assessment - self-study report_school of communication upr-rp_2010

8/7/2019 Assessment - Self-Study Report_School of Communication UPR-RP_2010

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Self Study Report 1

Self-Study Reportfor Accreditation in Journalism

and Mass CommunicationsUndergraduate site visit during 2010-2011October 2010Submitted to the

Accrediting Council on Education in Journalism and Mass Communications

Name of Institution: University of Puerto Rico ____________________________

Name of Journalism/Mass Communications Unit:

School of Communication ___________________________________________

Address: P.O Box 21880, San Juan, Puerto Rico 00931-1880________________

_________________________________________________________________

Date of Scheduled Accrediting Visit: January 30 through February 2, 2011______

We hereby submit the following report as required by the Accrediting Council onEducation in Journalism and Mass Communications for the purpose of an accreditationreview.

Journalism/mass communications administrator:

Name: Eliseo R. Coln-Zayas, Ph.D. ___________________________________

Title: Director______________________________________________________

Signature: ________________________________________________________

Administrator to whom journalism/mass communications administrator reports:

Name: Astrid Cubano, Ph.D.__________________________________________

Title: Acting Academic Dean _________________________________________

Signature: ________________________________________________________


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Self Study Report 155

Part II: Standard 9. Assessment of Learning Outcomes

Please attach the units written plan for assessment of student learning outcomes. Thisplan must include the dates of its adoption and of implementation of itscomponents.

Please find the Plan for Assessment of Student Learning, 2008-2010 attached,Appendix 9.1.A.

1. Provide the units definition of goals for learning that students must achieve. If thisdefinition is incorporated into the plan for assessment, a page reference will suffice.

The learning goals and objectives for the School of Communication and its threeacademic programs are included in the Plan for the Assessment of Student Learning,2008-2010, attached. Below we refer to student learning goals (for more details,please refer to the assessment plan):

School of Communication1. To prepare professionals in design, planning, and research in Communication,

whose intellectual and ethical assets will contribute to the enrichment anddissemination of culture.

2. To promote excellence and social responsibility in the communication media bymeans of respectful and creative dialogue with media corporations and thecommunity in general.

3. To be a forum for the discussion of communication-related topics in Puerto Ricoand in an international context.

4. To promote research, publications, and dissemination of the studies andcreative works of students and professors of the School.

5. To continue to develop opportunities for practical experience for students withinmedia corporations according to their particular areas of study.

6. To make available to the organizational, institutional, and corporate spheres theSchools communications proposals resulting from study and research.

7. To advise, design, and help other public and private institutions to establishstrategies to solve specific problems in the field of communication.

Information and JournalismThe Bachelor of Arts in Communication with a major in Information and Journalism

is designed for students to: Acquire skills in print, television, radio, and Internet journalism while

developing their critical and investigative capacities vis--vis the media,mediations, and new communication and information technologies.

Receive a broad general education in diverse disciplines, providing themwith a solid academic and cultural foundation.

Develop, from an ethical point of view, a sense of social responsibility thatshould characterize every communications professional.


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Self Study Report 156Advertising and Public RelationsThe Bachelor of Arts in Communication with a major in Advertising and PublicRelations is designed for students to:

Acquire the knowledge to conduct research, design, planning, andimplementation of integrated communications programs.

Develop ethical attitudes and actions in the processes of communicationconnected to Advertising and Public Relations.

Develop skills for critical analysis in the use of mass media and thedevelopment of communication strategies.

Integrate a sense of responsibility and principles of social transformationfrom an ethical perspective to their professional roles in the public relationsand advertising fields.

Audiovisual CommunicationThe Bachelor of Arts in Communication with a major in Audiovisual Communicationis designed for students to:

Acquire theoretical and practical knowledge and skills in radio, cinema, andtelevision, as well as in emergent audiovisual technologies.

Develop their creative and critical abilities, according to the potentials

offered by the various audiovisual media technologies, based on theconcepts of mediation and social transformation. Receive a comprehensive trans-disciplinary, general education which

provides a solid academic and cultural grounding. Integrate a sense of responsibility, principles of social transformation, and

an ethical perspective to their professional roles in the audiovisualcommunication field.

