
the Vice Chancellor of Student Affairs. They organize activities such as: workshops on
parliamentary procedures, tours of the centers, dialogue with the deans, and informative sessions.
The Student Council identifies student’s complaints and needs. For example, they have
identified lack of parking spaces, need for sports areas and student centers, lack of ATM
machines in additional locations, and assignment of funds for student activities. This
information is directed towards specific units to attend to these needs. The Student Council
discusses these and pending issues in their monthly meetings (ED 25). Many of these issues
have been considered in the institution’s Master Plan, as detailed in Chapter 2: Planning,
Resource Allocation and Institutional Renewal, and Institutional Resources.
The Student Council disseminates information of interest to students utilizing their
Facebook page and is currently considering establishing a monthly bulletin.
Assessment of Governance, Leadership, and Administration
UNE administration, identified as associates, are governed by the Handbook of
Administrative Staff. This handbook stipulates policies concerning recruitment, evaluation,
grievance, discipline, and dismissal of employees. The profile of UNE administrative
employees, as of December 2013, is presented in Figure 6 (secretarial staff is not included).
Section X of UNE’s Assessment Model states the procedure for evaluating the
administrative component of the institution. As mentioned in Chapter 4: Institutional and
Student Learning Assessment, the following committees have been established to obtain
information regarding UNE’s administrative needs. These committees are: student affairs,
physical infrastructure, information resources, evening and weekend division, and retention.
These committees have established a work plan with specific indicators to identify needs, and
generate an action plan for improvement.
64
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
a. Gender Distribution
c. Academic Degree Percent Distribution
250
200
150
100
50
0
31%
69%
Female
196
143
84
10
10
Male
d. Years of Service Percent Distribution
b. Category and Classification Distribution
50
7%
13%
40
Executive
Directive
Other
80%
38.1
30
22.4
26.7
20
5.6
10
5.9
1.3
0
Exempt
45%
55%
5 or less 6 to 10 11 to 20 21 to 30 31 to 40
40 +
Non-Exempt
Figure 6. Profile of UNE Administrative Staff in terms of: (a) Gender distribution; (b) Category and classification
distribution; (c) Academic preparation distribution; and (d) Years of service distribution.
UNE’s institutional assessment plan evaluates the effectiveness of its mission and goals
with respect to governance and administration through questionnaires, interviews, and focus
groups from various sources such as: active students, alumni, directors, administrators, and
members of the community (see Chapter 4: Institutional and Student Learning Assessment). An
identified issue is the need to annually review the five-year strategic plan to respond to changes
in external factors and Central Administration decisions.
In the 2013 Faculty End of Course Survey (ED 12), (institutional benchmark: 80), it was
found that 91 percent found the administration of their academic school excellent or satisfactory;
91 percent considered the academic support from their school excellent or satisfactory; 89
percent considered the secretarial support from their school excellent or satisfactory; 89 percent
considered that UNE’s environment produces positive interpersonal relationships between
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
65
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
faculty and administrative personnel; 89 percent considered that directive personnel interacts
cordially with faculty members; and 80 percent considered excellent or satisfactory the process
of course sections assignment. Only 74.3 percent found administrative processes of the Vice
Chancellor’s Office of Academic Affairs excellent or satisfactory.
UNE administers an internal survey related to governance, leadership, and administration
to administrative staff. The 2013 Institutional Administrative Staff Survey (ED 26), with
institutional benchmark: 80, it was found that 80 percent agreed that the lines of supervision are
clearly defined; 75 percent agreed that lines of communication and command are adequate; 67.5
percent agreed that they receive feedback concerning their performance; 77 percent agreed that
interpersonal relationships are positive; and 78 percent feel that they participate in the decisionmaking process. On the other hand, only 40.2 percent were satisfied with promotion
opportunities, and only 49.6 were satisfied with the recognition received for a job well done.
The results of these surveys were addressed by the Human Resources Office, through workshops
for managerial level staff (see ED 27), and through the Professional Development Day each
semester (see workshop topics in ED 28).
In addition, SUAGM conducts an organizational climate survey every two years, to collect
information regarding the satisfaction, commitment, and engagement of faculty and
administrative staff. In 2011, the survey was conducted by AON Hewitt, with a response of 57%
(n=1,145). The results were disseminated and discussed with the university community in
various activities during May 2011. The complete report appears in ED 8. For UNE, including
Carolina and additional locations, the number of participants was 267. Among the results related
to governance, leadership and administration: 65 percent were satisfied with their immediate
supervisor, 55 percent were satisfied with high-level management, 60 percent were satisfied with
Human Resources practices, 62 percent were satisfied with career opportunities at UNE, 61
percent were satisfied with how their performance was evaluated, and only 33 percent were
satisfied with their salary. The company’s recommendations were integrated into an action plan
and assigned to each corresponding unit.
Although the assessment processes are in place, and action plans developed, the
dissemination of these among administrative staff needs to be improved, as well as giving
follow-up on identified issues.
66
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Chapter 3: Leadership and Governance, and Administration
MSCHE 2015
Strengths




The governance and administration structure responds to UNE’s dynamic evolution. Both,
top down and bottom up, decisions are taken responsibly and communicated effectively
within the university community, including US branch campuses.
All internal stakeholders participate actively in the revision of documents such as the
institutional mission, SUAGM Faculty Handbook and evaluation instruments, general
education component, among others.
UNE ensures institutional integrity through the establishment and enforcement of a
comprehensive set of institutional norms, regulations, and policies.
The institution is able to look ahead through its planning process as evidenced by SUAGM’s
Strategic Vision 2020 and its alignment with UNE’s Strategic Development Guidelines.
Challenges



UNE is in a constant state of evolution and growth, and as new academic programs are
created, the administrative structure becomes more complex. The administrative
organizational structure has to be responsive in order to accomplish its goals and maintain its
competitiveness.
The institution requires constant assessment of the administrative structures in order to
effectively tackle the external challenges that it faces.
The institution has to be flexible in rapidly updating its strategic plan as required by the
external factors and Central Administration decisions.
Recommendations



Further diversify the Board of Directors to include additional qualified women, as reflected
in accordance to the institutions it serves.
Strengthen the assessment action plans of administrative units to better address identified
areas needing improvement, and improve dissemination of assessment results and actions
taken.
Annually review the five-year strategic plan to adjust it as needed.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
67
Chapter 4
Institutional Assessment and
Assessment of Student Learning
Standards 7 and 14
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Chapter 4. Institutional and Student Learning Assessment
Standards 7 and 14
Introduction
This chapter presents an analysis of UNE’s assessment processes. It describes the ways in
which the theoretical and conceptual assumptions of UNE’s Assessment Model, and evidence of its
operationalization, demonstrate compliance with MSCHE’s student learning and institutional
assessment standards and, moreover, with UNE’s mission and goals.
Development of Research Questions
The subcommittee was able to identify the institution’s compliance with standard 7 in terms
of (a) the institution’s view of the assessment process and how its components are articulated in
order to contribute to the achievement of the institutional mission and goals; (b) how the institution
incorporates assessment results in the prioritization of resource allocation and decision-making
processes; and (c) how assessment results are used to maintain best practices and promote
institutional renewal. To comply with standard 14, the subcommittee was able to identify the ways
in which assessment results are used in: (a) curricular revisions, (b) student learning improvement,
(c) strategic and annual plan revisions, (d) optimization of student services, (e) resource allocation,
(f) the improvement of human, educational, and technological resources, and (g) physical facilities
improvement.
Methods and Evidence Analysis
The subcommittee, composed by nine faculty members, three administrative staff, and a
student representative, elaborated the research questions, reviewed documents, and identified and
analyzed evidence in order to answer the questions, and prepare a chapter draft. Most of the
analyzed evidence were available on UNE’s assessment webpage, and others were included as
appendices of the self-study.
Among the direct and indirect measures reviewed for student learning were licensing
passing rates, licensure mock tests, standardized institutional tests, rubric results, simulations,
course assessment reports, assessment questionnaires, exit surveys, persistence studies, employer
surveys, and assessment reports. Other evidences analyzed were satisfaction survey results,
Institutional Effectiveness Committee minutes, and institutional annual work plan achievement
reports.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
68
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Institutional Commitment to Assessment
UNE has demonstrated its commitment to assessment since 2004, when the first institutional
Assessment Model was created. Since then, the institution has consistently refined, and in some
cases increased, the number of qualitative and quantitative measurements in a systematic and
sustainable way, to monitor processes, identify areas to be improved, guide planning, resource
allocation and institutional renewal, and demonstrate the fulfillment of the institution’s mission and
goals. The revised mission goal that guides UNE’s assessment processes states:
To promote a culture of quality and effectiveness through institutional and specialized
accreditations of academic programs, consolidation of assessment measurements, and the
integration of assessment findings to planning and resources allocation processes.
The Office of the Associate Vice Chancellor of Assessment is a unit belonging to UNE’s
Vice Chancellor’s Office of the Academic Affairs, and is staffed by the Associate Vice Chancellor
of Assessment, the Coordinator of Institutional Assessment, and an administrative assistant.
Planning, implementation of assessment activities, and evaluation of results are carried out in
collaboration with the assessment coordinators and faculty of academic schools, and the
assessment committees of support service areas. The evaluation of assessment results and the
recommendations generated to guide planning, resource allocation and budgeting, and institutional
renewal are channeled through the Institutional Effectiveness Committee. UNE’s Institutional
Effectiveness Committee, Assessment Committee in Academic Schools, and the assessment
committees of support service areas are described below:
Institutional Effectiveness Committee. The Institutional Effectiveness Committee (IEC)
was organized in 2010 with the main objective of prioritizing institutional needs, identified by
assessment processes, and recommending resource allocations to ensure the achievement of the
institutional mission and goals. IEC is composed by the Associate Vice Chancellor for Assessment
(chair), the Assistant Vice Chancellor for Academic Effectiveness and Development (co-chair), the
Assistant Vice President of Strategic Planning and Institutional Effectiveness, the Assistant Vice
President of Budget Analysis, the Assistant Vice President of Human Resources, the Vice
Chancellor and Associate Vice Chancellor of Administrative Affairs, the Assistant Vice Chancellor
for Enrollment Management, the President of the Programming Committee, and two faculty
representatives. The incorporation of two faculty representatives responds to a 2010 Periodic
Review Report recommendation. This committee meets at least four times a year. The specific
duties and responsibilities of the IEC, as established in UNE’s Institutional Effectiveness document
69
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
(Appendix 7), are:

Develop the institutional effectiveness action plan, based on assessment results, and aligned
with the annual work plan goals and objectives, and indicators of institutional effectiveness.
 Discuss the list of needs identified through assessment processes, issued annually by the
Associate Vice Chancellor’s Office of Assessment.
 Recommend to the Chancellor allocation of institutional resources to address identified
needs.
 Recommend the request of systemic resources to address needs related to capital
improvements and technology fee.
 Perform monitoring visits to institutional units at the main campus and additional locations
to ensure that assessment findings are included in their work plan and budget request.
 Monitor the compliance with the action plan, and the percentage of achieved objectives.
 Schedule at least four committee meetings per year and issue annual reports of the
committee’s accomplishments to be submitted to the Chancellor.
Assessment Committee in Academic Schools. The purpose of the Assessment Committee
in the Academic Schools is to determine whether students achieve course and program goals, and
develop the skills indicated in their curriculum. The Committee also establishes procedures for
developing action plans related to the needs identified in each School to ensure “closing the loop”
of assessment. It also designs the processes allowing for collection and analysis of assessment data
related to courses and academic programs. This committee is led by the Associate Vice Chancellor
of Assessment and is made up of seven school assessment coordinators. This committee meets at
least four time a semester. School assessment and action plans are reviewed by the IEC.
Support Services Committees. UNE has five support services assessment committees.
These include assessment committees for Student Services, Information Resources, Retention,
Physical Facilities, and the Evening and Weekend Division. These committees have in common the
role of: (a) developing and revising their assessment plans and techniques; (b) analyzing their
assessment results, (c) creating, implementing and monitoring action plans based on these
assessment results; (d) submitting to the Institutional Effectiveness Committee an annual list of
needs identified through assessment; and (e) generating an annual assessment report for the unit
(pertaining to the unit’s achievement of effectiveness indicators). All five committees schedule at
least four meetings per year and identify in each semester a representative to participate in the
assessment team that carries out visits to additional locations. Committee composition includes:

Student Services Assessment Committee consists of the Vice Chancellor of Student Affairs, the
Associate Vice Chancellor of Marketing and Recruitment, the Registrar, the Associate Vice
Chancellor for Quality of Life, the Auxiliary Vice Chancellor of Admissions and Financial Aid,
the Assistant Vice Chancellor of Scholarships and Internships, the Bursar’s Office Director, the
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
70
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015





Director of Career Development and Placement, the Athletic Director, the Director of Financial
Aid, and the Director of Social and Cultural Activities.
Information Resources Assessment Committee is composed by the Vice Chancellor of
Information Resources, the Director of UNE Libraries, the Director and Supervisor of
Information Technology and Telecommunications, the Director of Information Skills, the
Director of Instructional Technology, and the Systems Coordinator.
Retention Assessment Committee consists of the Associate Vice Chancellor of Retention, the
Assistant Vice Chancellor of the Center for Resources for Educational Excellence (CREE,
Spanish acronym), and two Directors of Retention.
Physical Facilities Assessment Committee- The members of the Physical Facilities Assessment
Committee are the Associate Vice Chancellor of Physical Facilities and Operations, the Assistant
Manager of Physical Facilities and Operations, the Director of Administrative Services, and the
Director of Security.
Evening and Weekend Division Assessment Committee consists of the Associate Vice
Chancellor of the Evening and Weekend Division, and the Integrated Services Coordinator for
the Evening and Weekend Division.
The Associate Vice Chancellor of Assessment is an ex officio member of all the support services
committees.
Keeping faculty and administrative staff current on assessment trends and practices is an
important component of the assessment culture at the institution. UNE provides professional
development to the Associate Vice Chancellor’s Office of Assessment staff, to faculty members,
and administrative staff on issues, strategies, measurements, and evaluations related to the
assessment process. Specific assessment topics are usually included in the Professional
Development Day, celebrated each semester for faculty and administrative staff (see ED 28).
SUAGM’s central administration is also committed to assessment, as demonstrated by
systemic surveys conducted by the Associate Vice President of Institutional Research, and audits
performed by the Internal Auditor’s Office. Moreover, SUAGM conducts external surveys and
audits, as required by federal regulations. Results from internal and external surveys and audits are
presented in this and other chapters, as part of the evidentiary data.
UNE’s Assessment Model
UNE’s assessment model was developed and implemented in 2004. Its main focus is to
strengthen its academic offerings, and student learning, and on the other hand, the effectiveness in
achieving the institutional mission and goals (see Model in Appendix 6). Figure 7 presents the
principle elements of UNE’s model of assessment.
71
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Figure 7. Diagram of UNE’s Assessment Model
UNE’s Assessment Model integrates two major components: the academic, and the
administrative (support services) components. The assessment of both of these allows for
improvement of the learning and teaching processes as well as the institution’s support services
(i.e., physical facilities, student affairs, retention, evening and weekend division services, and
information resources).
Through the use of action plans, each unit addresses the identified needs obtained from
assessment results, establishes strategies (planning process, and the allocation of resources), and
implements changes for continuous improvement, with the expected outcome of contributing to
the achievement of the institutional mission and goals. The institution carries out an annual
exercise to determine to what degree the institutional mission and goals are achieved. This
exercise consists of a matrix that aligns the institutional mission, goals, and institutional
effectiveness indicators with assessment results, and actions taken to improve processes (see
Appendix 28). In addition, the Chancellor’s Office prepares an annual report presenting the
percentage of achievement of the institutional annual plan (Chapter 2: Planning, Resource
Allocation and Institutional Renewal, and Institutional Resources describes this process in more
detail).
Assessment of the Administrative Component. The assessment of the administrative
component defines the assessment of the effectiveness of processes related to support services,
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
72
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
specifically those related to Information Resources, Student Affairs, Retention, Physical Facilities,
and the Evening and Weekend Division. Each of these services is related to Offices or units: Vice
Chancellor for Information Resources, Vice Chancellor for Student Affairs, Associate Vice
Chancellor for Retention, Physical Facilities Division, and Evening and Weekend Division,
respectively. It should be noted that the Vice Chancellor for Student Affairs encompasses the
services for Admissions, Financial Aid, Marketing, Bursar’s Office, Registrar’s Office, Athletics,
Scholarships and Internships, Wellness and Quality of Life, and Cultural Activities Office, among
others.
The assessment of the effectiveness of the administrative component draws on data elicited
from active students, graduation candidates, and administrative staff. Data collection methods used,
in addition to reviewing information available on university databases, include surveys,
questionnaires, focus groups, and interviews. As mentioned above, data from systemic assessments
are also used to determine effectiveness.
Assessment of the Academic Component (Student Learning). The goals, objectives, and
activities designed to assess student learning are elaborated in an institutional effort to strengthen
academic excellence. Such efforts are intended to strengthen student learning assessment at three
essential levels: institutional, program, and course.
Institutional-level assessment. The purpose of institutional level assessment includes the
evaluation of UNE’s mission and institutional learning goals; encouraging changes in
support services, and teaching-learning processes; and ensuring that processes and
institutional resources deliver quality learning for UNE students. Through the institutional
assessment measurements of identified effectiveness indicators, academic issues are
periodically monitored. Assessment findings are then considered in UNE’s strategic
planning and decision-making. Assessment at the institutional level relies on data drawn
from samples of active students, graduates, and information found in UNE’s databases.
Data collection methods include institutional and systemic (SUAGM) surveys,
questionnaires, and institutional interviews, tests, and simulations, in addition to retention,
graduation and placement rates.
Program-level assessment. The purpose of program-level assessment includes exploring
students’ development of the skills pertaining to academic programs (expected program
learning outcomes); updating general objectives and academic offerings; and promoting
educational practices that strengthen the institution’s mission, goals, and objectives. In
73
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
addition, assessment at the program level allows for the creation of new, and revision of
existing, academic programs. This level of assessment uses data drawn from faculty,
students, graduates, employers, and members of the community, as well as relevant
documents. Data collection methods include questionnaires, simulations, pass rates of
licensure exams, employers, internships, program revisions, student’s publications, rubrics,
and tests collected at specific instances (e.g. gatekeeper, midpoint, capstone courses).
Course-level assessment. Assessment at the course level determines whether, upon
completing their courses, students have achieved the goals and objectives that were set out
for them. This type of assessment is meant to encourage educational practices that are
oriented toward helping students achieve curricular objectives. It is also intended to
strengthen the areas in which students demonstrate academic difficulties, guide professional
development for faculty, and promote the use of learning technologies. This level of
assessment draws on data from faculty and students, as well as relevant documents (e.g.,
course assessment reports).
The institution collects information pertaining to student learning in courses in a variety of
ways, including standardized tests, rubrics (oral presentations, case study, written works, and
essays), exams, quizzes, research projects, course evaluations, faculty evaluations, grade
distributions, and simulations. Professors also provide information in their course
assessment reports. These reports gather, in electronic form, data regarding student
demographics, student performance on tests and other assessment measures, course-level
learning outcomes, corrective actions taken to improve student learning, and
recommendations for improving the course (see examples in Appendix 29).
Benchmarking. Benchmarks define what the institution considers the minimum value or
score required for demonstrating effectiveness in a given process or established indicator.
Institutional benchmarks are identified by the unit’s assessment committee, taking into account
aspects such as historical trends in the data, identified expected outcomes, and the units’ goals.
Institutional benchmarks are subject to changes in freshmen student profiles and historical trends.
External parameters for benchmarking are used in licensing pass rates, specialized national tests,
and local and national historical data or trends, among others. These parameters enable
stakeholders to understand if the unit is effective or if it is necessary to undertake actions geared
toward improvement.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
74
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Operationalization of UNE Assessment Model
Administrative component. The administrative component is divided into five large units:
the Office of the Vice Chancellor for Information Resources, the Office of the Vice Chancellor for
Student Affairs, the Office of the Associate Vice Chancellor for Retention, the Physical Facilities
Division, and the Evening and Weekend Division. Each of these units presents its own assessment
plan. These plans take into account alignments between the institutional mission, the units’ goals,
effectiveness indicators, assessment data collection techniques, and benchmarks. Example of
assessment instruments used for administrative units, frequency of administration, and recent results
are presented in Table 30. Complete information is available in UNE’s Assessment Webpage
(http://www.suagm.edu/une/assessment.asp), and in UNE’s and SUAGM’s electronic public
folders.
Table 30. Examples of Student Services Assessment Measurements in UNE Administrative Units
Administrative
Unit
Admissions
Registrar’s Office
Bursar’s Office
Counseling
services
Marketing
Financial Aid
75
Systemic (S)
/Institutional
(I)
Cycle
Overall
Benchmark
Results
Internal Audit
(2012-2013)
S
annual
No findings
No findings
2014 Student
Services Survey
(N= 503)
Internal Audit
(2012-2013)
I
biannual
75% satisfaction
81.3% satisfaction
S
annual
No findings
One finding
I
biannual
75% satisfaction
77.3 % satisfaction
S
annual
No findings
No findings
2014 Student
Services Survey %
(N= 503)
I
biannual
75% satisfaction
83.1 % satisfaction
2014 Student
Services Survey %
(N= 503)
I
Annual
75% satisfaction
73.6 satisfaction
Student End of
Course Survey (2013)
Survey for high
schools (2014)
(N= 17 Counselors)
I
annual
75% satisfaction
76.4% satisfaction
75% satisfaction
97.9% satisfaction
Internal Audit
(2012-2013)
S
annual
No findings
No findings
2014 Student
Services Survey %
(N= 503)
I
biannual
75 % satisfaction
67.8 % % satisfaction
Assessment
Instrument
2014 Student
Services Survey
(N= 503)
Internal Audit
(2012-2013)
I
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Table 30. (Continued)
Administrative
Unit
Retention
(Academic
Advisors)
Information
Resources
Physical
Facilities
Evening and
Weekend
Division
Assessment
Instrument
2013 Student
Services Survey %
(N= 454)
Graduating Exit
Survey (2013)
(N= 1,318)
Student End of
Course Survey (2013)
(N= 6,315)
2014 Student
Services Survey %
(N= 503)
Systemic (S)
/Institutional
(I)
Cycle
Overall
Benchmark
Most Resent
Results
I
annual
75 % satisfaction
93 % satisfaction
S
annual
75 % satisfaction
89.5 % satisfaction
I
annual
75 % satisfaction
82.8 % satisfaction
I
biannual
75 % satisfaction
80.5 % satisfaction
Audit reports are presented in ED 29. As of August 2014, each unit is required to prepare
an annual report (Executive Report on Assessment) on assessment results, including the status and
further plans (if necessary) for pending issues, identification of new issues, and corrective actions
taken or needed for these.
Academic component (Student Learning). The academic component articulates learning
goals at the institutional, program, and course levels.
Student learning at institutional level. UNE has identified and defined a set of institutional
learning goals that guide learning assessment processes across the institution. These goals are:








Scientific reasoning, and mathematical /logic reasoning: The student will apply
philosophical-scientific reasoning and mathematical logic in his or her profession and daily
life.
Communication: The student will demonstrate command of the Spanish language and will
use English effectively.
Research and problem-solving skills: The student will use research skills to solve problems.
Critical thinking: The student will demonstrate a capacity for critical thinking.
Technology: The student will make effective use of computer programs to the standards set
by the job market.
Teamwork: The student will develop skills related to working as part of a group in order to
function effectively in daily life.
Information literacy: The student will make appropiate use of the technological tools
available for access to, and effective management of, information and communication.
Ethical and moral awareness: The student will exercise the highest ethical and moral
values.
These learning outcomes are measured at low, midpoint and endpoint levels. The General
Education section, in Chapter 7, presents detailed information on how these learning outcomes are
measured, and the institutional assessment results. Two examples of how UNE’s institutional
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
76
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
learning outcomes are measured are presented below. Figure 8 presents the results of a direct
measurement, the institutional oral presentation rubric for the General Education first-year course,
QYLE 110 (Development of Values, Attitudes, and Adaptation to University Life). The four-point
scale rubric, adjusted to evaluate at a first year level, measures oral and writing communication in
Spanish, critical thinking, information literacy, and use of technology. Results show averages
above 3.0.
4
3.69
3.88
3.89
4
Critical Thinking
Information
Literacy
Use of
Technology
3.08
Mean
3
2
1
0
Oral
Communication
Writing Skills
Figure 8. Development of Institutional Learning Competencies in General Education Course, QYLE 110,
Measured with an Oral Presentation Rubric (December 2014).
Indirect measurement results of critical thinking, technology, and teamwork for the last four
years are presented in Figures 9, 10, and 11. These results are measured through the Exit Survey
administered by SUAGM’s Assistant Vice President’s Office of Institutional Research. The
instrument measures students’ perception on how has UNE contributed to their development of
% Answering "very much"
critical thinking, use of technology, and teamwork skills.
100
80
71.3 67.8
69.5 66.6
70.2 66.1
65.1 63.9
60
68.5 65.3
63.9 61.1
64.1 61.7
63.7
58
65.7 61.9
59.7 56.3
2010
40
2011
20
2012
2013
0
BS
IP
AC
CC
DP
Criteria
Figure 9. Graduating Candidates’ Perception of How UNE Influenced their Development of Critical Thinking
Skills
Legend: UNE contributed very much to develop the skill of: (a) BS: looking for more than one solution to a problem; (b) IPinterpreting ideas beyond their literal wording; (c) AC: analyzing and questioning an idea before making it mine; (d) CCquestioning what the majority think is correct; (e) DP: picking apart a problem and looking for solutions.
77
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
% Answering "Very much"
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
100
80
63.4 61.0 62.2 58.8
60.5 59.5 59.1
55.7
60
2010
40
2011
20
2012
0
2013
U-Equip
U-Internet
Criteria
Figure 10. Graduating Candidates’ Perception of How UNE Influenced their Development of Technological Skills
Legend: UNE contributed “very much” with the development of: U-Equip- Use of technological equipment;
U-Internet- how to use Internet.
% Answering "Very
much"
100
80
77.2
78.8 74.6
74.1 71.9
71.9 72.2 69.2
2010
2011
2012
2013
60
40
20
0
CP
TE
Criteria
Figure 11. Graduating Candidates’ Perception of How UNE Influenced their Development of Teamwork Skills
Legend: UNE contributed “very much” with the development of: CP- working in harmony with other people; TE- understanding
how to work with other people
Assessment at UNE considers the alignment or articulation of the institutional mission; the
institutional student learning goals with the learning goals of the General Education component, the
academic programs, and individual courses. In other words, it emphasizes the relationship between
the learning goals at the institutional, program, and course levels.
The articulation of student learning goals is evidenced by the presence of these goals in the
assessment plan for the General Education component (ED 30), and the assessment plans of the
academic schools, and their respective academic programs and courses.
The structure of assessment plans at UNE (in the General Education component and in the
academic schools and their programs) allows for the collection of evidence and the statement of
corrective actions (action plans). The assessment plans’format are structured as presented in Figure
12.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
78
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Learning
Goals
Course or
Activity
Assessment
direct/indirect
Benchmark
Outcomes
Time frame
Action
plan
Figure 12. Institutional Assessment Plan Format
The above structure allows for the measurement of institutional learning goals across the
curriculum. Courses or activities in which measurement will take place are identified, as well as the
assessment method that will be used, and established benchmarks that indicate the degree to which
learning goals are met. Any corrective actions taken are also part of this process, documenting
decisions made in response to needs identified through assessment.
At the institutional level, information is obtained from direct and indirect assessment.
Among the direct assessment used are: performance or achievement institutional test, performance
on writing tests, and general education rubrics (see sample General Education rubrics in ED 31).
Among the indirect assessments used are: student satisfaction surveys, exit surveys, graduation
rates, retention rates, and grade point averages of graduates (see UNE’s Assessment Webpage
hyperlinks in Appendix 2).
Student Learning at Program Level. The assessment of student learning and program
effectiveness begins with the academic schools. Each school has an assessment plan, which in turn
includes a plan for each academic program. In these assessment plans, the school’s mission and the
academic programs’ learning outcomes are aligned with the institutional mission. The plans
establish when and how objectives will be measured, which techniques will be used, and the
expected outcomes for these objectives (benchmarks). The General Education component, although
not a separate program, has its own assessment plan, following the same format (ED 30).
At the program level, information is obtained from direct and indirect assessment. Among
the direct assessments used are: midpoint and capstone course assessments, mock licensing tests,
licensing passing rates, internship/practice evaluations, research projects, and student publications
and conference presentations. Among the indirect assessments used are: program reviews,
employer surveys, exit surveys, and end-of-course surveys. This information is used to improve
academic programs through curricular revisions, physical facilities improvements, and acquisition
of instructional equipment and learning resources.
In addition to the assessment results mentioned above, academic programs are evaluated
using enrollment and cost analysis data. The evaluation process is performed following the
SUAGM Guidelines for Program Evaluation (2009), by a committee composed by faculty
79
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
assigned to the program, the School’s deans, the School’s assessment coordinator, and the
Assessment Office. Appendix 30 includes the SUAGM guidelines, summarized results of
evaluated programs, and a five-year evaluation plan to complete UNE’s first academic program
evaluation cycle.
The School of Professional Studies (most commonly known as AHORA Program), which
offers accelerated educational offerings to an adult student population, has an assessment model
adjusted to the population they serve. Student learning is assessed through: (a) assessment of
midpoint and capstone courses, (b) external licensing board passing rates, (c) institutional
standardized tests, and (d) digital student portfolios.
The following are select examples of assessment results for academic programs. For each
example, a selection of program goals, and the institutional direct and/or indirect measurements are
presented.

Associate Degree in Pharmacy Technician
Selected Program Goals
-To understand that honesty and integrity are essential elements in a company’s
success.
-Apply the code of professional ethics as a sign of respect to oneself and to society in
general.
-To understand and apply the laws and norms relevant in the regulation of drug
dispensing and other general areas in the pharmacy (drugstore).
-Recognize the importance of dispensing and orienting patients correctly, to improve
the community’s health and quality of life
- Apply learned procedures for correct drug dispensing, and other related tasks.
-Recognize the procedures involved in good management practices in a pharmacy.
Direct (D) and Indirect (I)
Institutional Measures
Employer Survey (I)
PHAR 258 (Practicum
seminar): Mock test (D)
-PHAR 257 (Supervised
Practice in Pharmacy II):
Practicum rubric (D)
-Employer survey (I)
An example of an indirect institutional measure for the associate degree in Pharmacy
Technician is the 2011 Employer’s Survey. Figure 13 presents the comparison results between the
level of importance the employer assigns to a criteria versus their satisfaction with UNE
graduates. Results show that, except for Creativity and Innovation, UNE satisfaction values attain
or exceed the institutional benchmark.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
80
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
100
80
94.1
70.6
94.1
70.6
94.1
70.6
88.2
76.5
88.2
70.6
82.4
70.6
88.2
76.5
60
Percentage
82.4
58.8
40
20
0
CERT
DERT
DM
DC
Satisfaction
TE
OP
CT
CI
Importance
Figure 13. 2011 Employer Level of Importance, and Satisfaction Results for UNE's Pharmacy Technician
Graduates, N=17.(Institutional Benchmark: 70)
Legend: CERT- Specific Knowledge related to work; DERT- Specific skills related to work; DM-math skills; DC-computer
skills; TE-teamwork; OP-organization and planning; CT- work quality; CI- creativity and innovation
The Pharmacy Technician Associates Degree program administers an objective test (Mock
test) analogous to the professional licensing exam in its capstone course PHAR 258. This test,
developed by the institution, is taken by graduation candidates. It is one of the measurements used
to explore the development of the skills that the program expects its graduates to possess. These
results demonstrate, generally speaking, an improvement in student performance over the last three
years (see Figure 14, below). This assessment aligns the program learning outcomes with the
areas that are evaluated. This demonstrates that in the last three years, students’ strongest skills have
been technical and administrative aspects, while the lowest performance was observed for skills
related to pharmaceutical calculations.
Mean
100
63.62
67.36
71.75
50
0
2012
2013
2014
(a)
Year
Adm.
Aspects
Pharm.
Calculus
Pharmacotherapy
Product
Legal
Aspects
2012
74.74
47.69
70.04
61.19
65.26
2013
78.01
55.30
65.34
70.64
68.84
2014
(b)
78.85
61.17
73.06
79.17
71.69
Figure 14. Mock Tests Results for Pharmacy Technician Program: (a) overall, and (b) subpart. Institutional
Benchmark: 70.

Associate Degree in Culinary Arts
Selected Program Goals
Direct (D) and Indirect (I)
Measures
-To properly apply cooking methods and techniques for recipe development.
-Apply elements of design and plate preparation.
-Compare and contrast foods and beverages in terms of preparation and presentation.
CHEF 107 (Food Preparation
Lab): Institutional
performance rubric (D)
Employer’s Survey (I)
81
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Selected Program Goals
-Know and identify commercial cuts of meat, and explain the function of the butcher,
as well as, the basic tools that are used in this field.
-Demonstrate basic knife skills, and the processing and cuts of varied meats.
-To use utensils and commercial kitchen equipment following safety rules,
appropriate handling, and cleaning.
-Design and apply preventive measures and control to guarantee security and
cleanliness in the workplace.
Direct (D) and Indirect (I)
Measures
CHEF 107: Institutional
performance rubric (D)
CHEF 116 (Culinary Arts
basic Components):
Institutional Test (D)
Employer’s Survey (I)
An example of a program-level assessment for this associate degree is the institutional rubric
for CHEF 107 (mid-point). This measure is an assessment administrated halfway through the
Culinary Arts Associates Degree. It is a four-point analytic rubric designed by program faculty to
assess the development of key areas aligned with the program learning outcomes. The most recent
results show that students have performed well in each of these areas (see Table 31 below). An
institutional test is also administered in this course as a midpoint evaluation of the program. Figure
15 presents overall results for three recent instances.
Table 31. Institutional Rubric Results for CHEF 107, Culinary Arts Associate Degree Program. (Institutional
benchmark: 2.8)
Semester
Spring 2013
Fall 2013
Spring 2014
Mise en Place
3.46
3.58
4.00
Hygiene
4.00
3.58
3.50
Skills
3.35
3.58
3.95
Teamwork
3.00
3.36
3.41
Product
3.00
3.17
3.36
Follow Instructions
3.00
3.08
3.64
100
80
71.45
62.9
69.9
60
40
20
0
Oct-13
Mar-14
May-14
Figure 15. Institutional Tests Results for CHEF 107 of Culinary Arts Associate Degree Program.
(Institutional benchmark: 70)

Pre-School and Primary Education Bachelor Degree
Selected Program Goals
-Apply the norms and procedures necessary for a safe and healthy environment, in
order to promote the development of early childhood.
-Analyze the principles of childhood development and learning.
Direct (D) and Indirect (I)
Measures
Institutional Exam (D)
SIAAM Test (D)
Portfolio Rubric (D)
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
82
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Selected Program Goals
Direct (D) and Indirect (I)
Measures
SIAAM Test (D)
-To link health and preventive medicine with childhood development, and its
relevance in the school and home environment.
-Analyze the child’s integral development from a cognitive, socio-emotional, physical,
and moral perspective.
Institutional Exam (D)
SIAAM Test (D)
Portfolio Rubric (D
-Develop curricula, based on appropriate practices, for children of ages 0-8 (infants,
toddlers, and preschoolers).
SIAAM Test (D)
Portfolio Rubric (D
-Develop the necessary skills to provide children with a linguistically enriched
environment, and supported by children literature.
SIAAM Test (D)
UNE’s School of Education administers the SIAAM exam, which measures skill
development in the Early Childhood Bachelor’s Degree program, among others. This exam is
developed by the College Board’s Puerto Rico and Latin America Office and is analogous to Puerto
Rico’s teaching licensure exam (PCMAS); it is administered to the School’s candidates in the
capstone course EDUC 435. Students’ performance on each of the components of the SIAAM are
presented for the years 2010 to 2013. The component related to the elementary level is directly
related to the program learning outcomes of the Early Childhood program. The figure shows high
performance levels for the students in this program. In addition, it shows that performance has
improved for the Fundamental Knowledge component, which is related to skills emphasized in the
General Education component. The results of this assessment show an increase in student
Pass Rate
100
76.8
80
60
45
53.6 50.6 57.0
64.3
40
20
0
2008 2009 2010 2011 2012 2013
Pass Rate
performance in recent years (see Figure 16, below).
100
80
60
40
20
0
Fund. Knowledge
Elem. Level
66.44
53.8
2010
53.8
66.44
70
67.55
2011
67.55
70
88.24
70.51
83.93
78.57
2012
78.57
70.51
2013
83.93
88.24
(a)
(b)
Figure 16. Institutional Mock Test (SIAAM) Results for UNE Teacher Preparation Programs: (a) overall; (b)
subparts.
Before graduation, students are required to take the Puerto Rico Teacher Certification
licensing test (PCMAS, Spanish acronym). Figure 17 presents the results of students in UNE’s
Teacher preparation program (TPP-UNE) compared to Puerto Rico’s average passing rates. These
results demonstrate how student performance on the PCMAS have improved after implementing
strategies based on assessment results, especially in the fundamental knowledge and communication
83
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
competencies. In fact, in recent years UNE’s passing rates have exceeded Puerto Rico’s passing
Pass Rate
rate average, with the exception of 2011.
100
90
80
70
60
50
96
91
90
95
95
85
87
89
86
2007-08
2008-09
2009-10
2010-11
90
2011-12
89
88
2012-13
TPP-UNE
PR
Pass Rate
(a)
100
90
80
70
60
50
87
88
84
76
2007-08
2008-09
93
88
85
86
2009-10
2010-11
92
89
87
82
2011-12
2012-13
TPP-UNE
PR
(b)
Figure 17. Comparison between institutional (TPP-UNE) and Puerto Rico Teacher Preparation Program (PR)
licensing pass rates, in: (a) Fundamental knowledge and communication competencies, and
(b) Professional competencies for years 2008 to 2013.

Hotel Management in Events and Conventions Bachelor Degree
Selected Program Goals
Direct (D) and Indirect (I)
Measures
-Explain the general purpose and structure of the meeting and convention industry.
-Describe the successful selling strategies and techniques, as well as, negotiating tactics.
-Explain the convention sales business as it applies to the lodging industry.
Portfolio Rubric (D)
-Apply the event management concepts to create, manage and evaluate a real event.
-Describe the steps in the special events planning process.
-Apply the knowledge and skills acquired through the concentration courses in a real-life
professional setting, focused on event management.
CAPE 404 Institutional Capstone
Rubric (D)
Figure 18 presents the assessment of the Events and Conventions concentration for the
Bachelors in Hospitality Management, in the capstone course CAPE 404. This assessment consists
of the administration of an institutional rubric that evaluates the application of the skills developed
in the program at a planned event. The results of this assessment show high levels of student
performance.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
84
Percentage
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
100
80
60
40
20
0
89
88.4
91
San Juan
Golf
Viva Le
Habana (Jan- Tournament Cirque (JanMay 2010)
(Jan-May
May 2012)
2010)
86
91
Bike Tour
(Jan-May
2013)
Bike Tour 2
(Jan-May
2014)
Figure 18. Institutional Rubric Results for BS in Events and Conventions Capstone Course
CAPE 404 for years 2010 to 2014.

Master in Business Administration in Accounting
Selected Program Goals
Direct (D) and Indirect (I)
Measures
-Identify the fundamental theoretical and practical components of Puerto Rico’s income tax
system, and applicable laws.
-Apply Puerto Rico’s income tax policies to individuals and to corporations.
Apply generally accepted accounting practices to profit and non-profit institutions,
according to law.
ACCO 605 (Taxes in Puerto
Rico): Case Study Rubric (D)
-Analyze corporative, governmental and private entities’ financial statements.
-Apply auditing concepts and standards in order to pass judgment on the company’s
financial situation.
-Decide on the accounting methods to use in the merging of companies, consolidated
financial statements, and overseas operations, among other extraordinary situations.
-Analyze financial systems from an accounting perspective, in order to contribute in the
achievement the company’s goals.
Employer’s Survey (I)
Graduate Institutional Exam
(D)
In the graduate programs for Management, Marketing, Accounting and Information Systems
from the IEN Business School, an assessment (the School’s institutional graduate exam) is
administered with the intent of evaluating the areas of Accounting, Business Ethics, Business
Finance, Business Leadership, Economics, Global Dimensions of Business, Management, and
Marketing (see Figure 19). The results show that students in these Masters’ programs perform at or
around benchmark levels. Business Finance and Marketing are particularly strong areas for UNE
students.
85
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
100
Percentage
80
60
40
20
0
Accounting
Business
Ethics
Business
Finance
Business
Leadership
49.2
50
55.3
45.8
40
55.7
40.8
53.3
42.4
50.8
56.7
70.3
2012
2013
Benchmarks 2013
Global
Economics Dimensions
of Business
32.5
55
45
51.7
51.9
52.3
Mngmt.
Marketing
63.3
54.5
61.1
37.5
60
62.8
Figure 19. Institutional Test Results of IEN Business School UNE vs. Comparable National Institutions
(Blended/Hybrid Delivery Mode Program). (National Benchmark).

