OPIMI – RUM » Educación General

Educación General

Student Learning Outcomes

  1. Become an intentional learner.
  2. Demonstrate creative and critical thinking.
  3. Communicate effectively.
  4. Identify and solve problems; transform knowledge into action.
  5. Apply mathematical, scientific and technology skills.
  6. Apply interpretative and integrative skills.
  7. Relate global contexts and issues of importance to Puerto Rico.
  8. Show moral autonomy and develop a sense of well-being.
  9. Practice civic virtue.
  10. Value diversity.

 

1. Become an intentional learner

Students show willingness to learn and the desire to continue learning. They make an effort to apply knowledge associating their own experience and their personal and professional goals.

Direct Measurement Source Indirect Measurement Source

(DM1) Proportion of students registered in advanced undergraduate research projects and courses.

(DM2) Proportion of students taking up and succeeding in minors and curricular sequences in addition to their majors.

(DM3) Proportion of students participating in extracurricular activities and events.

(DM4) Proportion of students in internships, coops, student exchanges and study abroad programs.

(DM5) Proportion of students in service learning programs.

(DM6) Proportion of students that on their own initiative seek assistance in bilingual writing lab.

(DM7) Number of courses taken outside of the program curriculum.

(IM1) Questionnaire for UNIV students towards the end of the semester – to be designed with UNIV professors.

(IM2) NSSE relevant results: section on ‘Challenging students to do their best work’.

(IM3) Internship and coop evaluations by internal and external supervisors.

(IM4) Students’ self- reflections on general education courses according to personal criteria of importance in the fourth semester to be compared with a self- reflection just before graduation –rubric on levels of ability associating course material with past and present experience and personal and professional goals must be developed for these exercises.

 

2. Demonstrate creative and critical thinking

Students show creativity in generating new ideas, In modifying current Ideas, and In innovating . They seek different, better and original solutions, thereby demonstrating their creative capacities. They equally show their critical capacities in thinking, reasoning and discernment, anticipating and identifying possible Implications by way of inference and analysis.

Direct Measurement Source Indirect Measurement Source

(DM1) Identify the proport ion of GE course sections that require work that emphasize the use of creative thinking skills and the use of critical thinking skills (for example: creative works, paintings, artistic performances, art exhibitions , or solutions, proposals , or projects in the sciences that are creative or critical).

(DM2) Analyze GE syllabi for proportion of academic work that requires the use of creative thinking skills and the use of critical thinking skills.

(DM3) Analyze randomly selected student work to identify the use of creative thinking skills and the use of critical thinking skills.

(DM4) Evaluate the proportion of extracurricular activities that promote the use of creative and critical thinking.

(IM1) Proportion of students involved in symposiums, conferences, exhibitions, community service, humanitarian help, fairs, etc.

(IM2) Proportion of students who participate in student groups, teams, or associations (Chorus, Band, Dance, Theatre, Sports).

(IM3) Data obtained in regards to this SLO during the process of accreditations (Questionnaires, interviews).

(IM4) NSSE relevant results: Perceived gain among seniors in ‘Thinking critically and analytically’.

 

3. Communicate effectively.

Students have the ability to convey messages, ideas and Information on tangible and Intangible matters In effective ways.

Direct Measurement Source Indirect Measurement Source

(DM1) Proportion of randomly selected syllabi of general education courses to see how far such courses include portfolios, presentations and exhibitions.

(DM2) Use of rubrics to evaluate the development of communication skills in portfolios, presentations, and exhibitions.

(DM3) Number of student visits to bilingual writing center classified by language.

(DM4) Number of students referrals to bilingual writing center classified by language.

(DM5) Number of students seeking support in bilingual writing center classified by language.

(DM6) Number of students that go to bilingual writing center seeking help in oral communication.

(DM7) Randomly selected sample of students written or oral presentations (ie., projects, portfolios, classroom work).

(IM1) NSSE relevant results: sections on ‘Writing clearly and effectively’ and ‘Speaking clearly and effectively’.

(IM2) Surveys to employers or supervisors in coop programs, internships and research projects.

(IM3) Graduates’ skills in the workplace rated by employers.

(IM4) Identify the proportion of student organizations that practice these skills.

(IM5) Focus groups for interviews.

(IM6) CIVIS assessment data: areas of help requested, # of visits to the center, and tutoring effectivity.

 

4. Identify and solve problems; transform knowledge into action

Students are capable of creating awareness of their surroundings so they can recognize problem areas. They can connect knowledge with life experiences to evaluate and select appropriate methods to take action or solve problems.

Direct Measurement Source Indirect Measurement Source

(DM1) Rubrics evaluating randomly selected groups of students.

(DM2) Percent of students registered in required and non-required research courses, internships, COOP projects, community service projects.

(DM3) Grades of students registered in required and non-required research courses, internships, COOP projects, community service projects.

(DM4) Student participation in scientific forums, congresses, symposiums (such as oral or poster presentations).

(DM5) Number of articles of investigative journalism (by the students).

(DM6) Randomly selected examples of students work that requires the ability to identify and solve problems.

(IM1) NSSE relevant results: section on ‘Solving complex real- world problems’.