2. Describe the involvement of members of journalism and mass communicationprofessions in the assessment process.

Currently, involvement by outside professionals in assessment of student learningoccurs through practice courses. As an indirect measure, practice evaluations providevaluable outside feedback, to both professors and students, about overall learning atthe School. That is, because practice courses encompass all the academic andprofessional characteristics that learning objectives synthesize, evaluations by industryprofessionals offer perspectives and insights about what and how students learn at theSchool, but from the distinct perspective of specific professions.

3. Describe the collection and reporting of data from both direct and indirectassessment measures and how the unit used its analysis of the data to improvecurriculum, instruction, etc.

IntroductionIn order to describe how the unit conducts the collection and reporting of assessmentdata, it is important to describe how the School of Communication has been graduallyprogressing in its understanding and implementation of an assessment infrastructure.The School of Communication formally began preparing for the systematic assessmentof student learning in 2005, when the Ro Piedras Campus began its accreditation


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Self Study Report 157process by the Middle States Commission on Higher Education. Since then, theSchool of Communication has been adhering to consistent efforts for assessing studentlearning on all its learning objectives at the School and program levels.

The assessment of student learning began its formal implementation through thecreation and approval, in 2006 (under the Certification of the Academic Senate Nm.81, 2006-07) of the curricular revisions to our three baccalaureate programs. In this

major revision, all three programs were aligned with the curricular revision plan of theRo Piedras campus through revisions to its mission, vision, learning objectives, andcourse contents.

These assessment initiatives and actions were guided and supported by the CampussOffice of Student Learning Assessment. This office is responsible for ensuring thatassessment of student learning is implemented campus-wide and that assessmentefforts are effective and in tune with institutional goals and objectives. Since 2007, theSchool of Communication has been rendering annual reports regarding the progress ofits student learning assessment initiatives and receives feedback andrecommendations directed at the improvement of the quality and effectiveness of ourprograms.

Currently, Program Coordinators, in meetings with area faculty, determine theassessment activities of the semester at the beginning of each term (for instance,specific courses to be assessed). They facilitate instruments, measures, and feedbackto faculty regarding the collection of data and report preparation. At the end of thesemester, faculty members who are conducting assessment submit individual reportsin which they document the method of assessment, data collected, generalinterpretations of data, and possible avenues of action resulting from findings.Program Coordinators then analyze and collect data into a larger assessment reportthat is submitted to the Associate Director, who assembles the data collected and hisobservations into an annual, comprehensive report. Lines of action are discussedamong area faculty and the Associate Director and are implemented in the followingsemester, when possible or relevant.

Academic year 2007-08Campus-wide assessment efforts led to the implementation of student learningassessment provisions to be followed by our three academic majors, whichcommenced in the 2007-08 academic year. Concrete actions included a rubriccreation workshop for faculty, a special orientation for students who received lowscores in a diagnostic test measuring Spanish writing skills, and the creation andimplementation of a rubric for assessing the final projects of our capstone course,COPU 4045. It was required that professors teaching the capstone take a workshopon student learning assessment. In this respect, the capstone course introducedsystematic data collection for assessing student learning at the School.

As part of recommendations proposed by the Office of Student Learning Assessment,

our programs were advised to integrate two key institutional learning objectives, Socialresponsibility and Critical skills. Additionally, it was advised that efforts toward thecreation of a more specific assessment plan were implemented, which resulted in aseries of meetings with the Schools administration for clarifying certain parameters thathad to govern the assessment plan. These meetings also resulted in a resolution toalign the assessment instrument for the capstone course to ACEJMCs values andcompetencies. Meetings also resulted in the inclusion of the capstone course as aninstance of assessment.


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Self Study Report 158In summary, in academic year 2007-08 the School was focused on aligning its learningobjectives with those of the Campus, created tables and matrices in which alignmentsbetween program learning objectives, Campus objectives, Unit courses, andassessment instruments and indicators were made. Data collection consisted in theassessment of writing competencies by means of a first-year diagnostic test.

Academic year 2008-09

Assessment efforts for the 2008-09 academic year substantially increased inrobustness and methodology. To begin with, efforts were directed toward thecompatibility and alignment of the mission and goals of both the School and its threemajors with the values and competencies promoted by ACEJMC. Thus, each programrevised their particular mission, vision, goals, and learning objectives, and aligned themwith ACEJMC expectations. In addition, each program correlated specific courses withrelevant learning-objective competencies and measures of assessment.