Master in Social Work in Clinical Social Work
Selected Program Goals
Direct (D) and Indirect (I)
Measures
Identify as a professional social worker and conduct oneself accordingly.
Comprehensive exam (D)
Apply social work ethical principles to guide professional practice.
Rubric for oral presentation (D)
Case studies rubric (D)
Apply critical thinking to inform and communicate professional judgments.
Case studies rubric (D)
Apply knowledge of human behavior and the social environment.
Case studies rubric (D)
Comprehensive exam (D)
Engage, assess, intervene, and evaluate individuals, families, groups, organizations,
and communities.
Field practice rubric (D)
Engage in research-informed practice and practice-informed research.
Research proposal rubric (D)
In the Masters in Social Work program, one source of assessment data comes from the
results of the comprehensive exam. These results show that the majority of students have passed the
foundations, investigation, and specialization components (see Figure 20). These exams are aligned
with the skills emphasized by the program, such that the assessment measures the development of
these skills.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
86
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
100
% of Pass
80
60
58.5
54.0
40
40
% of Pass
100
71.6
80
60
50
44.5
40
20
20
0
0
2011
2013
2011
2014
(a)
2013
2014
(b)
Figure 20. (a) Investigation Comprehensive Exam of Social Work Program (Master) Passing Rates, and
(b) Specialization Comprehensive Exam Social Work Program (Master) Passing Rates
Student Learning at the Course Level. At the course level, faculty members are
responsible for assessing student learning and course effectiveness. Course assessment is
documented through reports prepared using a standard electronic template that provides
information on student learning, closing the loop of assessment, recommendations for course
improvement, and self-reflection on teaching strategies. At the course level, information is
obtained from direct and indirect assessment. Among the direct assessments used are: standardized
tests, case study analysis, internship performance, and course rubrics (for essays, clinical
performance, laboratory work, marketing plans, business plans, simulations, writing, and oral
presentations). Among the indirect assessments used are: course assessment reports submitted by
the faculty (Appendix 29), end of course assessment surveys, and test blueprints. This information
is used to improve courses through curricular revisions, professional development for faculty, and
acquisition of instructional equipment and learning resources. The following are select examples
of assessment carried out at course level:

Associate Degree in Culinary Arts:
Blueprint of CHEF 116 Test
Course objectives
Know the history and evolution of the gastronomy in Puerto Rico and the rest
of the world.
Understand the importance of applying good hygiene practices, sanitation, and
kitchen safety.
Identify the vocabulary commonly used in gastronomy, including equipment,
utensils, and materials.
Recognize which are the adequate procedures when executing different
cooking methods, and the organization in food presentation.
Mention some aromatic herbs, condiments, and vegetables used when making
recipes.
Apply measure units and their equivalents to convert and standardize recipes.
87
Test Constructs
Culinary history
Safety rules
Fundamental topics
Cooking methods
Properties of ingredients
Units and measures
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
The institutional test’s overall results for course CHEF 116, is presented in Figure 21. This
course is taken by students in certificate, associate, and bachelor degree program in Culinary Arts.
Subpart results for CHEF 116 (not shown), show that students score most strongly in the areas of
kitchen organization, safety laws, history of cooking, and foundational topics.
100
80
60
55.01
58.8
59.8
58.58
Dec-11
May-12
Dec-12
Mar-13
65.02
64.17
59.75
63.49
May-13
Oct-13
Dec-13
May-14
40
20
0
Figure 21. Institutional Test Results for CHEF 116 in Culinary Arts Associate Degree
Program. (Institutional Benchmark: 70)

Bachelor of Arts in Preschool and Primary Education
Blueprint: Test EDUC 171
Select Course objectives
Explain the concepts and controversies related to growth and development, from
infancy to adolescence, from the perspective of socio-cultural diversity in Puerto
Rico and other countries.
Explain the most important theoretical perspectives related to human
development, and its implications on educational practice.
Understand the dynamic relationship between physical, cognitive and emotional
dimensions, when studying human development.
Analyze the effect of environmental, cultural, and social factors on human
development, from infancy to adolescence.
Use research concepts, theories, data, and products to create clear and
adequately expressed texts.
Test Questions
Q 1; Q 46; Q 47; Q 48; Q 49; Q 52; Q 53; Q
54; Q 55; Q 57; Q 58; Q 59; Q 60; Q 64; Q
65; Q 66; Q 67; Q 68; Q 69; Q 70
Q5; Q8; Q9; Q10; Q11; Q12; Q13; Q14;
Q15; Q16; Q17; Q18; Q19; Q20; Q21; Q22;
Q23; Q24; Q25; Q26; Q27; Q28; Q29; Q 37;
Q 38; Q 41; Q42; Q 44; Q 45; Q 50; Q 51; Q
61; Q 62; Q 63
Q4; Q30; Q31; Q32; Q34; Q35; Q36; Q39;
Q40; Q 43
Q2; Q3
Q6; Q7
In the Bachelors-level course EDUC 171, an objective test that was developed by School of
Education’s faculty is used to measure achievement of course objectives. In the past two years,
students have consistently scored at or around an average of 60 points on this assessment (see
Figure 22). To improve these moderate results, various strategies have been implemented: the
syllabus was modified, the course was moved to the second year in the curriculum schedule, and
items were revised to improve the test bank.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
88
Mean
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
100
80
60
40
20
0
57.69
59.86
2007
2008
69.85
2009
66.39
60.95
62.25
2011
2012
2013
Figure 22. Institutional Test Results for EDUC 171 of BA in Preschool and Primary Education
Program (Institutional Benchmark: 70)

Bachelor of Science in Hotel Management in Events and Conventions
Blueprint of HMEV 406 Rubric
Course objective
Criterion
To provide students with strong leadership, operational, management, guest
services, interpersonal and technical skills necessary in today's diverse
hospitality organizations
To produce graduates who are articulate critical thinkers that possesses good
business sense and entrepreneurial determination.
To increase the students' hospitality management knowledge to foster the
development of innovative, self-reliant and driven professionals.
To fulfill the hospitality and tourism markets, needs for experienced, morallyjust and socially responsible individuals who will make significant contributions
to organizations.
To develop professionals with the capability to understand and evaluate the
effects of technological advances in the field of hospitality and tourism, and the
ability to apply innovative techniques that respond to global economic
development.
To foster student's awareness, appreciation and understanding of research
themes in the field of hospitality and tourism.
To develop professionals with diverse experimental learning opportunities that
help fulfill market needs and support the evolution of hospitality and tourism
organizations.
Leadership
Attention to detail
Creativity/Resourcefulness
Content Knowledge
Attention to detail
Creativity/Resourcefulness
Attitude
In the bachelor level course HMEV 406 (Special Event Planning), students are required to
prepare a portfolio of the planning process of a special event assigned by the faculty member
assigned to the course. Figure 23 presents the results for a selection of criteria in the rubric. This
motivated the revision of the Special Event Planning Guidelines, to improve students’
understanding of the project objectives and evaluation criteria.
100
100 100
100
87
100
100
67
73
50
0
Strategic Plan
Budget
2012
Sponsorship
Proposal
2013
Sponsorship
Presentation
Figure 23. Proposal Rubric Results for Special Events Planning (HMEV 406) (Institutional Benchmark: 70)
Source: Faculty Assessment Reports
89
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015

Master in Business Administration in Accounting
BUSG 505: Research Methodology
Course objectives
Analyze the nature and scope of business research.
Examine the principles underlying the quantitative and qualitative
research methods, from the point of view of advantages and
disadvantages.
Develop skills for data generation and interpretation of results of
quantitative and qualitative research.
Interpret descriptive and inferential statistics and qualitative data.
Produce a research proposal methodologically correct and feasible (first
three chapters: Introduction, Literature Review and Conceptual
Framework and Methodology) to a topic within their area of specialty.
Measurement
Oral presentation
Critic essays
SPSS Exercises
Analysis of research
articles
Research proposal
In the masters’ level course BUSG 505 (Research Methodology), students integrate the
knowledge acquired in order to prepare a written research proposal. Furthermore, the proposal
must be presented orally. In addition to discipline-specific criteria, the rubric also measures
writing and oral skills. The institutional benchmark for this course requirement is an overall score
of 80 percent. Figure 24 presents the distribution of overall scores for years 2010 to 2014.
Results show that students obtaining scores lower than 80 have been decreasing due to: (a) a
recent revision of the course’s pre-requisites, and (b) workshops on how to write proposals and
how to make effective oral presentations.
Frecuency (%)
100
80
60
40
20
0
75
68
68
62
33 33
1717
21
11
1914
5
200902
201001
201002
42
33
25
25
54
60
40
27 27
23 23
15 17
7
201101 201102 201201 201202 201301
Semester
90-100%
80-89%
79-70%
less than 70%
44
24
20
1714
713
201302
201401
Figure 24. Score Distribution for Research Proposal (BUSG 505) for Spring and Fall Semesters from 2010 to
2014. (Institutional Benchmark: 80)

Master in Social Work in Clinical Social Work
Blueprint Generalist foundation supervised practice rubric
Course objective
Recognize the vision, mission, values, and purposes of the supervised
practice scenario.
Examine the organizational structure, policies and human resources that
are providing services to the clientele in the practice scenario.
Demonstrate an effective relationship with clients, peers and employees
of the supervised practice center.
Criterion
Practice
Context
Human behavior and
social environment
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
90
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Course objective
Design a timely work plan for interventions with clients as well as the
production of documents and information requested.
Use supervision and consultation as a tool to maximize job
performance, demonstrating the application of the recommendations
received in the process.
Analyze the dimensions of the ethical and legal aspects of social work,
the limits of confidentiality and the proper handling of client records.
Demonstrate professional skills for generalist social work interventions
as they relate to human and cultural diversity of the client system.
Justify interventions with the client using the theoretical frameworks
that generalist social work provides.
Criterion
Human behavior and
social environment
Social policy
Ethics
Practice
Critical thinking
In the masters’ level practicum course for Clinical Social Work, for the Generalist Practicefoundation elements, students are evaluated with an institutional rubric. Figure 25 presents the
results for a selection of criteria in the rubric, in two instances.
100
90
80
70
60
50
40
30
20
10
0
94
82
Identity
90
81
Ethics
86
92 97
91 93
88 88
Diversity
Social
Justice
Research
77
Critical
Thinking
Bisemester
88 94
89
97
Human Social Policy
Behavior and
Social
Environment
91 94
90 96
Context
Practice
Final
Figure 25. Generalist-Foundation Supervised Practice Rubric Results (Spring 2014)
Program Reviews
As a means of measuring and improving the effectiveness of the academic programs offered
at UNE, these are revised periodically through: (a) the revision of course syllabi to adjust them
according to assessment results, update information and references, and incorporate new topics, if
applicable; (b) changes in the curriculum, and (c) the alignment to changes in the institutional
mission. Table 32 presents three examples of program reviews and the changes implemented.
Table 32. Examples of Program Revisions and Changes Implemented.
Academic program
BBA in Insurance
91
Resulting Changes
-The program changed its name to BBA in Finance and
Insurance.
-Six courses were eliminated, and five new ones added to the
concentration component, increasing total credit-hours by one.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Revision
Date
June 2013
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Table 32. (Continued)
Academic program
Resulting Changes
-The program changed its name to BS in Microbiology.
-The areas of bacteriology, virology, mycology and
parasitology were added, improving the concentration
component.
-Three courses related to industrial applications were
eliminated.
-The course Microbial Quality Control was revised and
changed to Microbial Quality Control and Safety.
-The practicum course was modified to include the option of an
internship.
-General Chemistry I was eliminated and a General Physics
compendium added.
-Two courses related to microprocessors (EETP 207 and 209)
were merged into one course (EETP 210).
A course of Electronics Communications was added (EETP
211).
A board test review course was added (EETP 212), and an
institutional mock test was created for the course.
BS in Applied Microbiology
AD in Electronic Technology
Engineering
Revision
Date
August
2011
May 2011
Source: Associate Vice Chancellor’s Office of Assessment
Programmatic Accreditation
Specialized programmatic accreditations at UNE have been systematically performed
complying with an institutional plan (see Appendix 31). Accredited programs have gone through
self-evaluative and reflective processes to identify strengths and opportunities for improvement.
Some examples are presented in Table 33.
Table 33. Programmatic Accreditations and Resulting Improvements
Academic Program
Bachelor in Science in
Hospitality Management
Accrediting Agency
Accreditation Commission for
Programs in Hospitality
Administration (ACPHA)
Actions Taken to Improve Program
- The program’s learning outcomes were revised.
- A curricular revision was effected.
- Institutional rubrics were created to evaluate the
program’s student learning outcomes.
- The program’s assessment plan was revised.
Associate Degree in Science
in Culinary Arts
American Culinary Federation
Education Foundation
(ACFEF)
Bachelor Degrees in Business
from IEN Business School
Accreditation Council of
Business Schools and
Programs (ACBSP)
- The program’s learning outcomes were revised.
- A curricular revision was effected.
- Institutional rubrics and tests were created to evaluate
the program and courses students’ learning outcomes.
- The program’s assessment plan was revised.
- Learning outcomes of academic programs were reviewed
(Management, Marketing, Accounting, Information Systems,
and Office System.
- Institutional rubrics were developed to measure course and
program learning outcomes.
- A simulation program was adopted for course BUSI 499, to
measure the school’s professional component learning
outcomes.
- A school committee was appointed to ensure “closing the
loop” in assessment processes.
- Program assessment plans were reviewed.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
92
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Table 33. (Continued)
Academic Program
Teacher preparation programs
from the School of Education
Accrediting Agency
Teacher Education
Accreditation Council
(TEAC).
Master’s Degree in Clinical
Social Work
Council on Social Work on
Education (CSWE).
Actions Taken to Improve Program
-Practicum rubrics were uploaded to an electronic platform to
facilitate assessment data collection.
-Revision of all field experience and practicum syllabi in order
to make decisions related to the assessment results of these
courses.
-Revision of the field experience and practicum evaluation
instruments to ensure alignment with course goals.
-Implementation of an electronic portfolio requirement in the
practicum to facilitate assessment data collection.
-The number of full-time faculty for the program was
increased to ten.
- Administrative and faculty offices were remodeled.
- Institutional rubrics were created to assess the development
of the program’s and courses’ learning goals.
- A curricular revision was carried out to align the program
competencies to those specified by CSWE.
- Practicum rubrics were uploaded to an electronic platform to
facilitate assessment data collection.
- An Advisory Board was appointed for the program.
Source: Associate Vice Chancellor’s Office of Assessment
Use of Assessment Results for Improvement
Use of results at the institutional level. Assessment results concerning student learning are
used in a number of ways at the institutional level. For example, in recent years moderate results
were observed for student performance on the following institutional exams in the General
Education component: PIASSE (see Figure 26), English reading skills (see Figure 27), and Spanish
writing skills (see Figure 28). These results were determinant in deciding to revise UNE’s General
Education component. This revision began in 2011, and in 2012 a Provisional (transition) General
Education Component was established, which will continue until August 2016, when the new
component is expected to be implemented. To improve students’ general education competencies
Mean
the new component will focus more on skills to be developed than on discipline content.
100
80
60
40
20
0
Spanish
HUMA
SOCI
MATH
Sc. Reas.
ENGL
2010
53.2
36.7
48.7
31.8
52.9
45.5
TECHNO
45
2011
52.1
33.2
48.9
29.7
57.3
47.6
43.1
2012
51.9
32.8
50.7
34.7
58.0
51.4
49.3
2013
54.2
27.2
48.3
38.5
51.3
48.3
43.8
2014
43.92
30.05
45.99
37.58
51.27
49.5
38.2
Figure 26. PIASSE Institutional Test Results for 2010 to 2014.
Legend: HUMA-Humanities; SOCI- Social Sciences; Sc. Reas. – Scientific Reasoning; TECHNO- Use of technology
93
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Mean
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
100
80
60
40
20
0
Pred.
Outcome
Recall Info.
Draw
Concl.
Infer
Mean.
Synonyms
Word
Main Idea
Diff. SP &
PP
Super.
Adject.
Supp.
Details
2010
67.04
74.9
63.9
66.2
55.8
58.4
56.7
46.2
52.4
48.1
2011
79.48
80.38
72.64
77.74
66.64
64.93
59.53
55.05
57.33
47.72
2012
89.47
83.63
71.9
71.05
67.4
50.9
64.47
51.6
47.37
42.11
2013
74.09
78.12
68.52
73.58
64.14
64.51
56.56
46.25
61.56
45.22
2014
77.5
78.34
61.67
71.67
64.5
50
64.59
40.67
50
38.75
Figure 27. Rubric Results for Reading Skills in English for 2010 to 2014.
Mean
Legend: Pred. Outcome- Predict Outcome; Diff. SP & PP- Differentiate simple present and present progressive; Supr. Adject.- Superlative Adjective;
Supp. Details- Identifies supporting details
5
4
3
2
1
0
Ideas-Content
Paragraph Structure
Style
Grammar
2008
3.51
3.31
3.08
2.78
2010
3.4
3.2
3
2.8
2011
3.86
3.66
3.58
2.91
Figure 28. Rubric Results for Writing Skills in Spanish for 2008, 2010, and 2011.
As another example, institutional assessment results of reading comprehension in English
and Spanish were used to support a grant proposal requesting federal funding to address these
identified needs. This proposal was approved during the2009-2010 academic period, and with the
resulting funds ($2,296,000) UNE developed a Multi-Language Learning Center. This Center offers
professional development for faculty of Spanish and English and provides technological equipment
and other resources that support the teaching of these languages. It also provides the physical
facilities, equipment, and resources for foreign languages course offerings. Both students and
faculty have responded positively to the establishment of the Center.
Use of results at the program level. The results of the UNE’s graduate student’s
satisfaction survey (2008) led to a Title V proposal for graduate programs. These results indicated
that graduate students had needs related to availability of support services, operating hours,
academic advising, and issues related to lifestyle and wellbeing, among others. The proposal was
submitted and approved in 2011, resulting in funds totaling 2.7 million dollars. This proposal
allowed the institution to strengthen its academic support for graduate students (for example,
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
94
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
through improvements in classrooms, laboratories, common areas, and meeting rooms) and also
provided resources for professional development in the areas of teaching, assessment, and research
of faculty offering graduate courses,. The proposal also helped to carry out curricular revisions and
develop assessment action plans for graduate programs.
An example of UNE’s best practices comes from actions taken in response to the review
results of bachelor programs from IEN
Business School. This review revealed the
100
80
need for additional assessment in the capstone
60
course BUSI 499 (formerly BAOS 499), part
40
of several bachelor programs. The School
decided to implement an electronic simulation
program that examines the development of key
competencies (see 2011 and 2012 pilot project
evaluation results in Figure 29). In 2012, two
53.6 52.4
55.1 52.8
2011
2012
60.2
52.6
59.8
52.6
20
0
UNE Overall Result
2013
2014
External Benchmark
Figure 29. BUSI 499 Simulation Results Compared
to External Mean Values for Years 2011 to 2014.
professors from the IEN Business School were sent to Knoxville, TN, to attend the workshop “Train
the Trainers of Marketplace Simulation”. They in turn, helped train the professors that offer BUSI
499 in Carolina and at additional locations. The simulation also allows for the comparison of
student learning results with an external benchmark. So far, UNE students have generally
performed on par with the benchmark.
Use of results at the course level. This section presents several examples of the way
assessment results have been used at the course level. The first example is students’ low
performance on the institutional test for General Biology I (BIOL 203) (see Figure 30). This,
combined with other assessments results led to the decision of trying out a strategy called the PeerLed Team Learning (PLTL) to improve learning in General Biology. External funding for its
development and implementation was requested through a proposal submitted in 2012 to NIH for
the third cycle of the URGREAT-MBRS-RISE program (PLTL was one of the three activities
proposed to train and prepare undergraduate science students for graduate studies in biomedical
disciplines). Part of the $2.7 million approved is being used for this purpose, having already
conducted the pilot test for BIOL 203 in August 2014. This project allows for students in the
General Biology course (and General Chemistry in the future) to participate in peer-led team
learning activities that promote critical thinking and scientific reasoning in structured time periods
95
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
outside their regular classes and laboratory work. The project also contributes to the revision of the
institutional tests for BIOL 203 and BIOL 204.
100
Mean
80
60
57.76
53.38
60.55
59.98
40
20
0
2011
2012
2013
2014
Figure 30. Institutional Test Results for BIOL 203 for Years 2011 to
2014. (Institutional Benchmark: 70)
Moderate performance on the institutional test for the basic math course, MATH 120 (see
Figure 31), in 2013, led to the modification of the course syllabus, the creation of course modules,
and the revision of laboratory activities, practice exercises, and institutional tests. These tests were
uploaded to an electronic platform in order to facilitate their administration. The changes to this
course are generating positive changes in students’ performance.
72.2
67.6
71.5
May-13
Dec-13
May -14
Mean
100
80
60
40
20
0
Figure 31. Institutional Test for Basic Mathematics Course (MATH 120). Institutional
Benchmark: 70
Another example comes from the rubrics results of practicum courses in the Teacher
Preparation Programs, which indicated a need to revise the structure of the rubrics themselves in
2011. As part of this process, an electronic platform called Web Surveyor was identified as a tool
for more efficient application of the rubrics. Using this platform, professors complete the rubrics in
electronic format, which allows for the results to be sent to the assessment office immediately. This
change represents an improvement in data collection at the level of these education courses.
Finally, the moderate results of the institutional exam for the course CHEF 116 (see Figure
21) led to changes to the course syllabus and the structure of the institutional test, the development
of course modules, and the creation of a manual for professors teaching the course. These actions
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
96
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
have taken place over the past three years, and the results of the institutional test are showing
notable improvements.
Using Assessment Results for Resource Allocation and Institutional Renewal
As explained in Chapter 2 (Planning, Resource Allocation and Institutional Renewal, and
Institutional Resources), each year the office of institutional planning provides each academic and
support services unit a set of documents to guide them in the development of their annual plan: (a)
SUAGM strategic vectors, (b) strategic guidelines, (c) institutional goals, (d) IEC report containing
the list of institutional needs identified by the institutional assessment processes, and (e) the annual
plan template. Units’ annual plans are then integrated into the institutional annual plan, which is
monitored by the IEC to ensure that the results of the assessment process are included. As
established in UNE’s Institutional Effectiveness document (Appendix 7), IEC may include in the
annual plan any missing important issue identified through the institutional assessment process, if
considered appropriate. The Associate Vice Chancellor of Assessment elaborates an annual report
containing a compliance matrix, aligning the mission statement with the institutional goals,
effectiveness indicators, assessment instruments used, benchmarks, and outcomes (see Appendix
28). Table 34 shows examples of actions taken regarding institutional needs identified through the
assessment process, to improve physical infrastructure, student services, human resources, and
technological resources.
97
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Table 34. Examples of Actions Taken Regarding Institutional Needs Identified Through the Assessment Process.
Year
Strategic Goal
20122013
Guarantee that the institution has
physical facilities adequate to its
needs and that support academic
offerings.
20122013
Guarantee that the institution has
physical facilities adequate to its
needs and that support academic
offerings.
Improve infrastructure of research
laboratories
Strategic
Vector
Physical
Infrastructure
and
Technology
Assessment
Document(s)
Cabo Rojo
assessment report;
Academic program
viability study
Identified need through
assessment
Construction of laboratory
for the Culinary Arts
program (Cabo Rojo)
Resource
Allocation
Capital
improvements
Physical
Infrastructure
and
Technology
Santa Isabel
assessment report
Replacement of perimeter
gate for Santa Isabel
campus
Capital
improvements
Academic
Yauco assessment
report
20122013
20132014
Improve infrastructure of research
laboratories
Academic
School assessment
20102011
Strengthen student services through
the establishments of standards of
quality and the restructuring of
student services units, with the intent
of fostering an institutional climate
that promotes quality of life and
comprehensive development for
students.
Strengthen academic and
administrative technological
infrastructure, aligned with advances
in technology and institutional
growth.
Developmental
and Student
Support
Services
Results of athletes’
needs questionnaire
Physical
Infrastructure
and
Technology;
Academic
Satellite campuses’
assessment reports,
assessment of
academic schools,
assessment of
information
resources.
Guarantee that the institution has
physical facilities adequate to its
needs and that support academic
offerings.
Physical
Infrastructure
and
Technology
Barceloneta
assessment report
20112012
20122013
Acquire “RX30” software
for the Pharmacy
Technician Associate
program at the Yauco
campus
Construction of the New
Media Center laboratory
for the Communications
program
Installation of Gymnasium
and Wellness Center on
the main campus
Technology fee
Budget Spent
($)
($450,000
Construction and
$350,000 equipment,
wiring, furniture, and
others).
70,000
5,720
External funds
400,000
Capital
improvements
300,000
1.Procure estimate for the
installation of 30 licenses
for the statistical program
SPSS
2. Install SPSS licenses on
a server for use in
Carolina and additional
locations.
Technology fee
25,000
Purchase and install
1000KW emergency
generators (for UNE and
UT) in Barceloneta
Capital
improvements
387,875
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
98
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015
Dissemination of Assessment Results
Assessment results are disseminated using different strategies:






UNE’s webpage contains an assessment page, including information of: (a) UNE’s
Assessment Model, (b) assessment techniques and instruments, (c) an assessment
dashboard that includes results of student learning (of main campus, additional
locations, and overall), program effectiveness, institutional assessment results, and
retention and graduation rates, among other; and (d) assessment and action plans of
academic schools, the General Education component, additional locations , and
student support services offices, among others. (http://www.suagm.edu/une/assessment.asp)
Oral presentation of assessment results to faculty and administration at the opening
activity of the fall semester in the main campus, and at the first meeting at each
additional location.
Results are presented annually to the Chancellor and the Chancellor’s Advisory
Board.
School assessment coordinators present assessment information related to course
assessment and school action plans at faculty school meetings.
Assessment general information, education, orientation, and results are disseminated
through the electronic newsletter Assessment Informa.
The assessment webpage link is included in promotional materials geared towards
prospective students.
Assessment of UNE’s Assessment Process
As part of the assessment of the institution’s assessment process, UNE hired the services
of an external evaluator, Dr. Mary Karen Jogan, who is an assessment expert from Albright
College at Reading, Pennsylvania. At the time of the report, the institution accepted her
recommendations and developed an action plan to implement them immediately. Among the
recommendations Dr. Jogan presented were: (a) present the connection between the university’s
strategic plan and how assessment measures these goals more clearly; (b) more aggressively
present the link between planning, resource allocation, and assessment, and (c) present the
benchmarking references more clearly. Appendix 32 contains the assessment report submitted
by Dr. Jogan and the institution’s action plan to comply with the recommendations.
Strengths

99
A structured, manageable, and sustainable assessment process, guided by UNE’s
Assessment Model, including assessment and action plans in student support services
units, such as: Vice Chancellor’s Office of Student Affairs, Vice Chancellor’s Office for
Student Retention; and assessment and action plans in academic schools at the main
campus, and additional locations.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 4: Institutional and Student Learning Assessment
MSCHE 2015







Achievement of the institutional mission statement is evidenced through a compliance
matrix, aligning the mission statement with the institutional goals, effectiveness
indicators, assessment instruments used, benchmarks, and achieved outcomes.
Planning and resource allocation guided by institutional assessment results, through the
Institutional Effectiveness Committee.
A culture of evidence that demonstrates the entire assessment cycle, and how the cycle’s
“loop” is closed. Improvements in licensing passing rates, and in mock tests results have
shown that the strategies used in these cases have been successful. In other cases,
assessment results below the established benchmark have led to curricular changes, for
example, in the General Education component, which will focus more on competencies,
and not just content.
Assessment results are used in the planning and resource allocation process.
A structured, manageable, and sustainable assessment process, guided by UNE’s
Assessment Model for student learning assessment, and academic program effectiveness
through varied measurements.
A well-structured and informative assessment webpage, as part of a varied dissemination
of assessment results.
A standardized electronic template for the course assessment report that provides a
uniform data collection, and simplifies the preparation of the summary report prepared by
the school assessment coordinators.
Challenges



Although an electronic platform has been designed to collect faculty assessment reports,
further improvements are needed to allow for faster and easier data collection and
analysis. This would help speed up the process of academic programs evaluation, and in
monitoring individual student learning.
Although the institution has in place an effective assessment process for measuring
student learning and program effectiveness, these processes would be improved with
additional personnel. Improvements in graduate programs assessment and student
learning, as well as increased assessments of midpoint courses, could be achieved.
Alignment of the institution’s assessment processes to the new elements in the revised
mission statement.
Recommendations




Continue developing the assessment electronic platform to improve the process with
which assessment data is collected, analyzed, and evaluated.
Hire additional staff to support assessment processes and associated activities.
Increase the number of midpoint course assessments, to include all academic programs.
Incorporate a periodic external assessment (every five years) as part of UNE’s assessment
process.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
100
Chapter 5
Student Admissions and Retention, and
Student Support Services
Standards 8 and 9
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Chapter 5. Students Admissions, Retention, and Support Services
Standards 8 and 9
Introduction
As stated in its Mission, Universidad del Este is committed to the integral development of a
diverse student population. This population, who entrusts its educational goals to the institution, is
served through the close collaboration of academic, administrative, technological and physical
facilities components in an effort to nurture an environment that is conducive to persisting until the
accomplishment of their educational goals is achieved. To this effect, all efforts are directed
towards supporting the institution’s enrollment and ensuring equitable services regardless of
location, modality of study, and interests.
A multiplicity of services are implemented to meet the needs and interests of students in
traditional and nontraditional, credit and noncredit programs, in a variety of academic terms, sites,
and settings, impacting students from prospect status to graduation.
This chapter discusses UNE’s compliance with Standard 8: Student Admissions and
Retention, and Standard 9: Student Support Services, through two administrative units: Vice
Chancellor’s Office of Student Affairs (hereafter referred to as Office of Student Affairs), and the
Associate Vice Chancellor’s Office for Student Retention (hereafter referred to as Retention
Office), ascribed to the Vice Chancellor of Academic Affairs.
Development of Research Questions
The subcommittee focused its research on existing student services and their compliance
with UNE’s mission and goals. Moreover, it sought to determine the contribution and effectiveness
of the components in all stages, from enrollment process to graduation, on all campuses. The
diversity, comparability and availability of student services to effectively support and integrate the
institution’s enrollment were included in the subcommittee’s research questions.
Methods and Evidence
The research process included the analysis of policies, procedures, and data from
admissions, enrollment, retention, and student services on campus, additional locations and branch
campuses. The alignment with the institutional mission, the effectiveness and the satisfaction of its
constituencies with student services were analyzed. Information was also collected through
interviews, meetings, emails and surveys. Assessment results and effectiveness evaluations,
including action plans, were reviewed.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
101
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Student Services
The mission statement of the Office of Student Affairs is to promote the integral
development of a diverse student population by providing quality and excellence in services from
all its components. This mission is aligned with the institutional mission and the following
institutional goals:


Promote a culture of service within the academic community with equal opportunities, based
on human rights and the fulfillment of social responsibility.
Advocate in students the socio-humanistic and the integral formation, as well as
entrepreneurship, innovation, technological skills and global vision.
In order to fulfill these goals, services are provided to prospective and active students
through the following units: (a) Integrated Center of Student Services comprised of the Registrar,
Financial Aid and Bursar’s offices, (b) Marketing, Recruitment, and Admissions offices, (c) Quality
of Life and Wellness Office, (d) Innovation, Entrepreneurship, and Employment Center, (e)
Scholarship and Internship Office, (f) Social and Cultural Activities Office, (g) Athletics Program
Office, (h) Student Leadership Institute, and (i) Student Service Technological Office. In
coordination with the Retention Office, it provides support services that contribute to students’
persistence and accomplishment of their academic goals.
UNE ensures the quality of its student services through the recruitment of highly qualified
professionals with college degrees and experience, and licensed whenever required by state laws.
Table 35 presents student services’ staff and unit description for the main campus. Student Services
staff at additional locations and branches are discussed in Chapter 8: Related Educational Activities.
Student Services are affiliated with many professional organizations including, PR Financial
Aid Administrators Association: Association of College Registrars and Admissions
Officers; Marketing and Sales Professionals; PR Professional Counseling Association; PR Nursing
College; PR Psychologists Association; and PR College of Surgeons.
Professional development is further supported through in-service workshops on policies,
legislations and norms, in addition to technology workshops, and topics of institutional, functional,
and personal interest.
A technological resource instrumental to Student Services at UNE is the Banner platform, an
enterprise resource planning business management software for repository of information, and
specially designed for higher education. The Banner Student Module, in particular, is used to
manage and track student information from prospect status until graduation.
102
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Table 35. Main Campus Student Support Services Staff and Office Description
Student Support Services
Vice Chancellor’s Office of
Student Affairs
Registrar Office
Bursar’s Office
Financial Aid Office
Admission and Marketing
Services Office
Enrollment
Quality of Life and Welfare
Cultural and Social Activities
Office
Athletics Program
Scholarships and Internship
Programs
Center of Innovation,
Employment and
Entrepreneurship
Office of the Associate Vice
Chancellor for Student
Retention
Student Services
Technological Office
Student Leadership Institute
Staff
Vice Chancellor (1)
Associate Vice Chancellor (1)
Administrative Staff (2)
Registrar (1)
Associate (1), Assistant (6),
Records Officer (1), Adm. Staff (1)
Director, Associate Director,
Coordinator (1), Service officers (6)
Service Officers (6)
Administrative staff (1)
Director, Associate Director
Financial Aid Officers (7)
Default Prevention Officers (2)
Student Services Officer (1)
Administrative Staff (2)
Associate Vice Chancellor (1)
Directors (2), Associate Director
Coordinator (1); Adm. staff (1)
Recruitment Staff (10)
Associate Vice Chancellor of Integrated
Services (1)
Enrollment Director (1)
Associate Vice Chancellor (1)
Director (1), Counselors (5)
Administrative staff(2)
Psychologist (1 PT)
Doctor in medicine (1 PT)
Registered Nurse (1 FT / 1 PT)
Director (1)
Associate Vice Chancellor (1)
Director, Associate Director
Athletics Coordinator (3)
Administrative Staff (2)
Athletic Therapist (1)
Assistant Vice Chancellor (1)
Coordinator (1)
Administrative Staff(1)
Executive Director (1)
Coordinator, Service officer,
Administrative Staff (1)
Freshmen Academic Advisor (5), Upper
level Advisors (2),
CREE Coordinator (1)
Student Support Technicians 3 (FT) & 1
(PT); Counselor (1)
Technology Trainer Officer (1)
Student Services Officer (1)
Director (1)
Banner Analyst (1)
Director (1)
Volunteer coordinators
Office Description
Plans, implements and assesses student services;
Provides oversight of all student services; Offers a range
of services through its components.
Responsible of the custody of student academic
documents, academic grades, academic progress and
academic goals.
Responsible for the complying with institutional
policies, state and federal
Responsible for administrating federal, state and
institutional funds in compliance with regulations.
Guide and assist the student in the process of admission,
enrollment and academic programs offered by our
schools.
Responsible for coordinating enrollment processes on
the main campus and at additional locations.
Responsible for integrating counseling, psychological
and physical health services; attention to students with
disabilities. Coordinate activities and educational
experiences to promote comprehensive development and
strengthening of their quality of life.
Develops social, cultural, educational, athletic,
philanthropic and artistic activities. Integrates local and
international cultural themes.
Promotes the comprehensive development of physical
skills. Encourages participation of students in athletic
and recreational activities.
Provides economically-disadvantaged talented students
with financial resources and experiences for the
continued development of cognitive, personal, social and
physical skills.
Provides enrichment to the student experience, promotes
self-employment, business development and selfmanagement; helps secure job opportunities.
Assesses academic and personal needs and provides
services to promote effective integration; coordinates
tutoring services; offers basic skills labs; administers
placement exams; provide counseling to promote
accomplishment of academic goals; provides facilities
for technology access and workshops; Promotes
Retention Services;
Provides technological support to Student Services;
implements innovative technologies
Promotes leadership skills in students through cocurricular courses and activities.
The Banner Student Module simplifies recruitment, admissions, financial aid, and
enrollment processes. Staff are granted authorization to access the Module, and are required to
register all student interventions. The Central Unit for Digitalization is responsible for receiving
documents and creating a digital file for each student in On-Base, a platform that captures,
processes, accesses, integrates, measures, and stores paper images and electronic files. Only
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
103
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
authorized personnel from Carolina and additional locations may access these files.
This process,
begun in 2011, is audited by a quality control unit ascribed to SUAGM’s Vice President of Human
Resources.
The School for Professional Studies and branch campuses follow the One-Stop Integrated
Student Services model. Integrated student services staff are cross-trained, which allows them to
meet the complex and multidimensional service needs of adult students, mostly from migrant
backgrounds in the case of branch campuses.
Recruitment. The institutional Marketing Office, in coordination with the central
administration Vice President’s Office for Marketing and Student Affairs, establishes an annual
student recruitment plan that includes marketing strategies, recruitment activities, and a promotional
plan considering the institution’s mission and goals, prospect student profile, and local and national
educational market tendencies (see plan in Appendix 33). Marketing staff promotes the institution
to prospective students and the general public through diverse strategies (see Table 36). The most
successful strategies for student recruitment are school visits followed by exhibitor booths. Given
the success of the latter, open houses of specific schools began in fall 2013. Of the total marketing
budget, 20 percent is dedicated to media advertising, an average of $230.00 per student. Most
advertising is through the press and radio (see Figure 32).
UNE Marketing disseminates academic program information and admission requirements,
and provides financial aid, loans, scholarships, and grants information to prospective students. With
the collaboration of faculty and other institutional staff, presentations are held at local schools and
adjacent sites, on campus and at additional locations. Promotion and recruitment activities include
phone calls, emails, the Career and Leadership Day, and printed and electronic publications.
University Adventure for Senior Students, the annual emblematic recruitment open house conducted
at every UNE site in Puerto Rico, provides an opportunity for showcasing the facilities. To ensure
the accuracy of the academic information being disseminated, the Associate Vice Chancellor of
Licensing and Accreditation monitors the academic content of all marketing and recruitment
promotional materials. For the Accelerated Studies Education Programs, this process is monitored
by the Dean of the School of Professional Studies.
104
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Table 36. Student Prospects Impacted by Promotion Strategy
Year
Services
School Visit
Exhibitor Booths
Open House
Advertising Media
Leadership Day at UNE
Total
2010
9,727
3,032
3,010
719
16,488
2011
10,000
3,469
2,013
488
120
16,090
2012
10,250
2,899
1,640
337
228
15,354
2013
10,244
4,108
2,391
729
219
17,691
2014
10,848
3,915
2,547
878
425
18,613
Radio
19%
Newspaper
39%
Source: Associate Vice Chancellor’s Office of Marketing and Admissions
Movie
Theaters 9%
TV
12%
Billboards
17%
Cable
4%
Figure 32. Promotional Investment in Media,
2013-2014
Regarding the effectiveness of recruitment efforts, data reflects an average 54 percent
conversion rate from applicants to admitted, a decreasing rate of five percent from 2009 to 2013.
The Noel & Levitz 2012 Recruitment Funnel Benchmarks Report, for 4-Year Private and Public
Institution National Conversion Rate, shows a similar decreasing rate of six percent from 2005 to
2012 at national level. On the other hand, the average admitted to enrolled conversion rate is 59
percent, a 2.7 percent decrease in five years (see Table 37). Generally, those interested in being
admitted to UNE also apply to other institutions, thus not all students complete the enrollment
process with UNE. This explains the low admitted to enrolled conversion rate. Effectiveness of
recruitment efforts are monitored by the Associate Vice Chancellor of Marketing and Admissions
(ED 32).
Table 37. Applications, Admissions and Enrollment Conversion for Years 2009-2013
2009-10
Category
Apply
Admit
2010-11
Enroll
Apply
Admit
2011-12
Enroll
Apply
Admit
2013-14
2012-13
Enroll
Apply
Admit
Enroll
Apply
Admit
Enroll
Carolina
Undergrad 5,888 3,329 2,006 6,017 3,264 2,101 6,164 3,388 2,115 6,176 3,378 1,940 6,548 3,368 1,937
Graduate
310
211
160
222
140
105
274
152
95
303
170
132
316
170
126
Additional Locations
Undergrad 4,138 1,932 1,581 4,036 1,904 1,571 4,259 1,817 1,509 4,380 1,832 1,425 4,236 1,706 1,356
Graduate
168
133
119
245
177
143
239
176
145
249
141
116
233
139
106
Source: Assistant Vice President of Planning
Branch campuses conduct their recruitment activities with emphasis on Spanish language
media and significant outreach to Hispanic community organizations, activities and events.
Prospective students are invited to an orientation activity where the characteristics of the dual
language model are explained and admission applications are submitted.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
105
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Admissions. UNE’s two main objectives concerning admissions, readmissions, and
transfer policies are to provide admissions to as many qualified applicants as the physical facilities
and academic programs will allow, as well as to provide the educational opportunities that will best
contribute to the success of those students capable of doing college work. Admitted students are
classified as: new to the institution, readmission after interrupting studies for one or more terms,
transfer from another postsecondary institution, or special to fulfill a professional requirement or
complete another major. International is a classification for those students subject to immigration
laws.
General admission requirements, as indicated in the Handbook of Academic and Administrative
Norms and Procedures for Undergraduate Programs (Appendix 14), are detailed on the UNE
Application Form and undergraduate catalog, and are promoted in school visits, on the webpage,
social media, and printed material (Figure 32). Each academic program has clearly defined
admissions and graduation requirements, and sequentially designed curricula to guide all admitted
students through their course of studies. Whenever a program is modified or course requirements
amended, active students are provided the opportunity to adopt the new curricula or agree on a
period of completion within the former curricula. The admissions policy is flexible and nondiscriminatory, however, prospects and applicants are instructed that some programs have
additional requirements to meet professional licensures. The general admissions requirements, as
specified in the undergraduate and graduate UNE Catalog 2014, are:
Undergraduate
General GPA of 2.00, except for teacher preparation
programs (GPA of 2.90).
College Entrance Examination or institutional
placement test results
Official high school transcript
Immunization Certificate, if younger than 21.
Criminal Record certificate for ISEP students
Graduate
General GPA of 3.00
Official transcript from an accredited higher education
institution.
Interview
Written essay
Resume
Admission requirements at the Branch Campus are the same as in the Main Campus.
However, in recognition of the migrant population served, evidence for meeting those requirements
is not limited to official transcripts, allowing equivalent foreign credentials as evidence. The Branch
Campus Registrar staff is well trained and experienced in foreign credential evaluation, a service
provided free of cost to applicants.
106
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Campus and additional location career-undecided students are referred to the Quality of Life
and Wellness Office for further orientation and exploration using the web-based Aguilar-Resto
Career Indicator Test, ARCI©. The enrollment process spans from prospect to enrollment as
diagramed in Figure 33.
Figure 33. From Prospect to Enrollment Process Diagram
According to the 2014 New Student Characteristics Study (ED 33), the typical UNE new
student profile reflects an economically disadvantaged young student recently graduated from
public high school. Since 2009, students profile data has slightly varied: students younger than 20
years increased by 2.6 percent; students within 3.00-3.49 GPA increased by 5.9%; admissions from
private schools increased by 1.5 percent; males increased by 4 percent, an estimated 70 percent are
placed in basic skills for Spanish and English, and 99 percent are placed in basic mathematics
according to their college entrance examination board (CEEB) test results (see Figure 34).
Figure 34. UNE Freshmen Student Profile
As part of the admission requirements, freshmen students must submit the CEEB results. If
not immediately available for placement in basic skills courses, students are referred to the
Resource Center for Educational Excellence, (CREE, Spanish acronym) where the Institutional
Placement Exam is administered at the main campus and at additional locations. Individual student
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
107
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
placement results are recorded on the Banner system. The Basic Skills Placement Scale Cut Scores
used to assign course levels is determined by the basic skills faculty (see Table 38).
Basic skills courses include Spanish and English, ascribed to the School of Human and
Social Sciences, and Mathematics, ascribed to the School of Science and Technology. These units
are responsible for course content and delivery. Approximately 99 percent of enrolled new students
are not fully prepared, and placed in one or more basic skills courses. Placement distribution and
academic assessment results are detailed in Chapter 8: Related Educational Activities.
Table 38. Basic Skills Placement Cut Scores
Subject
English
Spanish
Math
UNE
Exam
76-65
64-56
55-0
100-85
84-75
74-0
39-55
38-0
CEEB
Exam
800-575
574-450
449-200
800-575
574-450
449-200
800-650
649-200
Placement
Level 3
Level 2
Level 1
Level 3
Level 2
Level 1
Level 2
Level 1
Course
ENGL 125
ENGL 115
ENGL 110
SPAN 125
SPAN 115
SPAN 111
MATH 130
MATH 120
Source: Vice President’s Office for Planning
To ensure compliance with institutional mission, goals, and policies, the Director of
Admissions supervises the admissions process personally, and monitors the weekly admissions
report, online statistics, and Banner database reports. Data collected regarding incoming freshmen
academic profile is discussed by Academic Affairs and Schools to monitor Placement Tests Cut
Scores.
Branch campuses perform all admission functions through their Integrated Services Office,
also using Banner System, complying with UNE’s admission policies and procedures, and academic
program requirements. Language proficiency is not an admission’s requirement since these skills
are expected to be developed throughout the curricula. However, diagnostic testing in English
(Accu-Placer Test) and in Spanish are administered in order to guarantee proper placement in
language coursework that will provide the foundation for further language learning.
Enrollment. In order to maximize human, physical, and technological resources for
enrollment management, Student Services has designed an Enrollment Annual Plan. The plan, for
implementation on campus and at additional locations, includes undergraduate and graduate, new
freshman, and upper-level students. The plan also includes an enrollment calendar, schedules and
locations. Active students may enroll through the electronic platform, MiUNE, or face-to-face at
108
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
their respective academic schools. During specific days, personnel from academic schools, student
services, and the Retention Office provide one-stop enrollment services at specific locations (i.e.
assembly hall on the main campus).
The enrollment process is led by two committees: the Enrollment Steering Committee and
the Enrollment Process Committee. The Enrollment Steering Committee is composed by the
Academic Associate Deans, Information Technology staff, Program Coordinators, and Retention
Directors. They are charged with the validation of the online and face-to-face enrollment process
plan, setting up the enrollment calendar, ensuring the adequacy and availability of courses, and
assigning human, technological, and physical resources for the enrollment process. On the other
hand, the Enrollment Process Committee is in charge of executing the enrollment plan during the
specified enrollment period. The Committee integrates academic deans, school student coordinators
and academic advisors, student support services personnel, and any other staff needed to provide
one-stop services. Both committees are presided by the Associate Vice Chancellor of Integrated
Services.
Assessment of the enrollment processes show an 86.1 percent student satisfaction with
enrollment schedules, and 85.9 percent satisfaction with enrollment options (online and face-toface). Additional assessment results are presented later in the chapter.
The determination of tuition and related fees, is the responsibility of the Office of the Vice
President of Financial Affairs. This Office periodically reviews tuition costs and fees, and
recommends changes to SUAGM’s Board of Directors for approval.
After a six percent enrollment
increase, in academic year 2009-2010, in the
15,000
13,212
13,783
13,775
13,630
13,420
13,331
2010
2011
2012
2013
2014
12,172
past three years UNE has experienced a 1.5%
35). This has been due, in part, to a
significant reduction in high school graduates,
as reported by the Puerto Rico Planning
Board (2014). Being in a very competitive
market, UNE has been strengthening its
recruitment efforts, organizing open houses
by academic schools, and securing more
Enrollment
decrease in student enrollment (see Figure
12,000
9,000
6,000
3,000
0
2008
2009
Source: Vice Presidency of Planning and Academic Affairs
Figure 35. UNE Fall Enrollment* Historical Series
(2008-2014)
* Includes main campus, additional locations and branch
campuses
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
109
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
presence in social media. In addition, the institution has proactively responded with two strategies:
(1) To simplify the enrollment process for students through Enrollment in Advance, which allows
students to complete the enrollment process for one full academic year, and (2) Dual Enrollment, by
which a student is enrolled in college level courses while completing the twelfth grade. The second
strategy started in August 2014 as a pilot project with 25 students from one school. The expectation
is that a percentage of impacted students will enroll at UNE once they graduate from high school.
Default Rate Management
SUAGM ensures an efficient and effective management of student loan grants through a
Default and Prevention Management Committee, with the participation of UNE, UMET, and UT.
At the institutional level, a Committee on Default Prevention is charged with implementing
effective strategies to reduce loan payment default. The plan targets alumni, total withdrawals, parttime enrollments, and delinquent loans. Some of the strategies are: orientation sessions,
information dissemination (brochures, manuals, etc.), skip tracing, follow-up on inactive students in
default rate status, among other. The institution has decreased its default rate by 4.6 percent,
comparing 2011 with 2010 cohort. Figure 36 presents the comparison of UNE’s default rate with
Cohort Default Rate
national values for years 2009 through 2011.
22.1
25.0
20.0
15.0
20.9
17.5
13.7
14.7
13.4
UNE
10.0
National
5.0
FY 2011
FY 2010
FY 2009
Figure 36. UNE Default Rate for years 2009 to 2011, Compared with National Values
SUAGM Vice President’s Office for Financial Affairs
Financial Aid. Given that 46.3 percent of admitted students have poverty-level incomes,
UNE has structured an effective and efficient procedure for identifying financial needs by
aggressively disseminating information in a timely manner, guiding prospective students through
the process of submitting the application for federal aid, and subsequently determining financial
needs. In addition, UNE’s webpage includes information about all the available federal, state, and
institutional financial aid programs, eligibility requirements, the institution’s fiscal enrollment and
refund policies, information on tuition costs and other program-specific fees, and a Net Price
110
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Calculator. UNE identifies student financial needs through the Free Application for Federal
Student Aid (FAFSA), by using the results of the Expected Family Contribution Eligibility Index
(EFC). The institution registers the student records processed by the US Department of Education
into its BANNER Financial Aid electronic system, and applying the financial aid institutional
policy, determines the students’ financial needs. Once a student is deemed eligible, financial aid is
granted for the following academic year.
Financial Aid implements an annual campaign to promote completing the FAFSA
application. Federal and institutional financial aids are granted annually, and are electronically
disbursed to the student’s account according to the type of academic term (traditional semester, part
of term, or accelerated term). Currently, 85 percent of students rely on FAFSA for tuition funding
(see Table 39). A decrease in awards is evidenced after 2012 mostly due to changes in the Lifetime
Eligibility Use and Satisfactory Academic Progress regulations. For the same reason, an increase in
federal student loans is noted (see Table 40). The Default and Prevention Management Committee
monitors compliance of student loans regulations and policies.
Table 39. Pell Grant Awards Granted (2008- 2014)
Academic
Year
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Enrollment
12,153
13,235
13,881
13,921
13,537
13,959
Pell
Grants
11,227
12,520
13,040
13,216
11,897
11,936
Source: UNE Financial Aid Office
Grant
ed (%)
92%
95%
93%
94%
87%
85%
Assigned
in $MM.
39.5
56.9
54.4
55.8
49.3
49.1
Table 40. Federal Student Loans Granted (2008-2014)
Academic
Year
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Enrollment
13,515
14,581
15,137
15,229
14,837
15,312
Loans
Awarded
5,587
5,585
5,845
6,380
7,229
7,869
Granted
(%)
41%
38%
38%
41%
48%
51%
Assigned
in $MM.
17.4
17.3
17.2
17.7
20
23.5
Source: UNE Financial Aid Office
In addition to FAFSA grants and loans, students may receive other financial aid such as:
 Work-Study Program, provided they comply with the requirements.
 PRHONOR, administered by the Scholarships and Internships Office, is for academically
outstanding students, who are provided with financial aid and academic support. For
acceptance in the program, the candidate must have a GPA higher than 3.30, and higher than
1,550 in the Aptitude part of the CEEB results, in addition to meeting institutional general
requirements.
 The Permanent Scholarship, whose funds are earmarked for specific programs
 Award scholarships from individual and corporate donations to upper level students with a
GPA higher than 3.50 and approved FAFSA.
 Athletic Program scholarships, administered by the Athletic Program Office, are awarded to
full time athlete students with a GPA higher than 2.00, enrolled in an undergraduate program,
who also meet requirements in the Athletic Program Handbook of Administrative Policies.
Funds for athletes may also come from the Permanent Scholarship Fund.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
111
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Table 41 presents the number of student financial aid provided through institutional funding.
Data show a consistent increase in the amounts assigned to Honor’s Program and Athletic Program
in the past five years. Permanent Fund Scholarship shows fluctuations due to its dependence on
donations.
Table 41. Honors Program, Permanent Fund, and Athletes Scholarships Grantees
2010
Scholarship
#
Honors
Program
Permanent
Fund
Athletic
Program
Total
2011
$
#
2012
$
#
2013
$
#
2014
$
#
$
158
336,928
170
360,295
178
350,277
190
420,698
209
443,826
48
79,400
36
120,704
58
129,746
42
117,421
63
134,940
173
1,136,949
190
1,508,628
215
1,540,285
247
1,711,232
259
1,738,942
379
1,553,277
396
1,989,627
451
2,020,308
479
2,249,351
531
2,317708
Source: Vice Chancellor’s Office of Student Affairs
Most branch campus students finance their studies through a combination of scholarships
and student loans. The Integrated Services Office offers financial aid counseling and orients
students on the entire process.
Registration. The Registrar’s Office maintains high ethical standards in the management of
its affairs, and in all of its contacts with students, faculty and staff. The institution complies with
the responsibility of protecting student information and academic records, as required by the Family
Educational Rights and Privacy Act (FERPA), including providing training to staff prior to granting
access to physical and electronic education records. The Registrar’s Office notifies active students
their FERPA rights by mail, emails and through UNE’s webpage on an annual basis. To guarantee
institutional protection of academic records, UNE has established clear policies in the Handbook of
Academic and Administrative Norms and Procedures for Undergraduate Programs (Appendix 14),
the Registrar’s Office Handbook (Appendix 34), and UNE undergraduate and graduate catalogs
(Appendix 13).
UNE’s policy concerning retention and disposal of student records complies with the laws of
the Commonwealth of Puerto Rico, the US Federal Government, and accrediting agencies. The
institution digitizes/scans all documents to reduce document loss risks and for document
preservation purposes. The academic records not yet digitized/scanned are preserved in a secure
and restricted area in firewall vaults on the main campus, and at additional locations.
112
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
The branch campuses’ Registrar’s Office, in collaboration with the Integrated Services
Office, perform registration and other related functions, as well as maintain student records. Staff
from these two offices are trained to expertly evaluate foreign credentials of a student population
that is mostly migrant in nature. Over 1,569 foreign credential evaluations from over 22 foreign
countries have been performed following AACRAO guidelines and experience, and other external
resources and direct contacts with 128 Latin American institutions.
Quality of Life and Wellness Office. The Office of the Associate Vice Chancellor of
Quality of Life and Wellness promotes the integral development of students through educational
experiences and services directed towards strengthening their intellectual, social, occupational,
physical, cultural, and environmental dimensions. Personal situations and vocational needs are also
served by counselors in group and individual settings. Psychological services are available part
time on the main campus, and at additional locations students are referred to government agencies
or community-based organizations. In compliance with the Community Free of Alcohol, Tobacco
and Controlled Substances policy, the Prevention and Promotion unit was organized and is
dedicated to encouraging healthy lifestyles and accident, drug, violence, and alcohol prevention (see
student-related policies in ED 16). Students with special needs are serviced by a Rehabilitation
Counselor in compliance with the American Disabilities Act (ADA). These services allow for an
equal opportunity of educational experiences for this population. During 2012 to 2014, 81 percent
of the students with special needs, registered at the Quality of Life and Wellness Office, received
reasonable accommodation (see Table 42). Multiple services to UNE’s student population are
recorded as interventions in the Banner Student Module. Table 43 presents the number of
individual interventions grouped in three categories: personal, academic, and vocational.
Table 42. Students with Reasonable Accommodation
for 2011-2014
2011
2012
2013
2014
Registered
265
288
302
284
Service
140
155
243
229
Source: Quality Life and Wellness Office
Table 43. Counseling Services by Type for years 20112013
Counseling
Services
Personal
Academic
Vocational
Total
Individual
Interventions by Fall
Term
2011 2012
2013
29
178
230
1,451 4,009 4,857
64
141
122
1,544 4,470 5,209
Total
579
10,317
327
11,223
Source: Banner Student Module
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
113
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
A marked increase in academic interventions occurred in 2012 as a result of changes in the SAP
norm. Other interventions (group, follow-ups) total 8,361 for the 2011-2013 period.
The Office of Quality of Life and Wellness, in collaboration with the Retention Office and
academic schools, is responsible for ensuring compliance with the Satisfactory Academic Progress
federal regulation. The Banner Student module provides the data for the at risk classifications: (1)
Monitoring Stage (MS) Students are those vulnerable of not reaching the necessary percentage of
approved credits or grade point average required by their academic programs, and (2) No Progress
(NP) Students are those who have not reached the approved credits or grade point average required
by their academic programs. As a proactive strategy, retention directors, academic advisors, and
counselors organize informative sessions and disseminate the Satisfactory Academic Progress
regulation in group and individual settings. Once a MS is determined, students will receive
academic advising, counseling, and tutoring necessary to allow them to achieve the required
academic criteria and prevent them from becoming NP. Counselors assist NP students in the
development of an academic plan and continue giving follow-up until the student achieves a Good
Standing classification. All institutional efforts contributed in obtaining 74 percent of
undergraduate students in Good Standing classification in 2012-2013, and 83 percent in 2013-2014
(see Table 44).
Table 44. Satisfactory Academic Progress 2012-2014
Year
Good Standing No Progress Monitoring Suspended
U
G
U
G
7,424
717
986
66
2013-2014 8,437 814
577
47
Source: Registrar’s Office
Legend: U- Undergraduate; G- Graduate
2012-2013
U
G
Total
Evaluated
Percentage Good
Standing
U
G
U
G
U
G
1611 148
70
6
10,091
937
74
77
1070 123
67
2
10,151
986
83
83
Assessment results for student satisfaction with the Office of Quality of Life and Wellness is
presented later in the chapter.
Athletic Program. The Athletic Program promotes the institutional mission through the
integral development of its athlete students. Its operational work plan aims to facilitate athlete’s
academic success as well as their sport achievements, focusing on athlete’s wellness (Appendix 6).
Athlete Students must comply with the strict academic and athletic requirements established by the
PR Inter University League (PRIUL). Thus, the Program pursues the recruitment of the best
114
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
prospects, and thereafter, monitors student academic performance, requesting support services as
necessary. Upon recruitment, each athlete-student is instructed on all administrative procedures as
defined by the Handbook of Administrative, Academic, and Athletics Scholarship Regulations
(Appendix 35).
During the past few years, there has been an increase in women athletes as part of UNE’s
participants, which has improved the institution’s performance and positioning in Puerto Rico’s
Inter-University Athletic League. Table 45 presents UNE’s athletic teams by genre, for academic
year 2013-14. In 2014-15 UNE will be including Taekwondo and athletic imperial events.
Table 45. UNE Participation in Athletic Disciplines by
Genre
Discipline
Volleyball
Softball
Baseball
Basketball
Weightlifting
Wrestling
Track and field
Relays
Athletics
Beach Volleyball
Judo
Table Tennis
Cheerleading
Female
•
•
•
•
•
•
•
•
Male
•
•
•
•
•
•
•
•
•
•
•
•
Source: UNE’s Athletic Program
Table 46 presents UNE’s athletics achievements in Puerto Rico’s Inter-University Athletic League
in recent years.
Table 46. Effectiveness of UNE’s Athletic Program
Academic
Year
2010-2011
2011-2012
2012-2013
2913-2014
Athletic Achievements
Championships
Runner-Up
Women's Track and Field
Men/s Volleyball
Men's Track and Field
Women's Cross Country
Men's Cross Country
Men's Track and Field
Men's Volleyball
Men's Basketball
Men's Beach Volleyball
Men's Relays
Women's Relays
Men's Track and Field
Men/s Volleyball
Women's Track and Field
Men's Beach Volleyball
Men's Relays
Women's Relays
Men's Volleyball
Men's Track and Field
Men's Olympic Wrestling
Women's Relays
Men's Baseball
Source: UNE’s Athletics Program
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
115
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Notwithstanding UNE’s athletics achievements, a 2013 Survey of Athlete Students’ Needs
(n=75) reflected their need for: (a) learning to balance academic and athletic responsibilities (86%),
(b) sports facilities, and staff to provide physical training and physical therapy (67%), (c)
improving motivation, and team work (63%), and (d) managing anxiety, and relaxation techniques
(60%). An action plan was prepared to address these issues. Student Services, in coordination with
Counseling and Health Services staff, executed the activities specified in the action plan preparing a
series of workshops that included an athletics psychologist, to provide support before athletics
events. The most outstanding improvement was the development and staffing of a Wellness Center,
a facility that benefits athletes and the greater university community. To address sports facilities
limitations, the institution has in place agreements for the use of surrounding communities’ sports
facilities.
Currently, the Program has 187 athlete students, distributed among UNE’s academic schools
(see Table 47). The assigned counselor provides vocational- and personal-related interventions to
participants. Academic advisors track athlete students’ performance, attendance and other needs.
Table 47. Distribution of Student-Athletes by Academic Program
School
José A. (Tony) Santana
International School of
Hospitality & Culinary Arts
IEN Business
Health Sciences
Social & Human Sciences
Education
Sciences and Technology
Major
Culinary Arts
Event & Convention MNGT
Culinary Management
Hotel Operation
Hotel Management
Executive Secretary
Management
Marketing
Accounting
Computerized Information system
Nursing
Radiology Technology
Computerized Tomography-MRI
Pharmacy Technician
Medical Sonographer
Criminal Justice
Social Work
Digital Communication & Multimedia
Psychology
Safety & Security
Sport & Recreation
Early Childhood and Primary Education
Physical Education- Secondary 7-12
Special Education
Personal and sport trainer
Physical Education Teacher 7-12
Natural Sciences
Biotechnology
Aviation Electronic Engineering
Biology
Microbiology
Athlete Students
11
1
4
2
2
1
13
2
7
2
20
8
3
4
5
40
8
3
3
1
12
2
2
1
4
12
5
1
2
5
1
Total
116
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Total
20
25
40
55
33
14
187
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Student Leadership Institute. The Student Leadership Institute (ILE, Spanish acronym),
was created in 2011. ILE’s mission is to offer a co-curricular program aimed at providing students
with the knowledge and skills necessary for the diverse areas of leadership. The Institute encourages
interaction among students, the development of critical thinking skills, and teamwork.
ILE’s organizational structure is presented in Figure 37. ILE’s Director, supervised by the
Vice Chancellor of Student Affairs, has an Administrative Assistant and an ILE Coordinator. The
ILE Coordinator is in charge of the ILE C-Team, a group of four volunteer undergraduate and
graduate students acting as Associate Director, Special Projects Coordinator, Marketing and
Communications Coordinator, and Workshops Coordinator. These volunteers help with marketing,
give follow-up to workshop resources, help with workshop registrations, and administrative work,
among other tasks.
Figure 37. ILE Organizational Chart
Legend: ILE C-Team- Volunteer undergraduate and graduate students
ILE has an Advisory Board (JA-ILE, Spanish acronym), composed by three permanent
members (UNE’s Vice Chancellor of Student Affairs, Associate Vice Chancellor of Student Affairs,
and ILE’s Director), and six representatives of the external community (from the private, public,
and community sectors). UNE’s chancellor approves the appointment of the external members,
who serve for two years.
ILE also has a Committee of “Friends of ILE” (CAILE, Spanish acronym). Members of this
committee are UNE associates (administrative personnel, faculty members, and students) who have
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
117
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
participated in ILE. They offer advice and ideas for the creation of new experiences and activities.
Examples of ILE’s activities and projects are described below:
 Leadership Certificates- The institute offers six certificates to undergraduate and graduate
students. Students must complete three general workshops on leadership theory, followed by
workshops on the selected leadership area, complete an experiential component of at least five
hours, where he/she must apply the knowledge acquired in the workshops, and write a
reflective essay. Leadership areas include: Lead Your Career; In Charge of My Business;
Global Leader; Leading Non-Profit Organizations; Objective: Graduate School; and
Community Service and Volunteering.
 Annual Conference “Huellas” (translated as “Footprints”) - a prominent leader from the
external community is invited as a keynote speaker, in addition to offering three concurrent
leadership workshops. This activity serves as a marketing strategy.
 ILE at Your School- Leadership is promoted at surrounding public high schools through
seminars and workshops coordinated with UNE’s Associate Vice Chancellor of Admissions
and Marketing.
 Leadership Day at UNE- Impacts students from private high schools, identified as leaders.
Workshops are offered at UNE (this activity has taken place on the main campus, and at the
additional locations of Barceloneta, Santa Isabel, Yauco, and Arecibo).
 Leadership Boot Camp- A set of three workshops of leadership theory are offered at additional
locations for undergraduate and graduate students.
 Student Governance Academy- Students elected to the Student Council are offered a whole day
of leadership workshops.
Figure 38 presents student participation in ILE from 2011 to December 2014. Since 2011,
162 certificates have been awarded. Although activities and certifications are cost-free, not all the
students that register in workshops complete certificates. To participate, active students must
register through ILE’s website (http://www.suagm.edu/uneile) or personally at ILE’s Office.
1000
900
800
700
600
500
400
300
200
100
0
906
727
503
355
276
145
216
Aug 2011 Mar 2012 May 2012 Aug 2013 Dec 2013 May 2014 Dec 2014
Figure 38. Number of Students registered on ILE workshops from 2011 to 2014.
118
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Student Council. The Student Council is the organization that provides students with
representation in the diverse institutional forums, and most importantly, in UNE’s governing
bodies: Administrative Council and Academic Board. At the beginning of each semester, the Vice
Chancellor of Student Affairs convenes an assembly to select the student delegates of the main
campus and additional locations. Student representatives are elected through direct participation,
who in turn, select and organize the Student Council. The general assemblies are held every
October on the main campus. The Student Council consists of the following officials: president,
vice-president, secretary, treasurer, two representatives from each academic school on the main
campus, and two representatives from each additional location.
Once appointed, members attend the Student Governance Academy given by ILE, where
they participate in leadership-related workshops. The Council has an annual activity named
Council Tour, where they visit all additional locations to make themselves known to the student
population and to identify student issues and concerns. In recent years, the issues identified have
been: limited parking spaces, limited recreational areas, and limited recreational and sports-related
activities.
Student Organizations. At UNE, there are currently forty five active associations
(including additional location chapters) that are recognized by the institution (see Table 48),
through which leadership, and commitment towards the institution and their community are
developed. These associations are grouped according to academic disciplines, community service,
and cultural or sports interests. Student associations contribute to students’ adaptation, integration,
and a sense of belonging to the institution. Academic program associations allow for enrichment of
competencies in the field, and for their integration to the academic and social system of the
institution.
Table 48. 2014 Registered Student Associations by Location and Type.
Campus
Arecibo
Barceloneta
Cabo Rojo
Santa Isabel
Association
Social Work Association
Criminal Justice Student Association
Graphic Design Association
Psychology Student Association
Social Work Association
Confra Eliasib
American Culinary Federation
Student Association of Criminal and Forensic Science (Undergraduate
Chapter)
Clinical Social Work Association (Graduate)
Social Work Association (Undergraduate)
Academic
•
•
•
•
•
Religious
Cultural
•
•
•
•
•
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
119
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Table 48. (Continued)
Campus
Yauco
Main
Campus
Association
Criminal Justice Student Association
Honor’s Program Student Association
Student Association of Criminal and Forensic Science
Theater Association- UNE
First-Year Student Association
Management Association
Pharmacy Technician Association
Student Association of Criminal and Forensic Science (Graduate
Chapter)
Clinical Social Work Association (Graduate)
Nursing Association
Social Work Association (Undergraduate)
Computerized Information Systems Association
CONFRA Association
Accounting and Business Administration Student Association
Student Association of Criminal and Forensic Science (Undergraduate
Chapter)
Student Association of Criminal and Forensic Science (Graduate
Chapter)
United Cultures Association
ENACTUS Universidad del Este
Graduate Students Association-UNE
Honor’s Program Student Association
Psychology Student Association –UNE
Teaching English Students Association
Social Work Association (Undergraduate)
Association of Radiologic Technology Students
Health Student Research Association
SHRM UNE- Student Chapter
University Students with a Mission
Computer Programming Students’ Association
Microbiology Association UNE Chapter
Graphic Design Association
Education Ambassadors
Office Systems Student Association
WACS/ACF Student Chapter UNE
Communications Student Association (ACUNE)
Total
Source: Office of Student Affairs
Academic
•
•
•
•
•
•
•
•
Religious
Cultural
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
40
3
2
Center of Innovation, Employment, and Entrepreneurship. The Center enriches the
academic experience through its promotion of self-employment, business development, and selfmanagement. The Center networks with industry to provide employment opportunities, and offers
workshops on related topics. From 2011to 2013, 515 students have been placed.
The Center also coordinates academic-professional internships and research opportunities at
diverse institutions in and outside Puerto Rico through its Scholarship and Internship Program.
These internships complement the academic experience, develop academic-related competencies,
and other skills needed for the professional world or to pursue graduate studies. Since 2010,
internships in Puerto Rico have increased, mostly in science and hospitality programs (see Table
49).
120
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Table 49. Student Internships by Location
Location
PR
US
Other
Total
2010
0
52
7
59
Students Internships
2011 2012 2013
0
0
32
71
56
54
2
3
3
73
59
89
2014
50
53
2
105
Totals
82
286
17
385
Source: Scholarship and Internship Office
Results from SUAGM’s 2013 Employers Survey, Cohort 2010 (ED 34), conducted by the
Vice President’s Office of Strategic Planning and Institutional Effectiveness show that for UNE
graduates (Benchmark: 70):






85.0 % are “very satisfied” or “satisfied” with UNE graduates’ communication skills in
general, but unsatisfied with graduates’ communication skills in English.
96.0 % are “very satisfied” or “satisfied” with UNE graduates’ technological skills.
90.0 % are “very satisfied” or “satisfied” with UNE graduates’ creativity.
91.8 % are “very satisfied” or “satisfied” with UNE graduates’ critical-thinking skills.
89.2 % are “very satisfied” or “satisfied” with UNE graduates’ ethical values.
93.8 % are “very satisfied” or “satisfied” with UNE graduates’ teamwork skills.
Cultural and Social Activities Office. Student Support Services also provide a holistic
social and cultural enrichment of the student experience. The Annual Calendar of Social-Cultural
Events (ED 9), which also includes recreational and philanthropic activities, encourages respect for
human and cultural diversity, freedom of expression, and political and social critical thinking.
Among the activities promoted and coordinated by the Office are: Student Welcome (at the
beginning of each academic year), Student Services Fair, Outdoor International Movies, Crafts
Fair, “Bomba” Dancing Workshops, yoga classes, theater festival, educational talks, International
Cultural Festival, Voice Festival (singing festival), Lighting of the Christmas Tree, Athletes’ Rally,
and Students’ Festival. The Carolina Office also collaborates with activities at additional locations.
Among the activities celebrated at additional locations are: theater plays, family days, athletes’ rally
tours, Students’ Welcome activity, Lighting of the Christmas Tree, and other activities with the
surrounding community.
Branch campuses celebrate activities that emphasize cultural diversity, promoting a sense of
community. These include the celebration of important Hispanic holidays, art exhibitions of
Hispanic artists, and workshops of diverse topics for the surrounding Hispanic communities, among
other.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
121
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
The Office on the main campus also coordinates UNE Vannak (a singing group), the
Musical Band, and the Dance Team. The schedule of events is disseminated electronically through
the web and in printed format. Additional locations design their own Activities Plan to meet
specific student needs.
Related to the Athletic Program, UNE has a mascot “Pitirre”, a cheerleading team that
participates in annual local cheerleading competitions, as well as a flag team. After participating for
one year, students receive a stipend at the end of each semester.
Assessment results of student satisfaction are presented later in the chapter.
International Students. In order to comply with the institutional goal of
internationalization, the Office of International Affairs has been promoting activities to expand and
extend the institution beyond its boundaries. It pursues scholarships and other financial aid to
promote student participation in educational experiences abroad through diverse programs at
national and international universities. The Office promotes partnerships, alliances and
collaborative agreements with universities around the world. As of 2013, in the Study Abroad
Program, eleven students have traveled to Brazil, Finland, China, France, India, Canada, and several
countries in South America.
Since 2013, there have been eleven international students at UNE. These students receive
orientation about available student support services and immigration processes. The Cultural and
Social Activities Office provides them with activities and excursions, and along with the United
Cultures Association, help with their integration to the university community.
These past few years’ experience has enabled the institution to identify the particular needs
of international students. In order to increase the number of international students in the future, the
institution will need to develop an administrative structure dedicated to serving this population.
Dissemination of Information to Students
The Office of Student Affairs has acknowledged the need of diversifying and improving
student services to meet the varying needs of a diverse student population, and taking advantage of
technological advances. The Office communicates available services, activities, projects, and other
relevant information to students on campus, additional locations, and branch campuses through
printed means such as flyers, brochures, newsletters, and posters. Electronically, a considerable
amount of information is conveyed on the MiUNE portal, including academic information,
122
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
institutional policies, services, procedures and activities, federal and local regulations, projects
relevant to student university life, and UNE’s Assessment webpage address, as well as through
social networks such as Facebook and Twitter. Since the fall 2013, there have been 444,310 hits.
The most recent technological advancement is MiGuia, a virtual directory located on the
main campus, where students can access information regarding the university. Other improvements
in students services between 2010 and 2014 are: Online Enrollment Process, UNETube application,
UNE library applications for smartphones, Windows Phone and Apple IOS (UNEBib and CJTP),
Social Cultural Activities application ACUS, and the online Curriculum Advising Program
Planning (Web-CAPP). The Student Council, student organizations, faculty and staff are also
vehicles that convey information. In the Accelerated Studies Program, in addition to all the above,
information is communicated through scheduled meetings of student representatives and program
staff.
Quality and Rigor of Processes and Services on the Main Campus, Additional Locations, and
Branch Campuses
Student services at Carolina, additional locations, and branch campuses, are designed
according to the particular characteristics and needs of each student population. Each additional
location has the flexibility to develop and implement particular strategies, projects, and initiatives in
response to their student population needs, and assessment results. For example, given the different
regions and community characteristics of additional locations, promotional methods rely on local
radio stations and press. Moreover, in reply to students’ requests, Student Appreciation Events are
held locally, and socio-cultural events coordinated with municipal governments. Likewise, student
services at branch campuses, which serve a Hispanic adult population through an accelerated dual
language program, are different from those on the main campus and at additional locations.
The Office of Student Affairs ensures a comparable quality and rigor of student services,
provided on the main campus and additional locations through various initiatives: (1) standard
procedures for recording, storage and digitalization of information in electronic and digital formats
regardless of site, (2) consistent and comparable processes through scheduled staff professional
development on main campus and additional locations, and trainings coordinated at the systemic
and institutional level, (3) administrative processes updates are disseminated, as necessary, from the
main campus service office to the additional locations and branches, (4) continuous and direct staff
communication through emails, telephone calls and meetings, (5) regular monitoring and
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
123
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
assessment of services of additional locations is conducted by Student Services staff in visits
scheduled for each term (ED 35).
Integrity in the Processes of Disseminating Information, and Addressing Student Grievances
The Office of Student Affairs is responsible for addressing student grievances. Students
voluntarily communicate, in oral or written form, their arguments to the Office, a school dean, a
program director, additional location or branch director. Alternatively, they may submit their
complaint electronically through a social network. All complaints are submitted to each respective
office using the Student Situation Form, and as specified in the Student Grievance Policy and
Procedure (see these two documents in Appendix 36) a response time should not exceed 30
calendar days. Grievances concerning academic issues are addressed in collaboration with the Vice
Chancellor’s Office of Academic Affairs. Table 50 presents the number and classification of
student grievances at Carolina for 2010 to 2014. From 2010 to 2013, the most common situations
involved enrollment issues (39%), client service (20%) and withdrawal issues (18%).
Table 50. Students Grievances at Carolina, between 2010 and 2014
Student Grievances
2010
2011
2012
2013
2014
Totals
28
12
18
13
7
78
17
15
14
13
20
7
34
10
28
23
31
10
36
24
75
15
22
65
105
16
123
134
259
64
Physical/Verbal
Aggression
Withdrawal
Client Service
Enrollment Situation
Grades Request
Source: Office of Student Affairs
Students that do not comply with policies and /or procedures as established in the Handbook
of Student Regulations, are referred to a Disciplinary Board at the main campus or at an additional
location. This Board is composed of academia representatives, administration, and student
representatives, who perform an investigation and submit their recommendation to the Chancellor,
who in turn may delegate the application of any sanction on the Vice Chancellor of Student Affairs.
All student situations are registered and documented in the Banner system by the Office of Student
Affairs. Disciplinary situations are referred to the corresponding office, with continued follow-up
until the case culminates its investigation (see Table 9 in Chapter 1: Mission and Goals, and
Integrity).
124
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Assessment of Student Services
The Student Services Assessment Plan, aligned to the institutional mission, its goals and
objectives, and in compliance with the Institutional Assessment Plan, has identified indicators for
effectiveness (ED 36). At the institutional level, the Associate Vice Chancellor’s Office of
Assessment is responsible for the processes and the administration of the instruments on campus
and at additional locations. The institutional Student Affairs Assessment Plan details the
instruments and frequency of administration. The instruments administered annually to collect
information are: (a) Student Services Satisfaction Survey- Determines the awareness and satisfaction
with student services; (b) End of Course Survey- Explores student satisfaction with academic and
student services processes; and (c) Graduates Exit Survey- Assesses the academic impact and
satisfaction with student services. Other instruments include the Athletes’ Needs Survey, as
explained in the Athletic Program section. Focus groups are often conducted to collect qualitative
data. Additionally, electronic data is collected to evidence accomplishment with indicators.
The assessment results obtained from these instruments for years 2010 to 2013 are presented
below. These results include Carolina and additional locations. UNE’s Assessment Website
presents information segregated by main campus and additional locations.

Student Services Satisfaction Survey: Figure 39 presents the results for the 2014 survey.
100
80
60
40
20
0
78
77
75
74
68
Enroll. Process
Registrar's
Office
Dissemination
of Info.
Counseling
Services
Financial Aid
Source: Associate Vice Chancellor’s Office of Assessment
Figure 39. 2014 Results for Student Services Satisfaction Survey
These results evidence a high satisfaction with most services: 70 percent satisfaction with
Admissions, Bursar’s and Registrar’s offices, as well as, counseling and advising services,
and enrollment services. Satisfaction with Financial Aid was lower than expected. The
institution increased personnel in the area, which contributed to achieving a 99 percent of
students completing their FAFSA application. The institution was able to help 100 percent
of the students affected by LEU.

End of Course Assessment Survey: Results presented in Figure 40 evidence a high tendency
of student satisfaction (higher than 70 percent) with medical services, cultural activities,
enrollment processes, the Quality of Life Office, and Financial Aid. The Quality of Life
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
125
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Office has its own questionnaire to assess the satisfaction of students who voluntarily
receive their services. Results for the fall semester of 2014 showed a 97 percent satisfaction
with counseling and psychological services. A decrease in student satisfaction for 2013 was
observed for the Center for Innovation, Employment, and Entrepreneurship (CIEE, mostly
known as Employment Center), and for the Scholarship and Internship Program. Among the
actions taken to improve satisfaction with CIEE were visits to additional locations, and
participation of CIEE personnel in diverse activities, such as Service Fairs of graduate
programs and various academic schools, and orientation visits to QYLE 110 (Adaptation to
University Life General Education course) sections. Likewise, the Scholarship and
Internship Program generated an activity plan to disseminate their services and increase
internship applications. Also, a questionnaire was generated to assess student’s satisfaction
and opinion towards the Scholarship and Internship Program.
100
% of Satisfaction
80
69.4
68.5
88.4
82.5
80.3
78.8
67.6
73.8
81.9
68.5
88.9
75.4
82.9
73.8
86.3
86.1
76.4
75.8
2010
57.6
60
49.2
2011
40
2012
20
2013
0
% of Satisfaction
Med. Services
100
80
60
77.8
Cultural Activities
84.2
74.2
50.3
Enroll. Process
51.8
79.6
72.2
54.7
Enroll. Schedule
78
72.4
53.7
Quality of Life
62.5
40
20
0
Employment Center
Financial Aid
Internships
Figure 40. Student End of Course Survey Results for Carolina and Additional Locations (2010-2013)

126
Graduates Exit Survey: Figure 41 presents assessment results for years 2010 to 2013
obtained from the Graduates Exit Survey. Results show high student satisfaction with
student services in the past four years (higher than 73 percent).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
% of Satisfaction
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
100
80
60
40
20
0
90.2
92.1
90.8
88.3
86.2
84.3
82.8
82.6
92.7
91.1
89.6
89.3
78.8
78.4
74.9
72.9
2010
2011
2012
2013
Student Services
Grades Complaints
Grades Notification
Reclassifications
Figure 41. Graduates Exit Survey Results Related to Student Services for years 2010 to 2013.
Major Assessment Findings and Actions Taken for years 2011 to 2013
As part of the responsibilities of the Support Services Committees described in Chapter 4:
Institutional and Student Learning Assessment, action plans have been prepared to address
assessment findings. Table 51 presents some of the most important findings during 2011-2013, and
the actions taken to address them.
Table 51. Major Findings on Student Services Assessment, and Actions Taken for years 2011-2013.
Findings
Actions Taken
The Admissions and Financial Aid offices need to be
physically separated (Carolina).
Speed-up the processes of applying for FAFSA
financial aid, and enrollment
Need to develop an online enrollment option.
Students are not aware of available services.
Admissions Office was relocated to the institution’s Central
Hall, for easier access.
A permanent Student Technological Center was developed
for these purposes.
The process was developed through MiUNE.
-Information (policies, norms, regulations, and procedures)
and forms of each service were incorporated to MiUNE.
-Brochures and flyers were reviewed and posted on bulletin
boards, and disseminated through classroom visits.
-UNE’s website address was included in marketing (for
prospects) and informational brochures (for active students).
-An action plan was developed to implement additional
dissemination and promotional strategies.
The third party administration was changed.
The Wellness Center was constructed.
Improve cafeteria services and food prices.
Need for athlete training space, with professional
supervision.
Need to improve training equipment and a sports
therapist.
Need to improve the Athletic Program Handbook a
Need to evaluate student performance in internships
through an electronic platform.
Need to provide orientation on important topics related
to student wellbeing.
The Wellness Center provided upgraded exercise
equipment. A facilities coordinator, and a sports
physiotherapist were hired.
The goals and objectives of the Program were reviewed, and
the Handbook of Administrative, Academic, and Athletics
Scholarship Regulations was revised.
Internships and practicums are evaluated through the
electronic platform WebSurveyor.
The following workshops were created and offered:
-Effective communication
-Managing emotions
-Teamwork
-Relaxation techniques
-Responsible sexual behavior
-Managing personal finances
-Managing UNE’s online catalog
-How to access and use databases
Source: Associate Vice Chancellor’s Office of Assessment
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
127
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Retention Program
UNE’s student population is heterogeneous, and mostly academically and economically
disadvantaged. This implies significant challenges in terms of services, policies, planning, and
implementation of processes for student retention. In 2006, the institution placed the Office of the
Associate Vice Chancellor for Student
Retention, under the Vice Chancellor’s
Office of Academic Affairs to more
effectively address students’ academic
and support service needs. This office
was previously a part of the Office of
Student Affairs. The Office is comprised
of the Resource Center for Educational
Excellence (CREE), Academic Advising
and Counseling Center, Tech E-Studios,
and tutoring services. Services are
divided into freshmen and upper level
Figure 42. RENACER Retention Program Dimensions
students.
UNE’s Retention Program, RENACER (Spanish word for “awakening”), is a two-tiered
structured model for freshmen and for upper level students comprised of three dimensions:
academic, student, and administrative based on Vincent Tinto’s theory (1993) (see Figure 42).
The academic dimension promotes strategies for students’ academic success; the student dimension
provides advisement for successful accomplishment of academic goals; and the administrative
dimension manages and tracks students to facilitate proactive decision making.
The RENACER Program is principally dedicated to implementing projects and strategies of
proactive interventions with freshmen students, but also serves upper level students through its
ALCANZA (Spanish word for “reach”) Project. The RENACER Program is based on strategies of
early identification, and timely, intensive and continuous intervention, aligned to Dr. Alan
Seidman’s retention formula (2005). Dr. Seidman has been an advisor to UNE’s retention efforts,
and has assessed its implementation and progress, commending two of the strategies (Attendance
Project and the integration of Academic Retention Committees) that will be described later in the
chapter. RENACER Program and its ALCANZA Project operate on the main campus, as well as at
128
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
additional locations, and all student academic progress, services and interventions are documented
electronically. The School of Professional Studies, serving an adult population through accelerated
studies, and branch campuses on the mainland, adapt other strategies according to the needs of the
particular population they serve.
Academic Dimension. The objectives of the academic dimension are to integrate faculty in
student advising processes, conduct workshops and services on topics of retention and academic
success, conduct a Retention Assessment Plan, and stimulate faculty to create learning
environments that incorporate formal and informal strategies to promote student academic success.
To accomplish these, several services and strategies have been developed:
 The Resource Center for Educational Excellence (CREE, Spanish acronym), is the unit
responsible for administering placement tests for freshmen students on the Carolina campus
and additional locations further explained in Chapter 8 (Related Educational Activities).
Furthermore, it offers basic skills laboratories (as part of basic skills courses), the contents of
which are determined and developed by the corresponding faculty. Basic skills faculty are
proactively kept informed of attendance and progress through monthly reports. Upon
completion of these laboratories a grade, worth 20 percent of the overall course grade, is
calculated for each student and reported to the corresponding faculty member. Tutoring
services for basic skills courses are also offered by qualified tutors. Between 2011 and 2013, a
high percentage of students who received tutoring services passed the corresponding courses
with ABC (see Table 52). Referrals to tutoring services are provided by faculty, advisors, or
are voluntary.
Table 52. CREE Tutoring Services Effectiveness for Years 2011 to 2013
Fall 2011
Skill
English
Spanish
Math
Fall 2012
Fall 2013
students
interventions
%Passed
students
interventions
%Passed
students
159
455
328
443
778
1,014
72.3
78.6
78.3
61
448
145
147
661
374
80.3
84.3
78.6
116
471
214
interventions
151
608
658
%Passed
87.9
68.5
76.6
Printed and electronic databases are available at CREE for course supplemental support:
Power Speak (language learning), Writer’s Companion (paragraph writing), C-map (graphic
organizer) and math manipulatives. Workshops on the use of Net Tutor®, an online program
with synchronous and asynchronous virtual tutoring services, are offered. The program also
provides a Paper Correction Center. In order to promote the integration of this technology
tool to support the writing process, the Multi-Language Learning Center (Title V 2009-2014
DOE grant) conducted a Project from spring 2013 to spring 2014, where Spanish and English
basic skills faculty (16) were trained in the use of Net Tutor® Paper Correction Center, and
used in 27 Spanish and English sections. Surveyed participants (603) expressed that it had
provided the necessary support (81%) and that the tutors’ comments were useful to improve
their writing (84%); faculty expressed that the tool is supportive of the writing process (88%),
and that tutor comments are useful to improve writing (82%).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
129
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015

Tech E-Studios. Technology facilities and workshops are offered at the Tech E-Studios on the
main campus, two computer labs with a capacity for 40 students each. A Technology trainer
offers workshops on topics of computer applications and tools, for successful integration to
courses, also with walk-in services available. Table 53 presents services provided for years
2011 to 2013. At additional locations, CREE coordinators, in coordination with technology
staff, provide similar services.
Table 53. Number of Students Serviced at Tech E-Studios for Years 2011 to 2013.
Tech E
Studio
Services
students
Workshops
189
Fall 2011
services
287
Fall 2012
Fall 2013
students
services
students
services
922
1,261
817
1,787
Source: Retention Office


Adaptation to University Life General Education course. QYLE 110, UNE’s transition and
adaptation to college course, is an additional strategy of the Retention Office, in
coordination with the School of Social and Human Sciences. This course has provided the
opportunity to establish an intervention strategy named Transforming the First Year
Experience. Course faculty (117) have been prepared in Steven Covey’s Seven Habits of
Highly Effective People and in effective strategies to support student adaptation and
integration as a requirement for teaching the course. From 2011 to 2013, a sample of
students serviced on campus and additional locations reported that the course contributed to
their academic and personal development (86%) and found the teaching strategies effective
(87%). Assessment reflected a 75.3% persistence to the second year during the same period
(see course syllabus in ED 37). This course has been adapted at branch campuses to better
serve their particular adult population in response to assessment results.
The Attendance Project, coordinated with faculty, monitors course attendance for services and
referrals. Results reflected an average 76 percent retention to the second year. The Project is
currently active (see Table 54). The Attendance Project is a prime example of a strategy
developed to address absenteeism.
Table 54. Attendance Project Results
Terms
# Sections
# Serviced
Retention
2009-2010
228
2689
73
2010-2011
135
1353
75
2011-2012
175
1763
80
2012-2013
186
1593
76
784
74
2013-2014
115
Source: Retention Office

130
Retention Committees, on campus and at each additional location, organized by academic
schools, and composed by the corresponding Associate Dean, Student Coordinator, Academic
Advisor and a faculty representative. Their objective is to proactively strengthen academic and
support services networking. During the monthly meetings, student academic needs, and other
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
needs identified in the Freshmen Needs Survey administered during registration, are discussed
and action plans developed. Advisors report on academic issues that may be preventing
student progress for the school deans’ action. Likewise, deans will request services or
activities to support student learning. Action plans include: (a) analysis of the school’s or
additional location’s student profile to elaborate specific strategies, (b) retention and
withdrawal data, (c) improvements in course programming to meet student needs, (d) financial
aid request referrals, and (e) assignment of tutors to groups and/or individual students.
Student Dimension. To further contribute to student success, services are provided to best
accomplish their educational plan, integrating peers, parents and alumni in support of retention
activities. Freshmen Welcome Event is conducted prior to the beginning of the fall term, aimed at
welcoming new freshmen and parents to the institution and providing them with the tools for initial
integration. Attendance to this activity has increased 36 percent in five years (see Figure 43).
Advisors, key in the event as it is the first contact with their assigned cohort, record the first
intervention by tracking all students absent to the event. With this strategy, advisors best reflect the
early identification, and intensive and continuous intervention strategies.
700
600
500
400
300
200
100
0
309
251
225
172
289
297
300
334
307
2010
2011
2012
2013
2014
152
Freshmen
Parents
Figure 43. Attendance to Freshmen Welcome Event
Upon admission, all freshmen who place in basic skills courses (level 1) are promptly
identified. Henceforth, advisors provide intensive and continuous interventions regarding academic
goals. Together with the student, advisors plan and track the short and long term program of studies
to accomplish program requirements. As necessary, the students are referred to tutoring or other
services. Retention counselors also contribute to the dissemination of the regulation for Satisfactory
Academic Progress (SAP) to encourage good academic standing. Advisors and retention counselors
maintain close tracking of students’ progress.
Other retention strategies include:
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
131
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015




Faculty Advisor Pilot Project conducted in fall 2013, where faculty members provided
advising services to 129 upper level students (2009 cohort), contributing to a 84.5 percent
persistence.
The Peer Advisor Pilot Project began in spring 2014 with the selection and training of student
volunteers to help their peers in a successful integration to university life.
Alumni representatives, an integral part of the Annual Freshmen Welcome Event, also
contribute with their testimonials, and motivational success stories.
The Parents Committee, comprised of freshmen parents, conduct activities and support
retention services.
Administrative Dimension. Major objectives of the administrative dimension include
managing retention data proactively for decision making, integrating technology and data-based
information to improve retention activities, and participating in institutional governing bodies to
promote the culture of retention services. In order to best administer and record intensive and
continuous interventions and services, electronic applications have been aligned to the Banner
system to track student services and progress by automating and documenting retention processes,
and maximizing the use of technology in support of services. This administrative electronic system
is based on Seidman’s Retention Model formula adapted by the RENACER Program (see Figure
44). The online Curriculum Advising Program Planning (WebCAPP), for example, provides an
academic audit module to enable students, faculty, and staff to track curricular sequence according
to academic programs. Evaluations for degree completion and graduation, academic grades, and
academic schools’ degree reports are some of the options available. The Programming Committee
with representatives from retention services, student services, and academic schools, identifies the
freshmen course programming needs, and coordinate with academic schools to maximize course
offerings on the main campus and at additional locations. Moreover, it proposes alternatives to
improve course programming through mechanized tools. The Retention Commission of the
Academic Board recommends policies and procedures, proposes projects for improvement of
retention and graduation rates, and promotes retention strategies (see Figure 42).
132
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Figure 44. Student Tracking Electronic Tools Aligned to RENACER Program
Retention Services are comprised of staff assigned to serve freshmen and upper level
enrollment. Table 55 presents the Retention Office staff. Additional locations’ Retention staff is
presented in Chapter 8 (Related Educational Activities). The main campus’ physical infrastructure
comfortably meets the needs for offering retention services. Each staff member has been properly
trained in the use of electronic tools and is responsible for documenting interventions. Table 56
presents the retention intervention statistics for years 2012 and 2013.
Table 55. Retention Office Staff
Retention Support
Services
Academic Advisor
CREE Student Support
Services
Counselor
Technology Training
Officer
Student Services
Officer
Staff
New freshmen advisors (5:
one per School, one shared)
Upper Level (2)
Coordinator (1)
Technicians 3 (FT); 1 (PT)
1
1
1
Primary Responsibilities
Assess academic and personal needs as well as provide services to
promote effective integration to UNE
Provide support services to promote the accomplishment of
academic goals
Coordinate tutoring services.
Provide support services regarding basic skills labs; Administer
placement exams;
Assess personal, vocational, and career interests; Provide
counseling to promote accomplishment of academic goals
Coordinate Tech e-studio services and offer technology
workshops
Promote Retention Services; Identify student needs and refers
accordingly; Validate student placement
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
133
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Table 56. Retention Interventions (2012-2013)
Retention: Student Services
Freshmen academic advising and counseling
Tutoring
CREE Student Support
Source: Retention Office
Fall 2012
# Interventions
3,701
14,705
712
1,538
1,400
3,259
# Students
Fall 2013
# Students
# Interventions
2,642
10,835
828
1,545
1,649
3,517
Student satisfaction assessment for 2009 to 2013 has consistently evidenced that advisors
meet student needs and provide options, and that the advising staff is quick, respectful and available
(95 percent overall average). Advisors refer all situations that are personal, vocational or regarding
financial aid to the retention counselor for individual or group services.
Additional services include a staff of counselors (3), academic coordinators (2) and tutors available
at Student Support Services, a program funded by Title IV of the Department of Education. In
2013, the number of counseling hours were 3,852, and tutoring hours were 4,834.
Retention and Graduation
All institutional services and efforts are directed towards strengthening retention and
increasing graduation rates. Before the RENACER Program was in place, the retention rate as
evidenced with the 2005 cohort reflected a 56.3 percent. Thereafter, the rate slowly increased to
64.4 percent in 2007, with the highest rate (69 percent) achieved in years 2008 and 2009. Rates
from 2010-2012 have remained stable with an average of 67 percent. When compared to the 2013
ACT National Collegiate Retention and Persistence to Degree Rates, UNE is above the average for
4- year private institutions (62 percent).
Prior to 2013, retention rates were computed as a calculation of the percentage of full- and
part-time undergraduate new freshmen who enroll for a subsequent fall semester. Currently, after
an external assessment of systemic retention services and institutional retention data conducted by
Dr. Gary Fretwell from the Noel and Levitz Higher Education Consultants group, a new definition
has been adopted. He concluded that students who receive the most impact from institutional
services - full- time students- should be the ones considered for retention rate calculation. Figure 45
presents the comparison between retention rates calculated with full-time students, and full-time +
part-time students. He also acknowledged the retention initiatives and strategies in place.
Graduation rate is the rate required for disclosure and/or reporting purposes under Student Right-to134
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015
Know Act. This rate is calculated as the total number of completers within 150% of normal time
divided by the revised adjusted cohort. Total UNE graduation rates show a 5.7% increase from the
2005 to 2008 cohort.
Retention Rate
80
73 69
73 69
74
68
72 67
70 65
70 67
2008
2009
2010
2011
2012
2013
60
40
20
0
Full Time
Full + Part Time
Source: Vice Presidency of Planning and Academic Affairs
Figure 45. Retention rates: Full time, and Full + Part Time
Graduation rates have been stable (see Figure 46). With the ALCANZA Project proactively
serving the 2006 and 2007 cohorts, UNE was able to increase the graduation rate to at least 20
percent. The 2013 decline in graduation rate is thought to be due to the modifications in total
Lifetime Eligibility Use, limiting the number of total terms for which a student is allowed financial
aid. Some students applied for loans while others were not able to graduate that year.
25
20.6
20.0
2006
2007
Graduation Rate (%)
20
16.3
15
10
5
0
2005
Cohort
Source: Vice p\Presidency of Planning and Academic Affairs
Figure 46. UNE Graduation Rates by Cohort
Strengths


Student services work plans are aligned to institutional goals.
The institution has highly qualified and licensed personnel in the student services and
retention areas.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
135
Universidad del Este Self-Study Report - Chapter 5: Students Admissions, Retention, and Support Services
MSCHE 2015








Continuous training of personnel through an established development plan, which includes
personnel of additional locations.
Technology-enhanced student services, such as MiUNE, Banner system, and WebCapp.
Incorporation of a centralized digitalization unit to improve the digitalization of student
records, including professional and personal counseling records.
A program to develop students’ leadership skills: Student Leadership Institute.
A well-structured Retention Program that has increased retention rates from 56.3 percent in
2005 to a 67 percent in 2014 (70 percent retention of full-time students), which is above
national average for four-year liberal institutions.
Assessment and action plans for student support services, retention services, and strategies,
and the use of assessment results to improve services.
Noteworthy athletics achievements.
Increasing number of student internship participation in Puerto Rico, United States, and
abroad.
Challenges

Slight decrease in freshmen enrollment due to demographical tendencies and economic
conditions on the Island.
The institution needs to be increase the conversion rate of admitted-to- enrolled students.
Limited recreational and sports-related activities at additional locations.
Assessment results of students’ perception of services dissemination efforts reflect a need to
continue improving efforts.
Limited personnel at Retention Office to provide academic advising services for upper level
students.
UNE’s graduation rates continue being low.
As the enrollment of international students increases, the institution will need to develop an
administrative structure to address their specific needs.