 

5. Apply mathematical, scientific and technology skills

Students will demonstrate the ability to apply the scientific method, process and Interpret data, as well as use mathematical reasoning to solve problems related to real-world situations. Students will also use technology to enhance their mathematical and scientific thinking and understanding process, solve problems, and judge the reasonableness of their results.

Direct Measurement Source Indirect Measurement Source

(DM1) Grades obtained by the students in random math, science and technology courses.

(DM2) Assess random poster presentations using rubrics to evaluate content.

(DM3) Assess work and projects chosen randomly from seminars and capstone courses using rubrics to evaluate content.

(DM4) Sample of student exams (work).

(DM5) Lab portfolios, if applicable.

(DM6) (DM6) Outreach program assessments (e.g. math Olympics, Science on Wheels, Sustainable Energy labs, Tutoring).

(IM1) NSSE relevant results: ‘Analysis of numerical and statistical information’ and ‘Work with faculty in research’.

(IM2) Research projects.

 

6. Apply interpretative and integrative skills

Students are capable of creating, explaining, or declaring at a personal level, the importance of actions, expressions, events, or works based on context. Additionally, they identify, understand, and utilize the relationship between diverse concepts, experiences, and information to analyze or explain complex problems.

Direct Measurement Source Indirect Measurement Source

(DM1) Number of students registered in capstone, interdisciplinary, and team taught courses. Random samples of capstone/seminar projects.

(DM2) Number of students involved in coops/internships

(DM3) Number of students involved in community service programs

(DM4) Number of students involved in undergraduate research projects

(DM5) Randomly selected sample of student presentations, articles, conferences.

(DM6) Randomly selected student portfolios/documents that provide evidence of level of integrative skills.

(DM7) Number of students involved in interdisciplinary projects or groups.

(IM1) Internship and coop evaluations by internal and external supervisors.

(IM2) Results of randomly selected students’ self- reflections.

(IM3) Syllabi of team taught/interdisciplinary courses.

(IM4) NSSE relevant results: Institution emphasis on using learning support services; Institution emphasis on providing support to help students exceed academically.

 

7. Relate global contexts and issues of importance to Puerto Rico

Students relate their knowledge about history, culture, and current global affairs regarding important issues In Puerto Rico. They are informed about Puerto Rico and about contemporary issues as they impact Puerto Rico.

Direct Measurement Source Indirect Measurement Source

(DM1) Percent of all syllabi that include the equivalent of one week, two weeks, or more, of course components that relate to Puerto Rican contexts.

(DM2) Percent of students who participate in extracurricular activities and events that concern Puerto Rican cultures, histories, and politics.

(DM3) Percent of students who are members of organizations that directly have to do with Puerto Rican cultures, histories, and politics.

(DM4) Examples of cultural activities that present PR.

(DM5) # of students in outreach programs to help PR people.

(IM1) first and last year randomly selected students will read a newspaper article on contemporary issue and write about how it relates to Puerto Rico.

(IM2) NSSE relevant results: Emphasis on attending events that address important social, economic issues.

 

8. Show moral autonomy and develop a sense of well-being

Students demonstrate individual thought when deliberating their wellbeing, duties, and moral values. They identify, evaluate, and review social norms and other regulatory standards with critical thought.

Direct Measurement Source Indirect Measurement Source

(DM1) Documents showing student participation in extracurricular activities and events that directly have to do with ethical issues.

(DM2) Number of students involved in ethics workshops.

(DM3) Outreach programs or groups’ results on ethics, e.g. CIVIS, IEEE, SHPE, ‘Círculo Pre-Medico’.

(DM4) Annual comparisons of number of students registered in ethics courses.

(DM5) Number of undergraduate projects that include ethical components.

(IM1) Students’ expressed reasons in orientation week for procuring academic integrity in comparison with expressed reasons just before graduating.

(IM2) Case study analysis on disciplinary actions to freshmen students in UNIV courses, beginning and end.

(IM3) NSEE relevant results: ‘Develop personal code of values and ethics’.

 

9. Practice civic virtue

Students are involved and collaborate in groups, and communities of their interest. They seek general wellbeing above particular interests.

Direct Measurement Source Indirect Measurement Source

(DM1) Number of students participating as members of organizations that create and carry out activities and events for the university community.

(DM2) Number of students in service learning programs.

(DM3) Percentage of students participating as members of organizations that create and carry out activities and events for the university community.

(IM1) Percentage of
students showing continuity in their involvement in civic organizations within the university.

(IM2) NSSE relevant result: ‘Being an informed and active citizen’.

(IM3) Analysis of rubric for department medals.

 

10. Value diversity

Students recognize, respect, and show sensitivity toward diversity. They compare and contrast ideas, values, beliefs, and identities with those of other persons and respect these differences.

Direct Measurement Source Indirect Measurement Source

(DM1) Number of students involved in outreach or service to underserved communities, e.g. CUA, ‘Siempre Viva’.

(DM2) Tutor training – workshops emphasizing valuing the person.

(DM3) Number of activities that value social justice and mutual comprehension.

(IM1) Evaluation of diversity in UPR programs.

(IM2) NSSE relevant results: ‘Discussion with people with political views other than one’s own’ and ‘Understanding people of other backgrounds’.