Another important action consisted in addressing the writing deficiencies identifiedthrough the diagnostic test administered in July of 2007 and August of 2008. First,program coordinators for the Public Relations and Audiovisual Communication majorscontacted students who performed poorly and directed them to specific campussupport programs designed to help them with writing skills. Second, in the springsemester of 2008-09, the School integrated into its offerings two sections of the MediaWriting and Style (INFP 4205) seminar in order to foster improvement in this area.

Discussion of assessment reports between Program Coordinators and the AssociateDirector revealed that an important number of regular professors employedassessment measures in their courses (such as rubrics for evaluating specific skills orobjectives), but that these efforts were individualized and not systematic. Thus, theneed to standardize assessment instruments was recognized and ProgramCoordinators began to take actions toward the generalization of measures.

Systematic data collection for assessment, stemming from work in preparation foraccreditation, was successfully conducted on all three communication majors on this

academic year:Program Course Objective assessed Instrument or

measureCOMA COMA 4315

Screenplaywriting

7. Apply basic communicationresearch methods from an ethicaland critical perspective.

Screen playevaluation

REPU REPU 4018 Intro. to publicrelations

1. Understand the theoretical,research, and practicalconsiderations related to humancommunication and media whichinfluence the practice of his or herprofession.

Research paper

REPU REPU 4069 Intro. toadvertising

3. Comprehend the development,creation, and production processesof advertisements for varioustraditional and nontraditional media.

Advertising plan

REPU REPU 4155 -Mediaplanning

3. Comprehend the development,creation, and production processesof advertisements for varioustraditional and nontraditional media.

Media plan

REPU REPU 4157 Planning and

3. Comprehend the development,creation, and production processes

New clientpresentation


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Self Study Report 159Program Course Objective assessed Instrument or

measureproduction inadvertising

of advertisements for varioustraditional and nontraditional media.

INFP INFP 4109 Journalismpracticecourse

General assessment of all INFPobjectives

Practice course reportand evaluations

INFP ESIN 4077 Intro.scientificresearch incomm.

6. Generate knowledge and analyzeinformation through various basicresearch methods.

Research paperevaluation throughrubric

INFP INFP 4205 Comm.seminar

1. Be informed about the newtheoretical trends and practices incommunication, particularly in theareas of information and journalism.

Short essay

2. Acquire a broad andcomprehensive understanding of the

historical, economic, technical,artistic, and professionaldevelopment of communicationmedia in general and of the press inparticular, in Puerto Rico and abroad.

Source: Annual Assessment Report, 2008-09

Academic year 2009-10During the fall semester of 2009-10, all three majors continued systematic assessmentexercises and data collection. In addition, all programs processed and evaluated datafor the previous year. Coordinators then discussed findings with area faculty membersand evaluated possible actions stemming from assessment findings. It should benoted that assessment efforts for the spring semester of 2009-10 were hampered by

the student strike, which resulted in the halting of the Campuss academic operationsfor more than three months.

Journalism (INFP) Fall 09-10Course Objective assessed Instrument or

measureCOPU 4148 Writing forthe media

7. Master the basic principles ofwriting for different formats and styles,taking into consideration theparticularities of media used and thedifferent tasks of the journalismprofession.

Texts for radio and fortelevision

INFP 4001 Journalisticwriting I


Two in-class newsreports of currentevents through rubric

INFP 4002 Journalisticwriting II

7. Master the basic principles ofwriting for different formats and styles,

Opinion text


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Self Study Report 160Course Objective assessed Instrument or

measuretaking into consideration theparticularities of media used and thedifferent tasks of the journalismprofession.

INFP 4059 Electronicjournalism


Two in-class newsreports for the internetthrough rubric

INFP 4109 Supervisedpractice in journalism

Overall objectives Supervisor evaluations

Advertising and Public Relations (REPU) Spring 09-10Course Objective assessed Instrument or

measureREPU 4018 Introductionto advertising and publicrelations

8. Have competency in basiclanguage and writing skills and theformats and styles of various media.

Basic public relationscampaign

REPU 4166 Advertisingcampaigns

5. Recognize the communicationprocesses that are directed to, andgenerate from, audiences as well astheir organization and socio-culturalimplications.

Advertising campaign

REPU 4165 Publicrelations campaigns

5. Recognize the communicationprocesses that are directed to, and

generate from, audiences as well astheir organization and socio-culturalimplications.