Recommendations






136
Implement additional promotion and recruitment strategies to aggressively portray UNE as a
viable option at local and international markets.
Develop recreational areas for students on the main campus and at additional locations.
Expand the recreational and sports-related activities at additional locations.
Increase and diversify student support services dissemination strategies.
Increase faculty involvement in academic advising of upper level students to improve
retention and graduation rates.
Develop an administrative structure to provide services to international students.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Chapter 6
Faculty
Standard 10
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Chapter 6. Faculty
Standard 10
Introduction
UNE recognizes the three main faculty roles as teaching, service, and research. This chapter
presents the information and further documents evidencing that these roles have been defined and
put into practice by duly qualified faculty. This chapter is divided in three primary sections. The
first section includes information and evidence that demonstrate that faculty recruitment,
development, evaluation and retention processes are appropriate and have been successful in
achieving the institutional mission and goals. The second section groups information, and provides
evidence of the faculty’s compliance with the roles of teaching, service, and research. The third
section includes an analysis of strengths and areas of opportunity, which were identified during the
self-study process.
Development of Research Questions
The analysis of the research questions demonstrate that UNE’s systems, structure, and
policies are effective in the recruitment, hiring, development, and evaluation of qualified faculty
that contributes to the roles of teaching, service and research.
Methods and Evidence Analysis
The subcommittee developed research questions intended to collect evidence regarding: (a)
the effectiveness of UNE’s structure and policies to recruit, retain, develop, and evaluate a faculty
body able to contribute to the achievement of the mission, and (b) faculty’s credentials and evidence
that support their fulfillment of the roles of teaching, service, and research.
Faculty Profile
As in any teaching institution, the faculty body is the heart of UNE: a strong and healthy
heart that nourishes the institution’s mission. The evidence included in this chapter depicts a
faculty group who is academically prepared, in continuous development, enthusiastic about their
teaching role, open to changes, eager to serve students and community, and committed to make a
contribution to society.
UNE recognizes the importance of a well prepared faculty body in the teaching-learning
process, as expressed in the following institutional goals:

To guarantee the availability of a faculty that meet levels of excellence and that
promote the importance of university teaching, research, the responsible use of
technology, and community engagement.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
137
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015


Encourage research and creative work in the disciplines to contribute to the cultural,
social, political, economic, and technical-scientific development of our society.
Position the university in the international scenario by means of diverse activities,
collaborative projects, and exchange programs for both faculty and students.
Table 57 presents UNE’s full-time faculty profile for the last five years, including additional
locations and branch campuses. Tables 58 and 59 present the full-time faculty profile for UNE
graduate programs for years 2010-2014, and the part-time faculty profile for the fall semester of
academic years 2010-2014, respectively. Table 60 shows the academic preparation of part-time
faculty ascribed to technical programs for the fall semester of academic years 2010-2014.
Appendix 37 presents UNE’s full-time faculty profile, segregated by academic school.
Table 57. Historical Profile of UNE Full-Time Faculty for years 2010 to 2015.
Academic Preparation Distribution
Academic Rank
Distribution *
Gender
Year
Total
Bach.
Masters
Doctorate
Female
Male
FP
AP
AsP
I
Faculty
2010-11
Assoc.
/Cert.
-
1
62
54
70
47
14
33
34
36
117
2011-12
-
1
61
60
73
47
14
34
39
35
122
2012-13
-
3
57
71
79
53
15
39
45
32
131
2013-14
3
4
62
76
90
55
17
41
49
40
147
2014-15
4
5
78
76
101
62
20
35
53
56
163
Source: Vice Chancellor’s Office of Licensing and Accreditation, 2014
*Legend: FP-full professor; AP-associate professor; AsP- assistant professor; I- instructor
Note: Since 1985, SUAGM substituted multi- annual contracts for tenure contracts, and eliminated the tenure track option; that is
why the number of tenured faculty has been slowly deceasing: in 2010 there were 25, and in 2014 there are 22.
Table 58. Profile of UNE Full- Time Faculty Serving Graduate Programs for years 2010 to 2014.
Academic
Year
2010-11
2011-12
2012-13
2013-14
Academic School
IEN Business
Education
M
D
M
D
1
1
5
8
9
9
1
-
8
4
7
5
Social and
Human Sciences
M
D
3
2
2
2
4
6
7
10
Source: Associate Vice Chancellor’s Office of Administrative Affairs, 2104
Legend: M- Master’s degree; D- Doctorate degree
138
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Table 59. Profile of UNE Part-Time Faculty, in Traditional, and in Accelerated Modality from 2010 to 2014 (fall
Semester).
Year
Academic Preparation Distribution of Part-Time Faculty
Traditional Modality
Accelerated Modality
Assoc.
Bach.
Masters
Doctorate
Bach.
Masters
Doctorate
/Cert.
57
510
96
2
218
44
2010-11
Assoc.
/Cert.
6
2011-12
6
61
532
105
-
2
217
43
966
2012-13
2013-14
9
12
68
65
540
499
89
97
-
1
1
204
195
43
38
954
907
Total
933
Source: Associate Vice Chancellor’s Office of Administrative Affairs, 2104
Note: Branch campus part-time faculty are not included.
The number of part-time faculty, not including branch campuses, for the fall semester of 2014-15, is
1,061. This number includes faculty teaching in the traditional and accelerated modality, and those
ascribed to the School of Technical Professional Studies.
Table 60. Profile of UNE Technical Programs Faculty (fall semester)
Year
2010-11
2011-12
2012-13
2013-14
Academic Preparation Distribution of Technical
Programs Part-Time Faculty
Assoc.
Bach.
Masters
Doctorate
/Cert.
2
9
33
4
8
33
2
8
39
2
7
38
2
Total
48
43
49
47
Source: Associate Vice Chancellor’s Office of Administrative Affairs, 2104
The information presented above show that:




Since UNE’s Periodic Review Report in 2010, the number of full-time faculty has increased
by 39 percent, while part-time faculty has increased by eight percent (not including branch
campuses faculty).
Since UNE’s Periodic Review Report in 2010, the percentage of full-time faculty with
doctorate degrees has fluctuated between 42 and 52 percent, at present time being at 47
percent. The institution has been very strict in hiring full-time faculty with doctorate
degrees, unless it is an area of difficult recruitment, to address the issue stated in the
MSCHE’s response to UNE’s 2010 Periodic Review Report. Fluctuations respond to the
difficult recruitment issue.
Comparing the 2014-15 full-time total faculty members with the part-time total, for the
same year, the proportion is 1:6.5. The reduced number of full-time faculty was another
issue mentioned in the MSCHE 2010 response. In addition to a 39 percent increase of fulltime faculty since 2010, the part-time faculty recruitment process is being more selective,
and office hours have been added to their contract, to ensure that students receive a
teaching-learning experience with part-time faculty equivalent to that with full-time faculty.
Female full-time faculty percentage has fluctuated between 60 and 62 percent in the last
four years.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
139
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015


As seen in the part-time faculty profile, in the last three years the percentage of doctorates
has fluctuated between 13 and 15 percent. Masters have fluctuated between 75 and 78
percent. In all semesters, faculty with doctorates and masters’ degrees conform more than
90 percent of the total part-time faculty.
Part-time faculty with associate degrees are ascribed mainly to non-degree technical
programs and culinary arts. Less than one percent is ascribed to health programs of difficult
recruitment. Full-time faculty with associate and bachelor degrees are ascribed to culinary
arts and heath science programs. The institution has historically been committed to
subsidize, in full or partially, further formal studies (bachelor, master’s, or doctorates) for
hired faculty with less than a master’s degree.
In summary, UNE’s faculty are highly qualified and with the appropriate experience to lead
the education process befitting a higher education institution of long standing.
Faculty Recruitment, Retention, Development, and Evaluation
UNE has policies and procedures in place that govern the processes of recruiting,
developing, evaluating and retaining qualified faculty, and providing opportunities for faculty to
excel in their three stated roles of teaching, service, and research. All these processes are guided by
the SUAGM Faculty Handbook, and institutional norms and procedures, to guarantee equitable and
consistent treatment in faculty recruitment, retention, development, and evaluation. When
situations of termination of contract occur, these are afforded due process, according to established
policies and procedures stated in the SUAGM Faculty Handbook.
Faculty Recruitment and Retention
The main objective of UNE’s faculty recruitment plan is to strengthen new and existing
academic programs and institutional growth. UNE’s faculty recruitment plan is aligned with the
regulations and bylaws established in the SUAGM Faculty Handbook. This handbook establishes
the following criteria for faculty recruitment: (a) academic preparation with specialization in the
discipline he or she will be teaching, (b) teaching or professional experience, (c) evidence of
professional and personal development, and (d) scholarly production and research experience. The
plan complies with all the established precepts under the SUAGM recruitment policy, which aspires
to identify and attract the best qualified candidates to occupy faculty positions. The process to
ensure that the faculty recruitment plan is aligned with the institutional mission is summarized in
Figure 47.
140
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Vectors
Mission
Institutional
Strategic Plan
• Vector 1 =
Academia
• Goal 1.1 Faculty
• Goal 1.2 –
Academic
Development
Academic
Schools
Recruitment
Plans
Recruitment
according to
needs in
Academic
Offerings
Figure 47. Faculty Candidates Selection Process
UNE strategic guidelines establish as Goal 1.1 in Vector 1 (Academia): To constitute and
maintain a faculty that responds to the quality levels promoted by the institution in teaching,
research, and community engagement. To comply with this goal, several strategies have been
instituted to increase the number of full-time faculty, as well as the proportion of faculty with
doctorate degrees. Recruitment plans of each academic school are presented in ED 38. The current
recruitment process includes: (1) reviewing the candidate’s credentials, (2) an interview with the
candidate, (3) evaluation of the candidate’s written essay, and (4) the candidate’s presentation of a
short demonstrative class. The same process is followed for the recruitment of full-time and parttime faculty on the main campus, as well as at additional locations. The School of Professional
Studies, in addition to the four requirements stated above, requires candidates to evaluate a
student’s written work (see Appendix 38 for the Faculty Recruitment Procedures document).
Candidates passing the recruitment process are included in a database of certified part-time
candidates, and only these may be hired as part-time faculty. In the final step of the process, parttime faculty are assigned courses, on the main campus and at additional locations, according to a
specification table with the academic preparation requirement (primary and alternative) to offer
each course.
UNE promotes, supports, and recognizes the academic and professional endeavors of its
faculty members. Faculty retention and recognition is articulated through: (a) the granting of, and
promotion in, academic rank; (b) faculty recognition for innovative teaching, publishing, and
institutional service.
Academic Rank. As stipulated in SUAGM Faculty Handbook, academic rank is a
recognition conferred by the institutions to distinguish extraordinary merits accomplished by faculty
in academic, intellectual and professional areas, and in service that exceed strictly contractual
duties. Academic rank promotion is a competitive, voluntary process and is rewarded with a salary
increase according to the rank conferred. The criteria for each rank are the same, the cut scores for
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
141
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
each are different. Table 61 presents the summary of academic ranks conferred between 2010 and
2014. The Assistant Professor rank is the only rank that may be automatically conferred to any
Instructor who completes a doctoral degree. Also, the institution honors academic ranks conferred
by other accredited higher education institutions to newly hired full-time faculty. These cases are
not included in Table 61.
Table 61. Summary of Academic Ranks Promotions for years 2010 to 2014.
Rank
Promotions
Full Professor
Associate Professor
Assistant Professor
Rank promotion requests not granted
2010
2011
2012
2013
2014
4
1
2
2
1
2
5
1
-
1
4
1
1
3
3
1
Source: Vice Chancellor’s Office of Licensing and Accreditation, 2014
This data shows that only between five and eight full-time faculty have applied for rank, per year, in
the past four years, which is a very modest number. The institution needs to create strategies that
encourage faculty to apply for academic rank promotions. Rank promotions were not granted to
faculty who failed to obtain the required evaluation score.
Institutional Faculty Recognition. Every year, during Education Week, the institution
recognizes faculty members that have demonstrated exemplary teaching-learning strategies,
participated as keynote speakers in international conferences, or were involved in community
service. In addition, the institution provides extrinsic incentives to faculty that publishes, as
stipulated in institutional policies for those purposes. Between 2010 and 2013, the institution has
granted $50,500 for such recognitions. The number of publications in 2014 increased significantly:
31 articles, two book chapters, and six books. Of these, 14 articles, one book chapter, and four
books complied with the institutional policy, for a total of $51,500 granted in 2014 to a total of
thirteen faculty members (some with multiple publications). It is clear that this policy is
incentivizing faculty to be more productive.
Faculty Development. In order to continually increase the breadth, depth, and updating of
faculty’s professional, pedagogical, and technological competencies, UNE has established an
institutional faculty development plan. This process is clearly delineated in the following
documents: (1) Norms and Procedures for the Professional Development of Faculty, (2) Faculty
Development Plan, and (3) Faculty Recognition Policy. The Faculty Development Plan considers
institutional, academic, and personal goals in order to establish each faculty member’s short and
long term development plan. These plans include induction, pedagogical, technological, and
142
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
discipline-related training. Although the development plans have the same duration as the faculty
member’s multi-annual contract, these are reviewed annually by the faculty member and the
respective school dean.
The Vice Chancellor’s Office of Academic Affairs, in keeping with its commitment of
developing UNE’s faculty members, allocates resources to each academic school budget for those
purposes. Among the activities sponsored are: memberships in local, national, and international
professional organizations, participation in professional conferences and seminars, and continuing
education (ED 39). At the beginning of each semester, meetings and assemblies are organized to
inform full-time faculty of relevant information related to assessment results, new institutional
initiatives, and annual work plan issues. Professional development activities are usually included in
these meetings, and in addition, each semester, a whole day is scheduled exclusively for
professional development activities for full and part-time faculty and administrative personnel.
Additional locations also schedule a Professional Development Day. These compulsory activities
include topics related to constructivist teaching and learning, assessment and evaluation techniques,
technology, and information literacy, among other. The institution also schedules year-round
development activities for interested full and part-time faculty. Table 62 presents the number of
institutionally sponsored professional development activities, on the main campus and at additional
locations, for faculty offering traditional and accelerated modality courses, for 2010 through 2014.
Table 62. Number of Institutional Development Activities and Participation for 2010-11 to 2013-14: Full-Time and
Part-Time Faculty for Traditional and Accelerated Modalities
Traditional Modality
Number of Activities
Number of Participants
Accelerated Modality
Number of Activities
Number of Participants
2010-2011
2011-2012
2012-2013
2013-14
93
80
89
99
2,385
2,324
2,727
2,824
39
37
40
43
475
1,189
1,717
1,367
Sources: Associate Vice Chancellor’s Office of Licensing and Accreditation and School of Professional Studies, 2014
In addition to funding committed for in-house faculty development activities, UNE sponsors
participation in local and national conferences, and trainings. The institution has also sponsored
graduate studies for faculty members in areas of difficult recruitment as part of the institution’s
commitment of guaranteeing a faculty body of excellence (see ED 40).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
143
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Faculty members actively participate in external academic and professional activities to
increase their knowledge in specific disciplines, as well as, to improve their teaching skills. They
contribute to achieving the institutional mission and goals through: (a) local, national, and
international presentations (b) peer mentoring, (c) publishing in professional and/or academic peerreviewed journals, including the recently indexed institutional journal Ámbitos de Encuentros, (d)
literary production, (e) participating in externally or institutionally funded research projects, and (f)
mentoring students in undergraduate/ graduate research, among other. Based on Boyer’s Model of
Scholarship, the institution classifies all faculty scholarly activities as academic or professional
using the criteria of teaching, discovery, integration, and application. Table 63 summarizes the
number of scholarly activities, per specific criteria, of full- and part-time faculty on the main
campus and at additional locations in Puerto Rico, for 2010 to 2014.
Table 63. Summary of Faculty Scholar Activities in Carolina and Additional Locations for years 2010 to 2014.
Year
Academic Activities
2010-2011
2011-2012
2012-2013
2013-2014
(1)
87
91
102
115
(2)
29
20
43
38
(3)
4
6
7
17
Professional Activities
(4)
30
25
32
41
(5)
144
154
182
213
(6)
95
105
115
146
(7)
333
306
390
333
(8)
121
135
120
114
(9)
134
145
159
163
Source: Summary of Academic and Professional Faculty Activities Electronic Database
Legend:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Presentations in congresses, conventions, seminars, and workshops.
Published books, articles, and other academic productions.
Pending publication of books, articles, and other academic productions.
Research Activities
Services related to academia
Services related to the profession
Attendance to professional development congresses and workshops
Attendance to professional organizations meetings and conventions.
Professional memberships
Table 64 summarizes the academic and professional activities presented in Table 63, and
presents the percentage distribution for each type of activity. Percentages show a marked tendency
towards professional activities.
Table 64. Percentage Distribution by Type of Scholar Activities from 2010 to 2014.
Year
Percentage Distribution of
Academic Activities
Percentage Distribution of Professional
Activities
2010-2011
2011-2011
2011-2012
2013-2014
30%
30%
32%
36%
70%
70%
68%
64%
Source: Summary of Faculty Scholarly Activities in Carolina and Additional locations (Table 63)
144
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
The approximate ratio per faculty member for academic activities increased from 3.1 in
2010-11 to 4.4 in 2013-14. The approximate ratio for professional activities increased from 7.2 to
8.0 in the same period. Both set of ratios demonstrate the increasing commitment of the faculty to
participate in both academic and professional activities.
It is clear that UNE takes the preparation and professional development of its faculty
seriously, as evidenced by the level of activities and resources expended.
Faculty Evaluation
The evaluation process is determined by the SUAGM Faculty Handbook, which establishes
requisites and evaluation criteria for annual and multi-annual full-time and part-time faculty.
Tenured faculty are evaluated when applying for rank promotion and during the end of course
assessment at the end of each spring semester by their students. Table 65 summarizes the
evaluation instances for each type of faculty contract.
Table 65. Evaluation Intervals for UNE Faculty
Faculty Classification by Type of Contract
Evaluation
Systemic*:
Dean
Student
Self
Tenured
Multi-annual
full-time
Annual
Full-Time
Full-Year
Substitute
Part-Time
x
x
x
x
x
x
x
x
x
x
x
x
End of Course
x
x
x
Assessment
End of part of
term/semester
assessment
Rank promotion
x
x
* Refers to evaluation using SUAGM Faculty Handbook instruments.
x
PartTime
Branch
Campus
x
The evaluation process established by the SUAGM Faculty Handbook includes an evaluation
by the school dean, by students, and a self-evaluation. In the dean’s evaluation, although the
instrument was not designed in terms of faculty roles, 63 percent of the criteria evaluate teaching,
23 percent evaluate service, six percent evaluate research, and eight percent evaluate other criteria.
The students’ Faculty Evaluation Form only considers the teaching criteria. Figure 48 presents
results of full-time and part-time faculty evaluation by students, showing no significant difference
between them.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
145
Likert Scale
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Instructional Design
5
4
3
2
1
0
Full-time faculty
Part-time Faculty
2011
2012
2013
Number of faculty members evaluated
Course Administration
Likert Scale
5
4
3
2
1
Year
N
Full-time
Faculty
N
Part-time
Faculty
2011
2012
2013
51
42
43
517
383
338
0
2011
2012
2013
Likert Scale
Communication Administration
5
4
3
2
1
0
2011
2012
2013
Figure 48. Results of Teaching Evaluation Criteria of Full-time and Part-time Faculty performed by Students for 2011
to 2013.
This evidence is crucial in demonstrating that the teaching quality of part-time faculty, who
comprise almost 90 percent of the total faculty members, is equivalent to that of the full-time
faculty.
School deans discuss evaluation results with full and part- time faculty. In the case of fulltime faculty, if the evaluation result falls below 4.0 of a possible total of 5.0, equivalent to an 80
percent, an improvement plan is established for the faculty member. At the branch campuses,
faculty members (predominantly part-time) are evaluated at the end of each part of term (programs
are offered in the accelerated adult education modality – AHORA Program of the School of
146
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Professional Studies). Evaluation results are discussed with them, and if results are less than 80%,
improvement plans are also established. Multi-annual faculty at branch campuses follows the same
evaluation process as on the main campus.
The current faculty evaluation instrument measures: teaching and academic production,
scholarly production, and service. See current faculty evaluation instruments in Appendix 39.
The SUAGM Faculty Handbook is currently under revision and new evaluation instruments, with a
more balanced distribution of criteria per faculty role, are being considered. UNE maintains a
rigorous evaluation process ensuring that multi-annual contracts are continued for only the best
performing faculty. The Faculty Handbook establishes the possible reasons for not rehiring multiannual faculty. Evidence of all these processes is maintained in faculty record files at the academic
schools and in On-Base electronic files. Appendix 40 summarizes UNE’s compliance with the
policies and procedures previously described.
Teaching, Research, and Service
Faculty member’s workload is clearly established at the beginning of each semester, with the
faculty member’s completion of the workload form, in agreement with the school dean. In general
terms, the weekly faculty workload consists of fifteen teaching hours, six office hours, fifteen hours
for creative/scholarship/research activities, and 4 hours for service to the institution.
Although at present there are no faculty members ascribed exclusively to graduate programs,
the SUAGM Faculty Handbook establishes only nine teaching hours, and additional office or
creative/scholarship/research activities hours to complete their workload; in a combined
(undergraduate and graduate) schedule, teaching hours may not exceed twelve. In 2011, a new type
of multi-annual contract, research professor, was established, where in agreement with the school
dean, their workload is primarily dedicated to research activities. In 2012, the institution complied
with the goal of having at least five research professors. Another change since 2010, is that parttime faculty are required to offer 0.5 office hours per course, as part of their workload.
Teaching. UNE is a primarily teaching institution with a constructivist approach to teaching
and learning, as established in its mission statement since 2001. Faculty credentials and experience
provide support to the teaching and learning process, and UNE’s curricular needs. To ensure a
smooth transition into UNE’s academic structure, new faculty at the main campus and additional
locations, receive induction training, including orientation on: (a) institutional administrative
structure, (b) norms and procedures in teaching, (c) the teaching-learning process, (d) UNE
students’ profile, and (e) student learning assessment and evaluation. The SUAGM Faculty
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
147
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Handbook provides information on faculty duties and responsibilities in their educational work and
a detailed description of the evaluation processes. After finalizing the training, they receive a
schedule of workshops on topics such as: quality teaching strategies, learning styles, assessment and
evaluation techniques, conceptual development, and integrating and applying technology in
teaching, among others. Individualized mentoring services are also provided to develop and
improve faculty’s teaching skills. The institution closely supervises faculty’s teaching performance
through the evaluation processes previously described.
The institution promotes the constructivist approach in the teaching-learning process, as
mentioned above. Course syllabi are developed following the official institutional constructivist
format, where the competencies to be developed are described in terms of the cognitive,
psychomotor, and affective skills to be developed. Using the syllabus as a guide, student learning
goals are met through diverse teaching-learning strategies, assessed using varied measuring
instruments, and rigorously evaluated. Faculty members are required to prepare course assessment
reports that include student learning results.
Faculty members are encouraged to actively participate in service and professional activities
that enhance the depth and knowledge of their disciplines and thus, the effectiveness of their
teaching. End of course faculty assessment results for 2010-2013 are shown in Table 66. These
results show a tendency of increasing use of technology (power point presentations and use of
multimedia information), information literacy skills development, and assessment in the teaching
process.
Table 66. Percentage of Faculty Members that Answered “Completely Agree” or “Agree” in End of Course
Assessment Instrument for years 2011 to 2013.
Assessment Criteria
Uses the strategy of power point presentations.
Promotes team work and/or cooperative learning in the courses
offered.
Asks students to present orally.
Offers exams in the classroom.
Incorporates assessment in their courses.
Promotes library research.
Uses multimedia information to enrich course content.
Assigns writing essays and/or monographs
Percentage of Faculty that “Completely
agrees” or “agrees”.
2010
55.7
2011
90.9
2012
90.8
2013
91.5
87.5
89.2
90.0
89.4
90.9
78.3
52.3
49.1
41.0
68.0
86.2
89.7
78.3
76.8
69.7
62.3
83.1
91.8
80.6
74.4
70.3
67.0
85.7
89.4
75.4
70.4
73.3
64.6
Source: Faculty End of Course Survey. Associate Vice Chancellor’s Office of Assessment, 2014
Faculty have also started to integrate social networks, such as blogs, wikis, email, and
distance learning platforms (Blackboard®) to promote out-of classroom student involvement with
148
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
the courses and supplemental information. Details of the assessment structure at the academic
school level, and faculty’s role and responsibilities in this process are described in Chapter 4:
Institutional and Student Learning Assessment. Appendix 41 includes a diagram describing faculty
participation in student learning assessment and evidence of participation.
The SUAGM Faculty Handbook recognizes academic freedom as a fundamental right of
full- and part-time faculty. Under UNE’s definition, the professor has the right to participate in the
design, content, objectives, teaching methods, and strategies of the courses he/she is qualified to
facilitate within the limitations of the student’s rights and the institution’s policies. A grievance
procedure (RH-12-245-004) (Appendix 42) describes how to proceed when the faculty member
perceives that his/her rights have been violated. Since 2010, only one grievance procedure related
to academic endeavors have been received. The grievance issue was documented in the Academic
Board’s minutes.
Research. UNE is in a capacity-building stage to develop the culture, and infrastructure
necessary for institutional development in the area of research. The Associate Vice Chancellor’s
Office for Research is committed to promote, coordinate, and disseminate research activities and
projects, as well as creative production, through a trans-disciplinary approach. With this purpose in
mind, UNE has developed various strategies to promote qualitative and quantitative research at the
graduate and undergraduate level. Faculty members participate as researchers and graduate and
undergraduate student mentors. Prior to 2005, UNE had institutionalized an undergraduate research
board, providing seed money for researchers that mentored undergraduate research, named
Undergraduate Research Board (JIS, Spanish acronym). The objective was to provide the
opportunity of obtaining preliminary data necessary for submitting proposals for external funding.
In 2012, this board evolved into the Institutional Program for Research Promotion (PIFI, Spanish
acronym), with an administrative board that oversees the evaluation and approval of submitted
research proposals, and the evaluation of progress and final reports of approved projects. With
PIFI, researchers with graduate students qualify for funding, as long as at least one undergraduate
student is included in the project. Funding options were also expanded (see Appendix 43 for PIFI
bylaws). Faculty participation in this program since 2010 is shown in Table 67.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
149
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Table 67. Summary of Submitted and Approved Research; and Creative Work Proposals to the Institutional Program
for Research Promotion
Number of Research Proposals Submitted and Approved
School of Science and
School of Social and
Other
Technology
Human Sciences
Academic Year
Submitted
Approved
Submitted
Approved
Submitted
Approved
2010-2011
1
-
3
3
3
2
2011-2012
2
2
2
2
-
-
2012-2013
2
2
3
3
1
1
Source: Associate Vice Chancellor’s Office for Research, 2014
In addition to the research activities sponsored by PIFI, the UNE Graduate Schools have
research initiatives under Title V funds (Post-baccalaureate Opportunities for Hispanic Americans –
PPOHA) since 2011. These research projects are mentored by a professor with graduate students
assigned with the purpose of submitting proposals for external funding. The accepted projects are
summarized in Table 68 below.
Table 68. Summary of Graduate Research Initiatives under Title V Funding
Academic Year
2011-2012
2012-2013
2013-2014
Number of research projects accepted for
external funding opportunities
School of Social and IEN Business School
Human Sciences
3
2
3
1
Source: Title V Fund Administration
Other initiatives, with external funding, have been (ED 7): Undergraduate Research
Education and Training Project (URGREAT) (2004- 2018, funded by NIH-MBRS-RISE), Violence
and Asthma: Health Disparity Network (VIAS) (2009-2014, funded by NIH-RIMI), and the
Department of Homeland Security- Stem Scholars Program (2011-2014). The first and third
projects provided funding for research materials and undergraduate research. The second, provided
funding for faculty research.
Research projects, activities, and creative production are disseminated through annual
Undergraduate and Graduate Symposiums, Jornadas de Investigación, Researchers Meetings, and
the indexed institutional journal Ámbitos de Encuentros, among others. There have been 25
dissemination activities of Jornadas de Investigación and two Graduate Researchers Meetings (with
14 student research projects presented) between August 2011 and May 2014.
150
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Faculty involved in any type of research, including projects which are part of a coursework,
must comply with the various certifications, required by the SUAGM Compliance Office ascribed
to the Vice President’s Office of Planning and Academic Affairs. According to the nature of the
project, faculty members must complete the required certification procedures: research with human
subjects (IRB), research with animal subjects (ACUC), and research using hazardous chemical or
biological materials (IBC). In addition, faculty must comply with SUAGM copyright policies
before publishing any material in any journal, educational platform, social network, or any other
media. SUAGM and UNE provide orientation, workshops, and written information posted on their
respective webpages, to ensure faculty knowledge and compliance with these regulations. (See
Appendix 2 for webpage addresses, and ED 41 for SUAGM’s compliance organizational chart.)
Service. As expected in a higher education institution, UNE promotes its faculty commitment with,
and active participation in, processes related to academic and administrative decision-making. They
include the following:
Faculty participation in governing bodies and committees. Faculty members assume an
active role when participating in the most important institutional governing bodies: Administrative
Council, and Academic Board. As previously explained in Chapter 3: Leadership and Governance,
and Administration, since 2014, the Administrative Council has a faculty representation for each
academic school. This governing body is in charge of approving policies, curricular revisions,
institutional budgets, annual work plans, and the granting of degrees, among other duties.
The Academic Board is responsible for originating and recommending academic policies to
the Administrative Council. Faculty representatives comprise the absolute majority of the board.
Each academic school selects, at the beginning of each academic year, the faculty member that will
represent them. In a faculty assembly the necessary number of faculty representatives, to ensure
absolute majority in the Board, are selected.
Other opportunities for faculty participation and involvement in decision-making processes,
such as policy-making, development and implementation, are: participation in SUAGM interinstitutional, institutional, and school committees. Some of these committees are ad hoc, but most
of them are permanent ones. Examples of such committees are:

Institutional Mission Revision Committee (ad hoc: 2010-2013) - This committee was composed
primarily by faculty members, who directed the consultation process of all sectors of the
university community, with regards to the mission statement and goals that will guide the
institution’s development in the next years.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
151
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015



SUAGM Faculty Handbook Revision Committee (ad hoc: 2012- 2014) - UNE representatives in
the committee were in charge of compiling all UNE faculty recommendations in a final report,
and represent UNE faculty in the committee meetings.
UNE General Education Revision Committee (ad hoc: 2011-2013) – This committee developed
the definitions and characterization of the competencies, and course syllabi for the new general
education component which will be implemented in August 2016. It was mostly composed of
faculty members and all academic schools were represented.
Curriculum Committees (permanent) - Each academic school appoints their own committee,
which is in charge of leading the process of program developments and revisions, among other
duties, as stipulated in the document Procedures for the Establishment of Permanent
Committees. The committee is led by a faculty member.
Faculty participation in academic program development, revision, and evaluation
UNE Faculty is a crucial element in the development, revision, and evaluation of academic
programs. According to the assigned task, faculty receives training on how to develop syllabi,
instructional modules, and align courses with their respective program learning outcomes, among
others. Faculty’s expertise, academic preparation, and professional development guarantee the
quality and rigor necessary in higher education undergraduate and graduate programs. Figure 49
shows how the institution ensures the quality of these processes. Corporate and institutional bylaws,
and the SUAGM Faculty Handbook, stipulate among faculty’s rights and responsibilities, to: (a)
recommend to the Academic Board the establishment, modification or elimination of educational
offerings, (b) actively participate in assessment processes and continued improvement of academic
programs quality, and (c) actively participate in the design and writing of new program proposals,
as well as revision and evaluation of courses and academic programs.
Promote
SUAGM Faculty
Handbook specifies
duties and
responsibilities
Integrate
Participation in governing bodies
Participation in curriculum
committees at academic school level
Assessment coordinators at each
academic school
Evaluate
Evaluation instruments
Rank promotion
instrument
Figure 49. Assurance Process for Faculty Participation in Academic and Administrative Processes
UNE faculty is key in the development, revision and evaluation of academic programs.
They participate since the conception of a program, developing the pre-proposal for the new
program, and presenting and defending it at the Academic Board during the approval process.
152
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
Faculty are also responsible for the preparation of each course syllabi in the new program. Once the
program is approved, faculty are responsible for the revision and update of syllabi according to the
market needs and student learning outcomes. These tasks are performed either in program teams,
curriculum teams, UNE governing bodies, assessment teams, or individually. UNE faculty
recognizes these tasks as inherent to the teaching process.
Faculty’s satisfaction related to several aspects of work environment are regularly surveyed.
Some of the data collected in the End-of Course Assessment (main campus faculty) is presented in
Table 69.
Table 69. Faculty Satisfaction Survey Results (percent of participants that answered “very satisfied and satisfied”)
Evaluation item
Days in which courses are programmed
Hours in which courses are programmed
Teaching resources
Facilities
Library
Academic support from school
School administration
Procedure for course assignment to faculty
Class sizes
UNE’s environment provide for positive relationships between students and
faculty
Management’s relation with faculty
UNE’s environment provide for positive relationships between faculty and
management
Training and conferences provided by UNE contribute favorably to faculty’s
professional development
2013
98.7
97.1
97.1
93.7
93.1
91.3
91.0
89.4
86.5
95.5
2012
96.6
94.6
93.1
87.7
90.8
89.3
88.2
84.4
82.6
94.4
2011
95.3
93.1
91.6
89.4
89.9
86
86.7
79.8
82.5
96.3
2010
59.2
58.2
92.8
87.9
80.5
85.7
89.0
48.3
83.9
95.7
89.4
88.9
78
89.8
92.4
91.6
93.1
90.4
85.2
85.4
83.7
83.9
Source: End of Course Assessment. Associate Vice Chancellor’s Office of Assessment, 2010-2013
Faculty at additional locations are also periodically surveyed. A summary of selected results
for the last period is included in Table 70. Data for previous years are included in ED 42.
Table 70. Faculty Satisfaction Results for Additional Locations in 2012-13 (percent of participants that answered
“very satisfied and satisfied”)
Evaluation item
Academic load
Hours in which courses are programmed
Number of students per section
Recruitment and pay
Environment
Professional development activities
Salary
Barceloneta
Yauco
88
96
80
72
96
88
61
89
97
91
78
100
85
62
Santa
Isabel
92
100
100
77
92
85
62
Cabo Rojo
100
100
75
63
63
72
62
Source: Assessment Visit Reports. Associate Vice Chancellor’s Office of Assessment, 2013
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
153
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015
The results shown in Tables 69 and 70 show that UNE’s faculty members are satisfied with
most of the work environment elements even though low satisfaction levels were obtained for salary
and benefit conditions.
Organizational climate surveys are systematically performed every 3-4 years for the
complete Ana G. Méndez University System in order to monitor satisfaction elements and
employee engagement. Recent studies (2011 from AON Hewitt (ED 8), and 2013 Best Employers
Survey, ED 43) show results consistent with this data, and show that although the satisfaction with
pay and benefits is an area of opportunity for all SUAGM institutions, the level of engagement
increased from 69 to 72 percent.
A series of faculty meetings, led by a faculty member, were held at the main campus (in
each academic school), and at every additional location in Puerto Rico during the 2014 fall
semester, to explore faculty concerns. The most relevant issues and concerns were classified in
twelve areas: faculty contracts, faculty evaluation, salaries, participation in processes and
committees, academic affairs, benefits, faculty development, workload, faculty recruitment,
physical facilities, communication issues, and students’ affairs. These concerns were discussed by
the chancellor during the faculty assembly on January 14, 2015. Recommendations to improve the
faculty evaluation process were considered in the discussion, as well as clarification of
misunderstandings related to contracts, benefits, participation, faculty development, and others.
Nevertheless, explicit meetings with school deans and directors of the additional locations are
programmed to discuss concerns by schools and locations.
In summary, UNE faculty demonstrate their commitment with the institution’s academic and
administrative development. This commitment is corresponded by the institution’s transparent
intentions of continued growth, academic renewal and sustainable development.
Strengths




154
The faculty recruitment, development, and evaluation processes are equivalent for all
faculty members, regardless of location and teaching modality, ensuring the same quality of
excellence and rigor in the teaching-learning process.
The number of conferred rank titles, the increase of faculty with doctorate degrees, and the
level of faculty retention evidence that the policies and procedures implemented by the
institution are effective and contribute to the achievement of UNE’s mission.
The increase of faculty participation in research projects, the submission of proposals for
external-funding, and the number of specialized accreditations, have been critical elements
for achieving the institutional mission.
The high number of faculty representation in governing bodies strengthens the academic
commitment with UNE’s stakeholders.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 6: Faculty
MSCHE 2015


The increasing trend of scholarly activities both at academic and professional activities
shows a strong faculty commitment towards self-improvement and strengthens the service
to UNE’s stakeholders.
The sustained satisfaction level with the working environment both at UNE campus and
additional campuses translates into faculty commitment and engagement to UNE.
Challenges




Although the percentage of full-time faculty with doctorate qualifications has increased, it is
still low compared to other master degree institutions.
Faculty participation in research projects and the submission of proposals for externalfunding is not widespread throughout the institution.
The number of faculty applying for academic rank promotion per year is low.
Faculty members have voiced dissatisfaction with salaries, benefits and other contractual
and institutional issues revealed through the faculty meetings held in 2014. See ED 44 for
the summary report.
Recommendations




Continue increasing the number of full-time faculty with doctorate preparation.
Continue promoting faculty participation in academic and scientific research, as well as,
increase the number of externally-funded projects.
Develop new strategies to promote that more faculty members apply for academic rank.
Schedule several meetings between upper-level administration and faculty to work with the
analysis of issues revealed in the faculty meetings.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
155
Chapter 7
Educational Offerings and General Education
Standards 11 and 12
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Chapter 7. Educational Offerings and General Education
Standards 11 and 12
Introduction
The Educational Offerings and General Education subcommittee analyzed and evaluated
UNE’s academic programs and General Education component, taking into consideration three
principal aspects: (a) their learning outcomes’ alignment with the institutional mission and goals;
(b) comparison of the traditional and accelerated modalities in terms of quality, rigor, effectiveness,
and location (main campus, additional locations, and branch campuses); and (c) student learning
results and program improvement based on assessment results.
Development of Research Questions
To determine UNE’s compliance with standard 11 (Educational Offerings), the
subcommittee developed research questions related to the processes of developing, implementing,
and evaluating academic programs at UNE. As part of the analysis, the subcommittee considered
aspects such as: (a) quality, rigor, administration, and effectiveness of the teaching-learning process;
(b) alignment between the institutional mission and goals with programs’ learning outcomes, and
course objectives and content; (c) how assessment results of midpoint and capstone courses,
institutional tests, and licensing passing rates, among other, are used for improvement; (d)
availability of adequate instructional support services; (e) equivalency between traditional and
accelerated programs; and (f) program development, revision, and evaluation policies and
procedures.
To determine compliance with standard 12 (General Education), the subcommittee focused
on the analysis of: (a) how course assessments are used to determine student learning and for the
component’s improvement; (b) its alignment with the institutional mission and goals; and (c)
alignment of General Education learning outcomes with professional and concentration courses of
UNE program offerings.
Methods and Evidence Analysis
The subcommittee identified and analyzed evidence-based documents. These included
policies and procedures related to the development, implementation, and evaluation of academic
programs, student learning assessment results, program evaluation results, academic schools and
General Education component action plans, student and faculty satisfaction survey results, and the
institutional report on information resources, among others.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
156
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Educational Offerings
As explained in the introduction, UNE has a main campus in Carolina, five additional
locations on the Island, and one in Washington, DC. UNE also offers academic programs in five
SUAGM branch campuses: three in Florida, one in Maryland, and as of January 2015, UNE also
offers academic programs at the new Dallas Branch Campus, with three students enrolled to date.
As of May 2014, UNE offers a total of 71 academic programs distributed as: 21 masters’ degrees,
31 bachelor degrees, and 19 associate degrees, all licensed by the Puerto Rico Council of Education
(CEPR, Spanish acronym). Of these, nine masters’ and two bachelor degrees are exclusively
offered in the accelerated modality for adult education, which are administered by the School of
Professional Studies, a systemic structure also known as AHORA Program. Of the total of UNE
academic offerings, two masters’ and eight bachelor degrees are offered in both modalities
(traditional and accelerated), the accelerated ones also being administered by AHORA Program.
UNE offers eleven professional or graduate certificates, and sixteen technical certificates. There are
three masters’, seven bachelor, and two professional certificates in teach- out status.
Table 71 presents the number of registered programmatic offerings of UNE’s academic
schools, segregated by academic level. Appendices 44 and 45 present UNE’s programmatic
offering in detail, including modality and location, and fall enrollment historical series (2008-2013),
respectively. This appendix includes UNE offerings in Florida (licensed by the Florida
Commission for Independent Education, FCIE), and in Maryland (licensed by the Maryland Higher
Education Commission, MHEC) branch campuses. The new branch campus in Dallas has one
associate, five bachelors and three master’s degree offerings from UNE under the authorization of
the Texas Higher Education Coordinating Board (THECB).
Table 71. Number of UNE CEPR-Licensed Programmatic Offerings Distributed by Academic School and Level.
Academic School
Masters’
IEN Business
Social and Human Sciences
José A. (Tony) Santana International School
of Hospitality and Culinary Arts
Education
Science and Technology
Health Sciences
Professional Studies
Technical Professional Studies
TOTAL
5
2
Number of Degrees Offered per Academic Level*
Professional or
Technical
Bachelor Associate
Graduate Certificates
Certificates
7
6
5
2
-
-
3
2
1
1
5
9
21
7
3
4
2
31
4
4
1
19
4
1
3
2
11
15
16
Source: Associate Vice Chancellor’s Office of Licensing and Accreditation , May 2014
* Includes academic offerings in branch campuses.
157
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
UNE’s educational offerings are aligned to the institutional mission. In fact, all UNE course
syllabi include an appendix presenting the alignment between UNE’s mission, the programs
learning outcomes, and the course objectives and content (see examples of course syllabi, and
syllabus evaluation rubric in ED 45).
The development of educational offerings has been guided by the former institutional goals:


To develop a well-rounded person through a multidisciplinary and liberal education.
To develop current and pertinent academic courses that respond to society’s needs.
Since August 2013, the new educational offerings have been developed based on the revised
institutional goals:
 Provide an education of excellence, through the development of cognitive, affective, and
psychomotor competencies in students that will enable them to make positive contributions to
the social, economic, and political setting at local and global levels.