Case study analysis

REPU 4155 Mediaplanning

3. Comprehend the development,creation, and production processes ofadvertisements for various traditionaland nontraditional media

Media plan

Audiovisual Communication (COMA) Fall 09-10Course Objective assessed Instrument or

measureCOMA 4315 Screenplay

writing

7. Apply basic communication

research methods from an ethical andcritical perspective.

Screen play evaluation

through rubric

Source: Program Assessment Reports, 2009-10

ActionsThe analysis of assessment of student learning data is part of the larger assessmentmechanism at the School and aims at the improvement not only of student learning butalso the assessment of student learning proper (which would eventually result in more


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Self Study Report 161effective learning). The following table describes important actions taken, or lines ofaction proposed, resulting from assessment:

Recommendations and actions in 2009-10 resulting from assessment conducted in2008-09

Program Analysis Line of action or action takenCOMA Results from capstone course

assessment reveals deficiencies inaudiovisual content.

Curricular revision of theprogram in order to emphasizeproduction competencies andnew technologies (in progress,continuous).

INFP Results from writing diagnostic testsand assessment of journalism writingcompetencies reveal deficiencies inwriting.

Revision of INFP 4001, Newswriting Iand INFP 4002, Newswriting II to boost journalistictechniques and writing(completed).

INFP Weak emphasis on multi-mediajournalism

Revision of INFP 4001, Newswriting Iand INFP 4002, Newswriting IIto incorporate sound

and photography and video andweb design, respectively (fall2009 to spring 2010 ).

INFP Weak emphasis on journalistic writingfor digital media

Emphasis on electronic writingin COPU 4148, Writing for themedia.

REPU Meta-assessment of student learning:stronger emphasis on research,writing, and ethics.

Incorporate, directly orindirectly, these areas in allREPU courses.

COPU(Core)

Various observations from theassessment of the capstone course(all three coordinators).

Revise rubric toaccommodate forprogram corecompetencies

Better communicateexpectations to students

Incorporate externalevaluators

Source: Program Assessment Reports, 2009-10

The assessment plan of the School of Communication finalizes in the spring semesterof 2011. After this, annual assessment reports from all programs will be collected andanalyzed by an Assessment Committee. Determinations about the strengths andweaknesses of the plan, as well as findings about student learning, will be discussedand translated into concrete actions to follow. A revised Plan for the Assessment of

Student Learning will be voted upon and introduced in the fall of academic year 2011-12.


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4. If campus media operations are under unit control, discuss awards they have won inlocal, regional or national competitions in the past six years.

The Radio, Film, and Television Unit, which is under the direction of the School ofCommunication, houses Radio Universidad, the radio station for the University ofPuerto Rico System, as well as studios for general audiovisual production. Thus,awards and distinctions have been conceded to the work carried out by the station butalso to film and television productions that have been generated at the unit. Thefollowing list summarizes awards and recognitions received by the Radio, Film, andTelevision Unit:

2009-10 10th Festival of Trovadores, Special recognition: program Alborada

Plena en la PlazaFestival, Special recognition: Alborada

Distinguished Radio Journalist Recognition: Zuleika Andjar, News

Department, Radio Universidad2008-09

San Sebastin Award: Alborada, for its celebration of Puerto Rican music.

Overseas Press Club Award: Rafael Josu Vega Arts, in the category ofCulture, and Entertainment, for the show Piedra, Papel y Tijera, RadioUniversidad

2007-08

Overseas Press Club Award: Ana Teresa Toro and Pablo Arroyo inthe category of Human Interest Interview , for the show Piedra, Papely Tijera, Radio Universidad

Overseas Press Club Award: Ana Teresa Toro and Pablo Arroyo, inthe category of Best Interview, , from the show Piedra, Papel y Tijera,Radio Universidad

Overseas Press Club Award: Ileana Fuentes, in the category ofInternational Human Interest, for her work about frontier integrationbetween Haiti and the Dominican Republic

ASPRO Award: Roberto Morales Cabn, for his investigative work onthe looting of archeological sites.

4th International Journalism Award, Honorable Mention: Pedro Reina,for the series Meloda sobre la arena, about Pablo Casals

Overseas Press Club finalist: Natalia Ramos, Human InterestInterview


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2006-07 Emmy Award, Suncoast Chapter, Nomination: Domingo Garca episode,

Prohibido Olvidar

Emmy Award, Suncoast Chapter, Nomination: Bobby Cap episode,Prohibido Olvidar

Emmy Award, Suncoast Chapter, Nomination: Tito Rodrguez episode,Prohibido Olvidar

Overseas Press Club Award: Mario Roche, Radio Universidad

Overseas Press Club Award: Roberto Morales Cabn, Radio Universidad

5. Discuss awards won by the units students in local, regional or national competitionsin the past six years. If campus media operations are not under unit control, please

list only awards won by the units majors.

Students of the School of Communication have consistently proven themselves to be ofthe best caliber. While our students are constantly engaged with production activitiesfrom their coursework and organizations, we are aware that the list provided here doesnot encompass the totality of awards and recognitions that students have achieved inthe past six years. After this analysis, it has become evident to us that bettermechanisms to gather this type of information about students is imperative. The Officeof Student Affairs, as well as the Schools Direction, have welcomed the task of puttingin place such mechanisms.

2010-2011

First Place, Show Your Environmental Footprint(competition), NationalAssociation of Hispanic Journalists, UPR Chapter: Griselle M. CaldernMorales, in the Investigative Journalism category

First Place, Show Your Environmental Footprint(competition), NationalAssociation of Hispanic Journalists, UPR Chapter: Tamara Lpez Marcano,in the Photography category

Second Place, Show Your Environmental Footprint(competition), NationalAssociation of Hispanic Journalists, UPR Chapter: Nathalia Vega Marzn, inthe Video-report category

Honorable Mention, Show Your Environmental Footprint(competition),National Association of Hispanic Journalists, UPR Chapter: Grinoshka BouVzquez, in the Photography category

2009-10 Puerto Rico Short Film Fest, Official Selection: Volver a Sentirby Raisa

Bonnet


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Self Study Report 1642008-09

Overseas Press Club Award: Rafael Josu Vega Arts, in the category ofCulture, and Entertainment, for the show Piedra, Papel y Tijera, RadioUniversidad

2007-08

Overseas Press Club Award: Ana Teresa Toro and Pablo Arroyo inthe category Human Interest Interview, for the show Piedra, Papel yTijera, Radio Universidad

Overseas Press Club Award: Ana Teresa Toro and Pablo Arroyo, inthe Best Interview category of, from the show Piedra, Papel y Tijera,Radio Universidad

Overseas Press Club Award: Ileana Fuentes, in the InternationalHuman Interest category, for her work about frontier integrationbetween Haiti and the Dominican Republic

Overseas Press Club finalist: Natalia Ramos, in the Human InterestInterview category

2006-07 Best Fiction Short, APPACS [Puerto Rican Association of Social

Communicacion Academic Programs]: May 29by Jessenia Cotto andCarlos Ramrez Esquiln

Honorable Mention, Certamen de la Creacin Audiovisual Universitaria:Que hablen los tamboresby Patricia Rivera, Laura Lpez, Jessenia Cotto,and Carlos Ramrez Esquiln

Best Short Film, National Association of Latino Independent Producers: May29by Jessenia Cotto and Carlos Ramrez Esquiln

Competitive selection, Women Voices, short film series: screenplay byLynnie Feliciano

Competitive selection, Women Voices, short film series: screenplay byJuliannette Reyes Torres

6. Give the total number of graduates from the unit since the institution first offered aprofessional program. List by specialty each member of the graduating class of three

years ago and those graduates current jobs. If practical, please give a total numberof unknowns rather than including them in the list.

The total number of graduates since the School of Communication began offering itsBA program is summarized, by graduating class, below:


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Graduating class Total number of graduates

Class of 1978-79 12Class of 1979-80 32Class of 1980-81 51Class of 1981-82 53

Class of 1982-83 57Class of 1983-84 74Class of 1984-85 69Class of 1985-86 86Class of 1986-87 116Class of 1987-88 104Class of 1988-89 106Class of 1989-90 97Class of 1990-91 115Class of 1991-92 84Class of 1992-93 112

Class of 1993-94 120Class of 1994-95 185Class of 1995-96 106Class of 1996-97 94Class of 1997-98 100Class of 1998-99 129Class of 1999-00 137Class of 2000-01 138Class of 2001-02 149Class of 2002-03 139Class of 2003-04 165Class of 2004-05 164Class of 2005-06 176Class of 2006-07 139Class of 2007-08 139Class of 2008-09 133Class of 2009-10 124