Offer traditional and nontraditional academic programs, within the constructivist dimension of
learning, that meet the interests and needs of a society oriented toward service, technology,
internationalization, and research.
UNE’s academic structure is led by the Vice Chancellor’s Office of Academic Affairs
(hereafter Office of Academic Affairs). The Office of Academic Affairs is constituted of the areas
of academic effectiveness and development, research development, faculty development, student
retention, licensing and accreditation, and assessment. The Office of Academic Affairs is
responsible for:







The delivery of academic programs, degree and non-degree.
The planned and structured implementation of academic policies, procedures, and methods that
ensure the achievement of the institutional mission.
The evaluation of academic programs and activities to ensure their quality.
Promotion of faculty enhancement through the fostering of intellectual and teaching- skills
development.
Promotion of research activities for faculty research skills development, providing opportunities
for research initiatives, collaborations, and alliances.
Promotion of student retention through academic counseling, support services, and student
tracking.
Optimization of human and fiscal resources necessary for the implementation of all its academic
and administrative processes.
The Vice Chancellor has the responsibility of presiding over the Academic Board, one of UNE’s
governing bodies, as established in the Institutional Bylaws.
Under the Office of Academic Affairs, eight (8) academic schools are responsible for the
development, implementation, and evaluation of academic programs. The following adapted
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
158
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
excerpts from UNE’s undergraduate catalog (see Appendix 13) describe UNE’s eight academic
schools:
The Business School for Innovation and Entrepreneurship (IEN Business School) provides its students, through the
development of entrepreneurial skills, the necessary tools to obtain a complete and up-to-date professional preparation
with a commitment for innovation in the different disciplines within business administration. The School offers
associate degrees in Business Administration in: Computerized Information Systems in Graphic Design, Programming,
Computer Support Technician, and Web Design. It also offers two associate degrees in Office Systems in; Executive
Secretary with Word Processing, and Medical Secretary with Medical Billing. The bachelor degrees in Business
Administration are in the areas of: Accounting, Management, Marketing, Computerized Information Systems,
Insurance, and a bachelor degree in Office Systems with a major in Administrative Secretary. The masters’ degree
programs offered are: Human Resources, Management, Accounting, Information Technology and Development of Web
Businesses, and Management of Information Security. The IEN Business School is accredited by the Accreditation
Council of Business Schools and Programs.
The School of Education is home to the UNE graduate and undergraduate academic programs that prepare teachers in
the areas of Pre-school and Primary Education, Special Education (K-12); Teaching English as a Second Language (K6, and 7-12), and Physical Education (K-12); and educational leaders and other professionals in education in the areas of
Recreation and Sports, and Sports and Personal Training. The School guides and collaborates with those initiatives that
are inherent to its body of knowledge, including the graduate programs in Curriculum and Teaching in: English,
Spanish, Special Education, and Early Childhood; and School and Child Psychology. In addition, it promotes the
integration of purposes between different units that offer programs and projects in education, at the main campus, at the
additional locations, as well as in the School of Professional Studies (AHORA).
The School of Health Sciences offers undergraduate programs such as: professional certificates, associate and
bachelor’s degrees. Continuing education activities are also given with the proper credits or certificates. The School
offers bachelor and associate degrees in the areas of Diagnostic Imaging (Medical Sonographer and Radiological
Technologist with various specializations), and Nursing. It offers associate degrees in Public Health and Pharmacy
Technician.
The School of Social and Human Sciences offers graduate and undergraduate degrees as well as General Education
courses. The School offers masters’ degrees in Criminal Justice, Criminology and Investigation, and Clinical Social
Work. It offers bachelor degrees in: Criminal Justice, Paralegal Studies, Social Work, Psychology, and Digital
Communications and Media. The School also houses two specialized units: the Department of Social Work and the
Institute of Security and Protection (ISeP).
The School of Science and Technology offers undergraduate programs such as associate degrees, bachelor’s degrees,
and a professional certificate. The School’s academic program includes engineering technology, natural sciences, and
applied sciences at the associate degree level, and biology, microbiology and biotechnology at the bachelors of sciences
level. The School also offers a Professional Certificate in Food Safety.
The José A. (Tony) Santana International School of Hospitality and Culinary Arts (ISHCA) provides a full menu
of hospitality programs ranging from certificates to bachelor degree level studies. Through international agreements and
strategic partnerships with governmental tourism departments, professional tourism and hospitality associations, and
quality colleges and universities, ISHCA and its faculty have developed a global focus for their hospitality & culinary
arts students. All professional and concentration courses, of the Hospitality Programs are offered in English. Both
Programs (Hospitality and Culinary Arts) are fully accredited by Middle States Commission on Higher Education, as
well as specialized accreditations; the American Culinary Federation Education Foundation (ACFEF) for the Culinary
Arts Program and the Accreditation Commission for Programs in Hospitality Administration (ACPHA) for the
Hospitality Programs; Hotel Management, Events & Conventions Planning.
School of Professional Studies – Accelerated Adult Programs (AHORA, Spanish acronym) - provides a university
environment for the professional adult where the methods of teaching, the academic and administrative services are
tailored to meet the genuine needs of this population. The School features its AHORA Program, an accelerated studies
program for professional adults who wish to continue their university studies. The academic offerings of the School of
Professional Studies include: Bachelor in Business Administration with majors in: Management, Marketing,
159
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Accounting, and Computerized Information Systems, Bachelor in Office System with major in Administrative
Secretary, Bachelor of Arts in Education with major in Early Childhood and Primary Education, Bachelor of Social
Work, Bachelor in Social Sciences with majors in: Criminal Justice and Psychology, Bachelor in Public Affairs with
major in Public Administration, and Bachelor of Science in Public Health with major in Health Management Services.
Masters’ degrees offered are: Public Policy, Strategic Management and Leadership, Educational Leadership, Project
Management, Public and Non-profit Management, Adult education, Bilingual Education, and Instructional Design and
Technology Integration with E-Learning.
School of Technical Professional Studies was initiated in 1997. This academic division was designed in order to
address immediate employment needs of the surrounding community that the university serves through the offering of
technical certificates and associate degree programs. The School not only serves the main campus of the university
located in Carolina, but the five additional locations that serve the municipalities of Yauco, Cabo Rojo, Barceloneta,
Santa Isabel, and Arecibo. Certificates offered are: Billing of Medical Insurance Plans, Graphic Design and Digital
Production, Entrepreneur , Computer Repair and Network Installation, Hotel Operation, Sales and Marketing with
Technology Integration, Cisco Networking, Architectonic Draftsman, Technical Assistant in Criminal Justice, Leader of
Recreation and Sports Programs, Licensed Practical Nurse, Teacher’s Aid in Early Childhood, Assistant Dental
Technician with Expanded Functions, Tourist Guide, and Technical Assistant in Paralegal Studies.
Academic programs on the Island are offered in two principal modalities: traditional and
accelerated. The traditional modality runs either in a fifteen-week semester (45 contact hours per
three-credit course) or an eight-week part of term (40 contact hours + 5-hour special project per
three-credit course). The accelerated modality, accredited since 1996, runs in five or eight week
terms (20 contact hours + 25 hours of both group and individual student work in course related
research projects). A third modality is the hybrid online. In this modality UNE programs may offer
part of their courses online without reaching 50 percent of the total credit/hour. Currently, five
masters’ degrees offer various courses in this modality, while undergraduate programs offer a
limited number of online courses. Chapter 8: Related Educational Activities, presents details of
online courses statistics and assessments. Appendix 46 refers to established policies and procedures
for online, hybrid (courses with combined online and classroom modalities), and web-enhanced
courses.
On the branch campuses, responding to a different student profile, academic programs are
offered in the accelerated modality combined with a Discipline Based Dual Language Immersion
Model® (DBDLIM) (ED 1). This model structures students’ learning experiences with the use of
two languages (English and Spanish) in the teaching-learning process of all content subjects. Both
languages are allocated the same amount of time for instruction (50-50) for the entire degree
programs and coursework. This model promotes the continual development of the native language
and maintenance of the home culture while adding a second language and culture (ED 1). Table 72
summarizes the percentage distribution of academic programs by modality and location. Data show
that on the main campus the traditional modality predominates, with little more than 70 percent of
the distribution for masters’ (with 79 percent of total masters’ 2013 enrollment) and bachelor
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
160
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
degrees (with 87 percent of total 2013 bachelor enrollment), and 100 percent distribution for
associate degrees and certificates. Meanwhile, at additional locations, with the exception of
Arecibo (previously located in Utuado), the accelerated modality has a 50 percent or higher of
program distribution. However, the traditional modality held 66 percent of 2013 total
undergraduate enrollment, and 48 percent of masters’ total 2013 enrollment at additional locations.
See Chapter 8: Related Educational Activities, for additional locations enrollment information.
Table 72. Percentage Distribution of Academic Offerings by Modality at UNE Locations
Academic Level
C
Y
Masters Degrees
Traditional
70.6
Accelerated
23.5
Online Hybrid
5.9
Bachelor Degrees
Traditional
72.2
Accelerated
27.8
Associate Degrees
Traditional
100
Accelerated
Certificates (professional and technical)
Traditional
100
A/U
CR
SI
B
CAC*
FBC*
CA*
*
57.1
42.9
-
100
-
50.0
50.0
-
50.0
50.0
-
33.3
66.7
-
-
100
-
100
-
53.8
46.2
71.4
28.6
45.5
54.5
37.5
62.5
30.8
69.2
-
100
100
100
-
100
-
100
-
100
-
100
-
1
-
100
-
100
100
100
100
100
-
-
-
Accelerated modality combined with DBDLIM.
Legend: C- Carolina; Y- Yauco; A/U- Arecibo/Utuado; CR-Cabo Rojo; SI-Santa Isabel; B-Barceloneta; CAC- Capital Area
Campus; FBC- Florida Branch Campuses; CA- Capital Area Branch Campus (Maryland)
Of UNE’s 71 academic programs, 69 (97 percent) include either a practicum course, an
internship, and/or a capstone course (see capstone courses list in ED 46). Practicum courses are
designed to provide students with hands-on experience in a workplace environment; and in some
programs, practicum hours are regulated by accrediting or licensing agencies. These experiences
are directly supervised by the area supervisor and the faculty member assigned to the course.
Internship courses, also providing hands-on experience in a workplace environment, offer the
option of an abroad experience since the supervision is the responsibility of the internship
mentor/supervisor. In this case, the faculty member receives an evaluation report from the
mentor/supervisor, and the student submits a report of his/her experience. Both practicum and
internship courses have policies and procedures that guide their implementation and evaluation.
Capstone courses give senior students the opportunity to demonstrate their mastery of knowledge
and skills, developed throughout their years of study, through special projects, institutional tests,
and other skill-based activities.
Academic schools also offer minor concentrations (see list in ED 47), which students must
declare during their sophomore year. Minor concentrations fluctuate between 15 and 23 credits,
161
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
although most consist of 18 credits, with the exception of one minor concentration consisting of 12.
These minor concentrations are clearly stated in UNE’s undergraduate catalog, and are included in
the students’ transcripts upon completion. Most academic schools offer minor concentrations in the
bachelor degree offerings; for example, IEN Business School offers minor concentrations in
management, accounting, and marketing, which are bachelor degree offerings of the school. Other
Schools offer minor concentrations in areas for which no bachelor degree exists. This is the case of
the Science and Technology School, which offers minor concentrations, but no bachelor degrees, in
food safety, environmental sciences, and chemistry. In the last four years 155 students have
completed minor concentrations. There are currently 115 students with minor concentrations in
progress.
Program Goals. Every degree program offered by UNE has a series of measurable goals that are
consistent with, and cascade from UNE’s mission statement and institutional goals. These goals
have been developed by the appropriate faculty and approved by the UNE governance structures.
Below are some examples of program goals.
Selected Program Goals (major component)
School of Education
BA in Preschool and
Primary Education
- Apply the norms and procedures necessary for a safe and healthy environment in order to
promote the development of early childhood.
- Analyze the principles of childhood development and learning.
- Analyze the child’s integral development from a cognitive, socio-emotional, physical, and
moral perspective.
- Develop the necessary skills to provide children with a linguistically enriched
environment, and supported by children literature. To link health and preventive medicine
with childhood development, and its relevance in the school and home environment.
-Develop curricula, based on appropriate practices for children of ages 0-8 (infants,
toddlers, and preschoolers).
School of Social and Human Sciences
MSW in Clinical Social
- Identify as a professional social worker and conduct oneself accordingly.
Work
- Apply social work ethical principles to guide professional practice.
- Apply critical thinking to inform and communicate professional judgments.
- Apply knowledge of human behavior and the social environment.
- Engage, assess, intervene, and evaluate individuals, families, groups, organizations, and
communities.
- Engage in research-informed practice and practice-informed research.
IEN Business School
BBA in Management
-Learn management functions that are implemented at the international level in
multinational companies.
-Analyze the various managerial theories and their impact on organizations.
-Understand the multiple functions and managerial tasks of the different hierarchical levels
of an organization.
-Develop human resources supervisory skills in an organization.
-Learn the legal aspects applicable to the business environment.
José A. (Tony) Santana International School of Hospitality and Culinary Arts
AS in Culinary Arts
-To properly apply cooking methods and techniques for recipe development.
-Apply elements of design and plate preparation.
-Compare and contrast foods and beverages in terms of preparation and presentation.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
162
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
-Know and identify commercial cuts of meat, and explain the function of the butcher, as
well as, the basic tools that are used in this field.
-Demonstrate basic knife skills, and the processing and cuts of varied meats.
-To use utensils and commercial kitchen equipment following safety rules, appropriate
handling, and cleaning.
-Design and apply preventive measures and control to guarantee security and cleanliness in
the workplace.
Course Objectives. Like program goals, each course offered at UNE consists of a series of
measurable objectives that are consistent with, and cascade from the program goals. These too, are
developed by faculty and approved by the UNE governance structures. Below are some examples
of course objectives.
Academic Program: Course
Selected Course Objectives
School of Education
BA in Preschool and Primary
Education : ECED 173
-Identify the ethical and professional dimensions of education of preschool and primary
children.
-Describe the general vision of the field of early childhood education and its components.
-Evaluate the historical and philosophical development of the field of early childhood
education in Puerto Rico and other countries.
-Examine the different alternatives of working within the field.
-Analyze the professional and personal features of the early education personnel.
-Project a vision free of prejudice that values individual and cultural differences.
-Analyze the established public policy related to services for children of early childhood.
-Value the contribution of parents in the development of the child's early education.
-Use the concepts, theories, data and research outputs for the drafting of texts, expressed
clearly and properly.
-Use available and emerging technological resources ethically and responsibly.
School of Social and Human Sciences
MSW in Clinical Social Work:
SWGR 616
-Develop a critical vision of social violence and its manifestations in society,
the family, and the individual.
-Analyze and evaluate the implications of violence with respect to the role of
the social worker as intervener.
-Demonstrate commitment with research- informed practice and practiceinformed research.
-Apply knowledge of human behavior and the social environment to attend the
needs of participants.
-Promote human rights and social and economic justice for all members of
society.
-Evaluate how the socio-economic and political contexts affect social work
professional practice.
IEN Business School
BBA in Management: MANA 213
163
-Explain the nature and purpose of human resource management, the historical
background of the profession and the current and future trends.
-Define the vocabulary or terminology applicable to the field of human resource
management.
-Distinguish activities that are directly related to the management of human resources
within a company.
-Identify local and federal laws and government agencies that regulate the
administration of human resources.
-Analyze the effect of the laws of equal employment on the role of human resources
professionals.
-Evaluate the relationship between human resources planning and strategic planning.
-Evaluate recruitment and selection methods appropriate to find and attract different
types of candidates.
-Discuss the relationships between labor unions and management in terms of its
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
objectives.
José A. (Tony) Santana International School of Hospitality and Culinary Arts
AS in Culinary Arts: CHEF 116
- Know the history and evolution of gastronomy in Puerto Rico and the
rest of the world.
-Understand the importance of applying good hygiene practices,
sanitation, and kitchen safety.
-Identify the vocabulary commonly used in gastronomy, including
equipment, utensils, and materials.
-Recognize which are the adequate procedures when executing different
cooking methods, and the organization in food presentation.
-Mention some aromatic herbs, condiments, and vegetables used when
making recipes.
-Apply measure units and their equivalents to convert and standardize recipes.
Program Development. The Office for Academic Affairs has a five- year academic program
development plan (see ED 48), that guides program development per school, academic level, and
modality, according to viability studies that demonstrate demand and relevance. The development
of the five-year plan involves the collaboration of deans and faculty members of each academic
school, and is adjusted taking into consideration external factors. UNE’s general procedure for
developing new undergraduate and graduate academic programs is based on SUAGM Executive
Order 03-98 Planning and Developing New Programs (Appendix 47).
Any school or academic unit interested in developing a new program must submit a preproposal to the Academic Programs Commission of the Academic Board, including detailed
information on the intended program, a viability study, course descriptions, program curricular
sequence, and budget. It also includes a comparison between the new program and similar existing
programs in Puerto Rico and the United States, if applicable. If the commission’s recommendation
is favorable, the Academic Board authorizes the School or academic unit to prepare a formal
proposal to be presented to the Administrative Council for final approval.
The program proposal includes, in addition to the information in the pre-proposal, the
complete course syllabi, and alignment of the program’s learning outcomes with the institutional
mission statement, and the school’s mission and goals. If the decision of the Academic Programs
Commission is not favorable, the pre-proposal is returned to the School or academic unit for further
revision. Appendix 48 includes UNE’s policy on academic program development, and the preproposal and proposal protocols. Hybrid programs follow the same procedure, ensuring compliance
with online and hybrid courses policies mentioned above.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
164
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Once the program proposal is approved by UNE’s governing bodies, it is reviewed by the
Associate Vice Chancellor of Licensing and Accreditation, and submitted to CEPR, with the
following required documentation for review and authorization:












Viability and justification of the new educational offering
Program learning outcomes aligned with the institutional mission, program objectives, and
courses offered
Admission and graduation requirements
Credit-hours, contact hours, and program CIP-code
Curricular design and sequence
Course syllabi
Academic progress norms and maximum time allotted for degree completion
Letters of intent of practicum and internship centers, and clinical affiliates
Program faculty profile
Available information and technology resources for the program
Descriptions of laboratories and other installation facilities for the program certified by an
external engineering firm
Proof of financial capabilities and solvency including a detailed budget for the program.
After reviewing and evaluating that the breadth, depth, and rigor of the academic content is
appropriate for the degree level, CEPR grants a certification or license authorizing the start of the
program. This process ensures that UNE’s academic programs have the breadth, depth, and rigor
expected of a higher education institution.
Between 2010 and 2014, CEPR has authorized three masters’ degrees (in the accelerated
modality), three bachelor degrees, and nine associate degrees.
For the branch campuses, the appropriate state Academic and Student Affairs Commission
(ASAC) fulfills the role of UNE’s Academic Board and submits program proposals for final to the
Administrative Council. After review by the Associate Vice Chancellor of Licensing and
Accreditation, programs are included in the annual license applications for FCIE, MHEC, and
THECB.
Program Administration. Once an undergraduate or graduate program is established, existing
policies and procedures monitor and promote: (a) student’s fulfilment of the program’s expected
learning outcomes, including passing licensing tests when required, (b) adequate course
programming and student tracking for degree attainment in the allotted time, (c) hiring of full- and
part-time faculty with the required qualifications, and (d) adequate credit transfer decisions.
These policies and procedures, which apply to all modalities and locations, are contained in
the following documents:
165
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015







UNE undergraduate and graduate catalogs include policies on admissions, program
requirements, course validation and substitution, independent study, UNE’s student-learning
assessment model, evaluation of academic achievement and satisfactory academic progress,
among other. (See Appendix 13)
Handbook of Academic and Administrative Norms and Procedures for Undergraduate
Programs for all academic levels provides information on: enrollment process, academic load,
moratorium of academic programs, course withdrawals, major and minor selection, academic
performance evaluation, course validation and substitutions, independent study, graduation
requirements, and policies on satisfactory academic progress, among other. (See Appendix 14)
Course Programming Handbook- Contains policies and procedures that ensure course
availability, for each academic term, aligned to the program curricular sequence. In both,
traditional and accelerated modality, course programming is done annually, where students may
plan their course schedule a year ahead (see Appendix 49). In a 2013 student survey (n= 454),
90% or more were “very satisfied” or “satisfied” with the availability and schedule of courses.
Systemic policies: (1) Policy on SUAGM Distance Education (OE 02-2008), and (2) Policy for
Courses Offered through Distance Education and Web-assisted (OE 08-2011). These policies
establish requirements for qualifications, recruitment norms, and obligations of faculty offering
online courses, and norms and procedures for hybrid and online courses (see Appendix 46).
Academic integrity- The institution has in place a number of documents, policies, norms, and
procedures related to academic integrity. The Handbook of Academic and Administrative
Norms and Procedures for Undergrad Programs (Appendix 14) provides guidance concerning
academic integrity of faculty in issues such as information that should be provided to students in
the course outline, accessibility of course grades, and student evaluation. The document
Guidelines for the Preparation of Course Outlines with a Constructivist Approach (ED 15)
specifies academic integrity issues related to students concerning plagiarism. Also, the
institutional policy concerning Verification of Student Identity in Distance Education (Appendix
46), has the purpose of ensuring that all credit-bearing courses offered through distance
education verify that registered students are the ones participating, being evaluated, and
receiving academic credit. The Academic Board has a permanent commission on academic
integrity for faculty-related issues. The Office of Student Affairs is responsible for academic
integrity issues concerning students (see Chapter 5: Students Admission, Retention, and Support
Services). Chapter 1: Mission and Goals and Integrity, also presents additional information
concerning academic integrity.
Procedure for preparing course syllabi following a constructivist approach format, which
includes: (a) a description, as it appears in the institutional catalog; (b) a justification for the
course; (c) course objectives; (d) thematic content; (e) teaching/learning strategies and student
learning assessment strategies, compatible with the constructivist approach, that include the use
of technology and information literacy skills; (f) student evaluation; (g) a basic bibliography and
other resources; and (h) the institutional policy on academic integrity and reasonable
accommodation. In addition, they include an appendix containing the course objectives and
thematic content aligned with the learning outcomes of the respective academic program. An
institutional rubric for evaluating course syllabi is used by the curriculum committee of each
academic school. Examples of course syllabi for associate, bachelor, and master’s degree
academic programs, and the rubric for evaluating course syllabi are included in ED 49.
Institutional policy on Satisfactory Academic Progress, which is clearly stated in the Handbook
of Academic and Administrative Norms and Procedures for Undergraduate Programs
(Appendix 14).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
166
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Transfer Credit. The Handbook of Academic and Administrative Norms and Procedures for
Undergraduate Programs (Appendix 14), in its Article 30, establishes the policies and conditions
under which a course from another university may be validated. Each academic school has a course
equivalence table, including the courses from Puerto Rico’s universities and colleges that are
equivalent to UNE’s offerings. Updated tables are provided to the Registrar’s Office for the
validation process. Transfer students may access their validation information through
www.miUNE.edu. The number of students and credits accepted in the past four years are
summarized in Table 73. Data shows a decrease in the number of students transferred to UNE in
year 2013-14, when compared to the previous four years. Changes in LEU and SAP might be the
cause for this decrease.
Table 73. Number of Students Transferred to UNE, and Validated Credits for years 2009-10 to 2013-14.
2009-2010
2010-2011
Year
2011-2012
2012-2013
2013-2014
Number of
Students
transferred
2,901
3,076
2,914
2,880
2,268
14,039
Number of
credits
accepted
24,424
27,655
24,575
20,713
16,745
114,112
Total
Source: UNE’s Registrar’s Office
Once a transfer student is accepted, he or she is integrated into the respective academic
school and student services programs through the academic and student school coordinators, who
orient them on norms, procedures, and available services. In addition, usernames and passwords are
assigned to transfer students to also connect them, through MIUNE electronic platform, to services
and information.
Program Revision. As a means of measuring and improving the effectiveness of the academic
programs offered at UNE, courses and programs are revised periodically through: (a) the revision of
course syllabi to adjust them according to assessment results, update information and references,
and incorporate new topics, if applicable; (b) changes in the General Education component, (c) the
alignment to changes in the institutional mission, (d) the program evaluation process, which may
identify opportunities for improvement, and (e) external factors, such as changes in licensure
requirements, accrediting agencies, and changes in existing professions, among others. If the
resulting revisions involve substantive changes, these must be submitted to the CEPR after being
167
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
approved by the institution’s governing bodies. Minor changes are approved by faculty meetings at
respective academic schools.
As part of the self-study process, an inventory of the available documentation for each
program offering was performed in order to determine their level of compliance with institutional
requirements. A template, created by the Assistant Vice Chancellor’s Office of Development and
Academic Effectiveness, was used to guide the reviewing process of: (a) official documents, which
included mission, components, and course alignments with the program’s learning outcomes, and
course curricular sequence guides; (b) program’s student learning outcomes, faculty profile,
accreditations and /or certifications, educational resources, physical facilities and equipment,
administrative structure, support personnel, and budget; (c) updated course syllabi and study guides,
and course and program assessment plans (d) student learning measurement instruments, and
alumni and employers’ input; (e) student, course and program assessment results; and (f)
assessment action plan. The identified documents were uploaded to a UNE Programs Documents
Repository electronic platform (see Appendix 2 for hyperlink) on UNE’s webpage, providing easy
access to faculty and administrative staff from academic units, on the main campus and at additional
locations. From the inventory results, program offerings were classified according to the percentage
of compliance with the required documentation. Table 74 shows the classification of program
offerings per academic school.
Table 74. Classification of Program Offerings According to Compliance with Revision Documentation
School
IEN Business
Social and Human Sciences
José A. (Tony) Santana
International School of
Hospitality and Culinary Arts
Health Sciences
Science and Technology
Education
Professional Studies
Technical Studies
TOTAL
Total Number
of Academic
Programs*
18
9
Percentage of Compliance
Between 80 %
Above 80 %
Less than 50 %
and 50 %
18
7
2
6
6
-
-
9
7
10
8
1
1
4
6
1
7
3
10
2
-
1
-
40 (59%)
3 (4%)
68
25 (37%)
* Does not include: certificate programs, new or in-moratorium programs, nor programs offered in branch campuses.
These results show that 37 percent of the academic programs comply with 80 percent or
more of the documentation required. The schools showing higher compliance are International
School of Hospitality and Culinary Arts and the School of Professional Studies, followed by the
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
168
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
School of Social and Human Sciences. At the other end, only four percent of academic programs
comply with less than 50 percent of the documentation required. Academic programs from 2004
and forward, were found to comply with more documents, since many of the documents were
required as part of the program development proposal. As a result of this analysis, academic
schools are in the process of preparing action plans to complete and/or update the documentation.
This work is being led by the Curriculum Committees in each academic school.
Program Evaluation. Programs are evaluated following the SUAGM policy stipulated in the
Executive Order 05-2009 Evaluation of Academic Programs. The procedures for carrying out the
evaluations, the evaluation cycle, as well as the instrument to be used, are included in the
Guidelines for Program Evaluation (see Appendix 30). The Associate Vice Chancellor’s Office of
Assessment has developed an institutional timetable that establishes the evaluation of all academic
offerings at UNE. An evaluation committee, comprised of faculty members ascribed to the
program, the school dean, and the Associate Vice Chancellor of Assessment, evaluate the results of
the program evaluation and elaborate a corrective action plan, to be implemented by the school.
Each action plan incorporates results from student learning, course, program and institutional
assessments, as well as, other results from the evaluation process.
Academic programs should be evaluated every five years, according to the systemic policy.
Since 2009, when the policy was put into effect, 27 academic programs have been evaluated.
To
determine the percentage of academic programs evaluated, the subcommittee considered programs
with at least three years of graduates. It did not consider programs in teach-out phase, nor programs
from systemic schools (School of Professional Studies). From 71 programs, it was determined that
65 qualified according to these criteria, and of these 27 have been evaluated, as of September 2014,
corresponding to a 42 percent. Appendix 30 presents a timetable of program evaluation until 2016.
The timetable gives priority to older programs, and those with higher enrollment. The modest
number of academic programs evaluated reveals that the evaluation process needs to be streamlined
in order to evaluate the totality of UNE’s academic programs in a five-year cycle.
Students’ satisfaction with academic programs are also surveyed with the Student End of
Course Survey instrument. The assessment webpage contains results for the past five years. The
results for 2013 (n= 6,315) showed that 91.3 percent were “very satisfied” or “satisfied” with the
program courses; 89.9 percent were “very satisfied” or “satisfied” with the teaching strategies; and
93.6 percent were “very satisfied” or “satisfied” with the program faculty. These results are well
above the institutional benchmark (75).
169
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Branch campuses monitor student satisfaction through student representatives’ meetings,
and student satisfaction surveys administered every three years. These surveys are based on a 5point scale. Florida branch campuses student satisfaction survey results for year 2011 are presented
in Table 75.
Each Florida branch campus prepared a report informing actions taken to address indicators
for which the gap between construct importance and student satisfaction was greater than one.
Among the actions taken were the hiring of an additional academic advisor in Metro-Orlando, a
restructuring of the scheduling service to improve the academic counseling process, and the
addition of daytime offerings. A multi-institutional committee is working on the revision of the
branch campuses’ student services model. The composition of this committee includes
representatives from the four branch campuses, and the three university institutions (UNE, UT, and
UMET). The expansion of academic offerings target branch campus labor market and professional
needs.
Table 75. Undergraduate and Graduate Students Perception of Importance and Satisfaction with Constructs Related to
Academic Services in Florida Branch Campuses for Year 2011. (Benchmark: 3.00)
Metro Orlando
South Florida
Tampa Bay
Construct
Instructional resources
Instructional effectiveness
Academic counseling
Instructional resources
Instructional effectiveness
Academic counseling
Importance Satisfaction Importance Satisfaction
Undergraduate
4.63
3.50
4.48
3.42
4.66
3.66
4.55
3.70
4.47
2.84
4.41
3.06
Graduate
4.62
3.62
4.45
3.79
4.66
3.81
4.49
4.00
4.45
2.91
4.41
3.41
Importance Satisfaction
4.48
4.60
4.45
3.70
4.06
3.55
4.74
4.82
4.52
3.62
4.32
3.60
Source: Chief Officer of Planning, Assessment and Institutional Research
Programmatic Accreditation
Programmatic accreditation adds an additional layer of review, rigor, depth, and breadth to
the academic programs at UNE. In recent years, the attainment of specialized accreditations has
been an institutional goal, obtaining: (a) full accreditation for IEN Business School programs from
the Accreditation Council of Business Schools and Programs (ACBSP) since 2010; (b) accreditation
for ISHCA culinary arts certificate and associate degree programs from the Accrediting
Commission of the American Culinary Federation Education Foundation (ACFEF) since 2010; (c)
full accreditation for ISHCA hospitality management programs from the Accreditation Commission
for Programs in Hospitality Administration (ACPHA), since 2009; (d) full accreditation of the
School of Education teacher preparation programs from the Teacher Education Accreditation
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
170
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Council (TEAC) was obtained in October 2014, and (e) accreditation of the masters’ degree in
Clinical Social Work from the Council of Social Work on Education (CSWE) is expected by
February 2015. The nursing program from the School of Health Sciences obtained candidacy status
from the Accreditation Commission for Education in Nursing, Inc. (ACEN). Additional
information on programmatic accreditations was presented in Chapter 4: Institutional and Student
learning Assessment.
Academic Programs Effectiveness and Student Learning
UNE has various academic initiatives that provide support for student learning and degree
completion. Among these are:




171
Associate Vice Chancellor’s Office for Retention, which was described in detail in Chapter 5:
Students Admissions, Retention, and Support Services.
Academic advising provided by academic schools personnel, using WebCapp (Web Curriculum
Advising and Program Planning electronic platform). This is a computerized student tracking
system that provides information of: (a) curricular sequence, valid at the time of the student’s
admittance, (b) students’ attempted and approved courses, and (c) course offerings and
schedules per semester and part of term. It is also used to: (a) monitor students’ completion of
the General Education component, (b) certify graduation candidates, (c) monitor students’
academic progress, and (d) design course schedules based on students’ needs. This ensures that
students enroll in the required courses to complete their degree in the allotted time. This system
also provides for documenting every intervention made with the student. In a 2013 Student
Satisfaction Survey (Benchmark: 75), 93 percent (n= 454) were “very satisfied” or “satisfied”
with the academic advisors (ED 10).
Vice Chancellor’s Office of Information Resources- Provides support to the teaching-learning
process. UNE’s library provides access to an ample collection of electronic databases, including
e-books and serial publications, as well as online journals, videos, links, printed material, and
special collections. It offers reference and circulation services, information literacy training
program for students and faculty, and a technological community center. In addition, it has an
Information Technology and Telecommunications unit that provides support to the university
community in curricular, co-curricular and extracurricular activities. The library has a resource
acquisition plan for each academic program to ensure up-to-date resources. Since 2012, UNE
has two library access applications for smartphones, Windows Phone, and Apple IOS: UNEBib
and CJTP. All electronic resources are shared among the main campus, additional locations,
and branch campuses. In the 2013 Student End of Course Survey (ED 12) (Benchmark: 75),
79.8 percent (n= 6,315) were “very satisfied” or “satisfied” with the institution’s information
resources. Additional information regarding library staffing, resources, and usage and services
statistics is presented later in the chapter.
Up-to date infrastructure in terms of: (a) 62 e-classrooms with a computer, digital projector and
internet access, in Carolina (b) open computer laboratories for the use of the student population,
in addition to computer laboratories used for instruction, with internet access (c) internet access
(wireless) throughout the whole facility (main campus and additional locations), and (d) web
enhanced courses using Blackboard® platform. In the 2013 Student End of Course student
survey (Benchmark: 75), 63.2 % (n= 6,315) were “very satisfied” or “satisfied” with the amount
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015

of computers at UNE. This result shows that although UNE has greatly improved its
technological facilities since 2005, there is room for improvement.
Title V project for graduate programs- provides support to graduate students through
academic and support services on topics such as: improving writing skills, how to make
effective oral presentations, designing work plans, the publishing process, and
information literacy and technology, among others. The project is monitored by two
committees. The Advisory Board monitors the implementation of the project’s activities. This
Board is composed of the Vice Chancellor of Academic Affairs, the Associate Vice Chancellor
for Research, and the Deans of Academic Schools that offer master’s degrees. The Oversight
Committee reviews annual reports and makes suggestions to improve the project. Faculty and
graduate student representatives from each school make up this committee.
Assessment processes and results have permitted the identification of UNE academic
Programs’ strengths and weaknesses, which have resulted in quality and effectiveness
improvements.
The following measurements are used to determine student learning and program
effectiveness on the main campus and at additional locations, for the traditional and accelerated
modalities: (a) assessment of gatekeeper, midpoint, and capstone courses, (b) licensing test pass
rates, (c)course assessment reports, (d) institutional standardized tests, (e) end of course assessments
survey, and (f) student participation in internships, presentations in local and national conferences,
and admittance to graduate schools. Detailed information is included in Chapter 4: Institutional and
Student Learning Assessment.
As in the School of Professional Studies, branch campuses use the portfolio technique to
assess student learning in all courses (see ED 50 for Performance Portfolio Assessment Handbook).
In addition, branch campuses are in the process of implementing additional learning assessments for
midpoint and capstone courses. End of course evaluations and student representative meetings are
used to obtain information for program improvement. Rubrics used to evaluate program
effectiveness in both the School of Professional Studies and in the branch campuses’ DBDLIM
accelerated programs are not equivalent because branch campuses must incorporate the dual
language learning component.
In addition, branch campuses have the Discipline Based Dual Language Immersion Model®
Learning Assessment Plan, with the following goals:
1. Integrate assessment in the classroom to strengthen the teaching process in an accelerated
and/or one-way dual-language program.
2. Specify the level of quality attained by the students in general learning of the academic
programs, the General Education skills, and bilingualism growth.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
172
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
3. Identify those academic and teaching support factors that limit the formative process of the
students and warrant immediate attention from the faculty and administration so as to
promote the conditions necessary for authentic teaching and learning.
4. Evaluate, revise, and maintain up-to-date the offering of the academic programs.
(See full document in Appendix 50).
Examples of branch campuses’ midpoint and capstone assessment reports are presented in
ED 51. Review of these reports show that the assessment of dual language learning competencies
has a greater number of measurements than other program competencies.
As explained in Chapter 4: Institutional and Student Learning Assessment, each academic
school has an assessment plan, and faculty members generate course assessment reports, where
student learning is documented, and recommendations on how to improve the course are included.
Findings from these reports are incorporated into the school action plan with established expected
outcomes, achievement indicators, and timeframes for completion. For graduate programs, course
assessment reports, comprehensive tests, panel discussions, debates, publishable essays, research
projects, case study analysis, and other graduate work are evaluated with institutional analytical
rubrics, which provide information on student learning, and for program improvement (see
Assessment Webpage hyperlinks in Appendix 2).
An example of “closing the loop” in the assessment process in undergraduate programs, has
been the implementation of various strategies to increase the pass rate percentages in licensing tests.
These strategies include the development of capstone courses, review courses, mock tests, and
course content and curricular changes. For the particular case of the teacher preparation program,
offered in traditional and accelerated modalities on the main campus and at additional locations, a
series of policies have been established. Students are required, starting their freshmen year, to
maintain a specific grade point average in order to enroll in capstone courses EDUC 435 and 436.
These courses were added in 2008, as a strategy to improve UNE’s licensing test pass rates, which
were below the Puerto Rico benchmark. In addition, as a course requirement, students must pass a
licensing mock test, prepared by College Board of Puerto Rico and Latin America, known as
Institutional System of Assessment for Teacher candidates (SIAAM, Spanish acronym) Results are
presented on UNE’s Assessment Dashboard (see hyperlink in Appendix 2). Figure 17 in Chapter 4:
Institutional and Student learning Assessment, presents historical data of Teacher Preparation
Programs (TPP) licensing test pass rates for UNE students, compared to Puerto Rico’s average
rates (between 85 and 91), from 2008 to 2013, for fundamental knowledge and professional
competencies, respectively.
173
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
These results demonstrate how student performance in the Puerto Rico teacher preparation
program licensing tests (PCMAS, Spanish acronym) have improved after implementing strategies
based on assessment results, especially in the fundamental knowledge and communication
competencies (from 85 in 2008, it has fluctuated between 87 and 96). In fact, in recent years UNE’s
pass rates have exceeded Puerto Rico’s pass rate average, except for the professional competencies
pass rates in 2011. For the same period, Tables 76 and 77 show licensing pass rates by location and
modality, for fundamental knowledge and professional competencies, respectively.
Table 76. UNE 2013 Passing Rate Results for Puerto Rico Teacher Examination Test (PCMAS)-Fundamental
Knowledge and Communication Competencies by location and modality. Results are presented as
Pass Rate /Number of Students Taking the Test.
Modality
C
Y
U
CR
SI
B
Traditional
86/29
100/1
100/2
Accelerated
94/19
100/3
100/1
100/7
100/1
Source: Associate Vice Chancellor of Assessment
Legend: C- Carolina; Y- Yauco; U-Utuado; CR-Cabo Rojo; SI-Santa Isabel; B-Barceloneta
Table 77 . UNE 2013 Passing Rate Results for Puerto Rico Teacher Examination Test (PCMAS)-Professional
Competencies by location and modality. Results are presented as Pass Rate /Number of Students Taking the
Test.
Modality
C
Y
U/A
CR
SI
B
Traditional
93/29
100/1
100/2
Accelerated
84/19
100/3
0/1
86/7
100/1
Source: Associate Vice Chancellor of Assessment
Legend: C- Carolina; Y- Yauco; U-Utuado; CR-Cabo Rojo; SI-Santa Isabel; B-Barceloneta
Data show pass rates results segregated by location and modality for 2013. At additional locations,
the traditional modality is in teach-out status. UNE’s performance in all cases is above Puerto
Rico’s average and complies with federal regulations, demonstrating equivalence in quality and
rigor of the teacher preparation program regardless of location and modality. Results for the past
three years have been similar to those presented here.
Another example of how academic programs are improved using assessment results is the
case of UNE’s Radiological Technician program from the School of Health Sciences, offered on the
main campus, and at the additional location of Barceloneta since 2009. Prior to 2010, UNE’s
licensing pass rates for this program were lower than institutional benchmark (75 percent pass rate).
A review course was added to the curriculum, which included an institutional mock test. Figure 50
presents UNE’s overall pass rates results for the institutional mock test and the PR licensing test in
recent years.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
174
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Pass Rates
100
80
85.5
83
67.6
62.6
70.9
65.7
70
60
Mock Test Results
40
PR Licencing Test Results
*
20
0
2010
2011
2012
2013
Figure 50. Comparison between institutional mock test and PR licensing passing rates for UNE students from the
Radiological Technician program. Overall results include data from Carolina and Barceloneta.
* Licensing test results for 2012 were not available.
Results show that students perform better on the licensing test than on the mock test, as
expected. To this moment, PR licensing pass rates for year 2014 has not been received from the
PR Technical Radiology Examining Board. Pass rates results are reported globally by this Board,
thus the institution has no direct information of students’ performance in Carolina versus
Barceloneta. Nonetheless, institutional mock tests results show a slightly higher performance of
Barceloneta students.
In the School of Science and Technology, General Biology and General Chemistry are
gatekeeper courses for all the bachelor degrees offered. The attrition and failure rate in these
courses up to 2011, according to assessment results, was: 49.3% and 41.1% for General Biology I
and II, and 48.4% and 42.3% for General Chemistry I and II, respectively. The institution’s
URGREAT-BMRS-RISE program incorporated in its third cycle of NIH funding, a curricular
activity based on the Peer Led Team Learning strategy, to promote coherent, meaningful and
pertinent conceptual understanding, and the use of critical thinking tools in those courses. The
strategy was implemented as a pilot in August 2014, for General Biology I. This strategy is
expected to be institutionalized for both science courses.
A list of academic programs in which capstone courses, review courses, and licensing mock
tests have been used as strategies to improve student learning and program effectiveness are
presented in ED 52. Course assessment reports prepared by faculty members are completed
electronically, as part of an institutional tracking system. Additional assessment results are
presented in Chapter 4: Institutional and Student Learning Assessment.
An example of “closing the loop” in branch campuses involves the inclusion of three-level
English language courses in graduate program curricula to address deficiencies identified through
midpoint and capstone course assessments. Once admitted, a graduate student must take a specially
175
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
designed placement test for college graduate level English, to be placed according to placement cut
scores.
In summary, the methodology used to analyze the evidence available, including policies,
norms, and institutional procedures, demonstrate the rigor, breadth, and depth of UNE’s educational
programs, as expected from an accredited institution of higher education. UNE’s educational
offerings are aligned to the institutional mission and goals, and their learning outcomes clearly
established and defined. A structured assessment plan for student learning and program
effectiveness, based on the established learning outcomes, provides the institution with the
information necessary for continuous improvement of UNE’s educational offerings (see Chapter 4:
Institutional and Student Learning Assessment).
Library Learning Resources and Services
UNE’s Vice Chancellor Office of Information Resources offers the university community
every resource, information modality or system identified as necessary in achieving the institution’s
academic goals. This is provided through the following units:
Library. The library at the Carolina campus is responsible for the acquisition of
bibliographic resources for the main campus and all the additional locations in Puerto Rico. It also
shares resources with the branch campuses’ libraries. This process is achieved with the
collaboration of faculty members, students, and associates. The library at Carolina has a project
named Librarian Liaison where faculty members receive, on a regular basis, updates of the library’s
bibliographic resources and services. Through this project, faculty members receive orientations
and workshops of what resources are available and how to access them.
Library staffing is presented in Table 78 for Carolina, additional locations, and branch
campuses. Data shows that UNE still needs to increase the number of librarians per location,
ensuring services for the evening session.
Table 78. UNE Library Staff and Facilities by Location
Library Site
Carolina
Barceloneta
Yauco
Santa Isabel
Cabo Rojo
Arecibo
Number of
Librarians
FullParttime
time
8
1
1
1
2
1
1
1
Number of Assistant
Librarians
Full-time Part-time
7
1
1
1
1
1
1
Enrollment*
Seating
Spaces
Computers
Fall 2013
7,370
1,464
1,558
1,024
1,125
203
207
89
48
42
62
78
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
60
44
35
16
22
12
176
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 78. (Continued)
Library Site
Metro-Orlando
Tampa Bay
South Florida
Capital Area Campus
Total
Number of
Librarians
FullParttime
time
2
1
1
1
19
2
Number of Assistant
Librarians
Full-time Part-time
2
1
1
15
Enrollment*
Seating
Spaces
Computers
Fall 2013
1
3
1,191
506
937
314
-
220
63
50
75
902
76
11
22
35
313
Source: Vice Chancellor’s Office of Information Resources
* Branch campuses’ enrollment include UNE, UT, and UMET students.
The library at Carolina houses the Jesús T. Piñero Collection (Puerto Rico’s first Puerto
Rican governor), has Circulation, Reserve, and Reference rooms, an Information Literacy Center, a
Community Technological Center, a Library Tech Center, a Document Reproduction Center, and
two group-study rooms (see Table 79 for Circulation, and Reference room service data for Carolina
and additional locations). Additional locations provide circulation, reserve, and reference services
through a counter format, and have an Information Literacy Center that also serves as a Community
Technological Center. Additional locations also provide document reproduction services.
Table 79. Circulation Room and Reference Room Overall Statistics in Main Campus
Service
Circulation
Reference
Reserve
Undergraduates
1,789
21
32,590
Graduates
320
657
Faculty
84
136
Administrative
61
24
Total
2,746
21
33,411
Source: Vice Chancellor’s Office of Information Resources
Library Resources. Table 80 presents the number of printed titles and volumes available by
location in 2014, compared to 2004.
Table 80. Number of Printed Titles and Volumes by Location compared to 2004.
Library Site
Printed titles
2004
2014
Carolina
31,584
82,243
Barceloneta
3,431
7,434
Yauco
2,492
7,046
Santa Isabel
1,765
5,595
Cabo Rojo
2,906
7,026
Arecibo
3,436
6,329
Sub Total
45,614
115,573
Branch Campuses
Metro-Orlando
4,146
Tampa Bay
1,350
South Florida
1,661
Capital Area
555
Total
122,180
Source: Vice Chancellor’s Office of Information Resources
Printed volumes
2004
79,817
4,200
3,203
2,275
3,682
4,061
97,238
2014
153,328
9,300
7,628
6,912
8,652
7,714
193,534
-
7,401
2,171
3,253
1,049
206,284
Electronic resources are available to the public at all times through the library’s portal (24/7)
with an Online Public Access Catalog (OPAC). It contains 134 open and subscription
177
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
journal/magazine databases, 311,999 e-books, four video databases, and a newspaper database
(Library Press Display), with about 2,200 titles. It has two mobile applications: UNEBIB and
CJTP. The databases available to all UNE libraries are:















Océano Administración de Empresas
Science Online
Annual Reviews
Microjuris
Rosen Health & Wellness, Financial Literacy,
Digital Literacy Databases
Dental Education
Education Video
Health and Society Video
Océano Medicina y Salud
Teen Health and Wellness
Scifinder
LexJuris
Best Practice
Powerspeak
Educational Administration Abstract






JTS Online
Dialnet Plus
Health Reference Center
VAST Academic Video
ABI/Inform
Films on Demand









Sage Journals
Dissertations and Thesis
CINHAL
Green File
Hospitality and Tourism Complete
Enfermería al Día
Nursing Reference Center
ProQuest Central
Educational Research Complete
Library Services
Through the Virtual Reference real-time electronic service, users have access to:





Ask a Librarian – where users may request services through an electronic form.
UNEBIB and CJTP- these applications may be downloaded to different types of electronic
devices. The first provides access to MyUNE Explorer (search engine), online resources,
library electronic services, library locations and service hours, contact information of library
staff, tutorials, and UNE social networks. The second provides access to the Jesús T. Piñero
Collection Library.
UNEBIB-CHAT- Provides synchronic communication between users and library staff.
Social Networks- UNE Biblioteca (Library, in Spanish) profile on Facebook, is used to keep
users informed of events and services, and @unebiblioteca is the Twitter profile.
Information literacy workshops- Library staff specialized in information literacy offer
instruction through workshops, individual training, social networks, and virtual reference
service. Workshops offered are:






How to use the online
catalog(OPAC)
How to prepare an
annotated bibliography
How to prepare an
electronic portfolio
APA Style and
References
Effective search on the
Internet.
Evaluation of webpages







Security in social
networks
MLA Style and
References
Databases
Library Tour
Library electronic
portal
Literature Review
How to prepare an
outline.