TOTAL 3,505


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School of CommunicationClass of 2008-2007Alumni Information

Unknowns = 123

Last name First

Name

Title Employer Major

1. Aponte Ortiz Joel Intern- Production andEdition

Barefoot Company COMA

2. AponteRivera

Elizabeth Media monitoring Publimedia REPU

3. CouvertierFrnandez

Ivonne M. Media monitoring De La Cruz &Asociados

INFP

4. CuadradoCuadrado

Jos Broadcaster,announcer (Radiopresenter,commentator)

Radio Clamor COMA

5. Daz

Vzquez

Jos Audiovisual technician Centro Estudios

Multidisciplinarios-CEM

COMA

6. JimnezGonzlez

Arnaldo Law Student University of PuertoRico, Ro Piedras

REPU

7. Lpez Alicea Keila L. Reporter El Nuevo Da INFP8. Maldonado

CaraballoLyraida Photographer Freelance COMA

9. Pagn Altieri Mara I. Program editor Canal 13- Teleoro INFP10. Perz Zayas Ian Second Bachellor

Degree in EducationUPR Ro Piedras INFP

11. Rivera Coln Evette Grad Student,International Relations

Manhattan, New York INFP

12. RiveraRodrguez

Alejandra Grad Student,Hispanic Studies University of PuertoRico- Ro Piedras INFP

13. RiveraRivera

Jos E. Audiovisual production(Slowmotion) and finearts sculptor

Freelance COMA

14. VegaMedina

Janelyn Reporter Radio Universidad,University of PuertoRico

INFP

15. MedinaRodrguez

Xavier Photographer,Filmmaking student

Savannah School ofArt and Design

COMA

16. MelndezColn

Gisela RestaurantManagement

Unknown REPU


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7. List graduates who have established distinguished careers in journalism and masscommunications.

Name Position

1. Adria Cruz Editor, Primera Hora, Puerto Rico

2. Aiola Virella Executive Director, El Vocero

3. Alana lvarez Reporter,El Vocero, Puerto Rico

4. Andrs Claudio President of Grey Puerto Rico

5. Anibal Quiones Interactive Creative Director / Senior Copywriter,EJE Sociedad Publicitaria

6. Ariel Crespo CNN Bureau Chief, Mexico

7. Arnaldo Canales Manager, Casa Publicitaria

8. Carmen Cedr General Manager, Draftfcb; President, Puerto RicoAdvertising Agencies Association

9. Celimar AdamsCasalduc

Anchorwoman, Televicentrode Puerto Rico

10. Daisy Snchez Anchorwoman, Telenoticias, Telemundo

11. Daniel Rivera Vargas Journalist, El Nuevo Dade Puerto Rico

12. Doris Torres Reporter, Canal 7

13. Eduardo La Madrid Public Relations, Interamerican University

14. Edward Zayas Press Officer, Director of Communications, Office ofthe Governor, Puerto Rico

15. Eliud Juarbe Public Relations, Asociacin de Empleados del ELA(AEELA)

16. Elwood Cruz TV Reporter, Univision, Puerto Rico17. Enrique Renta Accomplished artist, Creative, EJE Sociedad

Publicitaria

18. Idia Martnez President, Asociacin de RelacionistasProfesionales de Puerto Rico(Puerto Rico PublicRelations Professionals Association)

19. Iran Martnez Sports Director, El Nuevo Da

20. Isamari Castrodad Vice President of Marketing, Pueblo; TV Producer;Talk Show Host


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Self Study Report 168Name Position

21. Ivonne Solla Chief Anchorwoman, Telemundo, Puerto Rico

22. Joan Maldonado EscenarioSection Director, El Nuevo Da

23. Joanisabel GonzlezBusiness Section Journalist, El Nuevo Da

24. Joe Bonilla President/Founder, The Crossover Agency

25. Jorge Gelp Weather Reporter, Noticentro al Amanecer, WAPATV

26. Jos Delgado Correspondent, Washington, El Nuevo Da

27. Juan Frnandez Film Director and Critic, France

28. Julio Rivera Saniel Radio announcer, WKAQ Univision Puerto Rico

29. Layza Torres TV Reporter, Univisin

30. Lourdes del Ro CNN, Atlanta

31. Mabel Figueroa Sub- chief, Primera Hora, Puerto Rico

32. Madeline Ramrez Public Relations, APR

33. Mait Ribas Director of Supplement Publications, El Nuevo Dade Puerto Rico

34. Mara de Lourdes

Gnzalez Buitrago

General Manager, Channel 24, Puerto Rico

35. Maribel MlendezFontn

Chief of Information, Radio Isla1320

36. Marie Custodio Reporter, El Nuevo Da

37. Mariliana Torres TV Reporter, UnivisionPuerto Rico

38. Mario Santana Reporter,El Nuevo Da, Puerto Rico

39. Mayra Acevedo Reporter, WIPR TV

40. Miguel Chinea Public Relations, Red Cross of Puerto Rico

41. Nelson Gabriel Berros Associate Editor, Primera Hora

42. Noel Algarn Assistant Editor, Sports Section, Primera Hora

43. Normando Valentn TV Reporter, Noticentro al Amanecer, WAPA TV


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Self Study Report 169Name Position

44. Rafael Ayala Dean of the Communication Department, Universityof Panam

45. Rafael Vega Curry Assistant to the Sunday Editor, El Nuevo DadePuerto Rico

46. Randy NievesSenior Editor and Reporter, Agence France Presse

47. Rita Portela Reporter,El Nuevo Da, Puerto Rico

48. Rosa Julia Parilla Chief of Information Canal 6

49. Ruth Merino Journalist and Editor, El Nuevo Dade Puerto Rico

50. Sandra Torres Director, Bills Kitchen

51. Sarita Justicia Crime Reporter, Primera Hora

52. Sonia Fernndez General producer, WIPR TV

53. Tania Surez Public Relations Manager, Caribbean RestaurantsLLC

54. Tony Mojena Chief Producer, Telemundo

55. Vivian Dvila Vice President, Asociacin de RelacionistasProfesionales de Puerto Rico(Puerto Rico PublicRelations Professionals Association)

56. Yanira Hernndez First Vice President, Asociacin de Periodistas dePuerto Rico(Journalists Association Of PuertoRico); Reporter, El Nuevo Da

57. Yolanda Vlez Arcelay Analyst and Reporter, Radio Isla1320, Puerto Rico

58. Zenaida Ramos Reporter, El Vocero, Puerto Rico

59. Luis Torres Negrn Digital Desk Primera Hora

60. Luis Garca Associate Creative Director, draftfcb

61. Omar Marrero Sports Editor, Primera Hora

62. Nancy Piero Attorney; Communications consultant

63. Noelia Quintero Director, Cscara Lab Media Project ; Director,Producer

64. Dayani Centeno Communications Consultant


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8. Describe the program used to track graduates to assess their experience in theprofessions and to improve curriculum and instruction. Discuss measures used todetermine graduates satisfaction with the educational experiences provided by theunit. Describe maintenance of records of alumni employment histories and otheralumni records.

As discussed in Standard 6, response 6.11, one important evaluation mechanism thatthe School has for improving curriculum and instruction through graduate feedback isthe exit interview conducted by the Campuss Office of Academic Planning. In general,this study measures the academic experience of our students.

Apart from this measure, the School participates in the Annual Survey of Journalism &Mass Communication Graduates conducted by the University of Georgia. Through thisannual study, the School learns valuable information about the context in which ourgraduates enter their professions and general information about their status asgraduates of mass communication at the time of the study.

Nonetheless, mechanisms for connecting with alumni and receiving feedback from theiracademic experience, which is currently informed by their current professionalexperiences, are currently underway. The Schools Alumni Office has created variousmechanisms, such as social media presence, for networking with alumni, and has beenable to significantly update alumni contact information (refer to Standard 6, responses6.9 and 6.10).In addition, it has concluded an alumni study whose main objective is to identify betterways for connecting with alumni and get them involved in School activities. Asecondary objective of this study is to determine whether the graduates profile for theSchool is congruent with alumnis current professional life. The study consisted oninterviews and surveys conducted during the fall semester of the 2009-2010 academicyear. Results are expected by the fall semester of the 2010-2011 academic year.

The Alumni Office is also responsible for gathering information about alumni andkeeping a record of this information. This office has been able to create a database of2,978 alumni and, in many cases, it keeps record of data such as postal address, e-mail, major, student number, current job, professional achievements, and year ofgraduation. With its limited resources, the office works toward further populating itsmaster list with information and create a stronger bond with alumni.

assessment - self-study report_school of communication upr-rp_2010

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