Preparing effective
presentations
Periodical publications
Net vibes
Blackboard
E-book
Plagiarism
Library services
How to prepare a research
project
How to prepare essays
Creative Commons
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
178
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015





Ethics and information
resources
Publisher
How to use e- readers
Copyright
Identity theft




How to edit and create
videos with Movie
Maker
Blogs
Legal Investigation
Writing essays

Critical Analysis of
Research Articles
Table 81 presents the number of workshops offered and participants for 2010-11 thru 2013-14 in
Carolina and at additional locations. As can be seen, all locations provide workshops on topics
related to information literacy. Participants are faculty and students.
Table 81. Workshops Offered by UNE Libraries, Segregated by Location, for Years 2010-2014
Center Location
2010-11
2011-12
Workshops
164
58
Carolina
Participants
2,390
846
Workshops
46
35
Barceloneta
Participants
828
704
Workshops
104
53
Santa Isabel
Participants
942
761
Workshops
27
37
Cabo Rojo
Participants
550
846
Workshops
16
10
Utuado/Arecibo
Participants
152
187
Workshops
6
36
Yauco
Participants
109
986
Source: Vice Chancellor’s Office of Information Resources

2012-13
80
1,905
28
517
33
939
18
336
34
440
27
638
2013-14
123
2,101
29
550
57
739
44
730
17
175
6
120
TOTAL
585
7,242
138
2,599
247
3,381
126
2,462
77
954
75
1,853
Assisted Technology (AT) Laboratory- This laboratory provides technology access to
individuals with special needs. Among the available software and equipment are: Software
for reading tool in various languages, Jaws (voice recognition), Magic, Open Book and
Zoom Text (for visually impaired), Braille printer, Scan and Talk text-to-speech (TTS)
technology, talking calculator, hand-held magnifier, computer headphones and i2eye
videophone for hearing impaired, two computers with wide monitors, three adjustable
tables, and special keyboards.
Instructional Technology and Information Technology and Telecommunications. UNE
provides technological resources and services through two units ascribed to the Vice Chancellor’s
Office of Information Resources. Faculty and students may request services through the library’s
website. The Office of Instructional Technology provides services to faculty, students, and
associates by lending technological equipment (laptops, digital projectors, DVD/VCR players,
recorders, projection screens, microphones, and sound amplifiers). As the institution has expanded
its technological facilities (e-classrooms), the number of equipment loans (laptops, DVD/VCR
projectors, and digital projectors) have slowly decreased. In Carolina, there are four technicians in
the Instructional Technology Office.
179
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
The Information Technology and Telecommunications Office provides computerized
equipment, software, programming, and telecommunications, while ensuring information integrity
and security. There are 17 specialists in the Information Technology and Telecommunications
Office in Carolina. The additional locations and branch campuses have one system specialist,
except for the Yauco additional location that has two.
The institution provides:










Free software and support for personal computers through Microsoft Dynamics Academic
Alliance (DynAA).
Open Source software through the IT webpage.
Photocopying and printing service- students have a $5.00 credit per semester, and they can
recharge through a Pay Station service. These stations are available at Carolina, Santa
Isabel, Yauco, Barceloneta, and Arecibo.
Free wireless internet throughout the main campus and additional locations.
Streaming and videoconference services.
Two Carts with 20 Laptops, each, for use in classrooms and laboratories.
Twenty three specialized laboratories for architectural design, aviation electronics,
networking electronics, computer repair, dental assistant, anatomy, microbiology, physics,
chemistry, pharmacy, nursing, radiology technician, medical sonographer, forensic, and
digital communications courses.
Nineteen specialized laboratories throughout additional locations and branch campuses.
Seven computer laboratories in Carolina, in addition to a walk-in computer area (Espacio
Universal, Spanish name).
Thirty two computer laboratories throughout the main campus, additional locations and
branch campuses.
The Information Resources area has its assessment and action plans in place, to address
assessment results from student and faculty satisfaction surveys. See UNE’s Assessment Webpage
for detailed information (Appendix 2 for hyperlinks).
General Education
As a liberal arts higher education institution, UNE’s undergraduate programs include a solid
General Education component, with clearly defined expected learning outcomes, and aligned to the
institutional mission and goals. The former and revised institutional goals that guide the institution
in determining the learning outcomes of the General Education component are:
Former institutional goal:

To develop a well-rounded person through a multidisciplinary and liberal education.
Revised institutional goal:
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
180
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015

Advocate in students the socio-humanistic and the integral formation, as well as,
entrepreneurship, innovation, technological skills, and a global vision.
Since its beginnings as a two-year institution, UNE has recognized the importance of a
socio-humanistic education, emphasizing Puerto Rico’s culture, moral and ethical values and
principles, technology, and more recently, diversity, internationalization, entrepreneurship, and
community engagement. The General Education requirements for each academic program are
clearly stated in the institution’s undergraduate catalog, in the academic program descriptions
presented on UNE’s website, and in program curricular sequence hardcopy versions at the academic
schools (see examples in Appendix 51).
In 2004, UNE established a General Education component that included 48 credit-hours for
bachelor degrees, distributed in six main areas of focus: Society and Culture, Communication and
Information, Natural World and Logical Reasoning, Quality of Life, History: Aesthetic and
Humanistic Perspectives, and Globalization and Diversity. For associate degree programs the
component contained 21 credit-hours.
The component included required courses and courses selected from a menu. The main
expected learning outcomes of the component were: (a) scientific and logical-mathematical
reasoning, (b) communication in Spanish and English, (c) research, and problem-solving skills (d)
critical thinking, (e) ethical and moral values, (f) technological skills, and (g) information literacy.
These learning outcomes were aligned to the institutional mission and goals, and to the individual
course objectives and thematic content.
The component was designed in such a way that each main area of focus had required
courses and menu-driven course options. The required courses were stipulated by each academic
school; and students were able to choose the menu-driven courses according to their interests.
Although required courses were not necessarily the same for each academic school, it was ensured
that the specific combination of required courses complied with all the desired learning outcomes.
Table 82 presents the required and menu courses from which the academic schools could choose,
for their bachelor and associate degrees. Appendix 52 presents the 2004 General Education
Revision document.
The 2004 General Education component has been supported by the Resource Center for
Educational Excellence (CREE, Spanish acronym), established to provide laboratory experiences
and tutoring in the basic skills courses, in addition to being responsible for the institutional
181
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
placement tests administered to freshmen students (UNE’s assessment webpage includes
assessment results for CREE). Faculty members design the laboratory activities to be offered at the
Center, and tutoring and follow-up is provided in collaboration with the Associate Vice Chancellor
for Student Retention. Students identified as not fully prepared were required to enroll in basic
skills preparatory courses (Spanish, English, and Mathematics). Upon completion, students were
then enrolled in the corresponding General Education courses.
Assessment results obtained for the General Education component from 2005 through 2010
showed student performance below the institutional stated benchmarks (see assessment webpage
hyperlink in Appendix 2). Various strategies were incorporated to improve student learning, with
very modest success. In 2012, the institution began an in-depth revision of its General Education
component. This revision began with the establishment of a provisional (transition) General
Education component, which will continue through August 2016, when the new component will be
implemented. This change is expected to improve students’ General Education competencies
through a component focused on skills and competencies to be developed instead of content.
Assessment findings are discussed on the Assessment of General Education Learning Outcomes
section below.
The new component will include learning outcomes similar to the existing one, plus new
learning outcomes aligned to the revised institutional mission, which are: entrepreneurship,
internationalization, community engagement, and creativity. CREE will be redesigned in order to
provide support in the development of all the new component’s competencies, in direct
collaboration with the General Education administrative unit and the Offices of Assessment and
Retention.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
182
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 82: UNE General Education Component for Bachelor and Associate Degrees approved in 2004.
UNE’s General Education Learning
Outcomes
MSCHE
General
Education
Competencies
UNE’s General
Education Main
Areas of Focus
 Analyzes his/her socio-cultural
context from ahistorical and
humanistic perspective.
Critical analysis
and reasoning
Society and
Culture
 Demonstrates effective use of
Spanish and English.
 Effectively applies the
technological tools and software
available to access and manage
information resources
Oral and
written
communication
Communication
and Information
 Applies scientific and
mathematical reasoning in
his/her profession and everyday
life.
 Demonstrates critical thinking
skills.
 Applies research skills to solve
problems.
 Considers ethical and moral
aspects in his/her personal,
social, and professional
behavior.
 Values historical and cultural
aspects.
 Demonstrates a historicalevaluative conscience through
the aesthetics appreciation in all
its dimensions.
 Values, appreciates and respects
diversity.
 Demonstrates team working
skills.
Technological
competence
Information
literacy
Scientific
reasoning
Natural World
and Logical
Reasoning
Quantitative
reasoning
Critical analysis
and reasoning
Life Quality
History:
Aesthetic and
Humanistic
Perspectives
Globalization
and Diversity.
Bachelor Degree
48 Credit- Hour
Component Courses
Required
6 credits:
Two of the following according to the
Academic School:
SOSC 112; SOSC 113;
SOSC 215; SOSC 230
12 credits:
Two of the following according to the
Academic School:
SPAN 115; SPAN 116; SPAN 275
-Two of the following according to
the Academic School:
ENGL 115; ENGL 116; ENGL 118;
ENGL 119; ENGL 217; ENGL 246;
COMP 110
3 credits:
One of the following according to the
Academic School:
MATH 116; MATH 117; MATH
103; MATH 104; MATH 118; MATH
119; MATH 130; MATH 131;
PHSC 208; BIOL 252;
BIOL 255; BIOL 301
3 credits:
One of the following according to the
Academic School:
QYLE 110; SOSC 228;
FINA 204; MANA 215
3 credits:
One of the following according to the
Academic School:
HIST 255
HUMA 224
HUMA 230
3 credits:
One of the following according to the
Academic School:
MANA 217; HUMA 228;
SOSC 242; SOCI 216
Menu
3 credits:
Student selects one of the
following:
HUMA 230; PSYC 225; SOCI
335; SOCI 360; SOSC 227
3 credits:
Student selects one of the
following:
ENGL 234; ENGL 307; SPAN
240; FREN 103; COMM 105
Associate Degree 21 Credit- Hour
Component Courses
3 credits:
One of the following according to the
Academic School:
SOSC 112; SOSC 113; SOSC 215;
SOSC 230
3 credits:
One of the following according to the
Academic School:
SPAN 115; SPAN 116; SPAN 275;
ENGL 115; ENGL 116; ENGL 118;
ENGL 119; ENGL 217; ENGL 246;
COMP 110 (Intro. to Software and
Computer Applications)
3 credits:
Student selects one of the
following:
BIOL 115; BIOL 252;
BIOL 255; BIOL301; UNRE 101;
PHIL 205; EASC 120; STAT
104; HESC 123; HESC 202;
NUTR 101
3 credits:
Student selects one of the
following:
HESC 124
HESC 203
3 credits:
Student selects one of the
following:
HIST 274; HIST 310;
GEOG 203; ITHM 190
3 credits:
One of the following according to the
Academic School:
MATH 116; MATH 117;
MATH 118; MATH 119;
MATH 130; MATH 131;
PHSC 208; BIOL 252;
BIOL 255; BIOL 301
3 credits:
QYLE 110
3 credits:
Student selects one of the
following:
MARK 322; POSC 350;
EDUC 230; PSYC 228
3 credits:
One of the following according to the
Academic School:
MANA 217; HUMA 228;
SOSC 242; SOCI 216
3 credits:
One of the following according to the
Academic School:
HIST 255
HUMA 224
Legend: SOSC- Social Sciences; HUMA-Humanities; SOCI- Sociology; SPAN- Spanish; ENGL- English; BIOL- Biology; FREN- French; COMM- Communications; COMPComputers; PSYC- Psychology; MATH- Mathematics; PHSC- Physical Sciences; UNRE- Undergraduate research; EASC- Earth Science; HESC- Health Science; FINA- Finances;
QYLE- University Life; MANA-Management; MARK- Marketing; POSC- Political Sciences; EDUC- Education; HIST- History; GEOG- Geography
183
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
An institutional steering committee was in charge of the first stage of the revision, which
included faculty representation from all the academic schools, especially faculty ascribed to the
General Education component. In this stage the competencies were identified, defined and
characterized, and course syllabi were developed. The second stage is currently under way, where a
select group of academic experts are developing workshops for faculty training on the new
component, in addition to online workshops for students, as part of specific courses in the new
component. The learning outcomes of the new General Education component are: (a) Effective
communication in Spanish and English; (b) Research and Information Literacy; (c) Quantitative
reasoning; (d) Scientific Reasoning; (e) Critical thinking; (f) Entrepreneur thinking; (g) Global
Awareness, and (h) Technological skills.
The transition General Education component was developed based on the following criteria:
(a) assessment results of the 48-credit General Education component, (b) the College and Career
Readiness Standards and Assessment from the blueprint for revising the Elementary and Secondary
Education Act (ESEA) (2010), and (c) changes in the federal Title IV regulations concerning
Lifetime Eligibility Used (LEU), and Satisfactory Academic Progress (SAP) policies that took effect
in 2012. The transition component maintained the six main areas of focus mentioned above, the
stated learning outcomes, but lowered the credit load for bachelor degrees to 33, and for associate
degrees to 15. In the transition component, Spanish and English courses were created following a
three-level design (basic, intermediate, and advanced) to better address student needs, thus
eliminating the preparatory courses. Since more than 90 percent of freshmen students were placed
in the preparatory course for mathematics, a course was designed to review basic skills and
introduce students to algebra concepts. See Chapter 5: Student Admissions, Retention, and Support
Services, and Chapter 8: Related Educational Activities, for the discussion on basic skills.
The transition General Education component’s courses, objectives and thematic content are
aligned to the 2004 General Education learning outcomes (ED 53). Table 83 shows an excerpt of
the transition General Education course matrix alignment with the component’s learning outcomes.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
184
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 83. Excerpt of the Transition General Education Course Matrix Alignment with the Component’s Learning
Outcomes
Transition General Education
Learning Outcomes
Communication in Spanish
Example of UNE General Education
course addressing the learning
outcome*
SPAN 115: Reading, Writing and
Oral Communication in Spanish I
ENGL 115: College Reading and
Writing I
Example of course objective aligned to the
learning outcome
To sustain in a logical manner his/her arguments
in written and oral reports.
Communication in English
To write various types of paragraphs and essays
using the writing process to ensure correctness
and clarity of message.
Technological Skills
HIST 255: Analysis of the Puerto
To analyze the implications of the diverse
Rican Historical Processes
economic models implemented in Puerto Rico
throughout its historical periods through the use
of technological resources.
Information Literacy
UNRE 101: Concepts and Principles
Discriminate among the strengths and weaknesses
of Research
of content found in texts and publications related
to diverse disciplines.
Scientific Reasoning
BIOL 115: Introduction to Human
To analyze the experimental data and present
Biology
them in an organized format, following the
principles of the scientific method.
Quantitative/Logical Reasoning MATH 120: Introduction to Algebra
To evaluate expressions with whole numbers and
fractions, using the correct order of mathematical
operations.
Critical Thinking
BIOL 255: Environmental Science
To develop and apply critical thinking,
communication and interpersonal skills when
confronting diverse ways of thinking, decisionmaking and formulating solutions for
environmental issues.
Moral and Ethical Values
QYLE 110: Development of Values,
To develop a critical concept of his-her-self
Attitudes, and Adaptation to
through the analysis of his/her values, attitudes,
University Life
prejudices, experiences and needs.
Research and Problem-Solving UNRE 101: Concepts and Principles
To design adequate methodologies to investigate
Skills
of Research
issues or events of interest in the diverse
disciplines.
* Legend: SPAN-Spanish; ENGL-English; BIOL- Biology; MATH- Mathematics; HUMA- Humanities; HIST- History; UNREUndergraduate Research; QYLE- University life.
Table 84 presents the comparison between the baccalaureate 48 hour-credit component and
the 33 hour-credit transition component, in terms of their alignment with the component’s learning
outcomes. Table 85 presents the associate degree counterpart.
185
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 84: General Education Component for Bachelor Degrees: Comparison between the 2004 48-Credit/hour Component and 2012 33-Credit/hour (Transition) Component
UNE’s General Education Learning
Outcomes
Analyzes his/her socio-cultural
context from ahistorical and
humanistic perspective.
 Demonstrates effective use of
Spanish and English.
 Effectively applies the
technological tools and software
available to access and manage
information resources
 Applies scientific and
mathematical reasoning in
his/her profession and everyday
life.
 Demonstrates critical thinking
skills.
 Applies research skills to solve
problems.
UNE’s Gen Ed
Main Areas of
Focus
Society and
Culture
48 Credit- Hour Component Courses
Communication
and Information
Natural World
and Logical
Reasoning
 Considers ethical and moral
aspects in his/her personal,
social, and professional
behavior.
Life Quality
 Values historical and cultural
aspects.
 Demonstrates a historicalevaluative conscience through
the aesthetics appreciation in all
its dimensions.
 Values, appreciates and respects
diversity.
 Demonstrates team working
skills.
History:
Aesthetic and
Humanistic
Perspectives
Globalization
and Diversity.
33 Credit-Hour (Transition) Component
Courses
Required*
6 credits:
Two of the following according to the
Academic School:
SOSC 112; SOSC 113;
SOSC 215; SOSC 230
Menu
3 credits:
Student selects one of the following:
HUMA 230; PSYC 225; SOCI 335;
SOCI 360;
SOSC 227
12 credits:
-Two of the following according to the
Academic School:
SPAN 115; SPAN 116; SPAN 275
-Two of the following according to the
Academic School:
ENGL 115; ENGL 116; ENGL 118; ENGL
119; ENGL 217; ENGL 246; COMP 110
3 credits:
One of the following according to the
Academic School:
MATH 116; MATH 117;
MATH 118; MATH 119;
MATH 130; MATH 131;
PHSC 208; BIOL 252;
BIOL 255; BIOL 301
3 credits:
Student selects one of the following:
ENGL 234; ENGL 307;
SPAN 240; FREN 103;
COMM 105
3 credits:
One of the following according to the
Academic School:
QYLE 110; SOSC 228; FINA 204; MANA
215
3 credits:
One of the following according to the
Academic School:
HIST 255
HUMA 224
3 credits:
Student selects one of the following:
HESC 124
HESC 203
3 credits:
QYLE 110
3 credits:
Student selects one of the following:
HIST 274; HIST 310;
GEOG 203; ITHM 190
3 credits:
One of the following according to the
Academic School:
HIST 255
HUMA 224
3 credits:
One of the following according to the
Academic School:
MANA 217; HUMA 228; SOSC 242; SOCI
216
3 credits:
Student selects one of the following:
MARK 322; POSC 350;
EDUC 230; PSYC 228
3 credits:
One of the following according to the
Academic School:
SOSC 242 or MANA 217 or PSYC 228 or
INBU 322
3 credits:
Student selects one of the following:
BIOL 115; BIOL 252;
BIOL 255; BIOL301;
UNRE 101; PHIL 205;
EASC 120; STAT 104;
HESC 123; HESC 202;
NUTR 101
6 credits:
-Two of the following according to the
Academic School:
SOSC 112; SOSC 113; SOSC 215
HUMA 224; HUMA 228; HUMA 230;
SOSC 112; LEAD 215
12 credits:
According to placement results:
Basic Skills:
SPAN 111-112; ENGL 110-111
Intermediate level:
SPAN 115-116; ENGL 115-116
Advanced level:
SPAN 125-126; ENGL 125-126
3 credits:
Math 120 (Intro. to Algebra)
3 credits:
One of the following according to the
Academic School:
BIOL 115 ; BIOL 255 ; UNRE 101
* Each academic school has specific required courses.
Legend: SOSC- Social Sciences; HUMA-Humanities; SOCI- Sociology; SPAN- Spanish; ENGL- English; BIOL- Biology; FREN- French; COMM- Communications; COMPComputers; PSYC- Psychology; MATH- Mathematics; PHSC- Physical Sciences; UNRE- Undergraduate research; EASC- Earth Science; HESC- Health Science; INBUinternational business; FINA- Finances; QYLE- University Life; MANA-Management; MARK- Marketing; POSC- Political Sciences; EDUC- Education; HIST- History; GEOGGeography
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
186
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 85. General Education Component for Associate Degrees: Comparison between 2004 21-Credit/Hour Component and 15-Credit/Hour (Transition)
Component.
UNE’s General Education Learning
Outcomes
UNE’s General
Education Main Areas
of Focus
Society and Culture
21 Credit- Hour Component Courses
15 Credit-Hour (Transition) Component Courses *
3 credits:
One of the following according to the Academic
School:
SOSC 112; SOSC 113; SOSC 215;
SOSC 230
6 credits:
Two of the following according to the Academic
School:
SPAN 115; SPAN 116; SPAN 275;
ENGL 115; ENGL 116; ENGL 118;
ENGL 119; ENGL 217; ENGL 246;
COMP 110 (Intro. to Software and Computer
Applications)
3 credits:
According to the Academic School:
SOSC 112; SOSC 215
Natural World and
Logical Reasoning
3 credits:
One of the following according to the Academic
School:
MATH 116; MATH 117;
MATH 118; MATH 119;
MATH 130; MATH 131;
PHSC 208; BIOL 252;
BIOL 255; BIOL 301
3 credits:
One of the following according to the Academic School:
Math 120 (Intro. to Algebra) or MATH 130 (PreCalculus I); ACCO 110
 Considers ethical and moral aspects in
his/her personal, social, and professional
behavior.
 Values historical and cultural aspects.
 Demonstrates a historical-evaluative
conscience through the aesthetics
appreciation in all its dimensions.
Life Quality
3 credits:
QYLE 110
3 credits:
QYLE 110
History: Aesthetic and
Humanistic Perspectives
3 credits:
HIST 255
 Values, appreciates and respects
diversity.
 Demonstrates team working skills.
Globalization and
Diversity.
3 credits:
One of the following according to the Academic
School:
HIST 255
HUMA 224
3 credits:
One of the following according to the Academic
School:
MANA 217; HUMA 228;
SOSC 242; SOCI 216
Analyzes his/her socio-cultural context
from ahistorical and humanistic perspective.
 Demonstrates effective use of Spanish
and English.
 Effectively applies the technological
tools and software available to access and
manage information resources
 Applies scientific and mathematical
reasoning in his/her profession and
everyday life.
 Demonstrates critical thinking skills.
 Applies research skills to solve problems.
Communication and
Information
Up to 9 credits:
According to placement results:
Basic Skills:
SPAN 111-112; ENGL 110-111
Intermediate level:
SPAN 115-116; ENGL 115-116
Advanced level:
SPAN 125-126; ENGL 125-126
* Each academic school determines which main areas of focus will be addressed; not all are necessarily included. Specific associate degrees contain 18, 21 or 27 credits, depending on
accreditation or licensure requirements.
Legend: SOSC- Social Sciences; HUMA-Humanities; SPAN- Spanish; ENGL- English; BIOL- Biology; COMP- Computers; MATH- Mathematics; PHSC- Physical Sciences;
QYLE- University Life; MANA-Management; HIST- History
187
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
The main campus and additional locations on the Island comply with the transition
component, both in the traditional and accelerated modalities. In the US branch campuses and the
additional location in Washington, DC, academic programs offered by UNE, UT, and UMET share
a same General Education component, which is a combination of the three institutions’ components,
as approved by UNE’s Administrative Council (Appendix 53). Although not the same, this
component is aligned to UNE’s General Education learning outcomes. In addition, each branch
campus complies with their particular state’s requirements.
Assessment of General Education Learning Outcomes
UNE’s former and transition General Education components have been subjected to direct
(D) and indirect (I) systematic assessment measurements for the traditional, as well as the
accelerated modality. Among the assessment measurements are:
Internal Measurements






Learning assessment reports of General Education courses (I)
Institutional tests to measure communication skills (in Spanish
and English), and Mathematical Reasoning (D).
Institutional rubrics to measure paragraph-writing skills in
English (D)
Institutional test of the General Education component (PIASSE
test)- juniors and seniors (D)
Institutional rubrics that evaluate oral presentations, portfolios,
case study analysis, among other, containing evaluation criteria
of information literacy, critical thinking, scientific reasoning,
and technological skills (D)
Student satisfaction surveys, including the exit survey that
contain constructs on critical thinking and technological skills.
(I)
External Measurements




Licensing tests for teacher preparation programs that measure
fundamental and communication skills. (I)
SIAAM (Part I) Test (D)
UNE and SUAGM Employer Satisfaction Surveys (I)
UNE and SUAGM Student Satisfaction Surveys (I)
Assessment results for the past five years are presented in the Assessment Dashboard on
UNE’s webpage (see hyperlink in Appendix 2). For the purpose of this discussion, assessment
results will be presented for the most recent year in most cases.
Tables 86 and 87 present assessment results of General Education learning outcomes
obtained from institutional tests, for the academic year 2013-2014. In Table 86, Communication in
Spanish and Communication in English tests measure reading comprehension through multiple
selection items, and writing skills by evaluating a paragraph using an institutional rubric. Table 87
on the other hand, presents results for an institutional test (PIASSE Test) that measures several
learning outcomes of the General Education component. PIASSE test results are presented in more
detail in Chapter 4: Institutional and Student Learning Assessment. These results show a student
performance well below the institutional benchmark of 70. Results from the PIASSE test was one
of the criteria that prompted the decision of reviewing the General Education component.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
188
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 86. Assessment Results for General Education Learning Outcomes in Carolina and Additional Locations
obtained from Institutional Tests (Fall 2013)
Learning Outcome
Institutional
Benchmark
Communication in Spanish
70
C
63.3
Institutional Results by location
(Fall 2013)
SI
U
B
CR
62.6
67.9
-
Communication in English
Quantitative Reasoning
70
70
68.3
58.0
63.7
75.7
73.1
79.1
70.6
59.6
Y
62.5
68.7
59.2
Legend: C-Carolina; SI-Santa Isabel; U- Utuado; B-Barceloneta; CR-Cabo Rojo; Y-Yauco
Source: UNE Office for Institutional Assessment, 2014
Table 87. Global Assessment Results for General Education Learning Outcomes in Carolina and Additional Locations
obtained from PIASSE Test (year: 2013-2014), n-337 ( Institutional Benchmark:70)
Gen. Ed. Learning Outcomes
Written Communication in Spanish
Reading Comprehension in English
Quantitative Reasoning
Scientific Reasoning
Social Sciences
Humanities
Technological skills
Institutional Global Results
43.9
49.5
37.6
51.3
46.0
30.1
38.2
Source: UNE Vice Chancellor’s Office for Assessment, 2014
Furthermore, comparing the results from the institutional tests for basic skills in Spanish,
English, and Mathematics with the results in the PIASSE test, it is observed that student
performance in the first are significantly higher. This is can be explained considering the purpose
of each test. The institutional tests in Spanish, English, and Mathematics are tied to the respective
course in students’ freshman year, thus they perceive their performance as important for passing the
course. This is not the case for PIASSE test, which is not part of a course nor does it affect the
students’ GPA. That students do not answer this test conscientiously is an identified challenge that
needs to be addressed in order to improve results. However, rubrics used in the professional and
concentration component that measure General Education competencies show adequate results for
critical thinking, effective communication, and scientific reasoning, among other, which show that
these competencies are continued to be developed through these components (see related section
below).
Information Literacy. To determine student learning of information literacy, assessment results
are obtained from the assessment and evaluation performed by faculty members, and the reports
provided by UNE librarians in charge of providing information literacy skills workshops for
students.
Table 88 presents the results from the component’s introductory course on concepts and
principles of research, UNRE 101(see course alignment with information literacy in Table 83),
where information literacy skills were measured with a rubric (ED 54). Results show that, except
189
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
for determining the nature and extent of information needed, this sample of students showed
mastery on information literacy skills. This is expected considering that this course is scheduled for
students’ third or fourth year of study, where students have had ample learning experiences, that
develop information literacy skills in other General Education, as well as, professional and
concentration courses.
As mentioned earlier, course assessment reports prepared by faculty members are now
being completed electronically, as part of an institutional tracking system. This will permit a more
effective monitoring of student performance and provide more comprehensive data on
competencies, especially those that are not measured through institutional tests or rubrics,
improving the process of developing strategies to improve student learning.
In the new component
there will be an information literacy course where students will apply these skills through a simple
guided research experience. An institutional rubric to assess information literacy skills is being
developed.
Table 88. Information Literacy Rubric Results for General Education Course UNRE 101 for Academic Year
2013- 2014.
Information Literacy Standard
Student
Sample
Percentage
60%
Proficiency
Level
Percentage
70%
1
The information literate student determines the nature and extent of the information
needed.
2
3
The information literate student accesses needed information effectively and efficiently.
The information literate student evaluates information and its sources critically and
incorporates selected information into his or her knowledge base and value system.
The information literate student, individually or as a member of a group, uses
information effectively to accomplish a specific purpose.
78%
98%
90%
90%
94%
90%
The information literate student understands many of the economic, legal, and social
issues surrounding the use of information and accesses and uses information ethically
and legally.
91%
90%
4
5
Source: UNE Office for Institutional Assessment, 2014
UNE libraries offer information literacy instruction through orientations, workshops,
individualized instruction, virtual reference services (including access through electronic mobile
apps), social networks, and electronic and printed guides. The library’s Information Literacy
Committee, with feedback from faculty members, design workshops of varied topics related to
information literacy, ensuring the development of the competencies established by the association
of College and Research Libraries (ACRL) and MSCHE. Table 89 presents the alignment with
information literacy standards of a number of workshops offered to students, faculty, associates, and
the external community. The complete list of workshops is presented in the Library Learning
Resources and Services section, at the end of the chapter.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
190
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 89. Alignment of Information Literacy Workshops offered by UNE Library Staff with Information
Literacy Standards
Seminar title
Information Literacy Standard
2
3
4
1
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Data bases
APA Style and References
Accessing and using needed information
Plagiarism
MLA Style and References
Annotated Bibliography
Effective Search in Databases
Databases: Powerspeak
Catalog Search: Meta search engine
Search Strategies
Evaluation of Webpages
How to Prepare Essays
Critical analysis of journal articles
Critical Analysis of research articles
Literature Review
Library Website
Library services
How to prepare and edit videos with Movie
Maker
Effective Presentations
Search of Bibliographic Resources
5
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Source: Vice Chancellor’s Office of Information Resources
Legend: Standard 1: The information literate student determines the nature and extent of the information needed.
Standard 2: The information literate student accesses needed information effectively and efficiently.
Standard 3: The information literate student evaluates information and its sources critically and incorporates selected information
into his or her knowledge base and value system.
Standard 4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific
purpose.
Standard 5: The information literate student understands many of the economic, legal, and social issues surrounding the use of information
and accesses and uses information ethically and legally.
Table 90 presents a historical series of statistics of participation by location. These
workshops are, in most cases, requested by faculty members as part of their course. They are
offered in the library’s facilities, unless the course is offered in a computer laboratory or a
classroom with the required equipment for the workshop. Data also includes workshops offered to
external community members. Pre and post assessments are performed as part of these workshops.
Table 90. Number of Information Literacy Workshops offered, and Participants, in Carolina, Additional Locations and Branch
Campuses for years 2010 to 2014.
Locations
Carolina
2010-2011
Workshops
Participants
130
1935
2011-2012
Workshops
Participants
58
846
2012-2013
Workshops
Participants
117
2091
2013-2014
Workshops
Participants
123
2101
Cabo Rojo
28
594
14
276
16
262
44
730
Barceloneta
47
854
33
622
33
618
29
550
Santa Isabel
6
93
66
835
61
592
57
739
Utuado
10
138
14
151
7
117
17
175
Yauco
Tampa Bay
South Florida
13
34
8
246
180
260
17
24
36
695
137
474
18
28
17
533
178
188
6
18
15
120
129
221
-
-
-
-
-
-
31
49
276
4,300
262
4,036
297
4,579
340
4,814
Capital Area *
Total
Source: Vice Chancellor’s Office of Information Resources
191
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
*Capital Area Campus started operations in 2012. Metro-Orlando Campus- Information not available
Critical Thinking Skills. As with information literacy, critical thinking skills have been measured
by faculty members ascribed to the general component courses. An institutional four-point rubric
was developed, with the help of the assessment coordinator of the Florida branch campuses, and
used to evaluate a student project from three BIOL 255 course sessions. Students were assigned to
write environmental interpretations of field trips taken in the course. Results are presented in Table
91 (see course alignment matrix in Table 83). Results of a sample of 2013 fall semester students
show that less than 50 percent exceed or meet the standard for critical thinking. Students were able
to link their arguments to the context of the assignment (77.1%), but only close to 50 percent of the
students were able to analyze the information and use it in a persuasive way to convincingly present
their point of view. Furthermore, although it could be inferred that students used information
sources, almost 67 percent did not include references, although it was a requirement for the
assignment. As with information literacy, this competency is developed throughout the curriculum,
and since this course is scheduled for their sophomore year, it is expected that they improve in
subsequent years. Assessment of critical thinking skills, as well as the rest of the General Education
competencies, are performed in professional and concentration courses, to ensure the adequate
development of these skills (discussed later in the chapter). Furthermore, student satisfaction
surveys, exit surveys, and employers’ surveys provide indirect information of critical thinking skills
(please see below).
Table 91. Critical Thinking Skills Rubric Results for General Education Course BIOL 255 for Academic Year 20132014
Rubric Criteria
Analysis: Analysis of information is presented with clarity and
thoroughness.
Arguments: The arguments are persuasive.
Context: Arguments are linked to the context of the assignment.
Points of view: Arguments presented in the assignment show a
convincing perspective.
Evaluation of information: Arguments reflect a thorough evaluation of
information based on reliable data.
Use of sources: Arguments are based on several reliable and valid
sources of information in relation to the content of the assignment.
Synthesis: Arguments show well-crafted paraphrases according to the
conventions of the discipline.
Proper use of language: Writing has no grammatical/mechanical errors.
Evidentiary support: Arguments are rich in supporting and clear
details.
Exceeds
Percentage Distribution
Meets
Approaches
Below
20.8
31.3
33.3
14.6
18.8
43.8
27.1
33.3
33.3
18.8
20.8
4.1
25.0
22.9
35.4
16.7
14.6
12.5
29.2
43.7
10.4
2.1
20.8
66.7
14.6
29.2
45.8
10.4
8.3
37.5
50.0
4.2
20.8
16.7
45.8
16.7
Source: Vice Chancellor’s Office of Academic Affairs
Until the new General Education component is implemented, the institution has in place
action plans to address identified weaknesses. The General Education component action plan is
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
192
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
presented in ED 30. Although the institution has high expectations concerning the new
component’s success in achieving student learning benchmarks, in the meantime, issues included in
the action plan are being addressed for the transition component. Examples of actions taken to
improve student learning in the past five years, based on assessment results, are:





Results of institutional tests of communication and mathematics skills were used to review
courses syllabi and improve laboratory activities. These changes are continuously monitored to
determine effectiveness. Results have also been used in the elaboration of the courses for the
new component.
Spanish and English basic skills assessment results led the institution to the creation of a MultiLanguage Learning Center (MLLC) with the aid of external funding (approximately $3.8MM).
MLLC has provided tutoring and supplementary instruction to help reduce attrition rates in
basic skills courses of Spanish and English languages, develops laboratory-type structured
academic activities focused on Spanish and English basic skills, and professional development
activities for faculty. Currently, the Center is being restructured to a Multi-Language Learning
Media Communication Center (MLLMCC) as part of its institutionalization.
To address students’ scientific and quantitative reasoning deficiencies the institution provides
tutoring services, and for mathematics courses it has incorporated the use of technological tools,
and online resources to enrich the teaching-learning process through laboratory activities using
Blackboard®. Continuous assessments have shown that improvement in student learning has
been modest, and these findings have been considered in the development of the component’s
courses.
Graduate programs assessment results prompted the Title V external fund proposal to provide
instructional support services to improve writing and research skills in graduate students. The
project has identified graduate student needs, and has designed a series of workshops for faculty
and students to address them during the academic year 2013-14. Future assessments are
expected to show student improvement in these skills.
Other examples, such as incorporating the Peer Led Team Learning strategy in science courses
to improve scientific reasoning and critical thinking, are presented in Chapter 4: Institutional
and Student Learning Assessment.
In summary, all the General Education competencies are assessed using direct and indirect
measurements. Communication in Spanish and English, and quantitative reasoning are measured
with multiple direct and indirect systemic (SUAGM) and institutional instruments, in addition to
measurements performed by faculty at the course level. Critical thinking, use of technology,
information literacy, and scientific reasoning are measured through the institutional PIASSE test
and faculty course assessment, in addition to indirect systemic and institutional measurements.. The
revised General Education component to be implemented in 2016, is expected to provide additional
direct institutional measurements for these latter competencies.
193
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
For the case of accelerated programs in Puerto Rico and branch campuses, midpoint and
capstone courses’ rubrics will be reviewed to ensure that all General Education competencies are
measured.
General Education competencies measured in upper-level courses. The primary General
Education learning outcomes are included and measured in the professional and concentration
components. These are measured, on the main campus and at additional locations, through (a)
institutional tests for the professional level, (b) institutional and external tests in capstone courses,
and (c) institutional rubrics. Table 92 presents examples, for each academic school, of courses that
address General Education competencies, and the respective assessment instrument (see UNE
Assessment Dashboard hyperlink in Appendix 2). Appendix 54 presents the alignment of
institutional rubrics with General Education learning outcomes, and courses where the
measurements are carried out.
Table 92. Examples of Courses that Address General Education Competencies and their Respective Assessment
Instruments
Academic School
Program: Course
MBA in Management and Leadership
BBA Accounting: BUSI 499
IEN Business
Type of
Course
General
Education
Competencies
Addressed*
Concentration
CT, UT, EC, EV
Portfolio rubric
Capstone
SR, MR, CT, UT,
IL, EC
Simulation Project
Evaluation Rubric
Business Plan rubric
Capstone
SR, MR, CT, UT,
IL, EC
Institutional test
Capstone
SR, MR, CT, UT,
IL, EC
EC, CT, UT
Institutional test
Rubrics for evaluating:
oral presentations,
written reports, case
study analysis, and
interview skills.
Evaluation Rubric
BBA Information Systems: CAPP 400
AOS Office Systems: OFAS 222
Social and Human
Sciences
José A. (Tony)
Santana International
School of Hospitality
and Culinary Arts
Assessment
Instrument
BC in Digital Communication and
Media
Initial
professional
course
BSS Psychology
Practicum
Seminar
EC, CT, IL,
BS Hospitality Management: CAPE
404
Capstone
MR, CT, UT, IL,
EC
AS Culinary Arts: CHEF 116
BS Nursing: concentration courses
Gatekeeper
Endpoint
MR, CT
SR, CT, UT, IL,
EC
AS Pharmacy Technician: PHAR 258
Capstone
SR, CT, UT
Health Sciences
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Portfolio Rubric
Institutional test
Institutional Rubrics
(Clinical Case Study
Analysis, Oral
presentations)
-Mock Test
194
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 92. (Continued)
Type of
Course
General
Education
Competencies
Addressed*
BS Biology, Microbiology and
Biotechnology: BIOL 203
Initial point
SR, MR, CT, EC
Institutional test
BS Biology, Microbiology and
Biotechnology: CHEM 351
Teacher preparation programs :
EDUC 171
Midpoint
SR, CT, EC, UT,
IL
SR, CT, UT, IL,
EC
Course Rubric
Teacher preparation programs:
EDUC 435
BPA Public Administration: PUAF
450
Capstone
SR, MR, CT, UT,
IL, EC
EC, CT, UT, SR,
EV
Mock Test (SIAAM,
Part I)
Student portfolio
BPH Health Services Management:
HESM 430
Practicum
EC, CT, UT, EV
Practicum Evaluation
Rubric
Academic School
Program: Course
Science and
Technology
Midpoint
Assessment
Instrument
Institutional test
Education
School of Professional
Studies
Practicum
Source: UNE Vice Chancellor’s Office for Assessment, 2014
* Legend: SR-scientific reasoning; MR- mathematical reasoning; CT: critical thinking; UT-use of technology; IL-information
literacy; EC- effective communication in Spanish/English; EV-Ethical values
In this report, two examples of assessment results of General Education competencies in
concentration courses are presented in Figures 51 and 52. Figure 51 presents assessment results for
General Education competencies measured in the capstone course and other concentration courses
of UNE’s Nursing Program. The results obtained using a five-point scale rubric to evaluate the
analysis of clinical case studies, show student’s mastery of General Education skills, such as
effective communication, scientific reasoning, critical thinking, information literacy, and
technological skills.
5
Scale
4
4.42
3.34
4.38
3.19
4.35
3.08
4.53
4.22
3.14
3.2
3
May 2013
2
May 2014
1
0
EC
SR
CT
IL
UT
Figure 51. Results for General Education Competencies Evaluated with the Clinical Case Study Analysis Rubric
in the Nursing Program Course (NUSC 480).
Legend: EC- effective communication; SR- scientific reasoning; CT-critical thinking; IL- information literacy; UT- use of
technology.
Source: Associate Vice Chancellor’s Office of Assessment, 2014
195
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Figure 52 presents the results of portfolios evaluated with a rubric for the masters’ degree program
in Management and Leadership, where results show that student learning meets or exceeds the
institutional benchmark.
5.00
4.00
3.00
2.00
1.00
Course
Communication Critical Thinking
Technology
Leadership and
Ethics
2011-2012
4.73
4.09
4.05
4.33
4.25
2012-2013
4.31
3.97
4.17
4.34
4.23
2013-2014
4.60
4.30
4.20
4.60
4.60
Figure 52. Portfolio Rubric for Management and Leadership Masters’ Program. Benchmark: 4.00
Source: Associate Vice Chancellor’s Office of Assessment
Satisfaction of Employers and Students with the Development of General Education
Competencies
As part of UNE’s assessment structure, students from Carolina and additional locations on
the Island are surveyed to determine their satisfaction with various indicators related to General
Education. The 2012 Graduating Students Exit Survey (n=1,174) (ED 55), showed that 60.7 % are
“very satisfied” or “satisfied” with how the institution developed their technological skills, and 64.6
% are “very satisfied” or “satisfied” with how the institution developed their critical thinking skills.
The 2011 Employer Survey results for IEN Business School and José (Tony) Santana
International School of Hospitality and Culinary Arts (ISHCA) graduates (ED 56), related to General
Education competencies are presented in Table 93.
Table 93. 2011Employers Survey Results for IEN Business School and José A. (Tony) Santana International School of
Hospitality and Culinary Arts (Institutional Benchmark: 85)
General Education
Indicator
Oral communication in
Spanish
Oral communication in
English
IEN Business School
(n=31, 2011)
88.5
ISHCA
(n=20, 2011)
85
68.60
75
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
196
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
Table 93. (Continued)
General Education
Indicator
Written communication in
Spanish
Written communication in
English
Quantitative reasoning
Critical thinking
Technological skills
IEN Business School
(n=31, 2011)
85.65
ISHCA
(n=20, 2011)
*
71.40
*
85.65
85.65
81.85
*
80
*
Source: Associate Vice President’s Office of Institutional Research
* Not reported.
General results from SUAGM’s Employer Survey, Cohort 2010, (ED 34) conducted by the Vice
President’s Office of Strategic Planning and Institutional Effectiveness (Benchmark: 70) showed that:





85.0 % are “very satisfied” or “satisfied” with UNE graduates communication skills.
96.0 % are “very satisfied” or “satisfied” with UNE graduates technological skills.
91.6 % are “very satisfied” or “satisfied” with UNE graduates mathematical skills.
91.8 % are “very satisfied” or “satisfied” with UNE graduates critical-thinking skills.
89.2% are “very satisfied” or “satisfied” with UNE graduates ethical values.
These results demonstrate that employers are satisfied with how UNE has developed
students’ General Education skills, specifically those related to communication, technology,
quantitative reasoning, and critical thinking. It was noted that satisfaction with communication
skills in English is lower than in other surveyed skills.
In conclusion, UNE’s General Education component, for associate and bachelor degrees, is
aligned to the institutional mission and goals, and to the MSCHE required competencies. The
component is assessed following an established and structured process, and the findings have been
used to improve specific courses, and even more importantly, in the decision of revising the
component.
Communication of Relevant Information Related to Academic Offerings to UNE Future and
Active Students
Prospective students may access relevant information related to UNE’s academic offerings
through the website. They can find information about admission and graduation requirements,
retention, graduation rates, examination pass rates, and special accreditations and licenses for each
academic program, in addition to student academic associations. The subcommittee found that
although the information was found in more than one link on the website, it was not as user-friendly
as needed. This finding was presented to the Vice Chancellor’s Office of Student Affairs and a
committee was appointed to improve this aspect of UNE’s webpage. Program offerings are also
197
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015
announced through newspapers and radio communications. These communications are generated at
the Marketing Office, and are revised by the academic schools and the Vice Chancellor of
Licensing and Accreditation prior to publication to ensure that the information is correct.
Effective communication with UNE active students is achieved through: (1) UNE’s
webpage, including MiUNE, (2) official written communications, (3) group and individual
orientations, and (4) internet media, such as email, Blackboard®, and social networks. Through
these various media, students are informed of changes in curricula and their grades at any moment
during the academic session, among other important information.
Strengths









Academic offerings have the quality, rigor, breadth, and depth required of a higher
education institution.
Branch campuses offer academic programs with the same quality, rigor, breadth, and depth
of UNE’s programs, with the added quality of serving Hispanic populations through the
Discipline Based Dual Language Immersion Model® applied to accelerated adult learning
modality.
A rigorous and agile procedure is in place for the creation of new academic programs that
includes viability studies and estimated budget.
The collaboration between the academic schools, the Retention Office, and the Quality of
Life and Wellness Office permits a well-structured tracking system to monitor student
academic progress and compliance with curriculum requirements.
Academic programs with curricular alignments to ensure the achievement of student
learning outcomes.
A well-established student learning and program assessment process that monitors academic
program quality and effectiveness, regardless of location and modality.
The revision of the General Education component based on assessment results, as a strategy
to improve student learning outcomes.
A well-structured instructional and technological support service provided by the Vice
Chancellor’s Office of Information Resources.
Academic programs are evaluated using an established systemic procedure.
Challenges




A moderate number of academic programs have been evaluated since the creation of the
systemic policy in 2009.
The academic programs need to be aligned to the revised institutional mission and goals to
ensure the incorporation of the new elements of entrepreneur thinking, creativity,
internationalization, and community engagement to all.
General Education competencies need to be measured with the same multiplicity of
institutional instruments at the main campus, additional locations, and in accelerated
programs in Puerto Rico and branch campuses.
Branch campuses’ midpoint and capstone assessments are focused primarily on dual
language learning competencies.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
198
Universidad del Este Self-Study Report - Chapter 7: Educational Offerings and General Education
MSCHE 2015


Although two academic schools and two programs have obtained programmatic
accreditations, the institution recognizes the desirability of increasing this number.
UNE libraries continue having staffing needs, showing high student-librarian ratios,
especially at additional locations of Yauco and Cabo Rojo.
Recommendations
 Review academic programs learning outcomes’ alignment to the revised institutional mission
and goals.
 Streamline the program evaluation process to increase efficiency in order to complete the
evaluation of all of UNE’s academic programs.
 Align the institutional rubrics used in UNE’s accelerated offerings on the main campus and at
additional locations with those used at branch campuses, for the measurement of General
Education competencies beyond those language-related.
 Ensure that all the General Education competencies are measured through more than one
institutional instrument at the main campus, additional locations, and in accelerated programs
in Puerto Rico and branch campuses.
 Implement the next phase of dual language program midpoint and capstone assessment,
ensuring the integration of other aligned competencies beyond those language-related.
 Increase the number of programmatic accreditations to further ensure program effectiveness.
 Increase the number of librarians, especially at additional locations.
199
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Chapter 8
Related Educational Activities
Standard 13
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Chapter 8. Related Educational Activities
Standard 13
Introduction
Related educational activities cluster all services offered at UNE that facilitate the
accomplishment of academic, career, and personal goals, as well as, effective integration to the
university community of traditional and non-traditional programs students. UNE’s offerings falling
under this cluster vary by location, mode of delivery, and content, encompassing non-degree
technical studies certificates and continuing education and degree programs such as accelerated
studies programs and distance education. These include programs offered on UNE’s main campus
in Carolina, in five additional locations in Puerto Rico, and on four branch campuses and an
additional location on the mainland. Considerable efforts are devoted to ensuring the availability of
quality services rendered on the main campus, additional locations, and branch campuses.
The chapter also focuses on aspects concerning basic skills for underprepared students and
how the institution addresses this issue.
Development of Research Questions
The subcommittee focused its analysis on the alignment of the related educational activities
to the institutional mission and goals. The rigor, quality, and effectiveness of these programs were
verified. How the institution identifies and monitors under-prepared students was also studied.
Methods and Evidences
The subcommittee collected all applicable documents, manuals, and procedures considered
appropriate evidence and electronic links where applicable. Meetings, video conferences,
interviews, conference calls, and electronic mail with all key staff of corresponding units were
conducted to provide input and recommendations regardless of location. With all data available, the
members of the subcommittee drafted the chapter. Concerns were regularly submitted to the
Executive Committee for recommendations and suggestions.
Non-Degree and Non-Traditional Degree-Granting Educational Offerings
In complying with UNE’s institutional mission, non-degree programs, and accelerated
academic programs offered in Carolina, additional locations, and branch campuses are aligned to
the same institutional goals as traditional academic offerings:

Provide an education of excellence, through the development of cognitive, affective, and
psychomotor competencies in students that will enable them to make positive contributions to
the social, economic, and political setting at local and global levels.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
200
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015

Offer traditional and nontraditional academic programs, within the constructivist dimension of
learning, that meet the interests and needs of a society oriented toward service, technology,
internationalization, and research.
The following sections present information and data that demonstrate compliance with these two
goals.
Basic Skills
UNE’s freshmen are a recently graduated from public high schools, economically
disadvantaged population, of which more than 95 percent are underprepared in at least one area, and
thus placed in one or more basic skills courses. Basic skills include Spanish, English and
Mathematics requirements, for credit, as part of the General Education component. As described in
Chapter 5: Students Admissions, Retention, and Support Services, freshmen students are placed
according to results from either the achievement section of the College Entrance Exam (CEE)
offered by the Puerto Rico
College Entrance
2,000
Examination Board
(CEEB), or the institutional
1,500
placement test (IPT) (see
placement cut scores in
Table 38 in Chapter 5).
494
IPT
470
IPT
522
IPT
1,410
CEE
1,532
CEE
1,486
CEE
1,508
CEE
2009
2010
2011
2012
301
IPT
361
IPT
1,000
500
1,336
CEE
CEEB results account for
three quarters of all students
0
2013
placed in basic skills
courses, as can be observed
in Figure 53.
Prior to fall 2012,
Source: Banner Student Module (WFRADMM)
Figure 53. Distribution per Placement Test Type
Legend: CEE-College Entrance Exam; IPT- Institutional Placement Test
placement scales distributed
the new admissions into preparatory and college level courses (see Chapter
5: Students Admissions, Retention, and Support Services), with laboratory sessions complementing
these offerings.
201
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
In 2012, an overall review of academic programs was conducted (see Chapter 7:
Educational Offerings and General Education); and among the revisions to the General Education
component was the substitution of preparatory courses with college level basic skills courses, for
credit, in Spanish, English, and Mathematics. Depending on CEE or IPT scores, students are
currently placed in one of three levels (basic skills, intermediate, advanced) in Spanish and English
courses. Students are required to approve two three-credit courses in their placement level. No
further courses are required unless specified by their program curriculum. Students who fail a basic
skills course must repeat it.
Table 94 presents the placement distribution for 2012 and 2013. Historically, more than 95
percent of admitted students place in basic mathematics skills. These students are placed in MATH
120. Students from the School of Science and Technology scoring above the basic math cut score
are placed in Pre-calculus I (MATH 130).
Table 94. Basic Skills: Placement Distribution (CEEB or UNE Placement tests)
Skill
Course
Spanish
English
Math
Level by Year
Level 1
71.5
66.5
98.2
2012
Level 2
25.0
23.1
-
Level 3
3.5
10.4
-
2013
Level 1
Level 2
73.6
24.1
68.4
21.7
99.0
-
Level 3
2.4
9.9
-
Source: Banner Student Module (WFRADMM)
To monitor student learning in basic courses, assessment measurements are carried out
through institutional tests (Spanish, English, and Math) and from course assessment reports
prepared by faculty members. Figure 54 presents the institutional tests results for these three basic
skills courses for the past five years. The results presented for MATH 100 correspond to the
preparatory course offered until 2012. The results presented for MATH 120 correspond to the new
math course implemented after 2012.
These results show an approximation to the benchmark of
70 for the case of Spanish and English, and for both math courses. Although course syllabi and
laboratory experiences have been revised and a web-based support for Spanish and English
language courses (Net-Tutor) was implemented in order to improve student learning, results have
been modest.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
202
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Institutional Test results: Preparatory Mathematics
(MATH 100)
Institutional Test Results: Basic Spanish
100
61.23
62.73
69.38
100
69.38
62.88
80
60
40
20
66.89
2009
2010
73.09
70.54
2011
2012
40
20
0
2010
2011
2012
2013
2014
0
Institutional Test Results: Basic Mathematics
(MATH 120)
Institutional Test Results : Basic English
100
100
65.38
61.11
68.47
70.08
61.51
60
40
20
Mean
80
Mean
65.6
60
Mean
Mean
80
80
72.2
67.6
71.5
May-13
Dec-13
May -14
60
40
20
0
0
2010
2011
2012
2013
2014
Figure 54. Institutional Test Results for Basic Skills Courses: Spanish, English, and Preparatory and Basic
Mathematics (Institutional Benchmark: 70)
Source: Associate Vice Chancellor’s Office of Assessment
Table 95 presents the percentage of students passing rates (ABC) for basic skills courses ENGL
110-111, SPAN 111-112, and MATH 120, and the continuation course, MATH 130, for science
students. These results suggest that close to two thirds of freshmen students approve first semester
basic skills courses; and of these, close to two thirds approve its second semester course.
Table 95. Percentage of Students Passing Basic Skills Courses with ABC.
Course
ENGL 110
SPAN 111
MATH 120
Fall Term
2012
2013
2012
2013
2012
2013
Grade
ABC
63%
70%
60%
65%
64%
58%
Course
ENGL 111
SPAN 112
MATH 130
Spring
Term
2013
2014
2013
2014
2013
2014
Grade
ABC
74%
72%
72%
69%
81%
59%
Source: Retention Office
An example of assessment results obtained from course assessment reports prepared by
faculty members for Basic English I and Basic English II are presented below in Figures 55
through 57.
203
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
90
86
Writing skills
Infer vocabulary meaning from
context
Identify main idea in short
reading passages
Make simple inferences and
express opinions
73
80
80
0
Dec-13
May-13
100
20
40
60
80
100
100
100
Percentage of students that obtained
70% or more
Figure 55. Comparison of Course Assessment Results for Basic English I
Source: Faculty Assessment Report
100
Percentage
80
60
40
30.8
20
38.2
26.9
26.5
19.2
8.8
21.1
14.7
1.9 5.9
0
Minimal
Developing
Capable
2013
Strong
Exceptional
2014
Figure 56. Rubric Results for Basic English I Writing Skills
Source: Associate Vice Chancellor’s Office of Assessment
100
Percentage
80
52.9
60
40.6
40
26.6 28.1
20
2.9
14.7 15.6
9.4
2.9 6.3
0
Minimal
Developing
Capable
2013
Strong
Exceptional
2014
Figure 57. Rubric Results for Basic English II Writing Skills
Source: Associate Vice Chancellor’s Office of Assessment
These results suggest that students perform better in reading comprehension, than writing in
English.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
204
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Basic skills courses are complemented by course laboratories given at CREE. Laboratory
grade accounts for a quarter of the course final grade. As of fall 2013, over 75 percent of students
successfully completed the requirement. Student
support technicians monitor student attendance and
Table 96. Basic Skills Labs Passing Rates (2013)
progress, report to course faculty, and make referrals
Fall 2013
Students
% Passed
as necessary. Table 96 presents laboratory passing
SPAN 111
608
76
SPAN 112
68
79
SPAN 115
319
70
ENGL 110
988
74
ENGL 111
194
70
MATH 120
1040
Source: Retention Office
80
rates for year 2013.
Tutoring services are provided to all basic
skills courses. CREE offers services to students who
are referred by faculty and advisors and walk-ins to
tutoring services from Mondays to Saturdays.
Success rates in courses average 78 percent. Further details are presented in Chapter 5 (Student
Admissions, Retention, and Support Services). During 2010-2014, the MLLC, a DOE/Title V grant,
provided learning support to students enrolled in Spanish and English courses with a team of
supplemental instruction tutors available in and outside class. Students served in 2013-2014, had a
73 percent of course approvals, an increase from 2010 (70%). Support was also provided at the
Supplementary Services Program, a TRIO grant program.
Although the freshmen student profile is expected to improve with the College and Career
Readiness Standards and Assessment from the blueprint for revising the Elementary and Secondary
Education Act (ESEA) (2010), the fact is that a significant number of underprepared students are
enrolled at UNE. The new General Education component needs to address this issue more
strategically while revisiting the established benchmarks for success.
Certificate Programs and the School of Technical Professional Studies
Since 1997, the School of Technical Professional Studies has offered diverse certificates
fully aligned with the institutional mission, and as such, are aimed at promoting the integral
development of its student body, developing the competencies required for effective and efficient
performance in the workplace, and also promoting lifelong learning. Program development
responds to the needs and interests of a society oriented towards technology, service, market trends
and employment demands, as reported by the PR and US Labor Statistics Bureau, field and job
searches, and as documented in interviews and surveys. The school dean and associate dean are
regularly monitoring the Occupational Outlook Handbook website of the US Department of Labor,
205
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
and the statistics section of Puerto Rico’s Department of Labor and Human Resources website.
Once a need is identified, a committee of faculty and advisors is organized. The program is
benchmarked, laws and regulations studied and a pre-proposal drafted (see template in Appendix
48). As is the case with academic degree offerings, the pre-proposal is presented at the Academic
Board. Upon approval, the proposal is then drafted. The proposal is presented to the Administrative
Council for approval, after which it is reviewed by the Associate Vice Chancellor of Licensing and
Accreditation and submitted to the CEPR.
As can be seen, the review process is rigorous and multi-level, with a variety of constituent
groups, including faculty, administrators and regulating agencies. Once authorized, program
information such as admission requirements and curricular sequence, are readily available in printed
form and electronically, including Gainful Employment Information. Certificate programs from the
School are available on the main campus and at all additional locations on the Island. Its portfolio
is comprised of programs in the fields of business, criminal justice, health, education and hospitality
(see Table 97). Programs marked with
an “X” identify those that account for
50% or more of the technical
programs enrollment per location in
2013-2014. Medical Plans Billing,
Criminal Justice, Nursing, and
Digital/Graphic Design are the overall
leading programs. Appendix 44
presents detailed educational offerings
by location and modality.
The faculty recruitment
Table 97. Technical Educational Offerings
Technical Studies
Programs
Architectural Drafting
CISCO Networking
Computer Repair and
Network Installation
Criminal Justice
Culinary Arts (ISHCA)
degree programs (see details in
Chapter 6: Faculty), as established by
SUAGM Faculty Handbook, which
includes a certification process, led by
the School’s Dean, prior to hiring. In
CR
B
●
●
X
X
Digital Graphic Design
●
X
●
Early Childhood Teacher
Assistant (formerly Aid)
Entrepreneurship
●
●
●
●
●
X
●
●
●
X
X
Hotel Operations
Management
Medical Plans Billing
Paralegal Studies
Recreational and Sports
Programs Admin
Total
SI
U
X
Total
2
1
2
●
●
X
5
1
X
4
●
5
●
3
3
X
X
●
●
X
6
●
●
4
●
2
●
12
Y
X
●
●
Practical Nursing
process is consistent with those for
C
●
●
●
6
8
6
3
2
5
40
Source: Associate Vice Presidency of Strategic Planning and Institutional
Effectiveness
Legend: C- Carolina; CR-Cabo Rojo; B- Barceloneta; SI- Santa Isabel;
U- Utuado, now Arecibo; Y- Yauco.
addition, candidates must evidence a teaching certificate as required by CEPR for all technical
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
206
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
course educators. As of 2014, there are 47 part time faculty, 85% of which have masters and
doctoral degrees (Appendix 37). Below are two examples of technical programs presenting student
learning expected outcomes, program goals, examples of program objectives, and program
evaluation process.
Technical Certificate: Practical Nursing (53 credits distributed in a 4-term curricular sequence program of study)
Student Learning Expectations: Upon completion of the Program, the student will be prepared to obtain the License granted
by the Puerto Rico Practical Nursing Profession Examination Board.
Sample Program Goals: Prepare a highly qualified, competent and sensible practical nursing professional to meet healthcare
needs; Program that satisfies the demands and needs for practical nursing professionals in the market; Promote co-curricular
activities that contribute to the enhancement of this professional; Establish partnerships and alliances with the industry for
mutual benefits.
Sample Objectives: Comprehend the theories and background, as well as, laws and regulations of the profession; Integrate
electronic systems as tools for professional and personal development; Read and write effectively; Apply critical thinking to
issues, cases, practices to solve problems; Apply nursing competencies processes to patient care; Respect patient privacy
Evaluation process: The institution includes the program in an evaluation timetable upon graduation of the first cohort. Priority
is given to programs with higher enrollment.
Technical Certificate: Dental Assistant with Expanded Functions (58 credits; 1,260 contact hours distributed in a four term
course curricular sequence – approved for commencement in fall 2014)
Student Learning Expectations: Upon completion of the Program, the student will be prepared to assist a dentist or
orthodontist.
Sample Program Goals: Prepare highly qualified dental assistants to meet healthcare needs; Program that satisfies the demands
and needs for practical dental assistants in the market; Read and write effectively; integrate the use of computers for
administrative purposes
Sample Objectives: Assist dentist in patient care; Conduct and develop dental X rays and impressions; Develop protocols for
equipment sterilization and prevention of infections; Instruct patients in oral hygiene pre and post treatments; Maintain
confidentiality of patient care;
Evaluation process: The institution includes the program in an evaluation timetable upon graduation of the first cohort. Priority
is given to programs with higher enrollment.
Certificate programs are reviewed to update information and references, and incorporate
new topics, if applicable. External factors, such as changes in licensing requirements, regulatory
agencies, and changes in existing professions, also generate program revisions. The School’s Dean
and Associate Dean, in collaboration with part-time faculty ascribed to the program, lead the
revision process. The resulting changes are submitted to UNE’s Academic Board, and if
substantive, to the CEPR for approval.
In 2012, the School of Technical Professional Studies changed from being administered
systemically to being part of UNE’s academic structure under the Office of the Vice Chancellor of
Academic Affairs. Previous to fall of 2012, the Program was led by a Vice President of Technical
Studies at Central Administration, and an Assistant Dean at UNE. Since 2012, the unit is led by a
Dean who is responsible for the administration and supervision of the Technical Studies programs,
faculty, and services at the main campus and additional locations. Integrated Service Coordinators
on campus and at all locations provide one-stop student services in coordination with the main
207
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
campus. These include services related to enrollment, financial aid, Registrar’s Office, and Bursar’s
Office. In addition, two main campus academic coordinators provide academic advising.
As of 2013, technical programs have an overall enrollment of 1,187 on the main campus and
five additional locations. Enrollment figures have been stable since 2011. The total of UNE
enrollment’s share is 8.1%, a 0.9% decrease from 2010 (see Table 98).
Since 2011, fall to spring retention rates
Table 98. Technical Programs Enrollment
remain stable averaging 82.2% (see Table 99) for
Year
Location
2011
Carolina
458
Cabo Rojo
168
Barceloneta
267
Santa Isabel
165
Utuado
27
Yauco
184
Total
1,269
Source: Registrar’s Office
2012
448
150
209
118
21
186
1,132
2013
505
169
211
100
5
197
1,187
technical programs. Graduation from technical
programs had a 34 percent increase in 2013, when
compared to 2010, which represented 25 percent of
UNE’s total graduation (see Table 100). The School
ensures equitable student services delivery on its
main campus and at additional locations, and access to the same services as the rest of the student
population. Services include learning resources such as library, computers, and program specific
laboratories, and support services such as counseling and academic advising as shown in Table 110
later on in the chapter. In keeping with new federal regulations, surveys will be conducted to
determine job placement effectiveness.
Table 99. Technical Programs Retention Rate
Carolina
Cabo Rojo
2011
79.5
89.9
2013
72
81.3
Barceloneta
79.2
88.1
72.9
Santa Isabel
Utuado
Yauco
Total
73.7
64.3
91
82.1
54.5
86.5
84.9
87.2
81
84
75
Source: Associate Vice Chancellor of Student Retention
2011
67
Year
2012
63
2013
100
Cabo Rojo
24
27
34
Barceloneta
28
20
28
Santa Isabel
Utuado
Yauco
Total
92
14
26
251
71
2
37
220
68
3
48
281
Location
Year
2012
78.7
94.8
Location
Table 100. Technical Programs Graduates
Carolina
Source: Registrar’s Office
Technical Studies students have equal access to financial aid, and registrar and bursar
services as well. Students may opt for completing additional technical programs or request
admission to degree programs. Career ladder agreements until 2013 allowed transfers to
undergraduate programs (see Table 101). A significant number of students (989) have benefitted
from this effort since 2010. New federal regulations concerning career ladder agreements moved
the institution to change its offerings to terminal programs.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
208
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
As of fall 2014, the UNE Tech facility, adjacent to the main campus, provides five
classrooms; Computer Repair, Computer Walk-ins, Nursing and Dental laboratories, and
administrative and student services offices. Assessment instruments administered in May 2012 and
May 2013 to students in certificate programs reflect a significant satisfaction with services provided
by counseling services (93%) and general satisfaction with UNE (98%). Faculty surveys reflect
satisfaction with administrative services (93%), college environment (84%), classrooms (91%), and
laboratories (80%).
Table 101. School of Technical Professional Studies Career Ladder Agreements
until 2013
Technical Studies Program
Practical Nursing
Computer Repair and
Network Installation
Recreational Leader
Medical Plans Billing
Hotel Operations
Architectonic Draftsman
Criminal Justice
Digital Graphic Design
Paralegal
UNE School: Academic Program
Health Sciences: AS Nursing
IEN Business: ABA Computer Repair Support
Education: BA in Recreation and Sports
IEN Business: ABA Medical Secretarial
ISHCA: BS Hotel Operations
Technical Studies: AS Drafting
Social and Human Sciences: BA Criminal
Justice
Social and Human Sciences: BA Social
Communication on the Web
Social and Human Sciences: BS Paralegal
Source: Banner Student Module
The School of Technical Professional Studies programs do not have a structured job
placement process, nor ways to determine job placement of its graduates in order to demonstrate
effectiveness.
Operational budget and profit and loss tables for the School of Technical Professional
Studies are presented in Appendix 55.
School of Professional Studies (Accelerated Studies Program)
The Accelerated Studies Program for Adults, AHORA Program, is a systemic endeavor
operationalized on the main campus since 1996, and thereafter, at all additional locations. The
program, ascribed to the School of Professional Studies, is centered on the guiding principles of
adult learning and designed for adults to actively participate in the planning and evaluation of their
own learning. Educational activities are built on the learner’s prior knowledge and experience, thus,
incorporating activities that are real-world based and content-oriented. In the accelerated learning
model, each class meets four (4) hours per week for five or eight week periods, plus 25 hours
209
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
scheduled for course related research projects. Study guide modules, designed by Module
Preparation Specialists, contain the course outline, activities and assigned work to be completed
before each class session.
The School of Professional Studies is led by an Assistant Vice President and Dean who
reports to the Vice President of Planning and Academic Affairs. At UNE, this position also reports
to the Chancellor and is a member of UNE’s Administrative Council. At the institutional level, an
Associate Dean reports directly to the Vice Chancellor of Academic Affairs, and is a member of
UNE’s Academic Board. A systemic Academic Associate Dean, Faculty Director, Assessment and
Research Director, and Curriculum and Instructional Design Director assist in the planning,
development and expansion of the School. At institutional level, program coordinators, an
Integrated Services Director, Integrated Services Officers (main campus and additional locations)
and administrative staff provide student services and assist directly in the enrollment process.
The mission of the School of Professional Studies is to provide educational offerings that
integrate professional experiences to the academic program in order to create an interactive,
challenging and dynamic setting. As of 2014, the School offers undergraduate programs in business,
science, social sciences, public health, and education, with Carolina and Barceloneta leading in the
number of offerings. Social Work, Management, Criminal Justice, and Psychology programs are
offered in all locations in Puerto Rico, with Social Work and Management having the largest
enrollment (see Table 102). The School offers graduate programs in business, social sciences, and
education. The main campus and additional locations, except Arecibo, offer graduate programs,
with the Strategic Management and Leadership program having the highest enrollment. Programs
marked with an “X” on Table 102 identify those that account for 50% or more of the accelerated
undergraduate and graduate enrollment at each location for 2013-2014. Appendix 44 presents
detailed educational offerings by location and modality.
Accelerated studies programs require the same number of credits as UNE regular programs.
Program curricular sequence, however, are not designed in semesters, as the traditional modality,
but in part of terms of five and eight weeks sessions. Course recommendations will depend on the
students’ prior approved college credits. A student must have 12 or more approved or attempted
college credits to be admitted.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
210
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Table 102. Accelerated Undergraduate and Graduate Programs as of 2013
Accelerated Undergraduate and Graduate Programs
C
CR
B
SI
●
●
X
X
Accounting (U)
X
Management (U)
X
Information Systems (U)
●
Marketing (U)
●
●
Administrative Secretary (U)
●
●
X
U
Y
Total
3
●
●
6
1
Health Management Services (U)
●
Early Childhood Education (U)
X
X
●
Social Work (U)
X
X
X
Criminal Justice (U)
●
●
Psychology (U)
●
Information Systems Management (U)
Instructional Design and Technological Integration with
E-Learning
●
2
●
●
3
●
3
●
●
5
X
●
X
6
●
X
●
X
6
●
X
●
●
●
5
●
●
●
4
●
●
●
●
●
5
Leadership & Strategic Management (G)
X
X
X
X
●
5
Project Management (G)
●
●
●
Public Policy (G)
●
3
1
●
Adult Education
Bilingual Education (G)
1
X
1
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate; G-Graduate; C- Carolina; CR-Cabo Rojo; B- Barceloneta; SI- Santa Isabel; U- Utuado, now
Arecibo; Y- Yauco.
Academic programs that are exclusive to the School are the Bachelor degrees in Public
Health and Public Affairs, and all its masters’ program offerings. Carolina serves 50 percent of
undergraduate, and 41 percent of graduate students enrolled in the accelerated modality. The
learning outcomes of the accelerated programs are the same as their traditional counterparts.
Accelerated programs have comparable rigor, depth, and breadth with the traditional programs. The
course syllabi are the same. Chapter 7: Educational Offerings and General Education, presents
Teacher Preparation Program licensing pass rates results for traditional and accelerated modalities.
Below are two examples of academic programs.
Sample accelerated academic program: Bachelor in Public Health with major in Health Services Management. 120
Credits divided in: Gen Ed: 33crs; Core: 51; Major: 36
Student expectations: Develop a professional with the competencies required to perform effectively in a health
services management settings
Sample Program Goals: Develop health services managers at primary and intermediate levels with the competencies
required by the industry; Prepare a professional with a holistic vision who can provide positive and proactive responses
to change; Integrate timely and continuous assessment strategies to improve services; Network with health services
organizations to maintain offerings that meet the industry needs, promote research and field experiences; Integrate
teaching methodologies that strengthen the teaching-learning experience
211
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Sample Objectives: Prepare professionals with the competencies and skills that will enable them to be effective in the
private and in the public health services field; Develop professionals with the sensibility and commitment that will
enable them to communicate affectively and effectively; Prepare professionals that can perform locally and globally and
propose ideas that are creative and cost effective; Develop professionals that are suited for team and collaborative work;
Provide a curriculum that responds to the integral formation of the student and meet the requirements of the health
services industry; Provide and enriched curricula with co-curricular and extracurricular experiences and extracurricular
experiences, the proper use of technology and information.
Sample accelerated academic program: Master of Strategic Management and Leadership. Contents: 39 credits
Student expectations: Develop a professional with the competencies required to perform effectively in strategic
management settings
Sample Program Goals: Contribute to the formation of a new breed of professionals in the field of management who
can assume leadership current and future positions in management; Contribute to the professional development of a
specialized professional who can understand an respond to growing environments of uncertainty and increased
competition; Promote research in management who can contribute to the solution of challenges in the Puerto Rican
economy;
Sample Objectives: Expand academic offerings in business management with emphasis in strategic fields; Meet the
demand of adults with an undergraduate degree and experience who want to pursue graduate education; Network with
national and international educational institutions and business to maintain highest standards of offerings. Prepare
professionals with a strategic vision and awareness of the social responsibility of the business, as well as responsibility
in leadership; Provide experienced professionals with the opportunity to pursue graduate studies; Promote the
development of an executive who can understand institutions at local and at international level; Develop visionaries able
to interpret the business setting effectively; Promote the inclination for innovations and creativity; Integrate the use of
diverse technologies and information resources to maximize time and effort; Provide opportunities for internships and
field experiences to promote solutions to challenges.
The School of Professional Studies incorporates revision changes made to the programs in
the traditional modality to the accelerated program version. For programs exclusive to the School,
program revisions are a result of the assessment activities: end of course learning assessment,
midpoint and capstone courses assessment, student End of Course surveys, student representatives
meetings, and the Module Feedback Form. In addition to the revision of course syllabi, the School
revises all modules for each course including the course description, objectives, suggested
constructivist activities, textbooks and reference materials, evaluation guidelines, and course
expectations.
Course syllabi of the School programs are also revised based on changes in local
laws, policies, software and other technological changes that impact the student’s learning
process. The School has an annual Modules Development Plan which considers all the aspects
mentioned above. Module revision schedules may change due to the results of these assessment
activities and Institutional or external factors.
The School prepares an assessment annual report presenting the assessment results of all the
courses offered, and data of learning outcomes assessment. As with other academic schools at
UNE, the School of Professional Studies prepares an action plan to address issues identified through
the assessment process.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
212
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Currently, the accelerated program
has over 2,000 students enrolled in
undergraduate and graduate programs.
Table 103. Accelerated Studies: Enrollment
Location
2010
U
G
1300 104
280
40
335
31
186
39
Year and Level
2011
2012
U
G
U
G
1111
99 983
75
245
46 227
53
297
41 272
32
189
35 195
37
2013
U
G
901 103
223
40
241
40
215
48
changes in the Federal Pell Grant Lifetime
Carolina
Cabo Rojo
Barceloneta
Santa
Isabel
Utuado
Eligibility Use and Satisfactory Academic
Yauco
Process regulations. Enrollment data for
Source: Associate Vice Presidency of Strategic Planning and
Institutional Effectiveness
Legend: U- Undergraduate; G-Graduate
However, a decrease in the enrollment in
the last four years has occurred due to
58
-
60
-
50
-
33
-
262
43
226
45
196
29
191
19
fall 2010 to fall 2013 are presented in Table
Table 104. Accelerated Studies: Retention Rate
103.
Both, undergraduate and graduate
accelerated studies programs, reflect
overall retention rate (fall to spring)
increases of 3.3 % and 1.3 %, respectively
(see Table 104). As of 2013, the number of
undergraduate degrees conferred in
accelerated programs rose 8 %, while
graduate programs’ decreased by 12 % (see
Location
Carolina
Cabo Rojo
Barceloneta
Santa
Isabel
Utuado
Yauco
2010
U
G
79.2
84
72.3
86
82.4
84
81.8
75
Year and Level
2011
2012
U
G
U
G
77.5
82 82.6
89
85
90 93.1
89
77.4
87 74.5
82
86.8
79 81.4
88
2013
U
G
76.4
83
80.4 100
70.1
91
86.2
82
71.4
72.1
77.8
83.3
75
75.8
96
adult education programs follows the
institutional policies and procedures
required for all UNE faculty, and a total of
over 1,200 part-time faculty/facilitators have
been certified. Faculty members/facilitators
have professional experience with the trends
and practices in their respective fields, and a
66.7
64.7
83
33
Source: Associate Vice Presidency of Strategic Planning and
Institutional Effectiveness
Legend: U- Undergraduate; G-Graduate
Table 105. Accelerated Studies: Degrees Conferred
Table 105).
Faculty recruitment for accelerated
100
Location
2010
U
G
236
27
42
24
40
17
Year and Level
2011
2012
U
G
U
G
210
38
281
44
47
21
61
8
65
17
70
25
2013
U
G
224
28
61
17
57
17
Carolina
Cabo Rojo
Barceloneta
Santa
32
14
32
19
39
13
48
Isabel
Utuado
12
7
7
6
Yauco
42
19
51
8
49
22
46
Total
404 101 412 103 507 112 442
Source: Associate Vice Presidency of Strategic Planning and
Institutional Effectiveness
Legend: U- Undergraduate; G-Graduate
20
8
90
master’s degree minimum (see Table 59 in Chapter 6: Faculty). As of the fall of 2014, there are four
full-time faculty ascribed to the School, and 339 certified part time faculty. Attendance to
professional development activities focusing on adult learning strategies, assessment, and
213
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
evaluations are mandatory (see Appendix 56, Recruitment and Development of Accelerated Studies
Faculty Policy).
The School of Professional Studies has in place a Faculty Professional Development Plan
(ED 56). Annually, faculty receive at least 20 contact hours of professional development.
Moreover, qualified faculty/facilitators are trained as Instructional Module Specialists in order to
develop the instructional modules. Between 2009 and 2014, 159 professional development
activities have been offered on topics of induction to the adult accelerated model, assessment,
technology, research, and a diversity of ethical and legal issues (see Table 62 on Chapter 6:
Faculty).
Students enrolled in the School of Professional Studies are provided with one-stop services
by the Integrated Service Coordinators, available on the main campus and at all additional locations.
They benefit, as well, from learning resources, social-cultural activities and support services
available on site. Assessment measurements of student satisfaction with services provided are
obtained through a questionnaire, which is completed by the student representative chosen from
each course section every end of term. Results from fall 2012 and spring 2013 reflect satisfaction
with student services (87.5%), academic services (90.5%), electronic services (86.9%), and physical
facilities (85.5%).
The School of Professional Studies has assigned administrative facilities on the main
campus as well as in each of the additional locations. In fall 2014, its administrative facilities on
the main campus were relocated to the new UNE Tech building, sharing all available facilities and
services. In all additional locations, accelerated programs benefit from each location’s student
services, learning resources, laboratories, and infrastructure (see Table 116 below).
Experiential Learning. Given that the School’s student profile is an adult with previous
college and professional experience, knowledge obtained through experience (experiential learning)
can be evaluated and validated as university credits.
Students who express having extensive
knowledge of a course content may opt for credit by passing Challenge Exams. Alternatively,
students with acquired knowledge through their work experience may obtain credit by means of a
Portfolio. The policies and procedures for each option are presented below:
Challenge Exam

Challenge exams are prepared by a full- or part-time
faculty member of the School of Professional Studies.
Portfolio

Students must register in EXPL 101 to learn how to
prepare a portfolio, and fill out an application indicating
the course(s) for which credit is desired
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
214
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Challenge Exam

Students must fill out an application and pay 50 percent
of the course’s registration fee (non-refundable
regardless of exam result).

He or she will receive a copy of the course’s syllabus
and study guide for the exam.

Student failing the exam must register the course in
question.

The academic school will coordinate the grading of the
exam with a full- or part-time faculty member of the area
of study.

Minimum passing grade is 70 percent or what the
academic program has established. For standardized
exams, the passing grade will be that established by the
organization preparing, validating, and administering the
exam.

Students may take the challenge exam for a given course
only once. If the exam is approved, a passing grade (P)
will appear in their transcript, and the credits
corresponding to the course will be awarded.

Experiential Learning credits will not be considered for
students’ grade point average (GPA).

Credits obtained through challenge exams will not count
for residency requirements.

Students may obtain up to 15 percent of their academic
program’s credits through challenge exams.
Portfolio
through the portfolio and professional experience in
the area.

A meeting with the course professor/facilitator will
be held to discuss the student’s application prior to
the first day of class.

Students must prepare the portfolio following the
norms and procedures presented in the course.

Students must pass the course EXPL 101, but this
does not guarantee receiving credit for the portfolio.

Students must pay 50 percent of the course’s
registration fee (non-refundable regardless of
portfolio result.). He or she will receive the course
syllabus, and in addition, an interview with an
academic advisor to receive feedback on the
portfolio draft and on the final evaluation.

Portfolios will be evaluated by a full- or part-time
faculty member of the School of Professional
Studies.

Students may prepare a portfolio for a given course
only once. If it is determined that the portfolio
demonstrates knowledge in the area
of study a passing grade (P) will appear in their
transcript, and the credits corresponding to the
course will be awarded. If not, the student must
register the course in question.

Experiential Learning credits will not be considered
for students’ grade point average.

Students may receive a maximum of 24 credits
through the portfolio option.
All procedures related to credit for experiential learning meet the Council for Adult
Experiential Learning (CAEL) guidelines and standards. The School of Professional Studies has
policies defining prior-learning assessment and procedures (ED 58).
Historically, very few students have opted for the challenge exam or the portfolio. In fact,
from 2009 to 2014, only eleven students have opted for credit for experiential learning, of which ten
were approved.
To determine the effectiveness of this activity, there are various processes and steps to follow that
are validated in phases. In the first phase, a survey is administered to students to determine service
and counseling satisfaction levels from integrated services officials and the School’s academic
advisor. In the second phase, academic advising and orientation is given to the student with the
objective of analyzing mastery of knowledge acquired through previous education or work
experience. Policies for experiential learning are established in the Handbook of Academic and
Administrative Norms and Procedures for Undergraduate Programs (see Appendix 14).
215
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Branch Campuses
UNE offers academic programs in the Ana G. Méndez Branch Campuses of MetroOrlando, South Florida, Tampa Bay, Capital Area (in Wheaton, MD), and Dallas, Texas. These
multi-institutional US branch campuses are a testimony of SUAGM’s commitment to providing
quality college education options for Hispanic adults in the United States. To maximize resources
and efficiency, branch campuses have been organized following a university-center structure where
the three SUAGM member institutions (UNE, UT, and UMET) are located at the same site. This
allows for sharing of administrative, student services, and faculty resources creating a full service
structure not dependent on the financial resources and enrollments generated by each institution’s
programs but from the site as a whole.
All academic programs are offered in the accelerated study format, as developed by the
SUAGM AHORA Program, combined with the Discipline Based Dual Language Immersion
Model®. This model, the first of its kind in higher education, integrates equal amount of instruction
in both English and Spanish to contribute to the continued development of bilingualism throughout
the students’ career. The model addresses the development of academic and social language skills
to prepare a dual language professional who can demonstrate competencies in their respective field
of study in Spanish and in English.
The Metro Orlando branch, the first to open in 2003, serves the highest number of
undergraduates, totaling 323 UNE students (51%) as of August 2014. The Tampa Bay campus,
which opened in 2010, serves 135 UNE undergraduates (22%). The South Florida campus opened
in 2006, and the Capital Area campus opened in 2012. Table 106 presents historical enrollment
data for the four branch campuses, with Metro-Orlando, Tampa Bay and Capital Area (Maryland)
reflecting positive growth, especially in the undergraduate level. The Dallas Area Campus started
operations on January 19, 2015.
Table 106. Branches US: Enrollment
Year and Level
2010
2011
2012
U
G
U
G
U
Metro Orlando
272
67
308
65
318
South Florida
111
32
128
28
133
Tampa Bay
22
44
Capital Area
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate; G-Graduate
Location
G
50
18
-
2013
U
241
119
85
61
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
G
38
7
9
2014
U
323
93
135
75
G
32
13
17
216
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Table 107 shows that retention rates (fall to spring) vary within each branch campus. These
results are compatible with the branch campuses’ student profile: a multi-cultural Hispanic adult
population, with low income and low proficiency in the English language. Branch campuses will
need to place particular attention to improving retention rates in the following years.
The total
number of undergraduate degrees conferred are increasing (34%) since 2010, but decreasing at
graduate level (Table 108).
Table 107. Branches US: Retention Rates
Location
Metro Orlando
South Florida
Tampa Bay
Capital Area
2010
U
G
77.6
83.9
85.6
88.5
82.5
87.7
-
Year and Level
2011
U
G
81.7
91.7
88.5
75.0
83.5
-
2012
U
G
73.3
40
31.8
100
80.0
80
2013
U
68
100
65.7
65
G
42.9
80
71.4
Table 108. Branches US: Degrees Conferred
Year and Level
2012
Location
U
G
U
G
U
G
Metro Orlando
24
14
25
22
40
18
South Florida
16
9
17
10
13
10
Tampa Bay
Capital Area
Total
40
23
42
32
53
28
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate; G-Graduate
2010
2011
2013
U
38
20
3
61
G
6
3
9
Undergraduate and graduate academic programs currently offered are guided by the policies
and procedures established by the School of Professional Studies, dual language model
requirements, and applicable state regulations. Table 109 presents the academic programs offered
at each branch campus. The new Dallas Area Campus offers the following programs: associate
degrees in Pharmacy Technician, Electronic Technology Engineering and Technology Networking
Engineering; and bachelor degrees in Hotel Management, Health Services Management, Early
Childhood Education, Special Education, Psychology, and Criminal Justice. Masters’ degrees
include Adult Education, Educational Leadership, Public Administration, and Bilingual Education.
217
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Student learning outcomes for UNE programs are the same as in Puerto Rico, with the added
learning outcomes addressing dual language instruction. Programs marked with an “X” on Table
109 identify those that account for 50% or more of the total enrollment in each branch campus for
2013-2014. Program offerings are those identified to be of greater need and demand in each of the
markets served by the branch campuses. Academic programs have the same curricular design as
those offered at the School of Professional Studies in Puerto Rico. Three traditional UNE programs
have been adapted to the modality offered in branch campuses. These are the associate degrees in
Pharmacy Technician, Technology of Networking Electronics, and Electronic Technology
Engineering. However, to meet local state regulations some required modifications were conducted
by the School of Professional Studies. Branches campuses in Metro- Orlando, South Florida, and
Capital Area (Maryland) have
Table 109. Branches US: Undergraduate and Graduate Programs
Branches Undergraduate (U) and
MOC SFC TBC
Graduate (G) Programs
Pharmacy Technician (U)
●
●
●
Electronic Tech Engineering (U)
Tech Networking Engineering
(U)
Administrative Secretary (U)
●
●
Hotel Management(U)
●
●
Event and Convention
●
Planning(U)
Health Services Management (U)
X
●
X
Early Childhood Education(U)
●
●
Special Education(U)
●
●
●
Paralegal(U)
●
●
Psychology(U)
X
X
●
Criminal Justice(U)
●
Adult Education (G)
●
Strategic Management &
●
●
Leadership (G)
Educational Leadership (G)
●
●
Public Administration (G)
X
X
Bilingual Ed. Elem Sec (G)
●
CAC Total
●
●
4
1
●
1
●
2
3
1
●
X
●
X
●
●
●
●
X
Source: Associate Vice Presidency of Strategic Planning and Institutional
Effectiveness
Legend: MOC- Metro –Orlando Campus; (SFC- South Florida Campus;
TBC- Tampa Bay Campus; CAC-Capital Area Campus in Maryland
4
3
4
2
4
2
2
the largest number of
undergraduate academic
offerings. The bachelor
programs leading in student
enrollment are Psychology and
Health Services Management.
Graduate programs are offered
in all branch campuses except
Tampa Bay. Leading programs
are Public Administration
2
(Metro and South Florida) and
3
3
2
Bilingual Education in
Maryland. Each course has its
own study guide, a module
designed as described for the
accelerated studies program but in the dual language format (50/50). Upon admission, students
undergo language placement testing and based on their English and Spanish language skills results,
are placed in different language levels: preparatory, basic, 1st year, and 2nd year college level
courses. Attendance to the Language E-Lab for language proficiency improvement is obligatory for
students who fail to demonstrate basic knowledge in English or Spanish. Student learning and
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
218
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
program effectiveness assessment processes at branch campuses are described in Chapter 7:
Educational Offerings and General Education. Below are two samples of academic programs as
evidenced in the 2013-2014 Branch Campuses’ Catalogs.
Sample Branch Campus undergraduate program: Bachelor in Social Sciences, Major in Psychology,120 Credits
Program Goal: Prepare bilingual professionals with vast knowledge and skills that will allow to research human behavior.
Emphasis in prevention and mental health care services. Comply with state and local requirements and legislature to practice
the profession.
Graduate Learning Outcomes: A bilingual professional academically prepared and trained to conduct a practice and
contribute to the improvement of the mental health problems of the community.
Sample Objectives: To provide students with an understanding of the human behavior and thought process; apply analytical
and research principles effectively; apply theories and techniques in the Psychology field. Teaching Methodologies:
Presentations and lectures, demonstrations, group and individual work.
Description: General Education: 48, Core/Professional: 21, Major: 51
Sample Branch Campus graduate program: Master in Public Administration (MPA), Major in Public and Non-Profit
Management
36 credits distributed in Core/Professional: 21, Major: 12, Capstone: 3
Program Goal: Prepare professionals to pursue careers in government, public service and non-profit organizations
Graduate learning Outcomes: Set the academic environment for students to develop competencies necessary to manage
information, people and finances in an environment driven by the desire to make a difference in their communities, their
nation, and their world.
Sample Objectives: Prepare managers with organizational acumen, technical skills, and an in-depth understanding of working
in both the public and nonprofit world; Develop competencies and skills in the management in human resources, management
of financial resources, organizational strategies, and the analytical techniques applied to maximizing effectiveness and
efficiency in the public service and in the third sector. Foster in students a commitment to social purpose and the public
interest.
Branch campuses have an administrative structure that ensures institutional integrity and are
responsible for the observance of norms, procedures, and policies of each of the SUAGM
institutions represented. The structure also recognizes state higher education requirements, the
Florida Commission for Independent Education, the Maryland Higher Education Commission, and
the Texas Higher Education Coordinating Board. Branch Campuses in Florida report to the
Chancellor for the Florida Campuses in acknowledgement of their more advanced stage of
development and complexity. This Officer performs the duties of Chancellor on behalf and by
delegation of the three institutional Chancellors. The Capital Area Campus and the Dallas Area
Campus report to the Vice President for National and International Affairs, performing the same
delegated functions for those branch campuses. This Vice President is directly responsible for the
further development of new sites and programs at the national and international level. The Branch
Campus Directors report to the respective SUAGM Officer (see Appendix 27 for organizational
charts). Table 110 present facilities and staff information. As presented in Table 110, branch
campuses follow the One-Stop Integrated Student Services model. Integrated student services staff
are cross-trained, which allows them to meet the complex and multidimensional service needs of
adult students, mostly from migrant backgrounds. Branch campuses offer activities that emphasize
219
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
cultural diversity, promoting a sense of community. These include the observance of important
Hispanic holidays, art exhibitions of Hispanic artists, and workshops of diverse relevant topics for
the surrounding Hispanic communities, among others.
Table 110. Branch Campuses: Facilities and Staff
Branch Site
Building
sq. ft.
Classrooms
Parking
Laboratories
Library /
Learning
Resource
Center
Student Lounge
Faculty Lounge
Faculty Offices
Student
Services
Health services
Other support
services
Extracurricular
activities
Metro Orlando
5601 S Semoran
Blvd, St. 55,
Orlando, Fl 32822,
Terracota Business
Park
41,553
South Florida
3520 Enterprise
Way, Miramar, Fl
33025, Miramar
Park of Commerce
29,849
Tampa Bay
3655 West Waters Ave.
Tampa, Fl 33614,
Fountain Oaks Plaza
Capital Area
11006 Veirs Mill
Road, Wheaton, MD
20902, WestfieldWheaton Mall
18,715
19,230
Dallas Area
3010 N. Stemmons
Freeway, Dallas TX
75247
39,000
19
13
10
10
10
Branch campus are strategically located in business and commercial parks in the vicinity of the Hispanic community with
available public transportation and ample unassigned parking facilities.
Nursing Lab (1),
Graduate Nursing
Nursing Lab (1),
Nursing Lab (1),
Computer/Language
Pharmacy Lab (1),
Lab (1), Undergrad
Pharmacy Lab(1),
Computer Lab,
Lab (3)
Computer Lab,
Nursing Lab (1),
Computer Lab,
Computer/Language
Academic Lab (2)
Computer/Language Pharmacy Lab (1),
Computer/Language
Lab
Lab
Computer Lab,
Lab
Computer
/Language Lab
Each campus has signed agreements with the local public school systems to provide for the use
of science laboratories for biology and chemistry courses.
Librarian,
Librarian, Learning
Librarian, Learning
Librarian, Learning
Learning Resources
Cataloguer, 2
Assistance
Assistant Specialist,
Assistance Specialist, Director, Learning
Learning Assistance Specialist, Library
Library Assistant;
Library Assistant;
Assistance Specialist,
Specialists, Library
Assistant; Services:
Services: Monday
Services: Monday
Services: Monday
Assistant; Services: Monday thru Thurs
11am-8pm, Tues
thru Thurs 10amthru Thurs 11am-10
Monday thru Friday
9am-10pm, Friday
&Thurs 9am-9pm, Wed
10pm, Friday 9ampm, Friday and
9am-9pm and
9am-8pm and
9am-8pm, Friday 9am6pm and Saturdays
Saturdays 9am-6 pm
Saturdays from
Saturdays from
6pm, Sat 5am-5pm
from 8am-6pm
8am- 5pm
8am- 5pm
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
One office, shared
Shared workstations Shared workstations
Shared workstations
Shared workstations
workstations
One stop services: Integrated services staff are cross trained to provide admission, registrar, bursar, financial aid. An
assigned academic advisor monitors student academic progress. Counseling and job placement. Mon thru Sat services
There is an established protocol for handling health related emergencies. Flyers, bulletins and activities to disseminate
information on prevention of health issues information such as flu outbreaks, vaccination information are provided.
The Learning Resources Center offers individual/group workshops to support academic programs and information
literacy: blackboard, APA style, business plan, behavior and ethics in the workplace, how to build a resume, job interview
skills, situational leadership, negotiation, strategic planning, social media and online marketing, among others.
All Branch Campuses offer activities to integrate students, faculty and the community. Although activities vary, there are
several that reflect the mission and values of the institution recognizing and praising cultural diversity. Some common
topics of seminars and other activities are Immigration Reform, Taxes, the U.S. Constitution, Voter Rights, International
Relations, Bilingual Professionals, Hispanic Heritage Month, Black History Month, Art Gallery, Community Fair, among
others. Each campus may provide evidence as to the activities and participation on the activities.
Source: Records obtain-Physical Facilities and Human Resources Offices and Branches US Staff
Branch campuses administrative, academic, and student services staff serve branch students
from all three SUAGM institutions. Full time associates per branch are: Metro Orlando (35); South
Florida (33); Tampa Bay (19), Capital Area Campus (20), and Dallas Area campus (12). Forty one
staff members assist the Florida Chancellor and the Vice President for National and International
Affairs in the supervision and support of all SUAGM branch campuses.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
220
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Faculty recruitment, development, and evaluation follow SUAGM policies and procedures
analogous to the School of Professional Studies, but requiring candidates’ proficiency for the dual
language model. Additionally, once recruited, faculty are required to attend workshops on topics
such as, dual language immersion program, teaching strategies for adult learners, and assessment of
student learning.
The Branch Campuses are integrated into UNE’s Administrative Council through the Florida
Branch Campuses Academic and Student Affairs Commission (ASAC), and the Maryland Branch
Campus Academic and Student Affairs Commission (MASAC) for the Capital Area Campus. The
Dallas branch campus will be similarly integrated through the Texas Academic and Student Affairs
Commission (TASAC). The corresponding Commission per state fulfills the functions of UNE’s
institutional Academic Board and submit their motions and recommendations to UNE‘s
Administrative Council for consideration and approval. The Florida ASAC is composed of the
Vice-Chancellor, the Learning Resources Directors, the Faculty Directors and eight active faculty
members of the Florida Branch Campuses. MASAC and TASAC are similarly composed by the
Vice President of National and International Affairs, the Campus Director, the Faculty Director, the
Learning Resources Director, and three faculty members. Budget, and profit and loss statements for
branch campuses are presented in Appendix 57.
Additional Locations
In addition to the main campus, UNE has five additional locations in strategic regions in
towns outside the metropolitan area, as mentioned in the introduction: Cabo Rojo and Yauco, both
established in 1990, Santa Isabel established in 2002, Barceloneta established in 2009, and Arecibo
in August 2014 (previously located in Utuado). Academic offerings are selected from the main
campus portfolio as they meet demands of the regional employment market, and local and adjacent
community needs.
Currently, Barceloneta and Cabo Rojo are the locations with the highest number of
undergraduate programs, while Cabo Rojo and Yauco offer the highest number of graduate
programs. Table 111 presents the undergraduate and graduate programs offered at each additional
location. Programs marked with an “X” on Table 111 identify those that account for 50% or more
of the total enrollment at each location during 2013-2014. When Utuado was relocated to Arecibo,
three more programs were authorized: associate degree in Criminal Justice with major in Security
221
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
and Protection, associate degree in Office Systems with major in Executive Secretary with Word
Processing, and a Bachelor in Business Administration with a major in Marketing.
Table 112 presents enrollment data for traditional modalities (technical, associates, bachelor,
and master) at additional
Table 111. Additional Location Undergraduate and Graduate Programs
Academic Programs
AD Computer Programming (U)
Management (U)
AD Secretary with Medical
Billing (U)
AD Hotel Operations
AD Culinary Arts (U)
Criminology/Police Science (U)
Information Systems
Management (U)
Early Childhood Education (U)
Social Work (U)
Criminal Justice (U)
Psychology (U)
Administrative Secretarial (U)
AD Radiologic Technology (U)
Medical Sonographer (U)
Nursing (U)
Pharmacy Technician (U)
Accounting (U)
Digital Angiography and
Mammography (U)
CT & MRI (U)
Human Resources (G)
Social Work (G)
Criminal Justice (G)
CR
●
X
Additional Location
B
SI
U
Y
●
●
●
●
●
●
●
●
●
●
●
●
X
●
●
●
X
X
●
●
X
●
●
●
X
●
●
X
●
●
●
●
X
●
●
Total
1
4
●
4
1
1
2
●
●
locations. Data shows that
●
●
X
●
X
●
4
3
5
5
3
3
1
1
2
2
1
●
1
X
1
2
4
4
X
X
●
X
●
X
●
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate; G-Graduate
Criminal Justice (at the
undergraduate level) and
Social Work (at the
graduate level) are the
leading programs in student
enrollment in the traditional
modality. Moreover,
undergraduate enrollment
in this period (2010-2013)
has increased 5.5 percent
for the traditional modality.
However, for the same
period, graduate enrollment
decreased by four percent.
Table 113 shows overall
enrollment data for
additional locations,
including traditional (technical programs, undergraduate and graduate programs), and accelerated
(undergraduate and graduate) modality. These results show that the three additional locations with
the highest enrollment in 2013 were Yauco, with a 33 percent of the total additional locations
enrollment, Barceloneta with 30 percent, and Cabo Rojo with 17 percent. Overall graduate
enrollment in additional locations has decreased by three percent for the same period (2010-2013).
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
222
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Table 112. Additional Locations’ Traditional Modality Enrollment
Location
Cabo Rojo
Barceloneta
Santa Isabel
Utuado
Yauco
Total
2010
U
451
930
505
304
802
2,992
G
130
27
150
33
113
453
Year and Level
2011
2012
U
G
U
G
440
119
506
114
1006
29
978
16
473
142
478
152
293
40
229
42
885
133 1018 130
3,097 463 3,209 454
2013
U
G
538
116
954
7
496
165
141
24
1028 123
3,157 435
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate; G-Graduate
Table 113. Overall (Traditional and Accelerated Modality) Additional
Location Enrollment
Year and Level
Location
2010
2011
2012
2013
U
G
U
G
U
G
U
G
Cabo Rojo
888 170
855 165
904 167
969 156
Barceloneta
1574 393 1581 367 1476 320 1417 288
Santa Isabel
861 189
827 177
791 189
811 213
Utuado
382
33
380
40
300
42
179
24
Yauco
1228 156 1295 178 1419 159 1416 232
Total
4,933 941 4938 927 4,890 877 4,792 913
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate; G-Graduate
In average, additional locations’ fall-to-fall undergraduate retention rates are comparable to
the main campus (see retention rates for additional locations in table 114). Graduate retention rates
are calculated fall-to-spring, as for branch campuses. Utuado showed low retention rates for years
2012 and 2013 due to its relocation process.
Table 115 presents the number of degrees conferred for the period of 2010 to 2013.
Barceloneta and Yauco lead in undergraduate degree conferrals, accounting for 59 percent of the
total additional location graduates in 2013. The number of graduating undergraduate students has
increased in the past two years, while for graduate students the number has decreased.
Besides offering traditional undergraduate and graduate academic programs, additional
locations also offer technical studies, undergraduate and graduate accelerated studies programs, and
continuing education. Each additional location has the physical resources and the minimum human
resources required to provide equitable student support services to all these diverse students.
Staffing at additional locations is established according to the SUAGM Handbook of
Additional Locations (ED 59). The handbook establishes the quantity of administrative personnel at
each additional location according to its enrollment figures. For some locations this becomes a
223
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
challenge when providing services for the evening session or when administrative personnel are
absent.
Table 114. Additional Locations’ Retention Rates
Year and Level
Location
2010
2011
2012
U
G
U
G
U
G
Cabo Rojo
62.8
85
61.4
85
68.7 77.8
Barceloneta
67.4
90.9 63.3
100
64.8
100
Santa Isabel
72.1
92.3 63.4 97.2 66.7
100
Utuado
64.1
87.5 40.4 89.5 44.1 61.5
Yauco
70.3
78.4 75.1 85.7 72.9 86.2
2013
U
G
63.1 77.4
62.6
70.0 81.3
52.2
66.2 82.5
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate, calculated fall-to-fall; G-Graduate, calculated fall-to-spring
Table 115. Additional Locations’ Degrees Conferred
Year and Level
Location
2010
2011
2012
U
G
U
G
U
Cabo Rojo
36
21
48
36
59
Barceloneta
18
15
22
10
97
Santa Isabel
104
42
42
51
46
Utuado
38
8
27
13
27
Yauco
85
25
88
27
128
Total
281 111
227 137
357
G
17
12
27
21
77
2013
U
53
114
64
31
143
405
G
13
10
15
2
23
63
Source: Associate Vice Presidency of Strategic Planning and Institutional Effectiveness
Legend: U-Undergraduate; G-Graduate
Students have access to learning resources such as library, computers and program specific
laboratories, and support services such as counseling, academic advising and tutoring (see Table
116). Enrolled students have equal access to financial aid, registrar’s and bursar’s offices as well, in
coordination with main campus.
Full time faculty appointments are coordinated from the main campus and supervised by the
additional location Director. Most faculty, though, are part-time appointments. The recruitment
process is consistent and complies with systemic guidelines stated in SUAGM Faculty Handbook,
including the certification process, previously mentioned, for part-time faculty.
Each location is led by a Director who reports directly to the Chancellor and is responsible
for the administration and supervision of the operation, in coordination with the main campus. In
Barceloneta, the Director is assisted by an Associate Director, whereas at the other additional
locations, an Academic Coordinator handles all the academic programs and services operation.
Integrated Services Coordinators on all locations provide one-stop services in coordination with the
main campus. An Assistant Vice President at the central level oversees the operation. See
organizational charts of additional locations in Appendix 58.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
224
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Each location is set on facilities that provide a comfortable and safe campus life space (see
Table 116). The recently opened Arecibo location (August 2014), has been strategically located in
an industrial warehouse building in the northern region of the Island, similar to the Yauco and
Barceloneta locations. Barceloneta serves a multi-institutional enrollment. Cabo Rojo and Santa
Isabel are on ample campuses. All locations provide for further expansion.
Table 116. Additional Locations: Facilities and Staff
Additional
Location facility
Building sq.ft.
Parking spaces
Classrooms
Cabo Rojo, PR
Carr. 100 Sector
Miradero km. 4.8,
Cabo Rojo, PR
Barceloneta, PR
Carretera #2 Km 59
Hm 5 Sector
Tiburón, Parque
Intenor, Barceloneta
50,000
210
13
Computer Lab (4)
& Lab tech; CREE
Lab Tech (PT);
Nursing, Pharmacy,
Radiology,
Sonography Labs
Santa Isabel, PR
Carr. #153 Sur,
Km. 12.5 Bo.
Paso Seco, Santa
Isabel, PR
18,194
320
11
Computer Lab
(3) & Lab tech,
CREE Lab &
Lab Coordinator
Utuado, PR Ave.
Fdo. Rivas
Dominicci, Carr
111 km. 1.8
Utuado, PR
147,600
80
9
Computer Lab (3)
& Lab tech;
CREE Lab
technician
Yauco, PR Calle
Santo Domingo
Final #29, Yauco
22,914
52,400
233
160
12
15
Culinary Arts (1),
Computer Lab (5) &
Computer & Graphic
Lab tech, CREE
Design (1), Design &
Lab & Lab
Drafting (1),
Coordinator,
Laboratories
Computer Lab (3) &
Pharmacy, General
Lab tech; CREE Lab
Sciences, Nursing
Tech (PT)
Faculty
1 (FT); 77 (PT)
3 (FT); 110 (PT)
4 (FT); 78 (PT)
0 (FT); 18 (PT)
4 (FT); 114 (PT)
& Librarian (2 FT), 2 & Librarian (2 FT),
& Librarian
& Librarian
& Librarian ( 2 FT),
Library
(PT) )
1 (PT)
(2 FT )
(2 FT )
1 (PT)
Bookstore
Yes
Yes
Yes
Yes
Yes
Shared faculty
Shared faculty
Shared faculty
Shared faculty
Shared faculty
Faculty Offices
offices
offices
offices
offices
offices
Health services
Emergency services are coordinated with local health services authorities.
Athletic, cultural, Organized in coordination with Student Affairs main campus and on location: Multi Cultural & Puerto Rican
social activities
themes, Health related, Job Placement, Conferences, Art and Book presentations, Community services
Promotion/
Promotion/
Promotion/
Promotion/
Promotion/
Recruitment Officer,
Recruitment
Recruitment
Recruitment
Recruitment Officer,
Integrated Services
Officer, Integrated
Officer, Integrated Officer,
Integrated Services
Coordinator (3),
Services
Services
Integrated
Coordinator (3),
Admissions /
Coordinator (3),
Coordinator (3),
Services
Academic
Financial Aid
Admissions/
Admissions/
Coordinator (3),
Coordinator,
Officer, Academic
Financial Aid
Financial Aid
Admissions/
Graduate Programs
Coordinator,
Officer, Academic
Officer (2),
Financial Aid
Coordinator,
AHORA
Coordinator,
Academic
Officer,
Counselor, AHORA
Coordinator,
AHORA
Coordinator,
Academic
Coordinator,
Student services
Graduate Programs
Coordinator,
Graduate
Coordinator,
Academic advisor,
Coordinator,
Graduate Programs
Programs
Graduate
Continuing Ed
Counselors (2),
Coordinator,
Coordinator,
Programs
Integrated Services
Continuing Ed
Continuing Ed
Counselor,
Coordinator,
Coordinator (CR/Y),
Integrated Services
Integrated Services
Academic advisor, Counselors (2),
Tech Programs
Coordinator (CR/Y),
Coordinator (B),
AHORA
AHORA
Integrated Services
Tech Programs
Tech Programs
Coordinator, Tech
Coordinator,
Coordinator
Integrated Services
Integrated Services
Programs
Tech Programs
Coordinator
Coordinator
Integrated Services Integrated
Coordinator
Services
Coordinator
Source: Records obtained from Physical Facilities and Human Resources Offices, and Additional Location Staff
Legend: FT-full-time; PT-part-time
225
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
An additional location opened in spring 2014 at the Carlos Rosario Charter School facilities
in Washington, DC, with ten students enrolled in an Associate of Science in Culinary Arts. The
program, ascribed to the José A. (Tony) Santana International School of Hospitality and Culinary
Arts (ISHCA) at the main campus, responds directly to the ISHCA Dean. A Resident coordinator is
responsible for all academic and administrative activities; who also coordinates general education
courses and student support services with the Capital Area (Maryland) branch campus. As of
August 2014, 23 students are enrolled in the Culinary Arts associate degree, with three part time
specialized faculty members. The facilities include an area of 49,671 square feet, with two
classrooms, one computer laboratory, and three Culinary Arts laboratories.
The Associate Vice Chancellor of Assessment visits each additional location every year,
accompanied by one or more members of the Institutional Effectiveness Committee. During these
visits faculty and student focal groups are conducted. They also meet with the location’s Director
and Academic Associate Director to discuss and give follow-up to issues included in the action
plan.
School of Continuing Education
SUAGM is accredited as an Authorized Provider of Continuous Education and Training by
the International Association for Continuing Education and Training (IACET) until 2018. In
obtaining this accreditation, SUAGM has demonstrated that it meets the American National
Standard Institute ANSI/IACET which is recognized internationally as a standard of good practice.
Thus, the School of Continuing Education at Universidad del Este offers continuing education units
(CEU) for programs that qualify under ANSI/IACET Standard.
As of October 2014, the School of Continuing Education was decentralized and responds
directly to UNE’s Chancellor. The essential mission of the School is to promote and support
lifelong learning and the development of human potential by offering credit and noncredit courses,
professional certifications, and continuing education activities. This mission is accomplished
through offerings that are broad, diverse, relevant, innovative, and accessible through various
modalities (See Appendix 59, Executive Order 13-2012). UNE’s School submitted the required
documentation to obtain its own IACET accreditation.
UNE’s School of Continuing Education provides continuing education, professional
certifications, and other educational activities at individual and corporate level in the public and
private sectors, government agencies, industries, and organizations. Courses are developed
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
226
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
according to identified needs in the community, and professional disciplines related to UNE’s
academic programs.
During 2012-2013, the School of Continuing Education offered 216 workshops on the main
campus, Yauco, Cabo Rojo, and Barceloneta. Upon completion of courses, 3,184 participant
certificates were awarded reflecting units earned (see Table 117).
Table 117. Continuing Education Course Offerings (2012-2013)
Courses
Math and Sciences Partnership Program (in collaboration with
the School of Science and Technology
XXI Century Strategic and Administrative Leadership
Substantive Ethical Foundations in Litigation and Adjudication
Practical Aspects in Complaints and Grievances, Supreme Court
Health Plans Audits
Conflicts of Interest, Ethics and Civility
Drugs: Travel towards depression
The Dilemma of Lawyers
Teaching Strategies and Methodologies
Medical Plans Billing
Conversational English
Introduction to Computers
Sign Language
Recent Mandates and Powers
Anxiety Management: Pre-Post Test
Mediation: Intervention in Social Work
Most Common Problems in Relationships
Reactions to Mourning
College Board Exam Review
Executive and Administrative Seminar
Balloon Decoration
Law 246 of 16 December 2011
HIPAA Law
Social Work Topics
Latest updates on the Genogram
Successful Entrepreneurship 1, 2, 3, 4
Basic Sewing
Curricular Integration to Increase Academic Achievement
Education of Infants and Toddlers
Legal Aspects in Children and Adolescent Psychology
Graduate Faculty Certification
Communication and Sensory Processing Disorders: Implications
Teaching English as a Second Language Northern Chapter
Total
Number of
Workshops
Participants
27
105
103
1
2
1
1
1
1
1
4
4
1
1
1
2
1
2
1
5
1
1
2
2
3
2
4
1
34
1
1
1
1
2
216
1,941
20
48
5
5
30
9
9
24
23
5
4
16
13
10
41
31
86
109
5
53
21
82
52
58
100
136
7
56
106
42
37
3,184
Source: Continuing Education Records
These offerings, in alignment with the institutional mission, promote the integral
development of individuals and respond to labor demands, and market and consumer needs. All
continuing education courses are structured educational experiences for personal and professional
227
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
development with the academic rigor expected of a higher education institution. Courses are
scheduled and promoted via presentations, flyers, electronic mail, and social networks, and
prospects contact the School for information and enrollment. Although the course programming is
currently available electronically, services are still not fully integrated to the Registrar and Bursar’s
services. Thus, there is a total dependence on availability of staff in the School’s facilities to process
enrollment and payments. Courses are structured with outlines including clear expectations of
learning outcomes and content, faculty certifications and experience, evaluation and assessment
results. The course outline is developed by assigned teaching resources in coordination with the
School’s Program Director and Associate Dean.
The process for resource recruitment is consistent and complies with systemic guidelines
stipulated in the SUAGM Handbook for Continuing Education (2008) (see Appendix 60) that
includes compliance with all application terms. The School’s Program Director and Associate Dean
qualify and select faculty resources considering academic credentials, field experience, and teaching
experience. Credentials and experience requirements vary depending on the course. External
faculty resources are hired through a professional service contract, transacted by the Associate
Dean. Selection for professional services is conducted by the School’s Academic Director.
Faculty resource assessment is included in the end of course survey. Below are two course samples.
Course: Labor Mediation: Alternative for Conflict Resolution offered in Carolina, Puerto Rico, on March 15, 2014.
6 Contact hours for 1CEU;
Audience: mediators
Description: Continuing education course intended for certified mediators to apply concepts and techniques to
labor mediation. Important principles of mediation and conflict sources, variables that influence individuals and
group behavior are reviewed. ERIA model and the Harvard model, the negotiation process in organizations and
effective techniques are discussed. Include practical exercises, applying labor mediation, legislation, and ethical
standards.
Rationale: Social need and demand to have professionals who can effectively apply alternative conflict resolution
strategies for labor mediation.
Sample Objectives: Discuss important and historical aspects of labor mediation; Define what is a conflict,
principles, and structure; Explain emotional and social variables in labor conflicts; Explain the negotiation process
in organizations; Identify applicable Rules in labor negotiation; Apply ethics and other applicable Rules in labor
mediation; Identify conflict situations in labor; Analyze cases applying the discussed concepts.
Evaluation: Pre and post-tests; examples and case discussion during the course
Course assessment: Overall General Satisfaction, Facilities and Facilitator 100% Excellent/Good.
Course: Conflicts of Interest, ethics and civility; 4 contact hours for 0.4 CEU;
Audience: lawyers
Description: The course will provide participants with the necessary knowledge for the application of the rules of
professional conduct of lawyers in situations where conflicts of interest are counted in highly contentious litigation
as well as techniques to preserve civility in litigation. Include discussion of recent jurisprudence.
Rationale: Update knowledge related to the application of the rules of professional conduct in situations where
conflicts of interest are counted in highly contentious litigation as well as techniques to preserve civility in litigation.
Include discussion of recent jurisprudence.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
228
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
Sample Objectives: Discuss the duties and responsibilities that must be considered within a framework of absolute
trust between attorney-client relationship; Identify how to avoid conflicts of interest or address them properly;
Discuss how to prevent a complaint or grievance is used as a deterrent in civil litigation; Distinguish evidence that
must be produced to the trial court related to a conflict of interest charged to one of the lawyers involved in
litigation; Recognize what constitutes civility in litigation; Recognize how to address conflicts of interest in the
Federal Court; Explain what to do when conflicts of interest arise with customers and confined about ineffective
assistant argument of counsel;
Evaluation: Questions and Answers; Case discussions;
Course assessment: General Satisfaction, Facilities and Facilitator: 100% Excellent
Main campus continuing education students benefit from the one-stop services at the
Continuing Education School’s ample facility. At additional locations, enrollment is serviced by
Integrated Services Coordinators available at Cabo Rojo, Yauco, and Barceloneta, with campus
staff providing support in the other locations. Although campus classrooms and laboratories are
available, many services are offered at participants’ sites. Profit and loss statements for the School
of Continuing Education are presented in Appendix 61.
Non Traditional Activities that Enhance the Learning Process
School and institutional programs incorporate co-curricular and extracurricular activities and
strategies that enhance student learning and development. Examples are:

ENACTUS Chapter, ascribed to the IEN Business School since 2006, is an international nonprofit organization that brings together students with academic advisors and business experts to
create and implement empowerment projects with social impact that contribute to the
sustainable economic development of the communities served. Projects developed address
needs based on economic, social, and environmental elements that affect communities. The
experience not only transforms lives, it helps students develop the kind of talent and perspective
that are essential to leadership in a challenging world. Outcomes for the past five years are
presented in Table 118. Revenues came from institutional support, fundraising activities and
donations, and in-kind donations. During the academic year 2010-11 UNE won third place in
the Puerto Rico Competition, winning first place the following year, and representing Puerto
Rico in the International Competition celebrated in Washington, DC that year. See ED 60 for
additional information.
Table 118. Student Participation and Revenues of ENACTUS Chapter
for years 2009-10 to 2013-14.
Year
Number of Student
Revenue
Participants
2009-10
39
72,133
2010-11
33
220,000
2011-12
34
210,016
2012-13
53
122,295
2013-14
23
175,286
Source: Universidad del Este-ENACTUS Annual Reports

Center for Empowerment and Free Enterprise (CEFE), is a service that provides training on
topics of leadership skills, business planning, and technology use to students enrolled in
229
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
business associate degrees (131 students per month on average). It also provides technology
and online course support to faculty through its Technological Initiative Service, serving eleven
faculty members per month on average. The Center also provides technology and businessrelated workshops to the surrounding community. The organizational structure is presented in
Figure 58. More information is available in ED 5.
Figure 58. Organizational Structure of the Center for Empowerment and Free Enterprise (CEFE)

Student Leadership Institute provides co-curricular activities that develop leadership skills.
Detailed information was included in Chapter 5: Students Admissions, Retention, and Support
Services.
Distance Education
In recent years, academic programs have begun to incorporate distance learning, responding
to UNE’s mission. Former institutional goals stressed the importance of developing
“…current and pertinent academic programs that respond to society’s needs”, and
improving “students’ quality of life through the use of emerging technologies.” (UNE Mission,
2003).
Currently, one of the revised institutional goals is to:
Offer traditional and nontraditional academic programs, within the constructivist dimension
of learning, that meet the interests and needs of a society oriented toward service,
technology, internationalization, and research.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
230
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
At SUAGM, complete online programs are exclusively offered in Ana G. Méndez Virtual
University. SUAGM also has developed specific policies for the development of distance education
(Appendix 46). Faculty members must be certified before offering online courses, as stipulated in
SUAGM’s policies. The procedure requires the participation in an institutional certification
workshop offered by the Faculty Development Office. (ED 61 includes workshops content,
attendance sheet and certification template).
The established norms and procedures for UNE academic offerings apply equally to
traditional and distance learning modality, ensuring the same rigor and quality. In fact, end of
course assessment reports follow the same format in both modalities.
At UNE, the distance education administrative structure consists of a Distance Education
and Faculty Development Director, under the Office of the Vice Chancellor of Academic Affairs, a
Blackboard Administrator, and an Instructional Designer (subsidized by CEFE).
A total of 39 different online courses have been offered at UNE, distributed in five academic
schools. Table 119 presents the course level, type of part of term, and the number of courses
evaluated. Of the 26 courses offered in fall 2013, 16 have been evaluated using an institutional
rubric (see ED 62). Results showed that all courses evaluated complied with at least 70 percent of
rubric criteria. The rubric includes a criteria for student learning assessment.
Table 119. Online Course Distribution by Academic School and Level for Fall 2013.
School*
Course
Offered
Course
Level
Academic
Term
Courses
Evaluated
Social and Human Sciences
1
Part of Term
1
IEN Business
8
Bachelor
3-Master
5-Bachelor
Bachelor
Associate
Bachelor
Part of Term
5
Semester
Part of Term
Part of Term
6
1
3
16
Health Sciences
Science and Technology
ISHCA
Total
12
2
3
26
* The School of Professional Studies is not included.
The courses available in the online modality, since academic year 2009-10 until fall 2014, are listed
below per academic school:

231
IEN Business: Corporate Communication for Managers; Introduction to Business; Information
Technology Service Management; Information Technology and Communications; Data
Warehouse Management; E-Business; Business Continuity and Disaster Recovery Planning;
New Venture Creation; Web Applications Technologies, Policy and Administration Information
Security; Introduction to Accounting II; Web-based Information Architecture; Information
Security and Assurance; Information Technology Managerial Decisions; Software Application
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015




Business Administration; Introduction to Computers and Software; Labor Relations; and
Leadership/ Entrepreneurial Vision
Science and Technology: Introduction to Engineering Physics; Electronic Devices; Electronic
Systems; and Introduction to Engineering
Social and Human Sciences: Cyber Forensics; Statistics Applied to Criminal Justice; Analysis
of Puerto Rico Historical Processes; Human Sexuality; and Research Project Seminar
Health Sciences: Health, Nutrition, and Prevention; Administration and Leadership in Nursing;
General Sonography Review; Introduction to Nursing; Computers in Medical Information;
Basic Principles of Research; Radiologic Technology Seminar Registry Review; Ethical Legal
Issues in Diagnostic Imaging; and Seminar and Student Project in Medical Sonography
José A. (Tony) Santana International School of Hospitality and Culinary Arts: Hospitality
Ethics; Hospitality Finance; and Spreadsheet and Data Applications
The number of online sections offered in Carolina and at additional locations in the last four
years total 125. Table 120 presents the location at which the courses were offered and the total
number of sections, per academic year. Distance education offerings represent little over one
percent of UNE’s total course sections, with a total enrollment of 1,825 students, as shown in Table
121.
Table 120. Online Course Sections Historical Series (2010-11 to 2013-14)
Academic Year
Location
Carolina
Yauco
Total
Course
Sections
2013-2014
50
50
2012-2013
47
1
48
2011-2012
18
18
2010-2011
8
1
9
Total
123
2
125
Source: Assistant VP Office of Institutional Research, 2014
Table 121. Comparison of Traditional and Online Course Sections Offered and Respective Enrollment for Years 201011 to 2013-14.
Academic
Year
2013-2014
2012-2013
2011-2012
2010-2011
Total
Total
Traditional
Course
Sections
Offered
4,065
4,189
4,185
3,911
16,350
Total Enrollment
in Traditional
Sections
Total of Online
Course
Sections
Offered
Total
Student
Online
Enrollment
Percentage
of Online
Sections
86,385
86,971
84,842
79,880
338,078
50
48
18
9
125
895
580
258
92
1,825
1.2
1.1
0.4
0.2
-
Source: Assistant VP Office of Institutional Research, 2014
Notwithstanding the current limited number of online course sections, UNE has identified
distance education as a great opportunity for future development. Recognizing the need to
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
232
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015
strengthen its administrative structure in order to guarantee continued quality, UNE will establish
the structure presented in Figure 59.
Figure 59. Organizational Chart of UNE’s Distance Education Future Administrative Structure
Strengths






233
A diversity of academic programs are designed to meet the employment market in Puerto
Rico and the mainland with a variety of formats that allow access for traditional and
nontraditional students.
Student academic support services: laboratories, tutoring, advising, counseling,
administrative services are available on campus, additional locations, and branch campuses
for the traditional enrollment, Technical Studies, and Accelerated Studies in Puerto Rico and
US branch campuses.
Branch campuses: (a) provide faculty with structured workshops (minimum of 12 hours) on
dual language immersion education, and accelerated studies for adult education; (b) provide
one-stop student services focused on cultural diversity; (c) have a strong community
outreach program; (d) are continually improving their physical facilities, to provide an
optimum environment for the educational processes and for its administrative personnel; and
(e) place students in Spanish and English based on various placement tests specially aligned
for undergraduate and graduate levels (see Chapter 7: Educational offerings and General
Education).
Continuing education non-degree educational offerings have benefited from SUAGM’s
IACET accreditation and is in the process of obtaining its own accreditation.
Accelerated Studies Programs serve a predominantly adult population in Puerto Rico, while
Branch Campuses serve Hispanics adults on the mainland with the addition of the
Disciplined Based Dual Language Immersion Model.
Upon admission, freshmen are placed into levels of basic skills courses according to
placement scores.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report - Chapter 8: Related Educational Activities
MSCHE 2015

Technological tools are being effectively used to track, document and assess services in
branch campuses and at additional locations.
Challenges







Technical Studies need to conduct surveys to determine job placement of its graduates in
order to comply with recent federal regulations.
Continuing Education services are not fully integrated to the institutional student services
offices, relying exclusively on the School staff and schedules.
The number of human resources at additional locations for academic and student services
depend on enrollment figures, as established in the SUAGM Handbook of Additional
Locations.
Assessment results of educational offerings of online and other forms of distributed learning
are not integrated to UNE’s Assessment dashboard.
Branch campuses have not developed a structured retention model, or implemented an
effective student tracking and follow-up system, needed to improve adult learner retention
rates.
Branch campuses have not considered adapting or developing new academic programs
targeted to the particular demands of the regions served.
Distance education administrative structure will be insufficient as this modality develops.
Recommendations






Incorporate strategies and resources for job placement processes, and graduate student
follow-up for Technical Certificate Programs.
Expand student services to include continuing education participants.
Request a revision of the staffing parameters established in the SUAGM Handbook of
Additional Locations.
Document and incorporate to UNE’s Assessment Webpage all online and other forms of
distributed learning, assessment, and evaluation results.
Appoint a multi-institution committee to address the issue of developing a structured adult
learner retention model to improve retention rates in US branch campuses and coordinate the
development of targeted academic programs.
Ensure the development of UNE’s distance education administrative structure.
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
234
Conclusions
Universidad del Este Self-Study Report- Conclusions
MSCHE 2015
Conclusions
The self-study process provided the opportunity of reflecting on the institution’s
development in the past ten years, and has reaffirmed the inclusion of the elements:
internationalization, entrepreneurship, community engagement, and research in UNE’s mission
statement and goals. The mission review process was highly participative, involving most of the
full-time faculty, a considerable number of part-time faculty, students from the main campus and
additional locations, administrative staff, and representatives from the greater community.
The most significant initiatives and activities that the institution has undertaken to move
towards internationalization have been: (a) the establishment of the Office for International
Affairs, with one of its goals being to encourage students to participate in international
internships; and through the Gilman Scholarship among others, students have been able to
broaden their horizons in places such as Perú, China, India, and Finland; (b) participation in the
Internationalization Laboratory of the American Council of Education, (c) the establishment of
a Multi-Language Learning Center, (d) the creation of the Student Exchange Program, and (e) to
broaden students and faculty’s global vision through the invitation of Fulbright Scholars to the
institution. The institution feels ready now to begin encouraging its faculty members to
participate as visiting scholars in universities abroad, and to undertake the internationalization of
the curriculum.
An important priority for UNE in recent years, and especially for Chancellor MaldonadoRuiz, is developing in students an entrepreneurial way of thinking considering the state of the
local and global economy. One of the first changes was the expansion of the Career and
Employment Center’s mission to include innovation and entrepreneurship, thus changing its
name to Center for Innovation, Employment, and Entrepreneurship. The School of Business
Administration incorporated entrepreneurship in their curricula and changed its name to The
Business School for Innovation and Entrepreneurship. Other endeavors include the creation of
an UNE student chapter of ENACTUS that has developed a number of projects contributing to
the sustainable economic development of the communities served. Also, since 2007, the
institution hosts the Inventors and Entrepreneurs Forum providing workshops, advice, and the
opportunity for the dissemination of prototype inventions to members of the external
community.
While faculty involvement in community service has historically been promoted, UNE
has continued increasing its relations with the external community through INTENE, the
Preschool Educational Center, UNE-Salud, as well as the Inventors and Entrepreneurs Forum
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
235
Universidad del Este Self-Study Report- Conclusions
MSCHE 2015
mentioned earlier. In addition, the institution has been involved in the development of an
Institute for the Development of Spirituality and a Service Learning project.
UNE is primordially a teaching institution. In the past ten years, however, research
initiatives have begun to emerge triggering the inclusion of research as part of its mission, and
recognizing it as an institutional priority. Although still in a capacity-building stage, research
endeavors have been promoted among faculty by providing seed money through PIFI,
recruiting faculty researchers, and providing publishing space in UNE’s indexed journal Ámbitos
de Encuentros. Undergraduate research has also been a priority, developed through institutional
and federally-funded initiatives (PIFI, NIH-MBRS-RISE, DHS, RIMI-VÍAS), thus providing
students the opportunity of disseminating their work in local, national, and international
congresses. The road towards becoming a research-teaching institution is long, and the
percentage of full-time faculty with doctoral degrees is still low, but the institution is committed
to continue increasing the existing 47 percent. Continued efforts will also be made to increase
faculty participation in academic and scientific research, and the number of externally-funded
projects.
UNE recognizes the importance of having a highly qualified full- and part-time faculty,
and as such dedicates considerable effort in faculty recruitment, development and evaluation
processes. For the recruitment process several new types of full-time faculty contracts have
been developed, including research multiannual, and annual contracts. Furthermore, given the
existing high ratio between part- and full-time faculties, the recruitment procedure for full-time
faculty has been adapted for the part-time faculty, in that way ensuring comparable quality. The
institution expends considerable effort and funding to faculty development recognizing the
importance of pedagogical and technological skills, among others. In recent meetings full- and
part-time faculty have voiced dissatisfaction with contractual, physical infrastructure and
academic issues. Steps were taken to clarify misunderstandings in some contractual issues, and
academic deans will be addressing academic and infrastructure issues.
As important as qualified faculty for effective teaching-learning process is the offering of
academic programs with the rigor, depth, and breadth required of a higher education institution.
UNE has continued developing certificate programs, associate, bachelor, and master’s degree
programs, and accelerated studies for the non-traditional student population. In fact, in 2014
UNE received a new Carnegie classification as Master’s- Larger Programs. On the branch
campuses accelerated programs are offered with the Discipline Based Dual language Immersion
Model, which was awarded in 2012 the Examples of ¡Excelencia! Award by the White House.
Student learning assessment results at the course, programmatic, and institutional level have
236
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
Universidad del Este Self-Study Report- Conclusions
MSCHE 2015
been instrumental to measure program effectiveness, as well as external measurements such as
licensing tests pass rates. Two academic schools and the School of Continuing Education hold
programmatic accreditations of all their offerings, while the School of Education received the
TEAC accreditation for its teacher preparation programs this past October. The Social Work
graduate program from the School of Social and Human Sciences has also been conferred
accreditation by CSWE. The institution holds as a priority the programmatic accreditation of its
academic offerings and has invested funds to improve physical facilities of health sciences
programs in route to obtaining national accreditations as well. UNE has prepared a
programmatic accreditation schedule for the following years. Another continued priority is
improving institutional retention and graduation rates. Future developments include expanding
the online education modality.
The analysis of admissions, financial aid, and student support services system undertaken
demonstrate strength in most aspects of the process. UNE’s student population profile has not
changed significantly in terms of the percentage of academically underprepared freshmen and
their financial needs. The proposed General Education curriculum must address this academic
issue. The institution also has to ensure financial aid practices that will permit students’ degree
completion.
UNE maintains high-quality and continually evolving information and technological
infrastructure to provide learning resources, instructional equipment, and services to UNE and
the surrounding community. Highly qualified human resources have made possible the
advancement in the use of technological tools and information technology for educational and
assessment purposes.
Guided by the institutional mission, in the past decade major new physical infrastructure
and improvements on existing facilities have been fundamental to all educational programs.
Physical and technological infrastructure priorities, however, have postponed the much needed
construction of student spaces, including recreational areas, on the main campus and at
additional locations. Carolina’s master plan contemplates developments in this area.
Assessment is an institutional priority, developing a three-level assessment model
(institutional, programmatic, and course level) since 2004, with a demonstrated sustainability,
across-the-board faculty participation, and ample dissemination of assessment results through
UNE’s website and faculty and administrative staff meetings. The achievement of UNE’s
mission and goals has been more easily demonstrated thanks to the alignment of assessment
results with indicators of institutional effectiveness. Moreover, since 2010, the institution as a
whole (main campus and additional locations) has been able to clearly connect assessment
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
237
Universidad del Este Self-Study Report- Conclusions
MSCHE 2015
results with planning, resource allocation and budgeting processes through the creation of the
Institutional Effectiveness Committee. This Committee has been vital in ensuring a meaningful
articulation between the institutional mission and goals and the five-year strategic and annual
plans, while recommending resource allocation and budgeting to address identified needs.
Assessment at UNE is aiming towards incorporating student-tracking electronic platforms to
further improve the student learning assessment process and electronic platforms to compile
faculty development data.
In summary, the self-study process has revealed UNE’s significant progress in the past
decade. It is evident that improvements in academic programs, assessment processes, physical
and technological infrastructure, faculty recruitment, development and evaluation processes,
student services, and the meaningful articulation between planning, resource allocation,
budgeting and assessment results have been guided by the institutional mission and goals. UNE
recognizes the need to overcome the challenges discussed in this self-study, yet the path to
follow is clear and within reach.
238
Copyright ©2015 Sistema Universitario Ana G. Méndez-Universidad del Este
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
Universidad del Este

Valuet - LV2 - ANGLAIS CPGE

The Great Vigil of Easter La Gran Vigilia Pascual

Monthly Calendar

Nodejs Developer

April 19, 2015 Notre Dame Catholic School is pleased to announce

Cómo comprar - Motorola Solutions

How Will Warming Affect Tropical Forests?

1 Notice for users in Saudi Arabia - Lenovo

Nurses for NHS Acute Hospital in Liverpool

BOARD OF GOVERNORS Wednesday, April 08, 2015 10:00 AM–1

Software Test Engineer

hoja de catálogo

ThinkPad Regulatory Notice About this document Notice

Michael F - Quail Valley Golf Club

Host Institution – Universided Central de Venezuela

CV - Andrés Villa Torres